Virginia

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Skills available for Virginia fifth-grade math standards

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Number and Number Sense

Computation and Estimation

Measurement and Geometry

  • 5.8 The student will a) solve practical problems that involve perimeter, area, and volume in standard units of measure; and 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.

    • 5.8.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

  • 5.9 The student will a) given the equivalent measure of one unit, identify equivalent measurements within the metric system; and b) solve practical problems involving length, mass, and liquid volume using metric units.

  • 5.10 The student will identify and describe the diameter, radius, chord, and circumference of a circle.

    • 5.10.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

      • 5.10.a.1 Identify and describe the diameter, radius, chord, and circumference of a circle.

      • 5.10.a.2 Investigate and describe the relationship between

        • 5.10.a.2.1 diameter and radius;

        • 5.10.a.2.2 diameter and chord;

        • 5.10.a.2.3 radius and circumference; and

        • 5.10.a.2.4 diameter and circumference.

  • 5.11 The student will solve practical problems related to elapsed time in hours and minutes within a 24-hour period.

    • 5.11.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

  • 5.12 The student will classify and measure right, acute, obtuse, and straight angles.

    • 5.12.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

      • 5.12.a.1 Classify angles as right, acute, obtuse, or straight.

      • 5.12.a.2 Identify the appropriate tools (e.g., protractor and straightedge or angle ruler as well as available software) used to measure and draw angles.

      • 5.12.a.3 Measure right, acute, obtuse, and straight angles, using appropriate tools, and identify their measures in degrees.

      • 5.12.a.4 Solve addition and subtraction problems to determine unknown angle measures on a diagram in practical problems.

  • 5.13 The student will a) classify triangles as right, acute, or obtuse and equilateral, scalene, or isosceles; and b) investigate the sum of the interior angles in a triangle and determine an unknown angle measure.

    • 5.13.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

  • 5.14 The student will a) recognize and apply transformations, such as translation, reflection, and rotation; and b) investigate and describe the results of combining and subdividing polygons.

    • 5.14.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representation to

      • 5.14.a.1 Apply transformations to polygons in order to determine congruence. (a)

      • 5.14.a.2 Recognize that translations, reflections, and rotations preserve congruency. (a)

      • 5.14.a.3 Identify the image of a polygon resulting from a single transformation (translation, reflection, or rotation). (a)

      • 5.14.a.4 Investigate and describe the results of combining and subdividing polygons. (b)

      • 5.14.a.5 Compare and contrast the characteristics of a given polygon that has been subdivided with the characteristics of the resulting parts. (b)

Probability and Statistics

Patterns, Functions, and Algebra

  • 5.18 The student will identify, describe, create, express, and extend number patterns found in objects, pictures, numbers, and tables.

  • 5.19 The student will a) investigate and describe the concept of variable; b) write an equation to represent a given mathematical relationship, using a variable; c) use an expression with a variable to represent a given verbal expression involving one operation; and d) create a problem situation based on a given equation, using a single variable and one operation.

    • 5.19.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

      • 5.19.a.1 Describe the concept of a variable (presented as boxes, letters, or other symbols) as a representation of an unknown quantity. (a)

      • 5.19.a.2 Write an equation with addition, subtraction, multiplication, or division, using a variable to represent an unknown quantity. (b)

      • 5.19.a.3 Use an expression with a variable to represent a given verbal expression involving one operation (e.g., "5 more than a number" can be represented by y + 5). (c)

      • 5.19.a.4 Create and write a word problem to match a given equation with a single variable and one operation. (d)