FIFTH GRADE MATH CURRICULUM
The primary focus of Math in the Archdiocese of Kansas City in Kansas is to
promote in our students their problem solving abilities, which are among God’s many
gifts.
Standard 1: Number and Computation
The student will:
1. Recognize Roman numerals used on dates, clock faces, and in outlines (Used in
Bible)
2. ▲Know, explain, and use equivalent representations for
a. Whole numbers from 0 through 1,000,000
b. Fractions greater than or equal to zero (Fractions in Exo 29:40)
c. Decimals greater than or equal to zero through hundredths place and when
used as monetary amounts
3. ◊Compare and order integers, fractions, decimals.
4. Recognize prime and composite numbers
5. ▲Identify, explain, and find the greatest common factor and least common
multiple of two or more whole numbers through the basic multiplication facts
from 1x1 through 12x12
6. Use the concepts of these properties
a. Commutative of addition and multiplication
b. Associative of addition and multiplication
c. Zero property of addition (additive identity) and property of one for
multiplication (multiplicative identity)
d. Symmetric property of equality e.g. 35=24+11 is same as 24+11=35
e. Distributive property
f. Substitution property e.g. if a=3 and a=b then b=3
7. ▲Use various estimation strategies to estimate whole number quantities from 0
through 100,000; fractions greater than or equal to zero, decimals greater than or
equal to zero through hundredths place, and monetary amounts to $10,000 and
explains how various strategies are used.
8. ▲Determine if a real-world problem calls for an exact or an approximate answer
using whole numbers and performs the appropriate computation using various
computational methods including but not limited to mental math and paper/pencil.
9. ▲Solve one and two-step real-world problems using these computational
procedures.
a. Add and subtract whole numbers 0 through 100,000
b. Multiply through a four-digit number by a two-digit number e.g. 3,042
people attended for $23 each, how much was spent?
c. Multiply monetary amounts up to $1,000 by a one or two digit number
d. Divide whole numbers through a 2 digit divisor and a 4 digit dividend
e. Add and subtract decimals from thousandths place through hundredths
place when used as monetary amounts e.g. Peter ran the 100-meter dash in
12.3 seconds and Tanner ran the same race in 12.19 seconds. How much
faster was Tanner?
10. Convert improper fractions to mixed numbers and vice versa.
11. ◊Explain the numerical relationship between whole numbers, fractions, and
decimals.
12. ◊Estimate to check whether or not the result of a real-world problem is reasonable
and make predictions on the information.
13. ◊Divide whole numbers through 2-digit divisor and 4-digit divident.
14. ◊Add and subtract fractions.
Standard 2: Algebra
The student will:
1. Use attributes to generate patterns e.g. multiples or perfect squares, geometric
shapes, measurements, things related to daily life including stained glass Church
windows and religious mosaics.
2. Use concrete objects, drawings, and other representations to work with both
repeating (9,10,11,12,…) and growing (20,30,40,50,…) patterns.
3. ▲Explain and use variables and symbols to represent unknown whole number
quantities from 0 through 1,000 and variable relationships.
4. ▲Solve one-step linear equations with one variable and a whole number solution
using addition and subtraction with whole numbers from 0 through 100 and
multiplication with the basic facts. e.g. 3y=12, 45=17 + q, r-42=36.
5. ▲Use a function table (input/output machine, T-table) to identify, plot, and label
whole number ordered pairs in the first quadrant of a coordinate plane.
6. Plot and locate points for integers (positive and negative) on a horizontal number
line and vertical number line.
7. ◊State the rule to find a pattern.
8. ◊Generate a one-step linear equation to solve real-world problem.
Standard 3: Geometry
Teacher note: The term “geometry” comes from the Greek words meaning,
“earth measure.” The process of learning to measure at the early grades focuses on what
property (length, width, height) is to be measured and to make comparisons.
The student will:
1. Select and use appropriate measurement tools. (Find measurement examples in
scripture such as Num 35:5, Job 11:9)
2. Recognize three-dimensional figures from various perspectives.
3. ▲Recognize and describe the solids (cubes, rectangular prisms, cylinders, cones,
spheres, triangular prisms, rectangular pyramids, triangular pyramids) using the
terms faces, edges, and vertices.
4. Identify rotational symmetry in geometric shapes and real world figures.
5. Identify the properties of congruent figures.
6. Graph coordinates in the 1st quadrant of the coordinate plane.
7. ▲Solve real-world problems by applying properties of plane figures and lines of
symmetry.
8. ▲Convert
a. Within the customary system: inches and feet, feet and yards, inches and
yards, cups and pints, pints and quarts, quarts and gallons, pounds and
ounces.
b. Within the metric system: centimeters and meters, meters and kilometers,
milliliters and liters, and grams and kilograms.
9. ▲Solve real-world problems by applying appropriate measures for
a. Length to the nearest inch or centimeter.
b. Weight to the nearest whole unit e.g. if you bought 200 bricks that
weighed 5 lbs. each, how much total weight?
c. Months in a year and minutes in an hour.
d. Perimeter of squares, rectangles, and triangles.
e. Area of squares and rectangles.
10. ◊Recognize, draw, and describe right, obtuse, and acute angles.
11. ◊Convert within the metric system.
12. ◊Know and use perimeter and area formulas for squares and rectangles.
13. ◊Recognize and perform through two transformations on a two-dimensional
figure.
Standard 4: Data
The student will:
1. Understand that God gave us a gift to interpret data.
2. Interpret and use data to make reasonable inferences, predictions, and decisions
from these data displays:
a. Graphs using concrete objects,
b. Pictographs,
c. Frequency tables,
d. Bar and line graphs, - use Church attendance and donations to make
predictions
e. Venn diagrams and other pictorial displays,
f. Line plots,
g. Charts and tables,
h. Circle graphs.
3. ▲Identify, explain, and calculate or find these statistical measures of a whole
number data set of up to twenty whole number data points from 0 through 1,000
a. Minimum and maximum values,
b. Range,
c. Mode (no-, bi-, uni-),
d. Median (including answers expressed as a decimal or a fraction without
reducing to simplest form),
e. Mean (including answers expressed as a decimal or a fraction without
reducing to simplest form).
4. Recognize and explain the difference between exact and approximate answers.
5. ◊List all possible outcomes of a simple event in an experiment or simulation in an
organized manner including the use of concrete objects.
6. ◊Represent the probability of a simple event in an experiment or simulation using
fractions.
◊ Essential prerequisite skill
▲Assessed math indicator for KSDE