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NECAP Grade Level Expectations (GLEs) for Math Grade 5
Clicking on a highlighted term will bring up a definition or description of the term, along with examples that help to exemplify it. The examples are not necessarily aligned to the particular grade, but help to clarify the term being defined.
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Web-based Math GLEs |
M(N&O)-5-1 Demonstrates
conceptual understanding of rational numbers with respect to: *Specifications for area, set, and linear models for grades 5 -
8: Fractions: The number of parts in the whole are equal to the
denominator, a multiple of the denominator, or a factor of the denominator.
Percents: The number of parts in the whole is equal to 100, a multiple
of 100, or a factor of 100 (for grade 5); the number of parts in
the whole is a multiple or a factor of the numeric value representing
the whole (for grades 6-8). Decimals (including powers of ten):
The number of parts in the whole is equal to the denominator of
the fractional equivalent of the decimal, a multiple of the denominator
of the fractional equivalent of the decimal, or a factor of the
denominator of the fractional equivalent of the decimal. |
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| M(N&O)-5-2 Demonstrates understanding of the relative magnitude of numbers by ordering, comparing, or identifying equivalent positive fractional numbers, decimals, or benchmark percents within number formats (fractions to fractions, decimals to decimals, or percents to percents); or integers in context using models or number lines. | ||||
| M(N&O)-5-3 Demonstrates conceptual understanding of mathematical operations by describing or illustrating the meaning of a remainder with respect to division of whole numbers using models, explanations, or solving problems. |
Meaning of remainders with respect to division of whole numbers |
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| M(N&O)-5-4 Accurately
solves problems involving multiple operations on whole numbers or
the use of the properties of factors, multiples, prime, or composite
numbers; and addition or subtraction of fractions (proper) and decimals
to the hundredths place. (Division of whole numbers by up to a two-digit
divisor.) (IMPORTANT: Applies the conventions of order of operations with and without parentheses.) |
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Web-based Math GLEs |
M(G&M)-5-1 Uses properties or attributes of angles (right, acute, or obtuse) or sides (number of congruent sides, parallelism, or perpendicularity) to identify, describe, classify, or distinguish among different types of triangles (right, acute, obtuse, equiangular, or equilateral) or quadrilaterals (rectangles, squares, rhombi, trapezoids, or parallelograms). | Attributes and properties | ||
| M(G&M)-5-3 Uses properties or attributes (shape of bases, number of lateral faces, or number of bases) to identify, compare, or describe three-dimensional shapes (rectangular prisms, triangular prisms, cylinders, spheres, pyramids, or cones). | Attributes and properties | |||
| M(G&M)-5-6 Demonstrates conceptual understanding of perimeter of polygons, and the area of rectangles or right triangles through models, manipulatives, or formulas, the area of polygons or irregular figures on grids, and volume of rectangular prisms (cubes) using a variety of models, manipulatives, or formulas. Expresses all measures using appropriate units. |
Measures and uses units of measure appropriately and consistently Whole number bases and whole number exponents, and fractional bases with whole number exponents |
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| M(G&M)-5-7 Measures and uses units of measures appropriately and consistently, and makes conversions within systems when solving problems across the content strands. Benchmarks in Appendix B. | Measures and uses units of measure appropriately and consistently | |||
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Web-based Math GLEs |
M(F&A)-5-1 Identifies and extends to specific cases a variety of patterns (linear and nonlinear) represented in models, tables, sequences, or in problem situations; and writes a rule in words orsc symbols for finding specific cases of a linear relationship. |
Proportional linear relationships (y = kx) Non-proportional linear relationships (y = mx + b) |
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| M(F&A)-5-3 Demonstrates conceptual understanding of algebraic expressions by using letters to represent unknown quantities to write linear algebraic expressions involving any two of the four operations; or by evaluating linear algebraic expressions using whole numbers. |
Evaluating algebraic expressions Proportional linear relationships (y = kx) Non-proportional linear relationships (y = mx =b) |
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M(F&A)-5-4 Demonstrates
conceptual understanding of equality by showing equivalence between
two expressions using models or different representations of the expressions
(expressions consistent with the parameters of M(F&A)-5-3), by
solving one-step linear equations of the form ax = c, x ± b
= c, or x/a = c, where a, b, and c are whole numbers with a 
0; or by determining which values of a replacement set make the equation
(multi-step of the form ax ± b = c where a, b, and c are whole
numbers with a ? 0) a true statement (e.g., 2x + 3 = 11, {x: x = 2,
3, 4, 5}). |
Examples of forms of equations |
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M(DSP)-5-1 Interprets
a given representation (tables, bar graphs, circle graphs, or line
graphs) to answer questions related to the data, to analyze the
data to formulate or justify conclusions, to make predictions, or
to solve problems. |
Interprets a given representation | ||
| M(DSP)-5-2 Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using measures of central tendency (mean, median, or mode) or range to analyze situations, or to solve problems. | ||||
| M(DSP)-5-3 Identifies or describes representations or elements of representations that best display a given set of data or situation, consistent with the representations required in M(DSP)-5-1. | Representation | |||
| M(DSP)-5-5 For a probability event in which the sample space may or may not contain equally likely outcomes, determines the experimental or theoretical probability of an event and expresses the result as a fraction. | ||||