5th Grade Pacing Guide 2008-09

View Focal Points

 

1st Quarter – Core       9/2-10/30

1st Quarter - Workshop

Resources

5.1.1, 5.1.2, 5.1.3, 5.1.4, 5.1.5

AR.01, AR.02, AR.03, AR.04, AR.05 – chapter 10

5.1.1 – 1.4, 14.2, 14.1

 

 

5.1.2 – 1.2, 1.3 1.6, 1.9, 2.4, 2.7, 2.8, 2.9, 14.5

 

 

5.1.3 – 1.7, 2.5

 

 

5.1.4 – 5.3, 5.4, 5.6, 5.7, 5.8, 5.9, 5.11, 5.12

 

 

5.1.5 – 1.5, 1.8, 1.10, 5.5, 6.1, 6.3, 6.4, 6.5, 6.6, 6.7, 6.10, 6.11

 

 

 

2nd Quarter – Core

10/30-1/22

2nd Quarter – Workshop

Resources

5.1.6, 5.1.7, 5.2.1, 5.2.2, 5.2.3

SP.01, SP.08 – 4.2

5.1.6-

 

 

5.1.7 – 4.1, 4.4, 4.6, 4.10, 14.8

 

 

5.2.1 – 3.1, 5.1, 5.2

 

 

5.2.2 – 3.2, 3.3, 3.4, 3.8, 3.9, 3.10

 

 

5.2.3 -

 

 

 

3rd Quarter – Core

1/22-4/2

3rd Quarter – Workshop

Resources

5.2.4, 5.2.5, 5.2.6,5.3.1, 5.3.2,

ME.01, ME.04 – 8.2, 8.5, 8.7, 12.1

5.2.4 – 3.5

 

 

5.2.5 -

 

 

5.2.6 -

 

 

5.3.1 – 11.2, 11.3

 

 

5.3.2 – 12.2, 12.4, 12.5

 

 

 

4th Quarter – Core

4/3-6/10

4th Quarter – Workshop

Resources

5.3.3, 5.3.4, 5.3.6, 5.3.7, 5.3.8, 5.3.9

GM.09, GM.10 – 11.7, 11.8

5.3.3 – 12.9

 

 

5.3.4 -

 

 

5.3.5 – 12.10

 

 

5.3.6 – 12.12

 

 

5.3.7 – 12.11

 

 

5.3.8 -

 

 

5.3.9 -

Additional Resources – Individual/Grade Level

 

 

Bridge the Gap

 

Math Center Cards

Name that Portion

 

Grade 5

It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and designing and analyzing representations.

5.1       Number and Operations and Data Analysis:  Develop an understanding of and fluency with addition and subtraction of fractions and decimals.

5.1.1  Use fraction models to represent the addition and subtraction of fractions with unlike denominators.

            a.  CE.01 – order, model, and compare common fractions, decimals, and percents

            b.  CE.03 – model, recognize, and generate equivalent forms of commonly used fractions,             decimals, and percents

            c.  CE.06 – develop and evaluate strategies for computing with fractions

5.1.2  Use decimal models, place value, and number properties to add and subtract decimals (to the thousandths).

            a.  CE.01 – order, model, and compare common fractions, decimals, and percents

            b.  CE.02 – locate decimals and percents on a number line

            c.  CE.06 – develop and evaluate strategies for computing with decimals

            d.  CE.10 – add, subtract, multiply, and divide decimals, including money amounts

            e.  CE.16 – apply the commutative, associative and identify properties of addition and             multiplication and the distributive property to simplify calculations with decimals

5.1.3          Select and use appropriate strategies to estimate fraction and decimal sums and differences.

            a.  CE.13 – select and use an appropriate estimation strategy (overestimate, underestimate,           range of estimates) based on the problem situation when computing with decimals

            b.  CE.14 – use referent numbers and rounding to estimate the magnitude of calculations with decimals

5.1.4          Develop fluency with efficient procedures for adding and subtracting fractions and decimals and justify why the procedures work.

            a.  CE.15 – use inverse operations (addition and subtraction, multiplication and division) to         solve problems and check solutions involving calculations with decimals

5.1.5          Solve problems involving the addition and subtraction of fractions and decimals.

            a.  CE.09 – add and subtract fractions and mixed numbers with common fractions found on a     ruler

5.1.6          Use ordered pairs on coordinate graphs to specify locations and describe paths.

            a.  GM.07 -make and use coordinate systems to specify location and describe paths

            b.  GM.08 – find the distance between points along the horizontal and vertial lines of a             coordinate system

5.1.7 Construct and analyze double bar, line, and circle graphs to solve problems involving fractions and decimals.

            a.  SP.03 – design investigations to address a question and recognize how data collection methods affect the nature of a set of data

            b.  SP.04 – understand basic comcepts of sampling (e.g. larger samples yield better results, the need for representative samples)

            c.  SP.05 – represent and interpret data using tables, circle graphs, bar graphs, and line graphs or plots (first quadrant)

            d.  SP.06 – compare different representations of the same data and evaluate how well each representation shows important aspects of the data (e.g., circle and bar graph, histograms with different widths)

            e.  SP.07 – evaluate the appropriateness of representations of categorical and number data (e.g. categorical: types of lunch food; and numerical: heights of students)

            f.  AR.06 – identify and represent whole number data on a coordinate graph (first quadrant)

            g.  AR.07 – identify or describe a situation which may be modeled by a given graph

           

5.2       Number and Operations and Algebra: Develop an understanding of and fluency with division of whole numbers.

5.2.1  Apply understanding of models for division (e.g., equal-sized groups, arrays, area models, equal intervals on the number line) and the relationship of division to multiplication to solve problems.

            a.  CE.04 – Identify classes of numbers (e.g., primes, composites, even, odd, multiples) in a 1-         100 number chart

            b.  CE.05 – recognize characteristics of odd, even, prime, and composite numbers

5.2.2  Apply concepts of place value and the properties of operations to solve problems involving division.

            a.  CE.07 – divide by 2 digit numbers

            b.  CE.10 – add, subtract, multiply, and divide decimals, including money amounts

            c.  CE.12 – determine the order of operations for multiple-step calculations involving addition,             subtraction, multiplication, and division

5.2.3  Select and use appropriate estimation strategies for division (e.g., use benchmarks, overestimate, underestimate, round) to calculate mentally based on the problem situation when computing with whole numbers.

5.2.4  Develop and use accurate, efficient, and generalizable methods to find quotients for multi-digit division problems.

5.2.5  Develop fluency with efficient procedures for dividing whole numbers and justify why the procedures work on the basis of place value and number properties.

5.2.6            Determine the most appropriate form of the quotient and interpret the remainder in a problem situation.

            a.  CE.08 – determine the meaning of the remainder expressed as a whole number, fraction, or decimal in a problem situation involving division

5.3       Geometry, Measurement, and Algebra:  Describe and relate two-dimensional shapes to three-dimensional shapes and analyze their properties, including volume and surface area.

5.3.1  Identify and classify triangles by their angles (acute, right, obtuse) and sides (scalene, isosceles, equilateral).

            a.  ME.05 – Estimate the measure of acute, right and obtuse angles in degrees using referent             angles of 45 and 90 degrees and determine the measurement of angles between 1 and 180             degress to the nearest degree

            b.  GM.01 – identify, describe, compare and classify triangles by their sides and angles

            c.  GM.02 – use properties of triangles to determine the lengths of their sides and perimeter

            d.  GM.03 – develop, understand, and apply the property that the sum of the angle measures in a             triangle is 180 degrees

            e.  GM.04 – draw conclusions about the measures of corresponding sides and angles of two congruent             and similar triangles

            f.  GM.05 – accurately draw and label triangles, angles, and line segments using measurement tools

5.3.2  Find and justify relationships among the formulas for the areas of triangles and parallelograms.

            a.  ME.06 – develop and use formulas for determining the perimeter and area of rectangles and             related triangles and parallelograms

            b.  ME.08 – analyze the effects on area and perimeter by combining two simple geometric figures (e.g.,             two right triangles and a rectangle)

            c.  ME.09 – compare and contrast the formulas for area of rectangles, related triangles, and             parallelograms

5.3.3  Describe three-dimensional shapes (triangular and- rectangular prisms, cube, triangular- and square-based pyramids, cylinder, cone, and sphere) by the number of edges, faces, and/or vertices as well as types of faces.

            a. GM.06 - identify and build three-dimensional objects from two-dimensional representations

5.3.4  Recognize volume as an attribute of three-dimensional space.

5.3.5  Determine volume by finding the total number of same-sized units of volume that fill a three-dimensional shape without gaps or overlaps.

5.3.6            Recognize a cube that is one unit on an edge as the standard unit for measuring volume.

            a.  ME.10 - Estimate and measure volume of a rectangular solid using unit cubes

5.3.7            Determine the appropriate units, strategies, and tools for solving problems that involve estimating or             measuring volume.

            a.  ME.11 - Use referents for metric measurements to make estimates of length, weight, and      volume and evaluate the reasonableness of the estimate (e.g. height of teacher estimated in             height             of student lengths)

5.3.8            Decompose three-dimensional shapes and find surface areas and volumes of triangular and             rectangular prisms.

5.3.9     Identify and measure necessary attributes of shapes to use area , surface area, and volume formulas to solve problems (e.g., to find which of two gift boxes needs the most wrapping paper or has the greater volume?).

 

 

Bold text is eligible CCG to be tested.

 

 

 

 

CCG – 2002

 

CE. 11 – model percentages on a hundreds grid to determine equivalent decimals and percentages

SP.02 – connect simple fractional probabilities to events (e.g. heads is 1 out of 2; rolling a 5 on a six-sided number cube is 1/6)

 

 

SP.01 – compare two related sets of data using measures of center (mean, median, mode, and spread of range)

SP.08 – analyze data from tables and bar graphs using mean median, mode and range and draw conclusions

 

 

 

AR.01 – represent and analyze patterns and functions using words, table, graphs, or simple algebraic expressions

AR.02 – supply a missing element in or determine a rule that extends number patterns involving multiplication or division

AR.03 – use letters, boxes, or other symbols to stand for an unknown quantity in expressions or equations

AR.04 – represent the idea of a variable as an unknown quantity using a letter or symbol

AR.05 – represent and evaluate algebraic expressions involving a single variable (e.g. 4s, .05n)

 

 

ME.01 – using estimation, convert from a measurement expressed using one unit within a system to             one using a comparable unit within the other system (e.g., inches to centimeters)

ME.02 – understand that measurements are approximate and understand how differences in units and tolls             affect precision

ME.03 – know common referents for Fahrenheit and Celsius temperatures (e.g., freezing point, boiling point)

ME.04 – determine measurements of length and perimeter to the nearest tenth centimeter (millimeter)             and nearest tenth meter

ME.07 – develop strategies to measure the perimeter of simple polygons and everyday objects

 

 

GM.09 – identify and describe line and rotational symmetry in two-dimensional shapes and designs

GM.10 – identify and describe a motion or series of motions that will show two triangles are congruent

 

 

 

 

 

Bold text is eligible CCG to be tested.