Scott Foresman-Addison Wesley Grade 5 Mathematics Curriculum

25 Pages·2009·0.13 MB·English

Milwaukee Public Schools Curriculum Guide - Grade 5 Scott Foresman-Addison Wesley Mathematics 2008-2009

Scott Foresman-Addison Wesley
Grade 5
Mathematics Curriculum Guides

Wisconsin MPS Wisconsin Assessment
Mathematics Learning Target Descriptors for Mathematics Curriculum
Standard (For Beginning Grade 6)

A. Note: Mathematical processes 1) Reasoning: Use reasoning and logic to:
Mathematical need to be embedded in all • Perceive patterns • Identify relationships
Processes mathematical strands • Formulate questions • Pose problems
throughout the school year. • Make conjectures • Justify strategies
r Math processes are assessed on • Test reasonableness of results
a
e the WKCE-CRT and reported
Y
e as a separate proficiency area. 2) Communication: Communicate mathematical ideas and reasoning using
h
T For example, students are the vocabulary of mathematics in a variety of ways (e.g., using words,
t asked to provide written numbers, symbols, pictures, charts, tables, diagrams, graphs, and models).
u
ho justifications and explanations,
g
u pose problems, and represent 3) Connections: Connect mathematics to the real world as well as within
o
r concepts. mathematics.
h
T
4) Representations: Create and use representations to organize, record, and
communicate mathematical ideas.

5) Problem Solving: Solve and analyze routine and non-routine problems.

The committee recommends that teachers carefully look at Chapters 11 and 12. Since this textbook is very rich with mathematical experiences,
teachers may run out of time before getting to Chapter 12. Chapter 12 lays the foundation for further Algebraic experiences. The committee
highly recommends teachers to consider integrating this chapter throughout their year-long curriculum plan.

Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 5 Developed by the Milwaukee Mathematics Partnership with support by the National 1
Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Curriculum Guide - Grade 5 Scott Foresman-Addison Wesley Mathematics 2008-2009

Time Curricular Connections MPS Learning Targets Wisconsin State Framework Assessment Descriptors Connections
Units/Lessons District Model CABS
September Chapter 1: Place Value, Number Operations and Number Operations & Relationships MPS Number
Adding, and Subtracting Relationships # 1 B.a:1 Recognize and apply place-value concepts to whole Operations and
Pose real-world problems, numbers less than 10,000,000. (1.1, 1.2, 1.3, 1.4, 1.5, 1.6, Relationships CABS #4,
19 days of 1.1 Place Value Through and use strategies, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14,1.15) #7
Billions (NO&R) including number theory
teaching
1.2 Comparing and concepts and place value, MPS Algebra CABS
B.a:2 Read, write, and represent numbers using words,
Ordering Whole Numbers to compare numbers, make #10
numerals, pictures (base-ten blocks), number lines, arrays
(NO&R) estimates, and solve single
expanded forms (12,436=10,000+2,000+400+30+6), and
1.3 Place Value Through and multi-step word symbolic reasoning e.g., 12,436=12,450-14c. (1.1. 1.2,
Thousandths (NO&R) problems. (1.1, 1.2, 1.3, MPS Measurement
1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14,
1.4 Comparing and 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, CABS #7d (For lesson
1.15)

Ordering Decimals (NO 1.10, 1.11, 1.12, 1.13, 1.14, 1.10)
B.a:3 Compare and order numbers less than 100,000
&R) 1.15, 2.1, 2.2)
represented in numbers, arrays, symbols (<, >, =) and
1.5 Place Value Patterns
words. (1.2, 1.4, 1.8)
(NO&R) Number Operations and

1.6 Problem-Solving Relationships # 2
B.a:12 Identify and represent equivalence between
Skill, Read and Generate and represent
fractions, percents, and decimals. (1.4, 1.8, 1.12, 1.13,
Understand (NO&R) equivalent forms of
1.7 Adding and commonly used fractions, 1.14, 1.15)
Subtracting Mentally decimals, and percents;
(NO&R) estimate with benchmarks; B..b:13 Use all operations in everyday situations to
1.8 Rounding Whole and use strategies to solve single or multi-step word problems. (1.6, 1.10, 1.14,

Numbers and Decimals compare, add, and subtract 1.15, 2.1, 2.2)

(NO&R) fractions and decimals with
1.9 Estimating Sums and and without context. B.b:14 Solve three and four-digit addition and
Differences (NO&R) (1.3, 1.4, 1.5, 1.8, 1.9, subtraction with regrouping, multiplication of three-digit
1.10 Problem-Solving 1.12, 1.13, 1.14, 1.15) by two-digit numbers, division with single-digit divisors
Skill, Plan and Solve and four-digit dividends with two-step or mixed operation

(NO&R) problems. (1.7, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 2.1)
1.11 Adding and
Subtracting Whole B.b:16 Solve problems using basic multiplication and
Numbers (NO&R) division facts. (2.1, 2.2)
1.12 Adding Decimals
(NO&R, AR) B.b:19 Estimate using basic whole number operations,
1.13 Subtracting benchmark fractions, and benchmark decimals. (1.4, 1.8,
Decimals (NO&R) 1.9, 1.12, 1.13, 1.14, 1.15, 2.2)

Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 5 Developed by the Milwaukee Mathematics Partnership with support by the National 2
Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Curriculum Guide - Grade 5 Scott Foresman-Addison Wesley Mathematics 2008-2009
Number Operations & Relationships
Chapter 1: Place Value, Algebraic B.b:20 Determine reasonableness of answers
September Adding, and Subtracting Relationships # 9
(1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12,

1.13, 1.14, 1.15, 2.1, 2.2, 2.3, 2.4)
19 days of 1.14 Problem-Solving Apply and justify use of
Skill, Look Back and equations, inequalities, Algebraic Relationships
teaching
Check (NO&R, MP) properties (e.g.,
1.15 Problem-Solving distributive, F.c:12 Use the commutative property of multiplication
Applications, Cruise 4x27=4x25+4x2), and with positive single digits. (1.7, 2.1)
Ships (NO&R) order of operations to
represent and solve one- F.c:15 Demonstrate understanding of distributive
step and two-step problems property. (2.3)
with and without context
(1.7, 2.1, 2.3)

Chapter 2: Multiplying
Whole Numbers and

Decimals

2.1 Multiplication
Patterns (NO&R, AR)
2.2 Estimating Products
(NO&R)

There are 2 days
allowed each month for

assessment purposes

Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 5 Developed by the Milwaukee Mathematics Partnership with support by the National 3
Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Curriculum Guide - Grade 5 Scott Foresman-Addison Wesley Mathematics 2008-2009
Chapter 2: Multiplying MPS Number
October Whole Numbers and Number Operations and Number Operations & Relationships Operations and
Decimals Relationships # 1 Relationships CABS #3,
Pose real-world problems,
20 teaching B.a:5 Read, write, and identify monetary amounts
2.3 Mental Math: Using and use strategies,
days represented with visual models. (3.5)
the Distributive Property including number theory MPS Algebraic

(AR) concepts and place value, Relationships CABS #1
B.a:6 Compare and order monetary amounts.
2.4 Multiplying Whole to compare numbers, make
numbers (NO&R) estimates, and solve single (3.5)
2.5 Choose a and multi-step word
*The time allotted Computation Method problems. (2.3, 2.4, 2.5, B.b:13 Use all operations in everyday situations to solve
and the emphasis (NO&R) 2.6, 2.6, 2.7, 2.8, 2.9, 2.10, single or multi-step word problems. (2.3, 2.4, 2.5, 2.6,
on these lessons 2.6 Problem Solving 2.11, 2.16, 3.1, 3.2, 3.3, 2.7, 2.8, 2.9, 2.10, 2.11, 2.12, 2.13, 2.14, 2.15, 2.16, 3.1,
are at the Strategy, Make and 3.4, 3.5) 3.2, 3.5)
discretion of the
teacher. These Organize List
sub-skills are (NO&R,AR) Number Operations and B.b:14 Solve three and four-digit addition and
beyond the 2.7 Decimal Patterns Relationships # 2 subtraction with regrouping, multiplication of three-digit
parameters of the
state descriptors (NO&R) Generate and represent by two-digit numbers, division with single-digit divisors
and Milwaukee 2.8 Estimating Decimal equivalent forms of and four-digit dividends with two-step or mixed operation
Public Schools Products (NO&R) commonly used fractions, problems. (2.3, 2.4, 2.5, 2.7, 2.8, 2.9, 2.11, 2.16, 3.1, 3.2,
Learning Targets 2.9 Multiplying Whole decimals, and percents; 3.3, 3.5)
for 5th Grade
Numbers and Decimals estimate with benchmarks;

(NO&R) and use strategies to
B.b:15 Compute with decimals in the context of money
2.10 Using Grids to compare, add, and subtract
and make change. (3.5)
Multiply Decimals by fractions and decimals with

Decimals (NO&R)* and without context. (2.7,
2.11 Multiplying 2.8, 2.9, 2.10, 2.11, 2.16) B.b:16 Solve problems using basic multiplication and
Decimals by Decimals division facts. (2.3, 2.4, 2.5, 2.7, 2.8, 2.9, 2.10, 2.11,

(NO&R) Algebraic 2.12, 2.13, 2.14, 2.15, 2.16, 3.1, 3.2, 3.3, 3.4, 3.5)

2.12 Variables and Relationships # 8
Expressions ( AR) B.b:19 Estimate using basic whole number operations,
2.13 Problem Solving Represent, extend, and benchmark fractions, and benchmark decimals. (2.8, 3.3)
Skill, Translating Words describe patterns and
into Expressions (AR) functional relationships
B.b:20 Determine reasonableness of answers.
2.14 Find a Rule (AR) using words, symbolic
(2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 2.11, 2.12,
2.15 Solving Equations rules, tables, and graphs.
(NO&R, AR.) (2.6, 2.7, 2.12, 2.13, 2.14, 2.13, 2.14, 2.15, 2.16, 3.1, 3.2, 3.3, 3.4, 3.5)
2.16 Problem Solving 2.15)
Application, Weight
(NO&R)

Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 5 Developed by the Milwaukee Mathematics Partnership with support by the National 4
Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Curriculum Guide - Grade 5 Scott Foresman-Addison Wesley Mathematics 2008-2009
Chapter 3: Dividing
October With One Digit Divisors Algebraic Relationships Algebraic Relationships
# 9
3.1 The Meaning of
20 teaching F.a:1 Recognize, extend, describe, create and replicate a
Division(NO&R) Apply and justify use of
days variety of patterns including attribute, numeric, and
3.2 Division equations, inequalities,
geometric patterns. (2.12, 2.14)
Patterns(NO&R) properties (e.g.,

3.3 Estimating Quotients distributive,
(NO&R) 4x27=4x25+4x2), and F.a:2 Represent patterns and relationships with pictures,
3.4 Problem-Solving order of operations to tables, and charts. (2.12, 2.14, 2.15)
Strategy, Look For A represent and solve one-
Pattern( NO&R) step and two-step problems F.a:3 Describe a rule that explains a functional
3.5 Understanding with and without context relationship or pattern using addition, subtraction, or

Division(NO&R) (2.3, 2.12, 2.13, 2.14,2.15) multiplication rules. (2.14)

F.b:7 Solve one-step equations with “box” variable and

whole number coefficients in problems with and without
There are 2 days
context using whole number coefficients. (2.12, 2.14,
allowed each month for
2.15)
assessment purposes

F.b:9 Represent problem situations with one or two-step
equations or expressions. Solve simple two-step, two-
operation patterns. (2.12, 2.14)

F.c:13 Use the inverse relationship of division and
multiplication with single whole digits. (3.1, 3.6)

Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 5 Developed by the Milwaukee Mathematics Partnership with support by the National 5
Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Curriculum Guide - Grade 5 Scott Foresman-Addison Wesley Mathematics 2008-2009
Chapter 3: Dividing Number Operations and
November With One Digit Divisors Number Operations Number Operations and Relationships Relationships CABS # 2,
and Relationships # 1 # 3, #5, #6, #7 page 4
13 teaching 3.6 Dividing Whole
B.a:1 Recognize and apply place-value concepts to
days Numbers (NO&R) Pose real-world problems, Algebraic Relationships
whole numbers less than 10,000,000. (3.16)
3.7 Zeros in the Quotient and use strategies, CABS#2, #3, #4, #5, #6,

(NO&R) including number theory #7, #8,
B.a:2 Read, write, and represent numbers using words,
3.8 Dividing Larger concepts and place value,
numerals, pictures (base-ten blocks), number lines, arrays
Dividends (NO&R) to compare numbers, make
3.9 Dividing Money estimates, and solve single expanded forms (12,436=10,000+2,000+400+30+6), and
(NO&R) and multi-step word symbolic reasoning e.g., 12,436=12,450-14c. (3.16)
3.10 Factors and problems. (3.7, 3.8, 3.9,
Divisibility (NO&R) 3.10, 3.11, 3.12, 3.16) B.a:4 Identify and use number theory concepts:

3.11 Prime and • Prime and composite numbers
Composite Numbers Number Operations and • Divisibility potential of numbers (divisors1-10, 25)
(NO&R) Relationships # 2 • Least common multiples through 24
3.12 Problem-Solving Generate and represent • Greatest common factors through 50 (3.10, 3.11)
Skill, Interpreting equivalent forms of
Remainders (NO&R) commonly used fractions, B.a:5 Read, write, and identify monetary amounts

3.13 Order of Operations decimals, and percents; represented with visual models. (3.9)

(AR) estimate with benchmarks;
3.14 Graphing ordered and use strategies to B.a:6 Compare and order monetary amounts. (3.9)
pairs (AR) compare, add, and subtract
3.15 Rules, Tables, and fractions and decimals with B.a:12 Identify and represent equivalence between
Graphs (AR) and without context.
fractions, percents, and decimals. (3.16)
3.16 Problem Solving (3.16)

Application, High-Speed
Trains (NO&R) Algebraic B.b:13 Use all operations in everyday situations
Relationships # 8 to solve single or multi-step word problems. (3.7, 3.8,
Represent, extend, and 3.9, 3.10,3.11, 3.12)
describe patterns and

There are 2 days functional relationships B.b:14 Solve three and four-digit addition and

allowed each month for using words, symbolic subtraction with regrouping, multiplication of three-digit
assessment purposes rules, tables, and graphs. by two-digit numbers, division with single-digit divisors
(3.14, 3.15) and four-digit dividends with two-step or mixed operation
problems. (3.7, 3.8, 3.9, 3.12)

B.b:15 Compute with decimals in the context of money

and make change. (3.9)

Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 5 Developed by the Milwaukee Mathematics Partnership with support by the National 6
Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Curriculum Guide - Grade 5 Scott Foresman-Addison Wesley Mathematics 2008-2009

Chapter 3: Dividing Number Operations and Relationships
With One Digit Divisors
November B.b:16 Solve problems using basic

multiplication and division facts. (3.7, 3.8. 3.9, 3.10,

13 teaching 3.11, 3.12)

days

B.b:19 Estimate using basic whole number operations,
benchmark fractions, and benchmark decimals. (3.16)

B.b:20 Determine reasonableness of answers

(3.7, 3.8, 3.9, 3.10, 3.11, 3.12)

Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 5 Developed by the Milwaukee Mathematics Partnership with support by the National 7
Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Curriculum Guide - Grade 5 Scott Foresman-Addison Wesley Mathematics 2008-2009

Time Curricular MPS Learning Targets Wisconsin Assessment Connections
Connections Descriptors for Mathematics District Model
Units/Lessons CABS
Algebraic Relationships
F.a:1 Recognize, extend, describe, create and replicate a
variety of patterns including attribute, numeric, and
geometric patterns. (3.13, 3.15)

F.a:2 Represent patterns and relationships with pictures,

tables, and charts. (3.14, 3.15)

F.a:3 Describe a rule that explains a functional

relationship or pattern using addition, subtraction, or

multiplication rules. (3.13, 3.15)

F.b:7 Solve one-step equations with “box” variable and

whole number coefficients in problems with and without

context using whole number coefficients. (3.15)

F.b:8 Solve two-step multi-operation equations with
“box” or letter variable and whole number coefficients
with and without context. Ex. 3 * “box” + 1 = 7. (3.13,
3.15)

F.b:9 Represent problem situations with one or two-step
equations or expressions. Solve simple two-step, two-
operation patterns. (3.13, 3.14, 3.15)

F.b:10 Solve two-step open sentences involving all
operations (3.13, 3.15)

F.b:11 Solve equations involving any two operations

(3.13, 3.15)

F.c:14 Simplify (evaluate) two-step numerical

expressions using correct order of operations (3.13)

F.c:16 Demonstrate understanding of order of operations

by solving two-step open sentences involving all

Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 5 Developed by the Milwaukee Mathematics Partnership with support by the National 8
Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Curriculum Guide - Grade 5 Scott Foresman-Addison Wesley Mathematics 2008-2009
operations (3.13)
December Chapter 4: Dividing Number Operations and Number Operations & Relationships MPS Number and
with Two-Digit Relationships # 1 Operations

Divisors Pose real-world problems, and CABS # 2, #3 (These
B.a:1 Recognize and apply place-value concepts to
4.1 Dividing by use strategies, including number CABS have been
whole numbers less than 10,000,000. (4.1, 4.2, 4.3, 4.4,
15 days of Multiples of 10 theory concepts and place value, listed in previously
4.5, 4.6, 4.7, 4.8, 4.9, 4.10, 4.11, 4.12)
teaching (NO&R) to compare numbers, make chapters, you could

4.2 Estimating with estimates, and solve single and modify the numbers
B.a:4 Identify and use number theory concepts: Prime
Two-Digit multi-step word problems. (4.1, to meet the needs of
and composite numbers, Divisibility potential of
Divisors(NO&R) 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, your students.)
4.3 Problem-Solving 4.9, 4.10, 4.11, 4.12) numbers, least common multiples through 24, greatest
Strategy, Try, common factors through 50. (4.1, 4.2, 4.3, 4.4, 4.5, 4.6,
Check, and Revise Number Operations and 4.7, 4.8, 4.9, 4.10, 4.11, 4.12)
(NO&R) Relationships # 2
4.4 Dividing Whole Generate and represent B.a:5 Read, write, and identify monetary amounts
Numbers by Two- equivalent forms of commonly represented with visual model (4.2, 4.10)
Digit Divisors used fractions, decimals, and

(NO&R) percents; estimate with
B.a:6 Compare and order monetary amounts (4.2, 4.10)
Take time to 4.5 Dividing Larger benchmarks; and use strategies

complete any Numbers (NO&R) to compare, add, and subtract
B.b:13 Use all operations in everyday situations to solve
lessons that 4.6 Dividing: Choose a fractions and decimals with and
single or multi-step word problems. (4.1, 4.2, 4.3, 4.4,
have not yet Computation without context.
4.5, 4.6, 4.7, 4.8, 4.9, 4.10, 4.11, 4.12)
been Method (NO&R) (4.8, 4.9, 4.10, 4.11, 4.12)
completed 4.7 Dividing with Zeros
in the Quotient B.b:14 Solve three and four-digit addition and
(NO&R) subtraction with regrouping, multiplication of three-digit
4.8 Problem-Solving by two-digit numbers, division with single-digit divisors
Skill, Multiple-Step and four-digit dividends with two-step or mixed
Problems (NO&R) operation problems. (4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8,
4.9 Dividing Decimals 4.9, 4.10, 4.11, 4.12)
by 10, 100, and
1,000 B.b:16 Solve problems using basic multiplication and
(NO&R) division facts. (4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9,
4.10 Dividing Money by 4.10, 4.11, 4.12)
Two-digit Divisors
(NO&R) (B.b:19 Estimate using basic whole number operations,
4.11 Dividing Decimals benchmark fractions, and benchmark decimals. (4.2,4.3,
by Whole Numbers 4.4, 4.5,4.7)
(NO&R)
4.12 Problem-Solving B.b:20 Determine reasonableness of answers (3.16)
Applications,
Animal Speeds
Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 5 Developed by the Milwaukee Mathematics Partnership with support by the National 9
Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Curriculum Guide - Grade 5 Scott Foresman-Addison Wesley Mathematics 2008-2009
(NO&R)
January Chapter 5: Data, Number Operations and Number and Operations and Relationships
Graphs, and Relationships # 1 MPS Statistics and
B.a:2 Read, write, and represent numbers using words,
15 days of Probability Pose real-world problems, and Probability CABS
numerals, pictures (base-ten blocks), number lines, arrays
teaching use strategies, including number #1, #2, #3. #4, #5,
expanded forms (12,436=10,000+2,000+400+30+6), and
5.1 Collecting Data from theory concepts and place value, #6a and b,
symbolic reasoning e.g., 12,436=12,450-14c. (5.13)
a Survey (Stats/Prob) to compare numbers, make #8a and b,

5.2 Bar Graphs estimates, and solve single and #9a and b
B.b:19 Estimate using basic whole number operations,
(Stats/Prob) multi-step word problems. (5.13)
benchmark fractions, and benchmark decimals. (5.13)
5.3 Line Graphs

(Stats/Prob) Number Operations and
B.b:20 Determine reasonableness of answers
5.4 Stem-and-Leaf Plots Relationships # 2
(Stats/Prob) Generate and represent (5.13)
5.5 Problem Solving equivalent forms of commonly
Strategy, Make a Graph used fractions, decimals, and Statistics and Probability
(stats/Prob) percents; estimate with E.a:1 Formulate questions to collect, organize, and display
5.6 Mean, Median, and benchmarks; and use strategies data. (5.1, 5.2,5.3, 5.4, 5.5,5.6, 5.7, 5.8, 5.9)
Mode (Stats/Prob) to compare, add, and subtract

5.7 Circle Graphs fractions and decimals with and
E.a:2 Collect, organize, and display data in appropriate
(Stats/Prob) without context.
graphs or charts. (5.1,5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9)
5.8 Choosing an (5.13)

Appropriate Graph
E.a:3 Draw reasonable conclusions based on contextual data.
(Stats/Prob) Statistics and Probability #6
(5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10, 5.11, 5.12, 5.13)
5.9 Problem Solving Conduct data investigations,

Skill, Writing to interpret and summarize (e.g.
E.a:4 Use data to predict outcomes or trends from graphs and
Compare (Stats/Prob) mean, median, mode, range) data
tables. (5.1,5.2, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9)
5.10 Predicting sets and displays (e.g., line plots,

Outcomes (Stats/Prob) Venn diagrams), and make
E.a:5 Extract, interpret, and analyze data from single bar
5.11 Listing Outcomes context-based conclusions and
graphs, tables and charts, line plots, context, circle graphs,
(Stats/Prob) predictions (5.1, 5.2,5.3. 5.4, 5.5,
and Venn diagrams. (5.1,5.2, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9)
5.12 Expressing 5.6, 5.7, 5.8, 5.9, 5.13)
Probability as a Fraction
(Stats/Prob) E.a:6 Describe a given set of data of ten or fewer
5.13 Problem Solving Statistics and Probability #7 items/numbers using the terms mean, median, ,mode, range
Applications, Population Describe the difference between to extract information from organized charts, tables, graphs,
Growth theoretical and experimental and Venn diagrams in problems with and without context.
(NO&R),(Stats/Prob) probabilities, determine the (5.6,5.13)
likelihood and fairness of events,
and explain why probabilities
are represented as fractions and

percents from 0 to 1

(5.10, 5.11, 5.12, 5.13)
Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 5 Developed by the Milwaukee Mathematics Partnership with support by the National 10
Science Foundation under Grant No. 0314898.
8/26/08