Alaska-DLM Essential Elements and Instructional Examples for Mathematics Fifth Grade Revised for Alaska July, 2014 The present publication was developed under grant 84.373X100001 from the U.S. Department of Education, Office of Special Education Programs. The views expressed herein are solely those of the author(s), and no official endorsement by the U.S. Department should be inferred.
AK Grade-Level Clusters AK-DLM Essential Elements 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 Instructional Examples EE5.OA.3. Identify and extend numerical patterns. Ex. Identify the following pattern as counting by twos and extend the pattern: 2, 4, 6, , , . Ex. Identify the following pattern as counting by tens and extend the pattern: 23, 33, 43, , . Students will: EE5.OA.3. Extend a picture pattern. “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 Ex. Given red, red, blue, red, red, Ex. Square, circle, triangle, square, shape. Students will: EE5.OA.3. Repeat a pattern. , identify the missing color. , triangle. Identify the missing observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Ex. Teacher claps twice, student claps twice. Ex. Activate a switch or indicate which choice shown repeats the pattern shown.
Fifth Grade Mathematics Standards: Number and Operations in Base Ten AK Grade-Level Clusters AK-DLM Essential Elements Instructional Examples Understand the place value system. 5.NBT.1. 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. EE5.NBT.1. Compare numbers up to 99 using base ten models. Students will: EE5.NBT.1. Compare numbers by composing and decomposing in two different ways. Ex. Decompose numbers by place value and compare by hundreds, tens, and ones (with the understanding that one 100, two 10s, and three ones combined is 123 ones). Ex. Compose numbers based on place value and compare to another number on the number line. Ex. Compare two numbers with different numbers in the tens place (e.g., 20 compared to 60) on the number line and explain 20 has two 10s or 20 ones and 60 is made of six 10s or 60 ones as it is written. Students will: EE5.NBT.1. Compare numbers to each other based on place value groups by composing and decomposing to 99. Ex. Compare two numbers with different numbers in the tens place (e.g., 20 compared to 60 on the number line). Ex. Demonstrate the difference between two numbers using dimes (e.g., 10 compared to 50). Ex. Decompose a number into tens and ones, given two different numbers (with the understanding that two 10s and three ones combined is 23 ones). Ex. Compare numbers on a table of ones and tens, given two different numbers. Students will: EE5.NBT.1. Compare numbers to 20. Ex. Using a number line and given two numbers, indicate where on the number line the numbers belong between the 10 markers. Ex. Given two numbers, indicate which one is greater, or less, or which comes first or last. Students will:
AK Grade-Level Clusters AK-DLM Essential Elements Students will: Instructional Examples EE5.MD.2.a. Display data on a picture, line plot, or bar graph and answer questions about the graph. Ex. Indicate where data should go on the graph, shade/color correct amount of spaces on given graph, and answer a question about the graph (e.g., Is this about dogs?). Ex. Use objects to display data on graph and indicate type of graph. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. 5.MD.3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. ƒ 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. ƒ A solid figure, which can be packed without gaps or overlaps using EE5.MD.3. Identify common shapes. Students will: EE5.MD.2.a. Identify a simple graph. Ex. Identify a simple picture graph or schedule. Ex. Pick out a graph when presented with a graph and a non-graph. EE5.MD.3-5. N/A Students will: EE5.MD.3-5. Determine volume of a cube by counting units of measure. Ex. Given cubes that fill a box with no gaps (small number, how many), determine by counting the number of cubes needed to fill the box. Ex. Given a cube 4 x 4 x 4 inches constructed of one square inch cube, disassemble it to determine by counting how many cubes were required. Students will: EE5.MD.3-5. Identify objects that have volume. Ex. Given a group of pictures (cup, rock, fork), choose which one can be filled. Ex. Identify objects in the room that can be filled (e.g., cup, fish tank). Ex. Given a square and a cube, indicate cube. Students will: EE5.MD.3-5. Demonstrate solid or liquid, full or empty. Ex. Given a glass of water and a paper weight, indicate which one you can pour. dimensional