## Mathematics – United States – Common Core State Standards

• ##### Mathematics
• 5.OA.1 – Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

• 8 learning outcomes – click to view

Samples: Brackets in number operations. Brackets in number operations - Two Step. Balancing equations.

• #### Brackets in number operations

• Activities: 1 course, 0 extra
• #### Brackets in number operations - Two Step

• Activities: 1 course, 0 extra
• #### Balancing equations - Equivalent number sentences

• Activities: 4 course, 0 extra
• #### Balancing equations - Equivalent number sentences

• Activities: 5 course, 2 extra
• #### Challenge puzzle - balancing equations

• Activities: 1 course, 0 extra
• #### Order of operations : Multiply before adding

• Activities: 3 course, 0 extra
• #### Order of operations - Multiply before subtracting

• Activities: 2 course, 0 extra
• #### Order of operations - mixed

• Activities: 4 course, 0 extra
• 5.OA.2 – Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

• 5 learning outcomes – click to view

Samples: Continue number patterns (multiplication). Rules defining number patterns. Applying rules to number tables.

• #### Describe and continue number patterns resulting from multiplication

• Activities: 1 course, 0 extra
• #### Rules defining number patterns

• Activities: 1 course, 0 extra
• #### Applying rules to number tables

• Activities: 1 course, 0 extra
• #### Order of operations

• Activities: 1 course, 0 extra
• #### Problem Solving

• Activities: 1 course, 5 extra
• ##### Mathematics
• 5.OA.3 – Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

• 7 learning outcomes – click to view

Samples: Identifying expressions. Continuing number sequences including fractions and decimals.

• #### Identifying expressions

• Activities: 1 course, 1 extra
• #### Continuing number sequences

• Activities: 1 course, 6 extra
• #### Introducing variables

• Activities: 5 course, 0 extra
• #### Substituting values for variables

• Activities: 5 course, 1 extra
• #### Subtraction of Like Terms

• Activities: 1 course, 0 extra
• #### Patterns and Algebra

• Activities: 0 course, 1 extra
• #### Equations Involving Subtraction

• Activities: 1 course, 0 extra
• ##### Mathematics
• 5.NBT.1 – Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

• 7 learning outcomes – click to view

Samples: Multiplying by 10. Multiplying by 100. Multiplying by 10 or 100. Multiplying decimals by 1000.

• #### Multiplying by 10

• Activities: 5 course, 3 extra
• #### Multiplying by 100

• Activities: 6 course, 3 extra
• #### Multiplying by 10 or 100

• Activities: 3 course, 6 extra
• #### Multiplying decimals by 1000

• Activities: 1 course, 0 extra
• #### Dividing whole numbers by 100 and 1000

• Activities: 3 course, 0 extra
• #### Multiplying decimals by a whole number

• Activities: 3 course, 4 extra
• #### Multiplying decimals by 10

• Activities: 2 course, 0 extra
• 5.NBT.2 – Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

• 12 learning outcomes – click to view

Samples: Multiplying by 10. Multiplying by 100. Multiplying by 10 or 100. Multiplying multiples of 10.

• #### Multiplying by 10

• Activities: 5 course, 3 extra
• #### Multiplying by 100

• Activities: 6 course, 3 extra
• #### Multiplying by 10 or 100

• Activities: 3 course, 6 extra
• #### Multiplying multiples of 10

• Activities: 1 course, 0 extra
• #### Multiplying multiples of 10 - puzzle

• Activities: 1 course, 0 extra
• #### Multiplying multiples of 10 - Missing Numbers

• Activities: 3 course, 4 extra
• #### Multiplying by multiples of 10

• Activities: 2 course, 3 extra
• #### Dividing multiples of 10 by a single digit number

• Activities: 2 course, 0 extra
• #### Dividing multiples of 10 by a single digit number

• Activities: 1 course, 2 extra
• #### Revision

• Activities: 5 course, 3 extra
• #### Dividing whole numbers by 100 and 1000

• Activities: 3 course, 0 extra
• #### Long division

• Activities: 2 course, 0 extra
• 5.NBT.3 – Read, write, and compare decimals to thousandths.

• 5.NBT.3.a – Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).

• 7 learning outcomes – click to view

Samples: Decimal Numbers - Expanded Form. Introduction to decimals: Activity 1. Compare and order decimals: Activity 1.

• #### Decimal Numbers - Expanded Form

• Activities: 1 course, 0 extra
• #### Introduction to decimals.

• Activities: 2 course, 0 extra
• #### Compare and order decimals.

• Activities: 2 course, 1 extra
• #### Read and write decimals in the thousandths

• Activities: 1 course, 0 extra
• #### Comparing decimals in the thousandths

• Activities: 1 course, 0 extra
• #### Thousandths - identifying the value of digits

• Activities: 1 course, 0 extra
• #### Place value - thousandths

• Activities: 1 course, 0 extra
• 5.NBT.3.b – Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

• 5 learning outcomes – click to view

Samples: Compare and order decimals: Activity 1. Read and write decimals in the thousandths.

• #### Compare and order decimals.

• Activities: 2 course, 1 extra
• #### Read and write decimals in the thousandths

• Activities: 1 course, 0 extra
• #### Comparing decimals in the thousandths

• Activities: 1 course, 0 extra
• #### Thousandths - identifying the value of digits

• Activities: 1 course, 0 extra
• #### Place value - thousandths

• Activities: 1 course, 0 extra
• 5.NBT.4 – Use place value understanding to round decimals to any place.

• ##### Mathematics
• 5.NBT.5 – Fluently multiply multi-digit whole numbers using the standard algorithm.

• 8 learning outcomes – click to view

Samples: Multiplying 2 digits by a 1 digit number - Mental Strategies. Short multiplication.

• #### Multiplying 2 digits by a 1 digit number - Mental Strategies

• Activities: 1 course, 2 extra
• #### Multiplying 2 digits by a 1 digit number - written strategy

• Activities: 3 course, 4 extra
• #### Multiplying 2 digits by a 1 digit number

• Activities: 1 course, 7 extra
• #### Multiplying 2 digits by a 1 digit number

• Activities: 2 course, 7 extra
• #### Multiplying 2 digits by a 1 digit number - Puzzle

• Activities: 1 course, 0 extra
• #### Multiplication - Two digits by One Digit - Missing Number

• Activities: 2 course, 2 extra
• #### Long Multiplication

• Activities: 1 course, 5 extra
• #### Long Multiplication

• Activities: 4 course, 2 extra
• 5.NBT.6 – Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

• 13 learning outcomes – click to view

Samples: Challenge Puzzle - Division of a large number by a one digit number.

• #### Division puzzle

• Activities: 1 course, 0 extra
• #### Multiplying multiples of 10 - Missing Numbers

• Activities: 3 course, 4 extra
• #### Multiplication - Two digits by One Digit - Missing Number

• Activities: 2 course, 2 extra
• #### Dividing multiples of 10 by a single digit number

• Activities: 2 course, 0 extra
• #### Dividing multiples of 10 by a single digit number

• Activities: 1 course, 2 extra
• #### Dividing three digits by one digit - no remainders

• Activities: 0 course, 4 extra
• #### Dividing with remainders

• Activities: 4 course, 3 extra
• #### Dividing with remainders

• Activities: 2 course, 7 extra
• #### Division - large numbers

• Activities: 2 course, 1 extra
• #### Division - large numbers

• Activities: 2 course, 4 extra
• #### Long division

• Activities: 2 course, 0 extra
• #### Long division

• Activities: 1 course, 5 extra
• #### Division

• Activities: 1 course, 0 extra
• 5.NBT.7 – Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

• 8 learning outcomes – click to view

Samples: Adding Decimals. Subtracting Decimals. Multiplying Decimals By A Single Digit Number. Dividing Whole Numbers by 10.

• Activities: 5 course, 1 extra
• #### Subtracting decimals

• Activities: 5 course, 0 extra
• #### Multiplying decimals by a whole number

• Activities: 3 course, 4 extra
• #### Dividing whole numbers by 10

• Activities: 4 course, 0 extra
• #### Matching fractions, decimals and percentages.

• Activities: 3 course, 1 extra
• #### Percentages as Decimals

• Activities: 1 course, 0 extra
• #### Multiplying decimals by decimals

• Activities: 0 course, 1 extra
• #### Changing mixed fractions to decimals

• Activities: 0 course, 1 extra
• ##### Mathematics
• 5.NF.1 – Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

• 6 learning outcomes – click to view

Samples: Adding and Subtracting Related Fractions. Addition of fractions with unlike denominators (with clues).

• #### Addition and subtraction of related fractions.

• Activities: 4 course, 0 extra
• #### Addition of fractions with unlike denominators (with clues)

• Activities: 1 course, 0 extra
• #### Addition of fractions with unlike denominators

• Activities: 1 course, 0 extra
• #### Subtracting of fractions (unlike denominators)

• Activities: 1 course, 0 extra

• Activities: 1 course, 0 extra
• #### Adding and subtracting fractions

• Activities: 1 course, 0 extra
• 5.NF.2 – Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

• ##### Mathematics
• 5.NF.3 – Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

• 7 learning outcomes – click to view

Samples: Simplifying answers to their lowest form. Solving (by division) improper fractions.

• #### Simplifying answers to their lowest form

• Activities: 1 course, 0 extra
• #### Solving (by division) improper fractions

• Activities: 1 course, 0 extra
• #### Converting improper fractions to mixed fractions (in equations)

• Activities: 1 course, 0 extra
• #### Convert improper fractions to mixed numbers

• Activities: 2 course, 0 extra
• #### Converting mixed numbers to improper frac.

• Activities: 2 course, 0 extra
• #### Division- Answers as fractions

• Activities: 1 course, 0 extra
• #### Division - Answers as fractions

• Activities: 1 course, 0 extra
• 5.NF.4 – Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

• 5.NF.4.a – Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)

• 3 learning outcomes – click to view

Samples: Dividing whole numbers by fractions. Multiplying Mixed Fractions. Multiplying and Dividing Fractions.

• #### Dividing whole numbers by fractions

• Activities: 1 course, 0 extra
• #### Multiplying Mixed Fractions

• Activities: 1 course, 0 extra
• #### Multiplying and Dividing Fractions

• Activities: 1 course, 0 extra
• 5.NF.4.b – Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

• 3 learning outcomes – click to view

Samples: Calculating area using a grid. Area in daily use. Area of Squares and Rectangles.

• #### How to calculate the area of squares and rectangles.

• Activities: 3 course, 0 extra
• #### Area

• Activities: 1 course, 5 extra
• #### Area of Squares and Rectangles

• Activities: 1 course, 0 extra
• 5.NF.5 – Interpret multiplication as scaling (resizing), by:

• 5.NF.5.a – Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

• 5.NF.5.b – Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.

• 5 learning outcomes – click to view

Samples: Multiplying fractions by a whole number - visual. Multiplying Fractions - Fraction by Fraction.

• #### Multiplying fractions by a whole number - visual

• Activities: 1 course, 0 extra
• #### Multiplying Fractions

• Activities: 1 course, 2 extra
• #### Multiplying fractions

• Activities: 1 course, 0 extra
• #### Multiplying Mixed Fractions

• Activities: 1 course, 0 extra
• #### Multiplying and Dividing Fractions

• Activities: 1 course, 0 extra
• 5.NF.6 – Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

• 3 learning outcomes – click to view

Samples: Fractions of numbers. Fractions of numbers - 1. Multiplying fractions. Fractions of numbers - 2.

• #### Fractions of numbers

• Activities: 1 course, 0 extra
• #### Simple fractions of quantities

• Activities: 2 course, 2 extra
• #### Multiplying fractions

• Activities: 1 course, 0 extra
• 5.NF.7 – Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.)

• 5.NF.7.a – Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.

• 10 learning outcomes – click to view

Samples: Simple Quantities (fractions of whole numbers). Fractions of numbers - 1. Division - Answers as fractions.

• #### Simple fractions of quantities

• Activities: 6 course, 0 extra
• #### Simple fractions of quantities

• Activities: 2 course, 2 extra
• #### Division- Answers as fractions

• Activities: 1 course, 0 extra
• #### Division - Answers as fractions

• Activities: 1 course, 0 extra
• #### Multiplying Fractions

• Activities: 1 course, 2 extra
• #### Dividing whole numbers by fractions

• Activities: 1 course, 0 extra
• #### Multiplying fractions

• Activities: 1 course, 0 extra
• #### Divide whole numbers by fractions

• Activities: 1 course, 0 extra
• #### Multiplying Mixed Fractions

• Activities: 1 course, 0 extra
• #### Multiplying and Dividing Fractions

• Activities: 1 course, 0 extra
• 5.NF.7.b – Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.

• 3 learning outcomes – click to view

Samples: Multiplying Fractions - Fraction by Fraction. Multiplying Mixed Fractions. Multiplying and Dividing Fractions.

• #### Multiplying Fractions

• Activities: 1 course, 2 extra
• #### Multiplying Mixed Fractions

• Activities: 1 course, 0 extra
• #### Multiplying and Dividing Fractions

• Activities: 1 course, 0 extra
• 5.NF.7.c – Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?

• 3 learning outcomes – click to view

Samples: Division - Answers as fractions. Dividing whole numbers by fractions. Divide whole numbers by fractions.

• #### Division - Answers as fractions

• Activities: 1 course, 0 extra
• #### Dividing whole numbers by fractions

• Activities: 1 course, 0 extra
• #### Divide whole numbers by fractions

• Activities: 1 course, 0 extra
• ##### Mathematics
• 5.MD.1 – Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

• 7 learning outcomes – click to view

Samples: Converting between inches and feet. Units Of Measure Metric. Converting between grams and kilograms. Length. Length.

• #### Converting between inches and feet

• Activities: 1 course, 0 extra
• #### Converting between kilometers and meters

• Activities: 2 course, 0 extra
• #### Converting between grams and kilograms

• Activities: 1 course, 0 extra
• #### Length

• Activities: 0 course, 1 extra
• #### Length

• Activities: 1 course, 0 extra
• #### Length

• Activities: 1 course, 0 extra
• #### Length

• Activities: 2 course, 4 extra
• ##### Mathematics
• 5.MD.2 – Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

• 4 learning outcomes – click to view

Samples: Reading a line plot - fractions of an inch. Interpreting Dot Plots. Interpret a dot plot. Line graphs.

• #### Reading a line plot - fractions of an inch

• Activities: 1 course, 0 extra
• #### Interpret dot plots

• Activities: 1 course, 1 extra
• #### Interpret dot plots

• Activities: 1 course, 0 extra
• #### Interpret line graphs

• Activities: 1 course, 0 extra
• ##### Mathematics
• 5.MD.3 – Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

• 5.MD.3.a – A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.

• 4 learning outcomes – click to view

Samples: Cubic Cm Rectangular Prism. Volume Extension. Drawing 3D Objects - cylinder.

• #### Volume of rectangular prisms

• Activities: 3 course, 2 extra
• #### Volume

• Activities: 1 course, 1 extra
• #### Draw three-dimensional shapes

• Activities: 5 course, 8 extra
• #### Nets of three dimensional objects

• Activities: 4 course, 2 extra
• 5.MD.3.b – A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

• 4 learning outcomes – click to view

Samples: Calculate the volume of a stack - record in cubic centimetres.

• #### Measure volume using centicubes

• Activities: 2 course, 4 extra
• #### Volume and Capacity

• Activities: 2 course, 4 extra
• #### Volume of rectangular prisms

• Activities: 3 course, 2 extra
• #### Volume

• Activities: 1 course, 1 extra
• 5.MD.4 – Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

• 6 learning outcomes – click to view

Samples: Calculate the volume of a stack - record in cubic centimetres.

• #### Measure volume using centicubes

• Activities: 2 course, 4 extra
• #### Choosing appropriate units for measuring volume (mL or L)

• Activities: 1 course, 0 extra
• #### Volume and Capacity

• Activities: 2 course, 4 extra
• #### Volume of rectangular prisms

• Activities: 3 course, 2 extra
• #### Volume

• Activities: 1 course, 1 extra
• #### Volume of a Cylinder

• Activities: 1 course, 0 extra
• 5.MD.5 – Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

• 5.MD.5.b – Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.

• 5 learning outcomes – click to view

Samples: Cubic Cm Rectangular Prism. Calculate the volume of a stack - record in cubic centimetres.

• #### Volume of rectangular prisms

• Activities: 3 course, 2 extra
• #### Measure volume using centicubes

• Activities: 2 course, 4 extra
• #### Volume and Capacity

• Activities: 2 course, 4 extra
• #### Volume

• Activities: 1 course, 1 extra
• #### Volume of a Cylinder

• Activities: 1 course, 0 extra
• 5.MD.5.c – Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.

• 5 learning outcomes – click to view

Samples: Cubic Cm Rectangular Prism. Matching - three-dimensional objects with their nets. Naming prisms and pyramids.

• #### Volume of rectangular prisms

• Activities: 3 course, 2 extra
• #### Nets of three dimensional objects

• Activities: 4 course, 2 extra
• #### Identifying properties and naming prisms and pyramids

• Activities: 2 course, 8 extra
• #### Challenge Puzzle - prisms and pyramids

• Activities: 1 course, 0 extra
• #### Volume and Capacity

• Activities: 2 course, 4 extra
• 5.MD.5.d – Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.

• 3 learning outcomes – click to view

Samples: Cubic Cm Rectangular Prism. Comparing volume - pints, quarts and gallons tutorial. Volume Extension.

• #### Volume of rectangular prisms

• Activities: 3 course, 2 extra
• #### Volume and Capacity

• Activities: 2 course, 4 extra
• #### Volume

• Activities: 1 course, 1 extra
• ##### Mathematics
• 5.G.1 – Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

• 1 learning outcomes – click to view

Samples: Cartesian coordinate system: Activity 1. Cartesian coordinate system: Activity 2.

• #### Use the cartesian coordinate system to identify location.

• Activities: 2 course, 2 extra
• 5.G.2 – Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

• 2 learning outcomes – click to view

Samples: Grid reference to identify location. Using Coordinates to Read a Map.

• #### Use grid reference to identify location

• Activities: 1 course, 7 extra
• #### Describe locations using a grid reference.

• Activities: 1 course, 0 extra
• ##### Mathematics
• 5.G.3 – Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

• 4 learning outcomes – click to view

Samples: Attributes of two dimensional shapes. Grouping two dimensional shapes based on their attributes.

• #### Attributes of two dimensional shapes

• Activities: 1 course, 0 extra
• #### Grouping two dimensional shapes based on their attributes

• Activities: 1 course, 0 extra
• #### Construct and draw two dimensional shapes

• Activities: 1 course, 4 extra
• #### Naming triangles

• Activities: 1 course, 1 extra
• 5.G.4 – Classify two-dimensional figures in a hierarchy based on properties.

• 5 learning outcomes – click to view

Samples: Combining or splitting 2D shapes. Constructing 2D shapes. Attributes of two dimensional shapes.

• #### Identify two-dimensional shapes created when combining or splitting shapes

• Activities: 1 course, 0 extra
• #### Construct and draw two dimensional shapes

• Activities: 1 course, 4 extra
• #### Attributes of two dimensional shapes

• Activities: 1 course, 0 extra
• #### Grouping two dimensional shapes based on their attributes

• Activities: 1 course, 0 extra
• #### Naming triangles

• Activities: 1 course, 1 extra