OREGON MATH STANDARDS (2021): [5.OA]
Overview
The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.
Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.
2021 Oregon Math Guidance: 5.OA.A.1
Cluster: 5.OA.A - Write and interpret numerical expressions.
STANDARD: 5.OA.A.1
Standards Statement (2021):
Write and evaluate numerical expressions that include parentheses.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
N/A | 5.OA.A.2, 6.AEE.A.1 | N/A | 5.OA.A.1 5.OA.A Crosswalk |
Standards Guidance:
Boundaries
- The expressions should be no more complex than the expressions one finds in a simple application of the associative and distributive properties.
- Simple expressions should only include two operations.
- Grouping symbols used in expressions may include parentheses, brackets, or braces.
Teaching Strategies
- Use of nested parentheses should be used in favor of brackets or braces in numerical expressions.
- Students should begin with concrete models. Concrete models may include color tiles or base ten blocks for constructing area models and rods for representing numerical values.
Examples
- Express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7).
- If this expression were tripled, then it could represented as 3 x (2 × (8 + 7)), where the number of open parentheses is the same as the number of closed parentheses.
- Karl brought 3 ten-packs of juice boxes to the class party. Joshua brought 4 six-packs of soda to the party. How many drinks did they bring altogether?
- (3 × 10) + (4 × 6)
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 5.OA.A.2
Cluster: 5.OA.A - Write and interpret numerical expressions.
STANDARD: 5.OA.A.2
Standards Statement (2021):
Write expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
5.OA.A.1 | 6.AEE.A.2, 6.AEE.A.3, 7.AEE.A.1 | 6.NS.B.4 | 5.OA.A.2 5.OA.A Crosswalk |
Standards Guidance:
Boundaries
- The expressions should be no more complex than the expressions one finds in a simple application of the associative and distributive properties.
- Simple expressions should only include two operations.
- Grouping symbols used in expressions may include parentheses, brackets, or braces.
- Nested grouping symbols (more than one grouping symbol used within another grouping symbol in an expression) could also be used within expressions at this grade level.
Teaching Strategies
- Expressions included should contain numbers, operations, and grouping symbols.
- Students should begin with concrete models. Concrete models may include color tiles or base ten blocks for constructing area models and rods for representing numerical values.
Examples
- Recognize that 3 × (18,932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
- Karl brought 3 ten-packs of juice boxes to the class party. Joshua brought 4 six-packs of soda to the party. How many drinks did they bring altogether?
- (3 × 10) + (4 × 6)
- Express the calculation “Add 8 and 7, then multiply by 2” as 2×(8+7). Recognize that 12×(7+91) is twelve times as large as 7+91, without having to calculate the indicated sum or product.
- Illustrative Mathematics:
2021 Oregon Math Guidance: 5.OA.B.3
Cluster: 5.OA.B - Analyze patterns and relationships.
STANDARD: 5.OA.B.3
Standards Statement (2021):
Generate two numerical patterns using two given rules. Identify and analyze relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns and graph them on a coordinate plane.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
4.OA.C.5 | 6.AEE.A.2, 6.AEE.C.8 | 6.RP.A.1 | 5.OA.B.3 5.OA.B Crosswalk |
Standards Guidance:
Clarifications
- This standard extends the work from fourth grade, where students generate numerical patterns when they are given one rule. In Fifth Grade, students are given two rules and generate two numerical patterns.
Boundaries
- Generating numerical patterns is a fourth grade standard, therefore is also an expectation for 5th grade.
- This learning objective is limited to patterns involving whole numbers.
Examples
- 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.
- Identify and explain why the terms in one sequence are twice the value of the terms in the corresponding sequence.
- Sam and Terri live by a lake and enjoy going fishing together every day for five days. Sam catches 2 fish every day, and Terri catches 4 fish every day. Make a chart (table) to represent the number of fish that Sam and Terri catch.
- Illustrative Mathematics:
- Student Achievement Partners: