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. |
