# State Curriculum: Mathematics Grade 5

 Document Date: June 2004 PK–3 Acrobat 200k Ms Word 216k 3–8 Acrobat 238k Ms Word 398k View Glossary -

## Standard 1.0 Knowledge of Algebra, Patterns, and Functions

A.

### Indicator

• 1. Identify, describe, extend, and create numeric patterns and functions

### Objectives

1. Interpret and write a rule for a one-operation (+, -, x, ÷ with no remainders) function table
###### Assessment limits:
• Use whole numbers or decimals with no more than 2 decimal places (0 – 1000)
1. Create a one-operation (x, ÷ with no remainders) function table to solve a real world problem
1. Complete a one-operation function table
###### Assessment limits:
• Use whole numbers with +, -, x, ÷ (with no remainders) or use decimals with no more than two decimal places with +, - (0 – 200)
1. Apply a given two operation rule for a pattern

B.

### Indicator

• 1. Write and identify expressions

### Objectives

1. Represent unknown quantities with one unknown and one operation (+, -, ×, ÷ with no remainders)
###### Assessment limits:
1. Determine the value of algebraic expressions with one unknown and one operation
###### Assessment limits:
• Use +, - with whole numbers (0-1000) or ×, ÷ (with no remainders) with whole numbers (0-100) and the number for the unknown is no more than 9
1. Use parenthesis to evaluate a numeric expression

### Indicator

• 2. Identify, write, solve, and apply equations and inequalities

### Objectives

1. Represent relationships by using the appropriate relational symbols (>, <, =) and one operational symbol (+, -, ×, ÷ with no remainders) on either side
###### Assessment limits:
1. Find the unknown in an equation use one operation (+, -, ×, ÷ with no remainders)

C.

### Indicator

• 1. Locate points on a number line and in a coordinate grid

### Objectives

1. Represent decimals and mixed numbers on a number line
###### Assessment limits:
• Use decimals with no more than two decimal places (0 – 100) or mixed numbers with denominators of 2, 3, 4, 5, 6, 8, or 10 (0 - 10)
1. Create a graph in a coordinate plane
###### Assessment limits:
• Use the first quadrant and ordered pairs of whole numbers (0 – 50)

## Standard 2.0 Knowledge of Geometry

A.

### Indicator

• 1. Analyze the properties of plane geometric figures

### Objectives

1. Identify and describe relationships of lines and line segments in geometric figures or pictures
###### Assessment limits:
1. Identify polygons within a composite figure
###### Assessment limits:
• Use polygons with no more than 8 sides as part of a composite figure comprised of triangles or quadrilaterals
1. Identify and describe the radius and diameter of a circle

### Indicator

• 2. Analyze geometric relationships

### Objectives

1. Compare and classify quadrilaterals by length of sides and types of angles (Include the angle symbol <ABC)
###### Assessment limits:
• Use squares, rectangles, rhombi, parallelograms, and trapezoids
1. Compare triangles by sides

B.

### Indicator

• 1. Analyze the properties of solid geometric figures

### Objectives

1. Identify and classify pyramids and prisms by the number of edges, faces, or vertices
###### Assessment limits:
• Use triangular pyramids, rectangular pyramids, triangular prisms, or rectangular prisms
1. Identify and classify pyramids and prisms by the base
###### Assessment limits:
• Use triangular prisms and pyramids or rectangular prisms and pyramids

### Indicator

• 2. Analyze the relationship between plane geometric figures and faces of solid geometric figures

### Objectives

1. Compare a plane figure to faces of solid geometric figure
###### Assessment limits:
• Analyze and identify the number or arrangement of rectangles needed to make a rectangular prism, number of triangles/rectangles needed to make a triangular prism, and the number of circles/rectangles needed to make a cylinder.

C.

### Indicator

• 1. Represent plane geometric figures

### Objectives

1. Identify, describe, and draw angles, parallel line segments, and perpendicular line segments
###### Assessment limits:
• Provide their dimensions as whole numbers (0 - 20) or angle measurements (0° - 179°)

D.

### Indicator

• 1. Analyze similar figures to

### Objectives

1. Identify or describe geometric figures as similar
###### Assessment limits:
• Use same shape and different size

E.

### Objectives

1. Identify and describe the results of translations, reflections, and rotations of geometric figures
###### Assessment limits:
• Use translation along a vertical line, reflection over a horizontal line, or rotation 90° or 180° around a given point

## Standard 3.0 Knowledge of Measurement

A.

### Indicator

• 1. Read customary and metric measurement units

### Objectives

1. Estimate and determine weight or mass
###### Assessment limits:
• Use the nearest ounce for weight and the nearest gram for mass
1. Estimate and determine capacity
###### Assessment limits:
• Use the nearest ounce

B.

### Indicator

• 1. Measure in customary and metric units

### Objectives

1. Select and use appropriate tools and units
###### Assessment limits:
• Measure length to 1/8 inch with a ruler

### Indicator

• 2. Measure angles

### Objectives

1. Measure a single angle and angles in regular polygons
###### Assessment limits:
• Measure an angle between 0 and 180 to the nearest degree

C.

### Indicator

• 1. Estimate and apply measurement formulas

### Objectives

1. Determine perimeter
###### Assessment limits:
• Use polygons with no more than 8 sides and whole numbers (0 –500)
1. Determine area
###### Assessment limits:
1. Find the area and the perimeter of any closed figure on a grid
###### Assessment limits:
• Use whole and partial units (0-50)
1. Estimate and determine volume by counting

### Objectives

1. Determine start, elapsed, and end time
###### Assessment limits:
• Use the nearest minute
1. Determine equivalent units of measurement
###### Assessment limits:
• Use seconds, minutes, and hours or pints, quarts, and gallons

## Standard 4.0 Knowledge of Statistics

A.

### Indicator

• 1. Collect, organize, and display data

### Objectives

1. Collect data by conducting surveys to answer a question
1. Organize and display data in stem-and-leaf plots
###### Assessment limits:
1. Organize and display data in line plots
###### Assessment limits:
• Use no more than 20 pieces of data with a range of no more than 20 and whole numbers (0 – 200)
1. Organize and display data in double bar graphs
###### Assessment limits:
• Use no more than 4 categories and intervals of 1, 2, 5, or 10 and whole numbers (0 – 100)
1. Organize and display data in line graphs
###### Assessment limits:
• Use y-axis with intervals of 1, 2, 4, 5, or 10 and x-axis with no more than 10 time intervals and whole numbers (0 – 100)
1. Determine the appropriate type of graph to effectively display data

B.

### Indicator

• 1. Analyze data

### Objectives

1. Interpret and compare data in stem & leaf plot
###### Assessment limits:
1. Interpret and compare data in line plots
###### Assessment limits:
• Use no more than 20 pieces of data with a range of no more than 20 and whole numbers (0 – 100)
1. Interpret and compare data in double bar graphs
###### Assessment limits:
• Use no more than 4 categories and intervals of 1, 2, 5, or 10 and whole numbers (0 – 1000)
1. Interpret and compare data in double line graphs
###### Assessment limits:
• Use y-axis with intervals of 1, 2, 5, or 10 and x-axis with no more than 10 time intervals and whole numbers (0 – 100)
1. Read circle graphs

### Objectives

1. Determine the mean of a given data set or data display
###### Assessment limits:
• Use no more than 8 pieces of data and whole numbers without remainders (0 – 1000)
1. Apply the range and measures of central tendency to solve a problem or answer a question

## Standard 5.0 Knowledge of Probability

A.

### Indicator

• 1. Identify possible outcomes

### Objectives

1. Determine possible outcomes of independent events
###### Assessment limits:
• Use two independent events with no more than 4 outcomes each and an organized list or tree diagram

B.

### Indicator

• 1. Determine the probability of one simple event comprised of equally likely outcomes

### Objectives

1. Make predictions and express the probability as a fraction

## Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic

A.

### Indicator

• 1. Apply knowledge of fractions, decimals, and place value

### Objectives

1. Read, write, or represent fractions or mixed numbers using symbols, models, and words
###### Assessment limits:
• Use denominators that are factors of 24 and numbers (0 – 200)
1. Read, write, or represent decimals using symbols, words, or models
###### Assessment limits:
• Use no more than 3 decimal places (0 – 100)
1. Identify and determine equivalent forms of proper fractions
###### Assessment limits:
• Use denominators that are factors of 100, decimals, or percents (0 – 200)
1. Compare or order fractions with or without using the symbols (<, >, or =)
###### Assessment limits:
• Use no more than 4 fractions or mixed numbers with denominators that are factors of 100 and numbers (0 – 100)
1. Compare, order, and describe decimals with or without using the symbols (<, >, or =)
###### Assessment limits:
• Use no more than 4 decimals with no more than 3 decimal places and numbers (0 – 100)

B.

### Indicator

• 1. Apply number relationships

### Objectives

1. Identify or describe numbers as prime or composite
###### Assessment limits:
1. Identify and use rules of divisibility
###### Assessment limits:
1. Identify the greatest common factor
###### Assessment limits:
• Use 2 numbers whose GCF is no more than 10 and whole numbers (0 – 100)
1. Identify a common multiple and the least common multiple

C.

### Indicator

• 1. Analyze number relations and compute

### Objectives

1. Multiply whole numbers
###### Assessment limits:
1. Divide whole numbers
###### Assessment limits:
• Use a dividend with no more than a 4-digits by a 2-digit divisor and whole numbers (0 - 9,999)
1. Interpret quotients and remainders mathematically and in the context of a problem
###### Assessment limits:
• Use dividend with no more than a 3-digits by a 1 or 2 digit divisor and whole numbers (0 – 999)
1. Add and subtract proper fractions and mixed numbers with answers in simplest form
###### Assessment limits:
• Use denominators as factors of 24 and numbers (0 – 20)
1. Add decimals including money
###### Assessment limits:
• Use no more than 4 addends and no more than 3 decimal places in each addend and numbers (0 – 1000)
1. Subtract decimals including money
###### Assessment limits:
• Use a minuend and subtrahend with no more than 3 decimal places and numbers (0 – 1000)
1. Multiply decimals
###### Assessment limits:
• Use a decimal in monetary notation by a single digit whole number and numbers (0 – 100)
1. Divide decimals by whole numbers

### Objectives

1. Determine the approximate sum and difference of decimals
###### Assessment limits:
• Use no more than 3 addends with no more than 3 decimal places in each addend or the difference of a minuend and subtrahend with no more than 3 decimal places and numbers (0 – 1000)
1. Determine approximate product and quotient of whole numbers
###### Assessment limits:
• Use a 1-digit factor with the other factor having no more than 3 digits or a dividend having no more than 3 digits and a 1-digit divisor and whole numbers (0 – 5000)
1. Determine the approximate product of decimals
###### Assessment limits:
• Use a decimal in monetary notation and a single digit whole number (0 – 100)

## Standard 7.0 Processes of Mathematics

A.

### Indicator

• 1. Apply a variety of concepts, processes, and skills to solve problems

### Objectives

1. Identify the question in the problem
1. Decide if enough information is present to solve the problem
1. Make a plan to solve a problem
1. Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
1. Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
1. Identify alternative ways to solve a problem
1. Show that a problem might have multiple solutions or no solution
1. Extend the solution of a problem to a new problem situation

B.

### Indicator

• 1. Justify ideas or solutions with mathematical concepts or proofs

### Objectives

1. Use inductive or deductive reasoning
1. Make or test generalizations
1. Support or refute mathematical statements or solutions
1. Use methods of proof, i.e., direct, indirect, paragraph, or contradiction

C.

### Indicator

• 1. Present mathematical ideas using words, symbols, visual displays, or technology

### Objectives

1. Use multiple representations to express concepts or solutions
1. Express mathematical ideas orally
1. Explain mathematically ideas in written form
1. Express solutions using concrete materials
1. Express solutions using pictorial, tabular, graphical, or algebraic methods
1. Explain solutions in written form
1. Ask questions about mathematical ideas or problems
1. Give or use feedback to revise mathematical thinking

D.

### Indicator

• 1. Relate or apply mathematics within the discipline, to other disciplines, and to life

### Objectives

1. Identify mathematical concepts in relationship to other mathematical concepts
1. Identify mathematical concepts in relationship to other disciplines
1. Identify mathematical concepts in relationship to life
1. Use the relationship among mathematical concepts to learn other mathematical concepts

Note: Highlighted assessment limits will be tested in the no calculator section of MSA. In the assessment limit, (0-10) or (-10 to 10) means all numbers in the problem or the answer will fall within the range of 0 to 10 (including endpoints) or -10 to 10 (including endpoints), respectively. All content standards are tested in MSA but not all objectives. Objectives that have an assessment limit are tested on MSA. Objectives without an assessment limit are not tested on MSA.

June 2004