Correlation of WNCP Correlation To Addison Wesley Math Makes ...

Correlation of
WNCP Correlation
To Addison Wesley Math Makes Sense 5
Specific Outcomes Addison Wesley Math Makes Sense 5
Number (Number Concepts)
It is expected that students will demonstrate a number sense for whole numbers, from 0 to 100 000 and will explore
proper fractions and decimal fractions.
• Demonstrate concretely and pictorially an
understanding of place value from hundredths
28-30, 37-39, 43-45, 51-53, 112-115, 118-121, 128-130,
133-135, 137-140, 141-143
• Read and write numerals to 100 000. 28-30
• Read and write number words to 100 000 28-30, 51-53
• Use estimation strategies for quantities up to 34-36, 39, 40, 41, 45, 57-59
100 000
• Recognize, model, and describe multiples, 31-33, 46-48, 51-53, 54-56
factors, composites, and primes
• Compare and/or order whole numbers 28-30
• Represent and describe proper fractions 261-263, 272-275
concretely, pictorially, and symbolically
• Demonstrate and describe equivalent fractions 260-266, 272-275
concretely, pictorially and symbolically
• Compare and/or order proper fractions and
decimals to hundredths
118-121, 131, 132, 267-270, 276, 277
Specific Outcomes (5) Addison Wesley Math Makes Sense 5
Number (Number Operations)
It is expected that students will apply arithmetic operations on whole numbers and decimals, and illustrate their use in
creating and solving problems.
• Add and subtract decimals to hundredths 125-127, 128-130, 132, 133-136, 202-204, 205-207
concretely, pictorially, and symbolically
• Estimate, mentally calculate, compute or verify,
the product (3-digit by 2-digit) and quotient (3-
digit divided by 1-digit numbers) of whole
51-53, 54-56, 57-59, 60-63, 64-67, 68-70, 71
numbers
• Multiply and divide decimals to hundredths,
concretely, pictorially, and symbolically using
single-digit, whole number multipliers and
divisors
• Solve problems involving multiple steps and
multiple operations, and accept that other
methods may be equally valid.
137-140, 141-143, 148, 149, 284-286, 287-290, 291-293,
296-298, 299-301
68-70, 75-77
WNCP Grade 5 Mathematics Correlation 1

Specific Outcomes Addison Wesley Math Makes Sense 5
Patterns and Relations (Patterns)
It is expected that students will construct, extend, and summarize patterns, including those found in nature, using rules,
charts, mental mathematics, and calculators.
• Develop charts to record and reveal number 4, 5, 9-11, 352-355
patterns
• Describe how a pattern grows, using everyday 6-8, 9-11, 20, 21, 356
language in spoken and written form
• Construct and expand patterns in two and three 2, 3, 12-15, 23, 243-245, 256, 257, 354, 362-364
dimensions, concretely and pictorially
• Generate and extend number patterns from a 16-19, 352-355, 356-358, 360, 361
problem-solving context
• Predict and justify pattern extensions 8, 12-15, 354, 355
Specific Outcomes (5) Addison Wesley Math Makes Sense 5
Shape and Space (Measurement)
It is expected that students will use measurement concepts, appropriate tools, and the results of measurements to
solve problems in everyday contexts.
• Recognize and explain the meaning of length, 308, 309, 310-312, 313-315, 316, 317, 318
width, height, depth, thickness, perimeter, and
circumference
• Evaluate the appropriateness of units and 311, 312, 216-218, 220, 221
measuring tools in practical contexts
• Estimate and measure the perimeter of irregular 318-320, 321-324, 325-327
shapes
• Estimate and measure the area of irregular 333-336, 337-339
shapes by dividing them into parts
• Estimate and measure the effect of changing 329-332
one or more dimensions of a rectangle on its:
• perimeter
• area
• Relate perimeter and area of rectangles, using 329-332
manipulatives and diagrams
• Estimate, measure, record, and order
210-212, 213-215
containers by volume using cm 3
• Use concrete materials to relate cm 3 to mL 208, 209, 213-215
• Construct objects of a specific volume, 212, 215
expressed in cm 3
• Solve problems involving mass (weight), using 216-218, 219-221
g, kg, and t.
• Read an analog clock to the nearest minute, 190-195
and write the time
• Read and write time on a 24-hour clock 193-196
• Read and write SI notation for recording date
and time
190-192, 193-196
WNCP Grade 5 Mathematics Correlation 2

Specific Outcomes Addison Wesley Math Makes Sense 5
Shape and Space (3-D Objects and 2-D Shapes)
It is expected that students will use visualization of 3-D objects and 2-D shapes to solve problems related to spatial
relations.
• Construct, analyze, and classify triangles 78, 79, 84-86,
according to their side measures
• Build, represent, and describe geometric 87-90, 91-94, 99-101, 102, 103, 106, 107, 108, 109
objects and shapes
• Identify and name polygons according to the 80-83
number of sides, angles and vertices (3, 4, 5, 6,
or 8)
• Cover a given 2-D shape with tangram pieces 87-90
• Complete the drawing of a 3-D object, on grid 95-98
paper, given the front face
• Determine, experimentally, the minimum
information needed to draw a given 2-D shape
91-94
Specific Outcomes Addison Wesley Math Makes Sense 5
Shape and Space (Transformations)
It is expected that students will describe motion in terms of a slide, a turn, or a flip.
• Recognize motion as a slide (translation), a turn 228-231, 232-235, 236-239
(rotation), or a flip (reflection)
• Recognize tessellations created with regular 226, 227, 243-245, 254, 255, 362-364, 371
and irregular shapes in the environment
• Cover a surface using one or more tessellating 226, 227, 243-245, 362-364, 365-367
shapes
• Create tessellations, using regular polygons 243-245, 362, 365-367
• Identify planes of symmetry by cutting solids 99-101
• Plot whole number ordered pairs in the first 248-251
quadrant with intervals of 1, 2, 5, and 10
• Identify a point in the first quadrant, using
ordered pairs
248-251
WNCP Grade 5 Mathematics Correlation 3

Specific Outcomes Addison Wesley Math Makes Sense 5
Statistics and Probability (Data Analysis)
It is expected that students will develop and implement a plan for the collection, display, and interpretation of data to
answer a question.
• Identify a question to generate appropriate 175-177, 186, 187, 392, 393
data, and predict results
• Distinguish between a total population and a 175-177
sample of that population
• Use a variety of methods to collect and record 152, 154-157, 158-161, 164-166, 186, 187
data
• Evaluate the graphic presentation of the data to 154-157, 159-161, 164-166
ensure clear representation of the results
• Create classifications and ranges for grouping 155-157, 158-161, 164-166, 169-172
data
• Display data by hand or by computer in a
variety of ways, including:
- frequency diagrams
- line plots
- broken-line graphs
• Discuss the reasonableness of the data and the
results
• Make inferences to generate a conclusion
about the data
154-157, 158-161, 162, 163, 164-166, 167, 168, 169-172,
173, 174
154, 158, 160, 161, 164-166
178-181
Specific Learning Outcomes Addison Wesley Math Makes Sense 5
Statistics and Probability (Chance and Uncertainty)
It is expected that students will predict outcomes, conduct experiments, and communicate the probability of single
events.
• List all possible outcomes of an experiment 377-379
involving a single event
• Describe events, using the vocabulary of 372, 373, 374-376
probability:
- best/worst
- probable/improbable
- always/more likely/equally likely/less
likely/never
• Conduct probability experiments, and explain 377-379, 380-382, 383-385, 390, 391
the results, using the vocabulary of probability
• Conduct probability experiments to demonstrate
that results are not influenced by factors such
as the age, experience, or skill of the participant
383-385, 389
WNCP Grade 5 Mathematics Correlation 4