| Code |
Description |
| MA.5.AR.2.1: | Translate written real-world and mathematical descriptions into numerical expressions and numerical expressions into written mathematical descriptions.Clarifications:
Clarification 1: Expressions are limited to any combination of the arithmetic operations, including parentheses, with whole numbers, decimals and fractions.
Clarification 2: Within this benchmark, the expectation is not to include exponents or nested grouping symbols.
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| MA.5.AR.2.2: | Evaluate multi-step numerical expressions using order of operations.Clarifications:
Clarification 1: Multi-step expressions are limited to any combination of arithmetic operations, including parentheses, with whole numbers, decimals and fractions.
Clarification 2: Within this benchmark, the expectation is not to include exponents or nested grouping symbols.
Clarification 3: Decimals are limited to hundredths. Expressions cannot include division of a fraction by a fraction.
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| MA.5.AR.2.3: | Determine and explain whether an equation involving any of the four operations is true or false.Clarifications:
Clarification 1: Problem types include equations that include parenthesis but not nested parentheses.
Clarification 2: Instruction focuses on the connection between properties of equality and order of operations.
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| MA.5.AR.2.4: | Given a mathematical or real-world context, write an equation involving any of the four operations to determine the unknown whole number with the unknown in any position.Clarifications:
Clarification 1: Instruction extends the development of algebraic thinking where the unknown letter is recognized as a variable.
Clarification 2: Problems include the unknown and different operations on either side of the equal sign
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This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Bee A Coder Part 4: Repeat Loops: | Learn how to use repeat loops in this interactive tutorial. Repeat loops iterate though a list of instructions based on a desired number of times. Combined with variables, condition statements, if statements, and repeat loops we practice using order of operations to code.
This is part 1 of a 4-part series. Click below to check out the other tutorials in the series.
|
| Bee A Coder Part 3: If Statements: | Learn how to perform instructions using an if statement and explore relational operators (less than, greater than, equal and not equal to) and how they are used to compare to values in this interactive tutorial. |
| Bee A Coder Part 2: Condition Statements: | Construct efficient lines of code using condition- and if-statements to solve equations as you complete this interactive tutorial. You'll also review the order of operations in expressions.
This is part 2 of a 4-part series on coding. Click below to open the other tutorials in the series.
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| Expressions: Not Just for Faces: | Learn how to write mathematical expressions while making faces in this interactive tutorial! |
| The Expression Debate: | Learn to evaluate expressions that have all four operations (multiplication, division, addition, and subtraction) and parentheses as you settle debates in this interactive tutorial. |
| Name |
Description |
| Write the Expression: | Students are presented with a verbal description of a numerical expression and are asked to write the expression and then compare it to a similar expression. |
| Brayden’s Video Game: | Students are asked to write an expression requiring more than one operation and the use of parentheses to model a word problem. |
| Evaluating Expressions: | Students are asked to evaluate two similar expressions and explain why the answers are different. |
| More Expressions: | Students are asked to insert parentheses into an expression in two different ways, evaluate each way, and explain why the answers are different. |
| With and Without Parentheses: | Students consider two different yet similar equations and determine if they are true. |
| Place The Parentheses: | Students are given an equation and asked to place parentheses within the equation to make the equation true. |
| How Much Greater Is The Product?: | Students are asked to model an expression that is a multiple of a sum and to compare the expression to the sum. |
| Comparing Products: | Students are asked to analyze and compare two related products. |
| Name |
Description |
| Gimme Two Steps!: | In this lesson, students will create representations for different multi-step word problems. One of these representations will be an expression with a variable. |
| Please Excuse My Dear Aunt Sally: | The students will learn and use the order of operations. In groups, the students will work together to discover the importance of following step-by-step instructions and apply that knowledge in solving algebraic equations by correctly using the order of operations. Students should accurately use the mathematical steps of the PEMDAS model to solve mathematical expressions. |
| Field Trip Fundraiser: | This 5th grade MEA asks students to work as a team to figure out which product would be the best choice for their fundraiser for their field trip. They will compare vendors' products and rank the vendors according to which would be the best option for their school. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| “Express Yourself!” with Math Story Chains: | Students work in small groups to write math story chains (multi-step real world problems) and write expressions or equations for their story chains. |
| Name |
Description |
| Video Game Scores: | This task asks students to exercise both of these complementary skills, writing an expression in part (a) and interpreting a given expression in (b). The numbers given in the problem are deliberately large and "ugly" to discourage students from calculating Eric's and Leila's scores. The focus of this problem is not on numerical answers, but instead on building and interpreting expressions that could be entered in a calculator or communicated to another student unfamiliar with the context. |
| Seeing is Believing: | The purpose of this task is to help students see that 4×(9+2) is four times as big as (9+2). Though this task may seem very simple, it provides students and teachers with a very useful visual for interpreting an expression without evaluating it because they can see for themselves that 4×(9+2) is four times as big as (9+2). |
| Comparing Products: | The purpose of this task is to generate a classroom discussion that helps students synthesize what they have learned about multiplication in previous grades. It builds on applying properties of operations as strategies to multiply and divide and interpreting a multiplication equation as a comparison. |
| Bowling for Numbers: | The purpose of this game is to help students think flexibly about numbers and operations and to record multiple operations using proper notation. Students eager to knock down all of the pins quickly develop patterns in their expressions. They may re-use parts of an expression, perhaps changing just the final operation. |
| Words to Expressions 1: | This problem allows student to see words that can describe an expression although the solution requires nested parentheses. Additionally , the words (add, sum) and (product, multiply) are all strategically used so that the student can see that these words have related meanings. |
| Watch Out for Parentheses 1: | This problem asks the student to evaluate six numerical expressions that contain the same integers and operations yet have differing results due to placement of parentheses. This type of problem helps students to see structure in numerical expressions. In later grades they will be working with similar ideas in the context of seeing and using structure in algebraic expressions. |
Vetted resources students can use to learn the concepts and skills in this topic.
| Title |
Description |
| Bee A Coder Part 4: Repeat Loops: | Learn how to use repeat loops in this interactive tutorial. Repeat loops iterate though a list of instructions based on a desired number of times. Combined with variables, condition statements, if statements, and repeat loops we practice using order of operations to code.
This is part 1 of a 4-part series. Click below to check out the other tutorials in the series.
|
| Bee A Coder Part 3: If Statements: | Learn how to perform instructions using an if statement and explore relational operators (less than, greater than, equal and not equal to) and how they are used to compare to values in this interactive tutorial. |
| Bee A Coder Part 2: Condition Statements: | Construct efficient lines of code using condition- and if-statements to solve equations as you complete this interactive tutorial. You'll also review the order of operations in expressions.
This is part 2 of a 4-part series on coding. Click below to open the other tutorials in the series.
|
| Expressions: Not Just for Faces: | Learn how to write mathematical expressions while making faces in this interactive tutorial! |
| The Expression Debate: | Learn to evaluate expressions that have all four operations (multiplication, division, addition, and subtraction) and parentheses as you settle debates in this interactive tutorial. |
| Title |
Description |
| Video Game Scores: | This task asks students to exercise both of these complementary skills, writing an expression in part (a) and interpreting a given expression in (b). The numbers given in the problem are deliberately large and "ugly" to discourage students from calculating Eric's and Leila's scores. The focus of this problem is not on numerical answers, but instead on building and interpreting expressions that could be entered in a calculator or communicated to another student unfamiliar with the context. |
| Seeing is Believing: | The purpose of this task is to help students see that 4×(9+2) is four times as big as (9+2). Though this task may seem very simple, it provides students and teachers with a very useful visual for interpreting an expression without evaluating it because they can see for themselves that 4×(9+2) is four times as big as (9+2). |
| Comparing Products: | The purpose of this task is to generate a classroom discussion that helps students synthesize what they have learned about multiplication in previous grades. It builds on applying properties of operations as strategies to multiply and divide and interpreting a multiplication equation as a comparison. |
| Words to Expressions 1: | This problem allows student to see words that can describe an expression although the solution requires nested parentheses. Additionally , the words (add, sum) and (product, multiply) are all strategically used so that the student can see that these words have related meanings. |
| Watch Out for Parentheses 1: | This problem asks the student to evaluate six numerical expressions that contain the same integers and operations yet have differing results due to placement of parentheses. This type of problem helps students to see structure in numerical expressions. In later grades they will be working with similar ideas in the context of seeing and using structure in algebraic expressions. |
Vetted resources caregivers can use to help students learn the concepts and skills in this topic.
| Title |
Description |
| Video Game Scores: | This task asks students to exercise both of these complementary skills, writing an expression in part (a) and interpreting a given expression in (b). The numbers given in the problem are deliberately large and "ugly" to discourage students from calculating Eric's and Leila's scores. The focus of this problem is not on numerical answers, but instead on building and interpreting expressions that could be entered in a calculator or communicated to another student unfamiliar with the context. |
| Seeing is Believing: | The purpose of this task is to help students see that 4×(9+2) is four times as big as (9+2). Though this task may seem very simple, it provides students and teachers with a very useful visual for interpreting an expression without evaluating it because they can see for themselves that 4×(9+2) is four times as big as (9+2). |
| Comparing Products: | The purpose of this task is to generate a classroom discussion that helps students synthesize what they have learned about multiplication in previous grades. It builds on applying properties of operations as strategies to multiply and divide and interpreting a multiplication equation as a comparison. |
| Bowling for Numbers: | The purpose of this game is to help students think flexibly about numbers and operations and to record multiple operations using proper notation. Students eager to knock down all of the pins quickly develop patterns in their expressions. They may re-use parts of an expression, perhaps changing just the final operation. |
| Words to Expressions 1: | This problem allows student to see words that can describe an expression although the solution requires nested parentheses. Additionally , the words (add, sum) and (product, multiply) are all strategically used so that the student can see that these words have related meanings. |
| Watch Out for Parentheses 1: | This problem asks the student to evaluate six numerical expressions that contain the same integers and operations yet have differing results due to placement of parentheses. This type of problem helps students to see structure in numerical expressions. In later grades they will be working with similar ideas in the context of seeing and using structure in algebraic expressions. |
