La. Admin. Code tit. 28 § CXLI-523
Grades 5-6 Mathematics | |||
Benchmarks | Grade Level Expectations | Extended Standards | Complexity Levels |
N-1-M: demonstrating that a rational number can be expressed in many forms, and selecting an appropriate form for a given situation (e.g., fractions, decimals, and percents) | 2. Recognize, explain, and compute equivalent fractions for common fractions (N-1-M) (N-3-M) 4. Recognize and compute equivalent representations of fractions and decimals (i.e., halves, thirds, fourths, fifths, eighths, tenths, hundredths) (N-1-M) (N-3-M) | ES-2/4: Recognize fractions | 3. Identify the fraction associated with a given model 2. Match geometric models of fractions with real-life models of fractions (e.g., 1/2 apple equals 1/2 circle) 1. Identify the number of parts an object is divided into |
N-5-M: applying an understanding of rational numbers and arithmetic operations to real-life situations | 8. Use the whole number system (e.g., computational fluency, place value, etc.) to solve problems in real-life and other content areas (N-5-M) 9. Add and subtract fractions and decimals in real-life situations (N-5-M) | ES-8/9: Add and subtract numbers | 3. Solve real-life problems using addition or subtraction 2. Identify simple addition and subtraction concepts found in real life 1. Count to solve simple problems |
N-2-M: demonstrating number sense and estimation skills to describe, order, and compare rational numbers (e.g., magnitude, integers, fractions, decimals, and percents) | 4. Compare positive fractions using number sense, symbols (i.e., [LESS THAN], =, [GREATER THAN]), and number lines (N-2-M) 6. Compare positive fractions, decimals, and positive and negative integers using symbols (i.e., [LESS THAN], =, [GREATER THAN]) and number lines (N-2-M) | ES-4/6: Compare and order numbers or fractions | 3. Order using "less than," " more than," "most," and/or "least" 2. Identify a set of objects with "more" 1. Show that equal means "the same as" |
N-3-M: reading, writing, representing, and using rational numbers in a variety of forms (e.g., integers, mixed numbers, and improper fractions) | 5. Read, explain, and write a numerical representation for positive improper fractions, mixed numbers, and decimals from a pictorial representation and vice versa (N-3-M) 7. Read and write numerals and words for decimals through ten-thousandths (N-3-M) | ES-5/7: Read, write, and use decimals (e.g., money) | 3. Determine a specific amount of bills or coins for a purchase 2. Identify and write/state money amounts 1. Sort and/or identify coins and dollars |
N-6-M: constructing, using, and explaining procedures to compute and estimate with rational numbers employing mental math strategies | 9. Use mental math and estimation strategies to predict the results of computations (i.e., whole numbers, addition and subtraction of fractions) and to test the reasonableness of solutions (N-6-M) (N-2-M) 10. Use and explain estimation strategies to predict computational results with positive fractions and decimals (N-6-M) | ES-9/10: Use basic estimation strategies | 3. Determine if a given number is enough or not enough for a given situation 2. Use "next dollar" strategy to make a purchase 1. Identify a set of objects with "more" |
Grades 5-6 Mathematics | |||
Benchmarks | Grade Level Expectations | Extended Standards | Complexity Levels |
A-1-M: demonstrating a conceptual understanding of variables, expressions, equations, and inequalities (e.g., symbolically represent real-world problems as linear terms, equations, or inequalities) | 13. Write a number sentence from a given physical model of an equation (e.g., balance scale) (A-2-M) (A-1-M) 15. Match algebraic equations and expressions with verbal statements and vice versa (A-1-M) (A-3-M) (A-5-M) (P-2-M) | ES-13/15: Model situations using pictures, objects, or letters | 3. Use visual representations or objects to model a problem or situation 2. Match visual representations or objects to a given problem or situation 1. Identify a picture sequence that completes a routine task |
Grades 5-6 Mathematics | |||
Benchmarks | Grade Level Expectations | Extended Standards | Complexity Levels |
M-1-M: applying the concepts of length, area, surface area, volume, capacity, weight, mass, money, time, temperature, and rate to real-world experiences | 15. Model, measure, and use the names of all common units in the U.S. and metric systems (M-1-M) 20. Calculate, interpret, and compare rates such as $/lb., mpg, and mph (M-1-M) (A-5-M) | ES-15/20: Apply measurement in real-life situations using the U.S. system | 3. Measure in daily-living activities 2. Match models of measurement 1. Select objects of similar measurement |
M-2-M: demonstrating an intuitive sense of measurement (e.g., estimating and determining reasonableness of measures) | 19. Compare the relative sizes of common units for time, temperature, weight, mass, and length in real-life situations (M-2-M) (M-4-M) 21. Demonstrate an intuitive sense of relative sizes of common units for length and area of familiar objects in real-life problems (e.g., estimate the area of a desktop in square feet, the average adult is between 1.5 and 2 meters tall) (M-2-M) (G-1-M) | ES-19/21: Compare and order sizes of items in real-life situations | 3. Order a minimum of three items according to weight, capacity, length, temperature, or time 2. Sort items according to weight, capacity, length, temperature, and/or time 1. Sort items according to one of the following: more/less, long/short, heavy/light, early/late, day/night, hot/cold |
Grades 5-6 Mathematics | |||
Benchmarks | Grade Level Expectations | Extended Standards | Complexity Levels |
G-2-M: identifying, describing, comparing, constructing, and classifying geometric figures and concepts | 24. Use mathematical terms to classify and describe the properties of 2-dimensional shapes, including circles, triangles, and polygons (G-2-M) 24. Use mathematical terms to describe the basic properties of 3-dimensional objects (edges, vertices, faces, base, etc.) (G-2-M) | ES-24/24: Identify simple geometric shapes and classify according to properties of shapes | 3. Sort shapes according to dimensions (two-dimensions vs. three-dimensions) 2. Sort two-dimensional shapes and/or objects with common and/or different attributes 1. Identify two-dimensional or three-dimensional shapes |
G-6-M: demonstrating an understanding of the coordinate system (e.g., locate points, identify coordinates, and graph points in a coordinate plane to represent real-world situations) | 27. Identify and plot points on a coordinate grid in the first quadrant (G-6-M) 28. Use a rectangular grid and ordered pairs to plot simple shapes and find horizontal and vertical lengths and area (G-6-M) | ES-27/28: Use and read a map/grid | 3. Find the horizontal or vertical length of a path between two points on a grid 2. Select a model of a route from one specific point to another 1. Identify/recognize locations on a map or floor plan |
Grades 5-6 Mathematics | |||
Benchmarks | Grade Level Expectations | Extended Standards | Complexity Levels |
D-2-M: analyzing, interpreting, evaluating, drawing inferences, and making estimations, predictions, decisions, and convincing arguments based on organized data (e.g., analyze data using concepts of mean, median, mode, range, random samples, sample size, bias, and data extremes) | 28. Use various types of charts and graphs, including double bar graphs, to organize, display, and interpret data and discuss patterns verbally and in writing (D-1-M) (D-2-M) (P-3-M) (A-4-M) 30. Describe and analyze trends and patterns observed in graphic displays (D-2-M) | ES-28/30: Organize and interpret data in tables, charts, or graphs | 3. Organize and display data using tables, charts, and/or graphs 2. Interpret tables, charts, and/or graphs about daily activities 1. Select pictures or symbols for a chart that represents information |
Grades 5-6 Mathematics | |||
Benchmarks | Grade Level Expectations | Extended Standards | Complexity Levels |
P-1-M: describing, extending, analyzing, and creating a wide variety of numerical, geometrical, and statistical patterns (e.g., skip counting of rational numbers and simple exponential number patterns) | 33. Fill in missing elements in sequences of designs, number patterns, positioned figures, and quantities of objects (P-1-M) 37. Describe, complete, and apply a pattern of differences found in an input-output table (P-1-M) (P-2-M) (P-3-M) | ES-33/37: Fill in missing elements and extend a pattern | 3. Find the missing element in a pattern 2. Extend a pattern 1. Identify a pattern |
La. Admin. Code tit. 28, § CXLI-523