# Grade 5: Mathematics A course roadmap (maths). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 39 concepts ready. In the app: https://ai.page/roadmap/ca-sk-grade-5 Part of: [Saskatchewan: Mathematics](https://ai.page/roadmap/ca-sk.md) Goal: Saskatchewan curriculum: Mathematics, Grade 5 ## 1. Statistics and Probability - Goals: Number Sense, Logical Thinking, Mathematics as a Human Endeavour · Describe, compare, predict, and test the likelihood of outcomes in probability situations. - [The Probability Scale](https://ai.page/c/the-probability-scale/index.md): Understand probability as a measure on a scale from 0 (impossible) to 1 (certain); use the language of probability including likely, unlikely, certain, and impossible - [Experimental probability](https://ai.page/c/experimental-probability/index.md): Record, describe, and analyse the frequency of outcomes from probability experiments to develop an understanding of relative frequency as an estimate of probability - [Likelihood Language](https://ai.page/c/likelihood-language/index.md): Use probability language to describe and compare the likelihood of everyday events using words such as certain, likely, even chance, unlikely, impossible - [Ordering Likelihoods](https://ai.page/c/ordering-likelihoods/index.md): Compare the likelihood of different events and order them from least to most likely — including situations with unequal outcomes such as a bag with more of one colour than another, or a spinner with sections of different sizes — and explain reasoning using informal language ## 2. Statistics and Probability - Goals: Number Sense, Logical Thinking, Mathematics as a Human Endeavour · Construct and interpret double bar graphs to draw conclusions. - [Reading and Comparing Bar Graphs](https://ai.page/c/reading-and-comparing-bar-graphs/index.md): Solve comparison, sum, and difference problems using information presented in a bar graph ## 3. Statistics and Probability - Goals: Number Sense, Logical Thinking, Mathematics as a Human Endeavour · Differentiate between first-hand and second-hand data. - [Reading tables](https://ai.page/c/reading-tables/index.md): Complete, read, and interpret information in tables, including timetables - [Comparing measurements](https://ai.page/c/comparing-measurements/index.md): Describe, interpret, and compare distributions of a single variable using appropriate measures of central tendency (mean, median, mode) and spread (range), including the effect of outliers ## 4. Shape and Space - Goals: Spatial Sense, Logical Thinking, Number Sense, Mathematics as a Human Endeavour · Identify, create, and analyze single transformations of 2-D shapes (with and without the use - [Coordinate Transformations](https://ai.page/c/coordinate-transformations/index.md): Identify properties of translations, rotations, and reflections; describe and perform these transformations on given figures, and understand that the image is congruent to the original ## 5. Shape and Space - Goals: Spatial Sense, Logical Thinking, Number Sense, Mathematics as a Human Endeavour · Identify and sort quadrilaterals, including: rectangles, squares, trapezoids, parallelograms - [Classifying shapes by properties](https://ai.page/c/classifying-shapes-by-properties/index.md): Compare and classify geometric shapes based on their properties and sizes; understand that attributes belonging to a category also belong to all subcategories; classify two-dimensional figures in a hierarchy based on properties - [Properties of triangles and quadrilaterals](https://ai.page/c/properties-of-triangles-and-quadrilaterals/index.md): Derive and illustrate properties of triangles, quadrilaterals, and circles using appropriate language, including interior angles, diagonals, symmetry, and relationships between side lengths ## 6. Shape and Space - Goals: Spatial Sense, Logical Thinking, Number Sense, Mathematics as a Human Endeavour · Describe and provide examples of edges and faces of 3-D objects, and sides of 2-D shapes that - [Lines, Rays & Angles](https://ai.page/c/lines-rays-and-angles/index.md): Draw and identify points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines; identify these in two-dimensional figures - [3-D shapes (age 11+)](https://ai.page/c/3-d-shapes-age-11/index.md): Use the properties of faces, surfaces, edges, and vertices of 3-D shapes (cubes, cuboids, prisms, cylinders, pyramids, cones, and spheres) to solve problems, including visualising cross-sections ## 7. Shape and Space - Goals: Spatial Sense, Logical Thinking, Number Sense, Mathematics as a Human Endeavour · Demonstrate understanding of capacity by: • describing the relationship between mL and L • se - [Estimating volume](https://ai.page/c/estimating-volume/index.md): Estimate volume of cuboids using 1 cm³ blocks; estimate capacity of containers using water - [Unit Conversions](https://ai.page/c/unit-conversions/index.md): Convert freely between related standard units of measurement (time, length, area, volume/capacity, mass) using decimal notation to up to three decimal places where appropriate - [Measuring length (age 10+)](https://ai.page/c/measuring-length-age-10/index.md): Recognise volume as an attribute of solid figures; understand that a unit cube (side length 1 unit) has 'one cubic unit' of volume and can be used to measure volume; a solid packed with n unit cubes has volume n cubic units ## 8. Shape and Space - Goals: Spatial Sense, Logical Thinking, Number Sense, Mathematics as a Human Endeavour · Demonstrate an understanding of volume by: selecting and justifying referents for cm³ or m³ u - [Counting Unit Cubes](https://ai.page/c/counting-unit-cubes/index.md): Measure volumes by counting unit cubes using cubic cm, cubic in, cubic ft, and other units - [Estimating answers (age 10+)](https://ai.page/c/estimating-answers-age-10/index.md): Find the volume of right rectangular prisms by packing with unit cubes and show it equals l × w × h (or base area × height); apply V = l × w × h and V = B × h to solve real-world problems; calculate, estimate, and compare volumes of cubes and cuboids in standard units (cm³, m³) ## 9. Shape and Space - Goals: Spatial Sense, Logical Thinking, Number Sense, Mathematics as a Human Endeavour · Design and construct different rectangles given either perimeter or area, or both (whole numb - [Perimeter (age 10+)](https://ai.page/c/perimeter-age-10/index.md): Recognise that shapes with the same area can have different perimeters and vice versa; explore this relationship systematically - [Understanding angles (age 9+)](https://ai.page/c/understanding-angles-age-9/index.md): Use the properties of rectangles to deduce related facts and find missing lengths and angles ## 10. Patterns and Relations · Write, solve, and verify solutions of single-variable, one-step equations with whole number coefficients and whole number solutions. - [Solving Linear Equations](https://ai.page/c/solving-linear-equations/index.md): Use algebraic methods to solve linear equations in one variable, including equations that require rearrangement, expanding brackets, and collecting terms on both sides; solve equations with rational number coefficients ## 11. Patterns and Relations · Represent, analyse, and apply patterns using mathematical language and notation. - [Number Pattern Relationships](https://ai.page/c/number-pattern-relationships/index.md): Generate two numerical patterns using two given rules; identify relationships between corresponding terms; form ordered pairs and graph them on a coordinate plane ## 12. Number - Goals: Number Sense, Spatial Sense, Logical Thinking, Mathematics as a Human Endeavour · Demonstrate an understanding of addition and subtraction of decimals (limited to thousandths). - [Adding and subtracting (age 10+)](https://ai.page/c/adding-and-subtracting-age-10/index.md): Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why, with numbers up to 10,000,000 and decimals - [Tenths (age 9+)](https://ai.page/c/tenths-age-9/index.md): Recognise and use thousandths; relate them to tenths, hundredths, and their decimal equivalents (e.g. 1/1000 = 0.001, 35/1000 = 0.035) - [Reading and writing numbers (age 10+)](https://ai.page/c/reading-and-writing-numbers-age-10/index.md): Read, write, and compare decimals to thousandths using base-ten numerals, number names, and expanded form; compare using >, =, < based on place-value meaning - [Rounding Answers](https://ai.page/c/rounding-answers/index.md): Solve problems which require answers to be rounded to specified degrees of accuracy ## 13. Number - Goals: Number Sense, Spatial Sense, Logical Thinking, Mathematics as a Human Endeavour · Demonstrate understanding of decimals to thousandths by: • describing and representing • relating to f - [Comparing Decimals](https://ai.page/c/comparing-decimals/index.md): Compare two decimals to hundredths (or up to three decimal places) by reasoning about size using place-value understanding; record with >, =, < - [Fractions on a number line](https://ai.page/c/fractions-on-a-number-line-3/index.md): Understand and use place value for decimals, measures, and integers of any size; extend the number system to include all positive and negative integers, decimals, and fractions on a single number line - [Decimal & Percent Notation](https://ai.page/c/decimal-and-percent-notation/index.md): Read, write, and use decimal and percentage notation correctly — decimal, decimal point, tenths, hundredths, thousandths, percentage, per cent, % symbol, convert, terminating decimal — and understand the relationships between fractions, decimals, and percentages as three ways of expressing the same value - [Decimals for Tenths & Hundredths](https://ai.page/c/decimals-for-tenths-and-hundredths/index.md): Use decimal notation for fractions with denominators 10 or 100; read and write decimal numbers as fractions (e.g. 0.62 = 62/100, 0.71 = 71/100) - [Reading Decimal Places](https://ai.page/c/reading-decimal-places/index.md): Identify the value of each digit in numbers given to three decimal places (e.g. in 4.378, the 7 represents 7 hundredths) - [Decimals and fractions (age 10+)](https://ai.page/c/decimals-and-fractions-age-10/index.md): Associate a fraction with division and calculate decimal fraction equivalents for simple fractions (e.g. 3/8 = 0.375); recall and use equivalences between simple fractions, decimals, and percentages in different contexts ## 14. Number - Goals: Number Sense, Spatial Sense, Logical Thinking, Mathematics as a Human Endeavour · Demonstrate an understanding of fractions by using concrete and pictorial representations to: create s - [Understanding fractions (age 9+)](https://ai.page/c/understanding-fractions-age-9-maths/index.md): Construct and present logical mathematical arguments involving multiple steps; critique others' reasoning about fractions, angles, or calculations and clearly explain errors or alternative methods - [Dividing fractions (unit fractions)](https://ai.page/c/dividing-fractions-unit-fractions/index.md): Interpret and compute division of a unit fraction by a non-zero whole number (e.g. 1/3 ÷ 4 = 1/12); use visual models and the relationship between multiplication and division to explain the result ## 15. Number - Goals: Number Sense, Spatial Sense, Logical Thinking, Mathematics as a Human Endeavour · Develop and apply personal strategies for estimation and computation including: • front-end rounding • - [Constructing mathematical arguments](https://ai.page/c/constructing-mathematical-arguments/index.md): Construct and present logical mathematical arguments involving multiple steps and formal reasoning; critique others' reasoning about fractions, algebra, ratio, or geometry and clearly explain errors or alternative approaches ## 16. Number - Goals: Number Sense, Spatial Sense, Logical Thinking, Mathematics as a Human Endeavour · Demonstrate, with and without concrete materials, an understanding of division (3-digit by 1-digit) an - [Division with remainders](https://ai.page/c/division-with-remainders/index.md): Solve multi-step word problems using the four operations with whole numbers, including interpreting remainders in context; represent with equations using a letter for the unknown; check with estimation ## 17. Number - Goals: Number Sense, Spatial Sense, Logical Thinking, Mathematics as a Human Endeavour · Analyze models of, develop strategies for, and carry out multiplication of whole numbers. - [Reasoning with Equivalences](https://ai.page/c/reasoning-with-equivalences/index.md): Recognise and use repeated reasoning to generalise: extend patterns in equivalent fractions and percentage conversions, derive unknown facts from known facts, describe general rules for sequences and predict terms - [Long multiplication](https://ai.page/c/long-multiplication/index.md): Multiply a whole number of up to four digits by a one-digit number, and multiply two two-digit numbers, using formal written methods including long multiplication; illustrate with area models ## 18. Number - Goals: Number Sense, Spatial Sense, Logical Thinking, Mathematics as a Human Endeavour · Represent, compare, and describe whole numbers to 1 000 000 within the contexts of place value and the - [Reading and writing numbers (age 9+)](https://ai.page/c/reading-and-writing-numbers-age-9/index.md): Read, write, order, and compare whole numbers up to at least 1,000,000 using base-ten numerals, number names, expanded form, and place-value understanding - [Numbers to 10,000](https://ai.page/c/numbers-to-10-000/index.md): Identify, represent, and estimate numbers up to 10,000 using different representations ## Health: 0 of 100 Of its 39 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - The Probability Scale has no explanation yet - Experimental probability has no explanation yet - Likelihood Language has no explanation yet - Ordering Likelihoods has no explanation yet - Reading and Comparing Bar Graphs has no explanation yet - Reading tables has no explanation yet - Comparing measurements has no explanation yet - Coordinate Transformations has no explanation yet - Classifying shapes by properties has no explanation yet - Properties of triangles and quadrilaterals has no explanation yet - Lines, Rays & Angles has no explanation yet - 3-D shapes (age 11+) has no explanation yet - Estimating volume has no explanation yet - Unit Conversions has no explanation yet - Measuring length (age 10+) has no explanation yet - Counting Unit Cubes has no explanation yet - Estimating answers (age 10+) has no explanation yet - Perimeter (age 10+) has no explanation yet - Understanding angles (age 9+) has no explanation yet - Solving Linear Equations has no explanation yet - Number Pattern Relationships has no explanation yet - Adding and subtracting (age 10+) has no explanation yet - Tenths (age 9+) comes before Decimals for Tenths & Hundredths, which it needs - Tenths (age 9+) has no explanation yet - Reading and writing numbers (age 10+) comes before Comparing Decimals, which it needs - Reading and writing numbers (age 10+) has no explanation yet - Rounding Answers has no explanation yet - Comparing Decimals has no explanation yet - Fractions on a number line has no explanation yet - Decimal & Percent Notation has no explanation yet - Decimals for Tenths & Hundredths has no explanation yet - Reading Decimal Places has no explanation yet - Decimals and fractions (age 10+) has no explanation yet - Understanding fractions (age 9+) has no explanation yet - Dividing fractions (unit fractions) has no explanation yet - Constructing mathematical arguments has no explanation yet - Division with remainders comes before Long multiplication, which it needs - Division with remainders has no explanation yet - Reasoning with Equivalences has no explanation yet - Long multiplication has no explanation yet - Reading and writing numbers (age 9+) has no explanation yet - Numbers to 10,000 has no explanation yet Credit: The structure of Saskatchewan curriculum: Mathematics (https://curriculum.gov.sk.ca/CurriculumHome?id=153); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.