| Content |
single transformations |
Mathematics 5 |
No CCG |
| Keyword: transformations |
Elaboration: single transformations (slide/translation, flip/reflection, turn/rotation)using concrete materials with a focus on the motion of transformationsweaving, cedar baskets, designs |
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| Content |
classification of prisms and pyramids |
Mathematics 5 |
No CCG |
| Keyword: classification |
Elaboration: investigating 3D objects and 2D shapes, based on multiple attributesdescribing and sorting quadrilateralsdescribing and constructing rectangular and triangular prismsidentifying prisms in the environment |
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| Content |
duration, using measurement of time |
Mathematics 5 |
No CCG |
| Keyword: time |
Elaboration: understanding elapsed time and durationapplying concepts of time in real-life contexts and problem-based situationsdaily and seasonal cycles, moon cycles, tides, journeys, events |
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| Content |
relationships between area and perimeter |
Mathematics 5 |
No CCG |
| Keyword: area and perimeter |
Elaboration: measuring area of squares and rectangles, using tiles, geoboards, grid paperinvestigating perimeter and area and how they are related to but not dependent on each otheruse traditional dwellingsInvite a local Elder or knowledge keeper to talk about traditional measuring and estimating techniques for hunting, fishing, and building. |
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| Content |
area measurement of squares and rectangles |
Mathematics 5 |
No CCG |
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| Content |
one-step equations with variables |
Mathematics 5 |
No CCG |
| Keyword: one-step equations |
Elaboration: solving one-step equations with a variableexpressing a given problem as an equation, using symbols (e.g., 4 + X = 15) |
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| Content |
rules for increasing and decreasing patterns with words, numbers, symbols, and variables |
Mathematics 5 |
No CCG |
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| Content |
multiplication and division facts to 100 (emerging computational fluency) |
Mathematics 5 |
No CCG |
| Keyword: facts to 100 |
Elaboration: Provide opportunities for concrete and pictorial representations of multiplication.Use games to provide opportunities for authentic practice of multiplication computations.looking for patterns in numbers, such as in a hundred chart, to further develop understanding of multiplication computationConnect multiplication to skip-counting.Connect multiplication to division and repeated addition.Memorization of facts is not intended this level.Students will become more fluent with these facts.using mental math strategies such as doubling and halving, annexing, and distributive propertyStudents should be able to recall many multiplication facts by the end of Grade 5 (e.g., 2s, 3s, 4s, 5s, 10s).developing computational fluency with facts to 100 |
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| Content |
addition and subtraction facts to 20 (extending computational fluency) |
Mathematics 5 |
No CCG |
| Keyword: addition and subtraction facts to 20 |
Elaboration: Provide opportunities for authentic practice, building on previous grade-level addition and subtraction facts.applying strategies and knowledge of addition and subtraction facts in real-life contexts and problem-based situations, as well as when making math-to-math connections (e.g., for 800 + 700, you can annex the zeros and use the knowledge of 8 + 7 to find the total) |
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| Content |
addition and subtraction of decimals to thousandths |
Mathematics 5 |
No CCG |
| Keyword: decimals |
Elaboration: estimating decimal sums and differencesusing visual models such as base 10 blocks, place-value mats, grid paper, and number linesusing addition and subtraction in real-life contexts and problem-based situationswhole-class number talks |
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| Content |
multiplication and division to three digits, including division with remainders |
Mathematics 5 |
No CCG |
| Keyword: multiplication and division |
Elaboration: understanding the relationships between multiplication and division, multiplication and addition, and division and subtractionusing flexible computation strategies (e.g., decomposing, distributive principle, commutative principle, repeated addition, repeated subtraction)using multiplication and division in real-life contexts and problem-based situationswhole-class number talks |
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| Content |
addition and subtraction of whole numbers to 1 000 000 |
Mathematics 5 |
No CCG |
| Keyword: whole numbers |
Elaboration: using flexible computation strategies involving taking apart (e.g., decomposing using friendly numbers and compensating) and combining numbers in a variety of ways, regroupingestimating sums and differences to 10 000using addition and subtraction in real-life contexts and problem-based situationswhole-class number talks |
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| Content |
whole-number, fraction, and decimal benchmarks |
Mathematics 5 |
No CCG |
| Keyword: benchmarks |
Elaboration: Two equivalent fractions are two ways to represent the same amount (having the same whole).comparing and ordering of fractions and decimalsaddition and subtraction of decimals to thousandthsestimating decimal sums and differencesestimating fractions with benchmarks (e.g., zero, half, whole)equal partitioning |
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| Content |
equivalent fractions |
Mathematics 5 |
No CCG |
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| Content |
decimals to thousandths |
Mathematics 5 |
No CCG |
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