Only Grade 5 mathematics is shown here. Current and transition frameworks remain separate. A provisional target is not proof that every clause is taught or assessed.
Mathematics · 2017 framework
Grade 5 · 26 / 26 statements targeted
| Standard | Instruction status | Source text |
|---|---|---|
| math-2017:5.OA.1 | Provisional target; review pending | Use parentheses in numerical expressions, and evaluate expressions with this symbol. Formal use of algebraic order of operations is not necessary. |
| math-2017:5.OA.2 | Provisional target; review pending | Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 × (8 + 7). Recognize that 3 × (18,932 + 921) is three times as large as 18,932 + 921, without having to calculate the indicated sum or product. |
| math-2017:5.OA.3 | Provisional target; review pending | Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. |
| math-2017:5.NBT.1 | Provisional target; review pending | Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. |
| math-2017:5.NBT.2 | Provisional target; review pending | Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole number exponents to denote powers of 10. |
| math-2017:5.NBT.3 | Provisional target; review pending | Read, write, and compare decimals to thousandths. |
| math-2017:5.NBT.4 | Provisional target; review pending | Use place value understanding to round decimals to any place, millions through hundredths. |
| math-2017:5.NBT.5 | Provisional target; review pending | Fluently multiply multi-digit whole numbers using a standard algorithm. |
| math-2017:5.NBT.6 | Provisional target; review pending | Find whole number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. |
| math-2017:5.NBT.7 | Provisional target; review pending | Solve real-world problems by adding, subtracting, multiplying, and dividing decimals using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction, or multiplication and division; relate the strategy to a written method and explain the reasoning used. |
| math-2017:5.NF.1 | Provisional target; review pending | Add and subtract fractions with unlike denominators (including mixed numbers and fractions greater than 1) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, use visual models and properties of operations to show 2/3 + 5/4 = 8/12 + 15/12 = 23/12. In general, a/b + c/d = (a/b x d/d) + (c/d x b/b) = (ad + bc)/bd. |
| math-2017:5.NF.2 | Provisional target; review pending | Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2. |
| math-2017:5.NF.3 | Provisional target; review pending | Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50 pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? |
| math-2017:5.NF.4 | Provisional target; review pending | Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. |
| math-2017:5.NF.5 | Provisional target; review pending | Interpret multiplication as scaling (resizing). |
| math-2017:5.NF.6 | Provisional target; review pending | Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. |
| math-2017:5.NF.7 | Provisional target; review pending | Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. In general, students able to multiply fractions can develop strategies to divide fractions, by reasoning about the relationship between multiplication and division, but division of a fraction by a fraction is not a requirement at this grade. |
| math-2017:5.MD.1 | Provisional target; review pending | Know relative sizes of these U.S. customary measurement units: pounds, ounces, miles, yards, feet, inches, gallons, quarts, pints, cups, fluid ounces, hours, minutes, and seconds. Convert between pounds and ounces; miles and feet; yards, feet, and inches; gallons, quarts, pints, cups, and fluid ounces; hours, minutes, and seconds in solving multi-step, real-world problems. |
| math-2017:5.MD.2 | Provisional target; review pending | Display and interpret data in graphs (picture graphs, bar graphs, and line plots) to solve problems using numbers and operations for this grade, e.g., including U.S. customary units in fractions 1/2, 1/4, 1/8, or decimals. |
| math-2017:5.MD.3 | Provisional target; review pending | Recognize volume as an attribute of solid figures and understand concepts of volume measurement. |
| math-2017:5.MD.4 | Provisional target; review pending | Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. |
| math-2017:5.MD.5 | Provisional target; review pending | Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume. |
| math-2017:5.G.1 | Provisional target; review pending | Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond, e.g., x-axis and x-coordinate, y-axis and y-coordinate. |
| math-2017:5.G.2 | Provisional target; review pending | Represent real-world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. |
| math-2017:5.G.3 | Provisional target; review pending | Identify and describe commonalities and differences between types of triangles based on angle measures (equiangular, right, acute, and obtuse triangles) and side lengths (isosceles, equilateral, and scalene triangles). |
| math-2017:5.G.4 | Provisional target; review pending | Identify and describe commonalities and differences between types of quadrilaterals based on angle measures, side lengths, and the presence or absence of parallel and perpendicular lines, e.g., squares, rectangles, parallelograms, trapezoids, and rhombuses. |