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LITTLE ROCK SCHOOL DISTRICT2011-2012 Curriculum Map
Grade 5 Mathematics Unit Overview
Mathematical Practice Standards/ Long term goals
Unit # Date Number of
Days
Strands Page Numbers
SOAR Dates
1 August 15 – September 23
29 Data Analysis/ Surveys/Measurement
2 – 4
2 September 20 – October 8
15 Algebra 4 - 6 September 21 – 22
3 October 11-November 12
22 Number Operations/Measurement
7-10
4 November 15 – January 14
31 Number Operations 11 - 16 November 16-17
5 January 18 – February 10
18 Number Operations/Probability
17 - 20February 7 -8
6 February 15 –March 11
19 Measurement/Geometry
20 - 23
7 March 14-April 8 14 Geometry 24-27APRIL 11- APRIL 15 BENCHMARK EXAM
8 April 18-June 2 33 Number Operations 28-31 May 9-10*Elapsed time will be taught within the problem solving sets throughout the year.
Important Note: Before you begin planning each unit, it will be imperative that you read the rationale and any article link for that unit. “Backwards Design
Planning” will enable you to have a deeper understanding of the unit as a whole. Also, be sure to adhere to the Focus and Supporting Benchmarks as these are the expected student learning objectives. Backward design Workshop model page (link)
Three Part Lesson Format: pp 41-48 Van de Walle
Important Note:
1
Little Rock School District5th Grade Math Curriculum Map
Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
UNIT ONEAugust 15-Sept. 23(29 days)
Concepts: Data Analysis, Surveys
How do you determine which average (mode, median, or mean)to use when reporting what is typical with a particular data set?
Rationale: This beginning unit is an opportunity for students to analyze schedules (daily, weekly, monthly student routines) in a real-world context. They will collect and interpret data about themselves, their classmates and their school.
Elapsed time problems should be customized for
DAP.16.5.1Make predictions and justify conclusions based on data
M.13.5.1 Solve real world problems involving one elapsed time, counting forward (calendar and clock).
DAP.14.5.1Develop appropriate questions for surveys
DAP.14.5.2Collect numerical and categorical data using surveys, observations and experiments that would result in bar graphs,line graphss, line plots and stem and leaf plots.
DAP.14.5.3 Construct and interpret frequency tables, charts, line plots, stem-and-leaf plots and bar graphs
DAP.15.5.1 Interpret line graphs, double bar graphs, and circle graphs.
DAP.15.5.2 Determine, with and without appropriate technology, the range, mean, median and mode (whole number data sets) and explain what each
Checkpoint:Data About Us/Dale Seymour“Additional Practice”, p. 122, probs. 1-3
EVERYDAY COUNTS CALENDAR MATH This Routine should occur OUTSIDE THE ONE HOUR MATH BLOCK Follow monthly routine in teacher’s
Effective Instruction
OPENINGNumber Talks / Math TalksDot cards to review propertiesLarge Dot Cards (2 per page ) Buzz
WORK TIME CHOICES Elapsed Time Problem-solving Bank (There are 2 versions of Data About Us. Plan according to the version you have).
Data About Us /Dale Seymour (hot pink/purple books)
Investigations 1-5 (organizing and interpreting data –mode, range and median, data types- using bar graphs)
ORData About Us /Pearson (red books)
Investigation 1-3 (organizing and interpreting data –mode, range and median, data types - using bar graphs)
Data Investigation: What’s
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Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
daily/weekly/monthly schedules. Be sure to make use of the clocks in the manipulative kit each student receives.
CRITICAL: Opportunities concerning time, temperature, and data should be on-going throughout the year.
indicates about the set of data
A.6.5.1Draw conclusions and make predictions, with and without appropriate technology,from models, tables and line graphs.
A7.5.1 Model and describe quantities that change using real world situations ( ex. Age, height)
Performance Assessment
Typical? What’s Typical Directions Personal Data Survey
Questions Data Reporting Sheet
Data Investigation: Walking Directions
Directions for the Investigation Cards with Walking Directions
Games Calculator Get-Down
ClosureGallery WalkJournalsMath Congress/Class Meeting with students sharing strategiesTalk Moves (for the teacher to generated discussion with students sharing)
INTERVENTION Lessons AR04M05051502 Determine
the range, mean, median and mode of a set of data set.
AR04M05041301 Solve real-world elapsed time problems using calendars and clocks (ongoing)
TARGET TEACH FUNDAMENTAL LESSON
M5.3 Create and interpret tables, charts, and graphs of data
M5.13 Determine elapsed time M5.4 create, extend, and
3
Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
represent patterns in tables and graph
Practice or Homework
Dale Seymour/PearsonACE (Applications, Connections, and Extensions) assignments corresponding to each lesson
Harcourt Grade 5Frequency Tables, Line Plots pp. 96-97
Collecting And Organizing Datap. 98“Link-Up To Reading” USING GRAPHIC AIDSp. 99Find the Median and Modepp. 102-103“Analyze Graphs” pp. 106-109 (scaffold instruction p. 108)“Make Line Graphs” pp. 122-125 (scaffold instruction p. 124) “Choose the Appropriate Graph” Lesson 6.6 pp. 130-132“Link-up to Social Studies” p. 133
4
Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
UNIT TWOSept. 20- October 8(15 days)
Concepts: Algebra, Commutative and Associative Properties
How can patterns and number properties be represented by equations and expressions?
Rationale:Once these algebraic concepts are introduced, students will be able to apply them throughout the year as they study fractions, decimals, and whole numbers.
A.5.5.3 A and BA) Select and write algebraic expressions with one variable by substitutionEx. Evaluate x+4 if x=7
B) Evaluate algebraic expressions with one variable by substitutionEx. Evaluate x+4 if x=7
A.5.5.2Write expressions containing one variable (a letter representing an unknown quantity) using rules for addition and subtraction *(and multiplication and division)
A.4.5.2Interpret and write a rule for a one operation
NO.2.5.2Identify commutative and associative properties.
NO.2.5.4Apply rules (conventions) for order of operations to whole numbers where the left to right computations are modified only by the use of parentheses.
A.4.5.1Solve problems by finding the next term or missing term in a pattern or function table using real world situations.
NO.1.5.6Use models to differentiate between perfect squares up to 100 and other numbers.
NO.2.5.1Use divisibility rules to determine if a number is a factor of another number
CheckpointBusy Day
EVERY DAY COUNTS CALENDAR MATH Follow the monthly schedule in the teacher’s manual.
Lessons:
How Many Dots? (order of operations, properties, expressions and equations)
Lessons In Algebraic Thinking 3-5Chapter 8
“Pick a Number”pp. 139-150 (open sentences to represent problems – writing equations, properties)
Chapter 11 “Piles of Tiles” pp. 197-221 include
extension (t-charts, representing patterns with equations and graphs)
Target Teach Strategy Lessons MG5SLAR04M05020402 Write a
rule for one step function table
Administer Checkpoint
5
Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
function table. Ex. adding 3 (extend to graphing)
(2, 3, 5, 10).
NO.3.5.5 Use factors of numbers: to introduce exponents Ex. 36= 6 x 6 or 62
to find common factors of two numbers to simplify fractions to the lowest terms
A.5.5.1Model and solve simple equations by informal methods using manipulatives and appropriate technology.
ANCHOR ASSESSMENT Lisa’s Quilt
SOAR TESTSept. 22-23
Lesson: Exponents, the “perfect squares” (Have students find all the square arrays and make a function table using length or width as “x” and “y” as the area or product. Have them extend the pattern. What do they notice? What patterns? What’s the rule? Why are they called square numbers? etc. Extension: Graph the table. Introduce “square root” as the number associated with the length of one of the sides of a square rectangle.)
Target Teach Strategy Lessons AR04M05010106 Use models to
differentiate between perfect squares and other numbers
LESSONS FOR EXTENDING DIVISION “Exploring Divisibility Rules for Two,
Five, and Ten” (Use as a review if necessary.)
“Exploring Divisibility Rules for Three”
Administer ANCHOR
TARGET TEACH FUNDAMENTAL LESSONS: M5.21Sieve of Eratosthenes: Identifying Prime Numbers, pp. 1-5.M5.1 Using Variables (before “Pick a Number”)M5.2 Input, Output Machines (before “Piles of Tiles”
6
Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources Administer SOAR TEST
Practice or Homework
Harcourt Grade 5
Use Multiplication Propertiespp.258-259Ordered Pairsp. 120-121, Challenge: 6.2Expressions and Variablespp. 64-67Inequalitiespp. 74-75Number Patternspp. 252-253Functionspp. 254-255
TARGET TEACH PARENT ASSISTED LEARNING: “Write Equations and Expressions to Match Situations” “Complete Number Patterns”“Identify a Missing Operational Symbol in an Equation” “Identify Missing Numbers”
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Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
Unit 3Oct.11-Nov.12(22 days)
Concepts:MultiplicationDivision, Distributive Property andMeasurement
Rationale:
Students will represent multiplication and division geometrically using base ten blocks as they solve problems using the distributive property. Measurement activities will incorporate multiplication and division in problem solving situations.
NO.3.5.4Develop and use strategies to estimate the results of whole number computations and to judge the reasonableness of such results.
NO.2.5.3Identify the distributive property by using physical models to solve computation and real world problems. NO.3.5.1 B and CDevelop and use a variety of algorithms with computational fluency to perform B) whole number multiplication (up to three-digit x two-digit)C) division (up to two-digit divisor) interpreting remainders, including real world problems
NO.3.5.3Solve, with and without appropriate technology, two-step problems using a variety of methods and tools (i.e. objects, mental computation, paper and pencil).
NO.3.5.1 ADevelop and use a variety of algorithms with computational fluency to perform whole number operations using addition and subtraction (up to five-digit numbers).
M.12.5.2Make conversions within the customary measurement system in real world problems Ex. hours to minutes, feet to inches, quarts to gallons, etc.
M.13.5.2Determine which unit of measure or measurement tool matches the context for a problem situation. Checkpoint:
Connect to
EVERY DAY COUNTS CALENDAR MATH Follow the monthly schedule in the teacher’s manual. Begin “A Fraction a Day” and “Arrays” Oct. 1 (see p. 32-33, 39-43).
Lessons:
TEACHING STUDENT-CENTERED MATHEMATICS 3-5 p.66: Use arrays to look at physical models
of the distributive property.
Target Teach Strategy Lessons AR04M05010203 Distributive property
using models to solve problems.
Multiplication Using Base Ten Blocks: Using Geometry to Visualize Multiplication
Mrs. Romain’s Garden
Connect to NCTM Standards 2000 Grade 5 Using Algebraic Properties , pp. 44-48
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Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
NCTM Standards 2000, Grade 5Using Algebraic Properties, p. 49
Checkpoint Investigations: Building On Numbers You Know "Another Division Problem", p. 201
ANCHOR ASSESSMENT:Investigations: Building on Numbers You Know, “Ways to Multiply and Divide” pp. 100 and 101
Target Teach Strategy Lessons MG5SLAR04M05041201 Identify
appropriate units and tools to measure. AR04M05041202 Conversion
between units in the customary measurement system and real
world problems. Harcourt
Change Linear Units, “Alternative Teaching Strategy” p.528 B; pp. 528-530
Customary Capacity and Weight“Alternative Teaching Strategy”p. 532 B; 532-533.
Administer Checkpoint Connect to NCTM Standards 2000
Grade 5, Using Multiplication to Divide , pp. 18-23
INVESTIGATIONS: BUILDING ON NUMBERS YOU KNOWInvestigation 3, Sessions 4-6, pp. 83-88 (Division Clusters)
Administer Checkpoint
HARCOURT TE Challenge Book, 10.2: Estimating
quotients (see p. 211 in the TE) pp. 259-260
LESSONS FOR EXTENDING DIVISION The Yarn Lesson, pp. 138-150 (linear measurement and division)
Beans and Scoops , pp. 151-168
9
Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
(capacity and division) (These lessons will help students transition to the concepts of fractions)
Administer ANCHOR
TARGET TEACH FUNDAMENTAL LESSON These intervention lessons may be used with students who need additional reinforcement.M5.20 Composing and Decomposing Numbers M5.14 Estimate and Measure Distance, Capacity, Time, Temperature, and Weight Using the Appropriate Tools (Students explore different areas of measurement through various work stations. This lesson may take several days and plenty of prep time.)
Practice or Homework
Harcourt Grade 5The Distributive Propertypp. 260-261Estimation: Pattern in Multiplespp. 148-149Multiplication by 1-digit numberspp. 150-151Multiplication by 2-digit numberspp. 152-153Estimate Quotients pp. 192-193 pp. 210-211 Division by 2-digit numberspp. 212-213 Adding and Subtracting Whole Numbers to Five Digits
10
Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resourcespp. 46-47 Change Linear Unitspp. 528-531Expressions and Variablespp. 64-67; pp.70-73; pp.246-248 Algebra: Patterns in Division pp. 208-209 Challenge Book, 9.1 (p.193 in TE) Challenge Book, 10.1 (p. 209 in TE) Challenge Book, 9.5 ( p. 201 in the TE)
TARGET TEACH PARENT ASSISTED LEARNING: “Distributive Property” “Estimation with Whole Numbers” “Single Step Word Problems with Division” “Convert Between Units of Measure” “Choose Appropriate Units of Measure”
11
Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
Unit FourNov. 15- Jan.14 (31 days)
Concepts:Decimal Numbers, Fractions
How are fractions and decimals related?
Rationale:
Students will use models to gain understanding of and compute with rational numbers (decimals and fractions). Models include base ten blocks, decimal grids, number lines, rulers, fraction strips and fraction bars. This unit also incorporates concepts of place value, estimation, and measurement.
NO.1.5.2Develop understanding of decimal place value using models.
NO.3.5.2 A, DDevelop and use algorithms: to add and subtract numbers containing decimals (up to thousandths place)*to add and subtract fractions with like denominators
NO.1.5.1 A, B, C, and DUse models and visual representations to develop the concepts of the following: Fractions: parts of unit wholes parts of a collection locations on number lines
NO.2.5.2 (review)
Identify commutative and associative properties. NO.2.5.3 (review)Identify the distributive property by using physical models to solve computation and real world problems.
NO.1.5.4 A and BRound and compare decimals to a given place value (whole number, tenths, hundredths).
NO.1.5.3Identify decimal and percent equivalents for benchmark fractions.
NO.2.5.5 A, B, C and DModel addition, subtraction, and multiplication of fractions with like and unlike denominators and decimals.
NO.3.5.5 A, B, and C
Checkpoint AHARCOURT, PERFORMANCE ASSESSMENT, Lunch and a Movie, Task A, pp. PA1 - PA7.Rubric on page PA2.
EVERY DAY COUNTS CALENDAR MATH Follow the monthly schedules in the teacher’s manual.
Lessons:
LESSONS FOR DECIMALS AND PERCENTS
Representing Decimals with Base 10 Blocks , pp. 1-8
Introducing Decimal Notation , pp. 9- 20
Decimal Riddles , pp. 21-26
INVESTIGATIONS: NAME THAT PORTION
Investigation 3, Session 2, pp. 72-77 (reading, writing, ordering, and adding decimals on a grid. Use Harcourt Reteach 15.6 for practice/homework.)
Harcourt
12
Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
locations on ruler (benchmark fractions) divisions of whole numbers.
M.13.5.3 BDraw and measure distance to the nearest ¼- inch and cm accurately.
NO.1.5.5 A, B, and CUse models of benchmark fractions and their equivalent forms: to analyze the size offractions to determine that simplification does not change the value of the fraction to convert between mixed numbers and improper fractions.
NO.3.5.2 DDevelop and use algorithms: to add and subtract fractions with like denominators.
Use factors of numbers: to introduce exponents Ex. 36= 6 x 6 or 62
to find common factors of two numbers to simplify fractions to the lowest terms.
Checkpoint B “Pizza, Anyone?”
Add and Subtract Decimals pp.48-50
Target Teach Strategy Lessons MG5SLAR05M05010104 Round decimals and compare
AR04M05010205bNov Model addition, subtraction, and multiplication of decimals
Administer Checkpoint A
Lessons:Harcourt:
Introduction to fractions p. 313(Use fraction bars)Target Teach Strategy
AR04M05010101aNov Develop the concept of fractions
TEACHING STUDENT-CENTERED MATHEMATICS 3-5
p.145, Activities 5.7 and 5.8 (analyze the size of fractions)
INVESTIGATIONS: NAME THAT PORTION
Investigation 2, Session 3 pp.41-43 (fraction strips) Investigations: Name That Portion
Investigation 2, Sessions 4-6, pp. 46-
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Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
56 (fractions on a number line)
Harcourt:
p. 314 B “Alternative Teaching Strategy” (modeling equivalency); p.314-315
p. 316 - 318 Simplest Form (Now is an appropriate time to teach fraction symbols on the calculator.)
Target Teach Strategies AR04M05010305Oct Use factors with exponents, to find common factors and to simplify fractions
HARCOURT: p.320 B “Alternative Teaching
Strategy” (understand mixed numbers) use fraction bars
pp.322 – 324 Compare and Order Fractions and Mixed Numbers
p. 328 B “Alternative Teaching Strategy” (relate fractions and decimals); pp. 328-330
TEACHING STUDENT-CENTERED MATHEMATICS 3-5
“Making and Using Rulers” (to ¼ - inch) Activity 9.2
MATHEMATICS NAVIGATOR, KNOWING FRACTIONS
“Using the Ruler to Understand Fractions”
14
Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
SOAR TESTNov. 17-18
adapted lesson from Student Pages
HARCOURT TE 320 – 321 (understanding mixed
numbers) pp. 322-325(compare and order
fractions and mixed numbers)For all fraction activities above, have students model using fraction bars from Harcourt manipulative kits also teach calculator keys)
328-330 (relate fractions and decimals) p. 346 B “Alternative Teaching
Strategy” (model addition and subtraction of like fractions);;pp. 346 – 347
p. 348-350 Lesson 16.2 (add and subtract unlike fractions)
Target Teach Strategy AR04M05010302bNov Add and
subtract fractions with like denominators
FIELD TRIPS AND FUND-RAISERS by Marilyn Burns
The Field Trip pp. 13-22 (2-day activity)
“Introducing Multiplication of Fractions”
MATH SOLUTIONS: “Introducing Multiplication of Fractions” by Marilyn Burns
Target Teach Strategies
15
Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
AR04M05010205aNov model addition, subtraction, and multiplication of fractions
Administer Checkpoint B
TARGET TEACH FUNDAMENTAL LESSONThese intervention lessons may be used with students who need additional reinforcement.
M5.17 Add and subtract decimalsM5.18 Add and subtract fractionsM5.23 Plotting fractions and decimals on a number lineM5.25 Rounding numbers (decimals)M5.26 Place value and expanded notation (decimals)
Practice or HomeworkHarcourt:Measure Customary Lengthpp. 522-525Decimal Place Valuepp.22-24Equivalent Decimalspp. 26-27Compare and Order Decimalspp. 28-29Round Decimalspp. 40-41Simplest Form Reteach Workbook 15.2 Mixed Numbers Reteach Workbook 15.3 Use Models Challenge Workbook
16
Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
UNIT FIVEJan. 18- Feb. 10 (18 days)
Concepts: Ratio, Percent, Probability
How do ratio and percent relate to probability, and how do you use probability to decide fairness in real world situations?
Rationale:
Students will use models including counters, grids, and number lines to show relationships between ratios, decimal numbers, percentages, and probability.
Probability strategies include making organized lists and tree diagrams to identify and predict all possible outcomes.
NO.1.5.1 D and E Use models and visual representations to develop the concepts of the following: D Ratios: part-to-part (2 boys to 3 girls); part-to-whole (2 boys to 5 people)
E Percents: part to 100
DAP.17.5.2 List and explain all possible outcomes in a given situation.
NO.1.5.3Identify decimal and percent equivalents for benchmark fractions. (1/4, ½, ¾)
DAP.17.5.1 Identify and predict the probability of events within a simple experiment.
DAP.16.5.1Make predictions and justify conclusions based on data.
ANCHOR ASSESSMENT: ”Vegetable Garden Plot”
SOAR TESTFeb. 3-4
15.5;Reteach 15.6
TARGET TEACH PARENT ASSISTED LEARNING: “Equivalent Fractions”“Estimation with Fractions and Decimals”“Multiplication of Common Fractions” EVERY DAY COUNTS CALENDAR MATH Follow the monthly schedules in the teacher’s manual. Lessons:
HARCOURT:
Lesson 28.1: “Understand Ratios”, “Alternative Teaching Strategy” and “Writing in Mathematics”, p. 614B Hands-On - p. 614-615
Lesson 28.2: p. 616-617 “ Express Ratios”
“Understand Percent” pg. 632-633
INVESTIGATIONS: NAME THAT PORTION
Investigation 1, Session 2 . “Grid Pattern Student Sheet”
HARCOURT:
Lesson 29.2, “Relate Decimals and Percents”, p. 634-635 ; (Teach calculator symbols)
17
Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
Lesson: “Se nse or Nonsense” (adopted from Marilyn Burns)
Target Teach Strategies AR04M05010101 Use models to develop the concepts of fractions, ratios and percents. AR04M05010101bNov Use models to develop the concepts of ratios and percents AR04M05010103 Identify decimal and percent equivalents for benchmark fractions.
Fraction, Percent, Decimal Card Sort Game
INVESTIGATIONS: BETWEEN NEVER AND ALWAYS
Investigation 1, Sessions 1 & 2, “Creating a Likelihood Line”, pp. 4-11
INVESTIGATIONS: BETWEEN NEVER AND ALWAYS
Investigation 1, Session 7: pp. 40-45 (predicting probabilities on spinners)
Investigation 2, Sessions 1-5: pp. 48- 70 (finding combinations/determining fairness of games)
Target Teach Strategies AR04M05051701 Predict
18
Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
probability of events
HARCOURT:
p. 658-659 Probability and Predictions p. 660-661 Tree Diagrams p. 662-663 Arrangements and
Combinations (Enhance student understanding by having students model with connecting cubes.)
p. 664-667 Organized Lists
NCTM STANDARDS 2000
Listing Possible Outcomes, pp. 134-139 (probability game listing possible outcomes and making tree diagrams)
Administer ANCHOR
TARGET TEACH FUNDAMENTAL LESSONThis intervention lesson may be used with students who need additional reinforcement.M5.27 Predict the Probability of Outcomes of Simple Experiments
Practice or Homework Harcourt: Understand Ratios Reteach Book 28.1
Express Ratios Challenge Book, 28.2 (See TE p. 617)
Probability Expressed as a Fraction
19
Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resourcespp.656-657
Probability Experiments Challenge workbook 30.1
Probability Expressed as a Fraction Challenge workbook 30.2Probability and Predictions Challenge workbook 30.3
UNIT SIXFeb.15 -Mar.11(19 days)
Concepts:Measurement AreaPerimeterVolumeSurface Area
How does the effect of surface area and volume impact packaging decisions?
Rationale:
In this unit students will engage in hands-on measurement activities as they explore real world problem- solving situations.
Line = one dimension (length, width, or height)Area = two-dimensions (length x width) always measured in squared units ex. cm2
Volume =
M.13.5.4 A and BDevelop and use strategies to solve real world problems involving perimeter and area of rectangles.
M.12.5.5Model the differences between covering the faces (surface area/nets) and filling the interior (volume of cubes).
G.11.5.1Using grid paper, draw and identify two-dimensional patterns (nets) for cubes.
M.13.5.3 A and BDraw and measure distance to the nearest cm and ¼ inch accurately.
M.12.5.4 A, B, and CUnderstand when to use linear units to describe perimeter, square units to describe area or surface area, and cubic units to describe volume, in real world situations.
M.12.5.3Establish through experience benchmark prefixes of milli-, centi-, and kilo-.
M.13.5.2Determine which unit of measure or measurement tool matches the context for a problem situation.
Checkpoint CONNECT TO NCTM STANDARDS 2000 GRADE 5, “Finding Volume of Rectangular Solids” pp. 100-101
ANCHOR ASSESSMENT:NAVIGATING THROUGH MEASUREMENT GRADE 3-5 “Wrap It Up!” Activity Pages “Researching Box Designs” Problems one and two of the activity pages will be done as a
EVERY DAY COUNTS CALENDAR MATH: Follow lessons accordingly.
Lessons: Introduce mm/cm:
Construction Zone (diagnose measurement misconceptions)
Target Teach Strategies AR04M05041201 Identify
appropriate units and tools to measure
Harcourt pp.548-549, Estimate Perimeter pp. 550-551 Find Perimeter pp.562-563 Estimate Area
Math By All Means: Area And Perimeter, "Foot Stuff" pp.41-53 (developing concept of area) This is a partner activity.
Target Teach Strategies AR04M05041304 Solve problems involving perimeter and area
20
Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
Three dimensions (length, width, height) always measured in cubic units ex. cm3
lesson. “Wrap It Up” Anchor Rubric
INVESTIGATIONS, CONTAINERS AND CUBES Grid paper and cubes will be needed.
Two-Centimeter Grid Paper
Investigation 1, Sessions 1-2 pp.4-15; 100-103 (develop concept of volume) Investigation 1, Sessions 3-4 pp. 16-23 (concept of volume and division)
Navigating through Measurement 3-5 “Changing Garden”, pp. 62-65; 130-131 (different areas for a given perimeter))
Navigating through Measurement 3-5 “Building Boxes”, pp. 77-82. (nets and volume)
Navigating through Measurement 3-5 "Wrap It Up!", pp. 83-88, 136-137 (volume and surface area relationships) “Wrap It Up!” Activity Pages
Administer Checkpoint
Harcourt pp.588-589 Nets for Solid FiguresGrid paper needed.
pp.590-591 Surface Area
Administer Anchor
TARGET TEACH FUNDAMENTAL LESSON
21
Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/ResourcesThese intervention lessons may be used with students who need additional reinforcement. M5.12 convert from one unit of measurement to another M5.15 measure length to nearest ¼ inch and centimeter
M5.16 use metric prefixes for length and capacity
Practice or Homework
Harcourt
pp.548-549 Estimate Perimeter pp.550-551 Algebra: Find the Perimeter pp.522-524 Customary Length pp.526-527 Metric Length and Challenge 24.2 pp.562-563 Estimate Area pp.564-566 Algebra: Area of Squares and Rectangles
pp. 568-571 Perimeter and Area
pp.588-589 Nets for Solid Figures Surface pp.590-591Area
TARGET TEACH PARENT ASSISTED LEARNING: “Doubling the Sides and the Area” “Perimeter, Area, and Volume”
22
Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
Unit SevenMar.14-Apr.8 (14 days)
Concepts: Polygons, Lines, Angles and circles
How are the properties of geometry used in nature and architectural design?
Rationale:
In this unit students will become fluent in geometric vocabulary and concepts through hands-on activities involving construction and drawing.Students prepare for higher level mathematics by exploring the relationship between the radius, diameter, and circumference of circles.
G.8.5.1Identify and model regular and irregular polygons including decagon.
G.10.5.1Use geometric vocabulary (horizontal/x-axis, vertical/ y-axis, ordered pairs) to describe the location and plot points in Quadrant 1.
A.4.5.2Interpret and write a rule for a one operation function table. Ex. adding 3 (extend to graphing)
M.13.5.6Use benchmark angles to estimate the measure of anglesEx. 45 degrees, 90 degrees, 120 degrees, 180 degrees
G.8.5.2 A and BIdentify and draw congruent, adjacent, obtuse, acute, right and straight angles (Label parts of an angle: vertex, rays, interior and exterior).
M.12.5.1Identify and select appropriate units and tools to measure.Ex. angles with degrees, distance with feet
G.8.5.3Model and identify circle, radius, diameter, center, circumference and chord.
G.8.5.4Model and identify the properties of congruent figures.
EVERYDAY COUNTS CALENDAR MATH: Follow lessons accordingly.
Instructional Strategies Lessons:
Investigations: Picturing Polygons, Investigation 1, Session 1, pp. 5-7 (characteristics of polygons); Introduction: p.167; Student Sheet 1; “Brainstorming the Names of Polygons” p.22-24; Student Sheet 5
Target Teach Strategies AR04M05030901 Predict and describe
results of translations, reflections, and rotations.
HARCOURT: pp. 446-447; 462-465;504-505
Transformations and Tessellations
NAVIGATING THROUGH GEOMETRY 3-5 “Zany Tessellations” p. 68-74
HARCOURT:
pp. 428-431 Lesson 20.1 “Lines and Angles”(emphasize symbols)
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Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
G.9.5.1Predict and describe the results of translation (slide), reflection (flip), rotation (turn), showing that the transformed shape remains unchanged. M.13.5.5Count the distance between two points on a horizontal or vertical line and compare the lengths of the paths on a grid. Ex. shortest path, paths of equal length, etc.
CheckpointHARCOURT TE, p.430 “Scaffolded Instruction”(Extend chart to include parts of circle).
Target Teach Strategies MG5SLAR04M05030802 Identifying angles
Harcourt pp. 432-433 Lesson 20.2 “Measure and
Draw Angles”
Investigations: Picturing Polygons, Investigation 2, Session 8 , pp. 70-72
“Finding Angle Sizes” (using power polygons); Student Sheet 14
Target Teach Strategies
AR04M05041306 Use benchmark angles to estimate the measure the angles
Investigation 3 Session 1-2 p.83: Picturing Polygons, p. 83 “Regular Polygons”, use p. 194 and Student Sheet 19
Circles: Read Sir Circumference and the Knights of the Round Table
p. 438B ‘Alternative Teaching Strategy’ ‘(model parts of a circle); Lesson 20.4 Harcourt p.438-440 (1-5 and 13-17 only)
Connect to NCTM Standards 2000, Grade 5, pp. 88-93 “Exploring Circumference and Diameter”
Harcourt p.442-444 Congruent and Similar
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Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
ANCHOR ASSESSMENT: BALANCED ASSESSMENT, ELEMENTARY GRADES, PACKAGE 2 "Old Ruins", pp. 91-94
Rubric for “Old Ruins”
SOAR TESTMar. 10-11
Figures NAVIGATING THROUGH GEOMETRY
3-5 pp.55-58 “Going Logo for Symmetry”
Harcourt
446-447 Symmetric Figures P.120 B “Alternative Teaching Strategy”;
Pp.120-121; CW 6.2 Lessons from Algebraic Thinking by
Marilyn Burns; Tic Tac Toe coordinate grid game
Name the Coordinate worksheet
TARGET TEACH FUNDAMENTAL LESSON
M5.11 Plot coordinates in the first quadrant.
Administer Checkpoint
TARGET TEACH FUNDAMENTAL LESSONThese intervention lessons may be used with students who need additional reinforcement. M5.8 Identify lines, line segments, rays, angles, and parallel and perpendicular lines M5.9 Identify right, acute, and obtuse angles in geometric figures.
M5.10 Identify transformations.
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Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/ResourcesAdminister ANCHOR
Practice or Homework
Harcourt Grade 5
Lines and Angles, pp. 430-431
Angles and Polygons, pp. 434-437 Circles, Practice Book 20.4 Congruent Figures, Challenge 20.5 Transformations and Tessellations pp464-465
Solid Figures, pp.466-469
TARGET TEACH PARENT ASSISTED LEARNING: “Transformations” “Intersecting lines and lines of symmetry” “Characteristics of lines”
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Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
Unit EightApr.18-June 2(33 days)
Concepts:Problem Solving and Computation
How do you decide which operations are appropriate for solving problems
Rationale:
Students gain more experience with computation as it is applied in problem solving situations. Discussion revolves around operational problem types. This unit will help students in their transition to higher level mathematics.
NO.3.5.3 Solve, with and without appropriate technology, two-step problems using a variety of methods and tools (i.e. objects, mental computation, paper and pencil)
NO3.5.2 B and C
Develop and use a to multiply decimals (hundredths x tenths);
to divide decimals by whole algorithm
SOAR TESTMay 11-12
EVERY DAY COUNTS CALENDAR MATH Follow the monthly schedules in the teacher’s manual.
Instructional Strategies
Lessons: NAVIGATING THROUGH MEASUREMENT 3-5, Conversion Sense p. 124 (teach pages 47-49 ) ; Materials needed for this activity: calculators, stop watches, conversion sense and paper the size of dollar bills.
Choose an Operation (You will not have time to use all of these problems. Use some of the problems for lessons and some for homework/practice. Discuss problem types during lessons. Choose problems appropriate for your students. Change numbers to differentiate as needed).
Administer SOAR TEST
HARCOURT MATH T.E. Chapter 8pp. 164-165Lesson 8.1 “Multiply Decimals and Whole Numbers”,: Explore and Connect (Students need lots of discussion and sharing to
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Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
connect the model to the mathematical sentence.)
p. 166 Lesson 8.2 “Algebra: Patterns in Decimal Factors and Products ” (Have students use the calculator to discover the rule instead of telling them the rule. Give lots of examples and don’t go to the page in the book until they discover it.)
p. 168 Lesson 8.3 “Model Decimal Multiplication” (Lots of grid paper and discussion will be needed for students to understand WHY and HOW the model connects to finding the product. Don’t go to book explanation until students have had time to investigate and make discoveries.)
170-171 Lesson 8.4 “Place the Decimal Point” (Be sure to focus on the estimation of the product so students have an understanding of where and why it “makes sense” to put the decimal point. Memorizing the trick will not give them an understanding.)
p. 174 Lesson 8.5 “Zeros in the Product” (The calculator is a great tool for seeing the pattern for what happens with the zeros and where to place the decimal. Before looking at the book explanation, give students lots of problems to do on their calculator with the focus on looking for a pattern about what happens with the decimal and the zeros. After students figure out the pattern, the
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Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
Checkpoint AHARCOURT, PERFORMANCE ASSESSMENT,Jewelry Store, Task B, pp. PA22-23
Rubric on pp. PA 26-27
Checkpoint BHARCOURT, PERFORMANCE ASSESSMENT,Rolling Prices, Task B, pp. PA31-32
Rubric on pp. PA 35-36
focus then needs to center around “why”. Make grid paper available.
ROADS TO REASONING GRADE 5 p. 35 “Pet Care”
p. 41 “Football Game”
Administer Checkpoint A
Chapter 11 p. 228Lesson 11.1 “Algebra: Patterns in Decimal Division”: Alternative Teaching Strategy” p. 228B (Have students discover the pattern BEFORE reading the book explanation.) .
p. 230 Lesson 11.2 “Decimal Division” (Focus on connecting the visual models with WHY the procedure works.)
ROADS TO REASONING GRADE 5 p. 62 “The County Fair”
p. 69 “The Horse Stable”
Administer Checkpoint B
TARGET TEACH FUNDAMENTAL LESSONThis intervention lesson may be used with students who need additional reinforcement.M5.22 Perform basic operations with whole numbers.
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Essential Questions
Rationale Focus Benchmarks Supporting Benchmarks(Precision Standards)
AssessmentsAnd Notes
Strategies/Resources
Practice or Homework
“Choose an Operation” problems
Harcourt:p. 165 Multiply Decimals and Whole Numbersp. 167Algebra: Patterns in Decimal Factors and Products PW11.1 p. 16 9 Model Decimal Multiplication pp. 172-173 Place the Decimal Point p. 175 Zeros in the Product p. 229Algebra: Patterns in Decimal Division p. 231Decimal Division PW 11.2
TARGET TEACH PARENT ASSISTED LEARNING: “Computation with Whole Numbers, Fractions, and Decimals”“Solve Real-World Problems Using Whole Numbers, Fractions, and Decimals” “Identify Needed or Irrelevant Information” “Multiple-Step Word Problems”
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