See “How to use This Document (Teacher’s Guide) and (Connecting Curriculum, Instruction, and Assessment),” pages 8-10.
Strand: Number Sense
Learners engage in problem solving within adult contextual situations by communicating, reasoning, and connecting to the following standards:
Standard 5N-1. Represent and use numbers in a variety of equivalent forms in contextual situations | Benchmark: At this level an adult will be expected to: | | |
5N-1.1 Read, write, order, and compare positive and negative numbers of any size in a practical context.
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5N-1.1.1 Explain that the position of a digit signifies its value
5N-1.1.2 Know what each digit in a number represents, including the use of zero as a place holder
5N-1.1.3 Demonstrate an understanding of the meaning of negative numbers in a practical context (e.g. temperature below zero, loss in trading)
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Understanding and comparing government spending figures on public services
Understanding and comparing change in the value of stocks
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5N-1.2 Read, write, order, and compare fractions and mixed numbers.
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5N-1.2.1 Change fractions to equivalent fractions with a common denominator
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Comparing overtime rates
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5N-1.3 Read, write, order, and compare decimal numbers of any size.
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5N-1.3.1 Explain that the position of a digit signifies its value
5N-1.3.2 Know that the decimal point separates whole numbers from decimal fractions
5N-1.3.3 Describe what each digit represents, including the use of zero as a place holder
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Reading and comparing gas prices
Reading and comparing metric measurements
Comparing currency exchange rates
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5N-1.4 Order and compare percentages and understand percentage of increase and decrease.
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5N-1.4.1 Demonstrate an understanding of percentage as the number of parts in every 100
5N-1.4.2 Know that 100% is the whole
5N-1.4.3 Explain how a 10% pay increase is more than a 5% pay increase, but the actual increase depends on the number operated on
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Understanding 20% off in a sale
Understanding a price increase of 10%
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5N-1.5 Identify and use equivalencies between fractions, decimals and percentages.
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5N-1.5.1 Show that fractions, decimals, and percentages are different ways of expressing the same thing
5N-1.5.2 Know that percentages are fractions out of 100
5N-1.5.3 Demonstrate how decimal fractions are expressed in tenths, hundredths, thousandths
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Writing fractions of an hour as decimals on a time sheet, (e.g. ¾ hour as 0.75)
Recognizing that a deli order for 1/3 pound will read about 0.33 on a digital scale
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5N-1.6 Read and write numbers in scientific notation.
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5N-1.6.1 Understand positive and negative exponent notation with ten as a base
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Using a calculator to compute with small and large numbers
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5N-2. Understand meanings of operations and how they relate to one another
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At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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5N-2.1 Demonstrate an understanding of the effects of each operation with fractions.
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5N-2.1.1 Represent fractions using number lines and area models
5N-2.1.2 Demonstrate conceptual and procedural understanding of operations with fractions
5N-2.1.3 Know the meaning of commutative, associative, and distributive properties with whole and fractions numbers
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Helping children with homework
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5N-2.2 Demonstrate an understanding of the effects of each operation with integers.
| 5N-2.2.1 Represent integers using a number line.
5N-2.2.2 Use area models to demonstrate distributive law of multiplication over addition and subtraction
5N-2.2.3 Demonstrate procedural understanding of operations with integers.
5N-2.2.4 Know the meaning of commutative, associative, and distributive properties with whole numbers and integers
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Helping children with homework
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5N-2.3 Demonstrate an understanding that dividing by the denominator of a unit fraction produces the same result as multiplying by the decimal form of the fraction.
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5N-2.3.1 Demonstrate procedural knowledge of multiplication and division of fractions and decimals
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Finding a discount
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5N-2.4 Recognizes equivalent fractions, decimals, and percents and can convert from each form to the other two.
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5N-2.4.1 Use number lines and area models to represent fractions and decimals
5N-2.4.2 Know equivalences of fractions and decimals
5N-2.4.3 Know how to convert between fractions and decimal equivalences
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Reading and using manufacturing specifications
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Standard 5N-3. Compute fluently and make reasonable estimates
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Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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5N-3.1 Add, subtract, multiply and divide decimals of any size.
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5N-3.1.1 Know and use strategies to check answers (e.g. approximate calculations using whole numbers)
5N-3.1.2 Align numbers for column addition and subtraction
5N-3.1.3 Demonstrate the ability to determine the placement of decimal points in multiplication of decimal numbers
5N-3.1.4 Demonstrate the ability to determine the placement of decimal points in division of decimal numbers
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Converting sums of money between currencies
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5N-3.2 Calculate ratio and direct proportion.
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5N-3.2.1 Explain a ratio written in the form 3:2
5N-3.2.2 Know how to work out the number of parts in a given ratio, and the value of one part
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Comparing the price of products of different weights or capacities
Mixing household or workplace materials
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5N-3.3 Add, subtract, multiply, and divide using fractions and mixed numbers.
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5N-3.3.1 Demonstrate an understanding of how to change fractions to equivalent fractions for the purpose of adding and subtracting
5N-3.3.2 Demonstrate an understanding of how to find a fraction quotient through multiplication
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Adding hours on a time sheet that includes fractions
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5N-3.4 Add, subtract, multiply, and divide using integers in practical contexts.
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5N-3.4.1 Understand how number direction affects the four operations
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Finding the average temperature
Figuring the net result of banking transactions
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5N-3.5 Compute with percentage to solve problems in context.
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5N-3.5.1 Demonstrate how to use proportion to figure with percentage
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Figuring the effect on mortgage payments of a change in interest rates
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5N-3.6 Use a calculator to calculate efficiently using whole numbers, integers, fractions, decimals, and percentages.
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5N-3.6.1 Change the sign of a number
5N-3.6.2 Change a fraction to a decimal
5N-3.6.3 Change a percentage to a decimal
5N-3.6.4 Interpret a rounding error such as 6.9999999 as 7
5N-3.6.5 Interpret a calculator display employing scientific notation
5N-3.6.6 Demonstrate an understanding of the use of memory and constant functions
5N-3.6.7 Know and use strategies to check answers obtained with a calculator
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Calculating the total price on a item offered at 25 % off with 5% sales tax added
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5N-3.7 Determine prime numbers up to 100.
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5N-3.7.1 Know that a prime number is a positive integer greater than 1 that has no factors other than 1 and itself
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Simplifying mathematical problems by factoring out numbers from each side of an equation
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Strand: Patterns, Functions, and Algebra
Learners engage in problem solving within adult contextual situations by communicating, reasoning, and connecting to the following standards:
Standard 5P-1. Explore, identify, analyze, and extend patterns in mathematical and adult contextual situations
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Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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5P-1.1 Extend a pattern and when applicable hypothesize reasons, and analyze how both repeating and growing patterns are generated.
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5P-1.1.1 Isolate smallest unit of repetition
5P-1.1.2 Use a notation system to record patterns
5P-1.1.3 Make a table using pattern values
5P-1.1.4 Verbalize a rule for finding values in the table
5P-1.1.5 Write a general expression for finding values in the table
5P-1.1.6 Decide on the effectiveness of the expression by substituting known values
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Accurately describing patterns of heating bills and explaining the patterns
Creating a compound interest table
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5P-1.2 Demonstrate an understanding of graphical, tabular, or symbolic representations for a given pattern and/or relationship.
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5P-1.2.1 Make a table using pattern values
5P-1.2.2 Verbalize a rule for finding values in the table
5P-1.2.3 Write a general expression for finding values in the table
5P-1.2.4 Decide on the effectiveness of the expression by substituting known values
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Reading and explaining temperature conversion tables
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Standard 5P-2. Articulate and represent number and data relationships using words, tables, graphs, rules, and equations
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Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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5P-2.1 Create own equations, rules or sketch graphs from word problems or observed situations.
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5P-2.1.1 Make a table using pattern values
5P-2.1.2 Verbalize a rule for finding values in the table
5P-2.1.3 Write a general expression for finding values in the table
5P-2.1.4 Decide on the effectiveness of the expression by substituting known values
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Working out the standard elements of a household budget
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5P-2.2 Convert between different representations, such as tables, graphs, verbal descriptions, and equations.
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5P-2.2.1 Recognize that a variety of problem situations may be modeled by the same function or type of function
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Presenting results of data exploration
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5P-2.3 Develop algebraic expressions, rules, formulae, or sketch graphs to generalize straightforward number patterns or observable relationships between variables.
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5P-2.3.1 Demonstrate an understanding of the parts of a graph
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Translating graphic depictions of data into oral or written descriptions to explain relationships
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5P-2.4 Draw graphs using techniques such as plotting points, sketching from known main features of algebraic function, or using technology like a graphing calculator or computer package.
| 5P-2.4.1 Know graphing techniques
5P-2.4.2 Understand use of a graphing calculator or spreadsheet |
Making visual aids for depicting change patterns in business or industry
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5P-2.5 Identify general shapes and major characteristics of linear and simple non-linear graphs and interpret their real world meanings.
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5P-2.5.1 Recognize and use direct and indirect variation
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Interpreting graphic presentations of data to analyze events and make predictions
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Standard 5P-3. Recognize and use algebraic symbols to model mathematical and contextual situations
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Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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5P-3.1 Find the value of an unknown in equations that require multi-step solutions e.g.:
2x + 4 = 6x -8
0.5y2 10 = 40.
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5P-3.1.1 Recognize that addition and subtraction are inverse operations
5P-3.1.2 Recognize that multiplication and division are inverse operations
5P-3.1.3 Recognize that using the inverse operation can solve equations
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Preparing for further study
Helping children with homework
| 5P-3.2 Evaluate formulas.
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5P-3.2.1 Know that a variable is replaced by its number value within parentheses when a formula is evaluated
5P-3.2.2 Demonstrate an understanding that when there is no operator between a number and a bracket or parentheses that multiplication is implied
5P-3.2.3 Know order of operations
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Informally using d = rt to make estimates regarding speed or time of departure
Using a calculator
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5P-3.3 Solve linear and quadratic equations.
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5P-3.3.1 Know the quadratic formula
5P-3.3.2 Know how to evaluate formulas
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Helping children with homework
Preparing for further study
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Standard 5P-4. Analyze change in various contexts |
Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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5P-4.1 Approximate and interpret rates of change from graphical and numerical data.
Assessed by 5G-4.3
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5P-4.1.1 Understand that slope represents rate of change
5P-4.1.2 Know how to find the slope from a line graph or table of data
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Looking for trends (e.g. in the price of items, in revenue for a business)
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Strand: Statistics and Probability
Learners engage in problem solving within adult contextual situations by communicating, reasoning, and connecting to the following standards:
Standard 5S-1. Collect, organize and represent data |
Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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5S-1.1 Pose both categorical and numerical questions about himself or his environment.
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5S-1.1.1 Know that answers can be found by observing and asking relevant questions and counting responses
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Working on a playground committee to select equipment
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5S-1.2 Collect and organize responses to questions.
Assessed by 5S-1.1
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5S-1.2.1 Demonstrate an understanding of the concept of categories such as shape, size, country, ethnicity, income level or yes or no responses
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Conducting research for travel or relocation purposes
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5S-1.3 Choose an appropriate representation to display responses to all types of data.
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5S-1.3.1 Demonstrate an understanding that categorical data is usually displayed on bar or circle graphs
5S-1.3.2 Demonstrate an understanding that numerical data and change over time is usually displayed on a line graph
5S-1.3.3 Know how to choose a suitable scale to fit the data set
5S-1.3.4 Calculate percents and find percents and/or fractions of 360 degrees
5S-1.3.5 Use a protractor
5S-1.3.6 Demonstrate an understanding that a table can be more accurate than a graph when recording precise numerical datum
5S-1.3.7 Explain the importance of labeling tables, graphs, and diagrams
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Representing findings from data gathering in a manufacturing or business setting
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5S-1.4 Collect comparative data on a single given question such as responses grouped by age group vs. responses grouped by gender.
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5S-1.4.1 Know that responses grouped by different criteria must be recorded in separate data sets
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Gathering data in the workplace and sorting it by criteria
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5S-1.5 Display comparative data on a double bar or line graph.
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5S-1.5.1 Explain why separate data sets must be identified by different colors or line patterns
5S-1.5.2 Demonstrate an understanding that a key to identify each data set must be provided
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Comparing gathered work-related data by preparation of appropriate bar or line graphs
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Standard 5S-2. Read and interpret data representations |
Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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5S-2.1 Identify graphs and tables in available resources.
Assessed by 2S-2.1
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5S-2.1.1 Explain how a graph is a visual representation
5S-2.1.2 Describe how a table arranges information in rows and columns
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Reading newspapers and magazines
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5S-2.2 Know where graphs and tables are likely to be found.
Assessed by 2S-.2.2
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5S-2.2.1 Recognize that graphs and tables can be found in newspapers, magazines, research journals, and promotional materials
5S-2.2.2 Recognize that a table is an organizing tool used in manuals, tax forms, financial statements etc.
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Reading advertisements
Looking up taxes payments
Finding current interest rates
Reading graphic materials in the workplace
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5S-2.3 Infer meaning from gaps, clusters and comparisons of data.
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5S-2.3.1 Know ways to compare numbers.
5S-2.3.2 Know how to connect the shape and comparisons of data with text or background knowledge to infer causes for such phenomena
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Reading exam questions
Reading corporate or government reports
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5S-2.4 Give a verbal description of bar, line, and circle graphs and tables.
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5S-2.4.1 Know that a bar graph uses bars of various heights to display amount
5S-2.4.2 Know that line graphs use lines to connect data points
5S-2.4.3 Know that a circle or pie graph represents the whole or 100%
5S-2.4.4 Know that a table can display the same datum as a graph but in rows and columns
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Helping with homework
Training co-workers
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5S-2.5 Make numerical comparisons about relative values on graphs and tables.
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5S-2.5.1 Compare and contrast one set of numbers against another
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Comparing prices of vacations represented in a brochure
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Standard 5S-3. Describe data using numerical descriptions, statistics and trend terminology |
Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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5S-3.1 Identify the minimum, maximum, spread, shape, and range of data, mean, median, and mode to understand trends and statements.
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5S-3.1.1 Explain the terms minimum, maximum, and spread
5S-3.1.2 Demonstrate an understanding that range is the difference between the smallest and largest values in the data set
5S-3.1.3 Recognize gaps, holes, and clusters in the data set to determine where data is missing and where it is heavily represented
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Reading temperature charts
Discussing with a financial planner the relative value of different retirement investment plans offered at work
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5S-3.2 Identify the effect of spread on mean and median.
Assessed by 5S-4.5
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5S-3.2.1 Know the minimum or maximum value can greatly affect the mean but will not affect the median
| Determining a grade point average |
Standard 5S-4. Make and evaluate arguments or statements by applying knowledge of data analysis, bias factors, and graph distortions
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Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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5S-4.1 Choose the best graph to support a position.
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5S-4.1.1 Distinguish between graphs by understanding the stories each tells
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Working with a group to support or oppose a change in the neighborhood
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5S-4.2 Support arguments with data and data representations and use number statements to demonstrate the power of an argument.
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5S-4.2.1 Demonstrate the ability to collect data to support a conjecture, hypothesis or belief
5S-4.2.2 Represent collected data in a line plot, table, line or bar graph with an accurate scale, and circle graph
5S-4.2.3 Recognize that the greater the number of data supporting an argument, the more powerful the argument
5S-4.2.4 Use subtraction to compare
5S-4.2.5 Use division to demonstrate how many more times data support an argument
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Initiating political actions to institute changes in the community
Creating a survey or report to support a plea for changes in one’s community
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5S-4.3 Convert tables to graphs to support an argument, and convert graphs to narratives and narratives to graphs to forward a position.
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5S-4.3.1 Show how to organize large sets of data in a table
5S-4.3.2 Use a table as the foundation for graphic displays
5S-4.3.3 Use appropriate language to describe graphic data in a way to show how the data supports an argument
5S-4.3.4 Know how to “read” the stories in graphs in order to state them as support an argument
| Preparing or reading academic research
Preparing reports favoring a political or social position, or to negotiate salaries |
5S-4.4 Make statements about data trends to support or reject arguments/statements forwarded by others.
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5S-4.4.1 Explain lines going up mean increase; lines tilting down mean decrease and that they can vary over time
5S-4.4.2 Explain that a flat line means no change
5S-4.4.3 Use specific vocabulary to describe trends (e.g. “sharp” increase, “plummeted,” etc.
| Checking reports on stock market or discussing smoking trends with children or peers
Understanding changes reported in one’s workplace |
5S-4.5 Demonstrate an understanding of the impact of spread on mean and median, and which statistic, mean, median, or mode, is most appropriate for data.
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5S-4.5.1 Finding the mean, median, and mode
5S-4.5.2 Know that mean and median are compressions of data
5S-4.5.3 Describe experiences with changes and spread and resulting changes or lack of changes in mean and median
5S-4.5.4 Explain why means and medians don’t always represent what is typical, and so aren’t always best used in creating an argument
5S-4.5.5 Describe some inappropriate uses of mean, median or mode
5S-4.5.6 Use appropriate statistic to support an argument
| Reading advertisements or demographic reports in order to make decisions
Negotiating salary increases
Reading real estate sales reports; health and fitness data |
5S-4.6 Recognize that bar widths, scale, and wedge size distortions can provide misleading information.
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5S-4.6.1 Explain how visual messages are given by bar widths (e.g. thin relays message of “less” and wide relays message of “more”)
5S-4.6.2 Explain why visual messages can contradict or enhance evidence
5S-4.6.3 Describe how scales are represented in regular increments
5S-4.6.4 Explain why size of the increments used in scales can make changes seem more or less significant
5S-4.6.5 Explain why wedge size in circle graphs should correspond roughly to fraction of data represented
| Creating promotional materials for social change Reading advertisements
Reading environmental and corporate reports on pollution
Checking out population preference or conditions’ data to determine if it’s accurate |
5S-4.7 Explain where and how authors of data reports can manipulate data to benefit themselves or malign others in mixed materials.
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5S-4.7.1 Identify who produced a data report and how their interests might affect the report, resulting in a conflict of interest
| Reading advertisements and product studies to make consumer choices |
5S-4.8 Understand that different categorizations of data reveal different stories.
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5S-4.8.1 Know how to categorize data in a variety of ways, including aggregate or disaggregate data
5S-4.8.2 Know how to make ‘story’ statements about what is seen in data and how these change as categories change
5S-4.8.3 Know how to use different categorizations appropriately to support an argument
| Following demographic data reports or consumer goods’ data with a critical eye |
5S-4.9 Demonstrate an understanding of the impacts of data compression, and when compression helps or hinders an argument.
Not assessed, but important to teach at this level
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5S-4.9.1 Explain why data representations do not necessarily show each datum; therefore, individual variations are not visible
5S-4.9.2 Explain why personal or regional (subset) variations are sometimes more relevant to arguments/statements than aggregate data
5S-4.9.3 Discern the level at which an argument is best stated
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Reading consumer preferences’ or selections’ data
Preparing documents to advocate for school change
Gathering data for statistical process control tasks
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5S-4.10 Compare and contrast provided graphs to evaluate contradictory or unsupported statements, or to strengthen an argument.
Assessed by 4S-4.7
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5S-4.10.1 Explain how statements or arguments based on data are sometimes generated by comparing or contrasting graphs
5S-4.10.2 Explain how statements or arguments based on one graph are sometimes contradicted in another
5S-4.10.3 Explain how statements or arguments based on multiple graphs can be used to support or enhance each other and one’s position
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Comparing accident-related data to make a point concerning safety
Comparing work-related progress from month to month
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Standard 5S-5. Know and apply basic probability concepts |
Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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5S-5.1 Find the probability of both independent and dependent events.
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5S-5.1.1 Explain that the probability is independent when the outcome of one event does not influence the outcome of another
5S-5.1.2 Explain that the probability is dependent when the outcome of one event directly influences the outcome of subsequent events
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Interpreting the odds of contracting breast cancer or being in an airplane accident.
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5S-5.2 Find the number of possible combinations given two or more sets of data.
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5S-5.2.1 Know that the total number of possible combinations of items in lists can be found by multiplying the number of items in each list times each other
5S-5.2.2 Be able to find all of the possible combinations of a set of letters, digits, or items
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Determining the number of coordinated outfits possible from a set of slacks and tops.
Determining the possible combinations available on a menu.
Determining the total number of combinations for a combination lock
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Strand: Geometry & Measurement
Learners engage in problem solving within adult contextual situations by communicating, reasoning, and connecting to the following standards:
Standard 5G-1. Use and apply geometric properties and relationships to describe the physical world and identify and analyze the characteristics of geometric figures
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Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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5G-1.1 Apply ratio and proportion in familiar situations that may use scales or magnification.
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5G-1.1.1 Demonstrate an understanding of simple ratio as the number of parts (e.g. three parts to one part)
5G-1.1.2 Demonstrate an understanding of direct proportion as the same rate of increase or decrease (e.g. double, half)
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Mixing various quantities of cleaning fluids based on one set of directions
Calculating the proper distance to place a projector from its screen to achieve a particular image size
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5G-1.2 Use the language (prefixes) of metric units to describe environment (centi, milli, kilo, micro, mega).
Assessed by 4G-4.5
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5G-1.2.1 Know definitions of measures of mass (grams), capacity (liters), and length (meter)
5G-1.2.2 Know meaning of prefixes
5G-1.2.3 Develop informal benchmarks for metric units (e.g. length of thumbnail = 1 cm; 1 meter is approximately 3 feet)
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Representing measurement outcomes in the workplace
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5G-1.3 Use spatial visualization to describe and analyze geometric figures.
Assessed 4G-1.3
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5G-1.3.1 Know meaning of horizontal and vertical
5G-1.3.2 Develop informal benchmarks for angles
5G-1.3.3 Know vocabulary for 2-D shapes and orientation
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Identifying and describing objects to be measured
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5G-1.4 Develop and use formulae that describe relationships between variables in familiar contexts (area and volume).
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5G-1.4.1 Demonstrate an understanding of area and volume of 2-D and 3-D figures
5G-1.4.2 Use patterns to generalize
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Using a formula to determine material required to build or cover an object
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5G-1.5 Use properties of triangles to solve problems.
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5G-1.5.1 Demonstrate understanding of congruent and similar triangles
5G-1.5.2 Explain the sum of the angles in a triangle in a plane equals 180 degrees
5G-1.5.3 Recognize situations where properties of right triangles apply
5G-1.5.4 Apply the Pythagorean theorem to right triangles
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Building and measuring objects in the manufacturing trades
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5G-1.6 Use properties of right triangles and Pythagorean relationship to solve problems.
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5G-1.6.1 Know properties of right triangles, including angle measurement
5G-1.6.2 Demonstrate an understanding of similarity in triangles
5G-1.6.3 Apply proportional reasoning to find corresponding sides
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Determining the line of symmetry of a right triangle
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5G-1.7 Directly measure different angles with a protractor.
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5G-1.7.1 Know how to align a protractor with the rays of an angle
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Determining a specific angle of slope for installing housing gutters or drains
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Standard 5G-2. Use transformations and symmetry to analyze mathematical situations
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Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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5G-2.1 Use coordinates to design and describe geometric figures or translations/rotations of geometric figures.
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5G-2.1.1 Demonstrate an understanding of the coordinate graph system
5G-2.1.2 Know geometric shapes
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Reading scientific diagrams
Using CAD/CAM software to design a product
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Standard 5G-3. Specify locations and describe spatial relationships using coordinate geometry and other representational systems
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Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
| | 5G-3.1 Find, use, and interpret the slope of a line, the y-intercept of a line, and the intersection of two lines. |
5G-3.1.1 Demonstrate an understanding of the coordinate graph system
5G-3.1.2 Know how to create a table of ordered pairs which satisfy an equation
5G-3.1.3 Generate a graph from a formula or equation
5G-3.1.4 Generate and equation or formula from a graph
5G-3.1.5 Identify co-efficients with graph steepness
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Using linear modeling to determine optimal pricing
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Standard 5G-4. Understand measurable attributes of objects and the units, systems, and processes of measurement and apply appropriate techniques, tools and formulas to determine measurements
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Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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5G-4.1 Solve and estimate solutions to problems involving length, perimeter, area, surface area, volume, angle measurement, capacity, weight, and mass.
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5G-4.1.1 Explain the meaning of the terms perimeter, area, volume, angle, capacity, weight and mass
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Estimating materials needs for a given job
Solving problems relating to size, shape and capacity in business and industry
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5G-4.2 Predict the impact of changes in linear dimensions on the perimeter, area, and volume of figures.
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5G-4.2.1 Know the formulas for perimeter, area, and volume.
5G-4.2.2 Know how to list data in a chart or table
5G-4.2.3 Know how to graph data from a table
5G-4.2.4 Know how to describe and analyze patterns of change in a table or graph
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Deciding whether and how suggested increases or decreases in measurement will change a manufacturing or building project
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5G-4.3 Calculate and interpret rates of change from graphical and numerical data.
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5G-4.3.1 Demonstrate an ability to extrapolate numerical data from graphic presentations
5G-4.3.2 Demonstrate an ability to accurately calculate percentages
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Determine the rate of increase/decrease of gasoline prices based on newspaper reports
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5G-4.4 Solve problems of area involving inscribed figures (e.g. a circle inscribed in square).
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5G-4.4.1 Demonstrate a familiarity with the formulas for area of polygons and circles.
5G-4.4.2 Demonstrate an understanding of when areas in an inscribed figure are excluded requiring subtraction
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Designing a pattern for a flower garden
Determining an arrangement for furniture of various shapes in the home
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5G-4.5 Use simplified formula to convert between Fahrenheit and Celsius temperatures.
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5G-4.5.1 Demonstrate an understanding of the constants and variables provided in conversion formulas
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Determining the temperature reported in an area using either the metric or ASE system
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