Fifth Grade Syllabus Maths (Page 2 of 3) in pdf

FIFTH GRADE Curriculum Map 2015-2016 enVisionMath

~I can recognize that in a multi-

~I can explain patterns in

I can find whole number

I can generate two

I can add and subtract

I can recognize volume

I can convert among

I can classify 2-

digit number, a digit in one place

the number of zeros of the

quotients of whole numbers

numerical patterns using

fractions with unlike

as an attribute of solid

different-sized standard

dimensional figures

Learning Targets

is 10 times as much as the digit to

product when multiplying a

with up to 4-digit dividends

two given rules, identify

denominators. (5.NF.1)

figures and understand

measurement units within

in a hierarchy based

its right and 1/10 of the digit to its

number by powers of 10.

and 2-digit divisors and

relationships between

concepts of volume

a given measurement

on properties. (5.G.4)

Black, Italicized:

left (5.NBT.1)

(5.NBT.2)

illustrate and explain the

corresponding terms, form

I can solve word problems

measurement. (5.MD.3)

system and use these

CCSS(Common Core State

calculation. (5.NBT.6)

ordered pairs from the

involving addition and

conversions in solving

I can understand that

Standards)

~I can read, write, and compare

~I can fluently multiply

patterns, and graph them

subtraction of fractions

I can measure volume by

multi-step, real world

attributes belonging

decimals to thousandths.

multi-digit whole numbers

~I can recognize that in a

on a coordinate plane.

referring to the same

counting unit cubes.

problems. (5.MD.1)

to a category of 2-

Standards of Mathematical

(5.NBT.3)

using the standard

multi-digit number, a digit

(5.OA.3)

whole by using visual

(5.MD.4)

dimensional figures

Practice embedded

algorithm. (5.NBT.5)

in one place is 10 times as

fraction models or

I can represent real world

also belong to the

throughout:

~I can read and write decimals to

much as the digit to its

I can use parentheses,

equations. (5.NF.2)

I can find the volume of

and mathematical

subcategories.

thousandths using base-ten

~I can use parentheses,

right and 1/10 of the digit

brackets, or braces in

a right rectangular

problems by graphing

(5.G.3)

Make sense of problems and

numerals, number names, and

brackets, or braces in

to its left (5.NBT.1)

numerical expressions and

I can interpret a fraction

prism with whole

points in the first

persevere in solving them.

expanded form. (5.NBT.3.a)

numerical expressions and

evaluate these expressions.

as division of the

number side lengths.

quadrant of the

I can make a line plot

(MP1)

evaluate these expressions.

~I can explain patterns in

(5.OA.1)

numerator by the

(5.MD.5a)

coordinate plane. (5.G.2)

to display a data set

~I can compare two decimals to

(5.OA.1)

the number of zeros of the

denominator. (5.NF.3)

of measurements in

Reason abstractly and

thousandths based on meanings of

product when multiplying a

~I can write simple

I can apply the formulas

fractions of a unit.

quantitatively (MP2)

the digits in each place using >,

~I can write simple

number by powers of 10.

expressions that record

I can interpret the product

V=l x w x h and V= b x h

(5.MD.2)

=, and < symbols. (5.NBT.3b)

expressions that record

(5.NBT.2)

calculations with numbers,

(a/b) x q as parts of a

for rectangular prisms.

Construct viable arguments

I can add, subtract, multiply, and

calculations with numbers,

and interpret numerical

partition of q into b equal

(5.MD.5b)

I can represent real

and critique the reasoning of

divide decimals to hundredths,

and interpret numerical

I can add, subtract,

expressions without

parts. (5.NF.4a)

world and

others (MP3)

using concrete models or

expressions without

multiply, and divide

evaluating them. (5.OA.2)

I can recognize volume

mathematical

drawings and strategies and

evaluating them. (5.OA.2)

decimals to hundredths,

I can find the area of a

as additive. (5.MD.5c)

problems by

Model with mathematics.

relate the strategy to a written

using concrete models or

~I can recognize that in a

rectangle with fractional

graphing points in

(MP4)

method and explain my reasoning.

I can find whole number

drawings and strategies

multi-digit number, a digit

side lengths by tiling with

the first quadrant of

(5.NBT.7)

quotients of whole numbers

and relate the strategy to a

in one place is 10 times as

unit squares of the

the coordinate plane.

Use appropriate tools

with up to 4-digit dividends

written method and explain

much as the digit to its

appropriate unit fraction

(5.G.2)

strategically (MP5)

~I can use place value

and 2-digit divisors and

my reasoning. (5.NBT.7)

right and 1/10 of the digit

side lengths. (5.NF.4b)

understanding to round decimals

illustrate and explain the

to its left (5.NBT.1)

I can use a pair of

Attend to precision (MP6)

to any place. (5.NBT.4)

calculation. (5.NBT.6)

I can compare the size of

perpendicular

~I can explain patterns in

a product to the size of

number lines, called

Look for and make use of

the number of zeros of the

one factor on the basis of

axes, to define a

structure (MP7)

product when multiplying a

the size of the other factor.

coordinate system.

number by powers of 10.

(5.NF.5a)

(5.G.1)

Look for and express

(5.NBT.2)

regularity in repeated

I can explain why

I can understand the

reasoning (MP8)

I can add, subtract,

multiplying a given

concept of a ratio and

multiply, and divide

number by a fraction

use ratio language to

decimals to hundredths,

greater than 1 results in a

describe a ratio

using concrete models or

product greater than the

relationship between

drawings and strategies

given number. (5.NF.5b)

two quantities.

and relate the strategy to a

(6.RP.1)

written method and explain

I can solve real world

my reasoning. (5.NBT.7)

problems involving

I can understand the

multiplication of fractions

concept of a unit rate

and mixed numbers.

a/b associated a ratio

a:b with b ≠ 0, and

(5.NF.6)

use rate language in

I can interpret division of

the context of a ratio

a unit fraction by a non-

relationship.

zero whole number, and

(6.RP.2)

compute such quotients.

(5.NF.7a)

I can make tables of

equivalent ratios.

I can interpret division of

(6.RP.3a)

September 2015

Fifth Grade Syllabus Maths Page 2

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