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Mathematics Grade 5
Standard 1: Students understand and use basic and advanced concepts of number and number of systems
Standard 2: Geometry and Spatial Sense
Standard 3: Data Analysis, Statistics, and Probability
Standard 5: Algebra, Functions, and Patterns
| Standard 2: Geometry and Spatial Sense | ||
| TWO- AND THREE-DIMENSIONAL SHAPES, GEOMETRIC PROPERTIES AND RELATIONSHIPS | FLP Lessons | Activity that Addresses this Benchmark |
| 5.2.1 - Describe properties and attributes of two- and three-dimensional figures; i.e., obtuse angle, acute angle, radius, chord, diagonal, equilateral triangle, isosceles triangle, parallel lines, perpendicular lines | What's the Shape of Your Diet? | Students create a shape that represents his or her personal food choices, using the Food Guide Pyramid as a model. |
| 5.2.2 - Draw circles using a compass, and identify the components; i.e., radius, chord, diameter, center, and circumference | ||
| 5.2.3 - Identify the attributes of an angle and draw angles using protractors | ||
| 5.2.4 - Determine the degrees of the interior angles of triangles and quadrilaterals | ||
| 5.2.5 - Determine the characteristics of, and the relationships among, points, lines, line segments, rays, and planes | ||
| COORDINATE GEOMETRY | ||
| 5.2.6 - Use ordered pairs in quadrant 1 of a coordinate grid | ||
| TRANSFORMATION AND SYMMETRY | ||
| 5.2.7 - Describe properties of congruent figures and use them to solve problems | What Will the Land Support? | Students model the concept of carrying capacity of land by playing a board game in which they simulate the effects of early settlers moving into an unsettled area. The board game shows identical pieces of land with the same resources, and the effects that each person has when they come to the area. |
| VISUALIZATION, SPATIAL REASONING, AND GEOMETRIC MODELING | ||
| No new expectations at this level | ||
| Standard 3: Data Analysis, Statistics, and Probability | ||
| DATA COLLECTION, DISPLAY, AND INTERPRETATION | FLP Lessons | Activity that Addresses this Benchmark |
| 5.3.1 - Read and interpret bar, line, and circle graphs, pictographs, and frequency tables | We're Into Pumpkins | Students organize collected data about pumpkins into graphs, then interpret the information. |
| Let's Celebrate! | Students list and tally the total times that each celebration was selected during interviews. Students make a simple bar or picture graph to show favorite celebrations. | |
| Tomatoes to Ketchup, Chickens to Omelettes | Students sort types of processed foods into groups based on the raw food source. They create Venn diagrams for processed foods made from more than one raw food. | |
| Germ Busters | Students read and interpret the data from the graphs they created about the growth of microbes on three different potatoes in order to better understand how germs grow and the importance of properly washing hands to kill germs. | |
| Don't Use It All Up | Students utilize or create their own pie chart that represents Earth's total supply of water and illustrates how the water is distributed. | |
| Lunchtime Favorites | Students create Venn diagrams to help them compare and contrast information about the foods they eat. | |
| It All Starts With A | Students conduct surveys to learn what agriculture provides to people. They organize, simplify, and communicate their findings using tallies, frequency tables & histograms. | |
| Be Label Able | Students graph the weight of several nutritional components identified on cereal box labels to select the healthiest cereal. | |
| From Sea to Shining Sea | Students create graphs depicting the top five commodities nationally and compute the commodity cash receipts for the top five and the bottom five states. | |
| Buzzy, Buzzy Bee | Students create various graphs to display the information about apples "produced" during various growing seasons. | |
| Gala Fiesta Jamboree | Students create frequency tables with information collected while exploring the role of celebrations in diverse cultures, their class, and the local community. | |
| What Piece of the Pie? | Students explore the economics of consumer food products by analyzing who gets what portion of the price we pay for our food and creating, reading and interpreting pie charts and graphs. | |
| Why I Buy | Students are made aware of the external influences they receive when making purchasing decisions. After examining those influences, the students will conduct their own consumer preference trials. After collecting, graphing and analyzing the data, students will decide which brand of a product they will buy and why. | |
| What Will the Land Support? | Students model the concept of carrying capacity of land by playing a board game in which they simulate the effects of early settlers moving into an unsettled area. The board game shows identical pieces of land with the same resources, and the effects that each person has when they come to the area. | |
| Global Grocery Bags | Students learn why people around the world spend different percentages of their annual income on food. Students synthesize data using tables and graphs. | |
| PROBABILITY | ||
| 5.3.2 - Determine the probability of a simple event and express it as a ratio | Germ Busters | Students predict the outcome of an experiment about microbial growth. Three potatoes are used in the experiment, one that is not handled, one that is handled with unwashed hands and one that is handled with washed hands. |
| 5.3.3 - State possible outcomes for a given situation | Germ Busters | Students state possible outcomes for an experiment about microbial growth. Three potatoes are used in the experiment, one that is not handled, one that is handled with unwashed hands and one that is handled with washed hands. The students consider which potato will show the most microbial growth. |
| Global Grocery Bags | Students brainstorm, categorize and prioritize what is bought with his or her family's money, synthesize data using tables and graphs. Each student presents information about another country's spending. They then compare and contrast the presented data to draw conclusions concerning allocations of money available for basic needs and wants. | |
| Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. Students discuss changes that could be made to balance caloric consumption and physical activity in his or her life. | |
| 5.3.4 - Determine possible arrangements of four or fewer items | ||
| STATISTICAL METHODS | ||
| 5.3.5 - Determine or calculate the mode, mean, and range of a set of data | What Piece of the Pie? | Students predict and compare the expenses of retailing a food product, then given the range for each expense, compute the average. |
| It All Starts With A | Students gather and graph data from a survey he or she conducts about why agriculture is important to people and calculate the mode, mean/average and range for the data set. | |
| Gala Fiesta Jamboree | Students survey friends and family about holidays and use the data to determine frequencies to discover peoples feelings and preferences about celebrations. | |
| Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. Students discuss changes that could be made to balance caloric consumption and physical activity in his or her life. | |
| Global Grocery Bags | Students brainstorm, categorize and prioritize what is bought with his or her family's money, synthesize data using tables and graphs. Each student presents information about another country's spending. They then compare and contrast the presented data to draw conclusions concerning allocations of money available for basic needs and wants. | |
| What Will the Land Support? | Students model the concept of carrying capacity of land by playing a board game in which they simulate the effects of early settlers moving into an unsettled area. The board game shows identical pieces of land with the same resources, and the effects that each person has when they come to the area. They discuss what might influence them to slow population growth or even stabilize population size. | |
| We're Into Pumpkins | Students work together in groups to estimate, and then measure the circumference, diameter and height of their pumpkin. The class can then calculate the mode, mean and range of the results. | |
| PREDICTIONS, DATA ANALYSIS AND INFERENCES | ||
| 5.3.6 - Make predictions and draw conclusions based on data collected from a sample group | By the Way | Students make predictions about how cattle by-products are related to each other before they know that they are by-products of cattle. |
| Why I Buy | Students collect data on factors affecting consumer purchasing decision, then evaluate a food product by hypothesizing, gathering and displaying data, and drawing conclusions. | |
| From Sea to Shining Sea | Students identify the top five commodities for each agricultural region, then compute the commodity cash receipts for the top five and bottom five states. | |
| Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. Students discuss changes that could be made to balance caloric consumption and physical activity in his or her life. | |
| Global Grocery Bags | Students brainstorm, categorize and prioritize what is bought with his or her family's money, synthesize data using tables and graphs. Each student presents information about another country's spending. They then compare and contrast the presented data to draw conclusions concerning allocations of money available for basic needs and wants. | |
| What Will the Land Support? | Students model the concept of carrying capacity of land by playing a board game in which they simulate the effects of early settlers moving into an unsettled area. The board game shows identical pieces of land with the same resources, and the effects that each person has when they come to the area. They discuss what might influence them to slow population growth or even stabilize population size. | |
| Germ Busters | Students use the data recorded from an experiment about microbial growth to predict who would be more likely to become sick; some who doesn't wash their hands, or someone who does. | |
| Standard 4: Measurement | ||
| MEASURABLE ATTRIBUTES, MEASUREMENT SYSTEMS AND UNITS | FLP Lessons | Activity that Addresses this Benchmark |
| 5.4.1 - Estimate and measure length to the nearest eighth inch | We're Into Pumpkins | Students measure height and circumference of pumpkins |
| Your School Ground Through New Eyes | Students measure distances in the school ground in order to draw an accurate map of the area. | |
| 5.4.2 - Measure and apply elapsed time; i.e., time zones, schedules, and calendars | Germ Busters | Students record data on the growth of microbes on three different potatoes at one week intervals, in order to better understand how germs grow and the importance of properly washing hands to kill germs. |
| Seasons Throughout the Year | Students identify the four seasons in "cycle" order, and measure the time between seasons, events, etc. | |
| 5.4.3 - Measure angles using protractors | ||
| 5.4.4 - Estimate angle measures using the benchmark angles 45°, 90°, 180°, 270°, 360° | ||
| MEASUREMENT TOOLS, TECHNIQUES, AND FORMULAS | ||
| 5.4.5 - Select and use appropriate units when measuring length, area, and volume | We're Into Pumpkins | Students work together in groups to estimate, and then measure the circumference, diameter and height of their pumpkin. |
| Don't Use It All Up! | Students conduct an activity that illustrates the demands placed on the world's water supply. The students determine the appropriate units for the water used in their activity, so that they correspond accordingly to the worlds water supply. | |
| Your School Ground Through New Eyes | Students measure distances in the school ground in order to draw an accurate map of the area. | |
| 5.4.6 - Use formulas to calculate the perimeter and area of squares and rectangles | Your School Ground Through New Eyes | Students measure distances in the school ground in order to draw an accurate map of the area. |
| 5.4.7 - Use formulas to calculate the volume of rectangular prisms | ||
| Standard 5: Algebra, Functions, and Patterns | ||
| PATTERNS, RELATIONS, AND FUNCTIONS | FLP Lessons | Activity that Addresses this Benchmark |
| 5.5.1 - Analyze patterns represented by tables and graphs | Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. Students discuss changes that could be made to balance caloric consumption and physical activity in his or her life. |
| Global Grocery Bags | Students brainstorm, categorize and prioritize what is bought with his or her family's money, synthesize data using tables and graphs. Each student presents information about another country's spending. They then compare and contrast the presented data to draw conclusions concerning allocations of money available for basic needs and wants. | |
| 5.5.2 - Identify a rule for a pattern involving addition, subtractions, or multiplication | ||
| 5.5.3 - Identify the rule for a pattern and then use the rule to solve a problem | ||
| NUMERIC AND ALGEBRAIC REPRESENTATIONS | ||
| 5.5.4 - Identify a variable in an expression | ||
| MATHEMATICAL MODELING | ||
| 5.5.5 - Use equations to solve problems; e.g., 38/x=7 | Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. Students discuss changes that could be made to balance caloric consumption and physical activity in his or her life. |
| Global Grocery Bags | Students brainstorm, categorize and prioritize what is bought with his or her family's money, synthesize data using tables and graphs. Each student presents information about another country's spending. They then compare and contrast the presented data to draw conclusions concerning allocations of money available for basic needs and wants. | |
| RATES OF CHANGE | ||
| No new expectations at this level | ||