Groton Public Schools Curriculum Map INTRODUCTION Course Title: Math Curriculum Area and Grade: Math – Grade 5 Course Purpose: The purpose of this course is to provide a means to implement meaningful methods to understand mathematical concepts, approach problem solving and learn computation at the fifth grade level. The course incorporates best practices of both traditional and reform mathematics curricula and strikes a balance between promoting children’s natural solution methods and introducing new and effective mathematical practices. In order to promote and implement natural and new methods, as well as to encourage students to become reflective and resourceful problem solvers, the course will assist teachers in developing lessons that create a progressive and logical mathematical environment. The Learner at this Level: The Fifth Grade Child: Likes order and a harmonious environment. Finds comfort in themselves, their parents and siblings and teachers. Learns factual information easily. Knows the rules. Works well with others. Enjoys group games and projects. Concentrates on completing projects and tasks. Needs breaks and rest periods. Is a good problem solver. Major Learning Goals and Understandings: Algebraic Reasoning: The Fifth Grade Child: Performs complex classification and seriation tasks. Grade 5 Page | 1
Transcript
Groton Public SchoolsCurriculum Map
INTRODUCTIONCourse Title: Math
Curriculum Area and Grade: Math – Grade 5
Course Purpose:The purpose of this course is to provide a means to implement meaningful methods to understand mathematical concepts, approach problem solving and learn computation at the fifth grade level. The course incorporates best practices of both traditional and reform mathematics curricula and strikes a balance between promoting children’s natural solution methods and introducing new and effective mathematical practices. In order to promote and implement natural and new methods, as well as to encourage students to become reflective and resourceful problem solvers, the course will assist teachers in developing lessons that create a progressive and logical mathematical environment.
The Learner at this Level:The Fifth Grade Child: Likes order and a harmonious environment. Finds comfort in themselves, their parents and siblings and teachers. Learns factual information easily. Knows the rules. Works well with others. Enjoys group games and projects. Concentrates on completing projects and tasks. Needs breaks and rest periods. Is a good problem solver.
Major Learning Goals and Understandings:Algebraic Reasoning: The Fifth Grade Child: Performs complex classification and seriation tasks. Thinks based on rules and logic. Can articulate the rules embedded in a function, relationship, or pattern. Represents patterns in words, tables, graphs and equations. Describes how the change in one variable affects another variable in everyday situations. Models equivalence and solves one step equations using manipulatives.Numerical and Proportional Reasoning: The Fifth Grade Child: Selects, uses, and explains various meanings and models for multiplication and division. Computes efficiently and accurately in all four operations.
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Solves computation problems using the order of operations. Comprehends the relationship between fractions, decimals and percentage. Realizes that a percent means part of 100. Identifies and represents decimals, fractions, mixed numbers, and positive and negative integers on a number line. Uses drawings, number patterns or models to explain solutions for fraction and decimal problems. Converts improper fractions to mixed numbers.
Units/Concepts for the Year1. Fact Fluency Review 2. Multiplication and Division Word Problems3. Perimeter and Area 4. Addition and Subtraction of Whole Numbers and Decimals5. Circles, Polygons, and Angles 6. Addition and Subtraction of Fractions7. Volume, Capacity, Weight and Time 8. Multiplication and Division of Whole Numbers and Decimals9. Algebra, Functions and Graphs 10. Multiplication and Division w/Fractions11. Patterns and Transformations 12. Ratio,, Proportion, and Percent13. Three-Dimensional Figures
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Part 1 – Unit 1 Grade:
5Subject:
MathCourse:
Fact Fluency ReviewLength of Unit: About 16 days
Essential Questions and Big IdeasEQ -What strategies can be used to increase fluency for multiplication and division facts? BI- Focusing on number patterns increases fluency with multiplication and division facts. BI- An array is a visual representation of both multiplication and division. BI-Understanding the inverse relationship between multiplication and division increases fact fluency.
Part 2 – StandardsAlgebraic Reasoning: Patterns and Functions
1.1 Understand and describe patterns and functional relationships.Geometry and Measurement
3.1 Use properties and characteristics of two- and three- dimensional shapes and geometric theorems to describe relationships,communicate ideas, and solve problems.
Numerical and Proportional Reasoning 2.1 Understand that variety of numerical representations can be used to describe quantitative relationships. 2.2 Use numbers and their properties flexibly and fluently and to reasonably estimate measures and quantities.Grade Level Expectations Students will be able to: CMT Correlations
1.1.1 Represent, extend and compare geometric and numeric patterns using words, tables, graphs and equations.
2.1.5 Classify numbers as prime, composite or perfect squares and identify factor pairs using rectangular arrays.
2.2.12 Develop and use strategies involving place value relationships, inverse operations and algebraic properties (commutative, associative and distributive to simplify addition, subtraction and multiplication problems with three-, four – and five – digit numbers and money amounts and division by one-digit factors.
Develop, find, and solve formulas for area of rectangles.
Identify factor pairs using arrays, by exploring multiplication tables, and by using multiplication strategies.
Represent extend and compare multiplication number patterns.
Describe multiplication and division as inverse operations and use relationship between quantities.
6A. Multiply and divide facts.16B. Measure and determine perimeters and areas.
22A. Identify the missing terms in a pattern, or identify rules for a given pattern using whole numbers and attributes. 22B. Extend or complete patterns and state rules for given patterns using whole numbers and attributes.
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3.1.2 Develop formulas for finding the perimeter and area of squares, rectangles and triangles and use them to solve problems.
Part 3 – Common Unit AssessmentPre Assessment:Math Expressions Assessment GuideUnit 1 Test Form B (multiple choice)
Post Assessment:Math Expressions Assessment GuideUnit 1 Test Form A (short response)
Essential Questions and Big IdeaEQ –How are numbers classified? BI - Numbers can be classified by identifying their factor pairs.EQ - What is a variable? BI - Variables are symbols that take the place of an unknown quantity.EQ - How can relationships between quantities be represented? BI - An expression and equation can be written to represent a relationship between quantities.EQ - What is a function? BI –A function is a consistent relationship between two sets of numbers.
Part 2 – Standards and State FrameworksAlgebraic Reasoning 1.2 Represent and analyze quantitative relationship in a variety of ways. 1.3 Use operations, properties and algebraic symbols to determine equivalence and solve problems.Numerical and Proportional Reasoning 2.1 Understand that a variety of numerical representations can be used to describe quantitative relationships.Grade Level Expectations Students will be able to: CMT Correlations 1.2.3 Represent and describe mathematical relationships using variables or symbols in expressions, equations and inequalities.
1.2.4 Describe how a change in one variable relates to a change in a second variable in context. For Example: If a recipe requires two cups of flour for eight servings, the four must be doubled for 1.
1.3.5 Replace variables or symbols in algebraic expressions with given values and evaluate or simplify the expression e.g., If x =5, find the
Represent and describe by making combinations, understanding comparisons, by writing and solving problems and by using the math process.
Classify properties of numbers by writing word problems.
Describe how change in one variable affects another. Describe, evaluate, simplify by using the properties
of multiplication.
5 A. Identify the appropriate operation or number sentence to solve a story problem.
5B. Write story problems from multiplication or division number sentences, using one- and two-digit numbers.
9A. Solve one-step story problems involving whole numbers and money amounts with or without extraneous information. Use all operations.
9B. Solve two-step story problems involving whole numbers and money amounts with or without extraneous information.
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value of 4x+7.
1.3.6 Model, write and solve one-step equations by using appropriate concrete materials that model equivalence. For example: If 4 x Δ = 36, then Δ equals 9.
2.1.5 Classify numbers as prime, composite or perfect squares and identify factor pairs using rectangular arrays.
10A. Identify the best expression to find an estimate.
11 A. Identify a reasonable estimate to a problem, including estimating change.
22A. Extend or complete patterns, or identify rules using numbers and attributes.
22B. Extend or complete patterns and state rules using numbers and attributes.
23 A. Solve simple one-step algebraic equations involving addition, subtraction, multiplication and fact families.
25A. Solve extended numerical and statistical problems.
Part 3 – Common Unit AssessmentsPre Assessment:Math Expressions Assessment GuideUnit 2 Test Form B (multiple choice)
Post Assessment:Math Expressions Assessment GuideUnit 2 Test Form A (short response)
Weekly Math Review Quiz
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Part 4 – Common/Assured Learning ExperiencesPromethean Board Activity: Student Work
Perimeter and AreaEssential Questions and Big Ideas
EQ – When and why is estimation used? BI - Estimation is used to recognize when an answer is or is not reasonable, and to predict results.EQ - What is perimeter? BI - Perimeter is the distance around a geometric figure and is measured in units of length.EQ - What is area? BI - Area is measured by covering a geometric figure and is measured in square units.
Part 2 – Standards and State FrameworksNumerical and Proportional Reasoning 2.2 Use numbers and their properties to compute flexibly and fluently and to reasonably estimate measures and quantities. Geometry and Measurement 3.1. Use properties and characteristics for two and three dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems. 3.2 Use spatial reasoning, location, and geometric relationships to solve problems. 3.3 Develop and apply units, systems, formulas, and appropriate tools to estimate and measure.Grade Level Expectations Students will be able to: CMT Correlations2.2.19 Use estimation to predict results and to recognize when an answer is or is not reasonable, or will result in an over estimate or under estimate and explain the reasoning used orally and in writing.
3.1.2 Develop formulas for finding the perimeter and area of squares, rectangles and triangles and use them to solve problems.
3.1.3 Use the attributes of parallel sides, perpendicular sides, congruent sides/angles, number and length of sides or faces, and number and kinds of angles (right, acute and
Develop and find the perimeter of polygons. Find perimeter and area of complex figures. Estimate and measure to solve a variety of problems
that involve length and area in customary and metric units.
Use estimation to predict results and to recognize when an answer is or is not reasonable or will result in an over or underestimation.
Solve length problems involving conversions of measure within the customary or metric systems.
Use different kinds of angles to identify different kinds of triangles.
9A. Solve one-step story problems involving whole numbers and money amounts with or without extraneous information. Use all operations.9B. Solve two-step story problems involving whole numbers and money amounts with or without extraneous information.10A. Identify the best expression to find an estimate.10B. Identify whether and why a particular strategy will result in an overestimate or an underestimate.11A. Identify a reasonable estimate to a problem, including estimating change.15A. Estimate lengths and areas.
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obtuse) to describe, classify and sort polygons and solids (cube, prism, pyramid and sphere).
3.2.6 Analyze and describe the effect that changing the dimensions (perimeter) of a polygon has on its area and vice versa.
3.3.8 Estimate and measure to solve a variety of problems that involve angles, length, area, weight, mass, temperature, capacity and volume in either metric or customary units explain the reasoning used orally and in writing.
3.3.10 Solve length problems involving conversions of measure within the customary (inches, feet, yards, miles) or metric systems (millimeters, centimeters, meters, and kilometers).
16A. Measure lengths to the nearest quarter-inch or half-centimeter.
16B. Measure and determine perimeters and areas.
16C. Identify appropriate customary or metric units of measure (length, capacity and mass) for a given situation.
16D. Solve problems involving conversions of measures of length.
18D. Locate points on grids.
19A. Identify correct information from tables, bar graphs, pictographs and charts.23A. Solve simple one-step algebraic equations involving addition, subtraction, multiplication and fact families.25A. Solve extended numerical and statistical problems.
Part 3 – Common Unit AssessmentsPre Assessment:Math Expressions Assessment GuideUnit 3 Test Form B (multiple choice)
Post Assessment:Math Expressions Assessment GuideUnit 3 Test Form A (short response)
Weekly Math Review Quiz
Part 4 – Common/Assured Learning Experiences
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Promethean Board Activity: Student Work
FASTTMATH : 3 times per week
Study Island: Reinforcement of CMT basic skills
Common Vocabulary:meter, decimeter, centimeter, perimeter, area, square centimeter, square unit, base height, acute angle, right angle, obtuse angle, triangle, rectangle, dimensions, complex figures, hexagon, pentagon, right triangle, acute triangle, obtuse triangle, equilateral triangle, isosceles triangle, scalene triangle, inch, foot, yard, square inch, square foot, square yard
Essential Questions and Big IdeasEQ – What properties can be used to solve a problem? BI – The Commutative, Associative, and Distributive Properties of our number system can be used to solve problems. EQ -How and why do we use estimation? BI - Estimation is used to recognize when an answer is or is not reasonable, and to predict results. EQ - How do you know the value of a digit? BI - The value of a digit is determined by its position. EQ - How is each place value in our number system related to each other? BI - The place value system is based on groups of ten. EQ - How can you represent data? BI – Graphs are the visual representation of data.
Part 2 – Standards and State FrameworksAlgebraic Reasoning 1.1Understand and describe patterns and functional relationships. 1.2 Represent and analyze quantitative relationships in a variety of ways.Numerical and Proportional Reasoning 2.1 Understand that a variety of numerical representations can be used to describe quantitative relationships. 2.2 Use numbers and their properties to compute flexibly and fluently and to reasonably estimate measures and quantities.Geometry and Measurement 3.1 Use properties and characteristics of two and three dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems. Working with Data 4.1 Collect, organize and display data using appropriate statistical and graphical methods. 4.2 Analyze data sets to form hypotheses and make predictions.Grade Level Expectations Students will be able to: CMT Correlations1.1.2 Analyze patterns and data to make generalizations, make predictions and to identify trends.
1.2.3 Represent and describe
Compare, and represent whole numbers to 1,000,000 place.
Represent data in different kinds of plots and graphs and mathematic relationships using variables and symbols, expressions, equations and inequalities.
1A. Solve problems involving 100 more/less or 1,000 more/less than a given number.1B. Identify alternative forms of expressing whole numbers less than 10,000 using expanded
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mathematical relationships using variables or symbols in expressions, equations and inequalities.
2.1.1 Compare, order and round whole numbers to 1,000,000 using number patterns, number lines and diagrams.
2.1.2 Represent whole numbers up to 1,000,000 in expanded and regrouped forms and use the forms to support computation.
2.1.3 Construct and use models, number patterns and pictorial representations to extend place value concepts and patterns to decimals. For example: 0.1 is one-tenth of one and 0.01 is one-hundredth of one and one-tenth of one-tenth.
2.1.4 Investigate negative integers (values less than zero) using place value models, diagrams and number lines; represent negative integers in practical applications such as temperatures, money and locations below sea level.
2.2.10 Solve practical problems involving 10, 100, 1,000 and 10,000 more or less than a number.
2.2.12 Develop and use strategies involving place value relationships, inverse operations and algebraic properties (commutative,
Compare different representations of the same data. Add and subtract whole numbers and decimals. Develop strategies involving place value,
relationships, inverse operations, algebraic properties, commutative, associative and distributive to simplify subtraction and addition.
Use estimation to predict results and to recognize when an answer is or is not reasonable, or will result in an overestimate or underestimate.
Analyze patterns and data to make generalizations, make predictions and identify trends.
Write and solve multistep problems for all four operations involving multidigit whole numbers.
Design and conduct surveys of a representative sample of a population and use the data collected to begin to make inferences about the general population.
notation.1C. Identify alternative forms of expressing whole numbers less than 10,000 using regrouping.1D. Use place value concepts to identify and compare the magnitude and value of digits in numbers.9A. Solve one-step story problems involving whole numbers and money amounts with or without extraneous information. Use all operations.
9B. Solve two-step story problems involving whole numbers and money amounts with or without extraneous information.
10A. Identify the best expression to find an estimate.
10B. Identify whether and why a particular strategy will result in an over estimate or an underestimate.
11A. Identify a reasonable estimate to a problem, including estimating change.18D. Locate points on grids.
19A. Identify correct information from tables, bar graphs, pictographs and charts.20A. Draw reasonable conclusions from data in tables, bar graphs, pictographs, circle graphs and charts.
20B. State a conclusion and explain why a claim is or is not reasonable, based on the data.
22A. Identify the missing terms in a pattern, or identify rules for a given pattern using whole
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associative and distributive) to simplify addition, subtraction and multiplication problems with three, four and five digit numbers and money amounts and division by one digit factors.
2.2.14 Write and solve multistep problems for all four operations involving multidigit whole numbers and money amounts and explain how answers were determined, orally and in writing.
2.2.16 Add and subtract fractions, decimals and mixed numbers using a variety of strategies e.g., models, mental math, equivalence and substitutions: 1/2 +3/4 can also be solved using 0.5 +0.75.
2.2.19 Use estimation to predict results and to recognize when an answer is or is not reasonable, or will result in an overestimate or underestimate and explain the reasoning used orally and in writing.
3.1.2 Develop formulas for finding the perimeter and area of squares, rectangles and triangles and use them to solve problems.
4.1.1 Represent sets of data using line plots, bar graphs, double bar graphs, pictographs, simple circle graphs, stem and leaf plots and scatter plots.
numbers and attributes.22B. Extend or complete patterns and state rules for given patterns using whole numbers and attributes.
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4.1.2 Compare different representations of the same data set and evaluate how well each kind of display represents the features of the data. 4.2.3 Design and conduct surveys of a representative sample of a population and use the data collected to begin to make inferences about the general population.
Part 3 – Common Unit AssessmentsPre Assessment:Math Expressions Assessment GuideUnit 4 Test Form B (multiple choice)
Post Assessment:Math Expressions Assessment GuideUnit 4 Test Form A (short response)
Weekly Math Review Quiz
Part 4 – Common/Assured Learning ExperiencesPromethean Board Activity: Student Work
FASTTMATH: 3 times per week
Study Island: Reinforcement of CMT basic skills
Common Vocabulary:meter, decimeter, centimeter, millimeter, standard from , word form, short from, short word form, expanded form, bar graph, double bar graph, discrete data, continuous data, Commutative Property of Addition, Associative Property of Addition, Distributive Property, scale, estimate, front end estimation, situation equation, solution equation, range, median, mode, yard
Essential Questions and Big IdeasEQ – What are the attributes of geometric figures? BI – Attributes of geometric figures include parallel sides, perpendicular sides, congruent sides/angles, number of sides, number and kind of angles. EQ -What are graphs? BI - Graphs are the visual representation of data.
Part 2 – Standards and State FrameworksAlgebraic Reasoning 1.1 Understand and describe patterns and functional relationships.Numerical and Proportional Reasoning 2.2 Use numbers and their properties to compute flexibly and fluently and to reasonably estimate measures and quantities.Geometry and Measurement 3.1 Use properties and characteristics of two and three dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems. 3.3 Develop and apply units, systems, formulas and appropriate tools to estimate and measure.Working with Data 4.1 Collect, organize and display data using appropriate statistical and graphical methods.Grade Level Expectations Students will be able to: CMT Correlations1.1.2 Analyze patterns and data to make generalizations, make predictions and to identify trends.
2.2.14 Write and solve multistep
Measure and identify angles. Find the measure of an unknown angle of a
polygon. Identify congruent figures by using attributes of
10A. Identify the best expression to find an estimate.10B. Identify whether and why a particular strategy will result in an overestimate or an
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problems for all four operations involving multi-digit whole numbers and money amounts and explain how answers were determined, orally and in writing.
2.2.15 Find fractional parts of a set by using estimation counting, grouping of objects, number patterns, equivalent ratios and division.
2.2.16 Add and subtract fractions, decimals and mixed numbers using a variety of strategies, e.g., models mental math, equivalence and substitution: ½ +3/4 can also be solved using 0.5+0.75.
3.1.3 Use the attributes of parallel sides, perpendicular sides, congruent sides/angles, number and length of sides or faces and number and kinds of angles (right, acute or obtuse) to describe, classify and sort polygons and solids (cube, prism, pyramid and sphere).
3.1.4 Make and test conjectures about polygons using geometric relationships.
3.3.8 Estimate and measure to solve a variety of problems that involve angles, length, area, weight, mass, temperature, capacity and volume in either metric or customary units and explain the reasoning used orally and in writing.
polygons. Define, describe, sort and classify polygons. Identify the position of an object after it has been
turned. Represent, analyze and read circle graphs to solve
problems. Discuss and explain the measurement of angles
orally and in writing.
Use information about geometric relationships to identify, classify and form polygons.
underestimate.11A. Identify a reasonable estimate to a problem, including estimating change.15A. Estimate lengths and areas.
16B. Measure and determine perimeters and areas.
17A. Identify, describe and/or classify two-dimensional geometric shapes and figures.
17B. Draw, describe and/or classify two-dimensional geometric shapes and figures.
18A. Identify lines of symmetry.
18B. Draw lines of symmetry.
18C. Identify congruent figures.
19A. Identify correct information from tables, bar graphs, pictographs and charts.19B. Create bar graphs and pictographs from data in tables and charts.
20 A. Draw reasonable conclusions from data in tables, bar graphs, pictographs, circle graphs and charts.20B. State a conclusion and explain why a claim is or is not reasonable, based on the data.
22A. Identify the missing terms in a pattern, or identify rules for a given pattern using whole numbers and attributes.22B. Extend or complete patterns and state rules for given patterns using whole numbers and attributes.24A. Solve logic, counting and classification problems involving the organization of data.24B. Sort or classify objects, and draw logical
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4.1.1 Represent sets of data using line plots, bar graphs, double bar graphs, pictographs, simple circle graphs, stem and leaf plots and scatter plots.
conclusions from data including Venn diagrams and transitive reasoning questions.
25A. Solve extended numerical and statistical problems.
Part 3 – Common Unit AssessmentsPre Assessment:Math Expressions Assessment GuideUnit 5 Test Form B (multiple choice)
Post Assessment:Math Expressions Assessment GuideUnit 5 Test Form A (short response)
Weekly Math Review Quiz
Part 4 – Common/Assured Learning ExperiencesPromethean Board Activity: Student Work
FASTTMATH: 3 times per week
Study Island: Reinforcement of CMT basic skills
Common Vocabulary:line, ray, angle, parallel, perpendicular, oblique, protractor, degree, right angle, straight angle, intersect, opposite angle, vertical angle, complementary, supplementary, proof, polygon, congruent, isosceles triangle, equilateral triangle, scalene triangle, acute triangle, obtuse triangle, right triangle, right trapezoid, reflex angle, circle, turn, line symmetry, line of symmetry, rotational symmetry, quarter turn, half turn, circle graph, area, circumference, radius, diameter, pi
Essential Questions and Big IdeasEQ – What is a fraction? BI – Fractional parts are equal shares or equal sized portions of a whole or a set.EQ - How are fractions, decimals and mixed numbers placed on a number line or coordinate grid? BI - Fractions, mixed numbers and decimals can be placed on a number line or coordinate to grid according to their relative size.EQ- What are equivalent fractions?
BI - Two equivalent fractions are 2 ways of describing the same amount by using different sized fractional parts. EQ - How are fractions added or subtracted? BI – Fractions, decimals and mixed numbers can be added and subtracted using a variety of strategies (mental math, equivalence, substitution).EQ – What is the probability of an event? How is it expressed? The probability of an event is a number between 0 and 1 that is a measure of the chance that a given event will occur.
Part 2 – Standards and State FrameworksAlgebraic Reasoning 1.1 Understand and describe patterns and functional relationships.Numerical and Proportional Reasoning 2.1 Understand that a variety of numerical representations can be used to describe quantitative relationships. 2.2 Use numbers and their properties to compute flexibly and fluently and to reasonably estimate measures and quantities. Working with Data 4.3 Understand and apply basic concepts of probability.Grade Level Expectations The students will be able to: CMT Correlations
1.1.2 Analyze pattern and data to make generalizations, make predictions and to identify trends.
Add and subtract fractions and mixed number with like and unlike denominators.
Compare and order fractions and mixed numbers.
2A. Relate decimals (0.01-2.99) to pictorial representations and vice versa.2B. Relate fractions and mixed numbers to
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2.1.1 Compare, order and round whole numbers to 1,000,000 using number patterns, number lines and diagrams.2.1.6 Represent equivalent fractions, decimals, ratios and percents using models, pictures, number patterns and common factors.
2.1.7 Choose and use benchmarks to approximate locations, of fractions, mixed numbers and decimals, on number lines and coordinate grids.
2.2.14 Write and solve multistep problems for all four operations involving multi-digit whole numbers and money amounts and explain how answers were determined, orally and in writing.
2.2.15 Find fractional parts of a set by using estimation counting, grouping of objects, number patterns, equivalent ratios and division.
2.2.16 Add and subtract fractions, decimals and mixed numbers using a variety of strategies, e.g., models mental math, equivalence and substitution: ½ +3/4 can also be solved using 0.5+0.75.
2.2.18 Use ratios and proportions to solve practical problems, e.g.,
Relate fractions and wholes. Find equivalent fractions. Conduct experiments, and express the probability of
an event as a fraction to solve problems. Solve problems involving fractions. Find fractional parts of a set or a whole. Place fractions accurately on a number line. Determine and describe possible outcomes of
permutations. Conduct a survey and use the information to make
generalizations about a population.
pictures and vice versa.2C. Identify and/or shade fractional parts of regions, sets or mixed numbers in pictures.3A. Rename equivalent fractions.3B. Rename equivalent mixed numbers as improper fractions and vice versa.4B. Order mixed numbers, fractions and decimals.5A. Identify the appropriate operation or number sentence to solve a story problem.8A. Add and subtract fractions and mixed numbers with like denominators.21A. Identify correct solutions to problems involving elementary notions of probability.21B. Solve problems involving elementary notions of probability and fairness, including justifying solutions.24A. Solve logic, counting and classification problems involving the organization of data.24B. Sort or classify objects, and draw logical conclusions from data including Venn diagrams and transitive reasoning questions.
25A. Solve extended numerical and statistical problems.
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interpreting scale drawings and maps and determining the probability of an event.
4.3.5 Design and conduct probability experiments and simple games of chance to test predictions about outcomes and fairness.
4.3.6 Determine and describe possible outcomes and express the likelihood of events as a fraction.
4.3.7 Determine and describe possible outcomes using permutations, where order does matter, e.g., when there is a choice of vanilla (V), chocolate (C) or strawberry (S) ice cream for a three scoop cone, there are two possible ways to have the chocolate scoop on top CVS or CSV.
Part 3 – Common Unit AssessmentsPre Assessment:Math Expressions Assessment GuideUnit 6 Test Form B (multiple choice)
Post Assessment:Math Expressions Assessment GuideUnit 6 Test Form A (short response)
Weekly Math Review Quiz
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Part 4 – Common/Assured Learning ExperiencesPromethean Board Activity: Student Work
FASTTMATH: 3 times per week
Study Island: Reinforcement of CMT basic skills
Common Vocabulary: unit fraction, non-unit fraction, numerator, denominator, addend, sum, improper fraction, mixed number, ungroup, add on, subtract, equivalent fractions, multiplier, simplify, unsimplify, multiplication table, equivalent, common denominator, least common denominator, probability, likely, unlikely, certain, impossible, frequency table, line plot, benchmark
Essential Questions and Big IdeasEQ – What is volume? BI – Volume is the amount of space an object occupies and is measured in cubic units.EQ - What is capacity? BI - Capacity measures the amount a container can hold.EQ - What is mass? BI - Mass is the amount of matter in an object and is measured using units of weight.EQ - How are elapsed time problems solved? BI –There are a variety of strategies that can be used to solve elapsed time problems (conversion, counting up, etc.).
Part 2 – StandardsGeometry and Measurement
3.2 Use properties and characteristics of two and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
3.3 Develop and apply units, systems, formulas and appropriate tools to estimate and measure.Grade Level Expectations Students will be able to: CMT Correlations3.1.1 Represent the surface of three-dimensional solids using two-dimensional nets.
3.3.7 Use calendars and clocks to plan and sequence events and to solve problems involving the conversion of measures of time and elapsed time using days, hours, minutes and seconds.
Find volume of a rectangular prism. Solve problems involving capacity, mass and weight. Solve problems involving elapsed time. Estimate and solve problems involving area,
perimeter, temperature, and volume. Measure in metric and customary units and convert
measurements.
15A. Estimate lengths and areas.
16A. Measure lengths to the nearest quarter-inch or half-centimeter.
16B. Measure and determine perimeters and areas.
16C. Identify appropriate customary or metric units of measure (length, capacity and mass) for a given situation.
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3.3.8 Estimate and measure to solve a variety of problems that involve angles, length, area, weight, mass temperature, capacity and volume in either metric or customary units and explain the reasoning used orally and in writing.
3.3.9 Use cubic inch or cubic centimeter models to find the volume of rectangular solids.
16D. Solve problems involving conversions of measures of length.
17A. Identify, describe and/or classify two-dimensional geometric shapes and figures.
17B. Draw, describe and/or classify two-dimensional geometric shapes and figures.
25A. Solve extended numerical and statistical problems.
Part 3 – Common Unit AssessmentsPre Assessment:Math Expressions Assessment GuideUnit 7 Test Form B (multiple choice)
Post Assessment:Math Expressions Assessment GuideUnit 7 Test Form A (short response)
Weekly Math Review Quiz
Part 4 – Common/Assured Learning ExperiencesPromethean Board Activity: Student Work
FASTTMATH: 3 times per week
Study Island: Reinforcement of CMT basic skills
Common Vocabulary:capacity, cubic unit, mass, three-dimensional, volume, weight, face, edge, vertex, rectangular prism, one-dimensional, two-dimensional, liter, kiloliter, milliliter, cup, pint, quart, gallon, kilogram, gram, milligram, ounce, pound, ton, degree Fahrenheit degree, Celsius, stem and leaf plot, analog clock, digital clock
Essential Questions and Big IdeasEQ – What properties can be used to solve a problem? BI - The Commutative, Associative, and Distributive Properties of our number system can be used to solve problems.EQ – When and why is estimation used?
BI - Estimation is used to recognize when an answer is or is not reasonable and to predict results.EQ - How are multiplication and division problems solved?
BI - There are a variety of strategies for solving multiplication and division problems. EQ - What are measures of central tendency? How are they used?
BI - Measures of central tendency (mean, median, mode) are used to analyze data.
Part 2 – StandardsAlgebraic Reasoning 1.1 Understand and describe patterns and functional relationships.Numerical and Proportional Reasoning 2.1 Understand that a variety of numerical representations can be used to describe quantitative relationships. 2.2 Use numbers and their properties to compute flexibly and fluently and to reasonably estimate measures and quantities.Working with Data
4.2 Analyze data sets to form hypotheses and make predictions.Grade Level Expectations Students will be able to: CMT Correlations1.1.1 Represent, extend, and compare geometric and numeric patterns using words, tables, graphs, and equations.
Use patterns to enhance skills in multiplying and dividing whole numbers and decimals.
Solve multi-digit multiplication problems using various methods.
Solve word problems involving multiplication of
1A. Solve problems involving 100 more/less or 1,000 more/less than a given number.1B. Identify alternative forms of expressing whole numbers less than 10,000 using expanded
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1.1.2 Analyze patterns and data to make generalizations, make predictions and to identify trends.
2.1.2 Represent whole numbers up to 1,000,000 in expanded and regrouped forms and use the forms to support computation.
2.1.9 Use models and pictures to identify and compare ratios and represent ratios in equivalent fraction and decimal forms.
2.2.11 Estimate products and missing factors using multiples of 10, 100 and 1,000.
2.2.12 Develop and use strategies involving place value relationships, inverse operations and algebraic properties (commutative, associative, and distributive) to simplify addition, subtraction and multiplication problems with three-, four-and five-digit numbers and money amounts and division by one-digit factors.
2.2.13 Multiply and divide decimals and money amounts by whole numbers.
2.2.14 Write and solve multistep problems for all four operations involving multidigit whole numbers and money amounts and explain how answers were determined,
larger numbers. Solve multi-digit multiplication problems when one
or both factors are decimal numbers. Round numbers to the nearest ten or hundred, and
round decimal numbers to the nearest tenth or hundredth.
Solve problems in which over estimating or under estimating requires adjustments.
notation.1C. Identify alternative forms of expressing whole numbers less than 10,000 using regrouping.1D. Use place value concepts to identify and compare the magnitude and value of digits in numbers.2A. Relate decimals (0.01-2.99) to pictorial representations and vice versa.2B. Relate fractions and mixed numbers to pictures and vice versa.2C. Identify and/or shade fractional parts of regions, sets or mixed numbers in pictures.3A. Rename equivalent fractions.3B. Rename equivalent mixed numbers as improper fractions and vice versa.4A. Order whole numbers less than 100,000.4B. Order mixed numbers, fractions and decimals.4C. Describe magnitude of whole numbers less than 100,000 and decimals.4D. Describe magnitude of mixed numbers and fractions.4E. Round whole numbers in context.4F. Round decimals. 4G. Locate points (fractions, decimals and whole numbers) on number lines and scales. 17A. Identify, describe and/or classify two-dimensional geometric shapes and figures.19A. Identify correct information from tables, bar graphs, pictographs and charts.20 A. Draw reasonable conclusions from data in
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orally and in writing.
2.2.19 Use estimation to predict results and to recognize when an answer is or is not reasonable, or will result in an overestimate or underestimate and explain the reasoning used orally and in writing.
4.2.4 Determine the mean, mode and median of a data set and explain in writing, how they are affected by a change in the data set.
tables, bar graphs, pictographs, circle graphs and charts.22A. Identify the missing terms in a pattern, or identify rules for a given pattern using whole numbers and attributes.22B. Extend or complete patterns and state rules for given patterns using whole numbers and attributes.24A. Solve logic, counting and classification problems involving the organization of data.25A. Solve extended numerical and statistical problems.
Part 3 – Common Unit AssessmentsPre Assessment:Math Expressions Assessment GuideUnit 8 Test Form B (multiple choice)
Post Assessment:Math Expressions Assessment GuideUnit 8 Test Form A (short response)
Weekly Math Review Quiz
Part 4 – Common/Assured Learning ExperiencesPromethean Board Activity: Student Work
Essential Questions and Big IdeasEQ – How can relationships between quantities be represented? BI - An expression and equation can be written to represent a relationship between quantities.EQ - What is a function?
BI - Functions are a special relationship or rule between 2 related sets of numbers.EQ - What is a graph? BI - Graphs are the visual representation of data.
Part 2 – Standards and State FrameworksAlgebraic Reasoning 1.1 Understand and describe patterns and functional relationships. 1.2 Represent and analyze quantitative relationships in a variety of ways. 1.3 Use operations, properties and algebraic symbols to determine equivalence and solve problems.Numerical and Proportional Reasoning 2.1 Understand that a variety of numerical representations can be used to describe quantitative relationships. 2.2 Use numbers and their properties to compute flexibly and fluently and to reasonably estimate measures and quantities.Geometry and Measurement 3.2 Use spatial reasoning, location and geometric relationships to solve problems.Grade Level Expectations Students will able to: CMT Correlations1.1.1 Represent, extend and compare geometric and numeric patterns using words, tables, graphs and equations.
1.1.2 Analyze patterns and data to
Find the prime factorization of composite numbers. Use exponents and order of operations to simplify
expressions and solve equations. Use all operations to solve story problems involving
whole numbers and money amounts. Use what they know about equalities to find the value
1A. Solve problems involving 100 more/less or 1,000 more/less than a given number.1B. Identify alternative forms of expressing whole numbers less than 10,000 using expanded notation.
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make generalizations, make predictions and to identify trends.
1.2.3 Represent and describe mathematical relationships using variables or symbols in expressions, equations and inequalities.
1.2.4 Describe how a change in one variable relates to a change in a second variable in context. For example: If a recipe requires two cups of flour for eight servings, the flour must be doubled for 16 servings or increased by one-half for 12 servings.
1.3.5 Replace variables or symbols in algebraic expressions with given values and evaluate or simplify the expressions, e.g., if p = 5, find the value of 4 x p + 7.
1.3.6 Model, write and solve one-step equations by using appropriate concrete materials that model equivalence, e.g., if 4 x r = 36, then r equals 9.
2.1.5 Classify numbers as prime, composite or perfect squares and identify factor pairs using rectangular arrays.
2.1.7 Choose and use benchmarks to approximate locations, of fractions, mixed numbers and decimals, on number lines and coordinate grids.
of a variable. Evaluate and use expressions, equations and
inequalities to represent real-world situations. Represent functions with tables, rules and equations
and use them to solve real-world problems. Identify the missing terms in a pattern, or identify
rules for a given pattern using whole numbers and attributes.
Read and plot points of the coordinate system. Solve problems involving grids and paths.
1C. Identify alternative forms of expressing whole numbers less than 10,000 using regrouping.1D. Use place value concepts to identify and compare the magnitude and value of digits in numbers.2A. Relate decimals (0.01-2.99) to pictorial representations and vice versa.2B. Relate fractions and mixed numbers to pictures and vice versa.2C. Identify and/or shade fractional parts of regions, sets or mixed numbers in pictures.3A. Rename equivalent fractions.3B. Rename equivalent mixed numbers as improper fractions and vice versa.4A. Order whole numbers less than 100,000.4B. Order mixed numbers, fractions and decimals.4C. Describe magnitude of whole numbers less than 100,000 and decimals.4D. Describe magnitude of mixed numbers and fractions.4E. Round whole numbers in context.4F. Round decimals. 4G. Locate points (fractions, decimals and whole numbers) on number lines and scales. 5 A. Identify the appropriate operation or number sentence to solve a story problem.5B. Write story problems from multiplication or division number sentences, using one- and two-digit numbers.9A. Solve one-step story problems involving whole numbers and money amounts with or without extraneous information. Use all
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2.2.19 Use estimation to predict results and to recognize when an answer is or is not reasonable, or will result in an overestimate or underestimate and explain the reasoning used orally and in writing.
3.2.5 Use an x, y coordinate system to plot points, to estimate the distance between points and to determine the horizontal or vertical distance between two points.
operations.9B. Solve two-step story problems involving whole numbers and money amounts with or without extraneous information.10A. Identify the best expression to find an estimate.11 A. Identify a reasonable estimate to a problem, including estimating change.17A. Identify, describe and/or classify two-dimensional geometric shapes and figures.18D. Locate points on grids.19A. Identify correct information from tables, bar graphs, pictographs and charts.20 A. Draw reasonable conclusions from data in tables, bar graphs, pictographs, circle graphs and charts.22A. Extend or complete patterns, or identify rules using numbers and attributes.22B. Extend or complete patterns and state rules using numbers and attributes.23 A. Solve simple one-step algebraic equations involving addition, subtraction, multiplication and fact families.24A. Solve logic, counting and classification problems involving the organization of data.25A. Solve extended numerical and statistical problems.
Part 3 – Common Unit AssessmentsPre Assessment:Math Expressions Assessment GuideUnit 9 Test Form B (multiple choice)
Post Assessment:Math Expressions Assessment GuideUnit 9 Test Form A (short response)
Grade 5 Page | 34
Weekly Math Review Quiz
Part 4 – Common/Assured Learning ExperiencesPromethean Board Activity: Student Work
FASTTMATH: 3 times per week
Study Island: Reinforcement of CMT basic skills
Common Vocabulary:exponent, base, square root, prime factorization, order of operations, equation, variable, inverse operations, expression, evaluate, inequality, input, function, output, coordinate plane, x-axis, y-axis, ordered pair, origin
Essential Questions and Big IdeaEQ – How are fractions multiplied or divided? BI - Multiplying and dividing fractions can be solved using manipulatives, number lines and algorithms.
Part 2 – Standards and State FrameworksNumerical and Proportional Reasoning 2.2 Use numbers and their properties to compute flexibly and fluently and to reasonably estimate measures and quantities.Grade Level Expectations Students will be able to: CMT Correlations2.2.17 Construct and use models and pictorial representations to multiply common fractions and mixed numbers by whole numbers.
2.2.18 Write division problems in fraction form and round the fraction form to estimate an answer to a division problem. For example: 14/3 = 4.5.
Multiply a whole number or a fraction by a fraction. Divide fractions and whole numbers. Change fractions to equivalent decimals. Compare operations of fractions to operations with
whole numbers. Solve problems with fractions and mixed operations. Estimate the answer to a multiplication or division
question.
6A. Multiply and divide facts.7A. Add and subtract two-, three- and four-digit whole numbers and money amounts less than $100.7B. Multiply and divide multiples of 10 and 100 by 10 and 100.7C. Multiply and divide two- and three-digit whole numbers and money amounts less than $10 by one-digit numbers.8A. Add and subtract fractions and mixed numbers with like denominators.17A. Identify, describe and/or classify two-dimensional geometric shapes and figures.19A. Identify correct information from tables, bar
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graphs, pictographs and charts.20 A. Draw reasonable conclusions from data in tables, bar graphs, pictographs, circle graphs and charts.22A. Identify the missing terms in a pattern, or identify rules for a given pattern using whole numbers and attributes.22B. Extend or complete patterns and state rules for given patterns using whole numbers and attributes.24A. Solve logic, counting and classification problems involving the organization of data.25A. Solve extended numerical and statistical problems.
Part 3 – Common Unit AssessmentsPre Assessment:Math Expressions Assessment GuideUnit 10 Test Form B (multiple choice)
Post Assessment:Math Expressions Assessment GuideUnit 10 Test Form A (short response)
Weekly Math Review Quiz
Part 4 – Common/Assured Learning ExperiencesPromethean Board Activity: Student Work
Essential Questions and Big IdeasEQ – What kinds of patterns exist in mathematics? BI - In math there are both number patterns and geometric patterns.EQ - What are transformations and transitions? BI -Patterns may repeat, grow, shrink, or involve transformations. BI -Transformations include rotations and reflections. BI -Translations are slides. EQ - How can they be represented? BI -They can be represented on a coordinate plane.
Part 2 – Standards and State StandardsAlgebraic Reasoning 1.1 Understand and describe patterns and functional relationships.Geometry and Measurement 3.2 Use special reasoning, location and geometric relationships to solve problems.Grade Level Expectations Students will be able to: CMT Correlations
1.1.1 Represent, extend and compare geometric and numeric patterns using words, tables, graphs and equations.
1.1.2 Analyze patterns and data to
Extend repeating, growing, and shrinking geometric and numerical patterns.
Describe and draw transformations. Translate and reflect figures in the coordinate plane.
17A. Identify, describe and/or classify two-dimensional geometric shapes and figures.19A. Identify correct information from tables, bar graphs, pictographs and charts.20 A. Draw reasonable conclusions from data in
Grade 5 Page | 39
make generalizations, make predictions and to identify trends.
3.2.5 Use an x, y coordinate system to plot points, to estimate the distance between points and to determine the horizontal or vertical distance between two points.
tables, bar graphs, pictographs, circle graphs and charts.22A. Identify the missing terms in a pattern, or identify rules for a given pattern using whole numbers and attributes.22B. Extend or complete patterns and state rules for given patterns using whole numbers and attributes.24A. Solve logic, counting and classification problems involving the organization of data.25A. Solve extended numerical and statistical problems.
Part 3 – Common Unit AssessmentsPre Assessment:Math Expressions Assessment GuideUnit 11 Test Form B (multiple choice)
Post Assessment:Math Expressions Assessment GuideUnit 11 Test Form A (short response)
Weekly Math Review Quiz
Part 4 – Common/Assured Learning ExperiencesPromethean Board Activity: Student Work
Essential Questions and Big IdeasEQ – What is a ratio? BI - A ratio describes the relationship between two quantities.EQ - What is a proportion?
BI - A proportion is an equation that shows two equivalent ratios. EQ - What is percent? BI -Percent is per hundred and is a number compared to a hundred.
Part 2 – Standards and State FrameworksAlgebraic Reasoning 1.1 Understand and describe patterns and functional relationships.Numerical and Proportional Reasoning 2.1 Understand that a variety of numerical representations can be used to describe quantitative relationships. 2.2 Use numbers and their properties to compute flexibly and fluently and to reasonably estimate measures and quantities.Geometry and Measurement 3.1 Use properties and characteristics of two-and three-dimensional shapes and geometric theorems to describe relationships, communicate idea and solve problems.Working with Data 4.3 Understand and apply basic concepts of probability.
Grade Level Expectations Students will be able to: CMT Correlations1.1.1 Represent, extend and compare geometric and numeric patterns using words, tables, graphs and equations.
1.1.2 Analyze patterns and data to make generalizations, make predictions and to identify trends.
2.1.5 Classify numbers as prime,
Find basic ratios. See relationships among fractions, decimals, and
percents. Understand that a ratio describes a relationship
between two quantities. Solve numeric proportion problems. Apply unit rates to all multiplication situations. Write and solve proportion word problems. Solve problems using percents. Express the probability of an event as a percent Identify similar figures and use similarity to find
3A. Rename equivalent fractions.3B. Rename equivalent mixed numbers as improper fractions and vice versa.4A. Order whole numbers less than 100,000.4B. Order mixed numbers, fractions and decimals.4C. Describe magnitude of whole numbers less than 100,000 and decimals.4D. Describe magnitude of mixed numbers and
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composite or perfect squares and identify factor pairs using rectangular arrays.
2.1.6 Represent equivalent fractions, decimals, ratios and percents using models, pictures, number patterns and common factors.
2.1.9 Use models and pictures to identify and compare ratios and represent ratios in equivalent fraction and decimal forms.
2.2.14 Write and solve multistep problems for all four operations involving multidigit whole numbers and money amounts and explain how answers were determined, orally and in writing.
2.2.18 Use ratios and proportions to solve practical problems, e.g., interpreting scale drawings and maps and determining the probability of an event.
2.2.19 Use estimation to predict results and to recognize when an answer is or is not reasonable, or will result in an overestimate or underestimate and explain the reasoning used orally and in writing.
3.1.4 Make and test conjectures about polygons using geometric relationships.
4.3.5 Design and conduct probability
missing measurements. Use a scale to find a distance on a map or a length on
a scale drawing.
fractions.4E. Round whole numbers in context.4F. Round decimals. 4G. Locate points (fractions, decimals and whole numbers) on number lines and scales.5A. Identify the appropriate operation or number sentence to solve a story problem.5B. Write story problems from multiplication or division number sentences, using one- and two-digit numbers. 10A. Identify the best expression to find an estimate.17A. Identify, describe and/or classify two-dimensional geometric shapes and figures.19A. Identify correct information from tables, bar graphs, pictographs and charts.20 A. Draw reasonable conclusions from data in tables, bar graphs, pictographs, circle graphs and charts.21A. Identify correct solutions to problems involving elementary notions of probability.
21 B. Solve problems involving elementary notions of probability and fairness, including justifying solutions
22A. Identify the missing terms in a pattern, or identify rules for a given pattern using whole numbers and attributes.22B. Extend or complete patterns and state rules for given patterns using whole numbers and attributes.24A. Solve logic, counting and classification problems involving the organization of data.24B. Sort or classify objects, and draw logical
Grade 5 Page | 43
experiments and simple games of chance to test predictions about outcomes and fairness.
conclusions from data including Venn diagrams and transitive reasoning questions.
25A. Solve extended numerical and statistical problems.
Part 3 – Common Unit AssessmentsPre Assessment:Math Expressions Assessment GuideUnit 12 Test Form B (multiple choice)
Post Assessment:Math Expressions Assessment GuideUnit 12 Test Form A (short response)
Weekly Math Review Quiz
Part 4 – Common/Assured Learning ExperiencesPromethean Board Activity: Student Work
FASTTMATH: 3 times per week
Study Island: Reinforcement of CMT basic skills
Common Vocabulary:unit, linked multiplication, column table, ratio, ratio table, proportion, basic ratio, factor puzzle, percent, similar, scale, scale drawing, key, floor plan
Essential Questions and Big IdeasEQ – What are attributes of three-dimensional geometric shapes? BI – Attributes of three-dimensional figures include congruent faces, number and shape of faces, number of edges and vertices.EQ - How can the surface of a three-dimensional figure be represented? BI – The surface of a three-dimensional solid can be represented using a two-dimensional net.
Part 2 – Standards and State FrameworksNumerical and Proportional Reasoning 2.1 Understand that a variety of numerical representations can be used to describe quantitative relationships. 2.2 Use numbers and their properties to compute flexibly and fluently and to reasonably estimate measures and quantities.Geometry and Measurement 3.1 Develop and apply units, systems, formulas and appropriate tools to estimate and measure.Grade Level Expectations Students will be able to: CMT Correlations2.1.9 Use models and pictures to identify and compare ratios and represent ratios in equivalent, fractional and decimal forms.
2.2.18 Use ratios and proportions to solve practical problems, e.g., interpreting scale drawings and maps and determining the probability of an event.
3.1.1 Represent the surface of three-dimensional solids using two-dimensional nets.
3.1.3 Use the attributes of parallel sides, perpendicular sides, congruent sides/angles, number and length of sides or faces and number and kinds of angles (right, acute or
Identify three-dimensional figures. Compare and contrast properties of three-dimensional
figures. Recognize, use and create nets for three-dimensional
figures. Find the surface area of prisms and pyramids. Solve problems about the volume of prisms. Describe three-dimensional rotations and rotational
symmetry.
2A. Relate decimals (0.01-2.99) to pictorial representations and vice versa.2B. Relate fractions and mixed numbers to pictures and vice versa.2C. Identify and/or shade fractional parts of regions, sets or mixed numbers in pictures.3A. Rename equivalent fractions.3B. Rename equivalent mixed numbers as improper fractions and vice versa.4A. Order whole numbers less than 100,000.4B. Order mixed numbers, fractions and decimals.4C. Describe magnitude of whole numbers less than 100,000 and decimals.4D. Describe magnitude of mixed numbers and fractions.4E. Round whole numbers in context.
Grade 5 Page | 46
obtuse) to describe, classify and sort polygons and solids (cube, prism, pyramid and sphere).
4F. Round decimals. 4G. Locate points (fractions, decimals and whole numbers) on number lines and scales. 8A. Add and subtract fractions and mixed numbers with like denominators.9A. Solve one-step story problems involving whole numbers and money amounts with or without extraneous information. Use all operations.9B. Solve two-step story problems involving whole numbers and money amounts with or without extraneous information.15A. Estimate lengths and areas.
16B. Measure and determine perimeters and areas.
17A. Identify, describe and/or classify two-dimensional geometric shapes and figures.
17B. Draw, describe and/or classify two-dimensional geometric shapes and figures.
18A. Identify lines of symmetry.
18B. Draw lines of symmetry.
18C. Identify congruent figures.
18D. Locate points on grids.
24A. Solve logic, counting and classification problems involving the organization of data.
24B. Sort or classify objects, and draw logical conclusions from data including Venn diagrams and transitive reasoning questions.
25A. Solve extended numerical and statistical problems.
Grade 5 Page | 47
Part 3 – Common Unit AssessmentsPre Assessment:Math Expressions Assessment GuideUnit 13 Test Form B (multiple choice)
Post Assessment:Math Expressions Assessment GuideUnit 13 Test Form A (short response)
Weekly Math Review Quiz
Part 4 – Common/Assured Learning ExperiencesPromethean Board Activity: Student Work
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