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School City of Hobart |
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School City of Hobart Mathematics |
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Mathematics - IN: Grade 5 |
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Expressions: Write/Evaluate
The learner will be able to
write simple expressions in one or two variables and use substitution to evaluate them.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Expressions |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.2 |
Classroom
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Expressions: Apply/Compute
The learner will be able to
apply variables in simple expressions, calculate for specific values of variables in expressions, and plot and interpret results.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Expressions |
|
Master |
IN: Academic Standards, 2000, Grade 5, Standard 3 |
Classroom
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Computation: Problem Solving
The learner will be able to
add, subtract, and perform simple multiplication and division of fractions and decimals in order to obtain solutions to problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Computation |
|
Master |
IN: Academic Standards, 2000, Grade 5, Standard 2 |
Classroom
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Properties: Apply/Distributive
The learner will be able to
apply the distributive property in numerical equations and expressions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.3 |
Classroom
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Equations: Questions
The learner will be able to
apply information from a graph or equation to answer questions about a problem scenario.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Equations |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.7 |
Classroom
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Variables: Apply/Represent
The learner will be able to
apply variables in the representation of unknown numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Variable |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.1 |
Classroom
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Computation: Precision
The learner will be able to
perform precise computations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Computation |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.7 |
Classroom
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Computation: Fractions
The learner will be able to
perform computations with fractions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Computation |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 1 |
Classroom
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Data Collection
The learner will be able to
collect data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Collection and Classification |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 6 |
Classroom
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Addition/Subtraction Decimals
The learner will be able to
perform the addition and subtraction of decimals and verify the reasonableness of solutions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Add/Subtract Decimals |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.5 |
Classroom
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Money: Subtraction
The learner will be able to
subtract money expressed in decimal form.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Money |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.7 |
Classroom
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Money: Addition
The learner will be able to
add money expressed in decimal form.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Money |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.7 |
Classroom
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Computing: Decimals
The learner will be able to
perform computations with decimal numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Computing |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 1 |
Classroom
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Order Decimals: Up to Hundredths
The learner will be able to
order decimal numbers to the hundredths place utilizing the symbols <, >, and =.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Compare Decimals |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.3 |
Classroom
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Compare Decimals: Up to 0.01
The learner will be able to
compare decimal numbers up to the hundredths position using the order symbols (<, >, =).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Compare Decimals |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.3 |
Classroom
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Add/Subtract: Fractions/Mixed Numbers
The learner will be able to
perform addition and subtraction of fractions and mixed numbers with unlike denominators.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Add/Subtract Fractions |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.2 |
Classroom
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Fraction Parts: Explain/Meaning
The learner will be able to
explain the meaning of fractions in terms of being equal parts of a whole.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Fraction Parts |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.5 |
Classroom
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Fractions Parts: Describe/Part of a Set
The learner will be able to
describe the interpretation that a fraction is a part of a set.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Fraction Parts |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.5 |
Classroom
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Fractions Parts: Describe/Division
The learner will be able to
describe the interpretation that a fraction is the division of whole numbers by whole numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Fraction Parts |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.5 |
Classroom
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Problem Solving: Multiply/Fractions
The learner will be able to
solve problems by multiplying with fractions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.4 |
Classroom
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Problem Solving: Divide/Fractions
The learner will be able to
solve problems by dividing with fractions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.4 |
Classroom
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Multiply/Divide Fractions: Use/Models
The learner will be able to
use models to illustrate a comprehension of multiplication and division of fractions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Multiply/Divide Fractions |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.3 |
Classroom
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Angle Relationships
The learner will be able to
realize that angle measures of 90, 180, 270, and 360 degrees are related to 1/4, 1/2, 3/4, and full turns respectively.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Angle Relationships |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.7 |
Classroom
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Triangles: Recognize/Congruent
The learner will be able to
recognize congruent triangles and justify that decision based upon the sides and angles of the triangles.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Triangles |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.3 |
Classroom
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Triangles: Recognize/Explain/Draw
The learner will be able to
recognize, explain, draw, and classify triangles as equilateral, isosceles, scalene, right, acute, obtuse, and equiangular.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Triangles |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.2 |
Classroom
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Properties: Recognize/Explain/Classify
The learner will be able to
recognize, explain, and classify the properties of two- and three-dimensional figures and the relationships between them.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties of Figures |
|
Master |
IN: Academic Standards, 2000, Grade 5, Standard 4 |
Classroom
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Polygons: Describe/Identify
The learner will be able to
describe and identify geometric polygons.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Polygons |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.4 |
Classroom
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Figures: Draw/Rectangles
The learner will be able to
draw rectangles using suitable tools.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Construct |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.1 |
Classroom
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Lines: Understand/Length
The learner will be able to
realize that the length of a horizontal line segment can be determined by finding the difference of the x coordinates.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Lines |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.6 |
Classroom
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Lines: Understand/Length
The learner will be able to
realize that the length of a vertical line segment can be determined by finding the difference of the y coordinates.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Lines |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.6 |
Classroom
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Angles: Identify/Appropriate Tools
The learner will be able to
identify angles using appropriate tools.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Angles |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.1 |
Classroom
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Angles: Measure/Appropriate Tools
The learner will be able to
find angle measures using appropriate tools.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Angles |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.1 |
Classroom
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Angles: Draw/Appropriate Tools
The learner will be able to
draw angles using appropriate tools.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Angles |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.1 |
Classroom
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Triangles: Measure/Suitable Tools
The learner will be able to
measure triangles using suitable tools.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Triangles |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.1 |
Classroom
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Triangles: Draw/Suitable Tools
The learner will be able to
draw triangles using suitable tools.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Triangles |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.1 |
Classroom
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Circles: Identify
The learner will be able to
recognize a circle's radius.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Circles |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.5 |
Classroom
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Circle: Identify/Suitable Tools
The learner will be able to
identify circles using suitable tools.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Circles |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.1 |
Classroom
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Circle: Diameter
The learner will be able to
identify the diameter of a circle.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Circles |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.5 |
Classroom
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Circles: Relationship/Radius/Diameter
The learner will be able to
comprehend the relationship between the radius and diameter of a circle.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Circles |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.5 |
Classroom
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Circles: Draw/Radius
The learner will be able to
draw the radius of a circle.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Circles |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.5 |
Classroom
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Circles: Draw/Diameter
The learner will be able to
draw the diameter of a circle.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Circles |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.5 |
Classroom
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Circle: Draw/Suitable Tools
The learner will be able to
draw circles using suitable tools.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Circles |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.1 |
Classroom
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Circle: Measure/Suitable Tools
The learner will be able to
measure circles using suitable tools.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Circles |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.1 |
Classroom
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Rotational Symmetry
The learner will be able to
identify a figure which has rotational symmetry.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Rotations |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.6 |
Classroom
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Symmetry: Identify/Reflectional
The learner will be able to
recognize shapes that possess reflectional symmetry.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Symmetry |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.6 |
Classroom
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Constructions: Prisms
The learner will be able to
construct prisms using suitable materials.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Constructions |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.8 |
Classroom
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Constructions: Use/Blocks
The learner will be able to
use blocks to build an object from a given picture of a three-dimensional object.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Constructions |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.9 |
Classroom
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Constructions: Pyramids
The learner will be able to
construct pyramids using suitable materials.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Constructions |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.8 |
Classroom
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Parallel/Perpendicular: Identify
The learner will be able to
identify parallel and perpendicular lines using appropriate tools.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Lines: Parallel/Perpendicular |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.1 |
Classroom
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Parallel/Perpendicular: Draw
The learner will be able to
draw parallel and perpendicular lines using appropriate tools.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Lines: Parallel/Perpendicular |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.1 |
Classroom
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Parallel/Perpendicular: Measure
The learner will be able to
measure parallel and perpendicular lines with appropriate tools.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Lines: Parallel/Perpendicular |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.1 |
Classroom
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Polygons: Identify
The learner will be able to
identify rectangles and/or triangles using appropriate tools.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Polygons |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.1 |
Classroom
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Polygons: Draw
The learner will be able to
draw polygons.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Polygons |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.4 |
Classroom
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Polygons: Classify
The learner will be able to
classify polygons.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Polygons |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.4 |
Classroom
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Reasoning: Approach Problems
The learner will be able to
decide about the manner in which to approach a given problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reasoning |
|
Master |
IN: Academic Standards, 2000, Grade 5, Standard 7 |
Classroom
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Mathematics as Communication
The learner will be able to
state solutions clearly and logically using suitable mathematical vocabulary and notation, and support solutions with verbal and symbolic evidence.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Communication |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.4 |
Classroom
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Communication: Ideas/Problems
The learner will be able to
communicate their ideas about how to approach problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Communication |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 7 |
Classroom
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Weight: Comprehend/Use
The learner will be able to
comprehend and use small and large units for measuring weight (ounce, gram, and ton) and their relationships to pounds and kilograms.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Weight |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.5 |
Classroom
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Perimeter/Area: Problem Solve
The learner will be able to
obtain solutions to problems using perimeters and areas of rectangles, triangles, parallelograms, and trapezoids, using suitable units.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Perimeter/Area/Volume |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.2 |
Classroom
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Area/Volume: Comprehend/Calculate
The learner will be able to
comprehend and calculate the areas and volumes of elementary objects.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Perimeter/Area/Volume |
|
Master |
IN: Academic Standards, 2000, Grade 5, Standard 5 |
Classroom
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Money: Measure
The learner will be able to
measure money amounts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Money |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 5 |
Classroom
|
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Temperature: Boiling Point
The learner will be able to
understand that the boiling point of water is 100 degrees Celsius and 212 degrees Fahrenheit.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Temperature |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.6 |
Classroom
|
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Temperature: Freezing Point
The learner will be able to
understand that the freezing point of water is zero degrees Celsius and 32 degrees Fahrenheit.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Temperature |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.6 |
Classroom
|
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Temperature/Time: Measure
The learner will be able to
measure temperature and time.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Temperature |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 5 |
Classroom
|
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Temperature: Compare/Celsius/Fahrenheit
The learner will be able to
make comparisons of temperatures in Celsius and Fahrenheit.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Temperature |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.6 |
Classroom
|
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Area: Understand/Parallelogram
The learner will be able to
understand the formula for the area of a parallelogram.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Area |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.1 |
Classroom
|
|
Area: Understand/Trapezoid
The learner will be able to
understand the formula for the area of a trapezoid.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Area |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.1 |
Classroom
|
|
Area of a Parallelogram: Compute/Formula
The learner will be able to
use the appropriate formula to calculate the area of a parallelogram.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Area |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.1 |
Classroom
|
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Area of a Trapezoid: Calculate/Formula
The learner will be able to
use the appropriate formula to calculate the area of a trapezoid.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Area |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.1 |
Classroom
|
|
Weight: Measure
The learner will be able to
measure weight.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Weight |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 5 |
Classroom
|
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Surface Area: Rectangular Shapes
The learner will be able to
determine the surface area of rectangular solids using suitable units.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Surface Area |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.4 |
Classroom
|
|
Volume: Rectangular Shapes
The learner will be able to
determine the volume of rectangular solids using suitable units.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Volume |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.4 |
Classroom
|
|
Area of a Triangle: Understand/Formula
The learner will be able to
understand the formula for the area of a triangle.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Area of a Triangle |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.1 |
Classroom
|
|
Formulas: Area/Triangle
The learner will be able to
use a formula to determine the area of a triangle.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Formulas |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.1 |
Classroom
|
|
Formulas: Area/Rectangle/Triangles
The learner will be able to
apply formulas for area of triangles and rectangles to determine the area of complex shapes by dividing them into simple shapes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Formulas |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.3 |
Classroom
|
|
Tools: Measure/Rectangles
The learner will be able to
measure rectangles using suitable tools.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Tools/Instruments |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.1 |
Classroom
|
|
Number Sense: Convert/Numbers
The learner will be able to
perform conversions between numbers in words and numbers in figures for numbers less than millions and decimals to thousandths.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Sense |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.1 |
Classroom
|
|
Equivalent Forms: Determine/Describe
The learner will be able to
determine decimal and percent equivalents for simple fractions and describe why they illustrate equal values.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Equivalent Forms |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.4 |
Classroom
|
|
Place Value: Round/Decimals
The learner will be able to
round decimals to a specific place value.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Place Value |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.2 |
Classroom
|
|
Primes/Composites: Identify
The learner will be able to
identify prime and composite numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Prime/Composite Numbers |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.6 |
Classroom
|
|
Primes: Understand
The learner will be able to
demonstrate an understanding of prime numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Prime/Composite Numbers |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 1 |
Classroom
|
|
Composite Numbers: Understand
The learner will be able to
understand composite numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Prime/Composite Numbers |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 1 |
Classroom
|
|
Primes/Composites: Describe
The learner will be able to
describe the idea of prime and composite numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Prime/Composite Numbers |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.6 |
Classroom
|
|
Number Forms: Understand/Relationships
The learner will be able to
understand the relationships between fractions, decimals, and percents.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Forms: Relationships |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 1 |
Classroom
|
|
Estimate/Problems: Reasonableness
The learner will be able to
estimate to decide whether the solution to an addition or subtraction problem is reasonable.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Estimate/Problems |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.6 |
Classroom
|
|
Estimate/Problems: Reasonableness
The learner will be able to
estimate in order to determine the reasonableness of solutions to multiplication problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Estimate/Problems |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.6 |
Classroom
|
|
Estimate/Problems: Reasonableness
The learner will be able to
estimate in order to determine the reasonableness of solutions to division problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Estimate/Problems |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.6 |
Classroom
|
|
Number Lines: Find/Positive Mixed Number
The learner will be able to
find the position of positive mixed numbers on a number line.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Lines |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.7 |
Classroom
|
|
Number Lines: Find/Positive Decimals
The learner will be able to
find the position of positive decimals on a number line.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Lines |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.7 |
Classroom
|
|
Number Lines: Find/Positive Fractions
The learner will be able to
find the position of basic positive fractions on a number line.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Lines |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.7 |
Classroom
|
|
Computing: Whole Numbers
The learner will be able to
compute using whole numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Computing/Estimating |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 1 |
Classroom
|
|
Rounding: Whole Numbers
The learner will be able to
round whole numbers to a specific place value.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Rounding |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.2 |
Classroom
|
|
Mental Math: Add/Decimals
The learner will be able to
use mental math to add simple decimals.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mental Math |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.7 |
Classroom
|
|
Mental Math: Subtract/Decimals
The learner will be able to
use mental math to subtract simple decimals.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mental Math |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.7 |
Classroom
|
|
Magnitude: Understanding
The learner will be able to
comprehend the relative magnitudes of various numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Magnitude |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 1 |
Classroom
|
|
Percent: Interpret
The learner will be able to
interpret percent as a portion of one hundred.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Percent Representations |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.4 |
Classroom
|
|
Mean/Median/Mode: Determine/Explain
The learner will be able to
determine the mean, median, mode, and range of a data set and explain what each does and does not convey about the data set.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Average/Median/Mode/Range |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.2 |
Classroom
|
|
Probability: Comprehend
The learner will be able to
comprehend that probability can be expressed as any value between 0 and 1, that impossible events have a probability of 0, and certain events have a probability of 1, and events that are more likely have a higher probability than events that are less likely.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Probability |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.3 |
Classroom
|
|
Data: Compare
The learner will be able to
make comparisons of data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 6 |
Classroom
|
|
Data: Analyzing
The learner will be able to
analyze data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 6 |
Classroom
|
|
Data: Interpretation
The learner will be able to
interpret given data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 6 |
Classroom
|
|
Experiments: Probability/Outcomes
The learner will be able to
verbally describe outcomes of experiments involving probability situations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Experiments |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.4 |
Classroom
|
|
Experiments: Probability/Outcomes
The learner will be able to
numerically describe outcomes of experiments involving probability situations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Experiments |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.4 |
Classroom
|
|
Experiments: Predict/Future Events
The learner will be able to
predict future events using the results of probability experiments.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Experiments |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 6 |
Classroom
|
|
Data Display: Describe
The learner will be able to
describe an appropriate format for displaying various sets of data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Display |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.1 |
Classroom
|
|
Data Display
The learner will be able to
display data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Display |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 6 |
Classroom
|
|
Solution: Determine/Communicate
The learner will be able to
determine and communicate answers to problems using strategies, skills, and ideas.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
|
Master |
IN: Academic Standards, 2000, Grade 5, Standard 7 |
Classroom
|
|
Strategies: Solve/Similar
The learner will be able to
express the strategy for determining the solution to a problem and illustrate a conceptual understanding of the strategy by obtaining solutions to similar problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.9 |
Classroom
|
|
Strategies: Break Up Problem
The learner will be able to
figure out when and how to break up a problem into less difficult components.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.2 |
Classroom
|
|
Analyzing Problems: Relationships
The learner will be able to
analyze problems by recognizing relationships, differentiating between relevant and irrelevant information, sequencing and prioritizing information, and observing patterns.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Analyzing Problems |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.1 |
Classroom
|
|
Problem: Generalizations
The learner will be able to
progress past a given problem through generalizations to other situations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problems |
|
Master |
IN: Academic Standards, 2000, Grade 5, Standard 7 |
Classroom
|
|
Evaluating Solutions: Completeness
The learner will be able to
determine when an answer is complete.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Evaluating Solutions |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 7 |
Classroom
|
|
Solutions: Exact or Approximate
The learner will be able to
identify the advantages of exact and approximate answers to problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.5 |
Classroom
|
|
Solutions: Degree of Accuracy
The learner will be able to
present solutions to a specified degree of accuracy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.5 |
Classroom
|
|
Solutions: Validity in Context
The learner will be able to
verify the validity of solutions based on the context of the problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.7 |
Classroom
|
|
Solution: Reasonableness
The learner will be able to
determine the reasonableness of results.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 7 |
Classroom
|
|
Solutions: Evaluate Reasonableness
The learner will be able to
evaluate the reasonableness of a given solution within the context of the original problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.8 |
Classroom
|
|
Strategies: Apply
The learner will be able to
apply strategies and/or results obtained from simpler problems to those that are more complex.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.3 |
Classroom
|
|
|
Rational and Irrational Numbers
|
|
|
Rational Numbers: Estimate/Strategies
The learner will be able to
apply strategies in the estimation of results of calculations with rational numbers of various forms.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Rational Numbers |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.6 |
Classroom
|
|
Rational Numbers: Understand
The learner will be able to
understand appropriate strategies for estimating solutions to rational number computations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Rational Numbers |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.6 |
Classroom
|
|
|
Real Numbers and the Coordinate Plane
|
|
|
Coordinate Geometry: Locate/Graph
The learner will be able to
determine positive ordered pairs of numbers that fit a linear equation, plot the ordered pairs, and draw the line they determine.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Coordinate Geometry |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.5 |
Classroom
|
|
Coordinate Geometry: Recognize
The learner will be able to
recognize positive ordered pairs of numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Coordinate Geometry |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.4 |
Classroom
|
|
Coordinate Geometry: Plot
The learner will be able to
plot positive ordered pairs of numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Coordinate Geometry |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.4 |
Classroom
|
|
Coordinate Plane: Represent/Points
The learner will be able to
use the coordinate plane to represent points.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Coordinate Geometry |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 3 |
Classroom
|
|
Coordinate Plane: Graph/Lines
The learner will be able to
use the coordinate plane to graph lines.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Coordinate Geometry |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 3 |
Classroom
|
|
Multiplication: Problem Solving
The learner will be able to
solve whole number multiplication problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Multiply Whole Numbers |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 2, 5.2.1 |
Classroom
|
|
Division: Problem Solving
The learner will be able to
solve whole number division problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Divide Whole Numbers |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 2, 5.2.1 |
Classroom
|
|
Compare Numbers: Order Symbols
The learner will be able to
compare whole numbers using <, >, and = signs.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Compare/Order |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.3 |
Classroom
|
|
Order Numbers: Whole/Symbols
The learner will be able to
apply <, >, and = to order whole numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Compare/Order |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.3 |
Classroom
|
|
|
