Math makes sense grade 5
[DOCX File]Pearson
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Grade 5. NUMBER . BIG IDEA. Computational Fluency: Computational fluency develops from a strong sense of number. Mathology Readiness Task. On-Grade Lessons: Math Makes Sense 5 (WNCP) Prior Grade Lessons: Math Makes Sense. 4 (WNCP) Grade 5 Curriculum. Content - Elaborations. Task. Key Concepts. Whole Number Operations (Addition and Subtraction ...
[DOC File]Name
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Grade 5. Unit Rubric: Whole Numbers . Level 1 Level 2 Level 3 Level 4 Thinking • makes and carries out a plan to pose and solve problems, using a range of strategies and uses estimation to judge the reasonableness of solutions (e.g., mental math, using calculators, Base Ten Blocks) makes and carries out a plan to pose and solve problems and check results; rarely results in an accurate ...
[DOC File]Connecticut
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That makes sense because each digit’s value became 10 times larger. To make a digit 10 times larger, I have to move it one place value to the left. • When I multiplied 36 by 10, the 30 became 300. The 6 became 60 or the 36 became 360. ... Grade 5 Mathematics. Unit 1- …
[DOCX File]Grade 5 Supplemental Math Reference Sheet 2017-2018
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Grade. 5 (For use by students on the MCAS Mathematics test who have this accommodation) ... Make a table. Circle or highlight key terms. Calculate and solve. See if my answer makes sense. Circle my answer > is greater than < is less than = is equal toPlace Value. Divisibility Rules. Whole Numbers. ... Grade 5 Supplemental Math Reference Sheet ...
[DOC File]Name
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Grade 5. Unit Rubric: Length, Perimeter, and Area. Level 1 Level 2 Level 3 Level 4 Thinking • makes and carries out a plan to solve problems involving length, perimeter, and area, using a range of strategies (e.g., estimation, diagrams, models, pictures, grid paper) makes and carries out a plan to solve measurement problems, using a limited range of appropriate strategies; rarely results in ...
[DOCX File]Standards for Mathematical Content Grade 5
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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 check the reasonableness of answers.
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