Mathematics Georgia Standards of Excellence
Core Code Alignment
Mathematics
Elementary Mathematics
07018800006: Mathematics Grade 5
Elementary Mathematics
07018800006: Mathematics Grade 5
Recommendation
Recommended Primary
Evaluation
This is a comprehensive printable resource for K-5 math instruction that includes Georgia state curriculum maps, curriculum overview philosophical instructions, lessons, and activities. Activities are generally small group rich tasks that call for investigating student thinking, looking for patterns, and justifying which process students used to solve a task. Each activity has detailed instructions about common misunderstandings, key concepts, differentiation strategies, technology opportunities, etc. This collection would serve well as a complete set of instructional materials for math instruction for K-5.
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Rubric : Mathematics 2025
Compliance with State Law (Required)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | This item has not been graded. | |||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | This item has not been graded. | |||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | This item has not been graded. | |||||
| Free from advertising, e-commerce, or political interest | This item has not been graded. | |||||
Focus and Coherence: Non-Negotiable
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Non-negotiable materials must focus coherently on the Major Work of the grade in a way that is consistent with the progressions in the standards. | Student and teachers using the materials as designed devote the majority of time to the Major Work of the grade. | Supporting Work enhances focus and coherence simultaneously by also engaging students in the Major Work of the grade. | Materials follow the grade-by-grade progressions in the Standards. Content from previous or future grades does not unduly interfere. | Lessons that only include mathematics from previous grades are clearly identified. | ||
| Mathematical content is carefully matched to Common Core standards and is built on excellent activities that aim to deepen mathematical understanding. | ||||||
Rigor and Balance
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| The materials support the development of students’ conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. | Meets | Partially meets | N/A | Does not meet | ||
| The materials are designed so that students attain the fluencies and procedural skills required by the Standards. | Meets | Partially meets | N/A | Does not meet | ||
| The materials are designed so that teachers and students spend sufficient time working with applications, without losing focus on the Major Work of each grade. (Are there single and multi-step contextual problems that develop the mathematics of the grade, afford opportunities for practice, and engage students in problem solving?) | Meets | Partially meets | N/A | Does not meet | ||
Standards for Mathematical Practice
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Materials address the practice standards in such a way as to enrich the Major Work of the grade; practice standards strengthen the focus on Major Work instead of detracting from it, in both teacher and student materials. | Meets | Partially meets | N/A | Does not meet | ||
| Practice standards (like persistence, or using technological tools appropriately) are at the heart of these materials. Each unit and activity is designed to promote the "soft skills" of mathematical practice. | ||||||
| Tasks and assessments of student learning are designed to provide evidence of students’ proficiency in the Standards of Mathematical Practice. | Meets | Partially meets | N/A | Does not meet | ||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| Each lesson has detailed example questions and common misconceptions to help teachers engage in meaningful class discussion. Clearly, the intent is to learn through shared struggle and not through explicit, direct instruction. Students are expected to justify their reasoning at every point. | ||||||
Access to the Standards for All Students
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Support for English Language learners and other special populations is thoughtful (evidence-based) and helps those students meet the same Standards (and rigor) as all other students. The language in which problems are posed is carefully considered. | Meets | Partially meets | N/A | Does not meet | ||
| Materials provide scaffolding, differentiation, intervention, and support for a broad range of learners with gradual removal of supports, when needed, to allow students to demonstrated their mathematical understanding independently. | Meets | Partially meets | N/A | Does not meet | ||
| Group activities and thoughtful questioning is already a great way to support students with disabilities in the mainstream math classroom. Each unit also has specific help for teachers on how to differentiate and support students with disabilities. | ||||||
| Design of lessons incorporates strategies such as using multiple representations, deconstructing/reconstructing the language of problems, providing suggestions for addressing common student difficulties, etc. to ensure grade-level progress for all learners. | Meets | Partially meets | N/A | Does not meet | ||
| Ethnic Studies- (Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate a curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107, | This item has not been graded. | |||||
| Shared Values and Character Traits | This item has not been graded. | |||||
Assessment
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Multiple measurements of individual student progress occur at regular intervals ensuring success of all students. | Meets | Partially meets | N/A | Does not meet | ||
| Assessment is largely done while students engage in rich tasks. Teachers are expected to use thoughtful questioning and discussion to assess and correct misconceptions. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
UTAH STATE BOARD OF EDUCATION
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Salt Lake City, UT 84111-3204
Phone: 801.538.7807