5th+Grade+Timeline


 * __**Date**__ || __**Standards**__ || __**Topic Title**__ || __**Topic #**__ ||
 * Sept || 5.N.2 Demonstrate an understanding of place value to millions billions and thousandths.

5.N.3 Represent and compare large (millions) and very (thousandths) positive numbers in various forms, such as expanded notation without exponents, e.g., 9724 = 9 x 1000 + 7 x 100 + 2 x 10 + 4

5.N.7 Compare and order whole numbers, positive fractions, positive mixed numbers, positive decimals, and percents 5.P.1 Analyze and determine the rules for extending symbolic, arithmetic, and geometric patterns and progressions, e.g., ABBCCC; 1,5,9,13…, 3, 9, 27… || Numeration || Topic 1 || 5.N.14 Estimate sums and differences with whole numbers, and positive fractions, and decimals. Estimate products of whole numbers, and positive decimals with whole numbers. Use a variety of strategies and judge the reasonableness of the answer.
 * Sept || 5.N.12 Accurately and efficiently add, subtract whole numbers and positive decimals: multiply, and divide (with double-digit divisors) whole numbers; multiply positive decimals with whole numbers

5.P.3 Use the properties of equality to solve problems with whole numbers, e.g., if __+ 7 = 13, than__ = 13 – 7, therefore __= 6__

5.P.4 Represent real situations and mathematical relationships with concrete models, tables, graphs, and rules in words and with symbols (e.g., input-output tables. __//This standard is intentionally the same as standard 6.P.4//__ || Adding and Subtracting Whole Numbers and Decimals || Topic 2 ||
 * Oct || 5.N.14 Estimate sums and differences with whole numbers, and positive fractions, and decimals. Estimate products of whole numbers, and positive decimals with whole numbers. Use a variety of strategies and judge the reasonableness of the answer

5.N.12 Accurately and efficiently add, subtract whole numbers and positive decimals: multiply, and divide (with double-digit divisors) whole numbers; multiply positive decimals with whole numbers 5.N.9 Solve problems involving multiplication and division of whole numbers, and multiplication of a positive fraction with a whole number.

6.N.1 || Multiplying Whole Numbers || Topic 3 ||
 * Oct || 5.P.1 Analyze and determine the rules for extending symbolic, arithmetic, and geometric patterns and progressions, e.g., ABBCCC; 1,5,9,13…, 3, 9, 27…

5.N.9 Solve problems involving multiplication and division of whole numbers, and multiplication of a positive fraction with a whole number. 5.N.8 Apply number theory concepts of common factor, common multiple, and divisibility rules for 2, 3, 5, and 10 to the solution of problems. Demonstrate an understanding of the concepts of prime and composite numbers.

6.N.16 6.P.5 || Dividing by 1-Digit Divisors || Topic 4 ||
 * Nov || 5.P.1 Analyze and determine the rules for extending symbolic, arithmetic, and geometric patterns and progressions, e.g., ABBCCC; 1,5,9,13…, 3, 9, 27…

5.P.4  Represent real situations and mathematical relationships with concrete models, tables, graphs, and rules in words and with symbols (e.g., input-output tables. //This standard is intentionally the same as standard 6.P.4//

5.N.12 Accurately and efficiently add, subtract whole numbers and positive decimals: multiply, and divide (with double-digit divisors) whole numbers; multiply positive decimals with whole numbers

6.N.16 || Dividing by 2-Digit Divisors || Topic 5 || 6.N.13 6.N.16 || Multiplying and Dividing Decimals || Topic 7 || 5.M.2 Identify, measure, describe, classify, and draw various angles. Draw triangles given two sides and the angle between them, or two angles and the side between them, e.g. Draw a triangle with one right angle and two sides congruent.
 * Dec || 5.N.12 Accurately and efficiently add, subtract whole numbers and positive decimals: multiply, and divide (with double-digit divisors) whole numbers; multiply positive decimals with whole numbers
 * Jan. || 5.G.3 Identify relationships among points, lines, e.g., intersecting, parallel, perpendicular.

5.M.5 Find the sum of the measures of the interior angles in triangles with and without measuring the angles.

5.G.1 Identify, describe, and compare, special types of triangles (isosceles, equilateral, right), and quadrilaterals (square, rectangle, parallelogram, rhombus, trapezoids), e.g., Recognize that all equilateral triangles are isosceles, but not all isosceles triangles are equilateral.

6.G.1 || Shapes || Topic 8 || unit wholes, and as parts of a collection, and as locations on a number line. //This standard is intentionally the same as standard 6.N.4//
 * Mid Year ||  ||   ||   ||
 * Feb || 5.N.4 Demonstrate an understanding of fractions as a ratio of whole numbers, as parts of

5.N.5 Identify and determine common equivalent fractions, and mixed numbers with denominators 2,4,5,10 only, decimals and percents (through one hundred percent),e.g., 3/4 = 0.75 = 75

5.N.6 Find and position whole numbers, and positive fractions, positive mixed numbers, and positive decimals on a number line.

5.N.7 Compare and order whole numbers, positive fractions, positive mixed numbers, positive decimals, and percent

5.P.4  Represent real situations and mathematical relationships with concrete models, tables, graphs, and rules in words and with symbols (e.g., input-output tables. //This standard is intentionally the same as standard 6.P.4// 6.N.8 || Fractions and Decimals || Topic 9 || multiply positive fractions with whole numbers.
 * Feb || 5.N.13 Accurately and efficiently add and subtract positive fractions and mixed numbers with like denominators and with unlike denominators (2,4,5,10 only);

Simplify fractions in cases when both the numerator and denominator have 2,3,4,5, or 10 as a common factor.

5.N.8 Apply number theory concepts of common factor, common multiple, and divisibility rules for 2, 3, 5, and 10 to the solution of problems. Demonstrate an understanding of the concepts of prime and composite numbers. 5.M.1 Apply the concepts of perimeter and area to the solution of problems involving triangles and rectangles. Apply formulas where appropriate. || Adding and Subtracting Fractions and Mixed Numbers || Topic 10 || multiply positive fractions with whole numbers. Simplify fractions in cases when both the numerator and denominator have 2,3,4,5, or 10 as a common factor.
 * Feb || 5.N.13 Accurately and efficiently add and subtract positive fractions and mixed numbers with like denominators and with unlike denominators (2,4,5,10 only);

6.N.12 6.P.5 || Multiplying Fractions and Mixed Numbers || Topic 11 ||
 * March || 5.M.1 Apply the concepts of perimeter and area to the solution of problems involving triangles and rectangles. Apply formulas where appropriate.

6.M.4 6.M.5 || Perimeter and Area || Topic 12 ||
 * March || 5.G.2  Identify, describe, and compare special types of three-dimensional shapes (e.g., cubes, prisms, spheres, and pyramids) based on their properties, such as edges, faces.

5.M.4 Find volumes and surface areas of rectangular prisms. //This standard is intentionally the same as standard 6.M.6//

<span style="font-family: Times New Roman,serif;">5.P.4 <span style="color: #000000; font-family: Times New Roman,serif;">Represent real situations and mathematical relationships with concrete models, tables, graphs, and rules in words and with symbols (e.g., input-output tables. //This standard is intentionally the same as standard 6.P.4//

6.G.9 || Solids || Topic 13 ||
 * March || 5.M.3 Solve problems involving simple unit conversions within a system of measurement.

<span style="color: #000000; display: block; font-family: Arial,sans-serif; font-size: 8pt;"><span style="font-family: Times New Roman,serif;">5.P.4 <span style="color: #000000; font-family: Times New Roman,serif;">Represent real situations and mathematical relationships with concrete models, tables, graphs, and rules in words and with symbols (e.g., input-output tables. //This standard is intentionally the same as standard 6.P.4// || Measurement Units, Time, and Temperature || Topic 14 ||
 * April || 5.D.2 Construct and interpret line plots, line graphs, and bar graphs. Interpret and label circle graphs

<span style="color: #000000; display: block; font-family: Arial,sans-serif; font-size: 8pt;"><span style="font-family: Times New Roman,serif;">5.P.4 <span style="color: #000000; font-family: Times New Roman,serif;"> Represent real situations and mathematical relationships with concrete models, tables, graphs, and rules in words and with symbols (e.g., input-output tables. //This standard is intentionally the same as standard 6.P.4//

5.D.1 Given a set of data, find the median, mean, mode, maximum and minimum, and range and apply to solutions of problems. 6.D.2 || Data and Graphs || Topic 18 ||
 * April || 5.D.3 Predict the probability of outcomes of simple experiments ( e.g., tossing a coin, rolling a die) and test the predictions.

6.D.3 6.D.4

<span style="color: #000000; display: block; font-family: Arial,sans-serif; font-size: 8pt;"><span style="font-family: Times New Roman,serif;">5.P.4 <span style="color: #000000; font-family: Times New Roman,serif;">Represent real situations and mathematical relationships with concrete models, tables, graphs, and rules in words and with symbols (e.g., input-output tables. //This standard is intentionally the same as standard 6.P.4// || Probability || Topic 20 || <span style="display: block; font-family: Arial,sans-serif; font-size: 9pt;">Demonstrate an understanding of fractions as a ratio of whole numbers, as parts of unit wholes, and as parts of a collection, and as locations on a number line. //This standard is intentionally the same as standard 6.N.4//
 * May || 5.N.4

5.N.5 <span style="background: #ffff00; display: block; font-family: Arial,sans-serif; font-size: 9pt;">Identify and determine common equivalent fractions, and mixed numbers with denominators 2,4,5,10 only, decimals and percents (through one hundred percent), e.g., 3/4 = 0.75 = 75

5.P.1 Analyze and determine the rules for extending symbolic, arithmetic, and geometric patterns and progressions, e.g., ABBCCC; 1,5,9,13…, 3, 9, 27…

6.N.9 || Ratio and Percent || Topic 16 || //This standard is intentionally the same as standard 6.P.2//
 * May || <span style="color: #000000; display: block; font-family: Arial,sans-serif; font-size: 8pt;"><span style="font-family: Times New Roman,serif;">5.P.2 <span style="color: #000000; font-family: Times New Roman,serif;"> Replace variables with given values and evaluate/ simplify,e.g.,2(x) + 3 if x=4

5.N.10 Demonstrate an understanding of how parentheses affect expressions involving addition, subtraction, multiplication, and use to solve problems. E.g., 3 x (4+2) = 3 x 6

<span style="color: #000000; display: block; font-family: Arial,sans-serif; font-size: 8pt;"><span style="font-family: Times New Roman,serif;">5.P.4 <span style="color: #000000; font-family: Times New Roman,serif;">Represent real situations and mathematical relationships with concrete models, tables, graphs, and rules in words and with symbols (e.g., input-output tables. //This standard is intentionally the same as standard 6.P.4// || Variables and Expressions || Topic 6 ||
 * June || 5.P.1 Analyze and determine the rules for extending symbolic, arithmetic, and geometric patterns and progressions, e.g., ABBCCC; 1,5,9,13…, 3, 9, 27…

<span style="color: #000000; display: block; font-family: Arial,sans-serif; font-size: 8pt;"><span style="font-family: Times New Roman,serif;">5.P.2 <span style="color: #000000; font-family: Times New Roman,serif;">Replace variables with given values and evaluate/ simplify, e.g., 2(x) + 3 if x = 4

5.P.3 Use the properties of equality to solve problems with whole numbers, e.g., if + 7 = 13, than __= 13 – 7, therefore__ = 6

<span style="color: #000000; display: block; font-family: Arial,sans-serif; font-size: 8pt;"><span style="font-family: Times New Roman,serif;">5.P4 <span style="color: #000000; font-family: Times New Roman,serif;">Represent real situations and mathematical relationships with concrete models, tables, graphs, and rules in words and with symbols (e.g., input-output tables. //This standard is intentionally the same as standard 6.P.4//

6.P.5 || Solving and Writing Equations and Inequalities || Topic 15 ||
 * June || 5.G.4 Use ordered pairs of whole numbers (including zero), graph, locate, and identify points, and describe paths on the Cartesian coordinate plane

<span style="color: #000000; display: block; font-family: Arial,sans-serif; font-size: 8pt;"><span style="font-family: Times New Roman,serif;">5.P.4 <span style="color: #000000; font-family: Times New Roman,serif;">Represent real situations and mathematical relationships with concrete models, tables, graphs, and rules in words and with symbols (e.g., input-output tables. //This standard is intentionally the same as standard 6.P.4//

<span style="color: #000000; display: block; font-family: Arial,sans-serif; font-size: 8pt;"><span style="font-family: Times New Roman,serif;">5.P.2 <span style="color: #000000; font-family: Times New Roman,serif;">Replace variables with given values and evaluate/ simplify, e.g., 2(x) + 3 if x = 4

5.N.11 Demonstrate an understanding of the inverse relationship of addition and subtraction, and use that understanding to simplify computation and solve problems.

6.N.6 || Equations and Graphs || Topic 17 ||
 * June || 5.G.5 Describe and perform transformations on two-dimensional shapes., e.g., translations, rotations, and reflections.

5.G.6 Identify and describe line symmetry in two-dimensional shapes, including shapes that have multiple lines of symmetry.

5.G.7 Determine if two triangles or two quadrilaterals are congruent by measuring sides or a combination of sides and angles, as necessary; or by motions or series of motions, e.g., translations, rotations, and reflections.

<span style="color: #000000; display: block; font-family: Arial,sans-serif; font-size: 8pt;"><span style="font-family: Times New Roman,serif;">5.P.4 <span style="color: #000000; font-family: Times New Roman,serif;">Represent real situations and mathematical relationships with concrete models, tables, graphs, and rules in words and with symbols (e.g., input-output tables. //This standard is intentionally the same as standard 6.P.4// || Transformation, Congruence and Symmetry || Topic 19 || Type in the content of your page here. Type in the content of your page here.