# Math - 5th Grade. two digit by one digit multiplication fact families subtraction with regrouping

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1 Number and Operations Understand division of whole numbers N.MR N.MR N.MR Understand the meaning of division of whole numbers with and without remainders; relate division to and to repeated subtraction. understand relate-application Relate division of whole numbers with remainders relate - application to the form a = bq + r, e.g., 34 5 = 6 r 4, so 5 * = 34; note remainder (4) is less than divisor (5). Write mathematical statements involving division for given situations. Multiply and divide whole numbers write - application ontent division, whole numbers, remainders,, subtraction division, whole numbers, remainders, divisor, quotient, dividend factor, product, divisor, dividend, quotient, equation two digit by one digit multiplication fact families subtraction with regrouping two digit by one digit multiplication fact families addition with regrouping repeated subtraction variables identify the situation as multiplication or division factor x factor = product dividend / divisor = quotient I can recall basic multiplication and division facts. (4 x 3) I can solve basic division problems with or without remainders. (4 / 3 or 12 / 4) I can convert a fraction to a division problem. I understand the relationship between repeated subtraction and division. I can divide a four digit number by a two digit number with or without a remainder. I can recall basic multiplication and division facts. (4 x 3) I can solve basic division problems with or without remainders. (4 / 3 or 12 / 4) I understand the relationship between repeated subtraction and division. I can divide a four digit number by a two digit number with or without a remainder. I can identify if I have to multiply or divide. I can identify the missing part of the equation. I can correctly write a multiplication or division problem. N.FL Multiply a multi-digit number by a two-digit number; recognize and be able to explain common computational errors such as not accounting for place value. multiply - application recognize - knowledge explain - factor, place value, error two digit by one digit multiplication fact families addition and subtraction with regrouping I can recall basic multiplication and division facts. (4 x 3) I can multiply a two digit number by a one digit number. I can explain how to multiply numbers using place value. N.FL Solve applied problems involving multiplication and division of whole numbers. division, whole numbers Skills needed & Sequencing of Skills Apply knowledge of math facts to find product or quotient. xplain thought process used to solve problems I can choose the correct operation to solve the math problem. I can apply knowledge of math facts to solve the problem. I can explain the process I used to solve the problem involving whole numbers. N.FL Divide fluently up to a four-digit number by a twodigit number. divide - application division, estimation, remainders dividend divisor quotient knowledge of basic multiplication and division facts understand relationship between multiplication and division solve basic division problems with or without remainders divide two digit by one digit numbers solve division problems involving decimals to the hundredths place I can fluently solve basic multiplication and division facts. I can solve basic division problems with or without remainders. I can divide a two digit by one digit number. I can solve division problems involving decimals to the hundredths place. I can find quotients of whole numbers with up to four-digit dividends and two-digit divisors. = xtended = ore O:\lementary urriculum\working\lem Math\5th Grade\5th Grade Math Learning Targets.FINAL xlsx 1

2 ontent Find prime factorizations of whole numbers N.MR Find the prime factorization of numbers from 2 through 50, express in exponential notation, e.g., 24 = 2³ x 3', and understand that every whole number greater than 1 is either prime or can be expressed as a product of primes. factors, prime numbers, exponential notation, whole number, product, exponents understand the difference of prime numbers versus composite numbers break down number to its prime factors I can find prime number to 50. I can comprehend what a prime number vs. a composite number is. I can break down a number to prime factors. I can express the whole number in an equation as a product of prime numbers with exponents. Understand meaning of decimal and percentages N.M Understand the relative magnitude of ones, tenths, and hundredths and the relationship of each place value to the place to its right, e.g., one is 10 tenths, one tenth is 10 hundredths. place value, shift patterns recognize place value of digits in ones, tenths, hundredths place understand base ten values (.G. 1 whole = 10 tenths) understand that digits shifting to the right represent 1/10 the value of that digit and digits shifting to the left represent 10 x's as much as that digit explain patterns in the placement of the decimal point and the number of 0's when multiplying by powers of 10 I can identify the place value of numbers to the hundredths place. I understand the value of whole numbers, tenths, and hundredth in relation to each other. I understand and can explain that the placement of the decimal point effects the value of a number. N.M Understand percentages as parts out of 100, use % notation, and express a part of a whole as a percentage. percents, identify place value of digits to hundredths understand that a percentage is out of 100 or 1 whole be able to express a percentage as a fraction out of 100 or right as a decimal out of 1 whole I can identify place value of digits to hundredths. I can understand that a percentage is out of 100 or 1 whole. I can express a percentage as a fraction out of 100 or as a decimal out of one whole. I can relate to decimals to percents. Understand as division statements; find equivalent N.M Understand a fraction as a statement of division, e.g., 2 3 = 2/3, using simple and pictures to represent., parts, wholes, division Understand that are parts of a whole. Understand that a fraction is broken into parts and a total. Know when the divisor is bigger than the dividend, the divisor becomes your denominator. N.M Given two, e.g., 1/2 and 1/4, express them as with a common denominator, but not necessarily a least common denominator, e.g., 1/2 = 4/8 and 3/4 = 6/8; use denominators less than 12 or factors of 100., numerators, equivalent Understand that a fraction represents a part of a whole. Understand value of numerator vs. denominator. Find common multiples of two given numbers to 100. Use process of multiplication to convert denominators into common denominators. I know that a fraction is part of a whole number or equal to one. I understand the value of the numerator is part of the denominators. I can find common multiples of numbers to 100. I can multiply to convert denominators to common denominators. I know that the numerator must be multiplied by the same number the denominator was when making the denominators common. = xtended = ore O:\lementary urriculum\working\lem Math\5th Grade\5th Grade Math Learning Targets.FINAL xlsx 2

5 ontent xpress, interpret, and use ratios; find equivalences N.MR xpress and decimals as percentages and vice versa., decimals, percents, converting between all three xplain how and decimals represents parts of wholes. xplain the relationship between decimals and and how the can represent the same amount. Recognize how percentages relate to and decimals as parts of a whole. I can write a decimal as a fraction. I can explain how, decimals, and percents all represent parts in a whole. I can convert a decimal to a fraction to a percent. N.M xpress ratios in several ways given applied situations, e.g., 3 cups to 5 people, 3 : 5, 3/5; recognize and find equivalent ratios. recognize - knowledge ratios, equivalent, Measurement Know, and convert among, measurement units within a given system M.UN Recognize the equivalence of 1 liter, 1,000 ml and 1,000 cm³ and include conversions among liters, milliliters, and cubic centimeters. recognize - knowledge include - equivalence, volume, capacity, metric system, place value base ten place value to the thousandth and thousands place understanding of metric prefixes (centi, kilo, milli, etc ) know that equivalence means "equal to" I can recognize place value to the thousandths and thousands place. I know the meaning and value of the metric prefixes. I know that equivalence means equal to. M.UN Know the units of measure of volume: cubic centimeter, cubic meter, cubic inches, cubic feet, cubic yards, and use their abbreviations (cm³, m³, in³, ft³, yd³). volume, exponents Understand the difference between area and volume onvert between inches, feet, and yards onvert between centimeter and meter Understand what exponents are, how they are used, and what they mean I can state how many inches are in a foot, and how many feet in a yard. I can state how many centimeters are in a meter. I know what an exponent is. I know the value of an exponent. M.UN ompare the relative sizes of one cubic inch to one cubic foot, and one cubic centimeter to one cubic meter. compare - analysis volume, feet, meters, inches centimeter onvert between inches and feet onvert between centimeters and meters Formula for volume is length times width times height or the area of the base times the height I can convert between inches and feet, centimeters and meters. I can state the formula for area. I can state the formula for volume. M.UN onvert measurements of length, weight, area, volume, and time within a given system using easily manipulated numbers. = xtended = ore convert - area, volume, measurement, Using the standard and metric system, students can convert within the given unit of measurement 16 ounces in a pound 4 quarts in a gallon 12 inches in a foot 1000 grams in a kilogram Understand that as the unit of measurement gets smaller, the number of units gets larger I know how many ounces are in pound. I know how many quarts are in gallon, pints in a quart, cups in pints, etc. I understand that when I am measuring with smaller units, I will have more of them. O:\lementary urriculum\working\lem Math\5th Grade\5th Grade Math Learning Targets.FINAL xlsx 5

6 ontent Find areas of geometric shapes using formulas M.PS Represent relationships between areas of rectangles, triangles, and parallelograms using models. represent - area, rectangles, parallelograms, triangles, models two triangles make a rectangle or parallelogram demonstrate knowledge using a picture I can demonstrate how to divide a rectangle into two triangles. I can demonstrate how to divide a parallelogram into two triangles. Find areas of geometric shapes using formulas M.T Understand and know how to use the area formula of a triangle: A = ½bh (where b is length of the base and h is the height), and represent using models and manipulatives. represent - area, triangles, fraction 1/2 = divide by two, formula area of triangle = base times height divided by two create proof picture showing why the area of a triangle is divided by two and an rectangle/parallelogram is not I can state the formula for the area of a triangle. I can apply the formula for area of a triangle to a given situation. I can demonstrate my knowledge using a proof picture. M.T Understand and know how to use the area formula for a parallelogram: A = bh, and represent using models and manipulatives. represent - formula, area, parallelograms, length, width, multiplication area of parallelogram= base times height create proof picture showing why the area is found using the formula I can state the formula for the area of a parallelogram. I can apply the formula for area of parallelogram to a given situation. I can demonstrate my knowledge using a proof picture. Understand the concept of volume M.T Build solids with unit cubes and state their volumes. build - synthesis volume, 3-D shapes N build three-dimensional solids using cubes calculate volume I can build a model using models (prisms). I can calculate the volume of the model that I built. M.T Use filling (unit cubes or liquid), and counting or measuring to find the volume of a cube and rectangular prism. use - application volume, 3-D shapes, cube, prism N M.PS Solve applied problems about the volumes of rectangular prisms using multiplication and division and using the appropriate units. volume, prisms, division know the various volume formulas solve for missing variable identify correct unit used can label answer using appropriate measurement unit I can state the formula for volume of rectangular prism. I can identify what variable is missing in a situation. I can solve for the missing variable using multiplication or division. I can label my answer with the appropriate unit of measurement. = xtended = ore O:\lementary urriculum\working\lem Math\5th Grade\5th Grade Math Learning Targets.FINAL xlsx 6

7 ontent Geometry Know the meaning of angles, and solve problems G.TR G.GS Associate an angle with a certain amount of turning; know that angles are measured in degrees; understand that 90,180, 270, and 360 are associated respectively, with ¼, ½, and, ¾ and full turns. Measure angles with a protractor and classify them as acute, right, obtuse, or straight. Know the meaning of angles, and solve problems associate - measure - classify - application rotation, degrees, angles, protractors, fractional turns protractor, types of angles, degrees, Understand that from a point of origin, as you rotate around 360, each place you stop creates an angle. Know that 1/4 turn equals 90 (right angle), 1/2 turn equals 180 (straight angle), 3/4 turn equals 270 (reflex angle), and a full turn is 360. Understand that an angle is made up of two rays that meet at their beginning points. Know that an acute angle is less than 90 and an obtuse angle is 91 to 179, and a strait angle is 180 I know that an angle is made with two line segments or rays. I know where I begin is the point of origin or 0. I can rotate/turn clockwise or counterclockwise to create angles. I understand that 1/4 turn equals 90 (right angle). I understand that 1/2 turn equals 180 (straight angle). I understand that 3/4 turn equals 270 (reflex angle). I understand that rotation from any point back that same I know point what (point degrees of origin) make equals an obtuse, 360 /full acute, turn. right, and straight angle. I can use a protractor to measure the size of an angle. G.GS Identify and name angles on a straight line and vertical angles. identify - knowledge name - knowledge types of angles, straight line=180, vertical angles Know that two crossed lines are intersecting lines. Know that vertical angles are opposite angles created by two crossed lines. Be able to name the three given points on an angle created on a straight line. Identify the difference between an angle on a straight line and vertical angles. I can name an angle on a straight line using three given points. I can name the two vertical angles on intersecting lines. I can identify the difference between a n angle on a straight line and vertical angles. G.GS Find unknown angles in problems involving angles on a straight line, angles surrounding a point, and vertical angles. types of angles, straight line=180, vertical angles, angles in a circle (360) Know that a straight lines equals 180. Know that a turn around a circle equals 360. Know that vertical angles are opposite angles created by two crossed lines. Given a problem involving a straight line, vertical angles, or angles surrounding a point, know that the sum of the given angles must be equal to 180 or 360. I know that a straight line equals 180. I know that a full turn around a circle equals 360. I know that vertical angles are opposite angles created by two crossed lines. I can find the missing angle size in an equation involving straight lines, angles surrounding a point, or vertical angles. G.GS Know that angles on a straight line add up to 180 and angles surrounding a point add up to 360 ; justify informally by "surrounding" a point with angles. justify - evaluation types of angles, straight line=180, vertical angles, angles in a circle (360) A straight line equals a half circle. Angles found on a straight line must be equal or less than 180. A full turn around a circle equals 360. Any angles surrounding a point, know that the sum of the given angles must be equal to 180 or 360. I know that a straight lines makes half a circle. I know that an angle found on a straight line can't equal more than 180. I know that a full turn around a circle equals 360. I know that any angles surrounding a point must equal 360 or less. I can add or subtract 3-digit numbers. = xtended = ore O:\lementary urriculum\working\lem Math\5th Grade\5th Grade Math Learning Targets.FINAL xlsx 7

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