## 5th Grade Grade Level Goals

Everyday Mathematics third-edition Grade Level Goals have been revised to align with the Common Core State Standards for Mathematics (CCSS-M), which were widely adopted in 2010. Both versions of the curriculum's goals are available below. For more information on standards, please see Meeting Standards with Everyday Mathematics.

### Common Core State Standards (CCSS) Edition Grade Level Goals

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| Number and Numeration

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Meanings, Uses, and Representations of Numbers | Place value and notation | Read and write whole numbers and decimals; identify places in such numbers and the values of the digits in those places; use expanded notation to represent whole numbers and decimals. |

Meanings and uses of fractions | Solve problems involving percents and discounts; describe and explain strategies used; identify the unit whole in situations involving fractions. | |

Number theory | Identify prime and composite numbers; factor numbers; find prime factorizations. | |

Understand Equivalent Names for Numbers | Equivalent names for whole numbers | Use numerical expressions involving one or more of the basic four arithmetic operations, grouping symbols, and exponents to give equivalent names for whole numbers; convert between base-10, exponential, and repeated-factor notations. |

Equivalent names for fractions, decimals, and percents | Use numerical expressions to find and represent equivalent names for fractions, decimals, and percents; use and explain multiplication and division rules to find equivalent fractions and fractions in simplest form; convert between fractions and mixed numbers; convert between fractions, decimals, and percents. | |

Understand Common Numerical Relations | Comparing and ordering numbers | Compare and order rational numbers; use area models, benchmark fractions, and analyses of numerators and denominators to compare and order fractions and mixed numbers; describe strategies used to compare fractions and mixed numbers. |

Operations and Computation

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Compute Accurately | Addition and subtraction procedures | Use manipulatives, mental arithmetic, paper-and-pencil algorithms and models, and calculators to solve problems involving the addition and subtraction of whole numbers, decimals, and signed numbers; describe the strategies used and explain how they work. |

Multiplication and division facts | Demonstrate automaticity with multiplication and division fact extensions. | |

Multiplication and division procedures | Use manipulatives, mental arithmetic, paper-and-pencil algorithms and models, and calculators to solve problems involving the multiplication of whole numbers and decimals and the division of multidigit whole numbers and decimals by whole numbers; express remainders as whole numbers or fractions as appropriate; describe the strategies used and explain how they work. | |

Procedures for addition and subtraction of fractions | Use mental arithmetic, paper-and-pencil algorithms and models, and calculators to solve problems involving the addition and subtraction of fractions and mixed numbers; describe the strategies used and explain how they work. | |

Procedures for multiplication and division of fractions | Use area models, mental arithmetic, paper-and-pencil algorithms and models, and calculators to solve problems involving the multiplication of fractions and mixed numbers; use visual models, paper-and-pencil methods, and calculators to solve problems involving the division of fractions; describe the strategies used. | |

Make Reasonable Estimates | Computational estimation | Make reasonable estimates for whole number and decimal addition, subtraction, multiplication, and division problems and fraction and mixed number addition and subtraction problems; explain how the estimates were obtained. |

Understand Meanings of Operations | Models for the operations | Use repeated addition, arrays, area, and scaling to model multiplication and division; use ratios expressed as words, fractions, percents, and with colons; solve problems involving ratios of parts of a set to the whole set. |

Data and Chance

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Select and Create Appropriate Graphical Representations of Collected or Given Data | Data collection and representation | Collect and organize data or use given data to create graphic displays with reasonable titles, labels, keys, and intervals. |

Analyze and Interpret Data | Data analysis | Use the maximum, minimum, range, median, mode, and mean and graphs to ask and answer questions, draw conclusions, and make predictions. |

Understand and Apply Basic Concepts of Probability | Qualitative probability | Describe events using certain, very likely, likely, unlikely, very unlikely, impossible and other basic probability terms; use more likely, equally likely, same chance, 50-50, less likely, and other basic probability terms to compare events; explain the choice of language |

Quantitative probability | Predict the outcomes of experiments, test the predictions using manipulatives, and summarize the results; compare predictions based on theoretical probability with experimental results; use summaries and comparisons to predict future events; express the probability of an event as a fraction, decimal, or percent. |

Measurement and Reference Frames

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Systems and Processes of Measurement; Use Appropriate Techniques, Tools, Units, and Formulas in Making Measurements | Length, weight, and angles | Estimate length with and without tools; measure length with tools to the nearest 1/8 inch and millimeter; estimate the measure of angles with and without tools; use tools to draw angles with given measures. |

Area, perimeter, volume, and capacity | Describe and use strategies to find the perimeter of polygons and the area of circles; choose and use appropriate methods, including formulas, to find the areas of rectangles, parallelograms, and triangles, and the volume of a prism; define pi as the ratio of a circle's circumference to its diameter. | |

Units and systems of measurement | Describe relationships among U.S. customary units of measure and among metric units of measure. | |

Use and Understand Reference Frames | Coordinate systems | Use ordered pairs of numbers to name, locate, and plot points in all four quadrants of a coordinate grid. |

Geometry

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Investigate Characteristics and Properties of Two- and Three-Dimensional Geometric Shapes | Lines and angles | Identify, describe, compare, name, and draw right, acute, obtuse, straight, and reflex angles; determine angle measures in vertical and supplementary angles and by applying properties of sums of angle measures in triangles and quadrangles. |

Plane and solid figures | Describe, compare, and classify plane and solid figures using appropriate geometric terms; identify congruent figures and describe their properties. | |

Apply Transformations and Symmetry in Geometric Situations | Transformations and symmetry | Identify, describe, and sketch examples of reflections, translations, and rotations. |

Patterns, Functions, and Algebra

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand Patterns and Functions | Patterns and functions | Extend, describe, and create numeric patterns; describe rules for patterns and use them to solve problems; write rules for functions involving the four basic arithmetic operations; represent functions using words, symbols, tables, and graphs and use those representations to solve problems. |

Use Algebraic Notation to Represent and Analyze Situations and Structures | Algebraic notation and solving number sentences | Determine whether number sentences are true or false; solve open number sentences and explain the solutions; use a letter variable to write an open sentence to model a number story; use a pan-balance model to solve linear equations in one unknown. |

Order of operations | Evaluate numeric expressions containing grouping symbols and nested grouping symbols; insert grouping symbols and nested grouping symbols to make number sentences true; describe and use the precedence of multiplication and division over addition and subtraction. | |

Properties of the arithmetic operations | Describe and apply properties of arithmetic. |

### 3rd Edition Grade Level Goals

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| Number and Numeration

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Meanings, Uses, and Representations of Numbers | Place value and notation | Read and write whole numbers and decimals; identify places in such numbers and the values of the digits in those places; use expanded notation to represent whole numbers and decimals. |

Meanings and uses of fractions | Solve problems involving percents and discounts; describe and explain strategies used; identify the unit whole in situations involving fractions. | |

Number theory | Identify prime and composite numbers; factor numbers; find prime factorizations. | |

Understand Equivalent Names and Numbers | Equivalent names for whole numbers | Use numerical expressions involving one or more of the basic four arithmetic operations, grouping symbols, and exponents to give equivalent names for whole numbers; convert between base-10, exponential, and repeated-factor notations. |

Use numerical expressions to find and represent equivalent names for fractions, decimals, and percents; use and explain a multiplication and division rules to find equivalent fractions and fractions in simplest form; convert between fractions, decimals, and percents. | ||

Understand Common Numerical Relations | Comparing and ordering numbers | Compare and order whole numbers up to 1,000,000 and decimals through thousandths; compare and order integers between -100 and 0; use area models, benchmark fractions, and analyses of numerators and denominators to compare and order fractions. |

Operations and Computation

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Computes Accurately | Addition and subtraction procedures | Use mental arithmetic, paper-and-pencil algorithms, and calculators to solve problems involving the addition and subtraction of whole numbers, decimals, and signed numbers; describe the strategies used and explain how they work. |

Multiplication and division facts | Demonstrate automaticity with multiplication facts and proficiency with division facts and extensions. | |

Multiplication and division procedures | Use mental arithmetic, paper-and-pencil algorithms, and calculators to solve problems involving the multiplication of whole numbers and decimals and the division of multidigit whole numbers and decimals by whole numbers; express remainders as whole numbers or fractions as appropriate; describe the strategies used and explain how they work. | |

Procedures for addition and subtraction of fractions | Use mental arithmetic, paper-and-pencil algorithms, and calculators to solve problems involving the addition and subtraction of fractions and mixed numbers; describe the strategies used and explain how they work. | |

Procedures for multiplication and division of fractions | Use area models, mental arithmetic, paper-and-pencil algorithms, and calculators to solve problems involving the multiplication of fractions and mixed numbers; use diagrams, a common-denominator method, and calculators to solve problems involving the division of fractions; describe the strategies used. | |

Make Reasonable Estimates | Computational estimation | Make reasonable estimates for whole number and decimal addition, subtraction, multiplication, and division problems and fraction and mixed number addition and subtraction problems; explain how the estimates were obtained. |

Understand Meanings of Operations | Models for the operations | Use repeated addition, arrays, area, and scaling to model multiplication and division; use ratios expressed as words, fractions, percents, and with colons; solve problems involving ratios of parts of a set to the whole set. |

Data and Chance

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Select and Create Appropriate Graphical Representations of Collected or Given Data | Data collection and representation | Collect and organize data or use given data to create bar, line, and circle graphs with reasonable titles, labels, keys, and intervals. |

Analyze and Interpret Data | Data analysis | Use the maximum, minimum, range, median, mode, and graphs to ask and answer questions, draw conclusions, and make predictions. |

Understand and Apply Basic Concepts of Probability | Qualitative probability | Describe events using certain, very likely, likely, unlikely, very unlikely, impossible and other basic probability terms; use more likely, equally likely, same chance, 50-50, less likely, and other basic probability terms to compare events; explain the choice of language |

Quantitative probability | Predict the outcomes of experiments, test the predictions using manipulatives, and summarize the results; compare predictions based on theoretical probability with experimental results; use summaries and comparisons to predict future events; express the probability of an events as a fraction, decimal, or percent. |

Measurement and Reference Frames

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Systems and Processes of Measurement; Use Appropriate Techniques, Tools, Units, and Formulas in Making Measurements | Length, weight, and angles | Estimate length with and without tools; measure length to the nearest 1/8 inch and centimeter; estimate the measures of angles with and without tools; use tools to draw angles with given measures. |

Area, perimeter, volume, and capacity | Describe and use strategies to find the perimeter of polygons and the area of circles; choose and use appropriate formulas to calculate the areas of rectangles, parallelograms; define pi as the ratio of a circle's circumference to its diameter. | |

Units and systems of measurement | Describe relationships among U.S. customary units of length and among metric units of length; and among U.S. customary units of capacity. | |

Use and Understand Reference Frames | Coordinate systems | Use ordered pairs of numbers to name, locate, and plot points, in the all four quadrants of a coordinate grid. |

Geometry

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Investigate Characteristics and Properties of Two- and Three-Dimensional Geometric Shapes | Lines and angles | Identify, describe, compare, name, and draw right, acute, obtuse, straight, and reflect angles; determine angle measures in vertical and supplementary angles and by applying properties of sums of angle measures in triangles and quadrangles. |

Plane and solid figures | Describe, compare, and classify plane and solid figures using appropriate geometric terms; identify congruent figures and describe their properties. | |

Apply Transformations and Symmetry in Geometric Situations | Transformations and symmetry | Identify, describe, and sketch examples of reflections, translations, and rotations. |

Patterns, Functions, and Algebra

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand Patterns and Functions | Patterns and functions | Extend, describe, and create numeric patterns; describe rules for patterns and use them to solve problems; write rules for functions involving the four basic arithmetic operations; represent functions using words, symbols, tables, and graphs and use those representations to solve problems. |

Use Algebraic Notation to Represent and Analyze Situations and Structures | Algebraic notation and solving number sentences | Determine whether number sentences are true or false; solve open number sentences and explain the solutions; use a letter variable to write an open sentence to model a number story; use a pan-balance model to solve linear equations with one unknown. |

Order of operations | Evaluate numeric expressions containing grouping symbols and nested grouping symbols; insert grouping symbols and nested grouping symbols to make number sentences true; describe and use the precedence of multiplication and division over addition and subtraction. | |

Properties of the arithmetic operations | Describe and apply properties of arithmetic. |