VIEWS: 23 PAGES: 14 POSTED ON: 8/7/2012 Public Domain
Common Core State Standards Crosswalk to Missouri GLEs/CLEs for Mathematics Grade 5 - DRAFT Domain CCSS Cluster of Standards Missouri v2.0 GLE/CLE Explanation of CCSS Alignment to v2.0 GLE/CLE Operations and Write and interpret numerical expressions. Algebraic Thinking (OA) 5.0A1 N2C6 Partial alignment to bold, italicized portion of Grade 6 GLE Use parentheses, brackets, or braces in numerical expressions, *apply properties of operations (including order of and evaluate expressions with these symbols. operations) to positive rational numbers A2B5 Partial alignment to bold, italicized portion of GLE *use the commutative, distributive and associative properties for fractions and decimals 5.0A2 A2A5 Partial alignment to bold, italicized portion of GLE Write simple expressions that record calculations with numbers, using all operations, represent a mathematical situation and interpret numerical expressions without evaluating them. as an expression, or number sentence using a letter or For example, express the calculation “add 8 and 7, then symbol 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. Analyze patterns and relationships. 5.OA3 A1A5 Partial alignment to bold, italicized portion of GLE Generate two numerical patterns using two given rules. make generalizations about geometric and numeric Identify apparent relationships between corresponding terms. patterns Form ordered pairs consisting of corresponding terms from the A1B5 Partial alignment to bold, italicized portion of GLE two patterns, and graph the ordered pairs on a coordinate represent and analyze patterns using words, tables and plane. For example, given the rule "Add 3" and the starting graphs number 0, and given the rule "Add 6" and the starting number A3A5 Partial alignment to bold, italicized portion of GLE 0, generate terms in the resulting sequences, and observe that model problem situations and draw conclusions, using the terms in one sequence are twice the corresponding terms representations, such as graphs, tables or number in the other sequence. Explain informally why this is so. sentences A4A5 Partial alignment to bold, italicized portion of GLE *identify, model and describe situations with constant or varying rates of change G2A5 Partial alignment to bold, italicized portion of GLE *use coordinate systems to specify locations, describe paths and find the distance between points along horizontal and vertical lines. Standards Crosswalk for Mathematics – Grade 5 1 DRAFT Common Core State Standards Crosswalk to Missouri GLEs/CLEs for Mathematics Grade 5 - DRAFT Domain CCSS Cluster of Standards Missouri v2.0 GLE/CLE Explanation of CCSS Alignment to v2.0 GLE/CLE Number and Understand the place value system. Operations in Base Ten (NBT) 5.NBT1 N1A6 Partial alignment to bold, italicized portion of Grade 6 GLE Recognize that in a multi-digit number, a digit in one place apply and understand whole numbers to millions, represents 10 times as much as it represents in the place to its fractions and decimals to the thousandths (including right and 1/10 of what it represents in the place to its left. location on the number line) 5.NBT2 N1C7 Partial alignment to bold, italicized portion of Grade 7 GLE Explain patterns in the number of zeros of the product when *recognize equivalent representations for the same multiplying a number by powers of 10, and explain patterns in number and generate them by decomposing and composing the placement of the decimal point when a decimal is numbers, including exponential notation multiplied or divided by a power of 10. Use whole-number N2B4 Partial alignment to bold, italicized portion of Grade 4 GLE exponents to denote powers of 10. describe the effects of multiplying and dividing whole numbers as well as the relationship between the two operations N2B6 Partial alignment to bold, italicized portion of Grade 6 GLE describe the effects of multiplication and division on fractions and decimals 5.NBT3 Read, write and compare decimals to thousandths. 5.NBT3a N1A6 Partial alignment to bold, italicized portion of Grade 6 GLE Read and write decimals to thousandths, using base-ten apply and understand whole numbers to millions, fractions numerals, number names, and expanded form, e.g., 347.392 = and decimals to the thousandths (including location on 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x the number line) 91/1000) N1C3 Partial alignment to bold, italicized portion of Grade 3 GLE *recognize equivalent representations for the same number and generate them by decomposing and composing numbers, including expanded notation N1C5 Partial alignment to bold, italicized portion of GLE *recognize equivalent representations for the same number and generate them by decomposing and composing numbers 5.NBT3b N1A6 Partial alignment to bold, italicized portion of Grade 6 GLE Compare two decimals to thousandths based on meanings of apply and understand whole numbers to millions, fractions the digits in each place, using >, =, and < symbols to record and decimals to the thousandths (including location on the results of comparisons. the number line) N1B5 Partial alignment to bold, italicized portion of GLE recognize and generate equivalent forms of commonly used fractions and decimals Standards Crosswalk for Mathematics – Grade 5 2 DRAFT Common Core State Standards Crosswalk to Missouri GLEs/CLEs for Mathematics Grade 5 - DRAFT Domain CCSS Cluster of Standards Missouri v2.0 GLE/CLE Explanation of CCSS Alignment to v2.0 GLE/CLE Number and Understand the place value system. Operations in Base Ten (NBT) 5.NBT4 No complete or partial alignment to any GLE/CLE Use place value understanding to round decimals to any place. Perform operations with multi-digit whole numbers and with decimals to hundredths. 5.NBT5 N3B4 Partial alignment to bold, italicized portion of Grade 4 GLE Fluently multiply multi-digit whole numbers using the standard demonstrate fluency with basic number relationships algorithm. (12 x 12) of multiplication and related division facts N3C4 Partial alignment to bold, italicized portion of Grade 4 GLE apply and describe the strategy used to compute a given multiplication of 2-digit by 2-digit numbers and related division facts Standards Crosswalk for Mathematics – Grade 5 3 DRAFT Common Core State Standards Crosswalk to Missouri GLEs/CLEs for Mathematics Grade 5 - DRAFT Domain CCSS Cluster of Standards Missouri v2.0 GLE/CLE Explanation of CCSS Alignment to v2.0 GLE/CLE Number and Perform operations with multi-digit whole numbers and Operations in Base with decimals to hundredths. Ten (NBT) 5.NBT6 N2A5 Partial alignment to bold, italicized portion of GLE Find whole-number quotients of whole numbers with up to represent and recognize division using various models, four-digit dividends and two-digit divisors, using strategies including quotative and partitive based on place value, the properties of operations, and/or the N2B4 Partial alignment to bold, italicized portion of Grade 4 GLE relationship between multiplication and division. Illustrate and describe the effects of multiplying and dividing whole explain the calculation by using equations, rectangular arrays, numbers as well as the relationship between the two and/or area models. operations N2C6 * apply properties of operations (including order of Partial alignment to bold, italicized portion of Grade 6 GLE operations) to positive rational numbers N3B5 Partial alignment to bold, italicized portion of GLE demonstrate fluency with efficient procedures for adding and subtracting decimals and fractions (with unlike denominators) and division of whole numbers N3C5 Partial alignment to bold, italicized portion of GLE apply and describe the strategy used to compute a division problem up to a 3-digit by 2-digit and addition and subtraction of fractions and decimals A2A5 Partial alignment to bold, italicized portion of GLE using all operations, represent a mathematical situation as an expression, or number sentence using a letter or symbol A3A5 Partial alignment to bold, italicized portion of GLE model problem situations and draw conclusions, using representations, such as graphs, tables or number sentences Standards Crosswalk for Mathematics – Grade 5 4 DRAFT Common Core State Standards Crosswalk to Missouri GLEs/CLEs for Mathematics Grade 5 - DRAFT Domain CCSS Cluster of Standards Missouri v2.0 GLE/CLE Explanation of CCSS Alignment to v2.0 GLE/CLE Number and Perform operations with multi-digit whole numbers and Operations in Base with decimals to hundredths. Ten (NBT) 5NBT.7 N2B5 Partial alignment to bold, italicized portion of GLE Add, subtract, multiply, and divide decimals to hundredths, *describe the effects of addition and subtraction on using concrete models or drawings and strategies based on fractions and decimals place value, properties of operations, and/or the relationship N2B6 Partial alignment to bold, italicized portion of Grade 6 GLE between addition and subtraction; relate the strategy to a describe the effects of multiplication and division on written method and explain the reasoning used. fractions and decimals N2C6*apply properties of operations (including order of Partial alignment to bold, italicized portion of Grade 6 GLE operations) to positive rational numbers N3B5 Partial alignment to bold, italicized portion of GLE demonstrate fluency with efficient procedures for adding and subtracting decimals and fractions (with unlike denominators) and division of whole numbers N3C5 Partial alignment to bold, italicized portion of GLE apply and describe the strategy used to compute a division problem up to a 3-digit by 2-digit and addition and subtraction of fractions and decimals Standards Crosswalk for Mathematics – Grade 5 5 DRAFT Common Core State Standards Crosswalk to Missouri GLEs/CLEs for Mathematics Grade 5 - DRAFT Domain CCSS Cluster of Standards Missouri v2.0 GLE/CLE Explanation of CCSS Alignment to v2.0 GLE/CLE Number and Use equivalent fractions as a strategy to add and Operations – Fractions subtract fractions. (NF) 5.NF1 N1B5 Partial alignment to bold, italicized portion of GLE Add and subtract fractions with unlike denominators (including recognize and generate equivalent forms of commonly used mixed numbers) by replacing given fractions with equivalent fractions and decimals fractions in such a way as to produce an equivalent sum or N3B5 Partial alignment to bold, italicized portion of GLE difference of fractions with like denominators. For example, 2/3 demonstrate fluency with efficient procedures for adding + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + and subtracting decimals and fractions (with unlike bc)/bd.) denominators) and division of whole numbers 5.NF2 N1B4 Partial alignment to bold, italicized portion of Grade 4 GLE Solve word problems involving addition and subtraction of *use models, benchmarks (0, 1/2 and 1) and equivalent fractions referring to the same whole, including cases of unlike forms to judge the size of fractions denominators, e.g., by using visual fraction models or N3D5 Partial alignment to bold, italicized portion of GLE equations to represent the problem. Use benchmark fractions estimate and justify products, and quotients of whole and number sense of fractions to estimate mentally and assess numbers and sums and differences of decimals and the reasonableness of answers. For example, recognize an fractions incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2. A3A5 Partial alignment to bold, italicized portion of GLE model problem situations and draw conclusions, using representations, such as graphs, tables or number sentences 5.NF3 N1B6 Partial alignment to bold, italicized portion of Grade 6 GLE Interpret a fraction as division of the numerator by the recognize and generate equivalent forms of fractions, denominator (a/b = a ÷ b). Solve word problems involving decimals and benchmark percents division of whole numbers leading to answers in the form of N2A5 Partial alignment to bold, italicized portion of GLE fractions or mixed numbers, e.g., by using visual fraction represent and recognize division using various models, models or equations to represent the problem. For example, including quotative and partitive interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 N2B6 Partial alignment to bold, italicized portion of Grade 6 GLE multiplied by 4 equals 3, and that when 3 wholes are shared describe the effects of multiplication and division on equally among 4 people each person has a share of size 3/4. If fractions and decimals 9 people want to share a 50-pound sack of rice equally by N3D5 Partial alignment to bold, italicized portion of GLE weight, how many pounds of rice should each person get? estimate and justify products, and quotients of whole Between what two whole numbers does your answer lie? numbers and sums and differences of decimals and fractions A3A5 Partial alignment to bold, italicized portion of GLE model problem situations and draw conclusions, using representations, such as graphs, tables or number sentences Standards Crosswalk for Mathematics – Grade 5 6 DRAFT Common Core State Standards Crosswalk to Missouri GLEs/CLEs for Mathematics Grade 5 - DRAFT CCM Domain CCSS Cluster of Standards Missouri v2.0 GLE/CLE Explanation of Alignment of v2.0 GLE/CLE Number and Apply and extend previous understandings of Operations – Fractions multiplication and division to multiply and divide (NF) fractions. 5.NF4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. 5.NF4a N2B6 Partial alignment to bold, italicized portion of Grade 6 GLE Interpret the product (a/b) × q as a parts of a partition of q describe the effects of multiplication and division on into b equal parts; equivalently, as the result of a sequence of fractions and decimals operations a × q ÷ b. For example, use a visual fraction model N3C6 Partial alignment to bold, italicized portion of Grade 6 GLE to show (2/3) × 4 = 8/3, and create a story context for this multiply and divide positive rational numbers equation. Do the same with (2/3) × (4/5) = 8/15. (In general, A3A5 Partial alignment to bold, italicized portion of GLE (a/b) × (c/d) = ac/bd.) model problem situations and draw conclusions, using representations, such as graphs, tables or number sentences 5NF4b G4B6 Partial alignment to bold, italicized portion of Grade 6 GLE Find the area of a rectangle with fractional side lengths by tiling draw or use visual models to represent and solve it with unit squares of the appropriate unit fraction side lengths, problems and show that the area is the same as would be found by M2C4 Partial alignment to bold, italicized portion of Grade 4 GLE multiplying the side lengths. Multiply fractional side lengths to determine and justify areas of polygons and non- find areas of rectangles, and represent fraction products as polygonal regions imposed on a rectangular grid rectangular areas. M2C6 Partial alignment to bold, italicized portion of Grade 6 GLE solve problems involving the area or perimeter of polygons Standards Crosswalk for Mathematics – Grade 5 7 DRAFT Common Core State Standards Crosswalk to Missouri GLEs/CLEs for Mathematics Grade 5 - DRAFT Domain CCSS Cluster of Standards Missouri v2.0 GLE/CLE Explanation of CCSS Alignment to v2.0 GLE/CLE Number and Apply and extend previous understandings of Operations – Fractions multiplication and division to multiply and divide (NF) fractions. 5.NF5 Interpret multiplication as scaling (resizing), by: 5.NF5a N3E7 Partial alignment to bold, italicized portion of Grade 7 GLE Comparing the size of a product to the size of one factor on the solve problems involving proportions, such as scaling and basis of the size of the other factor, without performing the finding equivalent ratios indicated multiplication. 5NF5b N2B6 Partial alignment to bold, italicized portion of Grade 6 GLE Explaining why multiplying a given number by a fraction describe the effects of multiplication and division on greater than 1 results in a product greater than the given fractions and decimals 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.NF6 A3A5 Partial alignment to bold, italicized portion of GLE Solve real world problems involving multiplication of fractions model problem situations and draw conclusions, using and mixed numbers, e.g., by using visual fraction models or representations, such as graphs, tables or number equations to represent the problem. sentences N3C6 multiply and divide positive rational numbers Partial alignment to bold, italicized portion of Grade 6 GLE Standards Crosswalk for Mathematics – Grade 5 8 DRAFT Common Core State Standards Crosswalk to Missouri GLEs/CLEs for Mathematics Grade 5 - DRAFT Domain CCSS Cluster of Standards Missouri v2.0 GLE/CLE Explanation of CCSS Alignment to v2.0 GLE/CLE Number and Apply and extend previous understandings of Operations – Fractions multiplication and division to multiply and divide (NF) fractions. 5.NF7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1 (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.NF7a N2B6 Partial alignment to bold, italicized portion of Grade 6 GLE Interpret division of a unit fraction by a non-zero whole describe the effects of multiplication and division on number, and compute such quotients. For example, create a fractions and decimals story context for (1/3) ÷ 4, and use a visual fraction model to N3C6 Partial alignment to bold, italicized portion of Grade 6 GLE show the quotient. Use the relationship between multiplication multiply and divide positive rational numbers and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × A3A5 Partial alignment to bold, italicized portion of GLE 4 = 1/3. model problem situations and draw conclusions, using representations, such as graphs, tables or number sentences G4B6 Partial alignment to bold, italicized portion of Grade 6 GLE draw or use visual models to represent and solve problems 5.NF7b N2B6 Partial alignment to bold, italicized portion of Grade 6 GLE Interpret division of a whole number by a unit fraction, and describe the effects of multiplication and division on compute such quotients. For example, create a story context fractions and decimals for 4 ÷ (1/5), and use a visual fraction model to show the N3C6 Partial alignment to bold, italicized portion of Grade 6 GLE quotient. Use the relationship between multiplication and multiply and divide positive rational numbers division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4. A3A5 Partial alignment to bold, italicized portion of GLE model problem situations and draw conclusions, using representations, such as graphs, tables or number sentences Standards Crosswalk for Mathematics – Grade 5 9 DRAFT Common Core State Standards Crosswalk to Missouri GLEs/CLEs for Mathematics Grade 5 - DRAFT CCM Domain Grade-Specific Standard Missouri GLE Alignment Explanation Number and Apply and extend previous understandings of Operations – Fractions multiplication and division to multiply and divide (NF) fractions. 5.NF7c N3C6 Partial alignment to bold, italicized portion of Grade 6 GLE solve real world problems involving division of unit fractions by multiply and divide positive rational numbers non-zero whole numbers and division of whole numbers by unit A3A5 Partial alignment to bold, italicized portion of GLE fractions, e.g., by using visual fraction models and equations to model problem situations and draw conclusions, using represent the problem. For example, how much chocolate will representations, such as graphs, tables or number each person get if 3 people share 1/2 lb of chocolate equally? sentences How many 1/3-cup servings are in 2 cups of raisins? G4B6 Partial alignment to bold, italicized portion of Grade 6 GLE draw or use visual models to represent and solve problems Standards Crosswalk for Mathematics – Grade 5 10 DRAFT Common Core State Standards Crosswalk to Missouri GLEs/CLEs for Mathematics Grade 5 - DRAFT CCM Domain CCSS Cluster of Standards Missouri v2.0 GLE/CLE Explanation of CCSS Alignment to v2.0 GLE/CLE Measurement and Convert like measurement units within a given Data (MD) measurement system 5.MD1 M2E5 Partial alignment to bold, italicized portion of GLE Convert among different-sized standard measurement units convert from one unit to another within a system of within a given measurement system (e.g., convert 5 cm to 0.05 linear measurement (customary and metric) m), and use these conversions in solving multi-step, real world M2E6 Partial alignment to bold, italicized portion of Grade 6 GLE problems. convert from one unit to another with a system of measurement (mass and weight) M2E7 Partial alignment to bold, italicized portion of Grade 7 GLE convert from one unit to another within a system of measurement (capacity) and convert square or cubic units within the system of measurement Represent and interpret data. 5.MD2 N1B8 Partial alignment to bold, italicized portion of Grade 8 GLE Make a line plot to display a data set of measurements in use fractions, decimals, and percents to solve problems fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions N3C5 Partial alignment to bold, italicized portion of GLE for this grade to solve problems involving information apply and describe the strategy used to compute a presented in line plots. For example, given different division problem up to a 3-digit by 2-digit and addition and measurements of liquid in identical beakers, find the amount of subtraction of fractions and decimals liquid each beaker would contain if the total amount in all the N3C6 Partial alignment to bold, italicized portion of Grade 6 GLE beakers were redistributed equally. multiply and divide positive rational numbers D1C4 Partial alignment to bold, italicized portion of Grade 4 GLE create tables or graphs to represent categorical and numerical data (including line plots) D3A4 Partial alignment to bold, italicized portion of Grade 4 GLE *given a set of data, propose and justify conclusions that are based on the data Standards Crosswalk for Mathematics – Grade 5 11 DRAFT Common Core State Standards Crosswalk to Missouri GLEs/CLEs for Mathematics Grade 5 - DRAFT Domain CCSS Cluster of Standards Missouri v2.0 GLE/CLE Explanation of CCSS Alignment to v2.0 GLE/CLE Measurement and Geometric measurement: understand concepts of Data (MD) volume and relate volume to multiplication and to addition. 5.MD3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. 5.MD3a M1A6 Partial alignment to bold, italicized portion of Grade 6 GLE A cube with side length 1 unit, called a “unit cube,” is said to identify and justify the unit of measure for area and have “one cubic unit” of volume, and can be used to measure volume (customary and metric) volume. 5.MD3b M1A6 Partial alignment to bold, italicized portion of Grade 6 GLE A solid figure which can be packed without gaps or overlaps identify and justify the unit of measure for area and using n unit cubes is said to have a volume of n cubic units. volume (customary and metric) M2C5 Partial alignment to bold, italicized portion of GLE determine volume by finding the total number of the same size units needed to fill a space without gaps or overlaps 5MD4 M2C5 Partial alignment to bold, italicized portion of GLE Measure volumes by counting unit cubes, using cubic cm, cubic determine volume by finding the total number of the in, cubic ft, and improvised units. same size units needed to fill a space without gaps or overlaps Standards Crosswalk for Mathematics – Grade 5 12 DRAFT Common Core State Standards Crosswalk to Missouri GLEs/CLEs for Mathematics Grade 5 - DRAFT Explanation of CCSS Alignment to v2.0 GLE/CLE Domain CCSS Cluster of Standards Missouri v2.0 GLE/CLE Measurement and Geometric measurement: understand concepts of Data (MD) volume and relate volume to multiplication and to addition. 5.MD5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. 5.MD5a A2B4 Partial alignment to bold, italicized portion of Grade 4 GLE Find the volume of a right rectangular prism with whole- use the commutative, distributive and associative number side lengths by packing it with unit cubes, and show properties of addition and multiplication for multidigit that the volume is the same as would be found by multiplying numbers the edge lengths, equivalently by multiplying the height by the M2C5 Partial alignment to bold, italicized portion of GLE area of the base. Represent threefold whole-number products determine volume by finding the total number of the as volumes, e.g., to represent the associative property of same size units needed to fill a space without gaps or multiplication. overlaps M2C7 Partial alignment to bold, italicized portion of Grade 7 GLE solve problems involving circumference and/or area of a circle and surface area/volume of a rectangular or triangular prism, or cylinder 5.MD5b M2C7 Partial alignment to bold, italicized portion of Grade 7 GLE Apply the formulas V = l × w × h and V = b × h for solve problems involving circumference and/or area of a rectangular prisms to find volumes of right rectangular prisms circle and surface area/volume of a rectangular or triangular with whole number edge lengths in the context of solving real prism, or cylinder world and mathematical problems. 5.MD5c G1C5 Partial alignment to bold, italicized portion of GLE Recognize volume as additive. Find volumes of solid figures predict and justify the results subdividing, combining composed of two non-overlapping right rectangular prisms by and transforming shapes adding the volumes of the non-overlapping parts, applying this G4B6 Partial alignment to bold, italicized portion of Grade 6 GLE technique to solve real world problems. draw or use visual models to represent and solve problems M2C7 Partial alignment to bold, italicized portion of Grade 7 GLE solve problems involving circumference and/or area of a circle and surface area/volume of a rectangular or triangular prism, or cylinder Standards Crosswalk for Mathematics – Grade 5 13 DRAFT Common Core State Standards Crosswalk to Missouri GLEs/CLEs for Mathematics Grade 5 - DRAFT CCM Domain CCSS Cluster of Standards Missouri v2.0 GLE/CLE Explanation of CCSS Alignment to GLE/CLE Geometry (G) Graph points on the coordinate plane to solve real- world and mathematical problems. 5.G1 G2A5 Partial alignment to bold, italicized portion of GLE Use a pair of perpendicular number lines, called axes, to define *use coordinate systems to specify locations, describe a coordinate system, with the intersection of the lines (the paths and find distance between points along horizontal and origin) arranged to coincide with the 0 on each line and a given vertical lines 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). 5.G2 G2A5 Partial alignment to bold, italicized portion of GLE Represent real world and mathematical problems by graphing *use coordinate systems to specify locations, describe points in the first quadrant of the coordinate plane, and paths and find distance between points along horizontal and interpret coordinate values of points in the context of the vertical lines situation. Classify two-dimensional figures into categories based on their properties. 5.G3 G1A5 Partial alignment to bold, italicized portion of GLE Understand that attributes belonging to a category of two *analyze and classify 2- and 3- dimensional shapes by dimensional figures also belong to all subcategories of that describing the attributes category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. 5.G4 G1A5 Partial alignment to bold, italicized portion of GLE Classify two-dimensional figures in a hierarchy based on *analyze and classify 2- and 3- dimensional shapes by properties. describing the attributes Standards Crosswalk for Mathematics – Grade 5 14 DRAFT