GRADE 5

GOAL: The student understands and applies the concepts and procedures of mathematics.

Washington State Essential Academic Learning Requirements	Meridian School District Math Framework	Assessment Strategies
The learner will: 1.1 Understand and apply concepts and procedures from number sense Benchmarks Number and Numeration Use pictures and symbols to demonstrate understanding of whole and fractional number systems Decimals Percents Properties of the rational number system Compare and order integers, fractions, and decimals. Understand the concepts of prime and composite numbers, factors and multiples, and divisibility Understand apply the concepts of ratio and direct proportion Computation Understand operations on non-negative rational numbers Add, subtract, multiply, and divide whole numbers Use metal arithmetic, pencil and paper, or calculator as appropriate to the task involving non-negative rational numbers.	To meet this standard the learner will: 1.1 Uses visual and physical models to describe the meaning of fractions, decimals, and percents Writes the decimal representation when given the word from a decimal to thousandths Identifies fraction fractions, decimals and percents as different forms of expressing parts of a whole. Writes a number between one billion thousand in standard form, word form or expanded form Labels the places on a place value chart between billions and thousands. Compares whole numbers to millions, decimals to thousands, and fractions using <, >, and = Orders more than three whole numbers, decimals, or fractions Writes equivalent fractions by multiplying or dividing the numerator or denominator by the same number Uses greatest common factor of numerator and denominator to simplify a fraction Identifies 1 as either prime or composite Applies divisibility rules by 2, 3, 5, and 10 Draws a model given a ratio in three different ways Uses objects, pictures, and symbols to illustrate equivalent rations (ex. 1:2 is equivalent to 4:8) Expresses a ratio as a percent Makes comparisons between two part: part relationships (ex. Which makes lighter paint – 2 white: 3 blue or 4 white: 5 blue?)	1	2	3	4	5
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GOAL: The student understands and applies the concepts and procedures of mathematics.

Suggested Instructional Strategies / Activities

Resources & Materials

Seeing Fractions for geometry with fractions, rates sharing equal parts, fraction kit, ratio Addition Rings: p 187 – 201 arrive at correct results for all computations, exhibit an understanding of the arithmetic generalizations described by the ring, and the inverse relationship involved Millie’s Business: pp. 111 – 123 note the important features of the situation, use rate to compare number and quantity (gallons, pints), verify own mathematical reasoning Field Trip pp. 67 – 89 (+, -, X, ¸) organize data, from a variety of sources, make a graph, use data to solve a real-life problem, compute cost Candy Boxes p. 197 ►►►►►►►►►►►►►►►►►►►►►► Anthony Pours Juice p. 203 – 212

Seeing Fractions: California Dept. of Education Number Quantity: Basic Fractions Measurement and Estimation Number Quantity: Fractions and Rate Elementary Grades Assessment Balanced Assessment for the Mathematics Curriculum Dale Seymour Publications 1999 About Teaching Mathematics, by Marilyn Burns ?

GOAL: The student understands and applies the concepts and procedures of mathematics.

Washington State Essential Academic Learning Requirements	Meridian School District Math Framework	Assessment Strategies
The learner will: 1.1 Understand and apply concepts and procedures from number sense Computation Estimation Identify situations involving non-negative rational numbers in which estimation is sufficient and computations is not required. Use estimation to predict computation results and to determine the reasonableness of answers involving non-negative rational numbers, for example, estimating a tip. Benchmarks Attributes and dimensions Understand and apply concepts and procedures from measurement Understands concepts of perimeter, area, and volume Use directly measurable attributes such as length, perimeter, area, volume/capacity, angle, weight/mass, money, and temperature to describe and compare objects Approximation and Precision Understand that measurement is approximate Estimate to predict and determine when measurements are reasonable, for example estimating the length of the playground by pacing it off	To meet this standard the learner will: 1.1 Uses physical models to solve problems involving a combination of any two whole operations Writes number sentences representing addition, subtraction, multiplication and division situations Describes and justifies reasonableness of an estimate to a division context Divides by 10’s, and 100’s Rounding whole numbers to nearest 10’s, 100’s, 1000’s, 10,000 1.2 Computes perimeter, area, length, weight/mass, time and temperature when given a real life problem Solves realistic problems involving measurement of perimeter, area, length, weight and mass, time and temperature when given diagrams or objects Uses appropriate vocabulary and symbols to compare attributes of perimeter Determines and justifies whether exact or approximate measures are needed when given a realistic situation Understands estimation can be used to predict and determine reasonableness of measurement, understands there are numerous strategies for estimation Use non standard units to measure objects	1	2	3	4	5
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