# Math

### Parents, please note that these standards are listed in the order, and for the amount of time, that most Beyond Textbooks schools follow. These are guidelines, and your child's school may vary.

#### Benchmark 1:

1. 5.M.NBT.B.05: I can multiply multi-digit whole numbers. - 5 days
2. 5.M.NBT.B.06: I can divide multi-digit whole numbers by whole number divisors with and without remainders using various strategies. - 5 days
3. 5.M.NBT.A.03: I can read, write, and compare decimals to thousandths using base ten numerals, number names, and fractional expanded form. - 5 days
4. 5.M.NBT.A.04: I can round decimals to a given place value in real world situations. - 5 days
5. 5.M.NBT.B.07: I can add, subtract, multiply and divide decimals to hundredths place using models or drawings in real world situations and explain my reasoning. - 10 days

#### Benchmark 2:

1. 5.M.NF.A.01: I can add and subtract fractions with unlike denominators including mixed numbers. - 10 days
2. 5.M.NF.A.02: I can solve word problems involving addition and subtraction of fractions and mixed numbers. - 5 days
3. 5.M.NF.B.05: I can interpret multiplication as scaling. - 5 days
4. 5.M.NF.B.06: I can solve fraction word problems with multiplication using models or equations. - 5 days
5. 5.M.NF.B.07: I can create and solve real world problems by dividing fractions and whole numbers in lowest terms. - 5 days
6. 5.M.NF.B.03: I can solve word problems involving division of whole numbers with answers in the form of fractions or mixed numbers. - 5 days

#### Benchmark 3:

1. 5.M.MD.C.05: I can compare the volume of rectangular prisms and create real world situations involving volume.- 5 days
2. 5.M.G.B.03: I can understand that attributes of 2 dimensional figures belong to categories and subcategories. - 5 days
3. 5.M.G.B.04: I can draw, construct, or classify 2 dimensional figures based on the hierarchy. - 5 days
4. 5.M.NF.B.04b: I can find the area of a rectangle with fractional sides using the algorithm and tiling model. - 5 days
5. 5.M.OA.A.01: I can insert parenthesis, brackets, or braces in a numerical expression to make a statement true. - 5 days
6. 5.M.G.A.02: II can use real-world data to create a representation and draw conclusions using a coordinate plane. - 5 days
7. 5.M.OA.B.03: I can generate two numerical patterns using two multi-step rules and explain their relationships. - 5 days

#### Benchmark 4:

1. 5.M.MD.B.02: I can create information on a line plot and solve multi-step problems and interpret the solution to the data. - 5 days
2. 5.M.MD.A.01: I can create real word multi-step problems and choose the appropriate measurement given the context. - 10 days

1. 5.M.NBT.A.01: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. (Months 1 & 2)
2. 5.M.NBT.A.02: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. (Months 1 & 2)
3. 5.M.NF.B.04a: I can interpret the product (a/b) × q as a parts of a partition of q into b equal parts. (Month 5)
4. 5.M.MD.C.03: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume. b. A solid figure which can be packed without gaps or overlaps using n  unit cubes is said to have a volume of n  cubic units. (Month 6)
5. 5.M.MD.C.04: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. (Month 6)
6. 5.M.OA.A.02: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 x (8 + 7). Recognize that 3 x (18932 +921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. (Month 7)
7. 5.M.G.A.01: 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 x‐coordinate, y‐axis and y‐coordinate). (Month 8)

#### Yearly Standards:

• None
13:46, 2 Dec 2016

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