Indiana State Standards for Mathematics: Grade 5
Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.
IN.5.1. Number Sense
5.1.1. Count, read, write, compare, and plot on a number line decimals to thousandths using words, models and expanded form.
5.1.2. Compare and order fractions and decimals to thousandths by using the symbols for less than (<), equal to (=), and greater than (>).
5.1.3. Identify and explain prime and composite numbers.
5.1.4. Use words, models, standard form and expanded form to represent place value of decimal numbers to thousandths.
5.1.5. Solve problems involving multiplication and division of whole numbers fluently using a standard algorithmic approach and explain how to treat the remainders in division.
5.1.6. Solve problems involving addition and subtraction, using a standard algorithmic approach, of:
5.1.6.a. Decimals, including money;
5.1.6.b. Fractions, including fractions with different denominators; and
5.1.6.c. Mixed numbers
5.1.7. Solve problems involving the multiplication of fractions using a standard algorithmic approach. Explain the relationship of the product relative to the factors.
5.1.8. Construct and analyze line graphs and double bar graphs from data, including data collected through observations, surveys and experiments.
5.1.9. Perform simple experiments gathering data from a large number of trials and use data from experiments to predict the chance of future outcomes.
5.2.1. Write and evaluate simple algebraic expressions.
5.2.2. Use two-dimensional coordinate grids to represent points in the first quadrant that fit linear equations and draw the line determined by the points.
IN.5.3. Algebra and Functions
5.3.1. Measure angles and describe angles in degrees.
5.3.2. Identify, classify and draw polygons and triangles (equilateral, isosceles, scalene, right, acute and obtuse triangles).
5.3.3. Describe the attributes (such as number of edges, vertices, and number of faces) of solids, including cubes, pyramids and cylinders.
5.3.4. Identify and describe using words and pictures, transformations such as reflections, rotations and translations and use this knowledge to design and analyze simple tilings and tessellations.
5.3.5. Develop and use the formulas for the perimeter and area of triangles, parallelograms and trapezoids using appropriate units for measures. Find the area of complex shapes by dividing them into basic shapes.
5.3.6. Develop and use the formulas for the surface area and volume of rectangular prisms using appropriate units for measures.
IN.PS. Process Standards
PS.1. Problem Solving
PS.1.1. Build new mathematical knowledge through problem solving.
PS.1.2. Solve problems that arise in mathematics and in other contexts.
PS.1.3. Apply and adapt a variety of appropriate strategies to solve problems.
PS.1.4. Monitor and reflect on the process of mathematical problem solving.
PS.2. Reasoning and Proof
PS.2.1. Recognize reasoning and proof as fundamental aspects of mathematics.
PS.2.2. Make and investigate mathematical conjectures.
PS.2.3. Develop and evaluate mathematical arguments and proofs.
PS.2.4. Select and use various types of reasoning and methods of proof.
PS.3.1. Organize and consolidate their mathematical thinking through communication.
PS.3.2. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
PS.3.3. Analyze and evaluate the mathematical thinking and strategies of others.
PS.3.4. Use the language of mathematics to express mathematical ideas precisely.
PS.4.1. Recognize and use connections among mathematical ideas.
PS.4.2. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
PS.4.3. Recognize and apply mathematics in contexts outside of mathematics.
PS.5.1. Create and use representations to organize, record, and communicate mathematical ideas.
PS.5.2. Select, apply, and translate among mathematical representations to solve problems.
PS.5.3. Use representations to model and interpret physical, social, and mathematical phenomena.
PS.6. Estimation and Mental Computation
PS.6.1. Know and apply appropriate methods for estimating the results of computations.
PS.6.2. Round numbers to a specified place value.
PS.6.3. Use estimation to decide whether answers are reasonable.
PS.6.4. Decide when estimation is an appropriate strategy for solving a problem.
PS.6.5. Determine appropriate accuracy and precision of measurements in problem situations.
PS.6.6. Use properties of numbers and operations to perform mental computation.
PS.6.7. Recognize when the numbers involved in a computation allow for a mental computation strategy.
PS.7.1. Technology should be used as a tool in mathematics education to support and extend the mathematics curriculum.
PS.7.2. Technology can contribute to concept development, simulation, representation, communication, and problem solving.
PS.7.3. The challenge is to ensure that technology supports-but is not a substitute for- the development of skills with basic operations, quantitative reasoning, and problem-solving skills.
PS.7.3.a. Elementary students should learn how to perform thoroughly the basic arithmetic operations independent of the use of a calculator.
PS.7.3.b. The focus must be on learning mathematics, using technology as a tool rather than as an end in itself.