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5Grade 5 Standards
Top Mathematicians
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Number
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5.N.1.1
number concepts to 1 000 000
• counting:
- multiples
- flexible counting strategies
- whole number benchmarks
• Numbers to 1 000 000 can be arranged and recognized:
- comparing and ordering numbers
- estimating large quantities
• place value:
- 100 000s, 10 000s, 1000s, 100s, 10s, and 1s
- understanding the relationship between digit places and their value, to 1 000 000
• First Peoples use unique counting systems (e.g., Tsimshian use of three counting systems, for animals, people and things; Tlingit counting for the naming of numbers e.g., 10 = two hands, 20 = one person) -
5.N.1.2
benchmarks:
• Two equivalent fractions are two ways to represent the same amount (having the same whole).
• comparing and ordering of fractions and decimals
• addition and subtraction of decimals to thousandths
• estimating decimal sums and differences
• estimating fractions with benchmarks (e.g., zero, half, whole)
• equal partitioning -
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5.3510
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5.3715
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5.4410
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5.5110
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5.6415
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5.6515
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5.6615
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5.6715
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5.6815
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5.6920
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5.7020
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5.7120
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5.N.1.1
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Computational Fluency
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5.CF.2.1
whole numbers:
• using flexible computation strategies involving taking apart (e.g., decomposing using friendly numbers and compensating) and combining numbers
in a variety of ways, regrouping
• estimating sums and differences to 10 000
• using addition and subtraction in real-life contexts and problem-based situations
• whole-class number talks -
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5.1015
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5.1115
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5.3715
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5.6515
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5.6615
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5.7220
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5.7320
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5.7410
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5.7615
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5.7720
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5.7920
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5.8020
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5.815
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5.8215
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5.CF.2.2
multiplication and division:
• understanding the relationships between multiplication and division, multiplication and addition, and division and subtraction
• using flexible computation strategies (e.g., decomposing, distributive principle, commutative principle, repeated addition, repeated subtraction)
• using multiplication and division in real-life contexts and problem-based situations
• whole-class number talks -
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5.620
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5.720
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5.820
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5.920
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5.1220
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5.1320
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5.1415
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5.8420
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5.8620
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5.8820
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5.8915
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5.9020
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5.9120
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5.9215
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5.CF.2.3
decimals:
• understanding the relationships between multiplication and division, multiplication and addition, division and subtraction
• using flexible computation strategies (e.g., decomposing, distributive principle, commutative principle, repeated addition and repeated subtraction)
• using multiplication and division in real-life contexts and problem-based situations
• whole-class number talks
• estimating decimal sums and differences
• using visual models such as base 10 blocks, place-value mats, grid paper, and number lines
• using addition and subtraction in real-life contexts and problem-based situations
• whole-class number talks -
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5.155
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5.1620
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5.1720
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5.1820
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5.1915
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5.2320
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5.2415
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5.CF.2.4
addition and subtraction facts to 20:
• Provide opportunities for authentic practice, building on previous grade-level addition and subtraction facts.
• applying strategies and knowledge of addition and subtract facts in real-life contexts and problem-based situations, as well as when making
math-to-math connections (e.g., for 800 + 700, you can annex the zeros and use the knowledge of 8 + 7 to find the total) -
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5.1015
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5.1115
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5.2920
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5.3015
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5.3115
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5.325
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5.7220
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5.7410
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5.9320
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5.9415
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5.9520
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5.9615
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5.CF.2.5
facts to 100:
• Provide opportunities for concrete and pictorial representations of multiplication.
• Use games to provide opportunities for authentic practice of multiplication computations.
• looking for patterns in numbers, such as in a hundred chart, to further develop understanding of multiplication computation
• Connect multiplication to skip-counting.
• Connect multiplication to division and repeated addition.
• Memorization of facts is not intended this level.
• Students will become more fluent with these facts.
• using mental math strategies such as doubling and halving, annexing, and distributive property
• Students should be able to recall many multiplication facts by the end of Grade 5 (e.g., 2s, 3s, 4s, 5s, 10s).
• developing computational fluency with facts to 100
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5.CF.2.1
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Patterning
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5.P.3.1
rules for increasing and decreasing patterns with words, numbers, symbols, and variables
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5.215
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5.315
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5.420
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5.515
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5.4910
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5.P.3.2
one-step equations:
• solving one-step equations with a variable
• expressing a given problem as an equation, using symbols (e.g., 4 + X = 15)
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5.P.3.1
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Geometry & Measurement
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5.GM.4.1
area measurement of squares and rectangles
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5.10115
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5.10215
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5.GM.4.2
relationships between area and perimeter
• measuring area of squares and rectangles, using tiles, geoboards, grid paper
• investigating perimeter and area and how they are related to but not dependent on each other
• use traditional dwellings
• Invite a local Elder or knowledge keeper to talk about traditional measuring and estimating techniques for hunting, fishing, and building. -
5.GM.4.3
duration, using measurement of time
• understanding elapsed time and duration
• applying concepts of time in real-life contexts and problem-based situations
• daily and seasonal cycles, moon cycles, tides, journeys, events -
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5.345
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5.10420
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5.10520
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5.GM.4.4
classification of prisms and pyramids
• investigating 3D objects and 2D shapes, based on multiple attributes
• describing and sorting quadrilaterals
• describing and constructing rectangular and triangular prisms
• identifying prisms in the environment -
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5.415
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5.425
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5.525
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5.555
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5.1065
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5.1085
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5.1105
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5.1115
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5.1125
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5.GM.4.5
single transformations
• single transformations (slide/translation, flip/reflection, turn/rotation)
• using concrete materials with a focus on the motion of transformations
• weaving, cedar baskets, designs -
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5.GM.4.1
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Data & Probability
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5.D.5.1
one-to-one correspondence and many-to-one correspondence, using double bar graphs
• many-to-one correspondence: one symbol represents a group or value (e.g., on a bar graph, one square may represent five cookies) -
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5.3320
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5.565
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5.575
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5.D.5.2
probability experiments, single events or outcomes
• predicting outcomes of independent events (e.g., when you spin using a spinner and it lands on a single colour)
• predicting single outcomes (e.g., when you spin using a spinner and it lands on a single colour)
• using spinners, rolling dice, pulling objects out of a bag
• representing single outcome probabilities using fractions -
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5.605
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5.615
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5.1135
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5.1145
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5.D.5.1
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Financial Literacy
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5.FL.6.1
financial literacy — monetary calculations, including making change with amounts to 1000 dollars and developing simple financial plans
• making monetary calculations, including making change and decimal notation to $1000 in real-life contexts and problem-based situations
• applying a variety of strategies, such as counting up, counting back, and decomposing, to calculate totals and make change
• making simple financial plans to meet a financial goal
• developing a budget that takes into account income and expenses
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5.FL.6.1