5 Math Unit 1 TEKS 1-3
Longview ISD5th Grade Math Unit 1-1-3
5thGrade TEKS with Specificities:5.1Number, operation, and quantitative reasoning. The student uses place value to represent whole numbers and decimals. The student is expected to:
5.1Ause place value to read, write, compare, and order whole numbers through 999,999,999,999
Include:
- Convert from standard to written (digits to words)
- Convert from written to standard (words to digits)
- Include expanded notation--ex. (3x100) + (5x10) + (7x1) also, 300 + 50 + 7
- Convert from expanded to standard
- Convert from standard to expanded
- Use place and value (such as 31,465 – the four is in the hundreds place and the value is 400)
- Include using symbols and words for “greater than” (>), “less than” (<), and equal to (=)
- Compare and order groups of numbers
- Sequence numbers/words (such as populations and names of cities) from least to greatest
- Sequence within a given range, such as "is 300 between 0 and 500?"
- Include non-examples - "which of these does NOT make the sentence true? -- What could you do to make this true? --Why is this not true?
Base ten pieces, straws, paper clips, place value charts
5.3Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve meaningful problems.
5.3Didentify common factors of a set of whole numbers
Include:
- Apply multiplication concepts
- factors, products, common, and arrays
- Cuisenaire rods, tiles, linear pieces (linear dimensions and area arrays are a must in developing this concept)
5.5Adescribe the relationship between sets of data in graphic organizers such as lists, tables, charts, and diagrams
Include:
- Journal writing explaining in words the relationship
- Pictorial models illustrating the relationship
- A variety of tables, charts, lists
- Picture, Bar, Line graphs
- Diagrams
- Using both horizontal and vertical tables
Include:
- Area arrays
- Pictorial drawings on grid paper
- Real-life application
- Word problems
- Working with and making connections among the different representations (concrete/pictorial/abstract)
- prime, composite, factor pairs
- Base 10 pieces, tiles, linear pieces, grid paper
5.13Ause tables of related number pairs to make line graphs
Include:
- Coordinate grids
- Write and read ordered pairs (2, 5).
- Label points on grid
Include:
- Include pictographs, bar graphs, line graphs
- Graphs read vertically and horizontally
- Children may need to complete a portion of graph
- Interpret graph by combining information on graph
- Students must construct graphs by :
- Collect data
- Organize data
- Record data
- Display data
Weeks 1-3 Place Value and Problem Solving (Decimal values may be introduced during Unit 1 or Unit 3 depending on individual classrooms.)
Vocabulary Adventure
- Round p. 25
- Whole number p. 33
- Digit p. 37
- Place value p. 39
- Expanded form p. 41
- Greater/less than p. 43
- Infinite p. 81
Building on Numbers You Know
Investigation 1
Sessions 6 and 7, “The Digits Game”
TEXTeam
- Race for a Flat
- Race to Zero
- Big Blank Number Line
- Exchanging and Regrouping with Base 10 Blocks
- Comparing and Ordering Whole Numbers
- Telling Phone Numbers (calculator activity)
- Lesson 25 Whole Number and Decimal Numeration
- Pages 7-10 (whole numbers)
- Pages 13-16 (decimals)
- Chapter 1, Lessons 1 and 2 (whole numbers)
- Chapter 1, Lessons 3-5 (include decimals)
listed by Student Expectations within TAKS Objective sections
Problem Solving Strategy
“Find a Pattern”
- Count On Itp. 18
- TEXTeams,
What Comes Next? Fancy Flights of Four - Problem Solver I
Problems 9 and 10
F
8/27/2007DRAFT 3