**FIFTH GRADE**

Information Technology Syllabus

**Christian Living**

In this grade level, the students whether they are Catholics or non-Catholics will have the opportunity not only to appreciate that the Sacraments are celebrations of Jesus’ love and presence, but also be helped to become a community of faith. Students will learn to see and perceive signs of God’s presence in things, places, times and people. The students, therefore, will learn that Jesus is the Sacrament of God’s presence; that the Church is the Sacrament of Christ’s presence and the Church celebrates the Seven Sacraments which help each individual person in the “journey of faith”.

**Language Arts**

During this course we will read books which will connect to all the other subjects in Fifth grade. Story-specific activities provide grounds for grammar, usage, and mechanics practice. Integrated spelling lessons are based on story vocabulary and words students frequently misspelled. Independent practice activities build vocabulary, comprehension, and study skills. This will also improve their reading speed and level of reading. This course will encourage the students to focus when they read and thereby be able to remember the stories read in variety of writing contexts.

Part 1:

With this unit we want to provide to the students instruction and practice for grammar usage, and mechanics as well as basic skills for speaking, writing and listening to English. .

Part 2:

The units and lessons in Part 2 provide explicit instruction in writing, listening, speaking, and viewing skills, including lessons that focus on media.

**Mathematics **

By this time, the fifth graders have mastered the basic operations of whole numbers, fractions, and decimal fractions. The idea of percent, ratio and proportion is taught and students use formulas further in solving word problems not only in these concepts mentioned but also in non-metric and metric geometry. Finally, the children are ready to study more abstract math concepts in the upper grades.

**Science**

The science course of grade 5 revolves around the scientific method. The scientific method entails the following steps in solving a problem: observe, question, hypothesize, experiment, and then conclude. The students will learn to observe with hands-on objects/concepts like the weather, matter, and plants/animals. The students will learn to question and hypothesize about everyday things. We will do experiments to test the hypothesis and hereby teach the students to be open minded and paying special attention to changes/happenings in everyday life. This course will also teach the students how to write a comprehensive conclusion to explain what they have learnt/found from the experiments. This will encourage the students to think critically and work independently.

**Social Studies **

The 5^{th} grade social studies class covers topics such as citizenship, historical conflict and resolution, the development of nation states, and interactions between people and the environment. Students will practice skills such as map reading, researching topics, and writing reports.

**Reading: Literature – Grade 5**

**Key Ideas and Details**

- ELA-Literacy.RL.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- ELA-Literacy.RL.5.2Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
- ELA-Literacy.RL.5.3Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

**Craft and Structure**

- ELA-Literacy.RL.5.4Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
- ELA-Literacy.RL.5.5Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
- ELA-Literacy.RL.5.6Describe how a narrator’s or speaker’s point of view influences how events are described.

**Integration of Knowledge and Ideas**

- ELA-Literacy.RL.5.7Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
- (RL.5.8 not applicable to literature)
- ELA-Literacy.RL.5.9Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

**Range of Reading and Level of Text Complexity**

- ELA-Literacy.RL.5.10By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

**Reading: Informational Text – Grade 5**

**Key Ideas and Details**

- ELA-Literacy.RI.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- ELA-Literacy.RI.5.2Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
- ELA-Literacy.RI.5.3Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

**Craft and Structure**

- ELA-Literacy.RI.5.4Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a
*grade 5 topic or subject area*. - ELA-Literacy.RI.5.5Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
- ELA-Literacy.RI.5.6Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

**Integration of Knowledge and Ideas**

- ELA-Literacy.RI.5.7Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
- ELA-Literacy.RI.5.8Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
- ELA-Literacy.RI.5.9Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

**Range of Reading and Level of Text Complexity**

- ELA-Literacy.RI.5.10By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

**Reading: Foundational Skills – Grade 5**

## Phonics and Word Recognition

- ELA-Literacy.RF.5.3Know and apply grade-level phonics and word analysis skills in decoding words.
- ELA-Literacy.RF.5.3aUse combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

## Fluency

- ELA-Literacy.RF.5.4Read with sufficient accuracy and fluency to support comprehension.
- ELA-Literacy.RF.5.4aRead grade-level text with purpose and understanding.
- ELA-Literacy.RF.5.4bRead grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
- ELA-Literacy.RF.5.4cUse context to confirm or self-correct word recognition and understanding, rereading as necessary.

**Writing – Grade 5**

## Text Types and Purposes

- ELA-Literacy.W.5.1Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
- ELA-Literacy.W.5.1aIntroduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
- ELA-Literacy.W.5.1bProvide logically ordered reasons that are supported by facts and details.
- ELA-Literacy.W.5.1cLink opinion and reasons using words, phrases, and clauses (e.g.,
*consequently*,*specifically*). - ELA-Literacy.W.5.1dProvide a concluding statement or section related to the opinion presented.

- ELA-Literacy.W.5.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- ELA-Literacy.W.5.2aIntroduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
- ELA-Literacy.W.5.2bDevelop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
- ELA-Literacy.W.5.2cLink ideas within and across categories of information using words, phrases, and clauses (e.g.,
*in**contrast*,*especially*). - ELA-Literacy.W.5.2dUse precise language and domain-specific vocabulary to inform about or explain the topic.
- ELA-Literacy.W.5.2eProvide a concluding statement or section related to the information or explanation presented.

- ELA-Literacy.W.5.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- ELA-Literacy.W.5.3aOrient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
- ELA-Literacy.W.5.3bUse narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
- ELA-Literacy.W.5.3cUse a variety of transitional words, phrases, and clauses to manage the sequence of events.
- ELA-Literacy.W.5.3dUse concrete words and phrases and sensory details to convey experiences and events precisely.
- ELA-Literacy.W.5.3eProvide a conclusion that follows from the narrated experiences or events.

## Production and Distribution of Writing

- ELA-Literacy.W.5.4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
- ELA-Literacy.W.5.5With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)
- ELA-Literacy.W.5.6With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

## Research to Build and Present Knowledge

- ELA-Literacy.W.5.7Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
- ELA-Literacy.W.5.8Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
- ELA-Literacy.W.5.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
- ELA-Literacy.W.5.9aApply
*grade 5 Reading standards*to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). - ELA-Literacy.W.5.9bApply
*grade 5 Reading standards*to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

- ELA-Literacy.W.5.9aApply

## Range of Writing

- ELA-Literacy.W.5.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

**Speaking and Listening – Grade 5**

## Comprehension and Collaboration

- ELA-Literacy.SL.5.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
*grade 5 topics and texts*, building on others’ ideas and expressing their own clearly.- ELA-Literacy.SL.5.1aCome to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- ELA-Literacy.SL.5.1bFollow agreed-upon rules for discussions and carry out assigned roles.
- ELA-Literacy.SL.5.1cPose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
- ELA-Literacy.SL.5.1dReview the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

- ELA-Literacy.SL.5.2Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
- ELA-Literacy.SL.5.3Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

## Presentation of Knowledge and Ideas

- ELA-Literacy.SL.5.4Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
- ELA-Literacy.SL.5.5Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
- ELA-Literacy.SL.5.6Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 here for specific expectations.)

**Language – Grade 5**

## Conventions of Standard English

- ELA-Literacy.L.5.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- ELA-Literacy.L.5.1aExplain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
- ELA-Literacy.L.5.1bForm and use the perfect (e.g.,
*I had walked; I have walked; I will have walked*) verb tenses. - ELA-Literacy.L.5.1cUse verb tense to convey various times, sequences, states, and conditions.
- ELA-Literacy.L.5.1dRecognize and correct inappropriate shifts in verb tense.*
- ELA-Literacy.L.5.1eUse correlative conjunctions (e.g.,
*either/or, neither/nor*).

- ELA-Literacy.L.5.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- ELA-Literacy.L.5.2aUse punctuation to separate items in a series.*
- ELA-Literacy.L.5.2bUse a comma to separate an introductory element from the rest of the sentence.
- ELA-Literacy.L.5.2cUse a comma to set off the words
*yes*and*no*(e.g.,*Yes, thank you*), to set off a tag question from the rest of the sentence (e.g.,*It’s true, isn’t it?*), and to indicate direct address (e.g.,*Is that you, Steve?*). - ELA-Literacy.L.5.2dUse underlining, quotation marks, or italics to indicate titles of works.
- ELA-Literacy.L.5.2eSpell grade-appropriate words correctly, consulting references as needed.

## Knowledge of Language

- ELA-Literacy.L.5.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.
- ELA-Literacy.L.5.3aExpand, combine, and reduce sentences for meaning, reader/listener interest, and style.
- ELA-Literacy.L.5.3bCompare and contrast the varieties of English (e.g.,
*dialects, registers*) used in stories, dramas, or poems.

## Vocabulary Acquisition and Use

- ELA-Literacy.L.5.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
- ELA-Literacy.L.5.4aUse context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
- ELA-Literacy.L.5.4bUse common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g.,
*photograph, photosynthesis*). - ELA-Literacy.L.5.4cConsult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

- ELA-Literacy.L.5.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- ELA-Literacy.L.5.5aInterpret figurative language, including similes and metaphors, in context.
- ELA-Literacy.L.5.5bRecognize and explain the meaning of common idioms, adages, and proverbs.
- ELA-Literacy.L.5.5cUse the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

- ELA-Literacy.L.5.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g.,
*however, although, nevertheless, similarly, moreover, in addition*).

**Math: Operations and Algebraic Thinking**

## Write and interpret numerical expressions.

- Math.Content.5.OA.A.1Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
- Math.Content.5.OA.A.2Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
*For example, express the calculation “add 8 and 7, then 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.

- Math.Content.5.OA.B.3Generate 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 “Add 3” and the starting number 0, and given the rule “Add 6” 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*.

**Math: Number and Operations in Base 10 – Grade 5**

## Understand the place value system.

- Math.Content.5.NBT.A.1Recognize 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.
- Math.Content.5.NBT.A.2Explain 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.
- Math.Content.5.NBT.A.3Read, write, and compare decimals to thousandths.
- Math.Content.5.NBT.A.3aRead and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
- Math.Content.5.NBT.A.3bCompare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

- Math.Content.5.NBT.A.4Use place value understanding to round decimals to any place.

## Perform operations with multi-digit whole numbers and with decimals to hundredths.

- Math.Content.5.NBT.B.5Fluently multiply multi-digit whole numbers using the standard algorithm.
- Math.Content.5.NBT.B.6Find 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.
- Math.Content.5.NBT.B.7Add, 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.

**Math: Number and Operations in fractions – Grade 5**

## Use equivalent fractions as a strategy to add and subtract fractions.

- Math.Content.5.NF.A.1Add 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.)* - Math.Content.5.NF.A.2Solve 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*.

## Apply and extend previous understandings of multiplication and division.

- Math.Content.5.NF.B.3Interpret 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.*For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?* - Math.Content.5.NF.B.4Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
- Math.Content.5.NF.B.4aInterpret the product (
*a*/*b*) ×*q*as a parts of a partition of*q*into*b*equal parts; equivalently, as the result of a sequence of operations*a*×*q*÷*b*.*For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)* - Math.Content.5.NF.B.4bFind 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.

- Math.Content.5.NF.B.4aInterpret the product (
- Math.Content.5.NF.B.5Interpret multiplication as scaling (resizing), by:
- Math.Content.5.NF.B.5aComparing 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.
- Math.Content.5.NF.B.5bExplaining 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*×*a*)/(*n*×*b*) to the effect of multiplying*a*/*b*by 1.

- Math.Content.5.NF.B.6Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
- Math.Content.5.NF.B.7Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
^{1}- Math.Content.5.NF.B.7aInterpret 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) × 4 = 1/3*. - Math.Content.5.NF.B.7bInterpret division of a whole number by a unit fraction, and compute such quotients.
*For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4*. - Math.Content.5.NF.B.7cSolve 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?*

- Math.Content.5.NF.B.7aInterpret division of a unit fraction by a non-zero whole number, and compute such quotients.

**Math: Measurement and Data – Grade 5**

## Convert like measurement units within a given measurement system.

- Math.Content.5.MD.A.1Convert 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.

## Represent and interpret data.

- Math.Content.5.MD.B.2Make 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.
*For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally*.

## Geometric measurement: understand concepts of volume.

- Math.Content.5.MD.C.3Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
- Math.Content.5.MD.C.3aA cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.
- Math.Content.5.MD.C.3bA solid figure which can be packed without gaps or overlaps using
*n*unit cubes is said to have a volume of*n*cubic units.

- Math.Content.5.MD.C.4Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
- Math.Content.5.MD.C.5Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
- Math.Content.5.MD.C.5aFind 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 whole-number products as volumes, e.g., to represent the associative property of multiplication.
- Math.Content.5.MD.C.5bApply the formulas
*V*=*l*×*w*×*h*and*V*=*b*×*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. - Math.Content.5.MD.C.5cRecognize 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.

**Math: Geometry – Grade 5**

## Graph points on the coordinate plane to solve real-world and mathematical problems.

- Math.Content.5.G.A.1Use 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). - Math.Content.5.G.A.2Represent 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.

## Classify two-dimensional figures into categories based on their properties.

- Math.Content.5.G.B.3Understand 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.
- Math.Content.5.G.B.4Classify two-dimensional figures in a hierarchy based on properties.