Grade 5 Math GSE Standards

Personal financial literacy

Data analysis

Algebraic reasoning

Number and operations

Mathematical process standards

The student uses mathematical processes to acquire and demonstrate mathematical understanding

apply mathematics to problems arising in everyday life, society, and the workplace

use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution

select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems

communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

create and use representations to organize, record, and communicate mathematical ideas

analyze mathematical relationships to connect and communicate mathematical ideas

display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security

define income tax, payroll tax, sales tax, and property tax

explain the difference between gross income and net income

identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments

develop a system for keeping and using financial records

describe actions that might be taken to balance a budget when expenses exceed income

balance a simple budget

The student applies mathematical process standards to represent, compare, and order positive rational numbers and understand relationships as related to place value

represent the value of the digit in decimals through the thousandths using expanded notation and numerals

compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =

round decimals to tenths or hundredths

The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy

estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division

multiply with fluency a three-digit number by a two-digit number using the standard algorithm

solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm

represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models

solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers

represent quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using objects and pictorial models, including area models

solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm

represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations

represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models

represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using objects and pictorial models, including area models

add and subtract positive rational numbers fluently

divide whole numbers by unit fractions and unit fractions by whole numbers

The student applies mathematical process standards to develop concepts of expressions and equations

identify prime and composite numbers

represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity

generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph

recognize the difference between additive and multiplicative numerical patterns given in a table or graph

describe the meaning of parentheses and brackets in a numeric expression

simplify numerical expressions that do not involve exponents, including up to two levels of grouping

use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism, including the special form for a cube (V = l x w x h, V = s x s x s, and V = Bh)

represent and solve problems related to perimeter and/or area and related to volume

The student applies mathematical process standards to classify two-dimensional figures by attributes and properties. The student is expected to classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties

Geometry and measurement

The student applies mathematical process standards to understand, recognize, and quantify volume

recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible

determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base

The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving measurement. The student is expected to solve problems by calculating conversions within a measurement system, customary or metric

The student applies mathematical process standards to identify locations on a coordinate plane

describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the x-coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis starting at the origin; and the y-coordinate, the second number, indicates movement parallel to the y-axis starting at the origin

describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane

graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table

The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data

represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots

represent discrete paired data on a scatterplot

solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot