MA.5.A.6.5Archived Standard

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Solve non-routine problems using various strategies including “solving a simpler problem” and “guess, check, and revise”.

Remarks

Example: Give each student or pair 36 color tiles. Ask them how many different rectangles they can produce by using all the tiles. Students can use a small number of color tiles to find a pattern (finding the possible factors for the given number) and then apply that knowledge to 36 tiles.

 

Example: Write all the whole numbers from 1 to 25 as addition of consecutive counting numbers. What observations do you have? Can you write every number this way? Be prepared to explain your strategy.
[Some students might start with a number and look for consecutive counting numbers, others might start with combinations of consecutive counting numbers to add.]

 

General Information
Subject Area: X-Mathematics (former standards - 2008)
Grade: 5
Body of Knowledge: Algebra
Idea: Level 3: Strategic Thinking & Complex Reasoning
Supporting Idea: Number and Operations - Number and Operations
Date Adopted or Revised: 09/07
Content Complexity Rating: Level 3: Strategic Thinking & Complex Reasoning - More Information
Date of Last Rating: 06/07
Status: State Board Approved - Archived
Assessed: Yes
Test Item Specifications
  • Item Type(s): This benchmark may be assessed using: MC , GR item(s)

  • Clarification :
    Students will solve nonroutine problems using strategies including, but not limited to, drawing diagrams, making tables or lists, looking for patterns, using models, estimating, solving a simpler problem, and/or guess, check, and revise strategies.
  • Content Limits :
    Items may include multistep problems with no more than three operations.

    Items may include concepts from other benchmarks within the Number and Operations strands.

    Students should be able to choose their own strategies to solve the problems.
  • Stimulus Attributes :
    Items must be set in a real-world context.
Sample Test Items (2)
  • Test Item #: Sample Item 1
  • Question: A discount music store sells compact discs (CDs) for $6 each. When a customer purchases 3 CDs, the customer receives 1 free CD. Marisa went to the music store and spent $36 on CDs. How many free CDs did Marisa receive?
  • Difficulty: N/A
  • Type: MC: Multiple Choice
  • Test Item #: Sample Item 2
  • Question: Pedro used white and gray square tiles to make models of some floor designs. The first 4 floor designs are shown below.

    4 Floor Designs

    If Pedro continues making these floor designs, what will be the total number of gray tiles in the 100th floor design?

  • Difficulty: N/A
  • Type: GR: Gridded-Response

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Lesson Plan

The n-gon Train:

In this lesson, students will determine the perimeter of a train of polygons, for different regular polygons. The accompanying videos (intended audience is teachers) provide segments of an implementation of the lesson.

Type: Lesson Plan

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Parent Resources

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