Alaska New Mathematics and Standards

Topic 1 - Numeration: Numbers and Operations in Base Ten

Understand the place value system.

5.NBT.1. 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.

5.NBT.2. Explain and extend the patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain and extend the 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.

5.NBT.3. Read, write, and compare decimals to thousandths.

a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form [e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 (1/10) + 9 (1/100) + 2 (1/1000)].

b. Compare two decimals to thousandths place based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

Topic 2 - Adding and subtracting whole numbers and decimals

Perform operations with multi-digit whole numbers and with decimals to hundredths.

5.NBT.4. Use place value understanding to round decimals to any place.

Topic 3 - Multiplying Whole Numbers

5.NBT.6. 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, number lines, real life situations, and/or area models.

Topic 4 - Dividing by 1-Digit Divisors

5.NBT.6. 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, number lines, real life situations, and/or area models.

5.NBT.7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between the operations. Relate the strategy to a written method and explain their reasoning in getting their answers.

Analyze patterns and relationships.

5.OA.2. 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 x (8 + 7). Recognizing that 3 x (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product

5.OA.3. 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.

5.NBT.5. Fluently multiply multi-digit whole numbers using a standard algorithm.

Operations and Algebraic Thinking

Write and interpret numerical expressions.

5.OA.1. Use parentheses to construct numerical expressions, and evaluate numerical expressions with these symbols.

Numbers and Operations – Fractions

Percents

(Grade 5 Math GLEs not matched by the new standards)

The student demonstrates conceptual understanding of positive fractions with denominators 1 through 12 and 100 with proper and mixed numbers and benchmark percents (10%, 25%, 50%, 75%, 100%) by

N-4 modeling, identifying, describing with explanations, or illustrating equal parts of a whole, a region, or a set

N-5 modeling, identifying, describing with explanations, or illustrating equivalent fractions or mixed numbers.

(Grade 5 Math GLEs not matched by the new standards)

Use equivalent fractions as a strategy to add and subtract fractions.

5.NF.1. Add and subtract fractions with unlike denominators (including mixed numbers) 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,
2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

5.NF.2. 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 check the reasonableness of answers.
For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that
3/7 < 1/2.

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

5.NF.3. 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?

5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show
(2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)

b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

5.NF.5. Interpret multiplication as scaling (resizing), by:

a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1. (Division of a fraction by a fraction is not a requirement at this grade.)

5.NF.6. Solve real world problems involving multiplication of fractions and mixed numbers (e.g., by using visual fraction models or equations to represent the problem).

5.NF.7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.

b. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.

c. Solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions (e.g., by using visual fraction models and equations to represent the problem). For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?

Measurement and Data

Convert like measurement units within a given measurement system and solve problems involving time.

5.MD.1. Identify, estimate measure, and convert equivalent measures within systems English length (inches, feet, yards, miles), weight (ounces, pounds, tons), volume (fluid ounces, cups, pints, quarts, gallons), and  temperature (Fahrenheit) Metric length (millimeters, centimeters, meters, kilometers), volume (milliliters, liters), and  temperature (Celsius), (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems using appropriate tools.

5.MD.2. Solve real-world problems involving elapsed time between world time zones. (L)

5.MD.3. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

5.MD.4. Explain the classification of data from real-world problems shown in graphical representations including the use of terms mean and median with a given set of data. (L)

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

5.MD.5. Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.

b. A solid figure that can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. 

5.MD.6. Estimate and measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and non-standard units.

5.MD.7. Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume.

a. Estimate and find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Demonstrate the associative property of multiplication by using the product of three whole numbers to find volumes (length x width x height).

b. Apply the formulas V = l × w × h and

V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real-world and mathematical problems.

c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping  right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real-world problems.

Geometry

Graph points on the coordinate plane to solve real-world and mathematical problems.

5.G.1. 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).

.G.2. 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.

Classify two-dimensional figures into categories based on their properties.

5.G.3. Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. 

5.G.4. Classify two-dimensional (plane) figures in a hierarchy based on attributes and properties.

Test Prep Links:

5th Grade Math Lessons:

Decimals  

1. Death to Decimals:
2. Ratios to Decimals:
3. Decimal Jeopardy Game 
4. Basketball Math - Multiplying Decimals
5. Prime Factorization Game

Fractions:

1. Fraction Speedway:
2. Football Math:
3. Multiplying Fractions:
4. Decifrations:
5. Factors Millionaire Game
6. Soccer Math Game - Simplifying Fractions
7. Baseball Math Game - Simplifying Fractions
8. Football Math Game - Adding Fractions 
   

Geometry

1. 2D Shapes Game (Concentration)
2. 3D Shapes
3. Know Your Shapes:
4. Area of A Triangle:
5. Matho 2
6. Name the Shape:
7. RoboPacker:
   
8. Shapes:
   
9. Math_Geometry 
   

Graphing and Plots::

1. Coordinate System
2. General Coordinates Game:
   
3. Maze Coordinating Planes:
   
4. Coordinate Plane Jeopardy Game:
5. Space Boy
6. Locate the Aliens

Measurement System:

1. Convert like measurement units:
2. Puzzle Measurement:

Numbers:

1. Grand Slam Math
2. Place Value:
3. Money Game
4. Math Search
5. Order of Operations Questions
6. Making 24 - The Game of Numbers
7. Division With Remainder Game