Download Common Core Learning Standards

Common Core Learning Standards
GRADE 5 Mathematics
OPERATIONS & ALGEBRAIC THINKING
Common Core Learning
Standards
Write and interpret numerical
expressions.
Concepts
numerical
expressions
5.OA.1.
Use parentheses, brackets, or braces in
numerical expressions, and evaluate
expressions with these symbols.
Embedded Skills
Evaluate numerical expressions with parentheses,
brackets, and/or braces.
Write numerical expressions with parentheses,
brackets, and/or braces.
Vocabulary
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parentheses
brackets
braces
Symbols
numerical
expressions
evaluate
SAMPLE TASKS
I.
A. Missy evaluated the expression below. Identify her mistake.
3 x (8 + 7) = 31
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B. In the space below, evaluate Missy’s expression correctly.
Copyright (c) 2011 by Erie 1 BOCES- Deep Curriculum Alignment Project for Mathematics-- Permission to use (not alter) and reproduce for educational purposes only.
II. Compare the two expressions below using >, <, or =. Show all your mathematical thinking.
8 x (9 – 3)
4 x [(8 - 4) + (6 – 3)]
Copyright (c) 2011 by Erie 1 BOCES- Deep Curriculum Alignment Project for Mathematics-- Permission to use (not alter) and reproduce for educational purposes only.
Common Core Learning
Standards
Write and interpret numerical
expressions.
5.OA.2.
Write simple expressions that record
calculations with numbers, and interpret
numerical expressions without evaluating
them. For example, express the calculation
“add 8 and 7, then multiply by 2” as 2 × (8 + 7).
Recognize that 3 × (18932 + 921) is three times
as large as 18932 + 921, without having to
calculate the indicated sum or product.
Concepts
simple
numerical
expressions
Embedded Skills
Translate verbal expressions to numerical
expressions.
Write simple numerical expressions from verbal
expressions without evaluating the expression.
Translate numerical expressions to verbal
expressions.
Vocabulary
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simple
expressions
calculations
numerical
expressions
verbal
expressions
sum
difference
product
quotient
SAMPLE TASKS
I.
A. Express the following calculation as a numerical expression: Five times the sum of seventeen and twenty-four.
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B. Evaluate the numerical expression you wrote on the line above.
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Copyright (c) 2011 by Erie 1 BOCES- Deep Curriculum Alignment Project for Mathematics-- Permission to use (not alter) and reproduce for educational purposes only.
II. Without evaluating the expressions below, determine which one is greater using >, <, or =.
4 x (9 - 7)
4 x (6 – 2)
Explain your reasoning in deciding which expression is greater.
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Copyright (c) 2011 by Erie 1 BOCES- Deep Curriculum Alignment Project for Mathematics-- Permission to use (not alter) and reproduce for educational purposes only.
Common Core Learning
Standards
Analyze patterns and relationships.
5.OA.3.
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. For example, given the
rule “Add 3” and the starting number 0, and
given the rule “Add 6” and the starting number
0, generate terms in the resulting sequences,
and observe that the terms in one sequence
are twice the corresponding terms in the other
sequence. Explain informally why this is so.
Concepts
numerical
patterns
Embedded Skills
Generate two numerical patterns using two given
rules.
Describe the relationship between two numerical
patterns.
Construct input/output table to form ordered pairs.
Graph ordered pairs on a coordinate plane.
Identify the relationship between two numerical
patterns on a graph.
Vocabulary
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ordered pairs
corresponding
terms
patterns
numerical
patterns
coordinate
plane
variable
corresponding
terms
Explain why the relationship between two
numerical patterns on a graph exists.
Write the rule for a pattern using a variable.
SAMPLE TASKS
I.
Start with 0. Use the rule “Add 4” to create a number pattern. Then use the rule “Add 20” to create a second number pattern.
Compare the corresponding terms in each sequence. What do you notice?
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Copyright (c) 2011 by Erie 1 BOCES- Deep Curriculum Alignment Project for Mathematics-- Permission to use (not alter) and reproduce for educational purposes only.
II. Graph the pattern created by the rule y = x on the coordinate plane. Then graph the pattern created by the rule y = x +3 on the same
coordinate plane. What do you notice about the two patterns?
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Copyright (c) 2011 by Erie 1 BOCES- Deep Curriculum Alignment Project for Mathematics-- Permission to use (not alter) and reproduce for educational purposes only.