Math+Resources

= 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 IXL: place value (drills) []

(B) use place value to read, write, compare, and order decimals through the thousandths place. IXL: decimal number is illustrated. (drills) []

(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; IXL: Fractions and mixed numbers: equivalent fractions (drills) []

(B) generate a mixed number equivalent to a given improper fraction or generate an improper fraction equivalent to a given mixed number; IXL: Fractions and mixed numbers: convert between improper fractions and mixed numbers (drill) []

(C) compare two fractional quantities in problem-solving situations using a variety of methods, including common denominators; and IXL: Fractions and mixed numbers: Least common denominator (drill) []

(D) use models to relate decimals to fractions that name tenths, hundredths, and thousandths. IXL: Decimals: convert fractions to decimals (drill) []

(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; IXL: Addition and subtraction: add and subtract whole numbers up to billions (drills) []

(B) use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology); IXL: Multiply by 2-digit numbers: complete the missing steps.(drill) []

(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; IXL: Divide by 1-digit numbers: interpret remainders (drill) []

(D) identify common factors of a set of whole numbers; and IXL: Greatest common factor (drill) []

(E) model situations using addition and/or subtraction involving fractions with like denominators using concrete objects, pictures, words, and numbers. IXL: Add and subtract fractions with like denominators: word problems (drills) []

(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. Super Teacher Worksheet: Rounding numbers & Divisions [] [] Quick Flash: math drills []

(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 IXL: Data, Charts, and graphs: Red a table (drills) []

(B) identify prime and composite numbers using concrete objects, pictorial models, and patterns in factor pairs. IXL: Prime and Composite numbers (drill) []

(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. IXL: Algebra: Function tables. (Drills) []

(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. IXL: Geometry: Parallel, Perpendicular, intersecting (drills) [] IXL: Geometry: three-dimensional figures viewed from different perspectives (drills) []

(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 (B) Identify the transformation that generates one figure from the other when given two congruent figures on a Quadrant I coordinate grid. IXL: Geometry: Reflection, rotation, and translation. (Drills) []

(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. [|IXL:] __  Coordinate graphs: Location and relative coordinates on maps(drills)   __ []

(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); IXL: Volume of cubes and rectangular prisms (drills) []

(B) connect models for perimeter, area, and volume with their respective formulas; and Super teacher: Perimeter worksheet [|http://www.superteachhttp://www.superteacherworksheets.com/geometry/area-perimeter-rectangles.pdferworksheets.com/geometry/perimeter.pdf]

(C) select and use appropriate units and formulas to measure length, perimeter, area, and volume. IXL: Volume of figures made of unit cubes (drills) []

(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 IXL: Measurement: reasonable temperature- Celsius and Fahrenheit (drills) []

(B) solve problems involving elapsed time. Math Score: Time intervals (drills) []

(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; IXL: Probability and Statistics: probabilities of compound events. []

(B) use experimental results to make predictions; and IXL: Make predictions []

(C) list all possible outcomes of a probability experiment such as tossing a coin. IXL: Probability and statistics: combinations (drills) []

(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; IXL: Interpret line graphs []

(B) describe characteristics of data presented in tables and graphs including median, mode, and range; and IXL: Interpret charts to find mean, median, mode, and range (drill) []

(C) graph a given set of data using an appropriate graphical representation such as a picture or line graph. IXL: interpret line graphs (drills) []

(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; IXL: Find the order (drills) []

(B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; IXL: Estimate sums and differences: word problems (drills) []

(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 IXL: Numeric patterns: word problems (dirll) []

(D) use tools such as real objects, manipulatives, and technology to solve problems. IXL: calculate probability (drill) []

(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 IXL: interpret pictographs (drill) []

(B) relate informal language to mathematical language and symbols. IXL: Write variable expressions. (drill) []

(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 IXL:Mixed patterns review (drill) []

(B) justify why an answer is reasonable and explain the solution process. IXL: Choose numbers with a particular sum or difference (drill) []