Pine Island Public Schools

C u r ric u l u m P o w e r S t a n d a r d s

Course: 5th grade Math Textbook: Macmillon McGraw-Hill Math ConnectsDate: Updated October 2014

Power Standard: I can solve real-world and mathematical problems requiring addition, subtraction, multiplication and division of multi-digit whole numbers. / 5.1.1.4
Key Vocabulary / Learning Targets / Assessment / Textbook
Test Specifications:
Vocabulary from previous grades
Additional Textbook Vocab:
Chapter 2 (none that apply to this power standard)
Chapter 3 (factor and product)
Chapter 4 (quotient, dividend, divisor)
Supplement Vocab:
division, remainder, divisible /

Students will practice word problems involving addition, subtraction, multiplication and division
Students will learn a variety of problem-solving strategies such as (but not limited to):

-Act it out
-Draw a picture
-Find a pattern
-Create an equation
-Delete extra information
-Identify missing information

Students will participate in real-world situations involving the computation of addition, subtraction, multiplication, division and combinations of the four
Students will continue to practice basic computation of addition, subtraction, multiplication and division in a NON-WORD PROBLEM format

Student “I can” statements:

-I can divide multi-digit numbers
-I can solve real-world problems using addition
-I can solve real-world problems using subtraction
-I can solve real-world problems using multiplication
-I can solve real-world problems using division / Formative:
Daily homework assignments from workbook
Quizzes in chapter 2, 3 and 4
OR supplement curriculum in replacement of Chapter 3 (depending on the assessment of prior knowledge from the group of students)
Hands-on learning day reflections
Additional Supplements
Summative:
Chapter 2 test (addition and subtraction)
Chapter 3 test (multiplication)
Chapter 4 test (division) / Chapter 2
Chapter 3
Chapter 4
Additional Supplements:
Problem Solving Techniquesand Stations
Multiplication Review Packet
Lattice Multiplication
Multiplication Stations
Draw a picture (multiplication)
Base-ten division
Partial Quotient Division
Interpreting the remainder practice
Power Standard: I can read, write, model, represent, compare and order fractions and decimals by locating these numbers on a number line. (Millions to Millionths; Denominators limited to 2, 3, 4, 5, 6, 8, 10, 12, 15, 16, 20) / 5.1.2.1
5.1.2.3
Key Vocabulary / Learning Targets / Assessment / Textbook
Test Specifications:
Place Value
Additional Textbook Vocab:
Chapter 1 (decimal, equations, expanded form, inequality, place value, standard form, value)
Chapter 8 (denominator, fractions, improper fractions, mixed number, numerator)
Chapter 9 (factor, multiple, common factors/multiples, prime/composite, prime factorization, GCF, LCM, common denominator) /

Students will learn the names of the place values
Students will be able to read numbers out loud using the word AND for the decimal point and correctly identifying decimals in their given place value
Students can place decimals and fractions on a number line to assist when comparing and ordering
Students can model and represent decimals and fractions as part of a whole
Students will be able compare decimals with fractions, improper fractions and mixed numbers (by using conversion skills)
Students will be able to order a set of numbers that include decimals, fractions, improper fractions and mixed numbers (by using conversion skills)
Student “I can” statements:

-I can name the place values
-I can read and write decimals according to which place value they are in
-I can order decimals
-I can order fractions / Formative:
Daily homework assignments from workbook
Hands-on learning day reflections
Additional Supplements
Place Value Name Quiz
Quizzes in Chapter 1, 8 and 9 quizzes
Videotaping students individually reading and writing numbers
Summative:
Chapter 1 test (names of place value, reading and writing decimals according to their place value, comparing and ordering decimals, locating decimals on a number line)
Chapter 8 test (basic fraction knowledge – reading and writing, modeling and representing fractions, locating fractions on a number line)
Chapter 9 test (comparing and ordering fractions by creating common denominators)
Converting Decimals to Fractions, Comparing and Ordering Decimals with Fractions, Improper Fractions and Mixed Numbers Supplement Unit Test / Chapter 1
Chapter 8
Chapter 9
Additional Supplements:
Decimal representation with base-ten blocks (tenths, hundredths and thousandths)
Silent Decimal Line-up
Fraction Modeling with foam fractions
Comparing and Ordering fractions by finding a common denominator (using the LCM)
Converting Decimals to Fractions, Comparing and Ordering Decimals with Fractions, Improper Fractions and Mixed Numbers Supplement Unit
Power Standard: I can use my knowledge of place value to round and estimate whole numbers, fractions, mixed numbers and decimals to come up with a reasonable answer. (Denominators limited to 2, 3, 4, 5, 6, 8, 10, 12) / 5.1.1.3
5.1.2.5
5.1.3.3
Key Vocabulary / Learning Targets / Assessment / Textbook
Test Specifications:
Place Value
Additional Textbook Vocab:
Chapter 2 (round, estimate, compatible numbers, compensation)
Chapter 3 (factor and product)
Chapter 4 (quotient, dividend, divisor)
Chapter 8 (denominator, fractions, improper fractions, mixed number, numerator)
Chapter 10 (GCF, unlike fractions, whole number) /

Students will be able to round decimals to nearest tenth, hundredth and thousandth
Students will be able to round fractions and mixed numbers (as well as improper fractions converted to mixed numbers)
Students will estimate mathematical problems (addition, subtraction, multiplication, division, sums/differences of decimals and fractions) to come up with a reasonable answer
Students will give answers to estimations problems using the word “about”
Student “I can” statements:

-I can estimate numbers to come up with a reasonable answer
-I can round numbers to the nearest tenth, hundredth, and thousandth
-I can round fractions
-I can estimate the sums and differences of decimals
-I can estimate the sums and differences of fractions / Formative:
Daily homework assignments from workbook
Quizzes in chapter 2, 3, 4, 8 and 10
Rounding Steps Quiz
Hands-on learning day reflections
Additional Supplements
Summative:
Chapter 2 test (rounding decimals, estimating addition and subtraction problems, estimating sums/differences of decimals)
Chapter 3 test (estimating products)
Chapter 4 test (estimating quotients)
Chapter 8 (rounding fractions)
Chapter 10 (estimating sums/differences of fractions by using rounding skills from chapter 8 in addition to adding and subtracting fraction knowledge from chapter 10) / Chapter 2
Chapter 3
Chapter 4
Chapter 8
Chapter 10
Additional Supplements:
Rounding Process
Rounding and Estimating by Ordering Pizza
Rounding fractions using foam fractions
Power Standard: I can recognize and write equivalent fractions and decimals. (Denominators limited to 2, 3, 4, 5, 6, 8, 10, 15, 16, 20, 25, 50, 100) / 5.1.2.4
Key Vocabulary / Learning Targets / Assessment / Textbook
Test Specifications:
Place Value
Additional Textbook Vocab:
Chapter 1 (decimals, equivalent decimals)
Chapter 9 (equivalent fractions, simplest form) /

Students will recognize what equivalent decimals are by modeling these numbers using base-ten representation
Students will recognize a pattern in creating equivalent decimals
Students will be able to generate and identify equivalent decimals
Students will recognize what equivalent fractions are by modeling these numbers with fraction pieces
Students will recognize a pattern in creating equivalent fractions
Students will be able to generate and identify equivalent fractions
Students will relate giving a fraction in simplest form/lowest terms with equivalent fractions
Student “I can” statements:

- I know what equivalent decimals are and can create them
- I know what equivalent fractions are and can create them / Formative:
Daily homework assignments from workbook
Quizzes in chapter 1 and 9
Hands-on learning day reflections
Additional Supplements
Summative:
Chapter 1 test (equivalent decimals)
Chapter 9 test (equivalent fractions) / Chapter 1
Chapter 9
Additional Supplements:
Decimal representation with base-ten blocks (tenths, hundredths and thousandths)
Fraction Modeling with foam fractions
Equivalent Fractions with egg cartons
Equivalent Fraction Match/Memory Game
Power Standard: I can divide a multi-digit number creating and converting its remainder as both a fraction and decimal. / 5.1.1.1
5.1.1.2
Key Vocabulary / Learning Targets / Assessment / Textbook
Test Specifications:
Remainder
Additional Textbook Vocab:
Chapter 1 (decimal, place value)
Chapter 4 (quotient, dividend, divisor)
Chapter 8 (fraction, numerator, denominator)
Chapter 9(none that apply to this power standard)
Supplement Vocab:
division, remainder, divisible /

Students will learn what division is (separating a number into groups)
Students will learn how to divide multi-digit numbers the involve a remainder
Students will be able to write remainders as both decimals and as fractions
Students will be able to divide multi-digit numbers and determine the best way to give its remainder (as a remainder, decimal or fraction)
Students will be able to convert between decimals and fractions
Student “I can” statements:

- I can divide a number and find an answer with a remainder
- I can divide a number and put it in fraction form / Formative:
Daily homework assignments from workbook
Daily homework from Conversion (Decimals, Fractions, Percentages) Supplement Unit
Quizzes in chapter 1, 4, 8 and 9
Hands-on learning day reflections
Additional Supplements
Summative:
Chapter 1 test (one introductory lesson on converting fractions to decimals)
Chapter 4 test (division with a remainder, interpreting the remainder)
Chapter 8 test (comparing fractions with division, writing the remainder of a division problem as a fraction)
Chapter 9 (one introductory lesson on converting decimals to fractions)
Converting Decimals to Fractions, Comparing and Ordering Decimals with Fractions, Improper Fractions and Mixed Numbers Supplement Unit Test / Chapter 1
Chapter 4
Chapter 8
Chapter 9
Additional Supplements:
Dividing and interpreting the remainder with base-ten units
Interpreting the remainder story problems (through acting, base-10, pictures, etc)
Converting Decimals to Fractions, Comparing and Ordering Decimals with Fractions, Improper Fractions and Mixed Numbers Supplement Unit
Power Standard: I can add and subtract real-world and mathematical problems using fractions, mixed numbers and decimals. (Denominators limited to 2, 3, 4, 5, 6, 8, 10, 12) / 5.1.2.2
5.1.3.4
Key Vocabulary / Learning Targets / Assessment / Textbook
Test Specifications:
Place Value
Additional Textbook Vocab:
Chapter 2 (addend, compatible numbers, compensation, difference, sum)
Chapter 8 (denominator, fraction, improper fraction, mixed number, numerator)
Chapter 9 (greatest common factor, multiple, simplest form)
Chapter 10 (unlike fractions) /

Students will be able to add and subtract numbers that include decimals, fractions and/or mixed numbers (common and uncommon denominators)
Students will be able to add and subtract decimals, fractions and/or mixed numbers that appear in word problems and real-world situations (common and uncommon denominators)
Students will be able to add or subtract improper fractions and give the answer as a mixed number.
Students will know be able to find common denominators so that addition and subtraction can occur in fractions and mixed numbers.
Student “I can” statements:

- I can add decimals
- I can subtract decimals
- I can distinguish the difference between mixed numbers and improper fractions
- I can add fractions
- I can subtract fractions
- I can solve real-world problems by adding decimals
- I can solve real-world problems by subtracting decimals
- I can solve real-world problems by adding fractions
- I can solve real-world problems by subtracting fractions / Formative:
Daily homework assignments from workbook
Quizzes in chapter 2, 8, 9 and 10
Hands-on learning day reflections
Additional Supplements
Summative:
Chapter 2 test (addition and subtraction of decimals)
Chapter 8 test (writing improper fractions as mixed numbers)
Chapter 9 test (finding common denominators)
Chapter 10 test (adding and subtraction fractions and mixed numbers; both with common and uncommon denominators) / Chapter 2
Chapter 8
Chapter 9
Chapter 10
Additional Supplements:
Math Store – adding/subtracting decimals
Adding/Subtracting Fractions with foam fractions
Yummy Math – adding/subtracting fractions
Prime and Composite Number Hands-on
Equivalent Fraction Egg Cartons
Power Standard: I can apply the commutative, associative and distributive properties along with order of operations to solve numerical expressions. / 5.2.2.1
Key Vocabulary / Learning Targets / Assessment / Textbook
Test Specifications:
Expression
Additional Textbook Vocab:
Chapter 2 (Associative and Commutative Properties)
Chapter 3 (Distributive Property)
Chapter 5 (order of operations) /

Students will apply the commutative and associative properties with addition. Example:

4 + 5 = 9; 5 + 4 = 9
(2+3)+5 = 5+ 5 = 10; 2+(3+5) = 2 + 8 = 10

Students will apply the commutative, associative and distributive properties with multiplication.

Example:
8 x 2 = 16; 2 x 8 = 16
(4x5)x2= 20x2= 40; 4x(5x2)= 4 x 10= 40
2 x (7+3) = (2x7) + (2x3) = 14+6 = 20
OR
2 x (7+3) = 2 x 10 = 20

Students will know the order of operations and apply them when solving numerical expressions.
Student “I can” statements:

- I know what the commutative property is
- I can use the associative property
- I can use the distributive property / Formative:
Daily homework assignments from workbook
Quizzes in chapter 2, 3 and 5
Hands-on learning day reflections
Additional Supplements
Summative:
Chapter 2 Test (Addition Properties)
Chapter 3 Test (Multiplication Properties)
Chapter 5 Test (Order of Operations) / Chapter 2
Chapter 3
Chapter 5
Additional Supplements:
Property Index Card Game – additional properties
Distributive Property Supplement materials – multiplication stations
Distributive Property additional teaching
Order of Operation Supplement materials
Power Standard: I can understand and interpret real-world and mathematical equations and inequalities involving variables and whole numbers. / 5.2.3.1
5.2.3.2
5.2.3.3
Key Vocabulary / Learning Targets / Assessment / Textbook
Test Specifications:
Inequality
Expression
Additional Textbook Vocab:
Chapter 5 (evaluate, expression, variable)
Chapter 6 (defining the variable, equation, solution) /

Students will learn what a variable is.
Students will solve inequalities using variables and whole numbers.
Students will be able to solve simple algebraic equations that use variables and whole numbers.
Students will be able to solve simple algebraic word problems and real-world situations using variables and whole numbers.
Student “I can” statements:

-I can solve equations and inequalities using variables / Formative:
Daily homework assignments from workbook
Daily homework assignments from Hands-on Algebra Unit
Quizzes in chapter 5 and 6
Hands-on learning day reflections
Additional Supplements
Summative:
Chapter 5 Test (Addition expressions, multiplication, expressions, more algebraic expressions)
Chapter 6 Test (addition and subtraction equations, inequalities, multiplication equations)
Hands-on Algebra Test / Chapter 5
Chapter 6
Additional Supplements:
Hands-on Algebra Unit
Power Standard: I can use a coordinate plane to graph ordered pairs. / 5.2.1.2
Key Vocabulary / Learning Targets / Assessment / Textbook
Test Specifications:
Ordered Pair
Graph
Additional Textbook Vocab:
Chapter 6 (coordinate grid, graph, ordered pair, x-coordinate, y-coordinate) /

Students will be able to graph ordered pairs on a coordinate plane.
Students will be able to locate points on a coordinate plane by giving its ordered pair.
Student “I can” statements:

- I can graph ordered pairs / Formative:
Daily homework assignments from workbook
Quizzes in chapter 6
Hands-on learning day reflections
Additional Supplements
Summative:
Chapter 6 Test (ordered pairs, graphing function) / Chapter 6
Additional Supplements:
Mystery Graphing Picture
Power Standard: I can describe, classify and draw 3-D figure based on the faces, edges and vertices it has. (Cube, cone, cylinder, prism and pyramids – limited to triangular, rectangular, pentagonal, hexagonal and octagonal) / 5.3.1.1
Key Vocabulary / Learning Targets / Assessment / Textbook
Test Specifications:
Cube
Prism
Pyramid
Cone
Cylinder
Edge
Face
Base
Three-dimensional
Triangular
Rectangular
Additional Textbook Vocab:
Chapter 14 (base, cone, cylinder, polyhedron, prism, rectangular prism, three-dimensional figure) /

Students will able to identify and name a variety of 3-D objects.
Students will know the differences and be able to locate faces, edges and vertices on a variety of 3-D objects.
Students will make their best effort at drawing a variety of 3-D objects.
Student “I can” statements:

- I can describe 3-D figures by how many edges, faces and vertices they have
- I can name and draw 3-D figures / Formative:
Daily homework assignments from workbook
Quizzes in chapter 14
Hands-on learning day reflections
Additional Supplements
Summative:
Chapter 14 Test (three-dimensional figures) / Chapter 14
Additional Supplements:
3-D figure Stations
Power Standard: I can determine the area of triangles, quadrilaterals and other closed figures that can be broken down into triangular and quadrilateral pieces. / 5.3.2.1
Key Vocabulary / Learning Targets / Assessment / Textbook
Test Specifications:
Formula
Additional Textbook Vocab:
Chapter 14 (area, polygon) /

Students will know that area is counting the number of square units within a closed figure.
Students will learn and use the area formula to find the area of a rectangle.
Students will learn that triangles are simply half of a rectangle, therefore understanding the formula for the area of triangles.
Students will learn and use the area formula for triangles or closed figures that can be broken down into rectangles and triangles.
Student “I can” statements:

- I can find the area of triangles
- I can find the area of other objects using the area of triangles / Formative:
Daily homework assignments from workbook
Quizzes in chapter 14
Hands-on learning day reflections
Additional Supplements
Summative:
Chapter 14 Test (area or rectangles, squares and parallelograms) / Chapter 14
Additional Supplements:
Area of Triangles – cutting out graph paper rectangles and slicing them in half then creating a triangle
Area of Polygons
Power Standard: I can determine the surface area and volume of rectangular prisms. / 5.3.1.2
5.3.2.2
5.3.2.3
5.3.2.4
Key Vocabulary / Learning Targets / Assessment / Textbook
Test Specifications:
Net
Cylinder
Cube
Prism
Pyramid
Edge
Face
Base
Three-dimensional
Triangular
Rectangular
Surface Area
Volume
Height
Additional Textbook Vocab:
Chapter 14 (area, base, cylinder, polyhedron, prism, rectangular prism, surface area, three-dimensional figure, volume) /

Students will learn that surface area is simply adding up the area of each side to find the area of the entire surface.
Students will learn and use the formula for surface area of rectangular prisms.
Students will know that surface area is measure in square units.
Students will learn that volume is the amount of cubic units that can fit inside of a 3-D object.
Students will learn and use the formula for volume of rectangular prisms.
Student “I can” statements:

- I can find the volume of a rectangular prism