§111.17. Mathematics, Grade 5. 

(1)  Number, operation, and quantitative reasoning. The student uses place value to represent whole numbers and decimals. The student is expected to:

(A)  use place value to read, write, compare, and order whole numbers through the 999,999,999,999; and  2003 Problem 15  2006 Problem 11  2009 Problem 5  Check It Out #6

(B)  use place value to read, write, compare, and order decimals through the thousandths place.  2003 Problem 4  2004 Problem 33  2006 Problem 38  2009 Problem 14  Check It Out #7

(2)  Number, operation, and quantitative reasoning. The student uses fractions in problem-solving situations. The student is expected to:

(A)  generate a fraction equivalent to a given fraction such as 1/2 and 3/6 or 4/12 and 1/3;  2003 Problem 40  2004 Problem 38  2006 Problem 37  2009 Problem 41  Check It Out #8

(B)  generate a mixed number equivalent to a given improper fraction or generate an improper fraction equivalent to a given mixed number;  2003 Problem 27  2006 Problem 27  2009 Problem 23  Check It Out #9

(C)  compare two fractional quantities in problem-solving situations using a variety of methods, including common denominators; and  2003 Problem 39  2004 Problem 29  2006 Problem 39  2009 Problem 7  Check It Out #10

(D)  use models to relate decimals to fractions that name tenths, hundredths, and thousandths.

(3)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve meaningful problems. The student is expected to:

(A)  use addition and subtraction to solve problems involving whole numbers and decimals;  2003 Problem 21  2003 Problem 38  2004 Problem 10  2006 Problem 44  2009 Problem 28  Check It Out 11

(B)  use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology);  2003 Problem 1  2004 Problem 2  2006 Problem 43  2009 Problem 38  Check It Out 12

(C)  use division to solve problems involving whole numbers (no more than two-digit divisors and three-digit dividends without technology), including interpreting the remainder within a given context;  2004 Problem 21  2006 Problem 33  Check It Out 13

(D)  identify common factors of a set of whole numbers; and  2003 Problem 13  2004 Problem 27   2004 Problem 35  2006 Problem 12  2009 Problem 16  Check It Out 14

(E)  model situations using addition and/or subtraction involving fractions with like denominators using concrete objects, pictures, words, and numbers.  2003 Problem 33  2004 Problem 36  2006 Problem 6  2009 Problem 12  Check It Out 15

(4)  Number, operation, and quantitative reasoning. The student estimates to determine reasonable results. The student is expected to use strategies, including rounding and compatible numbers to estimate solutions to addition, subtraction, multiplication, and division problems.  2003 Problem 7  2004 Problem 43  2006 Problem 3  2009 Problem 2  Check It Out 16

(5)  Patterns, relationships, and algebraic thinking. The student makes generalizations based on observed patterns and relationships. The student is expected to:

(A)  describe the relationship between sets of data in graphic organizers such as lists, tables, charts, and diagrams; and  2003 Problem 26  2004 Problem 9   2004 Problem 32  2006 Problem 21  2006 Problem 29  2009 Problem 4  2009 Problem 18  2009 Problem 34

(B)  identify prime and composite numbers using concrete objects, pictorial models, and patterns in factor pairs.  2003 Problem 20  2003 Problem 22  2003 Problem 32  2004 Problem 8   2004 Problem 31  2006 Problem 5  2006 Problem 14  2006 Problem 22  2006 Problem 36  2009 Problem 29  2009 Problem 44  Check It Out 17  Check It Out 19

(6)  Patterns, relationships, and algebraic thinking. The student describes relationships mathematically. The student is expected to select from and use diagrams and equations such as y = 5 + 3 to represent meaningful problem situations.   2003 Problem 3  2003 Problem 9  2003 Problem 34  2004 Problem 3  2004 Problem 37  2006 Problem 13  2009 Problem 6  2009 Problem 24  Check It Out 18

(7)  Geometry and spatial reasoning. The student generates geometric definitions using critical attributes. The student is expected to identify essential attributes including parallel, perpendicular, and congruent parts of two- and three-dimensional geometric figures.  2003 Problem 10  2003 Problem 18  2003 Problem 35  2004 Problem 1   2004 Problem 15   2004 Problem 30  2004 Problem 39  2006 Problem 2  2006 Problem 15  2006 Problem 42  2009 Problem 8  2009 Problem 15  2009 Problem 27

(8)  Geometry and spatial reasoning. The student models transformations. The student is expected to:

(A)  sketch the results of translations, rotations, and reflections on a Quadrant I coordinate grid; and  2003 Problem 11  2004 Problem 41  2006 Problem 17

(B)  identify the transformation that generates one figure from the other when given two congruent figures on a Quadrant I coordinate grid.  2003 Problem 23  2004 Problem 19  2006 Problem 28  2009 Problem 1  2009 Problem 39

(9)  Geometry and spatial reasoning. The student recognizes the connection between ordered pairs of numbers and locations of points on a plane. The student is expected to locate and name points on a coordinate grid using ordered pairs of whole numbers.  2003 Problem 43  2004 Problem 44  2006 Problem 16  2006 Problem 41  2009 Problem 3  2009 Problem 35

(10)  Measurement. The student applies measurement concepts involving length (including perimeter), area, capacity/volume, and weight/mass to solve problems. The student is expected to:

(A)  perform simple conversions within the same measurement system (SI (metric) or customary);  2003 Problem 14  2003 Problem 25  2006 Problem 9  2006 Problem 31  2009 Problem 11  2009 Problem 36

(B)  connect models for perimeter, area, and volume with their respective formulas; and  2009 Problem 32  2009 Problem 43

(C)  select and use appropriate units and formulas to measure length, perimeter, area, and volume.  2009 Problem 22

(11)  Measurement. The student applies measurement concepts. The student measures time and temperature (in degrees Fahrenheit and Celsius). The student is expected to:

(A)  solve problems involving changes in temperature; and  2003 Problem 8  2003 Problem 28  2003 Problem 37  2004 Problem 5   2004 Problem 18   2004 Problem 23  2004 Problem 26  2006 Problem 8  2006 Problem 10  2009 Problem 30

(B)  solve problems involving elapsed time.  2003 Problem 16  2003 Problem 24  2004 Problem 34  2006 Problem 18  2006 Problem 20  2006 Problem 30  2009 Problem 20

(12)  Probability and statistics. The student describes and predicts the results of a probability experiment. The student is expected to:

(A)  use fractions to describe the results of an experiment;  2003 Problem 19  2004 Problem 25  2006 Problem 34  2009 Problem 10

(B)  use experimental results to make predictions; and  2004 Problem 28  2006 Problem 19  2009 Problem 25

(C)  list all possible outcomes of a probability experiment such as tossing a coin.

(13)  Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to:

(A)  use tables of related number pairs to make line graphs;  2003 Problem 41  2004 Problem 16  2006 Problem 1  2009 Problem 40

(B)  describe characteristics of data presented in tables and graphs including median, mode, and range; and  2003 Problem 30  2004 Problem 20  2006 Problem 23  2009 Problem 19  Check It Out #5

(C)  graph a given set of data using an appropriate graphical representation such as a picture or line graph.  2003 Problem 5

(14)  Underlying processes and mathematical tools. The student applies Grade 5 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:

(A)  identify the mathematics in everyday situations;  2003 Problem 6  2003 Problem 42  2004 Problem 4  2004 Problem 6  2004 Problem 40  2006 Problem 4  2006 Problem 7  2009 Problem 21  2009 Problem 26  Check It Out #3

(B)  solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;  2003 Problem 31  2003 Problem 17  2004 Problem 14  2004 Problem 22  2006 Problem 25  2006 Problem 40  2009 Problem 17

(C)  select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it  out, making a table, working a simpler problem, or working backwards to solve a problem; and  2003 Problem 29  2003 Problem 36  2004 Problem 24  2006 Problem 26  2006 Problem 32  2009 Problem 31  2009 Problem 37  Check It Out #4

(D)  use tools such as real objects, manipulatives, and technology to solve problems.

(15)  Underlying processes and mathematical tools. The student communicates about Grade 5 mathematics using informal language. The student is expected to:

(A)  explain and record observations using objects, words, pictures, numbers, and technology; and

(B)  relate informal language to mathematical language and symbols.  2003 Problem 44  2004 Problem 42  2006 Problem 24  2009 Problem 13  2009 Problem 42  Check It Out #2

(16)  Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to:

(A)  make generalizations from patterns or sets of examples and nonexamples; and  2003 Problem 12  2004 Problem 17  2006 Problem 35  2009 Problem 9  Check It Out #1

(B)  justify why an answer is reasonable and explain the solution process.

Back to front page