5 th Grade Math

Learning Objectives
Includes:
• All Texas 5th Grade Math
TEKS
• We will and I can
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 We will statements…
Learning Objectives
We will the
value of the digit in
decimals through the
thousandths using
expanded notation
and numerals.
 We will
two decimals
to thousandths and
represent
comparisons using
the symbols >, < and =.
We will
decimals to
tenths or
hundredths.
We will estimate
to determine solutions to
mathematical and real-
world problems involving
addition, subtraction,
multiplication,
or division.
We will with
fluency a three-
digit number by a
two-digit number
using the standard
algorithm.
 We will with
proficiency for
quotients of up to a
four-digit dividend by a
two-digit divisor using
strategies and the
standard algorithm.
 We will
multiplication of
decimals with products
to the hundredths
using objects and
pictorial models,
including area models.
We will for products of
decimals to the hundredths,
including situations involving
money, using strategies based
on place-value
understandings, properties of
operations, and the
relationship to the
multiplication of whole
numbers.
 We will
quotients of decimals to
the hundredths, up to
four-digit dividends and
two-digit whole number
divisors, using objects
and pictorial models,
including area models.
 We will for
quotients of decimals to
the hundredths, up to
four-digit dividends and
two-digit whole number
divisors, using strategies
and algorithms, including
the standard algorithm.
 We will
addition and
subtraction of fractions
with unequal
denominators referring to
the same whole using
objects and pictorial
models and properties of
operations.
 We will
multiplication of a
whole number and a
fraction that refers to
the same whole using
objects and pictorial
models, including area
models.
 We will division
of a unit fraction by a
whole number and the
division of a whole number
by a unit fraction such as
1/3 ÷ 7 and 7 ÷ 1/3 using
objects and pictorial
models, including area
models.
 We will
positive
rational numbers
fluently.
We will whole
numbers by unit
fractions and unit
fractions by whole
numbers.
We will
prime and
composite
numbers.
We will
multi-step
problems involving the
four operations with
whole numbers using
equations with a letter
standing for the
unknown quantity.
 We will a
numerical pattern
when given a rule in
the form y = ax or y
= x + a and graph.
We will the
difference between
additive and
multiplicative
numerical patterns
given in a table or
graph.
We will the
meaning of
parentheses and
brackets in a
numeric expression.
 We will
numerical
expressions that do
not involve
exponents, including
up to two levels of
grouping.
We will concrete
objects and pictorial
models to develop the
formulas for the
volume of a
rectangular prism,
including the special
form for a cube.
 We will
problems
related to
perimeter and/or
area and related to
volume.
 We will two-
dimensional figures in a
hierarchy of sets and
subsets using graphic
organizers based on
their attributes and
properties.
We will a cube with
side length of one unit as a
unit cube having one cubic
unit of volume and the
volume of a three-
dimensional figure as the
number of unit cubes (n cubic
units) needed to fill it with no
gaps or overlaps if possible.
 We will the
volume of a rectangular
prism with whole number
side lengths in problems
related to the number of
layers times the number
of unit cubes in the area
of the base.
We will problems
by calculating
conversions within a
measurement system,
customary or metric.
 We will
the key attributes
of the
coordinate plane.
 We will the
process for graphing
ordered pairs of
numbers in the first
quadrant of the
coordinate plane.
 We will in the first
quadrant of the coordinate
plane ordered pairs of
numbers arising from
mathematical and real-world
problems, including those
generated by number
patterns or found in an input-
output table.
 We will
categorical data with bar
graphs or frequency
tables and numerical data,
including data sets of
measurements in fractions
or decimals, with dot plots
or stem-and leaf plots.
We will
discrete paired
data on a
scatterplot.
We will one- and
two-step problems
using data from a
frequency table, dot
plot, bar graph, stem-
and-leaf plot, or
scatterplot.
 We will
income tax,
payroll tax, sales
tax, and property
tax.
We will the
difference
between gross
income and net
income.
 We will the
advantages and
disadvantages of
different methods of
payment, including check,
credit card, debit card,
and electronic payments.
We will a
system for
keeping and using
financial records.
 We will
actions that might
be taken to balance
a budget when
expenses exceed
income.
 We will
a
simple budget.
 Process Standards
Learning Objectives
 We will
mathematics to
problems arising in
everyday life,
society, and the
workplace.
 We will a problem-solving
model that incorporates
analyzing given information,
formulating a plan or strategy,
determining a solution,
justifying the solution, and
evaluating the problem-solving
process and the
reasonableness of the
solution.
We will tools, including
real objects, manipulatives,
paper and pencil, and
technology as appropriate,
and techniques, including
mental math, estimation, and
number sense as appropriate,
to solve problems.
 We will
mathematical ideas,
reasoning, and their
implications using multiple
representations, including
symbols, diagrams, graphs,
and language as
appropriate.
 We will
representations
to organize, record,
and communicate
mathematical ideas.
 We will
mathematical
relationships to
connect and
communicate
mathematical ideas.
We will

mathematical ideas and

arguments using
precise mathematical
language in written or
oral communication.
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