grade 5 unit guide overview 2011-2012 final

8/6/2019 Grade 5 Unit Guide Overview 2011-2012 FINAL

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WCPS 2

Elementary Mathematics Unit Overview

KKindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Unit

1

Measurement

Sorting and

Patterns

Number

Sense

Data Analysis

Number Sense

Place Value/

Number Sense

Algebra

(Patterns)

Statistics

Money

Time

Place Value

Computation

(+/-)

Algebra

Algebra

Data Analysis

(Line Plots

Central

Tendency)

Number Sense

Algebra

(Functional

Relationships/

Expressions)

Basic

Computation

Unit2

Number

Relationships

Geometry

Fractions

Measurement

Number Sense

Algebra

(Patterns)

Geometry

Data Analysis

Linear

Measurement

Fractions

Probability

Place Value

ComputationData Analysis

(Line Graph)

Fractions

Decimals

Computation

Unit

3

Number

Relationships

Computation

Measurement

Basic

Computation

Statistics

Fractions

Measurement

Data Analysis

Multiplication

and Division

Area and

Perimeter

GeometryGeometry

Measurement

Unit

4

Algebra

Patterns and

FunctionNumber

Relationships

Computation

Money

Statistics

Measurement

Number SenseBasic

Computation

(Addition and

Subtraction)

Computation

(Addition andSubtraction)

Algebra

(Expressions

and Equations

Geometry

Data Analyis

FractionsDecimals

Measurement

Probability

Data Analysis

Probability

Unit

5

Geometry

Measurement

MoneyComputation

(Addition,

Subtraction,Multiplication,

Division)

Money

Post MSA

Curriculum

Fact Fluency

Grade 4Assessment

Limits

Data Analysis

Place Value

Function Tables

Post MSA

Curriculum

Grade 5

Assessment Limits

Computation

(x/)Number Sense

Area/Perimeter

Elapsed Time

Post MSA

Curriculum

Grade 6

Assessment

Limits

Computation

(X/)Fractions

Unit

6Fractions


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Unit Guide Key

These symbols will be used throughout the unit guide.

* This objective will be assessed more than 1 time this year.

The information provided after this symbol is an instructional note and is not part of the state curriculum.

UGUnit Guide: When this abbreviation appears, refer to the identified page number in the unit guide to find

additional information pertaining to this objective.

(5) A number encased in parenthesis identifies the grade level the objective is associated with.

ALAssessment Limit: Assessment limits provide clarification about the specific skills and content that students are

expected to have learned for each assessed objective. These are the objectives that may be tested on MSA.

No Calculator: These assessed objectives will be tested in the no calculator section of MSA.


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WCPS 4

Objectives to be Covered through Other Contents

All objectives in this column will be assessed on

post-assessments and MSA:Content to cover these objectives and notes:

3.A.1.a(5) Estimate and determine weight or mass AL: Use the nearest

ounce for weight and the nearest gram for mass

Grade 4 Science

1.A.1.b Select and use appropriate tools hand lens or microscope (magnifier

centimeter ruler (length), spring scale (weight), balance (mass), Celsius

thermometer (temperature), graduated cylinder (liquid volume), and

stopwatch (elapsed time) to augment observations of objects, events, and

processes.

1.A.1.g Judge whether measurements and computations of quantities are

reasonable in a familiar context by comparing them to typical values when

measured to the nearest:

Millimeter length

Square centimeter area

Milliliter volume

Newton weight

Gram mass

Second time

Degree C - temperature

3.A.1.b Classify a variety of animals and plants according to their observable

feature and provide reasons for placing them into different groups. Measure crayfish and beetles and crayfish and/or compare relative size.

4.A.1.c Compare samples of like materials using appropriate tools to measu

estimate, and calculate size, capacities, masses, and weights.

3.A.1.a(5) Estimate and determine capacity AL: Use the nearest ounce

3.C.2.b(5) Determine equivalent units of measurements AL: Use pints,quarts, and gallons


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WCPS 5

Grade 5 Unit 1 Indicators

6 weeks of instructionThese are the grade level objectives that

my students were exposed to last year:


post-assessments and MSA:

My students achieved the assessed

objectives. So, now I will explore:

Knowledge of Algebra: Patterns and Functions

1.A.1.a(4) Represent or analyze numeric

patterns using skip counting AL: Use

patterns of 3, 4, 6, 7, 8, or 9 starting with

any whole number (0-100)

1.A.1.a(5) Interpret and write a rule for a one operation (+, -, x, with

no remainders) function table

AL: Use whole numbers (0-1000) or decimals with no more than 2

decimal places (0-1,000)

1.A.1.a(6) Identify and describe

sequence represented by a physical

model or in a function table

1.A.1.b(4) Create a one operation (+ or -

) function table to solve a real world

problem

1.A.1.b(5) Create a one operation (+

x, with no remainders) function tab

to solve a real world problem

1.A.1.b(6) Interpret and write a rule

for a one-operation (+, -, x, withouremainders) function table AL: Use

whole numbers or decimals with no

more than 2 decimal places (0-1,000)

1.A.1.c(4) Complete a function table

using a one operation (+, -, x, with no

remainders) rule AL: Use whole numbers(0-50)

1.A.1.c (5) Complete a one-operation function table

AL: Use whole numbers with +, -, x, (with no remainders) or use

decimals with no more than two decimal places with +, (0-200)

1.A.1.c(6) Complete a function table

with a given two-operation rule AL:

Use the operations (+, -, x), numbers

more than 10 in the rule and whole

numbers (0-50)

1.A.1.d(4) Describe the relationship that

generates a one operation rule

1.A.1.d(5) Apply a given two operation rule for a pattern

AL: Use two operations (+, -, x) and whole numbers (0-100)

1.A.2.a(4) Generate a rule for the next

level of the growing pattern AL: Use at

least 3 levels but no more than 5 levels

1.A.2.b(4) Generate a rule for a

repeating pattern AL: Use no more than

4 objects in the core of the pattern


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WCPS 6

These are the grade level objectives that






Knowledge of Algebra: Expressions, Equations, and Inequalities

1.B.1.a(4) Represent numeric quantities

using operational symbols(+, -, x, withno remainders) AL: Use whole numbers

(0-100)

1.B.1.a(5) Represent unknown quantities with one unknown

and one operation (+, -, x, with no remainders)AL: Use whole numbers (0-100) or money ($0-100)

1.B.1.a(6) Write an algebraic

expression to represent unknown

quantities AL: Use one unknown an

one operation (+, -) with whole

numbers, fractions with denominato

as factors of 24, or decimals with no

more than two decimal places (0-200

1.B.1.b(4) Determine equivalent

expressions AL: Use whole numbers (0-

100)

1.B.1.b(5) Determine the value of algebraic expressions with one

unknown and one-operation

AL: Use +, - with whole numbers (0-1000) or x, (with no

remainders) whole numbers (0-100) and the number for the

unknown is no more than 9

1.B.1.b(6) Evaluate an algebraic

expression AL: Use one unknown an

one-operation (+, -) with whole

numbers (0-200), fractions with

denominators as factors of 24 (0-50),

or decimals with no more than two

decimal places (0-50)

1.B.1.c(5) Use parenthesis to

evaluate a numeric expression

1.B.1.c(6) Evaluate numeric

expressions using the order of

operations AL: Use no more than 4

operations (+, -, x, with no

remainders) with or without 1 set of

parentheses or a division bar and

whole numbers (0-100)


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WCPS 7







Knowledge of Algebra: Expressions, Equations, and Inequalities (continued)

1.B.2.a(4) Represent relationships using

relational symbols (, =) and

operational symbols (+, -, x, ) on either

side AL: Use operational symbols (+, -, x)

and whole numbers (0-200)

1.B.2.a(5) Represent relationships using relational symbols (,

=) and one operational symbols (+, -, x, with no remainders) on

either side

AL: Use whole numbers (0-400)

1.B.2.a(6) Identify and write

equations and inequalities to

represent relationships AL: Use a

variable, the appropriate relational

symbols (, =), and one operationa

symbol (+, -, x, ) on either side and

use fractions with denominators as

factors of 24 (0-50) or decimals with

no more than two decimal places (0-

200)

1.B.2.b(4) Find the unknown in an

equation with one operation AL: Use

multiplication and whole numbers (0-81)

1.B.2.b(5) Find the unknown in an equation use one operation

(+, -, x, with no remainders)


1.B.2.b(6) Determine the unknown i

a linear equation AL: Use one

operation (+, -, x, with no

remainders) and positive whole

number coefficients using decimals

with no more than two decimal place

(0-100)

Knowledge of Numeric and Graphic Representations of Relationships

1.C.1.b(4) Identify positions in a

coordinate plane AL: Use the first

quadrant and ordered pairs of whole

numbers (0-20)1.C.1.b(5) Create a graph in a coordinate plane

AL: Use the first quadrant and ordered pairs of whole numbers (0-50)

1.C.1.b(6) Graph ordered pairs in a

coordinate plane AL: Use no more

than 3 ordered pairs of integers (-20

to 20) or no more than 3 ordered pai

of fractions/mixed numbers with

denominators of 2 (-10 to 10)


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WCPS 8







Knowledge of Number Theory

6.B.1.a Identify or describe numbers as prime or composite


6.B.1.a(6)Determine prime

factorizations for whole numbers and

express them using exponential form

6.B.1.a(4) Identify and use divisibility

rules AL: Use the rules for 2, 5, or 10

with whole numbers (0-1,000)

6.B.1.b(5) Identify and use divisibility rules

AL: Use the rules for 2, 3, 5, 9, or 10 with whole numbers (0-

10,000)

6.B.1.b(4) Identify factors AL: Use


*6.B.1.c(5) Identify the greatest common factorAL: Use 2 numbers whose GCF is no more than 10 and whole

numbers (0-100)

6.B.1.c(4) Identify multiples AL: Use the

first 5 multiples of any single digit whole

number

*6.B.1.d(5) Identify a common multiple and the least common

multiple

AL: Use no more than 4 single digit whole numbers

Knowledge of Computation (Whole Number)

6.C.1.c(4) Multiply whole numbers AL:

Use a 1-digit factor by up to a 3-digit

factor using whole numbers (0-1000)6.C.1.a(5) Multiply whole numbers

AL: Use a 3-digit factor by another factor with no more than 2-

digits and whole numbers (0 - 10,000)

6.C.1.b(6) Multiply fractions and mixed

numbers and express in simplest form

AL: Use denominators as factors of 24

not including 24 (0-20)

6.C.1.c(6) Multiply decimals AL: Use a

decimal with no more than 3 digits

multiplied by a 2-digit (0-1000)

6.C.1.d(4) Divide whole numbers AL:

Use up to a 3-digit dividend by a 1-digit

and whole numbers with no remainders

(0-999)

6.C.1.b(5) Divide whole numbers

AL: Use a dividend with no more than a 4-digits by a 2-digit

divisor and whole numbers (0 9999)6.C.1.d(6) Divide Decimals AL: Use a


divided by a whole number with no

more than 2 digits without annexing

zeros (0-1000)

6.C.1.c(5) Interpret quotients and remainders mathematically

and in the context of a problem

AL: Use dividend with no more than a 3-digits by a 1 or 2 digit

divisor and whole numbers (0 999)


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WCPS 9







Measurement: Time

3.C.1.c(4) Determine start time, elapsed

time, and end time AL: Use hour and

half hour intervals

3.C.2.a(5) Determine start, elapsed, and end time

AL: Use the nearest minute

3.C.2.b(4) Determine equivalent units of

time

3.C.2.b Determine equivalent units of measurement

AL: Use seconds, minutes, and hours or pints, quarts, and gallons
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WCPS 11

These are the grade level objectives

that my students were exposed to last

year:





Knowledge of Number and Place Value (continued)

6.A.2.c(4) Find equivalent fractions

6.A.1.c(5) Identify and determine equivalent forms of proper

fractions

AL: Use denominators that are factors of 100, decimals, or

percents (0 200)

6.A.1.c(6) Identify and determine

equivalent forms of fractions as

decimals, as percents, and as ratios A

Use proper fractions with denominator

as factors of 100, decimals, or percents

(0-1000)

6.A.2.g Compare or order fractions

and mixed numbers with or without

using the symbols (, or) AL: Use

like denominators and no more than

3 numbers (0-20)

6.A.1.d(5) Compare and order fractions with or without using

the symbols (, or =)

AL: Use no more than 4 fractions or mixed numbers with

denominators that are factors of 100 and numbers (0 100)

6.A.1.d(6) Compare and order

fractions, decimals alone or mixed

together, with and without relational

symbols (, or =) AL: Include no mor

than 4 fractions with denominators as

factors of 100 or decimals with up to 2

decimal places (0-100)

6.A.2.h Compare, order, or describe

decimals with or without using the

symbols (, or =)

6.A.1.e(5) Compare, order, and describe decimals with or

without using the symbols (, or =)

AL: Use no more than 4 decimals with no more than 3 decimal

places and numbers (0 100)

6.A.1.e(6) Compare and order integer


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WCPS 12



year:





Knowledge Theory

6.B.1.b(4) Identify factors AL: Use


*6.B.1.c(5) Identify the greatest common factor

AL: Use 2 numbers whose GCF is no more than 10 and whole

numbers (0 100)

6.B.1.c(4) Identify multiples AL: Use

the first 5 multiples of any single digit

whole number

*6.B.1.d(5) Identify a common multiple and the least common

multiple

AL: Use no more than 4 single digit whole number


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WCPS 13



year:





Number Computation

6.C.1.e(4) Add and subtract proper

fractions and mixed numbers AL: Use 2

proper fractions with single digit like

denominators, 2 mixed numbers with

single digit like denominators, or a

whole number and a proper fractionwith a single digit denominator and

numbers (0-20)

6.C.1.d(5) Add and subtract proper fractions and mixed

numbers with answers in simplest form

AL: Use denominators as factors of 24 and numbers (0-20)

6.C.1.a(6) Add and subtract fractions

and mixed numbers with answers in

simplest form. AL: Use proper fraction

and denominators as factors of 60 and

numbers (0 20)

6.C.1.b(6) Multiply fractions and mixed

numbers and express in simplest form

AL: Use denominators as factors of 24

not including 24 (0-20)

6.C.1.f(4) Add two decimals AL: Use

the same number of decimal places but

no more than 2 decimal places and no

more than 4 digits including monetary

notation and numbers (0-100)

6.C.1.e(5) Add decimals including money

AL: Use no more than 3 addends and no more than 3 decimal

places in each addend and numbers (0-1000)6.C.1.g(4) Subtract decimals AL: Use

the same number of decimal places but

no more than 2 decimal places and no

more than 4 digits including monetary

notation and numbers (0-100)

6.C.1.f(5) Subtract decimals including money

AL: Use a minuend and subtrahend with no more than 3 decimal

places and numbers (0-1000)


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WCPS 14



year:





Number Computation

6.C.1.g(5) Multiply decimals

AL: Use a decimal in monetary notation by a single digit whole

number and numbers (0-100)

6.C.1.c(6) Multiply decimals AL: Use


multiplied by a 2-digit decimal (0-10006.C.1.h(5) Divide decimals by whole

numbers

6.C.1.d(6) Divide decimals AL: Use a


divided by a whole number with no

more than 2 digits without annexing

zeros (0-1000)6.C.1.e(6) Determine a percent of a

whole number AL: Use 10%, 20%,

25%, or 50% of a whole number (0-

1000)

6.C.2.a(4) Determine the approximate

sum and difference of 2 numbers AL:Use no more than 2 decimal places in

each and numbers (0-100)

6.C.2.a(5) Determine the approximate sum and difference of

decimals

AL: Use no more than 3 addends with no more than 3 decimalplaces in each addend or the difference of a minuend and

subtrahend with no more than 3 decimal places and numbers (0-

1000)


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WCPS 15



year:





Number Computation6.C.2.b(4) Determine the approximate

product or quotient of 2 numbers AL:

Use a 1-digit factor with the other

factor having no more than 2-digits or a

1-digit divisor and no more than a 2-

digit dividend and whole numbers (0-1000)

6.C.2.b(5) Determine the approximate product and quotient of

whole numbers

AL: Use a 1-digit factor with the other factor having no more than

3 digits or a dividend having no more than 3 digits and a 1-digit

divisor and whole numbers (0 5000)

6.C.2.c(5) Determine the approximate product of decimals.

AL: Use a decimal in monetary notation and a single digit whole

number (0-100)


products and quotients of decimals

AL: Use a decimal with no more than 3

digits multiplied by a 2-digit whole

number, or the quotient of a decimal

with no more than 5 digits in the

dividend divided by a 2-digit whole

number (0-1000)

1.C.1.a(4) Represent mixed numbers

or proper fractions on a number line

AL: Use proper fractions with

denominators of 6, 8, and 10

1.C.1.c(4) Represent decimals on a

number line

1.C.1.a(5) Represent decimals and mixed numbers on a number

line.

AL: Use decimals with no more than two decimal places (0-100) or

mixed numbers with denominators of 2, 3, 4, 5, 6, 8, or 10 (0-10)

1.C.1.c(6) Graph linear data from a

function table

3.B.1.a(4) Select and use appropriate

tools and units AL: Measure length to

the 1/4 inch with a ruler

3.B.1.a(5) Select and use appropriate tools

and units AL: Measure length to the 1/8

inch with a ruler

3.B.1.a(6) Select and use appropriate

tools and units AL: Measure length to

the nearest 1/16 inch with a ruler


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WCPS 16

Grade 5 Unit 3 Indicators

6 weeks of instructionThese are the grade level objectives that






Knowledge of Geometry

2.A.1.a(3) Identify and describe points,

lines, line segments, rays, and angles

2.A.1.c(4) Identify parallel and

intersecting line segments

2.A.1.a(5) Identify and describe relationships of lines and line

segments in geometric figures or pictures

AL: Use parallel or perpendicular lines and line segments

2.A.1.a(6) Identify, describe, and lab

points, lines, rays, line segments,

vertices, angles, and planes usingcorrect symbolic notation

2.A.1.b(6) Identify and describe line

segments AL: Use diagonal line

segments of a polygon

2.A.1.d(3) Identify triangles, rectangles,

or squares as part of a composite figure

AL: Use a combination of 2 of the stated

polygons

2.A.1.b(5) Identify polygons within a composite figure

AL: Use polygons with no more than 8 sides as part of a composite

figure comprised of triangles or quadrilaterals

2.A.1.b(6) Identify and describe li

segments AL: Use diagonal line

segments

2.A.1.c(5) Identify and describe th

radius and diameter of a circle

2.A.1.c(6) Identify and describe th

parts of a circleAL: Use radius, diameter, or

circumference

2.A.2.d(6) Identify and compare th

relationship between parts of a

circle

AL: Use radius, diameter or

circumference ( = 3.14)


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WCPS 17







Knowledge of Geometry (continued)

2.A.1.c(3) Identify or describe

quadrilaterals AL: Use squares,

rectangles, rhombi, parallelograms, and

trapezoids and the length of sides

2.A.2.a(5) Compare and classify quadrilaterals by length of sides

and types of angles (Include the angle symbol


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WCPS 18







Knowledge of Geometry (continued)

2.B.2.a(4) Compare a plane figure to

surfaces of a solid geometric figure AL:

Analyze or identify the number or

arrangement of squares needed to make

a cube and triangles/rectangles needed

to make a triangular pyramid or

rectangular pyramid

2.B.2.a(5) Compare a plane figure to faces of solid geometric

figure

AL: Analyze or identify the number or arrangement of rectangles

needed to make a rectangular prism

AL: Analyze or identify the number or arrangement of

triangles/rectangles needed to make a triangular prism

AL: Analyze or identify the number or arrangement of

circles/rectangles needed to make a cylinder

2.C.1.a(4) Sketch acute, right, obtuse

angles and parallel and intersecting line

segments

2.C.1.a(5) Identify, describe, and draw angles, parallel line

segments, and perpendicular line segments.

AL: Provide their dimensions as whole numbers (0-20) or angle

measurements (0 - 179)

2.C.1.a(6) Draw geometric figures

using a variety of tools AL: Draw

triangles given the measures of 2 side

and one angle or 2 angles and 1 side

using whole numbers (0-20) and angl

measures (0-179)

2.D.1.a(4) Identify and describe

geometric figures as congruent AL:

Identify the result in a transformation as

being congruent to the original figure

2.D.1.a(5) Identify or describe geometric figures as similarAL: Use same shape and different size

2.D.1.a(6) Identify and describe

congruent polygons and their

corresponding parts

2.E.1.a(4) Identify and describe theresults of translations, reflections, and

rotations AL: Use along a horizontal line

translation, reflection over a vertical line,

or rotation of 90 degrees clockwise

around a given point of a geometric

figure or picture

2.E.1.a(5) Identify and describe the results of translations,

reflections, and rotations of geometric figures

AL: Use translation along a vertical line, reflection over a

horizontal line, or rotation 900 or 1800 around a given point

2.E.1.a(6) Plot the result of one

transformation (translation, reflectio

rotation) on a coordinate plane


19/55

WCPS 19







Knowledge of Measurement2.A.1.a(4) Identify properties of angles

using manipulatives and pictures.

2.A.1.b(4) Identify, compare, classify,

and describe angles in relationship to

another angle.

AL: Use acute, right, or obtuse angles

3.B.2(4) Compare right angles to a

corner

3.B.2.a(5) Measure a single angle and angles in regular polygons

AL: Measure an angle between 0 and 180 to the nearest degree

3.C.1.a(4) Determine perimeter AL: Use

polygons with no more than 6 sides given

the length of the sides in whole numbers

(0 100)

3.C.1.a(5) Determine perimeter

AL: Use polygons with no more than 8 sides and whole numbers (0

500)

3.C.1.d(6) Determine missing

dimension of a quadrilateral given th

perimeter length AL: Find length in a

quadrilateral given the perimeter wit

whole number dimensions (0 200)

3.C.1.a(4) Determine area AL: Use

rectangles with the length of the sides in

whole numbers (0 100)

3.C.1.b(5) Determine area

AL: Use rectangles and whole numbers (0 200)

3.C.1.a(6) Estimate and determine th

area of a polygon AL: Use triangles

and whole number dimensions (0

200)

3.C.1.c(6) Estimate and determine th

area of a composite figure AL: Usecomposite figures with no more than

four polygons (triangles or rectangles

and whole number dimensions (0

500)

3.C.1.e(6) Determine the missing

dimension of rectangles AL: Find

length in a square or rectangle given

the area and whole number dimensio

(0 200)


20/55

WCPS 20







Knowledge of Measurement (continued)

3.C.1.c(5) Find the area and perimeter of any closed figure on a

grid AL: Use whole and partial units (0-50)

3.C.1.c(6) Estimate and determine t

area of a composite figure AL: Use

composite figures with no more than

four polygons (triangles or rectangles

and whole number dimensions (0-50

3.C.1.d(5) Estimate and determine

volume by counting

3.C.1.b(6) Estimate and determine th

volume of a rectangular prism

AL: Use rectangular prisms and whole

number dimensions (0 1000)


21/55


22/55

WCPS 22







Knowledge of Statistics (continued)

4.A.1.d(3) Organize and display data to

make single bar graphs using a variety of

categories

4.A.1.d(5) Organize and display data in double bar graphs

AL: Use no more than 4 categories and intervals of 1, 2, 4, or 10

and whole numbers (0-100)

4.A.1.e(5) Organize and display data in line graphs.

AL: Use y-axis with intervals of 1, 2, 4, 5, or 10 and x-axis with no

more than 10 time intervals and whole numbers (0-100)

4.B.1.b(4) Interpret line graphs AL: Usethe x-axis representing no more than 6

time intervals, the y-axis consisting of no

more than 10 intervals with scales as

factors of 100 using whole numbers (0-

100)

4.B.1.d(5) Interpret and compare data in double line graphs

AL: Use y-axis with intervals of 1, 2, 5, or 10 and x-axis with no

more than 10 time intervals and whole numbers (0-100)

4.B.1.e(5) Read circle graphs

AL: Use no more than 4 categories and data in whole numbers and

percents which are multiples of 5 and whole numbers (0-100)

4.B.1.b(6) Read and analyze circle

graphs AL: Use no more than 5

categories using data in whole numb

or percents (0-1000)

4.A.1.f(5) Determine the appropriate

type of graph to effectively display

data

4.B.2.a(4) Determine median, mode, and

range AL: Use no more than 8 pieces of

data using whole numbers (0-100)

4.B.2.b(4)Model the mean of a data set

4.B.2.a(5) Determine the mean of a given set of dataAL: Use no more than 8 pieces of data and whole numbers

(without remainders) (0-1000)

4.B.2.a(6) Apply measures of centra

tendency (mean, median, mode)

4.B.2.b(5) Apply the range and

measures of tendency to solve a

problem or answer a question

4.B.2.a(6) Apply measures of centra

tendency (mean, median, mode)


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WCPS 24

Grade 5 Unit 5 Indicators11 weeks of instruction Post MSA End of the Year

UNIT 5 PRIORITY #1 - Use PMI to identify your students instructional needs with current grade level (5)

objectives. The first priority of unit 5 is to have all students MASTER grade level objectives! Only continu

with the objectives in this chart if students have mastery of current grade level objectives.

Computation ReviewIt is very important that fifth grade students are proficient with multiplication and division of large whole numbers, as they will be moving to

multiplication and division of decimals in the first unit of grade six. Students should be exposed to authentic real-world situations that invol

this type of computation.







6.C.1.c(4) Multiply whole numbers AL:

Use a 1-digit factor by up to a 3-digit

factor using whole numbers (0-1000) 6.C.1.a(5) Multiply whole numbers

AL: Use a 3-digit factor by another factor with no more than 2-

digits and whole numbers (0-10,000)6.C.1.c(6) Multiply decimals AL: Use a


multiplied by a 2-digit decimal (0-1000)

6.C.1.d(4) Divide whole numbers AL:

Use up to a 3-digit dividend by a 1-digit

and whole numbers with no remainders

(0-999)

6.C.1.b(5) Divide whole numbers.

AL: Use a dividend with no more than 4-digits by a 2-digit divisor

and whole numbers (0-9999) 6.C.1.d(6) Divide decimals AL: Use adecimal with no more than 5 digitsdivided by a whole number with no mo

than 2 digits without annexing zeros (0

1000)

6.C.1.c(5) Interpret quotients and remainders mathematically

and in the context of a problem

AL: Use dividend with no more than 3-digits by a 1 or 2 digit

divisor and whole numbers (0-999)6.C.2.a(4) Determine the approximate sum and difference of 2

numbers

AL: Use no more than 2 decimal places in each and numbers (0-

100)

6.C.2.b(4) Determine the approximate

product or quotient of 2 numbers AL:

Use a 1-digit factor with the other factor

having no more than 2-digits or a 1-digit

divisor and no more than a 2-digit

dividend and whole numbers (0-1000)

6.C.2.b(5) Determine the approximate product or quotient of

whole numbers.

AL: Use a 1-digit factor with the other factor having no more

than 3-digits or a dividend having no more than 3 digits and a 1-

digit divisor and whole numbers (0-5000)


products and quotients of decimals A

Use a decimal with no more than a 3 di

multiplied by a 2-digit whole number, o

the quotient of a decimal with no more

than 5 digits in the dividend divided by

2-digit whole number (0-1000)


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WCPS 26







Knowledge of Statistics4.A.1.a(6) Organize and display data to make frequency tables

AL: Use no more than 5 categories or ranges of numbers and total

frequencies of no more than 25

4.B.2.a(5) Determine the mean of a

given set of data.

AL: Use no more than 8 pieces of data

and whole numbers (without remainders)(0-1000)

4.B.2.b(5) Apply the range and

measures of tendency to solve a

problem or answer a question.

4.B.2.a(6) Apply measures of central tendency (mean, median,

mode)

6.B.2.a(7) Analyze measures of cent

tendency to determine or apply mea

median, mode AL: Use no more tha

15 pieces of data for the mean or

median; or 15 to 30 pieces of data fo

the mode, using whole numbers or

decimals with no more than 2 decima

places (0-100)


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MANIPULATIVES TO CONCEPTS

The following is a listing of SOME of the concepts that can effectively be taught using the

given manipulatives.

Manipulative Concepts

Attribute Blocks

Sorting, classification, investigation of size, shape, color,

logical reasoning, sequencing, patterns, symmetry, similarity,

congruence, thinking skills, geometry, organization of data

Balance ScaleWeight, mass, equality, inequality, equations, operations on

whole numbers, estimation, measurement

Base-Ten blocks

Place value, operations on whole numbers, decimals,

decimal-fractional-percent equivalencies, comparing,

ordering, classifications, sorting, number concepts, square

and cubic numbers, area, perimeter, metric measurement,

polynomial

Calculators

Problems with large numbers, problem solving,

interdisciplinary problems, real-life problems, patterns,

counting, number concepts, estimation, equality, inequality,

fact strategies, operations on whole numbers, decimals,

fractions

Capacity Containers Measurement, capacity, volume, estimation

Clocks Time, multiplication, fractions, modular arithmetic,measurement

Color Tiles

Color, shape, patterns, estimation, counting, number concepts,

equality, inequality, operations on whole numbers and fraction

probability, measurement, area, perimeter, surface area, even

numbers, prime and composite numbers, ratio, proportion, pe

integers, square and cubic numbers, spatial visualization

Compasses Constructions, angle measurement

Cubes

Number concepts, counting, place value, fact strategies

especially turnaround facts, classification, sorting, colors,patterns, square and cubic numbers, equality, inequalities,

averages, ratio, proportion, percent, symmetry, spatial

visualization, area, perimeter, volume, surface area,

transformational geometry, operations on whole numbers

and fractions, even and odd numbers, prime and composite

numbers, probability


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Cuisenaire Rods

Classification, sorting, ordering, counting, number concepts,

comparisons, fractions, ratio, proportion, place value,

patterns, even and odd numbers, prime and composite

numbers, logical reasoning, estimation, operations on whole

numbers

Dominoes Counting, number concepts, factstrategies

, classification,sorting, patterns, logical reasoning, equality, inequality,

mental math, operations on whole numbers

Fraction Models

Fractions meaning, recognition, classification, sorting

comparing, ordering, number concepts, equivalence,

operations, perimeter, area, percent, probability

Geoboards

Size, shape, counting, area, perimeter, circumference,

symmetry, fractions, coordinate geometry, slopes, angles,

Pythagorean Theorem, estimation, percent, similarity,

congruence, rotations, reflections, translations, classification,sorting, square numbers, polygons, spatial visualization,

logical reasoning

Geometric SolidsShape, size, relationships between area and volume, volume,

classification, sorting, measurement, spatial visualization

Miras

Symmetry, similarity, congruence, reflections, rotations,

translations, angles, parallel and perpendicular lines,

constructions

Money

Money, change, comparisons, counting, classifications,

sorting, equality, inequality, operations on whole numbers,decimals, fractions, probability, fact strategies, number

concepts

Number Cubes

Counting, number concepts, fact strategies, mental math,

operations on whole numbers, fractions, decimals,

probability, generation of problems, logical reasoning

Numeral Cards

Counting, classification, sorting, comparisons, equality,

inequality, order, fact strategies, number concepts,

operations on whole numbers, fractions, decimals, logical

reasoning, patterns, odd and even numbers, prime andcomposite numbers

Pattern blocks

Patterns, one-to-one correspondence, sorting, classification,

size, shape, color, geometric relationships, symmetry,

similarity, congruence, area, perimeter, reflections, rotation,

translations, problem solving, logical reasoning, fractions,

spatial visualization, tessellations, angles, ratio, proportions


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Polyhedra ModelsShape, size, classification, sorting, polyhedra, spatial

visualization

Protractors Constructions, angle measurement

Rulers Tape MeasuresMeasurement, area, perimeter, constructions, estimation,

operations on whole numbers, volume

Spinners Counting, number concepts, operations on whole numbers,decimals, fractions, fact strategies, mental math, logical

reasoning, probability, generation of problems

Tangrams

Geometric concepts, spatial visualization, logical reasoning,

fractions, similarity, congruence, area, perimeter, ratio,

proportion, angles, classification, sorting, patterns, symmetry,

reflections, translations, rotations

Ten-frames

Fact strategies, mental math, number concepts, counting,

equality, inequality, place value, patterns, operations on

whole numbersThermometers Temperature, integers, measurement

Two-Color Counters

Counting, comparing, sorting, classification, number

concepts, fact strategies, even and odd numbers, equality,

inequality, operations, ratio, proportions, probability, integers


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CONCEPTS TO MANIPULATIVES

The following is a listing of SOME of the manipulatives that can effectively be used

to teach the given concept.

Concepts Manipulative

AnglesProtractors, compasses, geoboards, miras, rulers,

tangrams, pattern blocks

Area

Geoboards, color tiles, base-ten blocks, decimal

squares, cubes, tangrams, pattern blocks, rulers,

fraction models

Classification, sorting

Attribute blocks, cubes, pattern blocks, tangrams,

2-color counters, Cuisenaire rods, dominoes,

geometric solids, money, numeral cards, base-ten

materials, polyhedra models, geoboards, decimal

squares, fraction models

Coordinate Geometry geoboards

Constructions Compasses, protractors, rulers, miras

Counting

Cubes, 2-color counters, color tiles, Cuisenaire

rods, dominoes, numeral cards, spinners, 10-

frames, number cubes, money calculators

Decimals

Decimal squares, base-ten blocks, money,

calculators, number cubes, numeral cards,spinners

Equations/inequalities

Equality/inequality

Equivalence

Algebra tiles, math balance, calculators, 10-frames

balance scale, color tiles, dominoes, money,

numeral cards, 2-color counters, cubes, Cuisenaire

rods, decimal squares, fraction models

EstimationColor tiles, geoboards, balance scale, capacity

containers, rulers, Cuisenaire rods, calculators

Factoring Algebra tiles

Fact Strategies10-frames, 2-color counters, dominoes, cubes,numeral cards, spinners, number cubes, money,

math balance, calculators

Fractions

Fraction models, pattern blocks, base-ten

materials, geoboards, clocks, color tiles, cubes,

Cuisenaire rods, money, tangrams, calculators,

number cubes, spinners, 2-color counters, decima

squares, numeral cards


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Integers2-color counters, algebra tiles, thermometers,

color tile

Logical reasoning

Attribute blocks, Cuisenaire rods, dominoes,

pattern blocks, tangrams, number cubes, spinners

geoboardsMental Math 10-frames, dominoes, number cubes, spinners

Money Money

Number Concepts

Cubes, 2-color counters, spinners, number cubes,

calculators, dominoes, numeral cards, base-ten

materials, Cuisenaire rods, fraction models,

decimal squares, color tiles, 10-frames, money

Odd, Even, Prime, CompositeColor tiles, cubes, Cuisenaire rods, numeral cards,

2-cold counters

PatternsPattern blocks, attribute blocks, tangrams,calculators, cubes, color tiles, Cuisenaire rods,

dominoes, numeral cards, 10-frames

PercentBase-ten materials, decimal squares, color tiles,

cubes, geoboards, fraction models

Perimeter/Circumference

Geoboards, color tiles, tangrams, pattern blocks,

rulers, base-ten materials, cubes, fraction circles,

decimal squares

Place Value

Base-ten materials, decimal squares, 10-frames,

Cuisenaire rods, math balance, cubes, 2-colorcounters

Polynomials Algebra tiles, base-ten materials

Pythagorean Theorem Geoboards

Ratio/ProportionColor tiles, cubes, Cuisenaire rods, tangrams,

pattern blocks, 2-color counters

Similarity/CongruenceGeoboards, attribute blocks, pattern blocks,

tangrams, miras

Size/Shape/color

Attribute blocks, cubes, color tiles, geoboards,

geometric solids, pattern blocks, tangrams,

polyhedra models

Spatial VisualizationTangrams, pattern blocks, geoboards, geometric

solids, polyhedra models, cubes, color tiles

Square/Cubic numbers Color tiles, cubes, base-ten materials, geoboards


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Surface area Color tiles, cubes

SymmetryGeoboards, pattern blocks, tangrams, miras,

cubes, attribute blocks

Tessellations Pattern blocks, attribute blocks

Transformational geometry,

translations, rotations,

reflections

Geoboards, cubes, miras, pattern blocks, tangram

Volume Capacity containers, cubes, geometric solids, ruler

Whole Numbers

Base-ten materials, balance scale, number cubes,

spinners, color tiles, cubes, math balance, money,

numeral cards, dominoes, rulers, calculators, 10-

frames, Cuisenaire rods, clocks, 2-color counters


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Technology Links for Teachers

Website: ETC Clipart

Link: http://etc.usf.edu/clipart/sitemap/counting.php

Topics: math clipart

The clipart at this site includes the following and much more!

Clocks

Clock for every time in the

day to the minute.

Geometric Shapes Geometric Solids Dominos

Dominos up to 15 dots.

Counting Bundles

Bundles every number up

to 100 and then various

numbers beyond 100.

Thermometers Coins

All coins up to $1.00 coins

as well as stacks and rowsof coins.

Pattern Blocks

Geoboards Dice Marble Bags Number Lines

Protractors Grids and Graphs Tangrams Fractions
http://etc.usf.edu/clipart/sitemap/counting.phphttp://etc.usf.edu/clipart/sitemap/counting.phphttp://etc.usf.edu/clipart/41300/41329/b1s1w4_41329.htmhttp://etc.usf.edu/clipart/48800/48856/48856_b010_stick.htmhttp://etc.usf.edu/clipart/sitemap/counting.php


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Technology Links for Students

There are several website which have numerous games for students to play to reinforce

math concepts. Several of the applications in this guide will be reference under specificobjectives. The sites listed below may be helpful to grade 5 teachers in reinforcing math

concepts both in school and at home.

Website: Sheppard Software

Link: http://www.sheppardsoftware.com/math.htm

Topics: whole numbers, place value, fractions, decimals, percents, algebra,

measurement, money time, etc
http://www.sheppardsoftware.com/math.htmhttp://www.sheppardsoftware.com/math.htmhttp://www.sheppardsoftware.com/math.htm


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Website: NCTM Illuminations

Link: http://illuminations.nctm.org/Activities.aspx?grade=2

Topics: data, whole numbers, algebra, geometry, measurement, probability, etc

Website: NCTM Computation Nation

Link: http://calculationnation.nctm.org/Games/

Topics: fractions, decimals, factors, perimeter, area, angles, prime numbers, etc
http://illuminations.nctm.org/Activities.aspx?grade=2http://illuminations.nctm.org/Activities.aspx?grade=2http://calculationnation.nctm.org/Games/http://calculationnation.nctm.org/Games/http://calculationnation.nctm.org/Games/http://illuminations.nctm.org/Activities.aspx?grade=2


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Website: UEN Student Interactives

Link: http://www.uen.org/3-6interactives/math.shtml

Topics: algebra, computation, geometry, measurement, probability
http://www.uen.org/3-6interactives/math.shtmlhttp://www.uen.org/3-6interactives/math.shtmlhttp://www.uen.org/3-6interactives/math.shtml


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Math Chatsby Kim Sutton and adapted by Beth Brandenburg

Information on Math Chats and Sample Boards can be

found in the two books pictured to the right. Each SAS has

a copy of the Do the Math book. All grade 5 teachers havea copy of the Fractions: A Part of the Whole book.

Sample Chat Board

Materials:

Chat Board (can be copied from one of the books or created by the teacher)

Document Camera

Dry Erase Boards (to have students record their thinking)

Chart paper (optional)


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Activity Objective: To have students discover the math within a visual picture, have

students use math vocabulary, and to model ways to write in

mathematics. The activity is designed as a upside down triangle

activity which begins open-ended (to assess what students already

know), focus the vocabulary to fit the objective for the lesson that day,

and specific answers (the teacher gives the students an answer and

students must come up with the question) to require students to apply

vocabulary and computation.

Directions:

1. The teacher creates a chat board to fit the objective for that lesson that day.

Teachers may copy chats from the Kim Sutton books or create their own. Teachers

can create their own chat board by using clip art, taking a photo graph, or by simply

laying manipulatives under the document camera. Sample chat boards follow the

directions on the following pages.

2. The teacher brings students to a common area to have the chat (example: carpet

area, etc).

Open-Ended

FocusVocabulary

SpecificAnswers


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3. The teacher asks open-ended questions such as the questions below. Teachers may

want students to each record their thinking on a dry erase board during think time

before allowing the class to share. When students share the teacher may want to

write the thoughts students have on chart paper so that students can see different

ways to write in math (using numbers and symbols, words, or a combination of both).

The teacher can also have students go back and circle vocabulary words that were

used that day on the chart paper.

How many do you see altogether? How do you know there are _____ altogether? Using math words, what do you see? Using fractions or decimals, what do you see? Does anyone see this chat a different way?

4. The teacher next puts up 2-4 focus vocabulary words and asks students if they can

use one or more of those words to describe the chat they see. Encourage students to

use the words in different ways. The vocabulary chosen should be words that the

teacher either wants to review from prior days lesson or from prior grade level that

will be incorporated into the rest of the days lesson.

5. The teacher next puts up 2-4 specific answer. The teacher asks the students to come

up with the questions which have these answers using their math vocabulary. Again,like with vocabulary, encourage students to come up with several different questions

for each answer.

Variations:

Students can create their own chat board using a camera and everyday objects.

Teachers can use everyday objects as a readymade chat board. For examples, use a

movie poster, book cover, etc


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Sample Chat Boards

Chat board made with manpilatives:

Chat board made with clipart to match a theme:


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Sample Chat

Open Ended Questions

How can you use math to describe our chat?

How can we use fractions to describe this chat?

Focus Vocabulary

How can use these words to describe our chat? whole, part, equivalent

Specific Answers

If the answer is what is the question?

If the answer is 9/16 what is the question?

If the answer is what is the question?


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Skillboardsby Marcy Cook and adapted by Beth Brandenburg

Activity Objective: This activity will help students become familiar with math vocabulary as

well as reinforce computation strategies.

Materials:

a set of 0-9 number tiles for each student (your SAS has at least 40 sets of tiles)

Skillboards and/or Skillboards 2 by Marcy Cook (your SAS has a copy of each book)

a skillboard for each pair of students (found in the Skillboards book)

Directions:

1. The teacher should pair up students strategically and provide each student with a set

of number tiles and each pair with one skillboard (found in the book an example is

pictured above on the right). Each pair of students should have a different board

(this is one way to differentiate this activity.

2. The teacher begins reading the first clue. Students solve the problem, without

talking, and cover the solution with the tile that is the answer. For example, if the

clue is the difference of 14 and 9, students would take their 5 tile and cover a

representation of five on the skillboard. Each skillboard has 2 representations of

every digit.


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Place Value Pockets & Activities

Activity Objective: While using the Place Value Pockets and activities students learn how

to record quantity (place value), manipulate quantity (operations), and

the relationship between quantities (comparisons).

Materials: (All the materials needed for the place value pockets can be found in

Place Value with Pizzaz by Kim Sutton pages 16-25).

Digit Cards (at least 3 sets per student)

Place Value Pockets

Place Value Activities:

Snap Follow Up Place Value with Pizzazz page 50. Students play this game in pairs or as a

whole class. Students build numbers using the place value pocket.

Place Value Clues Place Value with Pizzazz page 108. Students use the place value pocket

to try and build the number described by the given clues.


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Random Number Routines

Activity Objective: Using the Random Number Routines will help students build their

fluency with math facts and computation strategies.

Materials:

Random Number CD Found in the Math Drills to Thrill Book (each SAS has a copy)

Dry Erase Boards

Random Number Board and Plastic Sheet Protectors

Directions:

1. The teacher gives each student a game board.

2. The teacher then decides on the rule for the game board. For example, the teacher

might say, multiply by 8. Students then use their white boards to record all of the

products of eight.

3. The teacher checks each student board to be sure they have the correct products.


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4. Students then write the products into their game board until each space is filled.

5. Once each student has a completed game board they slide it into a plastic sheet

protector.

6. The teacher puts the Random Number CD on. As each number is called students

multiply the number called by the teachers rule (x8 in the example) and then mark

off that product on the game board (only one time).

7. The student who marks off all of their game board spots first, wins.

Variations:

By Christmas teachers should give grade 5 students more difficult rules, such as x3 +1

to connect facts to function tables. Have students create the function table to

determine the solutions to fill into their game board.


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Number Properties

Activity Objective: Using the Number Properties Checklist students will identify properties

of numbers; divisibility, factors, multiples, prime numbers, composite numbers, etc

Materials:

Number Properties Checklist (see the next page)

Random Number Generator place value dice, spinner, digit cards, etc

Directions:

1. This activity could be used as a warm-up and/or a part of calendar math. The

teacher should gather students on the carpet.2. As a class generate a number (the number of digits should be determined by the

teacher).

3. The students use the checklist to determine the properties of the generated number.


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grade 5 unit guide overview 2011-2012 final

Documents