Organization: Pearson
Product Name: enVisionMath California Common Core Grade 5 en espanol
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Curriculum Standards:


Represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15. - NO_4.4C
Determine products of a number and 10 or 100 using properties of operations and place value understandings. - NO_4.4B
Add and subtract whole numbers and decimals to the hundredths place using the standard algorithm. - NO_4.4A
Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold wholenumber products as volumes, e.g., to represent the associative property of multiplication. - 5.MD.C.5a
Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. - 5.MD.C.5c
Apply the formulas V = l x w x h and V = b x h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. - 5.MD.C.5b
Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1̐100 with a common factor as a multiple of a sum of two whole numbers with no common factor. - 6.NS.B.4
Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4). - 4.NF.B.4a
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. - 6.NS.B.3
Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. - 4.NF.B.4b
Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. - 4.NF.B.4c
Round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers. - NO_4.4G
Use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor. - NO_4.4F
Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. - NO_4.4D
Apply knowledge of right angles to identify acute, right, and obtuse triangles. - GM_4.6C
Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) x 4 = 1/3. - 5.NF.B.7a
Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb. of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? - 5.NF.B.7c
Aplicar y ampliar los conocimientos previos sobre la división para dividir fracciones unitarias por números enteros no negativos y números enteros no negativos por fracciones unitarias. Interpretar la división de un número entero no negativo por una fracción unitaria y calcular este tipo de cocientes. Por ejemplo, inventar un contexto para 4 ÷ (1/5), y utilizar un modelo visual de fracciones para expresar el cociente. Utilizar la relación entre la multiplicación y la división para explicar que 4 ÷ (1/5) =20 porque 20 ×(1/5)= 4. - 5.NF.B.7b
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. - 5.NBT.B.7
Fluently multiply multi-digit whole numbers using the standard algorithm. - 5.NBT.B.5
Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. - 5.NBT.B.6
Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. - 5.NBT.A.1
Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. - 5.NBT.A.2
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. - 4.G.A.1
Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. (Two dimensional shapes should include special triangles, e.g., equilateral, isosceles, scalene, and special quadrilaterals, e.g., rhombus, square, rectangle, parallelogram, trapezoid.) - 4.G.A.2
Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100 , and add 3/10 + 4/100 = 34/100. - 4.NF.C.5
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. - 4.NF.C.6
Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. - 5.NF.B.6
Solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate. - GM_4.8C
Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. - 5.NF.B.3
Classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties. - GM_5.5A
Identify relative sizes of measurement units within the customary and metric systems. - GM_4.8A
Represent the value of the digit in decimals through the thousandths using expanded notation and numerals. - NO_5.2A
Convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table. - GM_4.8B
Compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =. - NO_5.2B
Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. - 4.OA.A.3
Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule U1Add 3Ue and the starting number 0, and given the rule U1Add 6Ue and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. - 5.OA.B.3
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. - 4.OA.A.1
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using the number line or another visual model. - 4.NF.C.7
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. - 4.OA.A.2
Represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence. - AR_4.5B
Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. - 5.G.B.3
Interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left. - NO_4.2A
Solve problems related to perimeter and area of rectangles where dimensions are whole numbers. - AR_4.5D
Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y - 6.EE.A.2a
Determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base. - GM_5.6B
Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. - 2.NBT.B.8
Recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible. - GM_5.6A
Apply the properties of operations to generate equivalent expressions. - 6.EE.A.3
Classify two-dimensional figures in a hierarchy based on properties. - 5.G.B.4
Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. - 5.NF.B.5a
Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given 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 x a) /(n x b) to the effect of multiplying a/b by 1. - 5.NF.B.5b
Use place value understanding to round decimals to any place. - 5.NBT.A.4
Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems. - MP_4.1C
Express a whole number in the range 2-50 as a product of its prime factors. For example, find the prime factors of 24 and express 24 as 2 x 2 x 2 x 3. - 5.OA.A.2.1
Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. - MP_4.1D
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd) . - 5.NF.A.1
Represent fractions and decimals to the tenths or hundredths as distances from zero on a number line. - NO_4.3G
Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations. - NO_4.3E
Compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or < . - NO_4.3D
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 assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2. - 5.NF.A.2
Solve problems by calculating conversions within a measurement system, customary or metric. - GM_5.7A
Determine if two given fractions are equivalent using a variety of methods. - NO_4.3C
Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each, or 7 groups of 5 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. - 3.OA.A.1
Count within 1000; skip-count by 2s, 5s, 10s, and 100s. - 2.NBT.A.2
Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100+ 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100_ + 2 x (1/1000). - 5.NBT.A.3a
Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. - 5.NF.B.4b
Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. - 5.NBT.A.3b
Aplicar y ampliar los conocimientos previos sobre la multiplicación para multiplicar una fracción o un número entero por una fracción. Interpretar el producto (a/b) × q como a partes de la repartición de q en partes iguales de b; de manera equivalente, como el resultado de la secuencia de operaciones a × q ÷ b. Por ejemplo, emplear un modelo visual de fracciones para representar (2/3) × 4 = 8/3, e inventar un contexto para esta ecuación. Hacer lo mismo con (2/3) ×(4/5) = 8/15. (En general, (a/b) ×(c/d) = ac/bd). - 5.NF.B.4a
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. - 5.MD.C.4
Recognize the difference between additive and multiplicative numerical patterns given in a table or graph. - AR_5.4D
Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. - 5.G.A.2
Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given 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.G.A.1
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. - 6.RP.A.1
Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. - 6.RP.A.2
Describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the x-coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis starting at the origin; and the y-coordinate, the second number, indicates movement parallel to the y-axis starting at the origin. - GM_5.8A
Simplify numerical expressions that do not involve exponents, including up to two levels of grouping. - AR_5.4F
Describe the meaning of parentheses and brackets in a numeric expression. - AR_5.4E
Represent and solve problems related to perimeter and/or area and related to volume. - AR_5.4H
Use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism, including the special form for a cube (V = l x w x h, V = s x s x s, and V = Bh). - AR_5.4G
Describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane. - GM_5.8B
Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? - 6.RP.A.3b
Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. - 6.RP.A.3a
Use place value understanding to round whole numbers to the nearest 10 or 100. - 3.NBT.A.1
Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. - NO_3.4G
Explain why a fraction a/b is equivalent to a fraction (n - a) / (n - b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. - 4.NF.A.1
Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, and justify the conclusions, e.g., by using a visual fraction model. - 4.NF.A.2
Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. - 3.NBT.A.2
Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. - 2.NBT.B.5
Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. - MP_5.1B
Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... - 4.MD.A.1
Apply mathematics to problems arising in everyday life, society, and the workplace. - MP_5.1A
Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. - 4.OA.C.5
Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Represent and interpret data. - 4.MD.A.3
Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. - 4.MD.A.2
Make a line plot to display a data set of measurements in fractions of a unit (1/2 , 1/4 , 1/8 ). Use operations on fractions for this grade to solve problems involving information presented in line plots. - 5.MD.B.2
Create and use representations to organize, record, and communicate mathematical ideas. - MP_5.1E
Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. - MP_5.1D
Represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models. - NO_5.3D
Solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers. - NO_5.3E
Represent quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using objects and pictorial models, including area models. - NO_5.3F
Solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm. - NO_5.3G
Represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations. - NO_5.3H
Represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models. - NO_5.3I
A cube with side length 1 unit, called a U1unit cube,Ue is said to have U1one cubic unitUe of volume, and can be used to measure volume. - 5.MD.C.3a
Represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 � 7 and 7 � 1/3 using objects and pictorial models, including area models. - NO_5.3J
Add and subtract positive rational numbers fluently. - NO_5.3K
A solid figure that can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. - 5.MD.C.3b
Estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division. - NO_5.3A
Multiply with fluency a three-digit number by a two-digit number using the standard algorithm. - NO_5.3B
Solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm. - NO_5.3C
Fluently add and subtract multi-digit whole numbers using the standard algorithm. - 4.NBT.B.4
Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. - 4.NBT.B.5
Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. - 4.NBT.B.6
The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. - NO_4.4
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 = 70 x 10 by applying concepts of place value and division. - 4.NBT.A.1
Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. - 4.NF.B.3c
Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using ., 5, and , symbols to record the results of comparisons. - 4.NBT.A.2
Resuelven problemas verbales sobre sumas y restas de fracciones relacionados a un mismo entero y con el mismo denominador, por ejemplo, utilizando modelos visuales de fracciones y ecuaciones para representar el problema. - 4.NF.B.3d
Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. - 6.G.A.4
Use place value understanding to round multi-digit whole numbers to any place. - 4.NBT.A.3
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. - 4.NF.B.3a
Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8. 2-1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. - 4.NF.B.3b
Identify points, lines, line segments, rays, angles, and perpendicular and parallel lines. - GM_4.6A
Describe the mathematical relationships found in the base-10 place value system through the hundred thousands place. - NO_3.2B
Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. - 5.MD.A.1
Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. - 4.OA.B.4
Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. - 5.OA.A.1
Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation U1add 8 and 7, then multiply by 2Ue as 2 x (8 +7). Recognize that 3 x (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. - 5.OA.A.2
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. - 4.MD.B.4
Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. - MP_3.1B




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