Grade 5

Other Ohio Mathematics - Extended Learning Standards sets

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Decompose multi-digit whole numbers by their place values and expanded form to show understanding that a digit in one place represents 10 times as much as it represents in the place to its right.5.NBT.1a

Decompose multi-digit whole numbers by their place values and expanded form up to 100,000 with physical and/or visual representations. For example, 457: 4 hundreds, 5 tens, 7 ones; four hundred fifty-seven; 400 + 50 + 7).5.NBT.1b

Given a whole number within the range of 1–999, decompose into place values of ones, tens, and hundreds using physical and/or visual representation.5.NBT.1c1

Given a whole number within the range of 1–999, identify the expanded form using physical and/or visual representations.5.NBT.1c2

Count to 100 by ones and by tens. 5.NBT.1.lp.a

Count to 1,000 by hundreds and by tens.5.NBT.1.lp.b

Recognize the numerals from 1 up to 1,000.  5.NBT.1.lp.c

Represent numbers from 1 to 1,000 using physical objects or technology5.NBT.1.lp.d

Know the word names for the numbers 1-1,000.5.NBT.1.lp.e

Write numerals from 0 to 1,000.5.NBT.1.lp.f

Explore place value tools including with technology.5.NBT.1.lp.g

Base-10 blocks5.NBT.1.lp.h

Place value chart5.NBT.1.lp.i

100’s chart5.NBT.1.lp.j

Cuisenaire rods5.NBT.1.lp.k

Unifix cubes5.NBT.1.lp.l

Distribute objects into groups of hundreds, tens, and ones. 5.NBT.1.lp.m

Compose and decompose numbers from 11 to 19 into a group of ten ones and some further ones by using objects.5.NBT.1.lp.n

Understand that these numbers are composed of a group of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.5.NBT.1.lp.o

Record the number of tens and ones in a group of objects or drawings.5.NBT.1.lp.p

Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.5.NBT.1.lp.q

Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten;” 5.NBT.1.lp.r

Understand the following as special cases: 100 can be thought of as a bundle of ten tens – called a “hundred” 5.NBT.1.lp.s

Understand the following special cases: 1,000 can be thought of as a bundle of ten hundreds – called a “thousand”5.NBT.1.lp.t

Understand the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).5.NBT.1.lp.u

Understand the numbers 100, 200, 300, 400, 500, 600, 700, 800, and 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 ones).5.NBT.1.lp.v

Identify the location of the ones, tens, and hundreds on a place value chart.5.NBT.1.lp.w

Engagement Statements (demonstration of engaged in the topic)5.NBT.1.lp.x

Interact with physical objects (blocks) or drawings.5.NBT.1.lp.y

Identify the product of a two-digit decimal and a power of 10 (limit decimals to tenths and powers of 10 to 103).5.NBT.2a

Identify the power of 10 written as a base and an exponent for its multiplication sentence. For example, 10? = 10; 10? = 10 ×10; 10? = 10 ×10 × 10. Identify the product of a 2-digit whole number and a power of 10 (limit powers of 10 to 1,000 or 103).5.NBT.2b

 Identify the number of zeroes in a product of a one-digit whole number and 10 or 100 using place value strategies or physical representations.5.NBT.2c

Content works in conjunction with 5.NBT.5. 5.NBT.2.lp.a

Create multiple groups of 10 using objects. 5.NBT.2.lp.b

Repeatedly add groups of 10 using physical objects. 5.NBT.2.lp.c

Relate counting to addition by counting on 10 to add 10.5.NBT.2.lp.d

Understand the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).5.NBT.2.lp.e

Know the symbols for multiplication (×) and equals (=).  5.NBT.2.lp.f

Write a number sentence to represent a situation involving a multiple of 10.5.NBT.2.lp.h

Relate multiplication to repeated addition by writing a number sentence.  5.NBT.2.lp.g

Interact with physical objects (blocks) or drawings (100s chart or multiplication chart). 5.NBT.2.lp.j

Engagement Statements (demonstration of engaged in the topic)5.NBT.2.lp.i

Compare two decimal numerals written to the hundredths place using >, = and < symbols with visual and/ or physical representations.5.NBT.3a

Compare two decimal models to the tenths place using >, = and < symbols with visual and/or physical representations. 5.NBT.3b

Match visual or physical representations or models of tenths and determine which is “more than”, “same as”, or “Less than”.5.NBT.3c

Content works in conjunction with 5.NBT.4 and 5.NBT.7.5.NBT.3.lp.a

Recognize pennies and dimes. 5.NBT.3.lp.b

Know the names and values of pennies and dimes.5.NBT.3.lp.c

Know the symbols for dollars ($), cents (₵), and decimal point (.). 5.NBT.3.lp.d

Record the value of a collection of pennies using dollar and cent notation.5.NBT.3.lp.e

Explore place values using place value models. (pennies and dimes)5.NBT.3.lp.f

Recognize the word names for tenths and hundredths.5.NBT.3.lp.g

Understand the location of the decimal point on a place value chart. 5.NBT.3.lp.h

Recognize the value of a decimal in hundredths using a place value chart. 5.NBT.3.lp.i

Represent the value of a collection of pennies and dimes on a place value chart.5.NBT.3.lp.j

Use language of tenths and hundredths in real-world contexts.5.NBT.3.lp.k

Orally identify (without using inequality symbols) whether the number of objects in one group is greater/more than, less/fewer than, or the same as the number of objects in another group, not to exceed 10 objects in each group. 5.NBT.3.lp.l

Compare (without using inequality symbols) two numbers between 0 and 10 when presented as written numerals.  5.NBT.3.lp.m

Directly compare two objects with a measurable attribute in common to see which object has “more of” or “less of” the attribute, and describe the difference. For example, directly compare the heights of two children, and describe one child as taller/shorter.5.NBT.3.lp.n

Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.5.NBT.3.lp.o

Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.5.NBT.3.lp.p

Engagement Statements (demonstration of engaged in the topic)5.NBT.3.lp.q

Interact with place value models. (pennies, dimes, place value charts, etc.)5.NBT.3.lp.r

Round decimals to a given place using a number line or other physical/visual representation (limit rounding to the nearest tenth, one, ten or hundred). 5.NBT.4a

Round decimals with a value in the tenths place to the nearest whole number using a number line or other physical/visual representation.5.NBT.4b

Identify whether a decimal is closer to 0 or 1 using physical and/or visual representations, including money (limit decimal place values to hundredths).5.NBT.4c

Content works in conjunction with 5.NBT.3 and 5.NBT.7. 5.NBT.4.lp.a

Know what a number line is.  5.NBT.4.lp.b

Know the order of the numbers from 0 up to 99. 5.NBT.4.lp.c

Identify a whole number on a vertical or a horizontal number line marked with whole numbers up to 99 (scale limited to whole numbers 1 or 10).5.NBT.4.lp.d

Identify 0 on a number line. 5.NBT.4.lp.e

Identify a missing whole number value on a number line marked with whole numbers up to 99.5.NBT.4.lp.f

Compare distances of objects using a number line.  5.NBT.4.lp.g

Understand that 2 is the distance from 0 to 2 and 3 is the distance from 0 to 3 using standard units for all lengths from 1 to 99. 5.NBT.4.lp.h

Determine which tens a group of pennies comes between using a vertical or horizontal number line. 5.NBT.4.lp.i

Determine which tenths a group of pennies and dimes comes between using a vertical or horizontal number line.  5.NBT.4.lp.j

Engagement Statements (demonstration of engaged in the topic)5.NBT.4.lp.k

Interact with physical objects (blocks) or drawings (may include 100s chart) representing whole numbers up to 99.5.NBT.4.lp.l

Multiply a 3-digit whole number by a 2-digit whole number with visual and/or physical representations.5.NBT.5a

Multiply 2-digit by 2-digit whole numbers with physical and/or visual representations  5.NBT.5b

Multiply two 2-digit whole numbers, where one factor is a multiple of 10, using models with physical or/and visual representations 5.NBT.5c

Content works in conjunction with 5.NBT.2. 5.NBT.5.lp.a

Count to 10. 5.NBT.5.lp.b

Count to 10 using objects.5.NBT.5.lp.c

Count to 100 by 10s.  5.NBT.5.lp.d

Create multiple groups of 10 using objects. 5.NBT.5.lp.e

Repeatedly add groups of 10 using physical objects.  5.NBT.5.lp.f

Relate counting to addition by counting on 10 to add 10.5.NBT.5.lp.g

Understand that the two digits of a two-digit number represent amounts of tens and ones. 5.NBT.5.lp.h

Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten”.5.NBT.5.lp.i

Understand the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 5.NBT.5.lp.j

Know the symbols for multiplication (×) and equals (=).  5.NBT.5.lp.k

Relate multiplication to repeated addition by writing a number sentence.5.NBT.5.lp.l

Represent a number with a set of physical objects or a drawing.5.NBT.5.lp.m

Record the number of tens and 0 ones in a group of objects or drawings for multiples of 10. 5.NBT.5.lp.n

Engagement Statements (demonstration of engaged in the topic)5.NBT.5.lp.o

Interact with physical objects (blocks) or drawings (100s chart or multiplication chart).5.NBT.5.lp.p

Divide whole numbers using strategies based on place value, the relationship between multiplication and division, the properties of operations and physical and/or visual representations (limit to 4-digit whole number by a 1-digit whole number, no remainders).5.NBT.6a

Divide whole numbers using strategies based on place value, the relationship between multiplication and division, the properties of operations and physical and/or visual representations (3-digit by 1-digit whole numbers with no zeroes in the tens place, no remainders).5.NBT.6b

Divide a 2-digit whole number by a 1-digit whole number using strategies based on place value, the relationship between multiplication and division, the properties of operations and using physical and/or visual representations (products limited to 100, no remainders).5.NBT.6c

Identify 2, 3, 4, 5, 6, and 10 blocks.  5.NBT.6.lp.a

Identify groups of blocks 2s, 3a, 4s, 5s, 6s, and 10s. 5.NBT.6.lp.b

Share up to 10, 20, 30, 40, 50 objects equally between 2, 3, 4, 5, 6, and 10 people (without remainders).5.NBT.6.lp.c

Build groups of blocks into rows and columns (arrays). 5.NBT.6.lp.d

Count the number of blocks in a given array. 5.NBT.6.lp.e

Identify the number of blocks in each row and each column.  5.NBT.6.lp.f

Recognize factors in an array.  5.NBT.6.lp.g

Relate a picture or objects to a number sentence. 5.NBT.6.lp.h

Identify a number sentence.  5.NBT.6.lp.i

Recognize the symbols for multiplication (×), division (÷), and equals (=).5.NBT.6.lp.j

Read and interpret a traditional one-step number sentence (6 ÷ 3 = x).5.NBT.6.lp.k

Know that a symbol x can represent a missing value. 5.NBT.6.lp.l

Recognize related multiplication and division number sentences. 5.NBT.6.lp.m

Write the number sentence to express the total as a product of two factors.5.NBT.6.lp.n

Solve 1-step number sentences involving multiplication or division.5.NBT.6.lp.o

Engagement Statements (demonstration of engaged in the topic)5.NBT.6.lp.p

Interact with physical objects (blocks) or drawings representing multiplication and division.5.NBT.6.lp.q

Multiply and divide up to a 3-digit whole number by a 2-digit number with a digit in the tenths place value, with physical and/or visual representations, with or without word problem. For example, 312 x 1.2.5.NBT.7a2

Add and subtract decimals to hundredths with physical and/or visual representations with word problems. AND5.NBT.7a1

Add and subtract decimals to hundredths using physical and/or visual representations with and without word problems5.NBT.7b1

Multiply or divide up to a 3-digit whole number by a decimal to the tenths place with physical and/or visual representations, with or without word problem. For example, 312 x 0.3.5.NBT.7b2

Add and subtract decimals to tenths using physical and/or visual representations with word problems related to money5.NBT.7c1

Multiply a decimal to the tenths place by a single digit whole number with physical and/or visual representations, with or without word problem.5.NBT.7c2

Content works in conjunction with 5.NBT.3 and 5.NBT.4.  5.NBT.7.lp.a

Explore place values using place value models. (Base-10 blocks, Cuisenaire rods, pennies, nickels, dimes, quarters, etc.)5.NBT.7.lp.b

Know the names and values of pennies, nickels, dimes, and quarters.  5.NBT.7.lp.c

Know the symbols for dollars ($), cents (₵), and decimal point (.).  5.NBT.7.lp.d

Match a collection of pennies, nickels, dimes, or quarters to the visual model of the decimal.5.NBT.7.lp.e

Record the value of a collection of pennies, nickels, or dimes using dollar or cent notation. 5.NBT.7.lp.f

Represent a value of a collection of coins on a place value chart.5.NBT.7.lp.g

Recognize the value of a decimal to hundredths using a place value chart.  5.NBT.7.lp.h

Use language of tenths and hundredths in real-world contexts. 5.NBT.7.lp.i

Add and subtract collections of coins (pennies, nickels, dimes, quarters).5.NBT.7.lp.j

Write the number sentence for the addition or subtraction of two collections of coins. 5.NBT.7.lp.k

Engagement Statements (demonstration of engaged in the topic)5.NBT.7.lp.l

Interact with linear models or place value models. (Base10 blocks, Cuisenaire rods, pennies, dimes, etc.)5.NBT.7.lp.m

 Add and subtract fractions with fraction models or other physical and/or visual representations. For example, 2/4 + 2/8 = 6/8, Limit denominators to multiple pairs of 3 and 6, 2 and 4, 4 and 8, 5 and 10, or 10 and 100, may include mixed numbers.5.NF.1a

Add and subtract fractions with same denominator fraction models or other physical and/or visual representations (limit denominators to 2, 3, 4, 5, 6, 8, and 10).5.NF.1b

Add and subtract fractions with the same denominator using fraction models or other physical and/or visual representations (limit denominators to 2, 3, 4, and 10).5.NF.1c

Content works in conjunction with 5.NF.2.  5.NF.1.lp.a

Identify the same sized whole partitioned into 2, 3, 4, and 10 equal shares.  5.NF.1.lp.b

Describe the whole as two halves, three thirds, four fourths, or ten tenths.5.NF.1.lp.c

Recognize the value of a whole fractional shaded part.  5.NF.1.lp.d

Identify 1/10, ¼, 1/3, and ½ when given a fraction model.5.NF.1.lp.e

Partition rectangles into two, three, four, or ten equal shares.5.NF.1.lp.f

Write a number sentence representing a whole partitioned into two, three, or four equal shares (4/4 = ¼ + ¼ + ¼ + ¼).5.NF.1.lp.g

Describe the shares using the words halves, thirds, fourths and quarters, or tenths and use the phrases half of, third of, fourth of and quarter of or tenth of.  5.NF.1.lp.h

Describe the whole as two halves, three thirds, four fourths or ten tenths in real-world contexts. 5.NF.1.lp.i

Understand a fraction 1/b is the smallest fractional part of a whole.5.NF.1.lp.j

Count by unit fractions up to a whole. (1/10, ¼, 1/3, and ½)5.NF.1.lp.k

Use fraction models to combine equal sized shares with like denominators.  5.NF.1.lp.l

Understand you can combine equal sized shares of fractional parts of the same whole like you can combine whole numbers.5.NF.1.lp.m

Match fractions with their fraction model or other physical/ visual models (limit to denominators of 2, 3, 4, and 10).5.NF.1.lp.n

Engagement Statements (demonstration of engaged in the topic)5.NF.1.lp.o

Interact with area (rectangles) and length (number lines) fraction models.5.NF.1.lp.p

Solve addition and subtraction fraction word problems with fraction models or other physical and/or visual representations. Limit denominators to multiple pairs of 3 and 6, 2 and 4, 4 and 8, 5 and 10, or 10 and 100, may include mixed numbers.5.NF.2a

Solve addition and subtraction word problems involving fractions with like denominators with fraction models or other physical and/or visual representations. Limit denominators to 2, 3, 4, 5, 6, 8 and 10.5.NF.2b

Solve addition and subtraction word problems involving fractions with like denominators with fraction models or other physical and/or visual representations. Limit denominators to 2, 3, 4, and 10.5.NF.2c

Content works in conjunction with 5.NF.1. 5.NF.2.lp.a

Identify the same sized whole partitioned into 2, 3, 4, and 10 equal shares. 5.NF.2.lp.b

Describe the whole as two halves, three thirds, four fourths, or ten tenths.5.NF.2.lp.c

Recognize the value of a whole fractional shaded part.  5.NF.2.lp.d

Identify 1/10, ¼, 1/3, and ½ when given a fraction model. 5.NF.2.lp.e

Partition rectangles into two, three, four, or ten equal shares. 5.NF.2.lp.f

Write a number sentence representing a whole partitioned into two, three, or four equal shares (4/4 = ¼ + ¼ + ¼ + ¼). 5.NF.2.lp.g

Describe the shares using the words halves, thirds, fourths and quarters, or tenths and use the phrases half of, third of, fourth of and quarter of or tenth of. 5.NF.2.lp.h

Describe the whole as two halves, three thirds, four fourths or ten tenths in real-world contexts. 5.NF.2.lp.i

Understand a fraction 1/b is the smallest fractional part of a whole.5.NF.2.lp.j

Count by unit fractions up to a whole. (1/10, ¼, 1/3, and ½)5.NF.2.lp.k

Use fraction models to combine equal sized shares with like denominators. 5.NF.2.lp.l

Understand you can combine equal sized shares of fractional parts of the same whole like you can combine whole numbers.5.NF.2.lp.m

Match fractions with their fraction model or other physical/ visual models (limit to denominators of 2, 3, 4, and 10).5.NF.2.lp.n

Engagement Statements (demonstration of engaged in the topic)5.NF.2.lp.o

Interact with area (rectangles) and length (number lines) fraction models.5.NF.2.lp.p

Given fraction models or other physical/visual representations with or without a familiar context and limited to whole numbers up to 50, identify the number sentence when represented as a fraction. For example, 48 pounds of nuts are shared by 6 children and 48/6. Solve the number sentence from above. For example, 48 pounds of nuts shared by 6 children equals 8 (pounds of nuts for each child).5.NF.3a

Given fraction models or other physical/visual representations with or without a familiar context and limited to whole numbers up to 20 with no remainders, identify the number sentence when represented as a fraction. For example, 4 children share 3 candy bars matches (3 candy bars divided by 4) ¾, or 12 pounds of nuts shared by 6 children equals 12/6.5.NF.3b

Match a fraction to its division problem shown with a fraction model or other physical or visual representation (limit fractions to denominators of 2, 3, 4, and 10).5.NF.3c

Understand content from 5.NF.1 prior to beginning instruction on 5.NF.3. 5.NF.3.lp.a

Recognize the symbols for division (÷) and equals (=). 5.NF.3.lp.b

A fraction represents division (3 ÷ 4 = 34 ).5.NF.3.lp.c

Understand that 34 can be read as 3 divided by 4. 5.NF.3.lp.d

Engagement Statements (demonstration of engaged in the topic)5.NF.3.lp.e

Interact with area (rectangles) and length (number lines) fraction models.5.NF.3.lp.f

Solve real-world problems involving multiplying a fraction by a whole number up to 10 using visual fraction models. For example, 3 friends each ate 2/8 of a pizza. How much pizza did they eat? (Limit to fractions with denominators of 2, 3, 4, 6, and 8; may involve mixed numbers.)5.NF.4a

Solve realworld problems involving multiplying a fraction by a whole number up to 10 using visual fraction models. For example, 3 friends each ate 2/8 of a pizza. How much pizza did they eat? (Limit to fractions with denominators of 2, 3, 4, 6, and 8; no mixed numbers.)5.NF.4b

Identify equivalent number sentences for fractions expressed as sums of unit fractions and products of a 1-digit whole number multiplied by the same unit fraction. For example, ¾ = ¼ + ¼ + ¼ matches 3 × ¼. (Limit to fractions with denominators of 2, 3, 4, 5, 6, 8 and 10; physical or visual fraction models may be used.)5.NF.4c

Understand content from 5.NF.3 prior to beginning instruction on 5.NF.4.5.NF.4.lp.a

Identify the same sized whole partitioned into 2, 3, 4, 5, 6, 8, and 10 equal shares.  5.NF.4.lp.b

Describe the whole as two halves, three thirds, four fourths, etc.5.NF.4.lp.c

Recognize the value of a whole fractional shaded part5.NF.4.lp.d

Identify ½ , 1/3 , ¼ , etc. when given a fraction model.  5.NF.4.lp.e

Partition rectangles into 2, 3, 4, 5, 6, 8, or 10 equal shares.  5.NF.4.lp.f

Write a number sentence representing a whole partitioned into 2, 3, 4, 5, 6, 8, or 10 equal shares (4/4 = ¼ + ¼ + ¼ + ¼).5.NF.4.lp.g

Describe the shares using the words halves, thirds, or fourths and quarters, etc. use the phrases half of, third of, or fourth of and quarter of, etc.  5.NF.4.lp.h

Describe the whole as two halves, three thirds, four fourths, etc. in real-world contexts.5.NF.4.lp.i

Understand a fraction 1/b is the smallest fractional part of a whole.5.NF.4.lp.j

Count by unit fractions up to a whole. (½ , 1/3 , ¼ , etc.) 5.NF.4.lp.k

Use fraction models to combine equal sized shares with like denominators. 5.NF.4.lp.l

Understand you can combine equal sized shares of fractional parts of the same whole like you can combine whole numbers.5.NF.4.lp.m

Draw or create a picture that represents5.NF.4.lp.n

Engagement Statements (demonstration of engaged in the topic)5.NF.4.lp.o

Interact with area (rectangles) and length (number lines) fraction models.5.NF.4.lp.p

Match a multiplication problem involving a fraction multiplied by a whole number to its represented picture to show knowledge that product will be smaller than whole number in problem with visual and/or physical representations (limit to fractions with denominators of 2, 3, 4, 6, and 8; may involve mixed numbers.) Compare the product to the factors using <, >, = symbols.5.NF.5a

Match a multiplication problem involving a fraction multiplied by a whole number to its represented picture to show knowledge that product will be smaller than whole number in problem with visual and/or physical representations (limit to fractions with denominators of 2, 3, 4, 6, and 8; no mixed numbers). Compare the product to the factors using <, >, = symbols.5.NF.5b

Match a multiplication problem using ½ multiplied by a whole number to its represented picture to show knowledge that product will be smaller than whole number in problem with visual and/or physical representations. For example, 3 x ½ = 1 ½. Compare the product to the factors.5.NF.5c

Understand content from 5.NF.3-4 prior to beginning instruction on 5.NF.5. 5.NF.5.lp.a

Identify the same sized whole partitioned into 2 equal shares.5.NF.5.lp.b

Describe the whole as two halves. 5.NF.5.lp.c

Recognize the value of a whole fractional shaded part.  5.NF.5.lp.d

Partition rectangles into 2 equal shares.5.NF.5.lp.e

Identify ½ or 2/2 when given a fraction model. 5.NF.5.lp.f

Count by unit fractions of ½ up to a whole and onto more than one whole.5.NF.5.lp.g

Write a number sentence representing more than one whole partitioned into 2 equal shares (4/2 = ½ + ½ + ½ + ½).5.NF.5.lp.h

Describe the shares using the words halves use the phrase half of.5.NF.5.lp.i

Describe the whole as two halves, three halves, four halves, etc. in real-world contexts. 5.NF.5.lp.j

Understand a unit fraction 1/b is the smallest fractional part of a whole.  5.NF.5.lp.k

Use fraction models to combine equal sized shares with like denominators.5.NF.5.lp.l

Understand you can combine equal sized shares of fractional parts of the same whole like you can combine whole numbers.5.NF.5.lp.m

Engagement Statements (demonstration of engaged in the topic)5.NF.5.lp.n

Interact with area (rectangles) and length (number lines) fraction models.5.NF.5.lp.o

Using physical models or visual representations of fractions with denominators of 2, 3, 4, 5, 6, 8 and 10, solve real-world problems involving multiplication of fractions and mixed numbers.5.NF.6a

Using physical models or visual representations of fractions with denominators of 2, 3, 4, 5, 6, 8 and 10, solve real-world problems involving multiplication of fractions and whole numbers.5.NF.6b

Match the real-world word problem to the number sentence that involves multiplying a fraction by a whole number with physical and/or visual representation.5.NF.6c

Understand content from 5.NF.3-5 prior to beginning instruction on 5.NF.5.5.NF.6.lp.a

Identify the same sized whole partitioned into 2 equal shares.5.NF.6.lp.b

Describe the whole as two halves. 5.NF.6.lp.c

Recognize the value of a whole fractional shaded part.  5.NF.6.lp.d

Partition rectangles into 2 equal shares.5.NF.6.lp.e

Identify ½ or 2/2 when given a fraction model. 5.NF.6.lp.f

Count by unit fractions of ½ up to a whole and onto more than one whole. 5.NF.6.lp.g

Write a number sentence representing more than one whole partitioned into 2 equal shares (4/2 = ½ + ½ + ½ + ½).  5.NF.6.lp.h

Describe the shares using the words halves use the phrase half of.5.NF.6.lp.i

Describe the whole as two halves, three halves, four halves, etc. in real-world contexts.5.NF.6.lp.j

Understand a unit fraction 1/b is the smallest fractional part of a whole.5.NF.6.lp.k

Use fraction models to combine equal sized shares with like denominators.  5.NF.6.lp.l

Understand you can combine equal sized shares of fractional parts of the same whole like you can combine whole numbers.5.NF.6.lp.m

Know the symbols for multiplication (×) and equals (=).  5.NF.6.lp.n

Relate multiplication to repeated addition by writing an equivalent number sentence.5.NF.6.lp.o

Represent a number with a set of physical objects or a drawing. 5.NF.6.lp.p

Engagement Statements (demonstration of engaged in the topic) 5.NF.6.lp.q

Interact with area (rectangles) and length (number lines) fraction models.5.NF.6.lp.r

Solve realworld problems involving division of a fraction by a whole number using visual and/or physical representations (limit to denominators of 2, 3, 4, 5, 6, 8, and 10).5.NF.7a

Given a realworld context and its equation involving division of a fraction by a whole number, find the missing factor (limit numbers to 5 or less).5.NF.7b

Match the real-world word problem and its number sentence involving division of a fraction by a whole number to the physical and/or visual representation.5.NF.7c

Understand content from 5.NF.3-6 prior to beginning instruction on 5.NF.5.5.NF.7.lp.a

Identify the same sized whole partitioned into 2 equal shares.5.NF.7.lp.b

Describe the whole as two halves.  5.NF.7.lp.c

Recognize the value of a whole fractional shaded part.5.NF.7.lp.d

Partition rectangles into 2 equal shares. 5.NF.7.lp.e

Identify ½ or 2/2 when given a fraction model.  5.NF.7.lp.f

Count by unit fractions of ½ up to a whole and onto more than one whole.  5.NF.7.lp.g

Write a number sentence representing more than one whole partitioned into 2 equal shares (4/2 = ½ + ½ + ½ + ½).5.NF.7.lp.h

Describe the shares using the words halves use the phrase half of.5.NF.7.lp.i

Describe the whole as two halves, three halves, four halves, etc. in real-world contexts.  5.NF.7.lp.j

Understand a unit fraction 1/b is the smallest fractional part of a whole. 5.NF.7.lp.k

Use fraction models to combine equal sized shares with like denominators.5.NF.7.lp.l

Understand you can combine equal sized shares of fractional parts of the same whole like you can combine whole numbers.5.NF.7.lp.m

Know the symbols for division (÷) and equals (=).5.NF.7.lp.n

Relate multiplication to division by writing an equivalent number sentence.5.NF.7.lp.o

Represent a number with a set of physical objects or a drawing.5.NF.7.lp.p

Engagement Statements (demonstration of engaged in the topic)5.NF.7.lp.q

Interact with area (rectangles) and length (number lines) fraction models.5.NF.7.lp.r

Convert, within 1-step conversion, basic units of measure for cups to pints, quarts to gallons, and inches to feet, with visual and/or physical representations to solve real-world problems.5.MD.1a

Convert basic units of measure: hours to minutes, gallons to quarts, and yards to feet using physical and/or visual representations. 5.MD.1b

Match physical or visual representations of measurement tools and units (time – clock, liquid – teaspoons, cups, or gallons, ruler – feet or yards).5.MD.1c

Note for instruction, measurement in units of time (hours and minutes) do not appear in the standards after grade 5.5.MD.1.lp.a

Engagement Statements (demonstration of engaged in the topic)5.MD.1.lp.b

Interact with measurement tools for time, length, and liquid volume.5.MD.1.lp.c

Create a line plot, bar graph, or pictograph from a given or collected data set with measurements in fractions or decimals (fourths, halves, or tenths).5.MD.2a

Create a scaled graph – picture, bar, or line graph –from given or collected data sets, and interpret the graph, including solving 1- step “how many more” and “how many less” problems.5.MD.2b

Answer questions that interpret data represented in a picture, bar, or line graph by solving one-step “how many more” and “how many less” problems.5.MD.2c

Classify objects into categories.5.MD.2.lp.a

Count the number of objects in each category.5.MD.2.lp.b

Create a line graph, bar graph, or picture graph with a scale of 1 by stacking physical objects.5.MD.2.lp.c

Engagement Statements (demonstration of engaged in the topic)5.MD.2.lp.d

Interact with a line graph, bar graph, or picture graph.5.MD.2.lp.e

Identify and measure the length, width, and height of a cube or rectangular prism to show understanding of the concept of volume (with physical or visual representations).5.MD.3a

Use a tool to fill a cube and/or rectangular prism to show understanding of volume.5.MD.3b

Match solid figure to its 2-dimensional shape counterpart with visual and/ or physical representations.5.MD.3c

Content works in conjunction with 5.MD.4-5.  5.MD.3.lp.a

Identify and describe shapes (squares, rectangles, cubes, rectangular prisms). 5.MD.3.lp.b

Identify shapes as two-dimensional (lying in a plane, “flat”) or three dimensional (“solid”). 5.MD.3.lp.c

Engagement Statements (demonstration of engaged in the topic) 5.MD.3.lp.d

Interact with linear models or physical objects (blocks).5.MD.3.lp.e

Measure the volume of cubes and/or rectangular prisms by counting unit cubes.5.MD.4a

Count and write the volume of a cube by counting physical unit cubes.5.MD.4b

When given a model, student will build a cube or rectangular prism from unit cubes to show understanding of volume.5.MD.4c

Content works in conjunction with 5.MD.3 and 5.MD.5. 5.MD.4.lp.a

Identify and describe shapes (squares, rectangles, cubes, rectangular prisms). 5.MD.4.lp.b

Identify shapes as two-dimensional (lying in a plane, “flat”) or three dimensional (“solid”). 5.MD.4.lp.c

Recognize a cube and a rectangular prism. 5.MD.4.lp.d

Recognize a unit cube.5.MD.4.lp.e

Engagement Statements (demonstration of engaged in the topic)5.MD.4.lp.f

Interact with linear models or physical objects (blocks).5.MD.4.lp.g

Find the volume when given a physical representation of a cube and/or rectangular prism in a real-world word problem.5.MD.5a

Label and measure the length, width, and height of a cube and/or rectangular prism in a real-world word problem with physical representations.5.MD.5b

Label the length, width, and height of a rectangular prism from a real-world word problem with physical representations.5.MD.5c

Content works in conjunction with 5.MD.3-4.5.MD.5.lp.a

Identify and describe shapes (squares, rectangles, cubes, rectangular prisms).5.MD.5.lp.b

Identify shapes as two-dimensional (lying in a plane, “flat”) or three dimensional (“solid”).5.MD.5.lp.c

Recognize a cube and a rectangular prism. 5.MD.5.lp.d

Recognize a unit cube.  5.MD.5.lp.e

Engagement Statements (demonstration of engaged in the topic)5.MD.5.lp.f

Interact with linear models or physical objects (blocks).5.MD.5.lp.g

When given a whole number ordered pair, student will plot the ordered pair using knowledge of the x-axis and y-axis.5.G.1a

Write the ordered pair for a plotted point in quadrant I of a coordinate plane.5.G.1b

Label the x-axis and the y-axis on quadrant I on a coordinate plane. Match a plotted point in quadrant I with its ordered pair.5.G.1c

Identify points on a horizontal number line (scale limited to whole numbers 1-10).  5.G.1.lp.a

Identify points on a vertical number line (scale limited to whole numbers 1-10). 5.G.1.lp.b

Understand a coordinate grid is formed by a vertical and horizontal number line.5.G.1.lp.c

Recognize the horizontal number line as the x-axis.  5.G.1.lp.d

Recognize the vertical number line as the y-axis.  5.G.1.lp.e

Recognize the intersection of the x-axis and y-axis as the origin. 5.G.1.lp.f

Location of the origin is at point 0,0 on the coordinate place.5.G.1.lp.g

Engagement Statements (demonstration of engaged in the topic)5.G.1.lp.h

Interact with coordinate grid.5.G.1.lp.i

Graph a point on a map and/or coordinate grid and use the information to solve real-world word problems. 5.G.2a

Use the information on a graph to solve realworld word problems.5.G.2b

Identify a point on a map and/or coordinate grid.5.G.2c

Identify points on a horizontal number line (scale limited to whole numbers 1-10). 5.G.2.lp.a

Identify points on a vertical number line (scale limited to whole numbers 1-10).5.G.2.lp.b

Understand a coordinate grid is formed by a vertical and horizontal number line.5.G.2.lp.c

Recognize the horizontal number line as the x-axis. 5.G.2.lp.d

Recognize the vertical number line as the y-axis.5.G.2.lp.e

Recognize the intersection of the x-axis and y-axis as the origin.5.G.2.lp.f

Location of the origin is at point 0,0 on the coordinate place.  5.G.2.lp.g

Engagement Statements (demonstration of engaged in the topic)5.G.2.lp.h

Interact with coordinate grid.5.G.2.lp.i

Identify triangles (right, scalene, and isosceles) and the size of their angles.5.G.3a

Sort triangles by angle measures or side lengths when given physical or visual representations.5.G.3b

Sort triangles by the presence or absence of right angles (physical and/or visual representations given).5.G.3c

Identify three-sided closed figures as triangles.  5.G.3.lp.a

Recognize triangles regardless of their orientations or overall size. 5.G.3.lp.b

Identify the angles of a triangle. 5.G.3.lp.c

Recognize 90° angles as right angles. 5.G.3.lp.d

Engagement Statements (demonstration of engaged in the topic)5.G.3.lp.e

Interact with triangles. 5.G.3.lp.f

Identify quadrilaterals with perpendicular or parallel sides, right angles, or side lengths.5.G.4a

Sort quadrilaterals by given criteria (perpendicular sides, equal side lengths) using physical and/or visual representations.5.G.4b

Given polygons with three to eight sides, identify the quadrilaterals.5.G.4c

Identify four-sided closed figures as quadrilaterals. 5.G.4.lp.a

Recognize quadrilaterals regardless of their orientations or overall size.5.G.4.lp.b

Engagement Statements (demonstration of engaged in the topic)5.G.4.lp.c

Interact with quadrilaterals. 5.G.4.lp.d