Grade 5 Math Montana Standards

Graph points on the coordinate plane to solve real-world and mathematical problems.

Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

Classify two-dimensional figures into categories based on their properties.

Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.

Classify two-dimensional figures in a hierarchy based on properties.

Convert like measurement units within a given measurement system.

Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

Represent and interpret data.

Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume.

A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.

Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.

Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.

Understand the place value system.

Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

Read, write, and compare decimals to thousandths.

Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).

Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

Use place value understanding to round decimals to any place.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

Fluently multiply multi-digit whole numbers using the standard algorithm.

Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Use equivalent fractions as a strategy to add and subtract fractions.

Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.

Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b.

Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

Interpret multiplication as scaling (resizing), by:

Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.

Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

Interpret division of a unit fraction by a non-zero whole number, and compute such quotients.

Interpret division of a whole number by a unit fraction, and compute such quotients.

Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem.

Write and interpret numerical expressions.

Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

Analyze patterns and relationships.

Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Model with mathematics.

Use appropriate tools strategically.

Attend to precision.

Look for and make use of structure.

Look for and express regularity in repeated reasoning.

Geometry

Use a pair of perpendicular number lines, called axes, to define a coordinate system with the intersection of the lines at the origin arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the x-coordinate, the first number, indicates how far to travel from the origin in the direction of the x-axis and the y-coordinate, the second number, indicates how far to travel in the direction of the y-axis.

Represent problems including problems in context by graphing points in the first quadrant of the coordinate plane and interpret coordinate values of points in the context of the situation. This standard should incorporate designs and cultural context relating to Montana Indigenous Peoples and local communities.

Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.

Classify two-dimensional figures in a hierarchy based on properties.

Measurement and Data

Convert among different-sized standard measurement units within a given measurement system and use these conversions in solving multi-step problems in context. This standard should incorporate cultural context relating to Montana Indigenous Peoples and local communities.

Make a line plot to display a data set of measurements in fractions of a unit and use operations on fractions to solve problems involving information presented in line plots.

Recognize volume as an attribute of solid figures and understand concepts of volume measurement by:

*Recognize volume as an attribute of solid figures and understand concepts of volume measurement by* understanding that a cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume and can be used to measure volume.

*Recognize volume as an attribute of solid figures and understand concepts of volume measurement by* understanding that a solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and non-standard units.

Relate volume to the operations of multiplication and addition and volume problems including problems in context by:

*Relate volume to the operations of multiplication and addition and volume problems including problems in context by* finding the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes and showing that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base and representing the product of three whole numbers using the associative property of multiplication.

*Relate volume to the operations of multiplication and addition and volume problems including problems in context by* applying the formulas V = l × w × h and V = B × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths including problems in context.

*Relate volume to the operations of multiplication and addition and volume problems including problems in context by* recognizing volume as additive and finding volumes of solid figures composed of two nonoverlapping right rectangular prisms by adding the volumes of the nonoverlapping parts, applying this technique to solve problems in context. This standard should incorporate cultural context relating to Montana Indigenous Peoples and local communities.

Number and Operations in Base Ten

Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10, and use whole-number exponents to denote powers of 10.

Read, write, and compare decimals to thousandths by:

*Read, write, and compare decimals to thousandths by* reading and writing decimals to thousandths using standard form, word form, and expanded form.

*Read, write, and compare decimals to thousandths by* comparing two decimals to thousandths based on meanings of the digits in each place using >, =, and < symbols.

Use place value understandings to round decimals to any place.

Accurately and efficiently multiply multi-digit whole numbers using the standard algorithm.

Flexibly, accurately, and efficiently find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division and illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Add, subtract, multiply, and divide decimals to hundredths using concrete models or drawings. This standard should incorporate designs and cultural context relating to Montana Indigenous Peoples and local communities.

Number and Operations - Fractions

Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions.

Solve problems in context that involve addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, and use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.

Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b) and solve problems in context that involve division of whole numbers leading to answers in the form of fractions or mixed numbers.

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction by:

*Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction by* expressing the product (a/b) × q as "a" parts of a partition of q into b equal parts, equivalently, as the result of a sequence of operations a × q ÷ b.

*Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction by* finding the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, showing that the area is the same as would be found by multiplying the side lengths, multiplying fractional side lengths to find areas of rectangles, and represent representing fraction products as rectangular areas.

Interpret multiplication as scaling (resizing), by:

*Interpret multiplication as scaling (resizing), by* comparing the size of a product to the size of one factor on the basis of the size of the other factor without performing the indicated multiplication.

*Interpret multiplication as scaling (resizing), by* explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number, and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.

Solve problems in context that involve multiplication of fractions and mixed numbers. This standard should incorporate cultural context relating to Montana Indigenous Peoples and local communities.

Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions by:

*Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions by* expressing division of a unit fraction by a nonzero whole number and computing such quotients.

*Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions by* expressing division of a whole number by a unit fraction and computing such quotients.

*Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions by:* solve problems in context involving division of unit fractions by nonzero whole numbers and division of whole numbers by unit fractions. This standard should incorporate cultural context relating to Montana Indigenous Peoples and local communities.

Operations and Algebraic Thinking

Use parentheses, brackets, or braces in numerical expressions and evaluate expressions with these symbols using the order of operations.

Write simple expressions that record calculations with numbers and interpret numerical expressions without evaluating them.

Generate two numerical patterns using given rules and complete an input-output table for the data, identify apparent relationships between corresponding terms, form ordered pairs from the values in the input-output table, and graph them on a coordinate plane.

Number and Operations in Base Ten

Number and Operations—Fractions

Geometry

Standards for Mathematical Practice

Measurement and Data

Operations and Algebraic Thinking

Mathematical practice standard 1 is to problem-solve and persevere. Mathematically proficient students: make conjectures, plan, and follow solution strategies; evaluate their progress and accuracy; engage in sense-making and self-monitoring; and persevere in seeking solutions, and value alternative approaches.

Mathematical practice standard 2 is to abstract and generalize. Mathematically proficient students are able to decontextualize and symbolically represent both mathematical and non-mathematical situations to search for and analyze regularities, patterns, and structures.

Mathematical practice standard 3 is to justify and prove. Mathematically proficient students create, evaluate, justify, and refute mathematical claims in developmentally and mathematically appropriate ways.

Mathematical practice standard 4 is to model with mathematics. Mathematically proficient students: make sense of a scenario; identify a problem to be solved, and mathematize it; and apply a mathematical model to reach a solution and verify its viability.

Mathematical practice standard 5 is to represent. Mathematically proficient students recognize, use, create, interpret, and translate representations using appropriate methods and tools; and understand multiple ways of representing mathematical ideas and how they are related.

Mathematical practice standard 6 is to collaborate mathematically. Mathematically proficient students engage in mathematics as a social enterprise through discussion and collaborative inquiry where ideas are offered, debated, connected, and built upon toward solutions, shared understanding, and appreciation of other perspectives.

Mathematical practice standard 7 is to culturally connect. Mathematically proficient students recognize cultural connections and contributions to mathematics; and appreciate the role of mathematics in various cultural contexts, including those of tribally-specific Montana Indigenous Peoples.