5Th Grade Mathematics

Pacing Guide

5th Grade Mathematics

Week of: / Performance Objectives to be Taught / Common Assessment / Vocabulary / Resources
August
Q1W1 / S1C1.PO6 – Express or interpret positive and negative numbers in context
S1C1.PO3 – Locate integers on a number line
S1C2.PO5 – Simplify numerical expressions (including fractions and decimals) using the order of operations with or without grouping symbols
(use as review of basic number facts, do not worry about exponents at this time)
S5C2-05. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols.
S5C2-07. Analyze and evaluate whether a solution is reasonable, is mathematically correct, and answers the question.
**6R-Compare and order integers
**6R-Add/Subtract integers without a number line
PROBLEM SOLVING / CRITICAL THINKING (ALL YEAR)
5.MP.1 Make sense of problems and persevere in solving them.
5.MP.2 Reason abstractly and quantitatively.
5.MP.3 Construct viable arguments and critique the reasoning of others.
5.MP.4 Model with mathematics.
5.MP.5 Use appropriate tools strategically.
5.MP.6 Attend to precision.
5.MP.7 Look for and make use of structure.
5.MP.8 Look for and express regularity in repeated reasoning. / GALILEO-
Integers – Week 1 / contextual situation
negative
positive
sign
integer
number line coordinate
order of operations PEMDAS
parentheses
brackets
exponent / Lesson 22.1, 22.2
http://www.eduplace.com/math/hmm/g_5.html
http://nlvm.usu.edu/en/nav/grade_g_2.html
http://pbskids.org/cyberchase/games/negativenumbers/negativenumbers.html
http://math.pppst.com/negatives.html
http://www.mathgoodies.com/lessons/vol5/intro_integers.html
Lesson 5.6
http://amby.com/educate/ord-op/
http://www.eduplace.com/math/hmm/g_5.html
http://math.pppst.com/index.html
http://nlvm.usu.edu/en/nav/grade_g_2.html
http://www.shodor.org/interactivate/activities/OrderOfOperationsFou/
http://www.coolmath-games.com/0-make24/index.html
http://www.mathgoodies.com/lessons/vol7/order_operations.html
http://www.gamequarium.com/orderofoperations.html
Week of: / Performance Objectives to be Taught / Common Assessment / Vocabulary / Resources
August
Q1W2 / Place Value, Addition and Subtraction
S1C2.PO4 – Apply the associative, commutative, and distributive properties to solve numerical problems
S1C3.PO1 – Make estimates appropriate to a given situation or computation with whole numbers, fractions, and decimals
**6R- squares, square roots, cubes / CHAPTER 1
Week of: / Performance Objectives to be Taught / Common Assessment / Vocabulary / Resources
August
Q1W3 / Place Value, Addition and Subtraction
S1C2.PO4 – Apply the associative, commutative, and distributive properties to solve numerical problems
S1C3.PO1 – Make estimates appropriate to a given situation or computation with whole numbers, fractions, and decimals / Unit 1 Test / CHAPTER 2
August/ September Q1W4 / S1C2.PO2 – Multiply multi-digit whole numbers
S1C1.PO2 - Differentiate between prime and composite numbers; differentiate between factors and multiples for whole numbers
S1C2.PO4 – Apply the associative, commutative, and distributive properties to solve numerical problems
S1C3.PO1 – Make estimates appropriate to a given situation or computation with whole numbers, fractions, and decimals
S5C2-06. Summarize mathematical information, explain reasoning, and draw conclusions.
S5C2-07. Analyze and evaluate whether a solution is reasonable, is mathematically correct, and answers the question.
5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm. / computation
operations
regrouping
multiply
product
composite
prime
factor
multiple / CHAPTER 3
http://www.eduplace.com/math/hmm/g_5.html
http://math.pppst.com/multiplication.html
http://math.pppst.com/factoring.html
http://nlvm.usu.edu/en/nav/grade_g_2.html
http://www.dositey.com/2008/index.php?page=free_activities&sub=34&subsub=m&sub_3=multi
Week of: / Performance Objectives to be Taught / Common Assessment / Vocabulary / Resources
September
Q1W5 / SAME AS ABOVE
September
Q1W6 / S1C2.PO3 – Divide multi-digit whole numbers by whole number divisors with and without remainders
S1C2.PO4 – Apply the associative, commutative, and distributive properties to solve numerical problems
S1C3.PO1 – Make estimates appropriate to a given situation or computation with whole numbers, fractions, and decimals
S5C2-07. Analyze and evaluate whether a solution is reasonable, is mathematically correct, and answers the question.
5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. / divide
dividend
divisor
quotient / CHAPTER 4 AND 5
http://www.eduplace.com/math/hmm/g_5.html
http://math.pppst.com/division.html
http://nlvm.usu.edu/en/nav/grade_g_2.html
September
Q1W7 / SAME AS ABOVE
Week of: / Performance Objectives to be Taught / Common Assessment / Vocabulary / Resources
September
Q1W8 / S4C4.PO1 – Solve problems using elapsed time
S4C4.PO2 – State an appropriate measure and degree of accuracy in a given context
S5C2-01. Analyze a problem situation to determine the question(s) to be answered.
S5C2-02. Identify relevant, missing, and extraneous information related to the solution to a problem.
S5C2-03. Select and use one or more strategies to efficiently solve the problem and justify the selection.
S5C2-06. Summarize mathematical information, explain reasoning, and draw conclusions.
**6R-Determine appropriate measurement tool
5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. / elapsed
hour
minute / CHAPTER 6
http://www.eduplace.com/math/hmm/g_5.html
http://math.pppst.com/index.html
http://nlvm.usu.edu/en/nav/grade_g_2.html
October
Q1W9 / S2C1.PO1 – Collect, record, organize, and display data using multi-bar graphs or double line graphs
S2C1.PO2 – Formulate and answer questions by interpreting and analyzing displays of data, including multi-bar graphs or double line graphs
S3C4.PO1 – Describe patterns of change including constant rate and increasing or decreasing rate
S5C2-02. Identify relevant, missing, and extraneous information related to the solution to a problem.
S5C2-05. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols.
S5C2-06. Summarize mathematical information, explain reasoning, and draw conclusions.
**6R-Histograms, stem and leaf plots / graphical representation
bar graph (multi)
chart
line graph(double)
x-axis
y-axis
title
frequency table
line plot
table
data set
change
increase
decrease
reasonable
conclusion / CHAPTER 7
http://www.eduplace.com/math/hmm/g_5.html
http://math.pppst.com/index.html
October / Fall Break
Week of: / Performance Objectives to be Taught / Common Assessment / Vocabulary / Resources
October
Q2W1 / Review Week
October
Q2W2 / S2C1.PO3 – Use mean, median, mode, and range to analyze and describe the distribution of a given data set
S5C2-02. Identify relevant, missing, and extraneous information related to the solution to a problem.
S5C2-06. Summarize mathematical information, explain reasoning, and draw conclusions. / mean
median
mode
range
statistics
data set
prediction / CHAPTER 8
http://www.eduplace.com/math/hmm/g_5.html
http://math.pppst.com/index.html
http://nlvm.usu.edu/en/nav/grade_g_2.html
http://www.onlinemathlearning.com/grade-5.html
Week of: / Performance Objectives to be Taught / Common Assessment / Vocabulary / Resources
November
Q2W3 / S1C2.PO1 - Add and subtract decimals through thousandths and fractions expressing solutions in simplest form.
S1C3.PO1 – Make estimates appropriate to a given situation or computation with whole numbers, fractions, and decimals
S5C1PO1 Analyze common algorithms or adding and subtracting fractions and decimals using the associative, commutative, and distributive properties.
S5C2-05. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols.
S5C2-07. Analyze and evaluate whether a solution is reasonable, is mathematically correct, and answers the question.
**6R-Provide a mathematical argument to explain operations with 2 or more fractions or decimals
5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. / whole number
fraction
mixed number improper fraction numerator denominator
like/common denominators
least common multiple
greatest common factor
equivalent
simplify
reduce
lowest terms / CHAPTER 9
http://www.quia.com/ba/9062.html
http://illuminations.nctm.org/LessonDetail.aspx?id=L620
http://www.education.com/activity/article/Prime_Number_Hunter_fifth/
http://exchange.smarttech.com/search.html?q=Prime%20and%20Composite%20Numbers
http://www.mathgoodies.com/factors/prime_factors.html
http://www.toonuniversity.com/flash.asp?err=499&engine=14
http://www.softschools.com/math/worksheets/greatest_common_factor.jsp
http://www.onlinemathlearning.com/fractions-math-games.html
http://www.mrnussbaum.com/mathgames.htm
November
Q2W4
Week of: / Performance Objectives to be Taught / Common Assessment / Vocabulary / Resources
November
Q2W5 / S1C2.PO1 - Add and subtract decimals through thousandths and fractions expressing solutions in simplest form.
S1C3.PO1 – Make estimates appropriate to a given situation or computation with whole numbers, fractions, and decimals
S5C1PO1 Analyze common algorithms or adding and subtracting fractions and decimals using the associative, commutative, and distributive properties.
S5C2-05. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols.
S5C2-07. Analyze and evaluate whether a solution is reasonable, is mathematically correct, and answers the question.
**6R-Provide a mathematical argument to explain operations with 2 or more fractions or decimals / whole number
fraction
mixed number improper fraction numerator denominator
like/common denominators
least common multiple
greatest common factor
equivalent
simplify
reduce
lowest terms / CHAPTER 10
http://math.pppst.com/fractions.html
http://www.studystack.com/flashcard-169549
http://www.studyzone.org/mtestprep/math8/e/estimatesum5l.cfm
http://www.funbrain.com/fractop/index.html
http://www.superteacherworksheets.com/fractions-adding.html
http://funschool.kaboose.com/formula-fusion/games/game_action_fraction.html
http://www.lessonpathways.com/Pathways/Detail?path=%2F05_Math%2FYear_4_Math_Guided_Journey%2F23Adding_and_Subtracting_Fractions
http://www.learn-with-math-games.com/fraction-games.html
http://pbskids.org/cyberchase/games/ballparkestimation/ballparkestimation.html?2
November
Q2W6
November/ December
Q2W7 / S1C2.PO1 - Add and subtract decimals through thousandths and fractions expressing solutions in simplest form.
S1C3.PO1 – Make estimates appropriate to a given situation or computation with whole numbers, fractions, and decimals
S5C1PO1 Analyze common algorithms or adding and subtracting fractions and decimals using the associative, commutative, and distributive properties.
S5C2-05. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols.
S5C2-07. Analyze and evaluate whether a solution is reasonable, is mathematically correct, and answers the question.
**6R-Provide a mathematical argument to explain operations with 2 or more fractions or decimals
5.NBT.4 Use place value understanding to round decimals to any place. / decimal
sum
addend
difference
decimal point
place value / CHAPTER 11
http://math.pppst.com/decimals.html
http://www.math-play.com/decimal-math-games.html
http://www.mrnussbaum.com/mathgames.htm
http://www.math.com/school/subject1/lessons/S1U1L4GL.html
Week of: / Performance Objectives to be Taught / Common Assessment / Vocabulary / Resources
December
Q2W8 / MULT DECIMALS
**6R-through thousandths / Review place value, multiplication vocabulary / CHAPTER 13
http://math.pppst.com/decimals.html
http://www.decimalsquares.com/dsGames/games/speedway.html
http://classroom.jc-schools.net/basic/math-decim.html
http://www.aaamath.com/dec.html#topic15
December
Q2W9 / DIV DECIMALS
**6R-Decimals in divisors / Review place value, division vocabulary / CHAPTER 14
http://math.pppst.com/decimals.html
http://www.lessonpathways.com/Pathways/Detail/66427/dividing-decimals
http://mathforum.org/library/drmath/sets/select/dm_divide_decimal.html
http://www.onlinemathlearning.com/dividing-decimals-2.html
http://math.pppst.com/decimals.html
http://www.aaamath.com/grade5.html
http://www.coolmath.com/prealgebra/02-decimals/index.html
http://www.coolmath-games.com/decimals-cruncher/decimals-cruncher-division.htm
http://www.mathwarehouse.com/fractions/algebra/how-to-simplify-fraction.php
http://www.funbrain.com/football/
http://classroom.jc-schools.net/basic/math-decim.html
http://www.mathsisfun.com/worksheets/decimals.php
Week of: / Performance Objectives to be Taught / Common Assessment / Vocabulary / Resources
December / WINTER BREAK
December / WINTER BREAK
January
Q3W1 / REVIEW WEEK
Week of: / Performance Objectives to be Taught / Common Assessment / Vocabulary / Resources
January
Q3W2 / S4C1.PO1 – Draw and label 2-dimensional figures given specific attributes including angle measure and side length
S4C1.PO2 – Solve problems by understanding and applying the property that the sum of the interior angles of a triangle is 180º
S4C1.PO3 – Classify quadrilaterals by their properties
S5C2-05. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols.
S5C2-06. Summarize mathematical information, explain reasoning, and draw conclusions.
S5C2.PO9 – Identify simple valid arguments using if…then statements based on graphic organizers
S5C2.PO10 – Construct if…then statements to generalize rules for computation, geometric properties and algebraic functions
**6R-Translations
**6R-Supplementary, complimentary, vertical angles
5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
5.G.4 Classify two-dimensional figures in a hierarchy based on properties. / angle (right, obtuse, acute)
sum of angles
protractor
measure
degree
triangles (isosceles, scalene, equilateral, right, obtuse, acute)
properties
figure
congruent
similar
sides
faces
vertex
quadrilaterals
polygon
parallelogram
(regular/irregular)
rhombus
trapezoid
square
rectangle
perpendicular
parallel / CHAPTER 15
http://www.eduplace.com/math/hmm/g_5.html
http://math.pppst.com/index.html
http://nlvm.usu.edu/en/nav/grade_g_2.html
http://www.mathplayground.com/alienangles.html
http://www.learnalberta.ca/content/mesg/html/math6web/lessonLauncher.html?lesson=m6lessonshell16.swf
January
Q3W3
Week of: / Performance Objectives to be Taught / Common Assessment / Vocabulary / Resources
January
Q3W4 / S4C4.PO4 – Solve problems involving the area of 2-dimensional figures by using the properties of parallelograms and triangles
S4C4.PO5 – Solve problems involving area and perimeter of regular and irregular polygons using re-allotment of square units
S5C2-03. Select and use one or more strategies to efficiently solve the problem and justify the selection.
S5C2-05. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols.
5.NF.4 Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. / area
perimeter
algorithm
variable
length
width
grid
square units / CHAPTER 16
http://www.eduplace.com/math/hmm/g_5.html
http://math.pppst.com/index.html
http://nlvm.usu.edu/en/nav/grade_g_2.html
http://www.onlinemathlearning.com/grade-5.html
http://www.worksheetworks.com/math/geometry.html
Week of: / Performance Objectives to be Taught / Common Assessment / Vocabulary / Resources
January/ February
Q3W5 / S4C1.PO4 – Compare attributes of 2-dimensional figures with 3-dimensional figures by drawing and constructing nets and models
S5C2-03. Select and use one or more strategies to efficiently solve the problem and justify the selection.
S5C2-05. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols.
S5C2-07. Analyze and evaluate whether a solution is reasonable, is mathematically correct, and answers the question.
S5C2-08. Make and test conjectures based on data or information collected from explorations and experiments. / nets
model
prism
pyramid
cone
cylinder
sphere
cube
two/three / CHAPTER 17
http://www.eduplace.com/math/hmm/g_5.html
http://math.pppst.com/index.html
http://nlvm.usu.edu/en/nav/grade_g_2.html
Week of: / Performance Objectives to be Taught / Common Assessment / Vocabulary / Resources
February
Q3W6 / S1C1.PO5 – Use ratios and unit rates to model, describe and extend problems in context
S1C1.PO4 – Compare and order positive fractions, decimals, and percents
S1C1.PO1 – Determine equivalence by converting between benchmark fractions, decimals, and percents
S5C2-03. Select and use one or more strategies to efficiently solve the problem and justify the selection.
S5C2-04. Determine whether a problem to be solved is similar to previously solved problems, and identify possible strategies for solving the problem.
S5C2-05. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols.
S5C2-07. Analyze and evaluate whether a solution is reasonable, is mathematically correct, and answers the question.
5.NBT.3 Read, write, and compare decimals to thousandths:
·  Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392=3´100+4´10+7´1+3´(1/10)+9´(1/100)+2´(1/1000).
·  Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. / ratio
simplify
contextual situation rates
increase
decrease
constant / CHAPTER 18
http://www.eduplace.com/math/hmm/g_5.html
http://math.pppst.com/index.html
http://nlvm.usu.edu/en/nav/grade_g_2.html
February
Q3W7 / equivalent
compare
order
greatest
least
convert
percent / CHAPTER 19
http://www.eduplace.com/math/hmm/g_5.html
http://math.pppst.com/index.html
http://nlvm.usu.edu/en/nav/grade_g_2.html
http://www.homeschoolmath.net/online/decimals.php
http://www.worksheetworks.com/math/fractions.html
http://www.worksheetworks.com/math/decimals.html
February
Q3W8 / S1C2.PO5 – Simplify numerical expressions (including fractions and decimals) using the order of operations with or without grouping symbols
***Add/Sub/Mult/Div Fractions and Decimals
(Remember…mult and div are combined, left to right; add and sub are combined, left to right)
S3C1.PO1 – Recognize, describe, create, and analyze a numerical sequence involving fractions and decimals using addition and subtraction
S5C2-03. Select and use one or more strategies to efficiently solve the problem and justify the selection.
S5C2-04. Determine whether a problem to be solved is similar to previously solved problems, and identify possible strategies for solving the problem.
S5C2-07. Analyze and evaluate whether a solution is reasonable, is mathematically correct, and answers the question.
**6R-Patterns- decimals all operations (multiplication and division)
5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. / order of operations PEMDAS
parentheses
brackets
exponent
variable
expression
value
inverse operations
evaluate
solution
equation
number sentence / http://www.worksheetworks.com/math/decimals/sequence.html
http://www.worksheetworks.com/math/fractions/sequence.html
Week of: / Performance Objectives to be Taught / Common Assessment / Vocabulary / Resources
February/ March
Q3W9 / S2C2.PO1 – Describe the theoretical probability of events and represent the probability as a fraction, decimal, or percent
S2C2.PO2 – Explore probability when performing segments by
·  Predicting the outcome,
·  Recording the data,
·  Comparing outcomes of the experiment to predictions, and
·  Comparing the results of multiple repetitions of the experiment
S2C3.PO1 – Analyze relationships among representations and make connections to the multiplication principle of counting
S2C3.PO2 – Solve a variety of counting problems and explain the multiplication principle of counting
S5C2-03. Select and use one or more strategies to efficiently solve the problem and justify the selection.
S5C2-04. Determine whether a problem to be solved is similar to previously solved problems, and identify possible strategies for solving the problem.
S5C2-05. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols.
S5C2-07. Analyze and evaluate whether a solution is reasonable, is mathematically correct, and answers the question. / outcomes
possible
probability
more likely
less likely
certain
impossible
predict
chances
organized list
tree diagram
multiplication principle of counting
possible combinations / CHAPTER 20
http://www.eduplace.com/math/hmm/g_5.html
http://nlvm.usu.edu/en/nav/grade_g_2.html
http://math.pppst.com/index.html
http://www.usca.edu/Free/mmp_counting/tree_diagrams.html
http://www.worksheetworks.com/math/probability/counting-principle.html
March
Q3W10 / S3C3.PO1 – Create and solve two-step equations that can be solved using inverse operations with whole numbers
S5C2-01. Analyze a problem situation to determine the question(s) to be answered.
S5C2-02. Identify relevant, missing, and extraneous information related to the solution to a problem. / variable
expression
value
inverse operations
evaluate
solution
equation
number sentence / CHAPTER 21
http://www.eduplace.com/math/hmm/g_5.html
Week of: / Performance Objectives to be Taught / Common Assessment / Vocabulary / Resources
March / SPRING BREAK
March
Q4W1 / S2C4.PO1 – Investigate properties of vertex-edge graphs
·  Euler paths,
·  Euler circuits, and
·  Degree of a vertex
S2C4.PO2 – Solve problems related to Euler paths and circuits
S5C2-05. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols.
S5C2-08. Make and test conjectures based on data or information collected from explorations and experiments. / vertex, edge
vertex-edge graph
degree
Euler path
Euler circuit / http://sites.google.com/site/sherimorey/discretemath
http://amphimath.com/ve_new.html
http://nlvm.usu.edu/en/nav/grade_g_2.html
March
Q4W2 / AIMS REVIEW
April
Q4W3 / AIMS REVIEW
April
Q4W4 / AIMS REVIEW
April
Q4W5
April
Q4W6
May
Q4W7 / 6th Grade- Multiply and Divide Fractions / Chapter 12
http://www.jamit.com.au/fraction-games.htm
http://math.pppst.com/fractions.html
http://www.visualfractions.com/
May
Q4W8 / 6th Grade- Multiply and Divide Fractions / Chapter 12
May
Q4W9 / 6th Grade- Multiply and Divide Fractions / Chapter 12
May
Q4W10 / Coordinate Graphing – 4 quadrants / Chapter 23
http://www.math-aids.com/Graphing/
http://mathcrush.com/graph_worksheets.html
http://funbasedlearning.com/algebra/graphing/points/

BCESD #15 (7/2011) 5th Grade Mathematics Pacing Guide – Page 1 of 23