Descriptions of the Mathematics Learning Standard Grades 5–6

Below are descriptions for the New York State Mathematics Learning Standard and activities for addressing each strand with your child.

Number Sense and Operations

Students understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. They also understand meanings of operations and procedures, and how they relate to one another. They compute accurately and make reasonable estimates.

Have your child list the multiples of a number. Then, ask him or her to stop while counting and name the corresponding multiplication fact. For example, if your child is listing the multiples of 4 and stops at 32, your child should name the multiplication fact of 4 x 8 = 32. This game can increase in complexity as the numbers get larger. For a new challenge, try this game with multiples of 17.

Algebra

Students will represent and analyze algebraically a wide variety of problem solving situations. They also perform algebraic procedures accurately and recognize, use, and represent algebraically patterns, relations, and functions.

For practice with patterns, play a guessing game with your child. Think of a number pattern (such as "squaring") and give the first three items in the sequence (1, 4, 9, ...). Ask your child for the pattern and the next three numbers (16, 25, 36, ...). Your child can then make up another pattern and have you guess what it is. The number pattern doesn't need to have a special name; anything with a rule will work.

Geometry

Students use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes. They identify and justify geometric relationships, formally and informally and apply transformations and symmetry to analyze problem solving situations. They also apply coordinate geometry to analyze problem solving situations.

Help your child with naming and recognizing geometric terms and shapes by having a scavenger hunt. Use your child's textbook as a resource and make a list of different geometric shapes and terms. Your list might include circle, square, rectangle, and hexagon. It might also include parallel lines, scalene triangle, and rhombus. After you have the list, ask your child to find examples of all of these figures in your home. (You could also have your child make up a list for a sibling and vice versa. They could play as a team or make it a competition.)

Measurement

Students determine what can be measured and how, using appropriate methods and formulas. They use units to give meaning to measurements and understand that all measurement contains error and are able to determine its significance. They also develop strategies for estimating measurements.

Help your child understand and estimate units of measure. For example, ask your child to estimate the height of the ceiling in a given room. Ask him to explain how the estimate was found and encourage him to use known measures for estimation. If your child has trouble coming up with a reasonable estimate, ask such leading questions as: How tall am I? How tall are you? If you stood on my shoulders, would you be able to stand up straight in this room? Be sure to follow up by finding the actual height of the ceiling.

Statistics and Probability

Students collect, organize, display, and analyze data. They make predictions that are based upon data analysis and understand and apply concepts of probability.

Fairness is applicable to probability, and it's a concept that children think about a lot. When trying to be "fair" with siblings or friends, use mathematics. How might you use dice to give each child an equal chance? If you are trying to decide who will walk the dog, you might want to roll a die and divide up the possible outcomes among siblings. Is it fair if one brother "wins" with a roll of 2 and the other brother "wins" with a roll of any other number? Of course not. If you want to be fair, their chances must be equal. Have your child make up some rules that would be fair.