RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

5(9)(D)(ii) Recognize characteristics and structures of informational text, including features such as insets, timelines, and sidebars to support understanding.

W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.6.2.A Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

W.6.2.B Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

W.6.2.C Use appropriate transitions to clarify the relationships among ideas and concepts.

W.6.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.6.2.E Establish and maintain a formal style.

W.6.2.F Provide a concluding statement or section that follows from the information or explanation presented.

W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.6.2.A Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

W.6.2.B Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

W.6.2.C Use appropriate transitions to clarify the relationships among ideas and concepts.

W.6.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.6.2.E Establish and maintain a formal style.

W.6.2.F Provide a concluding statement or section that follows from the information or explanation presented.

6(11)(B) Compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft.

W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)

5(11)(C) Revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity.

(E) Describe the meaning of parentheses and brackets in a numeric expression

(Y6) Explore the use of brackets and order of operations to write number sentences (ACMNA134)

5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

(A) Identify prime and composite numbers

(Y6) Identify and describe properties of prime, composite, square and triangular numbers (ACMNA122)

5.OA.2.1. Express a whole number in the range 2-50 as a product of its prime factors. For example, find the prime factors of 24 and express 24 as 2 × 2 × 2 × 3.

(J) Represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using objects and pictorial models, including area models

(L) Divide whole numbers by unit fractions and unit fractions by whole numbers.

(Y7) Multiply and divide fractions and decimals using efficient written strategies and digital technologies (ACMNA154)

5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

5.NF.7.B Interpret division of a whole number by a unit fraction, and compute such quotients. For 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 × (1/5) = 4.

(J) Represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using objects and pictorial models, including area models

(L) Divide whole numbers by unit fractions and unit fractions by whole numbers.

(Y7) Multiply and divide fractions and decimals using efficient written strategies and digital technologies (ACMNA154)

5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

5.NF.7.A Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For 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) × 4 = 1/3.

(A) Estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division

(Y7) Multiply and divide fractions and decimals using efficient written strategies and digital technologies (ACMNA154)

5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

(B) Describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane

(Y5) Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113)

(Y7) Given coordinates, plot points on the Cartesian plane, and find coordinates for a given point (ACMNA178)

5.G.2 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.

(C) Graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table.

(Y9) Find the distance between two points located on the Cartesian plane using a range of strategies, including graphing software (ACMNA214)

5.G.2 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.

(B) Use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution

(Y9) Construct back-to-back stem-and-leaf plots and histograms and describe data, using terms including ‘skewed’, ‘symmetric’ and ‘bi modal’ (ACMSP282)

6.SP.2 Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

(A) Formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions

(L) Determine the need for and purpose of a statistical investigation and what type of statistical analysis can be used to answer a specific question or set of questions

(E) Formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions

(Y5) Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)

6.SP.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, "How old am I?" is not a statistical question, but "How old are the students in my school?" is a statistical question because one anticipates variability in students' ages.