5.NS.1.a Use concrete and pictorial models to represent fractions with denominators that are thirds, eighths, and factors of 100 in their equivalent decimal form.

5.NS.1.b Use concrete and pictorial models to represent decimals in their equivalent fraction form (thirds, eighths, and factors of 100).

5.NS.1.c Identify equivalent relationships between decimals and fractions with denominators that are thirds, eighths, and factors of 100 in their equivalent decimal form, with and without models.

5.NS.1.d Compare (using symbols <, >, =) and order (least to greatest and greatest to least) a set of no more than four decimals and fractions (proper, improper) and/or mixed numbers using multiple strategies. Justify solutions orally, in writing, or with a model.

5.NS.2.a Given a whole number up to 100, create a concrete or pictorial representation to demonstrate whether the number is prime or composite, and justify reasoning.

5.NS.2.b Classify, compare, and contrast whole numbers up to 100 using the characteristics prime and composite.

5.NS.2.c Determine the prime factorization for a whole number up to 100.

5.CE.1.a Estimate the sum, difference, product, and quotient of whole numbers in contextual problems.

5.CE.1.b Represent, solve, and justify solutions to single-step and multistep contextual problems by applying strategies and algorithms, including the standard algorithm, involving addition, subtraction, multiplication, and division of whole numbers, with and without remainders, in which: sums, differences, and products do not exceed five digits; factors do not exceed two digits by three digits; divisors do not exceed two digits; or dividends do not exceed four digits.

5.CE.1.c Interpret the quotient and remainder when solving a contextual problem.

5.CE.2.a Determine the least common multiple of two numbers to find the least common denominator for two fractions.

5.CE.2.b Estimate and determine the sum or difference of two fractions (proper or improper) and/or mixed numbers, having like and unlike denominators limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fraction.

5.CE.2.c Estimate and solve single-step and multistep contextual problems involving addition and subtraction with fractions (proper or improper) and/or mixed numbers having like and unlike denominators, with and without models. Denominators should be limited to 2, 3, 4, 5, 6, 8, 10, and 12. Answers should be expressed in simplest form.

5.CE.2.d Solve single-step contextual problems involving multiplication of a whole number, limited to 12 or less, and a proper fraction, with models. The denominator will be a factor of the whole number and answers should be expressed in simplest form.

5.CE.3.a Apply estimation strategies to determine a reasonable solution for single-step and multistep contextual problems involving addition, subtraction, and multiplication of decimals, and single-step contextual problems involving division of decimals.

5.CE.3.b Estimate and determine the product of two numbers using strategies and algorithms, including the standard algorithm, when given: a two-digit factor and a one-digit factor; a three-digit factor and a one-digit factor; and a two-digit factor and a two-digit factor.

5.CE.3.c Estimate and determine the quotient of two numbers using strategies and algorithms, including the standard algorithm, in which: quotients do not exceed four digits with or without a decimal point; quotients may include whole numbers, tenths, hundredths, or thousandths; divisors are limited to a single digit whole number or a decimal expressed as tenths; and no more than one additional zero will need to be annexed.

5.CE.3.d Solve single-step and multistep contextual problems involving addition, subtraction, and multiplication of decimals by applying strategies and algorithms, including the standard algorithm.

5.CE.3.e Solve single-step contextual problems involving division with decimals by applying strategies and algorithms, including the standard algorithm.

5.CE.4.a Use order of operations to simplify numerical expressions with whole numbers, limited to addition, subtraction, multiplication, and division in which: expressions may contain no more than one set of parentheses; simplification will be limited to five whole numbers and four operations in any combination of addition, subtraction, multiplication, or division; whole numbers will be limited to two digits or less; and expressions should not include braces, brackets, or fraction bars.

5.CE.4.b Given a whole number numerical expression involving more than one operation, describe which operation is completed first, which is second, and which is third.

5.MG.1.a Determine the most appropriate unit of measure to use in a contextual problem that involves metric units:

5.MG.1.b Estimate and measure to solve contextual problems that involve metric units:

5.MG.1.c Given the equivalent metric measure of one unit, in a contextual problem, determine the equivalent measurement within the metric system:

5.MG.2.a Investigate and develop a formula for determining the area of a right triangle.

5.MG.2.b Estimate and determine the area of a right triangle, with diagrams, when the base and the height are given in whole number units, in metric or U.S. Customary units, and record the solution with the appropriate unit of measure.

5.MG.2.c Describe volume as a measure of capacity and give examples of volume as a measurement in contextual situations.

5.MG.2.d Investigate and develop a formula for determining the volume of rectangular prisms using concrete objects.

5.MG.2.e Solve problems, including those in context, to estimate and determine the volume of a rectangular prism using concrete objects, diagrams, and formulas when the length, width, and height are given in whole number units. Record the solution with the appropriate unit of measure.

5.MG.2.f Identify whether the application of the concept of perimeter, area, or volume is appropriate for a given situation.

5.MG.2.g Solve contextual problems that involve perimeter, area, and volume in standard units of measure.

5.MG.3.a Classify angles as right, acute, obtuse, or straight and justify reasoning.

5.MG.3.b Classify triangles as right, acute, or obtuse and equilateral, scalene, or isosceles and justify reasoning.

5.MG.3.c Identify congruent sides and right angles using geometric markings to denote properties of triangles.

5.MG.3.d Compare and contrast the properties of triangles.

5.MG.3.e Identify the appropriate tools to measure and draw angles.

5.MG.3.f Measure right, acute, obtuse, and straight angles, using appropriate tools, and identify measures in degrees.

5.MG.3.g Use models to prove that the sum of the interior angles of a triangle is 180 degrees and use the relationship to determine an unknown angle measure in a triangle.