Gizmos for Alberta - Mathematics: 5th Grade (Mathematics Curriculum adopted 2022)

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.

5.1: : Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating.

5.1.1: : Students analyze patterns in place value.

5.1.1.1: : Relate the names of place values that are the same number of places to the left and right of the ones place.

5.1.1.2: : Express numbers within 10 000 000, including decimal numbers to thousandths, using words and numerals.

5.1.1.3: : Relate a decimal number to its position on the number line.

5.1.1.4: : Determine a decimal number between any two other decimal numbers.

5.1.1.5: : Compare and order numbers, including decimal numbers.

5.1.1.6: : Express the relationship between two numbers, including decimal numbers, using

5.1.1.7: : Round numbers, including decimal numbers, to various places according to context.

5.1.2: : Students add and subtract within 1 000 000, including decimal numbers to thousandths, using standard algorithms.

5.1.2.1: : Add and subtract numbers, including decimal numbers, using standard algorithms.

5.1.2.3: : Solve problems using addition and subtraction, including problems involving money.

5.1.3: : Students determine divisibility of natural numbers.

5.1.3.1: : Investigate divisibility by natural numbers to 10, including 0.

5.1.3.2: : Generalize divisibility tests for 2, 3, and 5.

5.1.3.3: : Determine factors of natural numbers using divisibility tests.

5.1.4: : Students multiply and divide natural numbers within 100 000, including with standard algorithms.

5.1.4.4: : Express a quotient with or without a remainder according to context.

5.1.4.6: : Solve problems using multiplication and division of natural numbers.

5.1.5: : Students interpret improper fractions.

5.1.5.1: : Relate fractions, improper fractions, and mixed numbers to their positions on the number line.

5.1.5.2: : Count beyond 1 using fractions with the same denominator.

5.1.5.3: : Model fractions, including improper fractions and mixed numbers, using quantities, lengths, and areas.

5.1.5.4: : Express improper fractions and mixed numbers symbolically.

5.1.5.5: : Express an improper fraction as a mixed number and vice versa.

5.1.5.6: : Compare fractions, including improper fractions and mixed numbers, to benchmarks of 0, 1/2, and 1.

5.1.6: : Students add and subtract fractions with common denominators.

5.1.6.1: : Investigate the composition and decomposition of a quantity within 1 using unit fractions.

5.1.6.2: : Express the composition or decomposition of fractions with common denominators as a sum or difference.

5.1.6.3: : Compare strategies for adding or subtracting improper fractions to strategies for adding or subtracting mixed numbers.

5.1.6.4: : Add and subtract fractions with common denominators within 100, including improper fractions and mixed numbers.

5.1.6.5: : Solve problems requiring addition and subtraction of fractions with common denominators, including improper fractions and mixed numbers.

5.1.7: : Students employ ratios to represent relationships between quantities.

5.1.7.1: : Express part-part ratios and part-whole ratios of the same whole to describe various situations.

5.1.7.2: : Express, symbolically, the same part-whole relationship as a ratio, fraction, decimal, and percentage.

5.2: : Algebra: Equations express relationships between quantities.

5.2.1: : Students interpret numerical and algebraic expressions.

5.2.1.1: : Evaluate numerical expressions involving addition or subtraction in parentheses according to the order of operations.

5.2.1.3: : Express the product of a number and a variable using a coefficient.

5.2.1.6: : Write an algebraic expression involving one or two terms to describe an unknown value.

5.2.1.8: : Write equations involving one or two operations to represent a situation.

5.2.1.10: : Apply inverse operations to solve an equation, limited to equations with one or two operations.

5.2.1.11: : Verify the solution to an equation by evaluating expressions on each side of the equation.

5.2.1.12: : Solve problems using equations, limited to equations with one or two operations.

5.3: : Geometry: Shapes are defined and related by geometric attributes.

5.3.1: : Students investigate symmetry as a geometric property.

5.3.1.1: : Recognize symmetry in nature.

5.3.1.3: : Investigate symmetry in familiar 2-D and 3-D shapes using hands-on materials or digital applications.

5.3.1.4: : Show the line of symmetry of a 2-D shape.

5.3.1.5: : Describe the order of rotation symmetry of a 2-D shape.

5.3.1.6: : Compare the number of reflection and rotation symmetries of a 2-D shape to the number of equal sides and angles.

5.4: : Coordinate Geometry: Location and movement of objects in space can be communicated using a coordinate grid.

5.4.1: : Students relate location to position on a grid.

5.4.1.1: : Locate a point on a coordinate grid given the coordinates of the point.

5.4.1.2: : Describe the location of a point on a coordinate grid using coordinates.

5.4.1.3: : Describe the location of a point on a coordinate grid in relation to the location of another point using positional language.

5.5: : Measurement: Attributes such as length, area, volume, and angle are quantified by measurement.

5.5.1: : Students estimate and calculate area using standard units.

5.5.1.7: : Express the area of a rectangle using standard units given the lengths of its sides.

5.5.1.8: : Compare the perimeters of various rectangles with the same area.

5.5.1.9: : Describe the rectangle with the least perimeter for a given area.

5.5.1.10: : Solve problems involving perimeter and area of rectangles.

5.6: : Patterns: Awareness of patterns supports problem solving in various situations.

5.6.1: : Students relate terms to position within an arithmetic sequence.

5.6.1.1: : Represent one-to-one correspondence between positions and terms of an arithmetic sequence in a table of values and on a coordinate grid.

5.6.1.2: : Describe the graph of an arithmetic sequence as a straight line.

5.6.1.3: : Describe a rule, limited to one operation, that expresses correspondence between positions and terms of an arithmetic sequence.

5.6.1.5: : Determine the missing term in an arithmetic sequence that corresponds to a given position.

5.6.1.6: : Solve problems involving an arithmetic sequence.

5.7: : Statistics: The science of collecting, analyzing, visualizing, and interpreting data can inform understanding and decision making.

5.7.1: : Students analyze frequency in categorical data.

5.7.1.1: : Examine categorized data in tables and graphs.

5.7.1.2: : Determine frequency for each category of a set of data by counting individual data points.

5.7.1.9: : Organize counts of categorized data in a frequency table.

5.7.1.10: : Create various representations of data, including with technology, to interpret frequency.

Correlation last revised: 6/14/2022

Alberta - Mathematics: 5th Grade

Mathematics Curriculum | Adopted: 2022