We have two sets of standards we need to make sure the kids understand and can use this year, as Virginia adopted new standards in 2009. They will be tested in Spring 2012. Thus, our list of standards shows both the old standards, which the kids need to know as well as the new ones.

1st Quarter:

Measurement (tested 2011-12)

Focus: Perimeter, Area, Volume, and Equivalent Measures
5.8 The student will
a) find perimeter, area, and volume in standard units of measure;
b) differentiate among perimeter, area, and volume and identify whether the application of the concept of perimeter, area, or volume is appropriate for a given situation;
c) identify equivalent measurements within the metric system;
d) estimate and then measure to solve problems, using U.S. Customary and metric units; and
e) choose an appropriate unit of measure for a given situation involving measurement using U.S. Customary and metric units.

5.9 The student will identify and describe the diameter, radius, chord, and circumference of a circle.
5.10 The student will determine an amount of elapsed time in hours and minutes within a 24-hour period.
5.11 The student will measure right, acute, obtuse, and straight angles.

Measurement (previous standards)

5.8 The student will describe and determine the perimeter of a polygon and the area of a square, rectangle, and right triangle, given the appropriate measures.
5.9 The student will identify and describe the diameter, radius, chord, and circumference of a circle.
5.10 The student will differentiate between perimeter, area, and volume and identify whether the application of the concept of perimeter, area, or volume is appropriate for a given situation.
5.11 The student will choose an appropriate measuring device and unit of measure to solve problems involving measurement of
a) length — part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, miles, millimeters, centimeters, meters, and kilometers;
b) weight/mass — ounces, pounds, tons, grams, and kilograms;
c) liquid volume — cups, pints, quarts, gallons, milliliters, and liters;
d) area — square units; and
e) temperature — Celsius and Fahrenheit units.
Problems also will include estimating the conversion of Celsius and Fahrenheit units relative to familiar situations (water freezes at 0°C and 32°F, water boils at 100°C and 212°F, normal body temperature is about 37°C and 98.6°F).
5.12 The student will determine an amount of elapsed time in hours and minutes within a 24-hour period.
5.13 The student will measure and draw right, acute, and obtuse angles and triangles, using appropriate tools.

2nd Quarter:

Geometry (tested 2011-12)

Focus: Classification and Subdividing
5.12 The student will classify
a) angles as right, acute, obtuse, or straight; and
b) triangles as right, acute, obtuse, equilateral, scalene, or isosceles.
5.13 The student, using plane figures (square, rectangle, triangle, parallelogram, rhombus, and trapezoid), will
a) develop definitions of these plane figures; and
b) investigate and describe the results of combining and subdividing plane figures.

Geometry (previous standards)

5.14 The student will classify angles and triangles as right, acute, or obtuse.
5.15 The student, using two-dimensional (plane) figures (square, rectangle, triangle, parallelogram, rhombus, kite, and trapezoid) will
a) recognize, identify, describe, and analyze their properties in order to develop definitions of these figures;
b) identify and explore congruent, noncongruent, and similar figures;
c) investigate and describe the results of combining and subdividing shapes;
d) identify and describe a line of symmetry; and
e) recognize the images of figures resulting from geometric transformations such as translation (slide), reflection (flip), or rotation (turn).
5.16 The student will identify, compare, and analyze properties of three-dimensional (solid) geometric shapes (cylinder, cone, cube, square pyramid, and rectangular prism).

3rd Quarter:

Number and Number Sense (tested 2011-12)

Focus: Prime and Composite Numbers and Rounding Decimals
5.1 The student, given a decimal through thousandths, will round to the nearest whole number, tenth, or hundredth.
5.2 The student will
a) recognize and name fractions in their equivalent decimal form and vice versa; and
b) compare and order fractions and decimals in a given set from least to greatest and greatest to least.
5.3 The student will
a) identify and describe the characteristics of prime and composite numbers; and
b) identify and describe the characteristics of even and odd numbers.

Number and Number Sense (previous standards)110)OL STATEMENT
5.1 The student will
a) read, write, and identify the place values of decimals through thousandths;
b) round decimal numbers to the nearest tenth or hundredth; and
c) compare the values of two decimals through thousandths, using the symbols >, <,
or =.
5.2 The student will
a) recognize and name commonly used fractions (halves, fourths, fifths, eighths, and tenths) in their equivalent decimal form and vice versa; and
b) order a given set of fractions and decimals from least to greatest. Fractions will include like and unlike denominators limited to 12 or less, and mixed numbers.

Computation and Estimation


Computation and Estimation (2011-12)

Focus: Multistep Applications and Order of Operations
5.4 The student will create and solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division with and without remainders of whole numbers.
5.5 The student will
a) find the sum, difference, product, and quotient of two numbers expressed as decimals through thousandths (divisors with only one nonzero digit); and
b) create and solve single-step and multistep practical problems involving decimals.
5.6 The student will solve single-step and multistep practical problems involving addition and subtraction with fractions and mixed numbers and express answers in simplest form.
5.7 The student will evaluate whole number numerical expressions, using the order of operations limited to parentheses, addition, subtraction, multiplication, and division.

Computation and Estimation (2010)

5.3 The student will create and solve problems involving addition, subtraction, multiplication, and division of whole numbers, using paper and pencil, estimation, mental computation, and calculators.
5.4 The student will find the sum, difference, and product of two numbers expressed as decimals through thousandths, using an appropriate method of calculation, including paper and pencil, estimation, mental computation, and calculators.
5.5 The student, given a dividend of four digits or fewer and a divisor of two digits or fewer, will find the quotient and remainder.
5.6 The student, given a dividend expressed as a decimal through thousandths and a single-digit divisor, will find the quotient.
5.7 The student will add and subtract with fractions and mixed numbers, with and without regrouping, and express answers in simplest form. Problems will include like and unlike denominators limited to 12 or less.

4th Quarter:

Probability and Statistics (tested 2011-12)

Focus: Outcomes and Measures of Center
5.14 The student will make predictions and determine the probability of an outcome by constructing a sample space.
5.15 The student, given a problem situation, will collect, organize, and interpret data in a variety of forms, using stem-and-leaf plots and line graphs.
5.16 The student will
a) describe mean, median, and mode as measures of center;
b) describe mean as fair share;
c) find the mean, median, mode, and range of a set of data; and
d) describe the range of a set of data as a measure of variation.

Probability and Statistics (previous standards)

5.17 The student will
a) solve problems involving the probability of a single event by using tree diagrams or by constructing a sample space representing all possible results;
b) predict the probability of outcomes of simple experiments, representing it with fractions or decimals from 0 to 1, and test the prediction; and
c) create a problem statement involving probability and based on information from a given problem situation. Students will not be required to solve the created problem statement.
5.18 now 5.15
5.19 now 5.16

Patterns, Functions, and Algebra (tested 2011-12)

Focus: Equations and Properties
5.17 The student will describe the relationship found in a number pattern and express the relationship.
5.18 The student will
a) investigate and describe the concept of variable;
b) write an open sentence to represent a given mathematical relationship, using a variable;
c) model one-step linear equations in one variable, using addition and subtraction; and
d) create a problem situation based on a given open sentence, using a single variable.
5.19 The student will investigate and recognize the distributive property of multiplication over addition.

Patterns, Functions, and Algebra (previous standards)

5.20 The student will analyze the structure of numerical and geometric patterns (how they change or grow) and express the relationship, using words, tables, graphs, or a mathematical sentence. Concrete materials and calculators will be used.
5.21 The student will
a) now 5.18a;
b) use a variable expression to represent a given verbal quantitative expression involving one operation ; and
c) now 5.18b
5.22 now 5.18d