Alberta

Number

• Students analyze patterns in place value.

  • Relate the names of place values that are the same number of places to the left and right of the ones place.

    • Place value up to 100 000 (5-A.3)
    • Place value up to 1 000 000 (5-A.4)
    • Relationship between place values (5-A.5)
    • Convert between place values (5-A.6)
    • Place values in decimal numbers up to hundredths (5-G.4)
    • Place values in decimal numbers up to thousandths (5-H.2)
    • Relationship between decimal place values (5-H.3)

  • Express numbers within 10 000 000, including decimal numbers to thousandths, using words and numerals.

    • Word names for numbers up to 1 000 000 (5-A.8)
    • Spell word names for numbers up to 100 000 (5-A.9)
    • Spell word names for numbers up to 1 000 000 (5-A.10)
    • Understanding decimals expressed in words: up to hundredths (5-G.3)
    • Understanding decimals expressed in words: up to thousandths (5-H.1)

  • Relate a decimal number to its position on the number line.

    • Decimal number lines (5-G.8)

  • Determine a decimal number between any two other decimal numbers.

    • Decimal number lines (5-G.8)

  • Compare and order numbers, including decimal numbers.

    • Compare numbers up to 1 000 000 (5-A.13)
    • Order numbers up to 1 000 000 (5-A.15)
    • Equivalent decimals up to hundredths (5-G.6)
    • Compare decimals using grids (5-G.9)
    • Compare decimals on number lines (5-G.10)
    • Compare decimal numbers up to hundredths (5-G.11)
    • Put decimals in order: up to hundredths (5-G.12)
    • Equivalent decimals up to thousandths (5-H.5)
    • Compare decimal numbers up to thousandths (5-H.7)
    • Put decimals in order: up to thousandths (5-H.8)

  • Express the relationship between two numbers, including decimal numbers, using <, >, or =.

    • Compare numbers up to 1 000 000 (5-A.13)
    • Compare decimal numbers up to hundredths (5-G.11)
    • Compare decimal numbers up to thousandths (5-H.7)

  • Round numbers, including decimal numbers, to various places according to context.

    • Rounding (5-A.17)
    • Round decimals to the nearest whole number or tenth (5-G.7)
    • Round decimals to the nearest whole number, tenth or hundredth (5-H.6)

• Students add and subtract within 1 000 000, including decimal numbers to thousandths, using standard algorithms.

  • Add and subtract numbers, including decimal numbers, using standard algorithms.

    • Add and subtract whole numbers up to 100 000 (5-B.1)
    • Add and subtract whole numbers up to 1 000 000 (5-B.2)
    • Complete addition and subtraction sentences (5-B.5)
    • Fill in the missing digits (5-B.6)
    • Add decimal numbers up to hundredths (5-I.2)
    • Subtract decimal numbers up to hundredths (5-I.3)
    • Add and subtract decimal numbers up to hundredths (5-I.4)
    • Complete the decimal addition or subtraction sentence: up to hundredths (5-I.7)
    • Add decimal numbers up to thousandths (5-J.1)
    • Subtract decimal numbers up to thousandths (5-J.2)
    • Add and subtract decimal numbers up to thousandths (5-J.3)
    • Complete the decimal addition or subtraction sentence: up to thousandths (5-J.6)

  • Assess the reasonableness of a sum or difference using estimation.

    • Estimate sums and differences of whole numbers (5-B.14)
    • Estimate sums and differences: word problems (5-B.15)
    • Estimate sums and differences of decimals using rounding: up to hundredths (5-I.9)
    • Estimate sums and differences of decimals using benchmarks (5-I.10)
    • Estimate sums and differences of decimals using rounding: up to thousandths (5-J.8)

  • Solve problems using addition and subtraction, including problems involving money.

    • Add and subtract whole numbers up to 100 000: word problems (5-B.3)
    • Add and subtract whole numbers up to 1 000 000: word problems (5-B.4)
    • Add and subtract decimals up to hundredths: word problems (5-I.5)
    • Add and subtract decimals up to thousandths: word problems (5-J.4)
    • Add and subtract money: word problems (5-M.2)
    • Price lists with addition and subtraction (5-M.3)

• Students determine divisibility of natural numbers.

  • Investigate divisibility by natural numbers to 10, including 0.

    • Divisibility rules (5-F.3)
    • Divisibility rules: word problems (5-F.4)

  • Generalize divisibility tests for 2, 3, and 5.

  • Determine factors of natural numbers using divisibility tests.

    • Divisibility rules (5-F.3)
    • Divisibility rules: word problems (5-F.4)

• Students multiply and divide natural numbers within 100 000, including with standard algorithms.

  • Explain the standard algorithms for multiplication and division of natural numbers.

  • Multiply up to 3-digit by 2-digit natural numbers using standard algorithms.

    • Multiply by 1-digit numbers (5-C.3)
    • Multiply 2-digit numbers by 2-digit numbers (5-C.16)
    • Multiply 3-digit numbers by 2-digit numbers (5-C.22)

  • Divide 3-digit by 1-digit natural numbers using standard algorithms.

    • Divide by 1-digit numbers (5-D.5)

  • Express a quotient with or without a remainder according to context.

    • Divide by 1-digit numbers: word problems (5-D.6)
    • Divide by 1-digit numbers: interpret remainders (5-D.7)

  • Assess the reasonableness of a product or quotient using estimation.

    • Estimate products (5-C.11)
    • Estimate products: word problems (5-C.12)
    • Estimate quotients (5-D.12)
    • Estimate quotients: word problems (5-D.13)

  • Solve problems using multiplication and division of natural numbers.

    • Multiply by 1-digit numbers: word problems (5-C.4)
    • Multiply 2-digit numbers by 2-digit numbers: word problems (5-C.17)
    • Multiply 3-digit numbers by 2-digit numbers: word problems (5-C.23)
    • Divide by 1-digit numbers: word problems (5-D.6)
    • Divide by 1-digit numbers: interpret remainders (5-D.7)

• Students interpret improper fractions.

  • Relate fractions, improper fractions, and mixed numbers to their positions on the number line.

    • Identify fractions on number lines (5-N.6)
    • Graph fractions on number lines (5-N.7)

  • Count beyond 1 using fractions with the same denominator.

  • Model fractions, including improper fractions and mixed numbers, using quantities, lengths, and areas.

    • Show fractions: fraction bars (5-N.1)
    • Show fractions: area models (5-N.2)
    • Identify fractions (5-N.3)
    • Fractions of a whole: word problems (5-N.4)
    • Fractions of a group: word problems (5-N.5)
    • Identify fractions on number lines (5-N.6)
    • Graph fractions on number lines (5-N.7)
    • Mixed numbers (5-N.8)

  • Express improper fractions and mixed numbers symbolically.

    • Convert between improper fractions and mixed numbers (5-O.6)

  • Express an improper fraction as a mixed number and vice versa.

    • Convert between improper fractions and mixed numbers (5-O.6)

  • Compare fractions, including improper fractions and mixed numbers, to benchmarks of 0, ¹/₂, and 1.

    • Benchmark fractions (5-P.2)
    • Compare fractions using benchmarks (5-P.3)

• Students add and subtract fractions with common denominators.

  • Investigate the composition and decomposition of a quantity within 1 using unit fractions.

  • Express the composition or decomposition of fractions with common denominators as a sum or difference.

    • Decompose fractions multiple ways (5-Q.1)

  • Compare strategies for adding or subtracting improper fractions to strategies for adding or subtracting mixed numbers.

  • Add and subtract fractions with common denominators within 100, including improper fractions and mixed numbers.

    • Add fractions with like denominators using area models (5-Q.2)
    • Add fractions with like denominators using strip models (5-Q.3)
    • Add fractions with like denominators using number lines (5-Q.4)
    • Add fractions with like denominators (5-Q.5)
    • Subtract fractions with like denominators using area models (5-Q.6)
    • Subtract fractions with like denominators using strip models (5-Q.7)
    • Subtract fractions with like denominators using number lines (5-Q.8)
    • Subtract fractions with like denominators (5-Q.9)
    • Add and subtract fractions with like denominators using number lines (5-Q.10)
    • Add and subtract fractions with like denominators (5-Q.11)
    • Add three or more fractions with like denominators (5-Q.13)
    • Complete addition and subtraction sentences with fractions with like denominators (5-Q.15)
    • Add and subtract mixed numbers with like denominators (5-Q.18)

  • Solve problems requiring addition and subtraction of fractions with common denominators, including improper fractions and mixed numbers.

    • Add and subtract fractions with like denominators: word problems (5-Q.12)
    • Add three or more fractions with like denominators: word problems (5-Q.14)
    • Add and subtract mixed numbers with like denominators: word problems (5-Q.19)

• Students employ ratios to represent relationships between quantities.

  • Express part-part ratios and part-whole ratios of the same whole to describe various situations.

    • Write a ratio (5-X.1)
    • Write a ratio using a fraction (5-X.2)
    • Write a ratio: word problems (5-X.3)

  • Express, symbolically, the same part-whole relationship as a ratio, fraction, decimal, and percentage.

    • Convert between percents and fractions (5-Y.5)
    • Convert between percents and decimals (5-Y.6)
    • Convert between percents, fractions and decimals (5-Y.7)

Algebra

• Students interpret numerical and algebraic expressions.

  • Evaluate numerical expressions involving addition or subtraction in parentheses according to the order of operations.

    • Evaluate numerical expressions (5-V.4)
    • Identify mistakes involving the order of operations (5-V.5)
    • Evaluate numerical expressions with parentheses in different places (5-V.6)
    • Missing operators (5-V.7)

  • Relate repeated addition of a variable to the product of a number and a variable.

  • Express the product of a number and a variable using a coefficient.

    • Write variable expressions (5-BB.1)
    • Write variable expressions: word problems (5-BB.2)

  • Express the quotient of a variable and a number as a fraction.

    • Write variable expressions (5-BB.1)
    • Write variable expressions: word problems (5-BB.2)

  • Recognize a product with a variable, a quotient with a variable, or a number as a single term.

    • Identify terms and coefficients (6-W.6)

  • Write an algebraic expression involving one or two terms to describe an unknown value.

    • Write variable expressions (5-BB.1)
    • Write variable expressions: word problems (5-BB.2)

  • Evaluate an algebraic expression by substituting a given number for the variable.

    • Evaluate variable expressions (5-BB.3)

  • Write equations involving one or two operations to represent a situation.

    • Write an equation from words (5-CC.3)
    • Write a one-step equation: word problems (5-CC.9)

  • Investigate order of operations when performing inverse operations on both sides of an equation.

  • Apply inverse operations to solve an equation, limited to equations with one or two operations.

    • Model and solve equations using algebra tiles (5-CC.4)
    • Solve addition and subtraction equations with whole numbers (5-CC.6)
    • Solve multiplication and division equations with whole numbers (5-CC.7)
    • Solve equations with whole numbers (5-CC.8)

  • Verify the solution to an equation by evaluating expressions on each side of the equation.

    • Does x satisfy an equation? (5-CC.1)
    • Which value makes the equation true? (5-CC.2)

  • Solve problems using equations, limited to equations with one or two operations.

    • Model and solve equations using algebra tiles (5-CC.4)
    • Write and solve equations that represent diagrams (5-CC.5)
    • Solve addition and subtraction equations with whole numbers (5-CC.6)
    • Solve multiplication and division equations with whole numbers (5-CC.7)
    • Solve equations with whole numbers (5-CC.8)

Geometry

• Students investigate symmetry as a geometric property.

  • Recognize symmetry in nature.

  • Recognize symmetry in First Nations, Métis, and Inuit designs.

  • Investigate symmetry in familiar 2-D and 3-⁠D⁠ shapes using hands-on materials or digital applications.

    • Lines of symmetry (5-LL.1)
    • Rotational symmetry (5-LL.2)

  • Show the line of symmetry of a 2-D shape.

    • Lines of symmetry (5-LL.1)

  • Describe the order of rotation symmetry of a 2-D shape.

    • Rotational symmetry (5-LL.2)

  • Compare the number of reflection and rotation symmetries of a 2-D shape to the number of equal sides and angles.

  • Classify 2-D shapes according to the number of reflection or rotation symmetries.

Coordinate Geometry

• Students relate location to position on a grid.

  • Locate a point on a coordinate grid given the coordinates of the point.

    • Graph points on a coordinate plane (5-AA.3)
    • Graph points from a table (5-AA.4)

  • Describe the location of a point on a coordinate grid using coordinates.

    • Describe the coordinate plane (5-AA.1)
    • Objects on a coordinate plane (5-AA.2)
    • Coordinate planes as maps (5-AA.7)

  • Describe the location of a point on a coordinate grid in relation to the location of another point using positional language.

    • Follow directions on a coordinate plane (5-AA.8)

  • Model a polygon on a coordinate grid using coordinates to indicate the vertices.

    • Graph polygons on a coordinate grid (5)

  • Describe the location of the vertices of a polygon on a coordinate grid using coordinates.

Measurement

• Students estimate and calculate area using standard units.

  • Relate a centimetre to a square centimetre.

  • Relate a metre to a square metre.

  • Relate a square centimetre to a square metre.

  • Express the relationship between square centimetres, square metres, and square kilometres.

  • Justify the choice of square centimetres, square metres, or square kilometres as appropriate units to express various areas.

  • Estimate an area by comparing to a benchmark of a square centimetre or square metre.

  • Express the area of a rectangle using standard units given the lengths of its sides.

    • Area of squares and rectangles (5-NN.4)

  • Compare the perimeters of various rectangles with the same area.

    • Rectangles: relationship between perimeter and area (5-NN.12)

  • Describe the rectangle with the least perimeter for a given area.

    • Rectangles: relationship between perimeter and area (5-NN.12)

  • Solve problems involving perimeter and area of rectangles.

    • Area of squares and rectangles (5-NN.4)
    • Area and perimeter: word problems (5-NN.10)
    • Use area and perimeter to determine cost (5-NN.11)
    • Rectangles: relationship between perimeter and area (5-NN.12)

Patterns

• Students relate terms to position within an arithmetic sequence.

  • Represent one-to-one correspondence between positions and terms of an arithmetic sequence in a table of values and on a coordinate grid.

    • Use a rule to complete a table and a graph (5-AA.5)

  • Describe the graph of an arithmetic sequence as a straight line.

  • Describe a rule, limited to one operation, that expresses correspondence between positions and terms of an arithmetic sequence.

  • Write an algebraic expression, limited to one operation, that represents correspondence between positions and terms of an arithmetic sequence.

  • Determine the missing term in an arithmetic sequence that corresponds to a given position.

  • Solve problems involving an arithmetic sequence.

    • Skip-counting sequences (5-A.19)
    • Arithmetic sequences with fractions (5-Z.12)
    • Complete an arithmetic number sequence (6-II.5)

Statistics

• Students analyze frequency in categorical data.

  • Examine categorized data in tables and graphs.

    • Read a table (5-FF.1)
    • Interpret bar graphs (5-FF.4)
    • Interpret bar graphs: multi-step problems (5-FF.5)
    • Interpret double bar graphs (5-FF.7)
    • Interpret line plots (5-FF.11)
    • Interpret frequency charts: one-step problems (5-FF.13)
    • Interpret frequency charts: multi-step problems (5-FF.14)
    • Interpret stem-and-leaf plots (5-FF.17)

  • Determine frequency for each category of a set of data by counting individual data points.

    • Interpret frequency charts: one-step problems (5-FF.13)

  • Identify the mode in various representations of data.

    • Find the mode (4-AA.5)

  • Recognize data sets with no mode, one mode, or multiple modes.

  • Justify possible answers to a statistical question using mode.

  • Discuss potential categories for open-ended questions and closed-list questions in relation to the same statistical question.

  • Formulate closed-list questions to collect data to answer a statistical question.

  • Categorize data that was collected using closed-list questions.

  • Organize counts of categorized data in a frequency table.

    • Create frequency charts (5-FF.15)

  • Create various representations of data, including with technology, to interpret frequency.

    • Complete bar graphs (5-FF.6)
    • Complete double bar graphs (5-FF.8)
    • Create line plots (5-FF.12)
    • Create frequency charts (5-FF.15)
    • Create stem-and-leaf plots (5-FF.18)