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5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
5.OA.1
Academic Vocabulary
o o o o o o o braces { } brackets [ ] evaluate expression order of operations parentheses ( ) symbol
Example(s)
o What is the value of this expression? Show your work. [24 + 9 (4 x 2) + 11] 2 [24 + 9 (8) + 11] 2 [24 + 9 (8) + 11] = 36 36 2 = 18 4 {5 [ 3 + (5 x 2) + 72 ] } = 1,700 Which statement is true? o You must have brackets and braces if you have parentheses in an expression. o You must have parentheses if you have brackets and braces in an expression. o If you have brackets, you must have braces.
o o
I Can Statements 5.OA.1 I can write and explain algebraic expressions that include symbols. I can solve algebraic expressions that include symbols. I can use order of operations when solving algebraic expressions.
Betsy Weigle
Classroom-Caboodle.com
5.OA.2
Academic Vocabulary
o o o o calculation evaluate expression interpret
multiplication and division facts Use concrete materials, models and pictures to solve problems Use equations to explain real-world mathematical situations
Example(s)
o o Write an expression for double 26 then add 19. (2 x 26) + 19 Describe how the expression 6(12 x 11) relates to 2 (12 x 11). The expression 6(12 x 11) is three times larger than the expression 2(12 x 11) because I know that 6(12 x 11) means I have six groups of (12 x 11) and that is three times as many groups of (12 x 11) as 2(12 x 11).
I Can Statements 5.OA.2 I can write and explain numerical expressions that include symbols. I can explain numerical expressions without solving.
Betsy Weigle
Classroom-Caboodle.com
5.OA.3
Academic Vocabulary
o o o o o o o o divide equation estimate multiply problem solving reasonable rounding symbol
mathematical operations Use concrete materials, models and pictures to solve problems Use equations to explain real-world mathematical situations Write equations to solve word problems
Example(s)
I Can Statements 5.OA.3 I can create two number patterns using rules. I can make ordered pairs based on number patterns. I can make a line graph by plotting ordered pairs on a coordinate plane. I can compare line graphs in terms of data patterns.
Betsy Weigle
Classroom-Caboodle.com
5.NBT.1
Academic Vocabulary
o o o o digit multi-digit place value value
place value from prior grades Compare value of digits in any number including decimals.
Example(s)
o Which term can be placed in the blank to make the statement true? 5,000,000 = 500 __________ a) thousands b) hundreds c) ten thousands d) hundred thousands Which statements are true about 145,541? a) the 5 on the left is 10 times the 5 on the right b) the 4 on the left is 10 times the 4 on the right c) the 1 on the left is 1,000 times the 1 on the right d) the 1 on the left is 100,000 times the 1 on the right e) the 4 on the right is 1/100 of the 4 on the left f) the 4 on the right is 1/1,000 of the 4 on the left How many times greater is the 9 in 792,465 than the 9 in 275,491? 1,000 times greater How many times smaller is the 5 in 487.25 than the 5 in 456.31? 1,000 times smaller or 1/1000
o o
I Can Statements 5.NBT.1 I can compare the value of digits in a number that includes decimals. I can explain the value of digits in a number that includes decimals using place values. I can explain place values by comparing the size of each place.
Betsy Weigle
Classroom-Caboodle.com
5.NBT.2
Academic Vocabulary
o o o exponent pattern of zeroes power of 10
place value from prior grades Students will explain the pattern of zeros when working with exponents.
Example(s)
o 4.6 x 103 4.6 x (10x10x10) 4.6 x 1,000 = 4600.0 or 4,600 Student explains that the decimal is moving to the right by 3 places because each move of the decimal to the right makes the number 10 times larger. 750 103 750 (10x10x10) 750 1,000 = 0.75 Student explains that the decimal is moving to the left by 3 places because each move of the decimal to the left makes the number 1/10 the size. Select expressions equivalent to 0.82 a) 0.8 + 0.02 b) 0.8 + 0.2 c) 8/10 + 2/10 d) 8/10 + 2/100 e) (8 10) + (2 102) f) 820 103
I Can Statements 5.NBT.2 I can explain the powers of 10. I can explain the placement of a decimal using powers of 10. I can explain how to use zeroes when multiplying by powers of 10.
Betsy Weigle
Classroom-Caboodle.com
5.NBT.3
Academic Vocabulary
o o o o o o o compare decimal digit expanded form number name numeral place value
place value from prior grades Compare decimals to the thousandths place using place value Write numbers including decimals in any form
Example(s)
o o Write the number for this expanded form: (5 x 1) + (3 x 1/10) + (0 x 1/100) + (8 x 1/1000) 5.308 Place a check next to the equivalent decimals. a) 0.06 b) 0.60 c) 6.06 d) 0.060 e) 00.06 Write the number name for 870.081 Eight hundred seventy and eighty-one thousandths Write the numeral for five hundred one and nine hundredths 501.09 Compare: 6.827 __>__ 6.809 Place the decimals in order smallest to largest: 6.05, 5.52, 6.005, 5.25, 6.502 5.25, 5.52, 6.005, 6.05, 6.502
o o o o
I Can Statements 5.NBT.3 I can read and write decimals to the thousandths place using numerals, number names and expanded form. I can compare decimals to the thousandths place using >, < or =.
Betsy Weigle
Classroom-Caboodle.com
5.NBT.4
Academic Vocabulary
o o o o decimal estimate place value round
Example(s)
o Sena has $74.82. She said she has about $75. Is she right? Explain. Yes, Sena is correct because 82 is close to $1 so $74.82 rounds to $75. Round 309.903 to the nearest hundredth. 309.90 Sam was making tacos. The recipe calls for one and a half ounces of taco seasoning. If Sam has a package of taco seasoning with 1.05 ounces, does he have enough to make tacos? No Sam does not have enough because one and a half ounces is 1.5 oz. Sams package has one and 5 hundredths not enough. Jamal has three piles of change: Pile 1) $3.73 $4 Pile 2) $7.32 $7 Pile 3) $6.89 $7 About how many dollars does Jamal have in all? $18
o o
18.335 is between 18.3 and 18.4, but closer to 18.3 because 35 thousandths is less than 50 thousandths so I will round down to 0 thousandths.
Betsy Weigle
Classroom-Caboodle.com
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.5
Academic Vocabulary
o o o multi-digit multiply standard algorithm
multiply multi-digit numbers. Multiply up to 3-digit by 2digit numbers using the standard algorithm.
Example(s)
o Hannah was trying to find the total number of students in her city. There are 34 schools and each school has 326 students. How many students are there altogether? Multiply using standard algorithm.
I Can Statements 5.NBT.5 I can multiply multi-digit whole numbers using the standard algorithm.
Betsy Weigle
Classroom-Caboodle.com
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.6
Academic Vocabulary
o o o o o o o o area model array dividend divisor equation place value quotient remainder
Example(s)
o Area model division Partial Quotient Division
o o
If 14 people share 196 pennies, how many pennies would each get? (14 pennies each) There are 347 students at Harper School. If each table in the lunchroom seats 15 students, how many tables are needed for all students to eat lunch at the same time? Tell what to do if there is a remainder! (23 tables with 15 kids and 1 table with 2 kids) Jack was making treat bags for a party. He wanted to put 25 treats in each bag. Jack has 530 treats. How many bags can he make? Hint: Think money! (21 bags with 5 treats left over)
I Can Statements 5.NBT.6 I can divide large numbers using different strategies.
Betsy Weigle
Classroom-Caboodle.com
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.7
Academic Vocabulary
o o o o decimals four operations model place value
on numbers including decimals. Use models to explain/solve problems involving decimals. Use/explain properties of operations when calculating with decimals. If the cost for 5 slices of pizza is $8, what is the cost for 2 slices? $3.20
Example(s)
o
Estimate the answer to 5.8 0.9 The answer is close to 7 because 5.8 is almost 6 and 0.9 is almost 1. The answer will be less than 7 because 5.8 is just less than 6 and 0.9 is just less than 1. Estimate the product of 5 x 7.4 The answer will be less than 40 but greater than 35 because 5x8=40 and 5x7=35. The answer will be closer to 35 than 40 because 7.4 is less than halfway between 7 and 8.
I Can Statements 5.NBT.7 I can add, subtract, multiply and divide decimals to the hundredths place using different strategies. I can explain how to use the four operations on decimals.
Betsy Weigle
Classroom-Caboodle.com
5.NF.1
Essential Skills Academic Vocabulary o Write equivalent fractions. o common denominator o Find common o difference
denominators. fractions.
o o o o
Example(s)
o o o 2/3 + 5/6 = 9/6 or 1 7/8 1/2 = 3/8 Contextual Problem: George ate 2/3 of his pizza. Gwen ate 5/8 of her pizza. How much pizza did they eat altogether?
Pizzas
o Contextual Problem: Kim had 1/2 a pizza left after dinner. She ate 3/8 of the leftovers for lunch the next day. How much pizza is still in the fridge?
Pizza
I Can Statements 5.NF.1 I can make equivalent fractions by multiplying the numerator and denominator by the same number. I can use equivalent fractions to add and subtract fractions with unlike denominators.
Betsy Weigle
Classroom-Caboodle.com
5.NF.2
Academic Vocabulary
o o o o benchmark fraction estimate reasonable visual model
fractions and their values using models Estimate the answer to an addition or subtraction problem that includes fractions. Use problem solving strategies on contextual problems.
Example(s)
o Andy ate 2/7 of a bag of chips. Tama ate 1/3 of the bag of chips. How much of the bag did Tama and Andy eat altogether? 2/7 + 1/3 = 6/21 + 7/21 13/21 of the bag Jaxon was making two kinds of cookies. One recipe called for 3/4 cup sugar. The second called for 2/3 cup sugar. How much sugar did Jaxon need in all? Estimate: Jaxon needs about 2 cups but less. Both recipes are close to a whole cup.
Sunny wants to run 3 miles in a week. On day 1, she ran 13/4 miles. How much farther does she have to run to reach her goal?
I Can Statements 5.NF.2 I can solve problems that add or subtract fractions with unlike denominators. I can estimate answers and explain how reasonable they are.
Betsy Weigle
Classroom-Caboodle.com
Apply and extend previous understandings 5.NF.3 Interpret a fraction as division of the numerator by of multiplication the denominator (a/b = a b). Solve word problems involving division of whole numbers leading to answers in the and division.
form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For
example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
5.NF.3
Academic Vocabulary
o o o o denominator fraction numerator whole number
Example(s)
o Rename each fraction as a mixed number or whole number.
19 = 4
o o
43 4
42 = 7
If 5 kids share $37, how much money does each get? $37/5 = $7-2/5 or $7.40 4 classmates decide to share 15 donuts. How many donuts does each person get? 15/4 = 3-3/4 donuts or 3 donuts each with 3 donuts left over Josie has 6 pizzas for her party. Each pizza has 12 slices. Josie ate 2 slices before the party. How many twelfths does Josie have left? 70/12 How many pizzas does Josie have for the party? 5-10/12 or 5-5/6 pizzas j
I Can Statements 5.NF.3 I know a fraction is the numerator divided by the denominator and there may be a fractional remainder.
Betsy Weigle
Classroom-Caboodle.com
5.NF.4a
visual fraction model to show (2/3) 4 = 8/3, and create a story context for this equation. Do the same with (2/3) (4/5) = 8/15. (In general, (a/b) (c/d) = ac/bd.)
Academic Vocabulary
o o o fraction product visual model
o o
improper fractions, mixed numbers and whole numbers. Explain product of fractions with models or drawings. Create a story to explain product of fractions.
Example(s)
o One-half of the cupcakes were chocolate. One-fourth of the chocolate cupcakes have sprinkles. What fraction of the cupcakes are chocolate with sprinkles?
o o
Hanson ran 1/4 mile each day for five days. How far did Hanson run in all? Bella had 5 presents. If she put 1/4 yard of ribbon on each one, how much ribbon would she use in all?
I Can Statements 5.NF.4a o I can explain the product of a whole number and a fraction using a model. o I can explain the product of two fractions using a model
Betsy Weigle
Classroom-Caboodle.com
5.NF.4b
Academic Vocabulary
o o o o o area fractional product rectangle tiling
Example(s)
o You have 3/4 pound of cheese. 2/3 of the cheese is cheddar. How much of your cheese is cheddar?
Explanation o When adding mixed numbers, students will tend to add the whole numbers first then work with the given fractions using pound of cheddar cheese strategies such as decomposing and adding or subtracting. Lora has a piece of paper that is 3.5 inches by 2.5 o It is important to use many visual inches. What is the total area of her paper? models of adding/subtracting mixed numbers so students understand and can explain why their strategies work.
I Can Statements 5.NF.4b o I can find the area of a rectangle with fractional side lengths.
Betsy Weigle
Classroom-Caboodle.com
Apply and extend previous understandings 5.NF.5 Interpret multiplication as scaling (resizing), by: a. Comparing the size of a product to the size of one factor of multiplication on the basis of the size of the other factor, without and division.
performing the indicated multiplication.
5.NF.5a
Academic Vocabulary
o o o compare factor product
Example(s)
o Tom, Tim and Peg are sharing a dozen cookies. Tom ate 1/2, Tim ate 1/3 and Peg ate 1/4 of the cookies. Who ate the most? Tom: 1/2 x 12 Tim: 1/3 x 12 Peg: 1/4 x 12 Tom ate the most because 1/2 is larger than 1/3 or 1/4. Tinas bedroom is 20 feet wide by 10 feet long. Toris bedroom is the same length, but half as wide. How do the dimensions and are of Toris room compare to Tinas? Tinas room is twice as big as Toris. Tinas room has 200 ft2 and Toris is 100 ft2. Which statement is true about the product of 5/12 x 7? a) The product is greater than each factor b) The product is less than each factor c) The product is greater than 5/12 but less than 7 d) The product is equal to one of the factors
I Can Statements 5.NF.5a o I can compare sizes of products by comparing the sizes of the factors.
Betsy Weigle
Classroom-Caboodle.com
5.NF.5b
Academic Vocabulary
o o o o equivalent factor fraction product
Example(s)
o
I Can Statements 5.NF.5b o I can explain how numbers change when multiplying by fractions or mixed numbers.
Betsy Weigle
Classroom-Caboodle.com
5.NF.6
Academic Vocabulary
o o o o equation fraction multiply visual model
Example(s)
o Tanner practices playing his recorder for 3/4 of an hour every day. How many hours does Tanner practice each week? (7 x 3/4 = 21/4 or 5-1/4 hours)In the example, 7 groups of 3/4 are drawn. Student moves some shaded portions to create wholes. Student circles the whole numbers and the fractional part left.
The distance from Mikes house to school is 3 miles. Mike walked 2/3 of the way when his shoe came untied. How far did Mike walk before he had to tie his shoe? 3 x 2/3 = 15/4 x 2/3 30/12 = 2 miles
I Can Statements 5.NF.6 o I can solve word problems that multiply fractions and mixed numbers using models and equations.
Betsy Weigle
Classroom-Caboodle.com
5.NF.7a/c
c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each
person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?
Academic Vocabulary
o o o o o divide quotient unit fraction visual model whole number
division of fractions by a whole number in realworld problems. Use visual models to demonstrate & explain division of fractions and whole numbers in real world problems.
Example(s)
o Tumi has 1/8 of a bag of Skittles and wants to share among 3 friends. How much of the bag does each friend get? 1/24 of the bag of Skittles
I Can Statements 5.NF.7a/c o I can divide fractions by whole numbers. o I can use visual models to explain division of fractions. o I can solve story problems involving division of fractions by whole numbers.
Betsy Weigle
Classroom-Caboodle.com
5.NF.7b/c
context for 4 (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 (1/5) = 20 because 20 (1/5) = 4.
c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each
person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?
Academic Vocabulary
o o o o o divide quotient unit fraction visual model whole number
division of whole numbers by a fraction in real-world problems. Use visual models to demonstrate & explain division of whole numbers and fractions in real world problems.
Example(s)
o Kips ice cream bowl holds 5 pints of ice cream. If he uses a scoop that holds 1/6 of a pint, how many scoops will Kip need to fill his bowl?
I Can Statements 5.NF.7b/c o I can divide whole numbers by fractions. o I can use visual models to explain division of fractions. o I can solve story problems involving division of fractions by whole numbers.
Betsy Weigle
Classroom-Caboodle.com
5.MD.1
Academic Vocabulary
o o o o o o o o convert customary equivalent measurement metric multi-step problems standard unit
capacity, linear or mass units in metric and customary units. Convert larger to smaller units or vice versa within one measurement system. Solve multi-step realworld measurement problems
Example(s)
o o o o o o 2 km = ___ m (2,000 m) 8 mm = ___ m (0.008 m) 18,000 g = ___ kg (18 kg) If a puppy weighs 3 pounds, how many ounces does the puppy weigh? (48 oz) Lina drank 3 liters of water. How many milliliters did she drink? (3,000 ml) Toby read for 2-1/2 hours after school. How many minutes did Toby read? (150 min.) How many seconds did Toby read? (9,000 sec.) 5 miles = ___ feet (26,400 feet) Elsa jumped 2-1/2 yards. How many inches did she jump? (90 inches) Jennifers room is 15 feet long and 12 feet wide. How many square yards of carpet does she need? (20 yards2) Chen was making punch. He put in 3 pints of orange juice, 4 cups of pineapple juice and 1-1/2 quarts of soda. How many quarts of punch did Chen make? (4 quarts) How many gallons did he make? (1 gallon) 3 gallons = ___ pints (24 pints)
o o o o
I Can Statements 5.MD.1 o I can convert measurements in the customary system. o I can convert measurements in the metric system. o I can use measurement conversions to solve multi-step word problems.
Betsy Weigle
Classroom-Caboodle.com
5.MD.2
given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
Academic Vocabulary
o o o o o data fractions line plot measurement data unit
plots as a data collection tool. Answer question using four operations and data found in a fractional line plot.
Example(s)
o Fred and his friends measured their index fingers to the nearest 1/4 inch. Display the data Fred collected on a line plot. Answer the questions.
What is the difference between the longest and shortest fingers? (1-1/4 inches) What is the mode or the most common finger size? (2-3/4 in.) How many fingers are longer than 3 inches? (3 fingers) What is the total length of all fingers measured? (22-1/2 in.)
I Can Statements 5.MD.2 o I can make a line plot to show measurement data in fractions of a unit. o I can solve problems using data from a fractional line plot.
Betsy Weigle
Classroom-Caboodle.com
5.MD.3a
Academic Vocabulary
o o o o o o cube cubic units rectangular prism solid figure unit cube volume
amount of space within a 3D shape Explain how to measure a 3D shape Understand & apply formula for volume
Example(s)
o What are the dimensions of this cube? L _____ W _____ H ______ (5cm x 4cm x 10cm) How many centimeter cubes would fit in one layer of this rectangular prism? (4cm x 5cm = 20 centimeter cubes) How many unit layers are in this rectangular prism? (10 layers) How many centimeter cubes would fit in this rectangular prism? (200 cubes)
I Can Statements 5.MD.3a o I can explain the volume of a unit cube and use it to measure volume.
Betsy Weigle
Classroom-Caboodle.com
5.MD.3b
Academic Vocabulary
o o o o o o cube cubic units rectangular prism solid figure unit cube volume
Example(s)
o Find the volume of the figure below by decomposing layers. Write the equation for finding volume of this shape. Volume = 2 un x 3 un x 4 un
Write the number of cubic units in each layer then find the total volume by counting cubes. Layer 1: 3 cubic units Layer 2: 1 cubic unit Volume: 4 cubic units
I Can Statements 5.MD.3b o I can explain how to find the volume of a solid figure by packing unit cubes.
Betsy Weigle
Classroom-Caboodle.com
5.MD.4
Academic Vocabulary
o o o cubic units measure volume
o o
same-sized units are needed for measuring volume. Students choose appropriate units for measuring volume. Students use visual models to simulate filling containers to measure volume.
Example(s)
o Count the cubes to find the volume of each shape.
20 un3 14 un3 24 un3 What strategies can be used to determine the volume of the shapes based on the number of cubes in the bottom layer? Count the number of cubes in the bottom layer, then add the number in the second layer or subtract the missing number from the top layer. Choose the best unit of measure for each item.
I Can Statements 5.MD.4 o I can use cubic units to measure volume. o I can choose appropriate units for measuring volume.
Betsy Weigle
Classroom-Caboodle.com
5.MD.5a
Academic Vocabulary
o o o o o o o o area base formula height length rectangular prism unit cubes volume
Example(s)
o When given 12 cubes, what are all possible dimensions of a rectangular prism? 1 x 1 x 12 1 x 6 x 2 2x3x2 3x4x1 6x2x1 1x2x6 1 x 12 x 1 2 x 6 x 1 4x1x3 1x3x4 2x1x6 3x1x4 4x3x1 1x4x3 2x2x3 3x2x2 6x1x2 Label the dimensions of the shape. Find the volume. Volume: 3 x 4 x 2 4 (missing in 2nd layer) = 20 units3
2 units
3 units
4 units
I Can Statements 5.MD.5a o I can find the volume of a rectangular prism using unit cubes. o I can show volume of a rectangular prism by multiplying the height by the area of the base.
Betsy Weigle
Classroom-Caboodle.com
5.MD.5b
Academic Vocabulary
o o o formula rectangular prism volume
Example(s)
o Trevor has a wooden box for growing flowers. The box measures 3 feet long by 1.5 feet wide by 2 feet high. How many cubic feet of dirt does Trevor need to fill his flower box? (3 x 1.5 x 2 = 9 cubic feet of dirt) How much concrete is needed to make the steps pictured below? (24 ft3) o
I Can Statements 5.MD.5b o I can use formulas to find the volume of a solid figure.
Betsy Weigle
Classroom-Caboodle.com
5.MD.5c
Academic Vocabulary
o o o formula rectangular prism volume
Example(s)
o Trevor has a wooden box for growing flowers. The box measures 3 feet long by 1.5 feet wide by 2 feet high. How many cubic feet of dirt does Trevor need to fill his flower box? (3 x 1.5 x 2 = 9 cubic feet of dirt) How much concrete is needed to make the steps pictured below? (24 ft3)
Mrs. Caruthers wants to find out the volume of water needed to fill her swimming pool. If you decompose her pool into two rectangular prisms, what is the volume of each? (14 x 10 x 5 = 700 ft3 and 6 x 5 x 5 = 150 ft3)What is the total volume? 850 ft3
I Can Statements 5.MD.5b o I can use formulas to find the volume of a solid figure. o I can find the volume of solid figures made up of two or more rectangular prisms.
Betsy Weigle
Classroom-Caboodle.com
Geometry (G)
5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection 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 one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and xcoordinate, y-axis and y-coordinate).
Graph points on the coordinate plane to solve real-world and mathematical problems.
5.G.1
Academic Vocabulary
o o o o o o o o o o coordinate plane coordinates ordered pairs origin perpendicular plot point quadrant x axis y axis
Example(s)
o Plot points on coordinate plane.
Plot points on a coordinate plane, connect points and name the polygon created.
I Can Statements 5.G.1 o I can identify the parts of a coordinate plane. o I can plot points on the coordinate plane using ordered pairs.
Betsy Weigle
Classroom-Caboodle.com
Geometry (G)
5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
Graph points on the coordinate plane to solve real-world and mathematical problems.
5.G.2
Academic Vocabulary
o o o o o coordinate plane coordinate value first quadrant graph points ordered pair
by plotting points on coordinate plane using real-world data. Students read points on a coordinate plane and identify the ordered pair for each point on the plane.
Example(s)
o o
Where is Rees house located? (9,2) Jim runs 8 minutes per mile. Pam runs 7 minutes per mile. Create ordered pairs for each person and plot on coordinate plane.
How long will it take Jim and Pam to run 7 miles? (Jim-56 minutes, Pam-49 minutes) I Can Statements 5.G.2 o I can use a coordinate plane to show and solve real world math problems. o
Betsy Weigle
Classroom-Caboodle.com
Geometry (G)
5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
5.G.3
Academic Vocabulary
o o o o o o o angles attribute category classify lines symmetry two-dimensional
based on given attributes. Students reason about categories and subcategories of shapes.
Example(s)
o Complete table.
Do all quadrilaterals have right angles? Explain using examples. (Not all quadrilaterals have right angles. Parallelograms and trapezoids have 0 right angles.
I Can Statements 5.G.3 o I can identify attributes of two-dimensional shapes. o I can give examples of shapes with specific attributes.
Betsy Weigle
Classroom-Caboodle.com
Geometry (G)
5.G.4 Classify two-dimensional figures in a hierarchy based on properties.
5.G.4
Academic Vocabulary
o o o o o o o o angles attribute category classify hierarchy lines symmetry two-dimensional
Example(s)
o Create a hierarchy using the following terms: Polygons, quadrilaterals, rectangles, rhombi, square
Betsy Weigle
Classroom-Caboodle.com