East Saint Louis Mathematics Curriculum Grade 5

East Saint Louis Mathematics Curriculum Grade 5

Sequence of Grade 5 Modules Aligned with the Standards

Module 1: Whole Numbers to 10,000,000

10 Days

Module 2: Whole Number Multiplication and Division

19 Days (including benchmark assessment)

Module 3: Fractions and Mixed Numbers

11 Days

Module 4: Multiplying & Dividing Fractions & Mixed Numbers

14 Days (including benchmark assessment)

Module 7: Ratio

12 Days

Module 8: Decimals

8 Days

Module 9: Multiplying and Dividing Decimals

17 Days (including benchmark assessment)

Module 10: Percent

Does not align to CCSSM

Module 11: Graphs and Probability

13 Days

Module 12: Angles

Does not align to CCSSM

Module 13: Properties of Triangles and Four-Sided Figures

15 Days (including benchmark assessment)

Module 14: Three-Dimensional Shapes

7 Days

Module 15: Surface Area and Volume

16 Days (including benchmark assessment)

Module 5: Algebra

10 Days

Module 6: Area of a Triangle

8 Days (including benchmark assessment)

Summary of Year

Fifth grade mathematics is about (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to two-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.

Key Areas of Focus for 3-5: Multiplication and division of whole numbers and fractionsconcepts, skills, and problem solving

Required Fluency: 5.NBT.5 Multi-digit multiplication.

CCSS Major Emphasis Clusters

Number and Operations in Base Ten

Understand the place value system.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

Number and Operations Fractions

Use equivalent fractions as a strategy to add and subtract fractions.

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

Measurement and Data

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Examples of Linking Supporting Clusters to the Major Work of the Grade

Convert like measurement units within a given measurement system: Work in these standards supports computation with decimals. For example, converting 5 cm to 0.05 m involves computation with decimals to hundredths.

Represent and interpret data: The standard in this cluster provides an opportunity for solving real-world problems with operations on fractions, connecting directly to both Number and Operations Fractions clusters.

Rationale for Module Sequence in Grade 5

In Module 1, students learn to represent 6-digit and 7-digit number in three forms. The concept of place-value is reinforced as students compare and order numbers. The concept of negative number is briefly explored using number lines and real-world problems. Student will recognize the relationship between positive and negative numbers. Students will identify a rule in a number pattern and complete number patterns with missing values. Students will estimate through rounding, compatible numbers, and front-end estimation with adjustment.

Students may begin using a four-function calculator in Module 2. They will multiply and divide using patterns and conventional algorithms, simplify numeric expressions using the order of operations and solve real-world problems. Students will continue using the Associative Property of Multiplication and Distributive Property to simplify the multiplication procedures. Students will use subtraction and multiplication in order to divide as well as rounding and estimation to find quotients. Students will apply their understanding of models for division, place-value, and the inverse relationship between multiplication and division. Students will evaluate numeric expressions that contain four operations and parentheses.

Students learned the concepts of like fractions in earlier grades. Students will progress to adding and subtracting mixed numbers by using a variety of methods including the number line. Students also learn about the relationships between fractions, mixed numbers, division expressions and decimals. Learning to represent numbers in many ways will be an important skill as students begin the study of algebra.

Work with place value units in the first two modules paves the path to fractions and arithmetic with fractions in Module 3 as elementary maths place value emphasis shifts to a focus on the larger set of fractional units for algebra. Like units are added to and subtracted from like units:

1.5 + 0.8 = 1 + = 15 tenths + 8 tenths = 23 tenths = 2 and 3 tenths = 2 = 2.3

1 + = 14 ninths + 8 ninths = 22 ninths = 2 and 4 ninths = 2

The new complexity is that if units are not equivalent, they must be changed for smaller equal units so that they can be added or subtracted. Probably the best model for showing this is the rectangular fraction model pictured below. The equivalence is then represented symbolically as students engage in active meaning-making rather than obeying the perhaps mysterious command to multiply the top and bottom by the same number.

Relating different fractional units to one another requires extensive work with area and number line diagrams. Tape diagrams are used often in word problems. Tape diagrams, which students began using in the early grades and which become increasingly useful as students applied them to a greater and greater variety of word problems, hit their full strength as a model when applied to fraction word problems. At the heart of a tape diagram is the now-familiar idea of forming units. In fact, forming units to solve word problems is one of the most powerful examples of the unit theme and is particularly helpful for understanding fraction arithmetic, as in the following example:

In Module 4, students learn how to multiply and divide whole numbers, proper fractions, improper fractions and mixed numbers in any combination. The use of fraction bars and circles, and pictorial representations such as the bar model are ideal ways of demonstrating the concepts in this module. Students progress from multiplying two proper fractions to multiplying improper fractions to extending their skills to multiplying a mixed number by a whole number. The division work begins with dividing a fraction by a whole number which requires students to see that dividing a fraction by a whole number is equivalent to multiplying by the reciprocal of the whole number. All of these skills and concepts are necessary in solving real-world problems.

In Module 7, students learn to compare two numbers by using division and express this comparison as a ratio. They apply the concepts of equivalent ratios, part-whole, part-part, and whole-part comparisons to solve 1- and 2-step real-world problems involving ratios. Bar models will be used to visually represent problems and extend problems to involve three quantities.

Decimal notation is an extension of the base-ten system of whole numbers. Students will be introduced to the place value of decimals through thousandths in Module 8. They learn how to read and write decimals through thousandths, identify the relationship between fractions and decimals, compare and order decimals and round decimals to the nearest hundredth. Students will understand that decimals can be used to rename any fraction or mixed number. Precision is emphasized as students learn to properly read and speak number words associated with decimal numbers. The place value chart can help students keep decimals aligned and help them associate with prior knowledge learned in earlier grades. A number line should also be used to help students visualize the magnitude of numbers so they can compare, order, and round decimals.

Students will use patterns in Module 9 to help them multiply and divide decimals by 1-digit whole numbers, tens, hundreds and thousands. They will learn conventional algorithms for multiplying and dividing decimals by whole numbers; make reasonable estimates of decimal sums, differences, products, and quotients; and solve multi-step problems and problems involving measurement. Students learned to multiply and divide whole numbers in earlier grades so this is an extension of that earlier work. Place value work is emphasized to help students estimate the reasonableness of their answers. Equivalent decimals are reinforced through the work with place value and zeros (0.8 = 0.80 since the digit 8 is in the tenths place in both numbers. However, 0.80 and 0.08 are not the same since the digit 8 has a different value in each example.) Students will also learn to estimate decimal sums, differences, products and quotients. Students will use bar models to help them solve real-world problems involving decimals.

In multiplying 2.1 3.8, for example, students now have multiple skills and strategies that they can use to locate the decimal point in the final answer, including:

Unit awareness: 2.1 3.8 = 21 tenths 38 tenths = 798 hundredths

Estimation (through rounding): 2.1 3.8 2 4 = 8, so 2.1 3.8 = 7.98

Fraction m