Math focuses on fractions, decimals, multi-digit numbers, and volume calculations in Grade 5..
Your student will:
- continue to use the place value system;
- write and interpret numerical expressions;
- analyze number patterns;
- use equivalent fractions as a strategy to add and subtract fractions;
- multiply and divide fractions;
- apply decimals to hundredths;
- convert measurement units;
- represent and interpret data;.
- understand concepts of volume, and relate volume to multiplication
- and addition;
- graph points on the coordinate plane to solve real-world and mathematical problems; and
- classify two-dimensional figures into categories based on their properties.
COMMON CORE EXPECTATIONS
- apply fractions and fraction models to represent the addition and subtraction of fractions with unlike denominators as equivalent calculations with like denominators;
- calculate sums and differences of fractions, and make reasonable estimates of them;
- use the meaning of fractions, of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for multiplying and dividing fractions make sense;
- develop understanding of why division procedures work based on the meaning of base-ten numerals and properties of operations;
- recognize volume as an attribute of three-dimensional space. They understand that volume can be measured by finding the total number of same-size units of volume required to fill the space without gaps or overlaps. They understand that a 1-unit-by-1-unit-by-1-unit cube is the standard unit for measuring volume. They select appropriate units, strategies, and tools for solving problems that involve estimating and measuring volume. They decompose three-dimensional shapes and find volumes of right rectangular prisms by viewing them as decomposed into layers of arrays of cubes. They measure necessary attributes of shapes in order to determine volumes to solve real world and mathematical problems; and
- write expressions to express a calculation, e.g., writing 2 x (8 + 7) to express the calculation “add 8 and 7, then multiply by 2.” They also evaluate and interpret expressions, e.g., using their conceptual understanding of multiplication to interpret 3 x (18932 + 921) as being three times as large as 18932 + 921, without having to calculate the indicated sum or product. Thus, students in Grade 5 begin to think about numerical expressions in ways that prefigure their later work with variable expressions (e.g., three times an unknown length is 3 L). In Grade 5, this work should be viewed as exploratory rather than for attaining mastery; for example, expressions should not contain nested grouping symbols, and they should be no more complex than the expressions one finds in an application of the associative or distributive property, e.g., (8 + 27) + 2 or (6 x 30) (6 x 7).