NYS Grades 3-8 Mathematics Common Core Learning Standards



NYS Grades 3-8 Mathematics Common Core Learning Standards

Testing Program Guidance—September-April / May-June

Grade 5

|CCLS Code |Envision Math Lesson |Standard |Content Emphasis |Sept.-April/ May-June |

| | | | |Instructional Period |

|Operations and Algebraic Thinking | |

|5.OA.1 |3-5 |Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols |Additional |Sept.-April |

| |8-2 to 8-4 | | | |

|5.0A.2 |3-9 |Write simple expressions that record calculations with numbers, and interpret numerical expressions without|Additional |Sept.-April |

| |4-7 |evaluating them | | |

| |8-1, 8-8, 8-9 | | | |

|5.0A.3 |8-5, 8-6, 8-7 |Generate two numerical patterns using two given rules. Identify apparent relationships between |Additional |May-June |

| |16-5 |corresponding terms. From ordered pairs consisting of corresponding terms from the two patterns, and graph | | |

| | |the ordered pairs on a coordinate plane. | | |

|Number and Operations in Base Ten | |

|5.NBT.1 |1-1 to 1-3 |Recognize that in multi-digit whole numbers a digit in one place represents 10 times as much as it |Major |Sept.-April |

| |6-1 |represents in the place to its right, and 1/10 of what it represents in its place to the left | | |

| |7-1 | | | |

|5.NBT.2 |3-2 |Explain patterns in the number of zeroes of the product when multiplying a number of powers by 10, and |Major |Sept.-April |

| |3-4 |explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power | | |

| |6-1 |of 10. Use whole-number exponents to denote powers of 10. | | |

| |7-1 | | | |

|5.NBT.3 |1-2 to 1-6 |Read, write, and compare decimals to thousandths |Major |Sept.-April |

|5.NBT.4 |2-2 |Use place value understanding to round decimals to any place |Major |Sept.-April |

|5.NBT.5 |3-3, 3-5 to 3-9 |Fluently multiply multi-digit whole numbers using standard algorithm |Major |Sept.-April |

|5.NBT.6 |3-1 |Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using |Major |Sept.-April |

| |4-1 to 4-7 |strategies based on place value, the properties of operations, and/or the relationship between | | |

| |5-1 to 5-8 |multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays,| | |

| | |and/or area models | | |

|5.NBT.7 |2-1, 2-3 to 2-8 |Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings of strategies|Major |Sept.-April |

| |6-1 to 6-7 |based on place value, properties of operations, and/or the relationship between addition and subtraction; | | |

| |7-1 to 7-7 |relate the strategy to a written method and explain the reasoning used | | |

|Number and Operations- Fractions | |

|5.NF.1 |9-1, 9-2, 9-4 to 9-10 |Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions |Major |Sept.-April |

| |10-1 to 10-7 |with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with | | |

| | |like denominators. | | |

|5.NF.2 |9-2 to 9-10 |Solve word problems involving addition and subtraction of fractions referring to the same whole, including |Major |Sept.-April |

| |10-1 to 10-7 |cases of unlike denominators. Use benchmark fractions and number sense of fractions to estimate mentally | | |

| | |and assess the reasonableness of answers | | |

|5.NF.3 |11-1 |Interpret a fraction as division of the numerator by the denominator. Solve word problems involving |Major |Sept.-April |

| | |division of whole numbers leading to answers in the form of fractions or mixed numbers | | |

|5.NF.4 |11-2, 11-4, 11-5, 11-6 |Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a |Major |Sept.-April |

| | |fraction | | |

|5.NF.5 |11-3, 11-7 |Interpret multiplication as scaling (resizing) by: a. comparing the size of a product to the size of one |Major |Sept.-April |

| | |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; relating the principle of fraction equivalence a/b = (n x a) (n x b) to the effect of | | |

| | |multiplying a/b by 1. | | |

|5.NF.6 |11-8 |Solve real world problems involving multiplication of fractions and mixed numbers, e.g by using visual |Major |Sept.-April |

| | |fraction models or equations to represent the problem. | | |

|5.NF.7 |11-9, 11-10, 11-11 |Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole |Major |Sept.-April |

| | |numbers by unit fractions | | |

|Measurement and Data | |

|5.MD.1 |13-1 to 13-7 |Convert among different-sized standard measurement units within a given measurement system, and use these |Supporting |Sept.-April |

| | |conversions in solving multi-step, real world problems | | |

|5.MD.2 |14-1 to 14-4 |Make a line plot to display a data set of measurements in fractions of a unit. Use operations on fractions |Supporting |Sept.-April |

| | |for this grade to solve problems involving information presented in line plots | | |

|5.MD.3 |12-1, 12-2, 12-4 |Recognize volume as an attribute of solid figures and understand concepts of volume measurement |Major |Sept.-April |

|5.MD.4 |12-2, 12-4, 12-7 |Measure volume by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units |Major |Sept.-April |

|5.MD.5 |12-3 to 12-6 |Relate volume to the operations of multiplication and addition and solve real world and mathematical |Major |Sept.-April |

| | |problems involving volume | | |

|Geometry | |

|5.G.1 |16-1 to 16-6 |Use a pair of perpendicular number lines, called axes, todefine a coordinate system, with the intersection |Additional |May-June |

| | |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 the second axis, with the convention that | | |

| | |the names of the two axes and the coordinates correspond | | |

|5.G.2 |14-5 |Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate |Additional |May-June |

| |16-4 to 16-6 |plane, and interpret coordinate values of points in the context of the situation | | |

|5.G.3 |15-1 to 15-4, 15-6 |Understand that attributes belonging to a category of two-dimensional figures also belong to all |Additional |Sept.-April |

| | |subcategories of that category | | |

|5.G.4. |15-3 to 15-6 |Classify two dimensional figures in a hierarchy based on properties |Additional |Sept.-April |

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