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Georgia Math Standards - 5th GradeMathScore aligns to the Georgia Math Standards for 5th Grade. The standards appear below along with the MathScore topics that match. If you click on a topic name, you will see sample problems at varying degrees of difficulty that MathScore generated. When students use our program, the difficulty of the problems will automatically adapt based on individual performance, resulting in not only true differentiated instruction, but a challenging game-like experience.
Number and OperationsM5N1 Students will further develop their understanding of whole numbers.
a. Classify the set of counting numbers into subsets with distinguishing characteristics (odd/even, prime/composite). (Odd or Even , Prime Numbers )
b. Find multiples and factors. (Factoring )
c. Analyze and use divisibility rules. (Divisibility Rules )
M5N2 Students will further develop their understanding of decimal fractions as part of the base-ten number system.
a. Understand place value. (Place Value , Decimal Place Value )
b. Analyze the effect on the product when a number is multiplied by 10, 100, 1000, 0.1, and 0.01. (Multiply By Multiples Of 10 )
M5N3 Students will further develop their understanding of the meaning of multiplication and division with decimal fractions and use them. (Money Multiplication , Money Division , Unit Cost , Decimal Multiplication , Decimal Division )
a. Model multiplication and division of decimal fractions by another decimal fraction.
b. Explain the process of multiplication and division, including situations in which the multiplier and divisor are both whole numbers and decimal fractions.
c. Multiply and divide with decimal fractions including decimal fractions less than one and greater than one.
d. Understand the relationships and rules for multiplication and division of whole numbers also apply to decimal fractions.
M5N4 Students will continue to develop their understanding of the meaning of common fractions and compute with them.
a. Understand division of whole numbers can be represented as a fraction (a/b= a ÷ b).
b. Understand the value of a fraction is not changed when both its numerator and denominator are multiplied or divided by the same number because it is the same as multiplying or dividing by one. (Fraction Multiplication , Fraction Division )
c. Find equivalent fractions and simplify fractions. (Basic Fraction Simplification , Fraction Simplification )
d. Model the multiplication and division of common fractions. (Fraction Multiplication , Fraction Division )
e. Explore finding common denominators using concrete, pictorial, and computational models.
f. Use <, >, or = to compare fractions and justify the comparison. (Fraction Comparison )
g. Add and subtract common fractions and mixed numbers with unlike denominators. (Fraction Addition , Fraction Subtraction )
h. Use fractions (proper and improper) and decimal fractions interchangeably. (Fractions to Decimals , Decimals To Fractions )
i. Estimate products and quotients. (Estimated Multiplication , Estimated Division , Estimated Multiply Divide Word Problems )
M5N5 Students will understand the meaning of percentage.
a. Model percent on 10 by 10 grids. (Percentage Pictures )
b. Apply percentage to circle graphs.
MeasurementM5M1 Students will extend their understanding of area of fundamental geometric plane figures.
a. Estimate the area of fundamental geometric plane figures.
b. Derive the formula for the area of a parallelogram (e.g., cut the parallelogram apart and rearrange it into a rectangle of the same area).
c. Derive the formula for the area of a triangle (e.g. demonstrate and explain its relationship to the area of a rectangle with the same base and height).
d. Find the areas of triangles and parallelograms using formulae. (Triangle Area , Parallelogram Area )
e. Estimate the area of a circle through partitioning and tiling and then with formula (let pi = 3.14). (Discuss square units as they apply to circles.) (Circle Area )
f. Find the area of a polygon (regular and irregular) by dividing it into squares, rectangles, and/or triangles and find the sum of the areas of those shapes. (Perimeter and Area of Composite Figures )
M5M3 Students will measure capacity with appropriately chosen units and tools
a. Use milliliters, liters, fluid ounces, cups, pints, quarts, and gallons to measure capacity.
b. Compare one unit to another within a single system of measurement (e.g., 1 quart = 2 pints).
M5M4 Students will understand and compute the volume of a simple geometric solid
a. Understand a cubic unit (u3) is represented by a cube in which each edge has the length of 1 unit.
b. Identify the units used in computing volume as cubic centimeters (cm3), cubic meters (m3), cubic inches (in3), cubic feet (ft3), and cubic yards (yd3).
c. Derive the formula for finding the volume of a cube and a rectangular prism using manipulatives. (Requires outside materials )
d. Compute the volume of a cube and a rectangular prism using formulae. (Rectangular Solids )
e. Estimate the volume of a simple geometric solid.
f. Understand the similarities and differences between volume and capacity.
GeometryM5G1 Students will understand congruence of geometric figures and the correspondence of their vertices, sides, and angles. (Congruent And Similar Triangles )
M5G2 Students will understand the relationship of the circumference of a circle to its diameter is pi (π ≈ 3.14). (Circle Circumference )
AlgebraM5A1 Students will represent and interpret the relationships between quantities algebraically.
a. Use variables, such as n or x, for unknown quantities in algebraic expressions. (Phrases to Algebraic Expressions , Algebraic Sentences )
b. Investigate simple algebraic expressions by substituting numbers for the unknown. (Variable Substitution )
c. Determine that a formula will be reliable regardless of the type of number (whole numbers or decimal fractions) substituted for the variable.
Data AnalysisM5D1 Students will analyze graphs.
a. Analyze data presented in a graph. (Bar Graphs , Line Graphs )
b. Compare and contrast multiple graphic representations (circle graphs, line graphs, bar graphs, etc.) for a single set of data and discuss the advantages/disadvantages of each.
M5D2 Students will collect, organize, and display data using the most appropriate graph.
Process SkillsM5P1 Students will solve problems (using appropriate technology).
a. Build new mathematical knowledge through problem solving. (Many topics align to this standard)
b. Solve problems that arise in mathematics and in other contexts. (Unit Cost , Fraction Word Problems , Fraction Word Problems 2 , Triangle Area 2 )
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
M5P2 Students will reason and evaluate mathematical arguments.
a. Recognize reasoning and proof as fundamental aspects of mathematics.
b. Make and investigate mathematical conjectures.
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof.
M5P3 Students will communicate mathematically.
a. Organize and consolidate their mathematical thinking through communication.
b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematical ideas precisely.
M5P4 Students will make connections among mathematical ideas and to other disciplines.
a. Recognize and use connections among mathematical ideas.
b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
c. Recognize and apply mathematics in contexts outside of mathematics. (Perimeter and Area Word Problems )
M5P5 Students will represent mathematics in multiple ways.
a. Create and use representations to organize, record, and communicate mathematical ideas.
b. Select, apply, and translate among mathematical representations to solve problems.
c. Use representations to model and interpret physical, social, and mathematical phenomena.
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