 # Using the State Curriculum: Mathematics, Grade 5  ## State Curriculum Toolkit

Tools aligned to State Curriculum indicators and/or objectives.

• Clarification of Indicator and/or Objective
Explanation and/or examples of indicator and/or objective
• Sample Assessments
Items and annotated student responses as appropriate
• Public Release Items
Actual MSA items and annotated student responses as appropriate
 Algebra Geometry Measurement Statistics Probability Number Processes

## Standard 1.0 Knowledge of Algebra, Patterns, and Functions

Students will algebraically represent, model, analyze, or solve mathematical or real-world problems involving patterns or functional relationships.

### Topic

A. Patterns and Functions

#### Indicator

• 1. Identify, describe, extend, and create numeric patterns and functions
##### Objectives
1. Interpret and write a rule for a one-operation (+, -, x, ÷ with no remainders) function table
###### Assessment limit: Use whole numbers or decimals with no more than 2 decimal places (0 – 1000)
2. Create a one-operation (x, ÷ with no remainders) function table to solve a real world problem
3. Complete a one-operation function table
###### Assessment limit: Use whole numbers with +, -, x, ÷ (with no remainders) or use decimals with no more than two decimal places with +, - (0 – 200)
4. Apply a given two operation rule for a pattern

### Topic

B. Expressions, Equations, and Inequalities

#### Indicator

• 1. Write and identify expressions
##### Objectives
1. Represent unknown quantities with one unknown and one operation (+, -, ×, ÷ with no remainders)
###### Assessment limit: Use whole numbers (0 – 100) or money (\$0 - \$100)
2. Determine the value of algebraic expressions with one unknown and one operation
###### Assessment limit: Use +, - with whole numbers (0-1000) or ×, ÷ (with no remainders) with whole numbers (0-100) and the number for the unknown is no more than 9
3. Use parenthesis to evaluate a numeric expression

#### Indicator

• 2. Identify, write, solve, and apply equations and inequalities
##### Objectives
1. Represent relationships by using the appropriate relational symbols (>, <, =) and one operational symbol (+, -, ×, ÷ with no remainders) on either side
###### Assessment limit: Use whole numbers (0 – 400)
2. Find the unknown in an equation use one operation (+, -, ×, ÷ with no remainders)

### Topic

C. Numeric and Graphic Representations of Relationships

#### Indicator

• 1. Locate points on a number line and in a coordinate grid
##### Objectives
1. Represent decimals and mixed numbers on a number line
###### Assessment limit: Use decimals with no more than two decimal places (0 – 100) or mixed numbers with denominators of 2, 3, 4, 5, 6, 8, or 10 (0 - 10)
2. Create a graph in a coordinate plane
###### Assessment limit: Use the first quadrant and ordered pairs of whole numbers (0 – 50)

Note: Highlighted assessment limits will be tested in the no calculator section of MSA. In the assessment limit, (0-10) or (-10 to 10) means all numbers in the problem or the answer will fall within the range of 0 to 10 (including endpoints) or -10 to 10 (including endpoints), respectively. All content standards are tested in MSA but not all objectives. Objectives that have an assessment limit are tested on MSA. Objectives without an assessment limit are not tested on MSA.

June 2004 