/ North Thurston Public Schools
Fifth Grade
Math Power Standard 2
Quarter #1
5.2.D The student will determine the greatest common factor and the least
common multiple of two or more whole numbers.
Big Idea: Whole numbers can be prime or composite depending on their factors.
The largest common factor of two numbers is GCF, the smallest common multiple is
LCM.
Essential Questions: How do you determine if a whole number is prime or composite?
What is the difference between the GCF and the LCM?
Key Vocabulary / Terms that May be Used:
composite, divisible, divisor, even, factor, greatest common factor, least common multiple, less than, multiple, odd, prime
Key Concepts
What students need toknow / Numbers and Operations:
  • Factors and multiples
  • Prime and composite numbers

Key Skills
What students need to be able to do: /
  • Determine whether one number is a multiple of another number or identify the least common multiple of two numbers.
  • Identify or list factors or factor pairs for a given number or determine the greatest common factor of two numbers.
  • Illustrate prime or composite numbers by creating a physical modelie. arrays.
  • Identify or determine composite or prime numbers between 1 and 100 in a given situation and/or explain why a number is a composite number or a prime number.

Related Standards (also tested) / 5.5.A Classify numbers as prime or composite.
Resources / Core Resources:
Connected Math 2: Prime Time Units 1 (factor pairs, prime/composite), 2 (factors and multiples), 3 (factor pairs, prime/composite), 4 (common factors and multiples)
CMP: Additional Practice and Skills Workbook pages 1-10
Additional Resources:
Bridges Supplemental Unit (available on s: drive) Set A6 (LCM/GCF)
Trailblazers Unit 11, Lessons 1 (Factors & Prime/Composite), 2 (Prime numbers)
5.1 The student will divide whole numbers efficiently.
Big Idea: Multi-digit division can be shown using place value models.
Remainders are parts that don’t fit evenly into the grouping.
The use or interpretation of the remainder depends on the context.
Essential Questions: How is multi-digit division represented?
What is a remainder?
How do you use or interpret a remainder?
Key Vocabulary / Terms that May be Used:
Algorithm, estimate, dividend, divisible, division, divisor, equation, model, quotient, place value, reasonable, remainder, represent
Key Concepts
What students need toknow / Number Sense:
  • Place value
  • Rules of divisibility

Key Skills
What students need to be able to do: /
  • Represent multi-digit division using place value models and connect the representation to the related equation (5.1.A).
  • Determine quotients for multiples of 10 and 100 by applying knowledge of place value and properties of operations (5.1.B).
  • Fluently and accurately divide up to a four-digit number by one- or two-digit divisors using different strategies (5.1.C).
  • Estimate quotients to approximate solutions and determine reasonableness of answers in problems involving up to two-digit divisors (5.1.D).
  • Mentally divide two-digit numbers by one-digit divisors and explain the strategies used (5.1.E).
  • Solve single- and multi-step word problems involving multi-digit division and verify the solutions (5.1.F).

Related Standards / None
Resources / Core Resource:
Division Conceptual Unit(available on s: drive)
Additional Resources:
Bridges Supplemental Unit (available on s: drive) Set A3 (Estimating to multiply and divide), Set A4 (Standard algorithm)
Trailblazers Unit 4 Lessons 2 (Modeling with Base 10), 3 (Forgiving method)
TrailblazersUnit 9 Lessons 2 (Forgiving method with two-digit divisors), 4 (Interpreting remainders)
/ North Thurston Public Schools
Fifth Grade
Math Power Standard 3
Quarter #2
5.2 The student will add and subtract fractions and decimals
Big Idea:Addition and subtraction of fractions and decimals can be shown with different kinds of
models.
Unlike fractions can be added/subtracted using multiples to find a common
denominator.
Decimals are added and subtracted using and extending our knowledge of place value.
Essential Questions: How can addition and subtraction of fractions and decimals be represented?
How can fractions with different denominators be added and subtracted?
How do you add and subtract decimals?
Key Vocabulary / Terms that May be Used:
common denominator, decimal, denominator, equal, equivalent, estimate, greater than, greatest common factor, hundreds, hundredths, in order, least common multiple, less than, mixed numbers, number, number line, numerator, ones, place value, reasonable, simplify, tens, tenths, thousands, thousandths, value, whole number
Key Concepts
What students need toknow / Numbersand Operations:
  • Equivalence, greater and less than
  • Like and unlike denominator fractions
  • Decimals to the thousandths place

Key Skills
What students need to be able to do: /
  • Represent addition and subtraction of fractions and mixed numbers using visual and numerical models, and connect the representation to the related equation (5.2.A).
  • Represent addition and subtraction of decimals using place value models and connect the representation to the related equation (5.2.B).
  • Given two fractions with unlike denominators, rewrite the fractions with a common denominator (5.2.C).
  • Fluently and accurately add and subtract fractions, including mixed numbers (5.2.E).
  • Fluently and accurately add and subtract decimals (5.2.F).
  • Estimate sums and differences of fractions, mixed numbers, and decimals to approximate solutions to problems and determine reasonableness of answers (5.2.G).
  • Solve single- and multi-step word problems involving addition and subtraction of whole numbers, fractions (including mixed numbers), and decimals, and verify the solutions (5.2.H).

Related Standards / None
Resources / Core Resource:
Connected Math: Bits and Pieces II Units 1 (estimating sums), 2 (adding and subtracting fractions)
Additional Resources:
Bridges Supplemental Unit (available on s: drive) Set A5 (adding and subtracting fractions), A6 (common denominators, simplifying)
Trailblazers Unit 3, Lessons 2 (adding fractions)
Trailblazers Unit 5, Lesson 3 (adding and subtracting fractions), 4 (common denominators), 6 (adding fractions), 7 (subtracting fractions)
Trailblazers Unit 7, Lessons 4 (adding and subtracting decimals, percents aren’t tested)
Trailblazers Unit 12, Lesson 2 (adding mixed numbers)
/ North Thurston Public Schools
Fifth Grade
Math Power Standard 4
Quarter #3
The student will construct and interpret line graphs and determine the mean of a set of data.
Big Idea: Graphs are used for different purposes.
Graphs have specific characteristics.
Graphs communicate important information.
Essential Questions: How do you choose an appropriate graph to communicate a given set of
data from text?
How do you construct a linegraph that accurately communicates data?
What information is the graph communicating?
What are the different parts of a graph?
Key Vocabulary / Terms that May be Used:
axis, data, horizontal, key, label, linear, line graph, graph paper, grid, mean, origin, pattern, scale, vertical, x-axis, y-axis.
Key Concepts
What students need toknow / Numbers, Data/Statistics/Probability:
  • Data collection and interpretation.

Key Skills
What students need to be able to do: /
  • Use line graphs to display data that changes over time (not ratios).
  • Read data from text and line graphs.
  • Describe the completeness and accuracy of the data in a line graph.
  • Identify or describe trends or patterns in data represented in a line graph.
  • Read and summarize data presented in text, a line graph.

Related Standards (also tested) / 5.5.BDetermine and interpret the mean of a small data set of whole numbers
Resources / Line Graphs
Trailblazers Unit 5, Lesson 8
Using the Standards: Data Analysis & Probability, Grade 5
Pgs. 25-27
Mean
Trailblazers Unit 4, Lesson 5
Navigating Through Algebra, pgs. 33-36
Using the Standards: Data Analysis & Probability, Grade 5
Pgs. 38-42, 45, 48, 49, 57
/ North Thurston Public Schools
Fifth Grade
Math Power Standard 5
Quarter #3
5.3 The student will identify attributes of triangles and quadrilaterals.
Big Idea: Triangles and quadrilaterals have attributes (properties) that can be described, and
these attributes can be used to construct and analyze shapes.
Essential Questions: How are shapes described?
How are shapes constructed?
How are shapes used in our world?
Key Vocabulary / Terms that May be Used:
angle, acute angle, acute triangle, attribute, classify, congruent, construct, equilateral triangle, dimensions, figure, grid, intersecting lines, isosceles triangle, kite, line, line segment, obtuse angle, obtuse triangle, parallel, parallelogram, perpendicular, polygon, properties, quadrilateral, rectangle, rhombus, right angle, right triangle, scalene triangle, side, sort, square, symmetry, trapezoid, triangle
Key Concepts
What students need toknow / Geometric Sense:
  • Characteristics of triangles and quadrilaterals

Key Skills
What students need to be able to do: /
  • Classify quadrilaterals (5.3.A).
  • Identify, sketch, and measure acute, right, and obtuse angles (5.3.B).
  • Identify, describe, and classify triangles by angle measure and number of congruent sides (5.3.C).
  • Draw quadrilaterals and triangles from given information about sides and angles (5.3.G).
  • Determine the number and location of lines of symmetry in triangles and quadrilaterals (5.3.H).

Related Standards / None
Resources / Core Resource:
Connected Math: Shapes and Designs Units 1, 2, 4
CMP: Additional Practice and Skills Workbook pages 33-38, 41-42
Additional Resources:
Trailblazers Unit 6, Lessons 1, 2, 3, 4, 7
Using the Standards: Measurement, Grade 5
Pgs. 22-27, 64-66
/ North Thurston Public Schools
Fifth Grade
Math Power Standard 6
Quarter #3
5.3 The student will use formulas to determine area and perimeter of triangles and quadrilaterals.
Big Idea: Shapes are measured by the distance around and the amount of space within.
Essential Questions: What is the difference between area and perimeter?
How do you measure the distance around a shape? How can you generalize
this process using a formula?
How do you measure the amount of space within a shape? How can you
generalize this process using a formula?
Key Vocabulary / Terms that May be Used:
area, attribute, base, centimeter, congruent,cm, or other common abbreviations, formula, grid, inch, height, kilometer, label, length, meter, millimeter, parallelogram,perimeter, quadrilateral,side, square unit, triangle, unit, width
Key Concepts
What students need toknow / Geometry/Measurement:
  • Procedures to measure, describe, and compare.

Key Skills
What students need to be able to do: /
  • Determine the formula for the area of a parallelogram by relating it to the area of a rectangle (5.3.D).
  • Determine the formula for the area of a triangle by relating it to the area of a parallelogram (5.3.E).
  • Determine the perimeters and areas of triangles and parallelograms (5.3.F).
  • Solve single- and multi-step word problems about the perimeters and areas of quadrilaterals and triangles and verify the solutions (5.3.I).
Note: Students are expected to determine and label units.
Related Standards / None
Resources / Connected Math: Covering and Surrounding Units 1, 3, 4 (borrow from 6th grade)
CMP: Additional Practice and Skills Workbook pages 62, 64-75
Trailblazers Unit 15, Lessons 1, 2, 3, 4, 5, 6
Using the Standards: Measurement, Grade 5
Pgs. 31-35, 75-80
/ North Thurston Public Schools
Fifth Grade
Math Power Standard 7
Quarter #4
5.4 The student will write simple algebraic expressions describing patterns or solutions to problems.
Big Idea: The relationships among numbers have patterns that can be described.
Patterns can be described with rules.
Essential Questions: How do you find the relationships between numbers for a given situation?
How do you write a rule for a given situation?
Key Vocabulary / Terms that May be Used:
algebraic expression coordinates,data, equal, =, equation, expression, function table/t chart, linear, number pattern, pattern, ordered pairs, predict, rule, solve, value, variable
Key Concepts
What students need toknow / Algebraic Sense:
  • Patterns and functions
  • Growing Patterns/Number Patterns
  • Finding Unknowns
  • Variables in Equations
  • Evaluate and solve equations

Key Skills
What students need to be able to do: /
  • Describe and create a rule for numerical and geometric patterns and extend the patterns (5.4.A).
  • Write a rule to describe the relationship between two sets of data that are linearly related ie. function table (5.4.B).
  • Write algebraic expressions that represent simple situations and evaluate the expressions, using substitution when variables are involved (5.4.C).

Related Standards (also tested) / 5.4.DGraph ordered pairs in the coordinate plane for two sets of data related by a linear rule and draw the line they determine.
Resources / Elementary Algebra, Grades 4-5 McGraw-Hill Children’s Publishing
Navigating Through Algebra, pgs. 9-14, 15-22, 39-43