Nova Scotia

5.N Number

• Students will be expected to demonstrate number sense.

  • 5.N01 Students will be expected to represent and partition whole numbers to 1 000 000.

    • 5.N01.01 Read a given numeral without using the word "and."

      • Word names for numbers up to 100 000 (5-A.7)
      • Word names for numbers up to 1 000 000 (5-A.8)

    • 5.N01.02 Record numerals for numbers expressed orally, concretely, pictorially, or symbolically as expressions, using proper spacing without commas.

      • Word names for numbers up to 100 000 (5-A.7)
      • Word names for numbers up to 1 000 000 (5-A.8)

    • 5.N01.03 Describe the pattern of adjacent place positions moving from right to left.

    • 5.N01.04 Explain the meaning of each digit in a given numeral.

      • Place value up to 100 000 (5-A.3)
      • Place value up to 1 000 000 (5-A.4)

    • 5.N01.05 Provide examples of large numbers used in print or electronic media.

    • 5.N01.06 Express a given numeral in expanded notation.

      • Expanded form up to 100 000 (5-A.1)
      • Expanded form up to 1 000 000 (5-A.2)

    • 5.N01.07 Write the numeral represented by a given expanded notation.

      • Expanded form up to 100 000 (5-A.1)
      • Expanded form up to 1 000 000 (5-A.2)

    • 5.N01.08 Compare and order numbers to 1 000 000 in a variety of ways.

      • Compare numbers up to 100 000 (5-A.12)
      • Compare numbers up to 1 000 000 (5-A.13)
      • Order numbers up to 100 000 (5-A.14)
      • Order numbers up to 1 000 000 (5-A.15)

    • 5.N01.09 Represent a given numeral, 0 to 1 000 000, using a place-value chart.

    • 5.N01.10 Represent a given number, 0 to 1 000 000, in a variety of ways, and explain how they are equivalent.

      • Relationship between place values (5-A.5)
      • Convert between place values (5-A.6)

    • 5.N01.11 Represent a given number, 0 to 1 000 000, using expressions.

    • 5.N01.12 Read and write given numerals, 0 to 1 000 000, in words.

      • 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)

  • 5.N02 Students will be expected to use estimation strategies, including front-end, front-end adjusted, rounding, and compatible numbers in problem-solving contexts.

    • 5.N02.01 Provide a context for when estimation is used to make predictions, check the reasonableness of an answer, and determine approximate answers.

      • Estimate sums and differences: word problems (5-B.15)
      • Estimate products: word problems (5-C.12)

    • 5.N02.02 Describe contexts in which overestimating is important.

    • 5.N02.03 Determine the approximate solution to a given problem not requiring an exact answer.

      • Estimate sums and differences of whole numbers (5-B.14)
      • Estimate products (5-C.11)

    • 5.N02.04 Estimate a sum, a difference, a product, or a quotient using an appropriate strategy.

      • Estimate sums and differences of whole numbers (5-B.14)
      • Estimate products (5-C.11)

    • 5.N02.05 Select and explain an estimation strategy for a given problem.

  • 5.N03 Students will be expected to describe and apply mental mathematics strategies and number properties to recall, with fluency, answers for basic multiplication facts to 81 and related division facts.

    • 5.N03.01 Describe the mental mathematics strategy used to determine basic multiplication or division facts.

    • 5.N03.02 Explain why multiplying by 0 produces a product of 0 (zero property of multiplication).

    • 5.N03.03 Explain why division by 0 is not possible or is undefined (e.g., 8 ÷ 0).

    • 5.N03.04 Quickly recall multiplication facts up to 9 × 9 and related division facts.

      • Multiplication facts to 10 (5-C.1)
      • Division facts to 10 (5-D.1)
      • Division facts to 10: word problems (5-D.2)

  • 5.N04 Students will be expected to apply mental mathematics strategies for multiplication, including:
    • multiplying by multiples of 10, 100, and 1000
    • halving and doubling
    • using the distributive property

    • 5.N04.01 Determine the products when one factor is a multiple of 10, 100, or 1000.

      • Multiplication patterns over increasing place values (5-C.5)
      • Multiply numbers ending in zeroes (5-C.6)
      • Multiply numbers ending in zeroes: word problems (5-C.7)

    • 5.N04.02 Apply halving and doubling when determining a given product (e.g., 32 × 5 is the same as 16 × 10).

    • 5.N04.03 Apply the distributive property to determine a given product that involves multiplying factors that are close to multiples of 10 (e.g., 98 × 7 = (100 × 7) – (2 × 7)).

      • Properties of multiplication (5-C.8)
      • Multiply using properties (5-C.9)

  • 5.N05 Students will be expected to demonstrate, with and without concrete materials, an understanding of multiplication (two-digit by two-digit) to solve problems.

    • 5.N05.01 Model the multiplication of two two-digit factors, using concrete and visual representations of the area model, and record the process symbolically.

      • Multiply 2-digit numbers by 2-digit numbers using area models I (5-C.13)
      • Multiply 2-digit numbers by 2-digit numbers using area models II (5-C.14)

    • 5.N05.02 Illustrate partial products in expanded notation for both factors (e.g., For 36 × 42, determine the partial products for (30 + 6) × (40 + 2).).

    • 5.N05.03 Represent both two-digit factors in expanded notation to illustrate the distributive property (e.g., To determine the partial products of 36 × 42, record (30 + 6) × (40 + 2) = 30 × 40 + 30 × 2 + 6 × 40 + 6 × 2 = 1200 + 60 + 240 + 12 = 1512.).

    • 5.N05.04 Describe a solution procedure for determining the product of two given two-digit factors, using a pictorial representation such as an area model.

    • 5.N05.05 Solve a given multiplication problem in context, using personal strategies, and record the process.

      • Multiply 2-digit numbers by 2-digit numbers: word problems (5-C.17)

    • 5.N05.06 Create and solve multiplication story problems, and record the process symbolically.

    • 5.N05.07 Determine the product of two given numbers using a personal strategy and record the process symbolically.

      • Multiply 2-digit numbers by 2-digit numbers: complete the missing steps (5-C.15)
      • Multiply 2-digit numbers by 2-digit numbers (5-C.16)

  • 5.N06 Students will be expected to demonstrate, with and without concrete materials, an understanding of division (three-digit by one-digit), and interpret remainders to solve problems.

    • 5.N06.01 Model the division of two given numbers, using concrete or visual representations, and record the process symbolically.

    • 5.N06.02 Explain that the interpretation of a remainder depends on the context:
      • ignore the remainder (e.g., making teams of four from 22 people [five teams, but two people are left over])
      • round the quotient up (e.g., the number of five-passenger cars required to transport 13 people)
      • express remainders as fractions (e.g., five apples shared by two people)
      • express remainders as decimals (e.g., measurement and money)

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

    • 5.N06.03 Solve a given division problem in context, using personal strategies, and record the process.

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

    • 5.N06.04 Create and solve division story problems, and record the process symbolically.

    • 5.N06.05 Determine the quotient of two given numbers using a personal strategy and record the process symbolically.

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

  • 5.N07 Students will be expected to demonstrate an understanding of fractions by using concrete, pictorial, and symbolic representations to:
    • create sets of equivalent fractions
    • compare and order fractions with like and unlike denominators

    • 5.N07.01 Represent a given fraction of one whole, set, linear model, or region using concrete materials.

      • Show fractions: fraction bars (5-N.1)
      • Show fractions: area models (5-N.2)
      • Identify fractions (5-N.3)

    • 5.N07.02 Create a set of equivalent fractions, and explain, using concrete materials, why there are many equivalent fractions for any given fraction.

      • Find equivalent fractions using area models (5-O.1)
      • Graph equivalent fractions on number lines (5-O.2)

    • 5.N07.03 Model and explain that equivalent fractions represent the same quantity.

    • 5.N07.04 Determine if two given fractions are equivalent, using concrete materials or pictorial representations.

      • Find equivalent fractions using area models (5-O.1)
      • Graph equivalent fractions on number lines (5-O.2)

    • 5.N07.05 Identify equivalent fractions for a given fraction.

      • Equivalent fractions (5-O.3)
      • Patterns of equivalent fractions (5-O.4)
      • Write fractions in lowest terms (5-O.5)

    • 5.N07.06 Compare and order two given fractions with unlike denominators by creating equivalent fractions.

      • Compare fractions (5-P.4)
      • Order fractions with like numerators (5-P.7)
      • Order fractions with unlike denominators (5-P.8)
      • Order fractions review (5-P.9)

    • 5.N07.07 Position a given set of fractions with like and unlike denominators on a number line, and explain strategies used to determine the order.

      • Graph and compare fractions on number lines (5-P.1)

    • 5.N07.08 Formulate and verify a personal strategy for developing a set of equivalent fractions.

      • Equivalent fractions (5-O.3)
      • Patterns of equivalent fractions (5-O.4)
      • Write fractions in lowest terms (5-O.5)

  • 5.N08 Students will be expected to describe and represent decimals (tenths, hundredths, and thousandths) concretely, pictorially, and symbolically.

    • 5.N08.01 Write the decimal for a given concrete or pictorial representation of part of a set, part of a region, or of a unit of measure.

      • What decimal number is illustrated? (5-G.1)

    • 5.N08.02 Represent a given decimal using concrete materials or a pictorial representation.

      • Model decimals and fractions (5-G.2)
      • Decimal number lines (5-G.8)

    • 5.N08.03 Represent an equivalent tenth, hundredth, or thousandth for a given decimal, using concrete or visual representations.

      • Equivalent decimals up to thousandths (5-H.5)

    • 5.N08.04 Express a given tenth as an equivalent hundredth and thousandth.

      • Equivalent decimals up to thousandths (5-H.5)

    • 5.N08.05 Express a given hundredth as an equivalent thousandth.

    • 5.N08.06 Explain the value of each digit in a given decimal.

      • Place values in decimal numbers up to thousandths (5-H.2)
      • Relationship between decimal place values (5-H.3)
      • Expanded form of decimals up to thousandths (5-H.4)

  • 5.N09 Students will be expected to relate decimals to fractions and fractions to decimals (to thousandths).

    • 5.N09.01 Express, orally and symbolically, a given fraction with a denominator of 10, 100, or 1000 as a decimal.

      • Convert fractions to decimals: up to thousandths (5-H.10)

    • 5.N09.02 Read decimals as fractions (e.g., 0.45 is read as zero and forty-five hundredths).

      • Convert decimals to fractions: up to thousandths (5-H.11)
      • Convert decimals between standard and expanded form using fractions: up to thousandths (5-H.12)

    • 5.N09.03 Express, orally and symbolically, a given decimal in fraction form.

      • Convert decimals to fractions: up to thousandths (5-H.11)
      • Convert decimals between standard and expanded form using fractions: up to thousandths (5-H.12)

    • 5.N09.04 Represent the fractions 1/2, 1/4, and 3/4 as decimals using base-ten blocks, grids, and number lines.

    • 5.N09.05 Express a given pictorial or concrete representation as a fraction or decimal (e.g., 250 shaded squares on a thousandth grid can be expressed as 0.250 or 250/1000).

      • What decimal number is illustrated? (5-G.1)

  • 5.N10 Students will be expected to compare and order decimals (to thousandths) by using benchmarks, place value, and equivalent decimals.

    • 5.N10.01 Compare and order a given set of decimals by placing them on a number line that contains the benchmarks 0.0, 0.5, and 1.0.

      • Compare decimals on number lines (5-G.10)

    • 5.N10.02 Compare and order a given set of decimals including only tenths using place value.

      • Compare decimal numbers: up to tenths (4-W.11)

    • 5.N10.03 Compare and order a given set of decimals including only hundredths using place value.

      • Compare decimals using grids (5-G.9)
      • Compare decimal numbers up to hundredths (5-G.11)
      • Put decimals in order: up to hundredths (5-G.12)

    • 5.N10.04 Compare and order a given set of decimals including only thousandths using place value.

      • Compare decimal numbers up to thousandths (5-H.7)
      • Put decimals in order: up to thousandths (5-H.8)

    • 5.N10.05 Explain what is the same and what is different about 0.2, 0.20, and 0.200.

    • 5.N10.06 Compare and order a given set of decimals, including tenths, hundredths, and thousandths, using equivalent decimals.

      • Equivalent decimals up to thousandths (5-H.5)
      • Compare, order and round decimals: word problems (5-H.9)

  • 5.N11 Students will be expected to demonstrate an understanding of addition and subtraction of decimals (limited to thousandths).

    • 5.N11.01 Predict sums and differences of decimals using estimation strategies.

      • 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)

    • 5.N11.02 Use estimation to correct errors of decimal point placements in sums and differences without using paper and pencil.

    • 5.N11.03 Explain why keeping track of place-value positions is important when adding and subtracting decimals.

    • 5.N11.04 Solve problems that involve addition and subtraction of decimals, limited to thousandths, using personal strategies.

      • Add and subtract decimal numbers up to hundredths (5-I.4)
      • Choose decimals with a particular sum or difference: up to hundredths (5-I.6)
      • 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)
      • Add and subtract decimals up to thousandths: word problems (5-J.4)
      • Choose decimals with a particular sum or difference: up to thousandths (5-J.5)
      • Complete the decimal addition or subtraction sentence: up to thousandths (5-J.6)
      • Add and subtract money amounts (5-M.1)
      • Add and subtract money: word problems (5-M.2)
      • Price lists with addition and subtraction (5-M.3)

5.PR Patterns and Relations

• Patterns - Students will be expected to use patterns to describe the world and solve problems.

  • 5.PR01 Students will be expected to determine the pattern rule to make predictions about subsequent terms.

    • 5.PR01.01 Extend a given increasing or decreasing pattern, with and without concrete materials, and explain how each term differs from the preceding one.

      • Complete an increasing number sequence (5-Z.8)

    • 5.PR01.02 Describe, orally or in written form, a given pattern using mathematical language such as one more, one less, or five more.

    • 5.PR01.03 Write a mathematical expression to represent a given pattern, such as r + 1, r – 1, r + 5.

    • 5.PR01.04 Describe the relationship in a given table or chart using a mathematical expression.

      • Compare number patterns (5-Z.6)
      • Identify mistakes in number patterns (5-Z.7)

    • 5.PR01.05 Determine and explain why a given number is or is not the next term in a pattern.

    • 5.PR01.06 Predict subsequent terms in a given pattern.

    • 5.PR01.07 Solve a given problem by using a pattern rule to determine subsequent terms.

      • Use a rule to complete a number sequence (5-Z.5)

    • 5.PR01.08 Represent a given pattern visually to verify predictions.

• Variables and Equations - Students will be expected to represent algebraic expressions in multiple ways.

  • 5.PR02 Students will be expected to solve problems involving single-variable, one-step equations with whole number coefficients and whole number solutions.

    • 5.PR02.01 Explain the purpose of the letter variable in a given addition, subtraction, multiplication, or division equation with one unknown (e.g., 36 ÷ n = 6).

    • 5.PR02.02 Express a given pictorial or concrete representation of an equation in symbolic form.

    • 5.PR02.03 Express a given problem as an equation where the unknown is represented by a letter variable.

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

    • 5.PR02.04 Create a problem for a given equation with one unknown.

      • Which word problem matches the one-step equation? (5-CC.10)

    • 5.PR02.05 Solve a given single-variable equation with the unknown in any of the terms (e.g., n + 2 = 5, 4 + a = 7, 6 = r – 2, 10 = 2c, 15 ÷ r = 3).

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

    • 5.PR02.06 Identify the unknown in a problem; represent the problem with an equation; and solve the problem concretely, pictorially, or symbolically.

      • Model and solve equations using algebra tiles (5-CC.4)
      • Write and solve equations that represent diagrams (5-CC.5)

5.M Measurement

• Students will be expected to use direct and indirect measure to solve problems.

  • 5.M01 Students will be expected to design and construct different rectangles, given a perimeter or an area or both (whole numbers), and make generalizations.

    • 5.M01.01 Draw two or more rectangles for a given perimeter in a problem-solving context.

    • 5.M01.02 Draw two or more rectangles for a given area in a problem-solving context.

    • 5.M01.03 Determine the shape that will result in the greatest area for any given perimeter.

    • 5.M01.04 Determine the shape that will result in the least area for any given perimeter.

    • 5.M01.05 Provide a real-life context for when it is important to consider the relationship between area and perimeter.

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

  • 5.M02 Students will be expected to demonstrate an understanding of measuring length (mm) by:
    • selecting and justifying referents for the unit millimetre (mm)
    • modelling and describing the relationship between millimetre (mm) and centimetre (cm) units, and between millimetre (mm) and metre (m) units

    • 5.M02.01 Provide a referent for one millimetre, and explain the choice.

      • Which metric unit of length is appropriate? (5-II.1)

    • 5.M02.02 Provide a referent for one centimetre, and explain the choice.

      • Which metric unit of length is appropriate? (5-II.1)

    • 5.M02.03 Provide a referent for one metre, and explain the choice.

      • Which metric unit of length is appropriate? (5-II.1)

    • 5.M02.04 Show that 10 millimetres is equivalent to one centimetre, using concrete materials.

    • 5.M02.05 Show that 1000 millimetres is equivalent to one metre, using concrete materials.

    • 5.M02.06 Provide examples of instances where millimetres are used as the unit of measure.

    • 5.M02.07 Estimate and measure length in millimetres, centimetres, and metres.

      • Which metric unit of length is appropriate? (5-II.1)

  • 5.M03 Students will be expected to demonstrate an understanding of volume by:
    • selecting and justifying referents for cubic centimetre (cm³) or cubic metre (m³) units
    • estimating volume using referents for cubic centimetre (cm³) or cubic metre (m³)
    • measuring and recording volume (cm³ or m³)
    • constructing rectangular prisms for a given volume

    • 5.M03.01 Identify and explain why the cube is the most efficient unit for measuring volume.

    • 5.M03.02 Provide a referent for a cubic centimetre, and explain the choice.

    • 5.M03.03 Provide a referent for a cubic metre, and explain the choice.

    • 5.M03.04 Determine which standard cubic unit is represented by a given referent.

    • 5.M03.05 Estimate the volume of a given 3-D object using personal referents.

    • 5.M03.06 Determine the volume of a given 3-D object using manipulatives, and explain the strategy.

      • Volume of rectangular prisms made of unit cubes (5-NN.13)
      • Volume of irregular figures made of unit cubes (5-NN.14)
      • Volume of cubes and rectangular prisms (5-NN.15)

    • 5.M03.07 Construct a rectangular prism for a given volume.

    • 5.M03.08 Construct more than one rectangular prism for a given volume.

  • 5.M04 Students will be expected to demonstrate an understanding of capacity by:
    • describing the relationship between millilitre (mL) and litre (L) units
    • selecting and justifying referents for millilitre (mL) and litre (L) units
    • estimating capacity using referents for millilitre (mL) and litre (L)
    • measuring and recording capacity (mL or L)

    • 5.M04.01 Demonstrate that 1000 millilitres is equivalent to one litre by filling a one-litre container using a combination of smaller containers.

    • 5.M04.02 Provide a referent for one litre, and explain the choice.

      • Which metric unit of capacity is appropriate? (5-II.5)

    • 5.M04.03 Provide a referent for one millilitre, and explain the choice.

      • Which metric unit of capacity is appropriate? (5-II.5)

    • 5.M04.04 Determine the capacity unit of a given referent.

    • 5.M04.05 Estimate the capacity of a given container using personal referents.

      • Which metric unit of capacity is appropriate? (5-II.5)

    • 5.M04.06 Determine the capacity of a given container using materials that take the shape of the inside of the container (e.g., a liquid, rice, sand, beads), and explain the strategy.

5.G Geometry

• 3-D Objects and 2-D Shapes - Students will be describe the characteristics of 3-D objects and 2-D shapes and analyze the relationships among them.

  • 5.G01 Students will be expected to describe and provide examples of edges and faces of 3-D objects, and sides of 2-D shapes that are parallel, intersecting, perpendicular, vertical, and horizontal.

    • 5.G01.01 Identify parallel, intersecting, perpendicular, vertical, and horizontal edges and faces on 3-D objects.

    • 5.G01.02 Identify parallel, intersecting, perpendicular, vertical, and horizontal sides on 2-D shapes.

      • Parallel sides in quadrilaterals (5-KK.4)

    • 5.G01.03 Provide examples from the environment that show parallel, intersecting, perpendicular, vertical, and horizontal line segments.

      • Parallel, perpendicular and intersecting lines (5-JJ.5)

    • 5.G01.04 Find examples of edges, faces, and sides that are parallel, intersecting, perpendicular, vertical, and horizontal in print and electronic media, such as newspapers, magazines, and the Internet.

    • 5.G01.05 Draw 2-D shapes that have sides that are parallel, intersecting, perpendicular, vertical, or horizontal.

    • 5.G01.06 Build 3-D objects that have edges and faces that are parallel, intersecting, perpendicular, vertical, or horizontal.

    • 5.G01.07 Describe the faces and edges of a given 3-D object using terms such as parallel, intersecting, perpendicular, vertical, or horizontal.

    • 5.G01.08 Describe the sides of a given 2-D shape using terms such as parallel, intersecting, perpendicular, vertical, or horizontal.

      • Parallel sides in quadrilaterals (5-KK.4)

  • 5.G02 Students will be expected to name, identify, and sort quadrilaterals, including rectangles, squares, trapezoids, parallelograms, and rhombi, according to their attributes.

    • 5.G02.01 Identify and describe the characteristics of a pre-sorted set of quadrilaterals.

      • Identify the relationships between quadrilaterals (5-KK.12)
      • Describe relationships among quadrilaterals (5-KK.13)

    • 5.G02.02 Sort a given set of quadrilaterals, and explain the sorting rule.

      • Classify quadrilaterals (5-KK.9)
      • Pick all the names for a quadrilateral (5-KK.10)

    • 5.G02.03 Sort a given set of quadrilaterals according to the lengths of the sides.

    • 5.G02.04 Sort a given set of quadrilaterals according to whether or not opposite sides are parallel.

      • Parallel sides in quadrilaterals (5-KK.4)

    • 5.G02.05 Sort a set of quadrilaterals based on properties such as diagonals are congruent, diagonals bisect each other, and opposite angles are equal.

    • 5.G02.06 Name and classify quadrilaterals according to their attributes.

      • Identify parallelograms (5-KK.5)
      • Identify trapezoids (5-KK.6)
      • Identify rectangles (5-KK.7)
      • Identify rhombuses (5-KK.8)

• Transformations - Students will be expected to describe and analyze position and motion of objects and shapes.

  • 5.G03 Students will be expected to perform a single transformation (translation, rotation, or reflection) of a 2-D shape (with and without technology) and draw and describe the image.

    • 5.G03.01 Translate a given 2-D shape horizontally, vertically, or diagonally, draw the image, and describe the position and orientation of the image.

    • 5.G03.02 Rotate a given 2-D shape about a vertex, draw the image, and describe the position and orientation of the image.

    • 5.G03.03 Reflect a given 2-D shape in a line of reflection, draw the image, and describe the position and orientation of the image.

    • 5.G03.04 Perform a transformation of a given 2-D shape by following instructions.

      • Reflection, rotation and translation (5-LL.3)

    • 5.G03.05 Draw a 2-D shape, translate the shape, and record the translation by describing the direction and magnitude of the movement.

    • 5.G03.06 Draw a 2-D shape, rotate the shape about a vertex, and describe the direction of the turn (clockwise or counter-clockwise) and the fraction of the turn (limited to 1/4, 1/2, 3/4, or full turn).

    • 5.G03.07 Draw a 2-D shape, reflect the shape, and identify the line of reflection and the distance of the image from the line of reflection.

    • 5.G03.08 Predict the result of a single transformation of a 2-D shape and verify the prediction.

      • Reflection, rotation and translation (5-LL.3)

  • 5.G04 Students will be expected to identify and describe a single transformation, including a translation, rotation, and reflection of 2-D shapes.

    • 5.G04.01 Provide an example of a translation, rotation, and reflection.

    • 5.G04.02 Identify a given single transformation as a translation, rotation, or reflection.

      • Reflection, rotation and translation (5-LL.3)

    • 5.G04.03 Describe a given rotation about a point of rotation by the direction of the turn (clockwise or counter-clockwise).

    • 5.G04.04 Describe a given reflection by identifying the line of reflection and the distance of the image from the line of reflection.

    • 5.G04.05 Describe a given translation by identifying the direction and magnitude of the movement.

    • 5.G04.06 Identify transformations found in everyday pictures, art, or the environment.

  • 5.G05 Students will be expected to identify right angles.

    • 5.G05.01 Provide examples of right angles in the environment.

    • 5.G05.02 Sketch right angles without the use of a protractor.

    • 5.G05.03 Label a right angle, using a symbol.

    • 5.G05.04 Identify angles greater than or less than a right angle.

      • Types of angles (5-JJ.6)

5.SP Statistics and Probability

• Data Analysis - Students will be expected to collect, display, and analyze data to solve problems.

  • 5.SP01 Students will be expected to differentiate between first-hand and second-hand data.

    • 5.SP01.01 Explain the difference between first-hand and second-hand data.

    • 5.SP01.02 Formulate a question that can best be answered using first-hand data and explain why.

    • 5.SP01.03 Formulate a question that can best be answered using second-hand data and explain why.

    • 5.SP01.04 Find examples of second-hand data in print and electronic media, such as newspapers, magazines, and the Internet.

  • 5.SP02 Students will be expected to construct and interpret double bar graphs to draw conclusions.

    • 5.SP02.01 Determine the attributes (title, axes, intervals, and legend) of double bar graphs by comparing a given set of double bar graphs.

    • 5.SP02.02 Represent a given set of data by creating a double bar graph, label the title and axes, and create a legend without the use of technology.

      • Complete double bar graphs (5-FF.8)

    • 5.SP02.03 Draw conclusions from a given double bar graph to answer questions.

      • Interpret double bar graphs (5-FF.7)

    • 5.SP02.04 Identify examples of double bar graphs used in a variety of print and electronic media, such as newspapers, magazines, and the Internet.

    • 5.SP02.05 Solve a given problem by constructing and interpreting a double bar graph.

      • Interpret double bar graphs (5-FF.7)
      • Complete double bar graphs (5-FF.8)

• Chance and Uncertainty - Students will be expected to use experimental or theoretical probabilities to represent and solve problems involving uncertainty.

  • 5.SP03 Students will be expected to describe the likelihood of a single outcome occurring, using words such as impossible, possible, and certain.

    • 5.SP03.01 Identify examples of events from personal contexts that are impossible, possible, or certain.

    • 5.SP03.02 Classify the likelihood of a single outcome occurring in a probability experiment as impossible, possible, or certain.

      • Understanding probability (5-GG.1)

    • 5.SP03.03 Design and conduct a probability experiment in which the likelihood of a single outcome occurring is impossible, possible, or certain.

    • 5.SP03.04 Conduct a given probability experiment a number of times, record the outcomes, and explain the results.

  • 5.SP04 Students will be expected to compare the likelihood of two possible outcomes occurring, using words such as less likely, equally likely, or more likely.

    • 5.SP04.01 Identify outcomes from a given probability experiment that are less likely, equally likely, or more likely to occur than other outcomes.

      • Understanding probability (5-GG.1)

    • 5.SP04.02 Design and conduct a probability experiment in which one outcome is less likely to occur than the other outcome.

    • 5.SP04.03 Design and conduct a probability experiment in which one outcome is equally likely to occur as the other outcome.

    • 5.SP04.04 Design and conduct a probability experiment in which one outcome is more likely to occur than the other outcome.