Chapter 1 – Place Value: Add And Subtract Whole Numbers And Decimals

Lesson Pages Content Standard Assessment Limits Comments 1.2 4-5 6.A.1.b Read, write, and represent Use no more than 3 Review 1.1 decimals, using symbols, decimal places (0-100) Manipulative: Decimal words, or models squares or 10x10 grid paper 1.3 6-9 1.C.1.a Represent decimals and Use decimals with no Supplemental material mixed numbers on a number more than two decimal CR line places (0-100) or mixed numbers with 6.A.1.b denominators of Read, write, and represent 2,3,4,5,6,8 or 10 (0-10) decimals, using symbols, words, or models Use no more than 3 decimal places (0-100) 1.4 10-13 6.A.1.e CR Compare, order, or describe Use no more than 4 Manipulative: Decimal decimals with or without decimals with no more squares or using the symbols (<, > or =) than 3 decimal places and 10x10 grid numbers (0-100) paper 1.6 18-21 6.C.1.e Add decimals including Use no more than 4 Literature connection : money addends and no more Pigs Will Be Pigs, Tightwad Tod, Alexander Who Used to than 3 decimal places in be Rich Last Sunday. each addend and numbers 6.C.1.f (0-1000) Subtract decimals including money Use a minuend and subtrahend with no more than 3 decimal places and Supplemental Material numbers (0-1000) 1.A.1.a Interpret and write a rule for Use whole numbers or a one operation function decimals with no more table (+,-,x,÷ with no than 2 decimal places (0 – remainders) 1000) 1.7 22-25 6.C.2.a Wicomico County Public Schools Revised 2011 1 Math Standard Distribution- McGraw-Hill (© 2002) Textbook Correlation Grade 5 Determine the approximate Use no more than 3 Estimation will not be sum and difference of addends with no more assessed, but will be taught decimals than 3 decimal places in for number sense. each addend or the difference of a minuend and subtrahend with no more than 3 decimal places and numbers (0- 1000) 1.10A 32-33 6.C.1.e Add decimals including Use no more than 4 money addends and no more than 3 decimal places in each addend and numbers (0-1000) 6.C.1.f Subtract decimals including Use a minuend and money subtrahend with no more than 3 decimal places and numbers (0-1000)

1.A.1.c Use whole numbers with Complete a one- operation +, -, x, ÷ (with no function table remainders) or use decimals with no more than two decimal places with +, - (0 – 200)

Chapter 2 – Multiply Whole Numbers and Decimals

Lesson Pages Content Standard Assessment Limits Comments 2.1 50-51 6.C.1.a Use a 3-digit factor by Multiply whole numbers another factor with no more than 2-digits and whole numbers (0-10,000)

2.2 52-53 6.C.1.a Use a 3-digit factor by Multiply whole numbers another factor with no Wicomico County Public Schools Revised 2011 2 Math Standard Distribution- McGraw-Hill (© 2002) Textbook Correlation Grade 5 more than 2-digits and whole numbers (0-10,000)

2.3 54-57 6.C.1.a Use a 3-digit factor by Multiply whole numbers another factor with no more than 2-digits and whole numbers 1.B.2.a (0-10,000) Represent relationships by Supplemental Material using the appropriate relational symbols (>, <, =) Use whole numbers (0 – and one operational symbol 400) (+, -, ×, ÷ with no remainders) on either side

2.5 62-65 6.C.2.b Use a 1-digit factor with Estimation will not be Determine approximate the other factor having no assessed, but will be taught product and quotient of more than 3 digits or a for number sense. whole numbers dividend having no more than 3 digits and a 1-digit divisor and whole numbers (0-5000)

6.C.2.c Determine the approximate product of decimals Use a decimal in monetary notation and a single digit whole number and numbers (0-100)

2.7 70-73 6.C.1.g Multiply decimals Use a decimal in monetary CR notation by a single digit Literature Connection: whole number and Let’s Have a Bake Sale numbers (0-100)

Lesson Pages Content Standard Assessment Limits Comments 3.2 106-107 6.C.1.b Divide whole numbers Use a dividend with no more than a 4-digits by a 2-digit divisor and whole numbers (0-9,999)

3.3 108-109 6.C.1.b Divide whole numbers Use a dividend with no more than a 4-digits by a 2-digit divisor and whole numbers ) (0-9,999)

3.4 110-113 6.C.1.b Divide whole numbers Use a dividend with no CR more than a 4-digits by a 2-digit divisor and whole numbers (0-9,999) 3.5 114-117 6.C.2.b Determine approximate Use a 1-digit factor with Estimation will not be product and quotient of the other factor having no assessed, but will be taught whole numbers more than 3 digits or a for number sense. dividend having no more than 3 digits and a 1-digit divisor and whole numbers (0-5000) 3.6 118-119 6.C.1.c Interpret quotients and Use dividend with no more CR remainders mathematically than a 3-digits by a 1 or 2 Interpreting remainders: and in the context of a digit divisor and whole  Add 1 to the problem numbers quotient (0-999)  Use only the remainder  Use only the quotient (ignore the remainder) Wicomico County Public Schools Revised 2011 4 Math Standard Distribution- McGraw-Hill (© 2002) Textbook Correlation Grade 5 Chapter 4 – Data, Statistics and Graphs

Lesson Pages Content Standard Assessment Limits Comments 4.1 152-153 4.A.1.c Use no more than 20 4.A.1a Collect data by Organize and display data in pieces of data with a conducting surveys to line plots range of no more than 20 answer a question. Taught and whole numbers (0- in this lesson, but not 200) assessed in 5th grade.

4.B.1.b Use no more than 20 Literature connection: Interpret and compare data pieces of data with a Chrysanthemum in line plots range of no more than 20 and whole numbers (0- 100) 4.2 154-157 4.B.2.a 4.B.2.b Apply the range and Determine the mean of a Use no more than 8 pieces measures of central given data set or data of data and whole tendency to solve a problem display numbers without or answer a question . remainders (0-1000) Taught in this lesson, but not assessed in 5th grade.

CR 4.4 160-163 4.A.1.d Organize and display data in Use no more than 4 Literature Connection: double bar graphs categories and intervals of Graphs (All Aboard Math 1, 2, 5, or 10 and whole Reader) 4.B.1.c numbers (0-100) Interpret and compare data in double bar graphs Use no more than 4 categories and intervals of 1, 2, 5, or 10 and whole numbers (0-100) 4.6 166-169 1.C.1.b Create a graph in a Use the first quadrant and Literature Connection coordinate plane ordered pairs of whole X Marks the Spot numbers (0-50) The Fly on the Ceiling 4.A.1.e Organize and display data in Use y-axis with intervals line graphs of 1, 2, 4, 5, or 10 and x- axis with no more than 10 time intervals and whole Literature connection 4.B.1.d numbers (0-100) Tiger Math Wicomico County Public Schools Revised 2011 5 Math Standard Distribution- McGraw-Hill (© 2002) Textbook Correlation Grade 5 Interpret and compare data in double line graphs Use y-axis with intervals of 1, 2, 5, or 10 and x-axis with no more than 10 time intervals and whole numbers (0-100) 4.9 176-177 4.A.1.b Use no more than 20 data Organize and display data in points and whole numbers stem-and-leaf plots (0 to 100) CR

4.B.1.a Interpret and compare data Use no more than 20 data in stem & leaf plot points and whole numbers (0 to 100) Chapter 5 – Number Theory and Fraction Concepts

Lesson Pages Content Standard Assessment Limits Comments 5.1 200-201 6.B.1.b Use rules for 2, 3, 5, 9, or Note: The divisibility of 6 is Identify and use rules of 10 and whole numbers (0 not assessed divisibility to 10,000) 5.2 202-203 6.B.1.a Identify or describe numbers Use whole numbers (0- Manipulative: hundreds as prime or composite 100) board

5.3 204-205 6.B.1.c Use 2 numbers whose Identify the greatest GCF is no more than 10 common factor and whole numbers (0- 100) 5.4 206-209 6.A.1.c Manipulative: fraction towers Identify and determine Use denominators that are Literature Connection: equivalent forms of proper factors of 100, decimals, Fraction Fun fractions or percents (0 to 200) 5.6 214-215 6.A.1.c CR Identify and determine Use denominators that are equivalent forms of proper factors of 100, decimals, fractions or percents (0 to 200) 5.7 216-219 6.B.1.d Identify a common multiple Use no more than 4 single CR and the least common digit whole numbers multiple 5.8 220-221 6.A.1.d

Wicomico County Public Schools Revised 2011 6 Math Standard Distribution- McGraw-Hill (© 2002) Textbook Correlation Grade 5 Compare or order fractions Use no more than 4 Manipulative: fraction towers with fractions Literature Connection: Go, or without using the symbols or mixed numbers with Fractions (<, >, or =) denominators that are factors of 100 and numbers (0-100) 5.9 222-223 6.A.1.c Use denominators that are Identify or determine factors of 100, decimals, equivalent forms of proper or percents (0-200) fractions 5.11 226-229 6.A.1.a Read, write, and represent Use denominators that are CR fractions or mixed numbers factors of 24 and numbers Literature Connection: using symbols, models, and (0 to 200) Picture Pie words Use decimals with no 1.C.1.a more than two decimal Represent decimals and places (0-100) or mixed mixed numbers on a numbers with number line denominators of 2, 3, 4 ,5 , 6, 8,or 10 (0-10) 5.12 230-233 6.A.1.c Identify or determine Use denominators that are Note: Compare fractions equivalent forms of proper factors of 100, decimals, and decimals in this lesson fractions or percents (0-200) (not mixed numbers)

6.A.1.d Use no more than 4 Compare or order fractions fractions or mixed with or without using the numbers with symbols (<, >, or =) denominators that are factors of 100 and numbers (0-100) Chapter 6 – Add and Subtract Fractions

Lesson Pages Content Standard Assessment Limits Comments 6.1 252-255 6.C.1.d Add and subtract proper Use denominators as Manipulative: fraction towers fractions and mixed factors of 24 and numbers numbers with answers in (0 to 20) simplest form

6.2 256-257 6.C.1.d Wicomico County Public Schools Revised 2011 7 Math Standard Distribution- McGraw-Hill (© 2002) Textbook Correlation Grade 5 Add and subtract proper Use denominators as fractions and mixed factors of 24 and numbers numbers with answers in (0 to 20) simplest form

6.3 258-259 6.C.1.d Add and subtract proper Use denominators as CR fractions and mixed factors of 24 and numbers Manipulative: fraction towers numbers with answers in (0 to 20) simplest form 6.4 260-261 6.C.1.d Add and subtract proper Use denominators as Manipulative: fraction towers fractions and mixed factors of 24 and numbers numbers with answers in (0 to 20) simplest form 6.5 262-265 6.C.1.d Add and subtract proper Use denominators as CR fractions and mixed factors of 24 and numbers numbers with answers in (0 to 20) simplest form 6.6 268-269 6.C.1.d Add and subtract proper Use denominators as Manipulative: fraction towers fractions and mixed factors of 24 and numbers numbers with answers in (0 to 20) simplest form 6.7 270-271 6.C.1.d Add and subtract proper Use denominators as fractions and mixed factors of 24 and numbers numbers with answers in (0 to 20) simplest form 6.10 276-277 6.C.1.d Add and subtract proper Use denominators as Manipulative: fraction towers fractions and mixed factors of 24 and numbers numbers with answers in (0 to 20) simplest form 6.11 278-279 6.C.1.d Add and subtract proper Use denominators as fractions and mixed factors of 24 and numbers numbers with answers in (0 to 20) simplest form Chapter 8 – Measurement

Wicomico County Public Schools Revised 2011 8 Math Standard Distribution- McGraw-Hill (© 2002) Textbook Correlation Grade 5 Lesson Pages Content Standard Assessment Limits Comments 8.1 346-349 3.C.2.a Determine start, elapsed, Use the nearest minute CR and end time Manipulative: Clocks Literature Connection: Slow Poke 3.C.2.b Use seconds, minutes, Determine equivalent units and hours or pints, quarts, of measurement and gallons

8.2 350-353 3.B.1.a CR Select and use appropriate Measure length to 1/8 inch Manipulative: 1/8” ruler tools and units with a ruler Literature Connection: Carrie Measures Up

8.3 354-357 3.A.1.b Estimate and determine Use the nearest ounce capacity

3.C.2.b Use seconds, minutes, CR Determine equivalent units and hours, or pints, Manipulative: Gallon set of measurement quarts, and gallons

8.6 364-367 3.A.1.a Estimate and determine Use the nearest ounce for weight or mass weight and the nearest gram for mass

3.B.1.a Select and use appropriate Measure length to 1/8 inch tools and units with a ruler

Lesson Pages Content Standard Assessment Limits Comments 10.1 434-435 1.B.1.a Represent unknown Use whole numbers (0 to Supplemental Material quantities with one unknown 100) CR and one operation (+, -, x, ÷ or money ($0 to $100) with no remainders)

1.B.1.b Use +, - with whole Determine the value of numbers algebraic expressions with (0 to 1000) or x ,  (with one unknown, one-operation no remainders) with whole numbers (0-100) and the number for the unknown is no more than 9 10.2 436-437 1.B.1.a Represent unknown Use whole numbers (0 to quantities with one unknown 100) and one operation (+, -, x,  or money ($0 to $100) with no remainders)

1.B.1.b Use +, - with whole Determine the value of numbers algebraic expressions with (0 to 1000) or x ,  (with one unknown and one no remainders) with whole operation numbers (0-100) and the number for the unknown is no more than 9 10.4 440-441 1.A.1.a Interpret and write a rule for Use whole numbers or Note: Include horizontal a one-operation (+, -, x,  decimals with no more function table format with no remainders) function than 2 decimal places (0 to (supplemental material) table 1000) CR

1.A.1.c Complete a one-operation Use whole numbers with 1.A.1.b function table +, -, x, ÷ (with no Create a one-operation (x,÷ remainders) with no remainders) function or use decimals with no table to solve a real world more than two decimal problem. Taught in this Wicomico County Public Schools Revised 2011 10 Math Standard Distribution- McGraw-Hill (© 2002) Textbook Correlation Grade 5 1.A.1.d places with lesson, but not assessed in Apply a given two operation +, - (0-200) 5th grade. rule for a pattern Use two operations (+, - , x) and whole numbers (0- 100)

Lesson Pages Content Standard Assessment Limits Comments 10.5 442-445 1.A.1.d Use two operations (+, - , Apply a given two operation x) and whole numbers rule for a pattern (0-100)

1.C.1.b Create a graph in a Use the first quadrant and coordinate plane ordered pairs of whole numbers (0 to 50) 10. 8 454-455 1.B.2.b Supplemental Material Find the unknown in an Use whole numbers (0 to CR equation use one operation 2000) Manipulative: Hands-on (+ ,- , x,  with no Equations remainders) Literature Connection: Safari Park 10.9 456-459 1.B.2.a Supplemental Material Represent relationships Use whole numbers (0- CR using the appropriate 400) relational symbols (>, < ,=) and one operational symbol (+,-, x,  with no remainders) on either side

1.B.2.b Find the unknown in an Use whole numbers (0 to equation use one operation 2000) (+, -, x,  with no remainders)

10.10 460-463 1.B.2.b Use whole numbers (0 to Find the unknown in an 2000) equation use one operation (+, - , x,  with no remainders)

Chapter 11 – Geometry

Lesson Pages Content Standard Assessment Limits Comments 11.1 486-489 2.A.1.a Literature connection: Identify and describe Use parallel or Twizzlers, Pull and Peel relationships of lines and perpendicular lines and Math line segments in geometric line segments (multiple geometry concepts) figures or pictures 11.2 490-493 2.C.1.a CR Identify, describe and draw Provide their dimensions 2.C.1.a will not be assessed angles, parallel line as whole numbers (0 to on the chapter test, but will segments, and 20) or angle be assessed on MSA. perpendicular line segments measurements (0 to 179) Supplemental Material 3.B.2.a Literature connection: Measure a single angle and Measure an angle between Sir Cumference and the angles in regular polygons 0 and 180 to the nearest Great Knight of Angleland degree

11.4 498-501 2.A.2.a CR Compare and classify Use squares, rectangles, Manipulative: Pattern blocks quadrilaterals by length of rhombi, parallelograms, Note: In section 11.4 students need to learn to compare and sides and types of angles and trapezoids classify quadrilaterals, they do not (Include the angle symbol  have to find the missing interior ABC) angles. Use polygons with no 2.A.1.b more than 8 sides as part Supplemental Material Identify polygons within a of a composite figure Manipulative: Tangrams composite figure comprised of triangles or Literature connection : quadrilaterals Grandfather Tangs Story

Wicomico County Public Schools Revised 2011 13 Math Standard Distribution- McGraw-Hill (© 2002) Textbook Correlation Grade 5 11.6 506-507 2.D.1.a. Identify or describe Use same shape and geometric figures as similar different size

11.7 508-511 2.E.1.a Use translation along a Manipultive: Attribute blocks Identify and describe the vertical line, reflection results of translations, over a horizontal line, or reflections, and rotations of rotation 90°or 180° around geometric figures a given point

Chapter 12– Perimeter, Area, and 3-D Figures

Lesson Pages Content Standard Assessment Limits Comments 12.1 540-541 3.C.1.a Litterature connection: Determine perimeter Use polygons with no Spaghetti and Meatballs for more than 8 sides and All! whole numbers (0-500) Sam’s Sneaker Squares 3.C.1.c. Sir Cumference & the Isle of Find the area and perimeter Immeter of any closed figure on a Use whole and partial Manipulative: Geobooards grid units (0-50) Supplemental Material 12.2 542-543 3.C.1.b Determine area Use rectangles and whole CR numbers (0-200) Manipulative: Geobooards

3.C.1.c. Find the area and perimeter Supplemental Material of any closed figure on a Use whole and partial grid units (0-50) 12.3 544-545 3.C.1.a Determine perimeter Use polygons with no more than 8 sides and whole numbers 0-500 3.C.1.b Determine area Use rectangles and whole

12.9 558-561 2.B.1.a Identify and classify Use triangular pyramids, Manipulative: Geometric pyramids and prisms by the rectangular pyramids, foldables number of edges, faces, or triangular prisms, or Literature connection: vertices rectangular prisms Mummy Math

2.B.1.b Identify and classify Use triangular prisms and pyramids and prisms by the pyramids or rectangular base prisms and pyramids

2.B.2.a Analyze or identify the CR Compare a plane figure to number or arrangement of faces of solid geometric rectangles needed to figure make a rectangular prism number of triangles/rectangles needed to make a triangular prism, and the number of circles/rectangles needed to make a cylinder.

Wicomico County Public Schools Revised 2011 15 Math Standard Distribution- McGraw-Hill (© 2002) Textbook Correlation Grade 5 Chapter 13 – Probability Lesson Pages Content Standard Assessment Limits Comments 13.7 604-607 5.A.1.a Literature connection: Pigs at Determine possible Use two independent Odds, outcomes of independent events with no more than The Sundae Scoop, Amelia events 4 outcomes each and an Bedelia, Poem “Eighteen Flavors” organized list or tree CR 5.B.1.a diagram Supplemental Material Make predictions and Manipulative: spinners, color express the probability as a Use a sample space of no tiles, marbles, number fraction more than 20 outcomes generators, etc. CR Chapter 14 – Percents 14.1 628-629 6.A.1.b Read, write, and represent Use no more than 3 Manipulative: 10 x 10 grid decimals using symbols, decimal places (0-100) Literature Connection: words, or models Piece=Part=Portion: Fraction=Decimal=Percent 6.A.1.c Identify and determine Use denominators that are CR equivalent forms of proper factors of 100, decimals, fractions or percents (0-200) 14.2 630-633 6.A.1.b Read, write, and represent Use no more than 3 decimals using symbols, decimal places (0-100) words, or models

6.A.1.c Use denominators that are Identify and determine factors of 100, decimals, equivalent forms of proper or percents (0-200) fractions 14.3 634-637 6.A.1.b Read, write, and represent Use no more than 3 decimals using symbols, decimal places (0-100) words, or models

6.A.1.c Identify or determine Use denominators that are equivalent factors of 100, decimals, forms of proper fractions or percents (0-200) 14.4 638-639 6.A.1.c Identify or determine Use denominators that are Wicomico County Public Schools Revised 2011 16 Math Standard Distribution- McGraw-Hill (© 2002) Textbook Correlation Grade 5 equivalent forms of proper factors of 100, decimals, fractions or percents (0-200) 14.8 652-655 4.B.1.e CR Read circle graphs Use no more than 4 Literature Connection: categories and data in Graphs (All Aboard Reader) whole numbers or The Grizzly Gazette percents which are multiples of 5 and whole numbers (0-100)

Wicomico County Public Schools Revised 2011 17 Math Standard Distribution- McGraw-Hill (© 2002) Textbook Correlation Grade 5 POST MSA Chapter 2 Part II Add, Subtract, & Multiply Decimals Lesson Pages Cont Assessment Limit Comments ent Stan dard 1.6 18-21 Grad e 5 Use no more than 4 addends and no more than 3 6.C.1 decimal places in each addend and numbers (0- Review .e 1000) Add deci Use a minuend and subtrahend with no more mals than 3 decimal places and numbers (0-1000) inclu ding mon ey.

Grad e 5 6.C.1 .f Subtr act deci mals inclu ding mon ey. 2.3 54-57 Grad e 5 Use a 3-digit factor by another factor with no Review 6.C.1 more than 2-digits and whole numbers .a (0-10,000) Multi ply whol e num bers. Wicomico County Public Schools Revised 2011 18 Math Standard Distribution- McGraw-Hill (© 2002) Textbook Correlation Grade 5

2.7 70-73 Grad e 6 Use a decimal with no more than 3 digits Grade 5 included only 6.C.1 multiplied by a 2-digit decimal (0-1,000) decimals in monetary form. .c Use other problems now. Multi ply deci mals. 2.8 74-75 Grad e 6 Use a decimal with no more than 3 digits 6.C.1 multiplied by a 2-digit decimal (0-1,000) .c Multi ply deci mals. 2.9 76-79 Grad e 6 Use a decimal with no more than 3 digits CR 6.C.1 multiplied by a 2-digit decimal (0-1,000) .c Multi ply deci mals. 2.11 82-85 Grad e 6 Use exponential form with powers of 10. 6.A.1 (0-10,000) .a Read , write, and repre sent whol e num bers.

Wicomico County Public Schools Revised 2011 19 Math Standard Distribution- McGraw-Hill (© 2002) Textbook Correlation Grade 5 2.12 86-87 Grad e 6 Use a decimal with no more than 3 digits 6.C.1 multiplied by a 2-digit decimal (0-1,000) .c Multi ply deci mals. 14.5 642-645 Grad e 6 Use 10%, 20%, 25%, or 50% of a whole number 6.C.1 (0-1,000) .e Deter mine a perc ent of a whol e num ber.

Wicomico County Public Schools Revised 2011 20 Math Standard Distribution- McGraw-Hill (© 2002) Textbook Correlation Grade 5 Chapter 3 Part II Dividing Whole Numbers & Decimals Lesson Pages Cont Assessment Limit Comments ent Stan dard 3.4 110-113 Grad e 5 Use a dividend with no more than a 4-digits by a Review 6.C.1 2-digit divisor and whole numbers .b (0-9,999) Divid e whol e num bers. 3.6 118-119 6.C.1 .c Use dividend with no more than a 3-digits by a 1 Review Inter or 2 digit divisor and whole numbers (0-999) pret quoti ents and rema inder s math emati cally and in the conte xt of a probl em. 3.8 124-127 Grad e 6 Use a decimal with no more than 5 digits divided 6.C.1 by a whole number with no more than 2 digits .d without annexing zeros. (0-1,000) Divid e Wicomico County Public Schools Revised 2011 21 Math Standard Distribution- McGraw-Hill (© 2002) Textbook Correlation Grade 5 deci mals. Chapters 5 & 6 Part II Fractions Lesson Pages Cont Assessment Limit Comments ent Stan dard 5.12 230-233 Grad e 6 Include no more than 4 fractions with 6.A.1 denominators with factors of 100 or decimals .d with up to 2 decimal places. (0-100) Com pare and order fracti ons, deci mals alone or mixe d toget her, with or witho ut relati onal symb ols. (<, >, =) 6.5 262-265 Grad e 6 Use proper fractions and denominators as 6.C.1 factors of 60. (0-20) .a Add and Wicomico County Public Schools Revised 2011 22 Math Standard Distribution- McGraw-Hill (© 2002) Textbook Correlation Grade 5 subtr act fracti ons and mixe d num bers and expr ess answ ers in simpl est form. 6.7 270-271 Grad e 6 Use proper fractions and denominators as 6.C.1 factors of 60. (0-20) .a Add and subtr act fracti ons and mixe d num bers and expr ess answ ers in simpl est form. 6.11 278-279 Grad e 6 Use proper fractions and denominators as 6.C.1 factors of 60. (0-20) Wicomico County Public Schools Revised 2011 23 Math Standard Distribution- McGraw-Hill (© 2002) Textbook Correlation Grade 5 .a Add and subtr act fracti ons and mixe d num bers and expr ess answ ers in simpl est form.

Wicomico County Public Schools Revised 2011 24 Math Standard Distribution- McGraw-Hill (© 2002) Textbook Correlation Grade 5 Chapter 7 Part II Multiply Fractions Lesson Pages Content Standard Assessment Limit Comments 7.1 300-301 Grade 6 6.C.1.b Use denominators as Multiply fractions and mixed factors of 24 not including numbers and express in 24 (0-20) simplest form. 7.2 302-305 Grade 6 6.C.1.b Use denominators as CR Multiply fractions and mixed factors of 24 not including numbers and express in 24 (0-20) simplest form. 7.4 310-313 Garde 6 6.C.1.b Use denominators as Multiply fractions and mixed factors of 24 not including numbers and express in 24 (0-20) simplest form Chapters 9 & 10 Part II Integers & Algebra Lesson Pages Content Standard Assessment Limit Comments 9.1 394-397 Grade 6 6.A.1.b Read, write and represent Use integers from (-100 to integers. 100)

Grade 6 1.C.1.a Represent rational numbers Use integers (-20 to 20) on a number line. 10.3 438-439 Grade 6 1.B.1.c Use no more than 4 CR Use parenthesis to evaluate operations (+, - , x, ) with a numeric expression. no remainders and 1 set of parentheses or division bar (0-100)

10.4 440-441 Grade 6 1.A.1.b Use whole numbers or Interpret and write a rule for decimals with no more a one-operation (+, -, x, or ÷) than two decimal places Wicomico County Public Schools Revised 2011 25 Math Standard Distribution- McGraw-Hill (© 2002) Textbook Correlation Grade 5 function table. (0-10,000)

Grade 6 1.A.1.c Complete a function table Use the opertaions of (+, -, with a given two-operation x), numbers no more than rule. 10 in the rule, and whole numbers 0-50 10.5 442-445 Grade 6 1.C.1.b Use no more than 3 Create a graph in a ordered pairs of integers coordinate plane. (-20-20) or no more than 3 ordered pairs of fractions/mixed numbers with denominators of 2 (-10-10) 10.6 446-449 Grade 6 1.C.1.b Use no more than 3 Create a graph in a ordered pairs of integers coordinate plane. (-20-20) or no more than 3 ordered pairs of fractions/mixed numbers with denominators of 2 (-10-10) 10.9 456-459 Grade 6 1.B.2.a Use a variable, the Identify and write equations appropriate relational and inequalities to represent symbol (<, >, =), and one relationships. operational symbol (+, -, x, or ÷) on either side and use fractions with denominators as factors of 24 (0-50) or decimals with no more than two decimal places (0-200). 10.10 460-463 Grade 6 1.B.2.a Use a variable, the Identify and write equations appropriate relational and inequalities to represent symbol (<, >, =), and one relationships. operational symbol (+, -, x, or ÷) on either side and use fractions with denominators as factors Wicomico County Public Schools Revised 2011 26 Math Standard Distribution- McGraw-Hill (© 2002) Textbook Correlation Grade 5 of 24 (0-50) or decimals with no more than two decimal places (0-200).

Wicomico County Public Schools Revised 2011 27