Louisiana State Standards for Mathematics: Grade 5

LA.N. Number and Number Relations: In problem-solving investigations, students demonstrate an understanding of the real number system and communicate the relationships within that system using a variety of techniques and tools.

N-1-M. Demonstrating that a rational number can be expressed in many forms, and selecting an appropriate form for a given situation (e.g., fractions, decimals, and percents).

N-1-M-GLE 1. Differentiate between the terms factor and multiple, and prime and composite (N-1-M)

N-1-M-GLE 2. Recognize, explain, and compute equivalent fractions for common fractions (N-1-M) (N-3-M)

N-2-M. Demonstrating number sense and estimation skills to describe, order, and compare rational numbers (e.g., magnitude, integers, fractions, decimals, and percents).

N-2-M-GLE 3. Add and subtract fractions with common denominators and use mental math to determine whether the answer is reasonable (N-2-M)

N-2-M-GLE 4. Compare positive fractions using number sense, symbols (i.e., <, =, >), and number lines (N-2-M)

N-2-M-GLE 9. Use mental math and estimation strategies to predict the results of computations (i.e., whole numbers, addition and subtraction of fractions) and to test the reasonableness of solutions (N-6-M) (N-2-M)

N-3-M. Reading, writing, representing, and using rational numbers in a variety of forms (e.g., integers, mixed numbers, and improper fractions).

N-3-M-GLE 2. Recognize, explain, and compute equivalent fractions for common fractions (N-1-M) (N-3-M)

N-3-M-GLE 5. Read, explain, and write a numerical representation for positive improper fractions, mixed numbers, and decimals from a pictorial representation and vice versa (N-3-M)

N-4-M. Demonstrating a conceptual understanding of the meaning of the basic arithmetic operations (add, subtract, multiply and divide) and their relationships to each other.

N-4-M-GLE 6. Select and discuss the correct operation for a given problem involving positive fractions using appropriate language such as sum, difference, numerator, and denominator (N-4-M) (N-5-M)

N-4-M-GLE 7. Select, sequence, and use appropriate operations to solve multi-step word problems with whole numbers (N-5-M) (N-4-M)

N-5-M. Applying an understanding of rational numbers and arithmetic operations to real-life situations.

N-5-M-GLE 6. Select and discuss the correct operation for a given problem involving positive fractions using appropriate language such as sum, difference, numerator, and denominator (N-4-M) (N-5-M)

N-5-M-GLE 7. Select, sequence, and use appropriate operations to solve multi-step word problems with whole numbers (N-5-M) (N-4-M)

N-5-M-GLE 8. Use the whole number system (e.g., computational fluency, place value, etc.) to solve problems in real-life and other content areas (N-5-M)

N-5-M-GLE 10. Determine when an estimate is sufficient and when an exact answer is needed in real-life problems using whole numbers (N-6-M) (N-5-M)

N-5-M-GLE 11. Explain concepts of ratios and equivalent ratios using models and pictures in real-life problems (e.g., understand that 2/3 means 2 divided by 3) (N-8-M) (N-5-M)

N-6-M. Constructing, using, and explaining procedures to compute and estimate with rational numbers employing mental math strategies.

N-6-M-GLE 9. Use mental math and estimation strategies to predict the results of computations (i.e., whole numbers, addition and subtraction of fractions) and to test the reasonableness of solutions (N-6-M) (N-2-M)

N-6-M-GLE 10. Determine when an estimate is sufficient and when an exact answer is needed in real-life problems using whole numbers (N-6-M) (N-5-M)

N-7-M. Selecting and using appropriate computational methods and tools for given situations involving rational numbers (e.g., estimation, or exact computation using mental arithmetic, calculator, computer, or paper and pencil).

N-8-M. Demonstrating a conceptual understanding and applications of proportional reasoning (e.g., determining equivalent ratios, finding a missing term of a given proportion).

N-8-M-GLE 11. Explain concepts of ratios and equivalent ratios using models and pictures in real-life problems (e.g., understand that 2/3 means 2 divided by 3) (N-8-M) (N-5-M)

LA.A. Algebra: In problem-solving investigations students demonstrate an understanding of concepts and processes that allow them to analyze, represent, and describe relationships among variable quantities and to apply algebraic methods to real-world situations.

A-1-M. Demonstrating a conceptual understanding of variables, expressions, equations, and inequalities (e.g., symbolically represent real-world problems as linear terms, equations, or inequalities).

A-1-M-GLE 13. Write a number sentence from a given physical model of an equation (e.g., balance scale) (A-2-M) (A-1-M)

A-2-M. Modeling and developing methods for solving equations and inequalities (e.g., using charts, graphs, manipulatives, and/or standard algebraic procedures).

A-2-M-GLE 12. Find unknown quantities in number sentences by using mental math, backward reasoning, inverse operations (i.e., unwrapping), and manipulatives (e.g., tiles, balance scales) (A-2-M) (A-3-M)

A-2-M-GLE 13. Write a number sentence from a given physical model of an equation (e.g., balance scale) (A-2-M) (A-1-M)

A-2-M-GLE 14. Find solutions to one-step inequalities and identify positive solutions on a number line (A-2-M) (A-3-M)

A-3-M. Representing situations and number patterns with tables, graphs, and verbal and written statements, while exploring the relationships among these representations (e.g., multiple representations for the same situation).

A-3-M-GLE 12. Find unknown quantities in number sentences by using mental math, backward reasoning, inverse operations (i.e., unwrapping), and manipulatives (e.g., tiles, balance scales) (A-2-M) (A-3-M)

A-3-M-GLE 14. Find solutions to one-step inequalities and identify positive solutions on a number line (A-2-M) (A-3-M)

A-4-M. Analyzing tables and graphs to identify relationships exhibited by the data and making generalizations based upon these relationships.

A-4-M-GLE 28. Use various types of charts and graphs, including double bar graphs, to organize, display, and interpret data and discuss patterns verbally and in writing (D-1-M) (D-2-M) (P-3-M) (A-4-M)

A-5-M. Demonstrating the connection of algebra to the other strands and to real-life situations.

LA.M. Measurement: In problem-solving investigations, students demonstrate an understanding of the concepts, processes, and real-life applications of measurement.

M-1-M. Applying the concepts of length, area, surface area, volume, capacity, weight, mass, money, time, temperature, and rate to real-world experiences.

M-1-M-GLE 15. Model, measure, and use the names of all common units in the U.S. and metric systems (M-1-M)

M-1-M-GLE 16. Apply the concepts of elapsed time in real-life situations and calculate equivalent times across time zones in real-life problems (M-1-M) (M-6-M)

M-2-M. Demonstrating an intuitive sense of measurement (e.g., estimating and determining reasonableness of measures).

M-2-M-GLE 17. Distinguish among the processes of counting, calculating, and measuring and determine which is the most appropriate strategy for a given situation (M-2-M)

M-2-M-GLE 18. Estimate time, temperature, weight/mass, and length in familiar situations and explain the reasonableness of answers (M-2-M)

M-2-M-GLE 19. Compare the relative sizes of common units for time, temperature, weight, mass, and length in real-life situations (M-2-M) (M-4-M)

M-3-M. Selecting appropriate units and tools for tasks by considering the purpose for the measurement and the precision required for the task (e.g., length of a room in feet rather than inches).

M-3-M-GLE 20. Identify appropriate tools and units with which to measure time, mass, weight, temperature, and length (M-3-M)

M-3-M-GLE 21. Measure angles to the nearest degree (M-3-M)

M-4-M. Using intuition and estimation skills to describe, order, and compare formal and informal measures (e.g., ordering cup, pint, quart, gallon; comparing a meter to a yard).

M-4-M-GLE 19. Compare the relative sizes of common units for time, temperature, weight, mass, and length in real-life situations (M-2-M) (M-4-M)

M-4-M-GLE 22. Compare and estimate measurements between the U.S. and metric systems in terms of common reference points (e.g., l vs. qt., m vs. yd.) (M-4-M)

M-5-M. Converting from one unit of measurement to another within the same system (Comparisons between systems, customary and metric, should be based on intuitive reference points, not formal computation.).

M-5-M-GLE 23. Convert between units of measurement for length, weight, and time, in U.S. and metric, within the same system (M-5-M)

M-6-M. Demonstrating the connection of measurement to the other strands and to real-life situations.

M-6-M-GLE 16. Apply the concepts of elapsed time in real-life situations and calculate equivalent times across time zones in real-life problems (M-1-M) (M-6-M)

LA.G. Geometry: In problem-solving investigations, students demonstrate an understanding of geometric concepts and applications involving one-, two-, and three-dimensional geometry, and justify their findings.

G-1-M. Using estimation skills to describe, order, and compare geometric measures.

G-2-M. Identifying, describing, comparing, constructing, and classifying geometric figures and concepts.

G-2-M-GLE 24. Use mathematical terms to classify and describe the properties of 2-dimensional shapes, including circles, triangles, and polygons (G-2-M)

G-3-M. Making predictions regarding transformations of geometric figures (e.g., make predictions regarding translations, reflections, and rotations of common figures).

G-3-M-GLE 25. Identify and use appropriate terminology for transformations (e.g., translation as slide, reflection as flip, and rotation as turn) (G-3-M)

G-3-M-GLE 26. Identify shapes that have rotational symmetry (G-3-M)

G-4-M. Constructing two- and three-dimensional models.

G-5-M. Making and testing conjectures about geometric shapes and their properties.

G-6-M. Demonstrating an understanding of the coordinate system (e.g., locate points, identify coordinates, and graph points in a coordinate plane to represent real-world situations).

G-6-M-GLE 27. Identify and plot points on a coordinate grid in the first quadrant (G-6-M)

G-7-M. Demonstrating the connection of geometry to the other strands and to real-life situations (e.g., applications of the Pythagorean Theorem).

LA.D. Data Analysis, Probability, and Discrete Math: In problem-solving investigations, students discover trends, formulate conjectures regarding cause-and-effect relationships, and demonstrate critical thinking skills in order to make informed decisions.

D-1-M. Systematically collecting, organizing, describing, and displaying data in charts, tables, plots, graphs, and/or spreadsheets.

D-1-M-GLE 28. Use various types of charts and graphs, including double bar graphs, to organize, display, and interpret data and discuss patterns verbally and in writing (D-1-M) (D-2-M) (P-3-M) (A-4-M)

D-1-M-GLE 29. Compare and contrast different scales and labels for bar and line graphs (D-1-M)

D-1-M-GLE 30. Organize and display data using spreadsheets, with technology (D-1-M)

D-2-M. Analyzing, interpreting, evaluating, drawing inferences, and making estimations, predictions, decisions, and convincing arguments based on organized data (e.g., analyze data using concepts of mean, median, mode, range, random samples, sample size, bias, and data extremes).

D-2-M-GLE 28. Use various types of charts and graphs, including double bar graphs, to organize, display, and interpret data and discuss patterns verbally and in writing (D-1-M) (D-2-M) (P-3-M) (A-4-M)

D-2-M-GLE 31. Compare and contrast survey data from two groups relative to the same question (D-2-M)

D-3-M. Describing informal thinking procedures (e.g., solving elementary logic problems using Venn diagrams, tables, charts, and/or elementary logic operatives to solve logic problems in real-life situations; reach valid conclusions in elementary logic problems involving and, or, not, if/then).

D-4-M. Analyzing various counting and enumeration procedures with and without replacement (e.g., find the total number of possible outcomes or possible choices in a given situation).

D-5-M. Comparing experimental probability results with theoretical probability (e.g., representing probabilities of concrete situations as common fractions, investigating single-event and multiple-event probability, using sample spaces, geometric figures, tables, and/or graphs).

D-5-M-GLE 32. Represent probabilities as common fractions and recognize that probabilities fall between 0 and 1, inclusive (D-5-M)

D-6-M. Demonstrating the connection of data analysis, probability, and discrete math to other strands and to real-life situations.

LA.P. Patterns, Relations, and Functions: In problem-solving investigations, students demonstrate an understanding of patterns, relations, and functions that represent and explain real-world situations.

P-1-M. Describing, extending, analyzing, and creating a wide variety of numerical, geometrical, and statistical patterns (e.g., skip counting of rational numbers and simple exponential number patterns).

P-1-M-GLE 33. Fill in missing elements in sequences of designs, number patterns, positioned figures, and quantities of objects (P-1-M)

P-2-M. Describing and representing relationships using tables, rules, simple equations, and graphs.

P-3-M. Analyzing relationships to explain how a change in one quantity results in a change in another (e.g., change in the dimensions of a rectangular solid affects the volume).

P-3-M-GLE 28. Use various types of charts and graphs, including double bar graphs, to organize, display, and interpret data and discuss patterns verbally and in writing (D-1-M) (D-2-M) (P-3-M) (A-4-M)

P-4-M. Demonstrating the pervasive use of patterns, relations, and functions in other strands and in real-life situations.