Fifth Grade Math
General Information
5.1 The student, given a decimal through thousandths, will round to the nearest whole number, tenth, or hundredth.
Type 
Activity 
Description 
5.2 The student will
a) recognize and name fractions in their equivalent decimal form and vice versa; and
b) compare and order fractions and decimals in a given set from least to greatest and greatest to least.
5.3 The student will
a) identify and describe the characteristics of prime and composite numbers; and
b) identify and describe the characteristics of even and odd numbers.
Type 
Activity 
Description 
5.4 The student will create and solve singlestep and multistep practical problems involving addition, subtraction, multiplication, and division with and without remainders of whole numbers.
5.5 The student will
a) find the sum, difference, product, and quotient of two numbers expressed as decimals through thousandths (divisors with only one nonzero digit); and
b) create and solve singlestep and multistep practical problems involving decimals.
5.6 The student will solve singlestep and multistep practical problems involving addition and subtraction with fractions and mixed numbers and express answers in simplest form.
5.7 The student will evaluate whole number numerical expressions, using the order of operations limited to parentheses, addition, subtraction, multiplication, and division.
5.8 The student will
a) find perimeter, area, and volume in standard units of measure;
b) differentiate among perimeter, area, and volume and identify whether the application of the concept of perimeter, area, or volume is appropriate for a given situation;
c) identify equivalent measurements within the metric system;
d) estimate and then measure to solve problems, using U.S. Customary and metric units; and
e) choose an appropriate unit of measure for a given situation involving measurement using U.S. Customary and metric units.
5.9 The student will identify and describe the diameter, radius, chord, and circumference of a circle.
5.10 The student will determine an amount of elapsed time in hours and minutes within a 24hour period.
5.11 The student will measure right, acute, obtuse, and straight angles.
5.12 The student will classify
a) angles as right, acute, obtuse, or straight; and
b) triangles as right, acute, obtuse, equilateral, scalene, or isosceles.
5.13 The student, using plane figures (square, rectangle, triangle, parallelogram, rhombus, and trapezoid), will
a) develop definitions of these plane figures; and
b) investigate and describe the results of combining and subdividing plane figures.
Type 
Activity 
Description 
5.14 The student will make predictions and determine the probability of an outcome by constructing a sample space.
Type 
Activity 
Description 

Thomas Jefferson 
What is the probability of... 

Let It Snow 
What is the probability of.... 

Adjustable Spinner 
Interactive spinner 

Me Too Probability 
Use a tree diagram to display possible outcomes of who will come to the party 

OnStage Probability 
Use tree diagrams to display the possible outcomes of casting a play 

Spinner 
Choose the number of pie sectors. Then scroll through the possible spinners to get the spinner you need. 

Coin Toss 
Toss enough coins to make a prediction about probability 
5.15 The student, given a problem situation, will collect, organize, and interpret data in a variety of forms, using stemandleaf plots and line graphs.
Type 
Activity 
Description 

Create a graph 
Bar, Line, Area, Pie and XY graph creation 

Grapher 
Create a simple bar graph online 

Cool Graphing 
Construct your own bar graphs, pie charts, line graphs, etc. 
5.16 The student will
a) describe mean, median, and mode as measures of center;
b) describe mean as fair share;
c) find the mean, median, mode, and range of a set of data; and
d) describe the range of a set of data as a measure of variation.
5.17 The student will describe the relationship found in a number pattern and express the relationship.
5.18 The student will
a) investigate and describe the concept of variable;
b) write an open sentence to represent a given mathematical relationship, using a variable;
c) model onestep linear equations in one variable, using addition and subtraction; and
d) create a problem situation based on a given open sentence, using a single variable.
5.19 The student will investigate and recognize the distributive property of multiplication over addition.
Type 
Activity 
Description 
Review