Virginia Standards of Learning: 5th Grade

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.

5.14 The student will classify angles and triangles as right, acute, or obtuse.

5.15a The student, using two-dimensional (plane) figures (square, rectangle, triangle, parallelogram, rhombus, kite, and trapezoid) will recognize, identify, describe, and analyze their properties in order to develop definitions of these figures

5.15b The student, using two-dimensional (plane) figures (square, rectangle, triangle, parallelogram, rhombus, kite, and trapezoid) will identify and explore congruent, noncongruent, and similar figures

5.15c The student, using two-dimensional (plane) figures (square, rectangle, triangle, parallelogram, rhombus, kite, and trapezoid) will investigate and describe the results of combining and subdividing shapes

5.15d The student, using two-dimensional (plane) figures (square, rectangle, triangle, parallelogram, rhombus, kite, and trapezoid) will identify and describe a line of symmetry

5.15e The student, using two-dimensional (plane) figures (square, rectangle, triangle, parallelogram, rhombus, kite, and trapezoid) will recognize the images of figures resulting from geometric transformations such as translation (slide), reflection (flip), or rotation (turn).

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.

5.11a The student will choose an appropriate measuring device and unit of measure to solve problems involving measurement of length - part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, miles, millimeters, centimeters, meters, and kilometers

5.11a The student will choose an appropriate measuring device and unit of measure to solve problems involving measurement of length — part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, miles, millimeters, centimeters, meters, and kilometers

5.11d The student will choose an appropriate measuring device and unit of measure to solve problems involving measurement of area - square units

5.11d The student will choose an appropriate measuring device and unit of measure to solve problems involving measurement of area — square units

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.

5.1a The student will read, write, and identify the place values of decimals through thousandths;

5.2a The student will recognize and name commonly used fractions (halves, fourths, fifths, eighths, and tenths) in their equivalent decimal form and vice versa

5.2b The student will 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.

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.

5.17a The student will solve problems involving the probability of a single event by using tree diagrams or by constructing a sample space representing all possible results

5.17b The student will predict the probability of outcomes of simple experiments, representing it with fractions or decimals from 0 to 1, and test the prediction

5.17c The student will 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 The student will, given a problem situation, collect, organize, and display a set of numerical data in a variety of forms, using bar graphs, stem-and-leaf plots, and line graphs, to draw conclusions and make predictions.

5.19 The student will find the mean, median, mode, and range of a set of data.