Note: Click any standard to move it to the center of the map.
[3.OA.A.1] -
Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in five groups of seven objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7.
[3.OA.A.2] -
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
[4.OA.A.1] -
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
[4.OA.A.2] -
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. [Note: See Glossary, Table 2.]
[4.NF.A.1] -
Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models, with attention to how the numbers and sizes of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions, including fractions greater than 1.
[4.MD.A.2] -
Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
Mathematics | Grade : 5
Domain - Number and Operations—Fractions
Cluster - Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
[5.NF.B.5] - Interpret multiplication as scaling (resizing), by:
[5.OA.A.2] -
Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 x (8 + 7). Recognize that 3 x (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
[5.NF.B.4] -
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
[5.NF.B.6] -
Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
[5.ESS.1.1] -
Use observations, first-hand and from various media, to argue that the Sun is a star that appears larger and brighter than other stars because it is closer to Earth. State Assessment Boundary: Other factors that affect apparent brightness (such as stellar masses, age, or stage) are not expected in state assessment.
[6.RP.A.1] -
Understand the concept of a ratio including the distinctions between part:part and part:whole and the value of a ratio; part/part and part/whole. Use ratio language to describe a ratio relationship between two quantities.
For example: The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every two wings there was one beak; For every vote candidate A received, candidate C received nearly three votes, meaning that candidate C received three out of every four votes or ¾ of all votes.
[6.ESS.1.1] -
Develop and use a model of the Earth-Sun-Moon system to explain the causes of lunar phases and eclipses of the Sun and Moon.
Clarification Statement: Examples of models can be physical, graphical, or conceptual and should emphasize relative positions and distances.
[6.ESS.2.3] -
Analyze and interpret maps showing the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence that Earth’s plates have moved great distances, collided, and spread apart. Clarification Statement: Maps may show similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches), similar to Wegener’s visuals. State Assessment Boundary: Mechanisms for plate motion or paleomagnetic anomalies in oceanic and continental crust are not expected in state assessment.
[6.ETS.1.5] -
Create visual representations of solutions to a design problem. Accurately interpret and apply scale and proportion to visual representations.*
Clarification Statements: Examples of visual representations can include sketches, scaled drawings, and orthographic projections. Examples of scale can include ¼" = 1'0" and 1 cm = 1 m.