Subject :Math 5 HonorsTeacher(s): Whitaker

Date

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Topic

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SOL

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Reporting

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Bloom’s

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Objective

1st 9Weeks
Aug 19 / Pre-Assessments
Rounding / 5.1 / NNS
7/50 14% / Application / Round decimal numbers through thousandths to the nearest whole number, tenth, or hundredth.
Aug 25
Sept 2 / Add/Subt Computations / 5.4 / CE
13/50 26% / Application / Solve single-step and multistep problems involving addition and subtraction, using paper and pencil, mental computation, and calculators in which sums and differences will not exceed five digits. (NO CALCULATOR)
5.4 / Synthesis / Create single-step and multistep practical problems involving addition and subtraction of whole numbers.(NO CALCULATOR)
5.4 / Evaluation / Estimate the sum and difference of whole number computations. (NO CALCULATOR)
5.4 / Analysis / Select appropriate methods and tools from among paper and pencil, estimation, mental computation, and calculators according to the context and nature of the computation in order to compute with whole numbers. (NO CALCULATOR)
5.5a / Application/
Comprehension / Find the sum and difference of two numbers expressed as decimals through thousandths using paper and pencil, estimation, mental computation, and calculators.
(NO CALCULATOR)
5.5b / Synthesis/
Application / Create and solve single-step addition and subtraction problems involving decimals.(NO CALCULATOR)
5.5b / Synthesis/
Application / Create and solve multistep addition and subtraction practical problems involving decimals.(NO CALCULATOR)
Add/Subt Computations / 5.5 / CE
13/50 26% / Evaluation / Estimate to check the reasonableness of a given sum or difference.(NO CALCULATOR)
5.5 / CE
13/50 26% / Evaluation / Estimate to find the number that is closest to the sum or difference of two numbers expressed as decimals through thousandths. (NO CALCULATOR)
5.5 / Evaluation / Determine an appropriate method of calculation to find the sum and difference of two numbers expressed as decimals through thousandths, selecting from among paper and pencil, estimation, mental computation, and calculators.
(NO CALCULATOR)
Sept 8 / Angles / 5.12 / MG
12/50 24% / Analysis / Classify angles as right, acute, straight, or obtuse.
Triangles / 5.12 / Analysis / Classify triangles as right, acute, obtuse according to the measure of its largest angle.
5.12 / Analysis / Classify triangles as equilateral, scalene, or isosceles according to their sides.
6.12 / Analysis / Determine congruence of angles given their attributes.
6.12 / Analysis / Characterize angles as congruent and noncongruent according to the measures of their sides and angles.
6.12 / Analysis / Determine congruence of segments given their attributes.
6.12 / Analysis / Determine congruence of polygons given their attributes.
Sept 15 / Measuring Angles / 5.11 / Analysis / Identify the appropriate tools used to measure and draw angles and triangles(e.g., protractor, straightedge or angle ruler as well as available software).
5.11 / Application / Measure right, acute, straight, and obtuse angles, using appropriate tools, and identify their measures in degrees.
Measuring Angles / 5.11 / MG
12/50 24% / Application / Recognize angle measure as additive. When an angle is decomposed into nonoverlapping parts, the angle measure of the whole is the sum of the angle measures of the parts.
5.11 / MG
12/50 24% / Application / Solve addition and subtraction problems to find unknown angle measures on a diagram in practical and mathematical problems by using an equation with a symbol for the unknown angle measure.
Circle / 5.9 / Comprehension / Identify and describe the diameter, radius, chord, and circumference of a circle.
5.9 / MG
12/50 24% / Comprehension / Describe the relationship between
–diameter and radius; (The length of the diameter of a circle is twice the length of the radius)
–diameter and chord;
–radius and circumference
–diameter and circumference.
6.10 / Synthesis / Derive an approximation for pi by gathering data and comparing the circumference to the diameter of various circles, using concrete materials or computer models.
6.10 / Analysis / Solve practical circumference problems of a circle, given the diameter or the radius.
6.10 / Analysis / Find the circumference of a circle by substituting a value for the diameter or the radius into the formula C = d or C = 2r.
6.10 / Analysis / Solve practical circumference problems of a circle, given the diameter or the radius.
6.10 / Analysis / Create problems that involve finding the circumference of a circle when given the diameter or radius.
6.10 / Analysis / Find the area of a circle by using the formula A = r2.
6.10 / Analysis / Solve practical area problems of a circle using the formula
A = r2, given the diameter or the radius.
Circle / 6.10 / MG
12/50 24% / Synthesis / Create practical area problems of a circle, given the diameter or the radius.
End of 1st Interim
Sept 22 / Plane
Figures / 5.13a / Synthesis / Develop definitions for squares, rectangles, triangles, parallelograms, rhombi, and trapezoids.
5.13b / Evaluation / Investigate and describe the results of combining two or more plane figures.
5.13b / MG
12/50 24% / Evaluation / Investigate and describe the results of subdividing plane figure into two or more regions.
6.13 / Analysis / Sort and classify polygons as quadrilaterals, parallelograms, rectangles, trapezoids, kites, rhombi, and squares based on their properties of parallel sides, angle measures, and number of congruent sides.
6.13 / Comprehension / Identify the sum of the measures of the angles of a quadrilateral as 360º.
Sept 28 / Number
Patterns / 5.17 / PSPFA 18/50 36% / Comprehension/
Analysis / Describe numerical and geometric patterns formed by using concrete materials and calculators.
5.17 / Comprehension/
Analysis / Describe the relationship found in patterns, using words, tables, and symbols to express the relationship.
6.17 / PSPFA 19/50 38% / Evaluation / Investigate and apply strategies to recognize and describe change between terms in arithmetic patterns.
6.17 / Evaluation / Investigate and apply strategies to recognize and describe geometric patterns.
6.17 / Evaluation / Describe verbally and in writing the relationships between consecutive terms in an arithmetic or geometric sequence.
6.17 / Extend and apply arithmetic and geometric sequences to similar situations.
6.17 / Comprehension / Extend arithmetic and geometric sequences in a table by using a given rule or mathematical relationship.
Number
Patterns / 6.17 / PSPFA 19/50 38% / Comprehension / Compare and contrast arithmetic and geometric sequences.
6.17 / Comprehension / Identify the common differences for a given arithmetic sequence.
6.17 / Comprehension / Identify the common ratio for a given arithmetic sequence.
Variables / 5.18a / PSPFA 18/50 36% / Comprehension / Investigate and describe the concept of a variable (presented as boxes, letters, or other symbols) as a representation of an unknown quantity.
5.18b / Synthesis / Write an open sentence with addition, subtraction, multiplication, or division, using a variable to represent a missing number.
5.18c / PSPFA 18/50 36% / Analysis / Model one-step linear addition and subtraction equations in one variable using a variety of concrete materials such as colored chips on anequation mat or weights on a balance scale.
5.18d / Synthesis / Create a word problem to match a given open sentence with a single variable and one operation.
6.18 / PSPFA 19/50 38% / Synthesis / Represent and solve a one-step equation, using a variety of concrete materials such as colored chips, algebra tiles, or weights on a balance scale.
6.18 / PSPFA 19/50 38% / Application / Solve a one step equation by demonstrating the steps algebraically.
6.18 / Identify and use the following algebraic terms appropriately: equation, variable, expression, term, and coefficient.
Oct 6-10 / 1st 6 Weeks Review, Assessment, and Reteach Period
Oct 14 / Prime/
Composite / 5.3a / NNS
7/50 14% / Comprehension / Identify prime numbers less than or equal to 100.
5.3a / Comprehension / Identify composite numbers less than or equal to 100.
5.3a / Synthesis / Explain orally and in writing why a number is prime or composite.
Odd/Even / 5.3b / NNS
7/50 14% / Comprehension / Identify which numbers are even or odd.
5.3b / Synthesis / Explain and demonstrate with manipulatives, pictorial representations, oral language, or written language why a number is even or odd.
End of 1st9 Weeks
2nd 9 Weeks
Oct 22
Oct 27
Nov 4 / Mult/Div
Computation / 5.4 / CE
13/50 26% / Knowledge / Select appropriate methods and tools from among paper and pencil, estimation, mental computation, and calculators according to the context and nature of the computation in order to compute with whole numbers.
(NO CALCULATOR)
5.5 / Evaluate / Estimate to check the reasonableness of a given product and quotient.(NO CALCULATOR)
5.4 / CE
13/50 26% / Evaluate / Estimate the product and quotient of whole number computations. (NO CALCULATOR)
5.4 / Synthesis / Create single-step and multistep practical problems involving multiplication and divisionwith and without remainders of whole numbers, using practical situations.
(NO CALCULATOR)
5.5a / Application/
Comprehension / Find the product of two numbers expressed as decimals through thousandths, using paper and pencil, estimation, mental computation, and calculators. (NO CALCULATOR)
5.5 / CE
13/50 26% / Evaluate / Determine an appropriate method of calculation to find the product of two numbers expressed as decimals through thousandths, selecting from among paper and pencil, estimation, mental computation, and calculators.
(NO CALCULATOR)
5.5 / Evaluate / Determine an appropriate method of calculation to find the quotient of two numbers expressed as decimals through thousandths, selecting from among paper and pencil, estimation, mental computation, and calculators.
(NO CALCULATOR)
6.7 / CE
9/50 18% / Application / Solve single step and multistep practical problems involving addition, subtraction, multiplication, and division with decimals expressed to thousandths with no more than two operations.
5.5a / CE
13/50 26% / Application / Determine the quotient, given a dividend expressed as a decimal through thousandths and a single-digit divisor. For example, 5.4 divided by 2 and 2.4 divided by 5.
(NO CALCULATOR)
5.4 / CE
13/50 26% / Application / Solve single-step and multistep problems involving multiplication and division with and without remainders of whole numbers, using paper and pencil, mental computation, and calculators in which multipliers will not exceed two digits, divisors will not exceed two digits, ordividends will not exceed four digits. (NO CALCULATOR)
5.5b / Synthesis/
Application / Create and solve single-step practical problems involving multiplication and division with decimals.
(NO CALCULATOR)
5.5b / Synthesis/
Application / Create and solve multistep practical problems involving multiplication and division with decimals. (NO CALCULATOR)
5.5 / Evaluate / Estimate to find the number that is closest to the product of two numbers expressed as decimals through thousandths.
(NO CALCULATOR)
Nov 10 / Distributive Property / 5.19 / PSPFA
18/50 36% / Comprehension / Investigate and recognize the distributive property of whole numbers, limited to multiplication over addition using diagrams and manipulatives.
5.19 / Evaluation / Investigate and recognize an equation that represents the distributive property, when given several whole number equations, limited to multiplication over addition.
Distributive Property / 6.19 / PSPFA
19/50 38% / Comprehension / The students will investigate and recognize the commutative, associative, distributive, identity for addition, identity for multiplication, multiplicative property of zero, and the inverse property for multiplication.
6.19 / Evaluation / Identify a real number equation that represents each property of operations with real numbers, when given several real number equations.
6.19 / Analysis / Test the validity of properties by using examples of the properties of operations on real numbers.
6.19 / Analysis / Identify the property of operations with real numbers that is illustrated by a real number equation.
Nov 17 / 2nd 6 Weeks Review, Assessment, Reteach Period
End of 2nd Interim
Dec 1 / Mean, Median, Mode, & Range / 5.16a
6.15 / PSPFA
19/50 38% / Analysis/
Application / Describe and find the mean of a group of numbers representing data from a given context as a measure of center.
5.16a / PSPFA
18/50 36% / Analysis/
Application / Describe and find the median of a group of numbers representing data from a given context as a measure of center.
5.16a / Analysis/
Application / Describe and find the mode of a group of numbers representing data from a given context as a measure of center.
5.16b / Comprehension / Describe mean as fair share.
5.16c
5.16d / Analysis/
Application / Describe and find the range of a group of numbers representing data from a given context as a measure of variation.
5.16a / Analysis / Describe the impact on measures of center when a single value of a data set is added, removed, or changed.
Mean, Median, Mode, & Range / 6.15 / PSPFA
19/50 38% / Comprehension / Describe the three measures of center and a situation in which each would best represent a set of data.
6.15 / Synthesis / Identify and draw a number line that demonstrates the concept of mean as balance point for a set of data.
Dec 8
Dec 18 / Stem & Leaf Plots
Line Graphs / 5.15 / PSPFA
18/50 36% / Synthesis / Formulate the question that will guide the data collection.
5.15 / Synthesis / Collect data, using observations (e.g., weather), measurement (e.g., shoe sizes), surveys (e.g.,hours watching television), or experiments (e.g., plant growth).
5.15 / Synthesis / Display data in charts, tables, stem-and-leaf plots, and line graphs. Title the given graph.
5.15 / Synthesis / Construct line graphs, labeling the vertical axis with equal whole number, decimal, or fractional increments and the horizontal axis with continuous data commonly related to time (e.g., hours, days, months, years, and age). Line graphs will have no more than six identified points along a continuum for continuous data (e.g., the decades: 1950s, 1960s, 1970s, 1980s, 1990s, and 2000s). Title the given graph.
5.15 / PSPFA
18/50 36% / Synthesis / Construct a stem-and-leaf plot to organize and display data, where the stem is listed in ascending order and the leaves are in ascending order, with or without commas between leaves. Title the given graph.
5.15 / Evaluation / Interpret the data,given a problem situation, in a variety of forms (e.g., orally or in written form). Identify the title.
Circle Graphs / 6.14 / PSPFA
19/50 38% / Synthesis / Collect, organize, and display data in circle graphs by depicting information as fractional.
6.14 / Evaluation / Draw conclusions and make predictions about data presented in a circle graph.
Circle Graphs / 6.14 / PSPFA
19/50 38% / Evaluation / Compare and contrast data presented in a circle graph with the same data represented in other graphical forms.
Ratios / 6.1 / NNS
10/50 20% / Comprehension / Represent a relationship in words that makes a comparison by using the notations
, a:b, and a to b.
6.1 / Analysis / Describe a relationship within a set by comparing part of the set to the entire set.
6.1 / Analysis / Describe a relationship between two sets by comparing part of one set to a corresponding part of the other set.
6.1 / Analysis / Describe a relationship between two sets by comparing all of one set to all of the other set.
6.1 / Analysis / Describe a relationship within a set by comparing one part of the set to another part of the same set.
6.1 / NNS
10/50 20% / Synthesis / Create a relationship in words for a given ratio expressed symbolically.
Probability / 5.14 / PSPFA
18/50 36% / Synthesis / Construct a sample space, using a tree diagram to identify all possible outcomes of a single event
5.14 / Synthesis / Construct a sample space, using a list or chart to represent all possible outcomes of a single event.
5.14 / Evaluation / Predict and determine the probability of an outcome by constructing a sample space. The sample space will have a total of 24 or less possible outcomes.
6.16 / PSPFA
19/50 38% / Comprehension / Determine whether two events are dependent or independent.
6.16 / Evaluation / Compare and contrast dependent and independent events.
Probability / 6.16 / PSPFA
19/50 38% / Analysis / Determine the probability of two dependent events.
6.16 / Analysis / Determine the probability of two independent events.
Jan 5 / 3rd 6 Week Review, Assessment, and Reteach Period
End of 2nd 9 Weeks
3rd 9 Weeks
Jan 12
Jan 20
Jan 26 / Area, Perimeter, & Volume / 5.8a / MG
12/50 24% / Application / Estimate and determine the perimeter of a polygon, with or without diagrams, whenthe lengths of all sides of a polygon that is not a rectangle or a square are given, using only whole number measurements given in metric or U.S. Customary units, and record the solution with the appropriate unit of measure(e.g., 24 square inches).
5.8a / Application / Estimate and determine the perimeter of a polygon, with or without diagrams, whenthe length and width of a rectangle are given, using only whole number measurements given in metric or U.S. Customary units, and record the solution with the appropriate unit of measure(e.g., 24 square inches).
5.8a / Application / Estimate and determine the perimeter of a polygon, with or without diagrams, when the length of a side of a square is given, using only whole number measurements given in metric or U.S. Customary units, and record the solution with the appropriate unit of measure(e.g., 24 square inches).
6.10 / Analysis / Apply formulas to solve practical problems involving perimeter of triangles and rectangles.
5.8a / MG
12/50 24% / Evaluation / Estimate and determine the area of a square, with or without diagrams, when the length of a side is given, using only whole number measurements given in metric or U.S. Customary units, and record the solution with the appropriate unit of measure (e.g., 24 square inches).
5.8a / Evaluation / Estimate and determine the area of a rectangle, with or without diagrams, when the length and width are given, using only whole number measurements given in metric or U.S. Customary units, and record the solution with the appropriate unit of measure (e.g., 24 square inches).
Area, Perimeter, & Volume / 5.8a / MG
12/50 24% / Evaluation / Estimate and determine the area of a right triangle, with or without diagrams, when the base and the height are given, using only whole number measurements given in metric or U.S. Customary units, and record the solution with the appropriate unit of measure (e.g., 24 square inches)..
Area, Perimeter, & Volume / 6.10 / Analysis / Apply formulas to solve practical problems involving area of triangles and rectangles.
5.8a / Synthesis / Develop a procedure for finding volume using manipulatives(e.g., cubes).
5.8a / Application / Determine volume in standard units.
5.8b / Evaluation / Describe practical situations where area, perimeter, and volume are appropriate measures to use, and justify their choices orally or in writing.
5.8b / Evaluation / Differentiate among perimeter, area, and volume and identify whether the application of the concept of perimeter, area, or volume is appropriate fora given situation.
6.10 / Application / Solve problems that require finding the volume of a rectangular prism given a diagram of a prism with the necessary dimensions labeled.
6.10 / Application / Solve problems that require finding the surface area of a rectangular prism, given a diagram of the prism with the necessary dimensions labeled.
Feb 3
Feb 9 / Exponents / 6.5 / CE
9/50 18% / Comprehension / Recognize and describe patterns with exponents that are natural numbers, by using a calculator.
6.5 / Analysis / Recognize and describe patterns of perfect squares not to exceed 202, by using grid paper, square tiles, tables, and calculators.
6.5 / Analysis / Recognize powers of ten by examining patterns in a place value chart: 104 = 10000, 103 = 1000, 102 = 100, 101 = 10, 100 = 1
Order of Operations / 5.7 / CE
13/50 26% / Analysis / Simplify expressions by using the order of operations in a demonstrated step-by-step approach. (NO CALCULATOR)
Order of Operations / 5.7 / CE
13/50 26% / Application / Find the value of numerical expressions, using the order of operations.
(NO CALCULATOR)
5.7 / Analysis / Given an expression involving more than one operation, describe which operation is completed first, which is second, etc. (NO CALCULATOR)