Common+Core+Standards

= [| Mr. Maffesoli video] =
 * Operations and Algebraic Thinking ==== Write and interpret numerical expressions. ==== ||
 * =1.) Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. [5-OA1] =
 * =1.) Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. [5-OA1] =

=Games= [|Math and Play.com]  [|Mr. Nussbaum] [|XPMath] - (Pick medium)

= = || =[|Mr. Maffesoli Video] =
 * =2.) Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. [5-OA2] =

Examples: Express the calculation "add 8 and 7, then multiply by 2" as 2 x (8 + 7). Recognize that 3 x (18,932 + 921) is three times as large as 18,932 + 921, without having to calculate the indicated sum or product. || =[|Mr. Maffesoli Video] =
 * Analyze patterns and relationships. ||
 * =3.) Generate 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. [5-OA3] =
 * =3.) Generate 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. [5-OA3] =

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. || =[|Mr. Maffesoli Video] =  [|Decimal Equivalencies] || =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] = || =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] = <span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;"> <span style="color: #171df2; font-family: 'Comic Sans MS',cursive; font-size: 16px;">[|Tenths Models] [| Hundredths Models] =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). [5-NBT3a] = =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] = <span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;"> **<span style="color: #171df2; font-family: 'Comic Sans MS',cursive; font-size: 15px;">[|Decimal Summation] ** =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. [5-NBT3b] = =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] = <span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;"> **<span style="color: #171df2; font-family: 'Comic Sans MS',cursive; font-size: 15px;">[|Comparing Decimals] [|Fruit Shoot] ** || =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[| Mr. Maffesoli Video] = <span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;"> **<span style="font-family: 'Comic Sans MS',cursive; font-size: 15px;">[|Rounding Decimals] [|Scooter Quest] [|Half Court Rounding] ** || =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] = <span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;"> **<span style="color: #171df2; font-family: 'Comic Sans MS',cursive; font-size: 15px;">[|Drag N Drop Math] [|Batter's Up Baseball] ** || =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[| Mr. Maffesoli Video] =
 * Number and Operations in Base Ten == Understand the place value system. == ||
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">4.) Recognize 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. [5-NBT1] =
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">4.) Recognize 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. [5-NBT1] =
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">5.) Explain 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. [5-NBT2] =
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">6.) Read, write, and compare decimals to thousandths. [5-NBT3] =
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">7.) Use place value understanding to round decimals to any place. [5-NBT4] =
 * Perform operations with multi-digit whole numbers and with decimals to hundredths. ||
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">8.) Fluently multiply multi-digit whole numbers using the standard algorithm. [5-NBT5] =
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">8.) Fluently multiply multi-digit whole numbers using the standard algorithm. [5-NBT5] =
 * <span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;">9.) Find 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. [5-NBT6] <span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;"> [|Mr. Maffesoli Video] <span style="color: #171cf2; font-family: 'Comic Sans MS',cursive; font-size: 90%;">[|Drag N Drop Division] [|Create and Assessment] [|Online Division Practice] [|Scored Practice]  ||
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">10.) Add, 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. [5-NBT7] =

<span style="color: #3728e5; font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|Play Decimal Speedway] [|Decimal Matching](+) [|Decimal Matching (-)] || =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] =
 * Number and Operations — Fractions == Use equivalent fractions as a strategy to add and subtract fractions. == ||
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">11.) Add 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. [5-NF1] =
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">11.) Add 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. [5-NF1] =

<span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;">Example: 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, //a/////b// + //c/////d// = //(ad + bc)/////bd//.) <span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;"> **<span style="font-family: 'Comic Sans MS',cursive; font-size: 15px;">[|EZ Fractions] <span style="color: #171df2; font-family: 'Comic Sans MS',cursive; font-size: 15px;">[|Fruit Shoot (+) (Pick level 3)] [|Fruit Shoot (-) (level 3)] ** || =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] =
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">12.) Solve 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. [5-NF2] =

<span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;">Example: Recognize an incorrect result 2/5 + 1/2 = 3/7 by observing that 3/7 < 1/2. <span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;"> <span style="color: #171cf2; font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|Adding Fractions] [|Fraction Pizzas] || =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] =
 * == Apply and extend previous understandings of multiplication and division to multiply and divide fractions. == ||
 * ==<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">13.) Interpret 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. [5-NF3]= ==
 * ==<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">13.) Interpret 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. [5-NF3]= ==

<span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;">Examples: 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 which two whole numbers does your answer lie? || =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] =
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">14.) Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. [5-NF4] =

=<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">a. Interpret the product (//a/////b//) x //q// as //a// parts of a partition of //q// into //b// equal parts; equivalently, as the result of a sequence of operations //a// x //q// ÷ //b//. [5-NF4a] = =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] = <span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;"> <span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;"> **<span style="color: #171df2; font-family: 'Comic Sans MS',cursive; font-size: 15px;">[|Multiply Fractions by Whole Numbers] **

<span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;">Example: Use a visual fraction model to show (2/3) x 4 = 8/3, and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (//a/////b//) x (//c/////d//) = //ac/////bd//.) =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">b. Find 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. [5-NF4b] = =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] = || =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] =
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">15.) Interpret multiplication as scaling (resizing), by: [5-NF5] =

=<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">a. Comparing 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. [5-NF5a] = =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] =

=<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">b. Explaining 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// x //a)/////(n// x //b)// to the effect of multiplying by 1. [5-NF5b]= =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] =

<span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;"> **<span style="color: #171df2; font-family: 'Comic Sans MS',cursive; font-size: 15px;">[|Play Fraction Frenzy] ** || =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] = || =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] =
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">16.) Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. [5-NF6] =
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">17.) Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general by reasoning about the relationship between multiplication and division. However, division of a fraction by a fraction is not a requirement at this grade.) [5-NF7] =

=<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">a. Interpret division of a unit fraction by a nonzero whole number, and compute such quotients. [5-NF7a] = =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] =

<span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;">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) x 4 = 1/3. <span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;"> **<span style="font-family: 'Comic Sans MS',cursive; font-size: 15px;">[|Dividing Fractions by Integers] **

=<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">b. Interpret division of a whole number by a unit fraction, and compute such quotients. [5-NF7b] = =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] =

<span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;">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 x (1/5) = 4. =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">c. Solve real-world problems involving division of unit fractions by nonzero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. [5-NF7c] = =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] =

<span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;">Examples: 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? || =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] = || =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] =
 * Measurement and Data == Convert like measurement units within a given measurement system. == ||
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">18.) Convert 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 multistep, real-world problems. [5-MD1] =
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">18.) Convert 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 multistep, real-world problems. [5-MD1] =
 * == Represent and interpret data. == ||
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">19.) Make 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. [5-MD2] =
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">19.) Make 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. [5-MD2] =

<span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;">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. <span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;"> **<span style="font-family: 'Comic Sans MS',cursive; font-size: 15px;">[|Metric Length] [|Metric Volume] [|Metric Weight] ** || =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] =
 * == Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. == ||
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">20.) Recognize volume as an attribute of solid figures, and understand concepts of volume measurement. [5-MD3] =
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">20.) Recognize volume as an attribute of solid figures, and understand concepts of volume measurement. [5-MD3] =

=<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">a. A 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. [5-MD3a] = =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] =

=<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. [5-MD3b] = =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] =

<span style="color: #1e3de0; font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|Build 3 Dimensional Solids] [|Build with Unit Cubes] || =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] = <span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;"> <span style="color: #171df2; font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|Count cubes in 3D solids] [|Minecraft Volume] || =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">[|Mr. Maffesoli Video] =
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">21.) Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. [5-MD4] =
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">22.) Relate volume to the operations of multiplication and addition, and solve real-world and mathematical problems involving volume. [5-MD5] =

<span style="color: #171df2; font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|Calculate Volume] [|Find Missing Values] [|Compare Volume] =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">a. Find 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. [5-MD5a] = =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;"><span style="font-family: Arial,Verdana,sans-serif;">[|Mr. Maffesoli Video] =

=<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">b. Apply the formulas //V// = //l// x //w// x //h// and //V// = //B// x //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. [5-MD5b] = =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;"><span style="font-family: Arial,Verdana,sans-serif;">[|Mr. Maffesoli Video] =

=<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">c. Recognize volume as additive. Find volumes of solid figures composed of two nonoverlapping right rectangular prisms by adding the volumes of the nonoverlapping parts, applying this technique to solve real-world problems. [5-MD5c] = =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;"><span style="font-family: Arial,Verdana,sans-serif;">[|Mr. Maffesoli Video] = || =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">]<span style="font-family: Arial,Verdana,sans-serif;">[|Mr. Maffesoli Video] =
 * Geometry == Graph points on the coordinate plane to solve real-world and mathematical problems. == ||
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">23.) Use 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). [5-G1 =
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">23.) Use 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). [5-G1 =

<span style="color: #223fd3; font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|Locate Points] [|Identify Points] [|BBC Grids] [|Stock the Shelves] || =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;"><span style="font-family: Arial,Verdana,sans-serif;">[|Mr. Maffesoli Video] = || =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;"><span style="font-family: Arial,Verdana,sans-serif;">[|Mr. Maffesoli Video] =
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">24.) Represent 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. [5-G2] =
 * == Classify two-dimensional figures into categories based on their properties. == ||
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">25.) Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. [5-G3] =
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">25.) Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. [5-G3] =

<span style="display: block; font-family: Arial,Verdana,sans-serif; font-size: 10pt;">Example: All rectangles have four right angles, and squares are rectangles, so all squares have four right angles.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|Quadrilateral Warfare] || =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;"><span style="font-family: Arial,Verdana,sans-serif;">[|Mr. Maffesoli Video] =
 * =<span style="font-family: Arial,Verdana,sans-serif; font-size: 10pt;">26.) Classify two-dimensional figures in a hierarchy based on properties. [5-G4] =

<span style="color: #223cd3; font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|Shape Conveyor] ||