Wylie ISD 5th grade Advanced Mathematics Year at a Glance 2014-2015
Unit # / TEKS / General Content Descriptor(The focus for each bundle is listed below)
1: Extending Whole Numbers / Readiness –5.3K
Supporting - 5.3A, 5.3B, 5.3C / Student expectations address whole number estimation and computational fluency and proficiency. Students will work on becoming fluent when solving whole number addition, subtraction, and multiplication problems and proficient when solving whole number division problems. Estimation to determine solutions for all four operations becomes embedded throughout the unit.
2: Algebraic Reasoning / Readiness - 5.4B, 5.4F
Supporting - 5.4A, 5.4E / Student expectations address prime and composite numbers, grouping symbols, simplifying expressions, and solving equations.Students are introduced to the properties of prime and composite numbers using arrays and area models to help support new student learning to identify prime and composite numbers by analyzing their factors. Students examine the meaning of grouping symbols within a numeric expression and simplify numerical expressions and solve multi-step problems algebraically using an equation with a letter representing the unknown. All operations within this unit are limited to whole numbers.
3: Financial Literacy / Supporting - 5.10A, 5.10B, 5.10E, 5.10F / Student expectations address managing financial resources and records effectively, defining different types of taxes, and analyzing different methods of payment. Students define different types of taxes including income tax, sales tax, property tax, and payroll tax. They also compare and contrast various methods of payment including, checks, credit cards, debit cards, and electronic payments while keeping financial records with regards to income and expenses and balance a simple budget. The concept of negative values is abstractly embedded within balancing budgets as students are expected to describe the actions that might be taken should expenses exceed the income.
4: Extending Decimals / Readiness - 5.2B, 5.3K, 5.4F
Supporting - 5.2A, 5.2C / Student expectations address foundational understandings of decimals as well as adding and subtracting of decimals through the thousandths place.Students are formally introduced to the thousandths place and build upon the idea that our base-ten place value system extends infinitely to very small values as well as very large values, and that each place-value position is one-tenth the value of the place to its left and 10 times the position to the right. Students are expected to use expanded notation and numerals to represent the value of a decimal through the thousandths. Students use comparison symbols to compare and order decimals to the thousandths and round decimals to the tenths or hundredths place. Students continue to estimate solutions and extend addition and subtraction with decimals to include the thousandths place.
5: Decimal Multiplication & Division / Readiness - 5.3E, 5.3G, 5.4F
Supporting –5.3A, 5.3D,
5.3F / Student expectations address determining products and quotients of decimals. Students represent multiplicative structures (multiplication and division) of problem situations with products and decimals to the hundredths with the use of concrete objects, pictorial models, and area models. Students are expected to estimate to determine products and quotients, solve for products and quotients, and simplify numerical expressions that include multiplication and division of whole numbers and decimals. The number set within this unit is limited to products and quotients to the hundredths. Division is limited to, four-digit dividends and two-digit whole number divisors.
6: Addition & Subtraction of Fractions / Readiness - 5.3K, 5.4F
Supporting - 5.3A, 5.3H / Student expectations address adding and subtracting fractions with unequal denominators and applying previous understandings of adding and subtracting decimals. Students extend previous understandings of adding and subtracting whole numbers and decimals within the expectation to add and subtract positive rational numbers fluently to include fractions. Students continue to estimate solutions in mathematical and real-world problems while using concrete objects, pictorial models, and properties of operations are used to represent and solve problems involving adding and/or subtracting fractions with unequal denominators referring to the same whole. Students also continue to simplify numerical expressions that involve adding and subtracting fractions with unequal denominators.
7: Multiplication & Division of Whole Numbers by a Fraction / Readiness - 5.3L, 5.4F
Supporting - 5.3A,
5.3I, 5.3J / Student expectations address representing and solving multiplication and division problems involving a whole number and a fraction.Studentsrepresent a product of whole number and a fraction referring to the same whole using concrete and pictorial models, including area models and strip diagrams. Students continue to estimate solutions in mathematical and real-world problems while using concrete and pictorial models, including area models and strip diagrams, are also used to represent the division of a whole number by a unit fraction and the division of a unit fraction by a whole number. Students also continue to simplify numerical expressions that involve all operations with whole numbers, decimals, and fractions, respectively.
8: Geometry & Measurement / Readiness - 5.4H, 5.5A
Supporting – 5.6A, 5.6B, 5.7A / Student expectations address the units, strategies and tools to solve problems involving measurement while applying the mathematical process to recognize and quantify volume and classifying two dimensional figures. Students will also apply process standards to develop concepts on expressions and equations.
9: Patterns on a Coordinate Plane / Readiness –5.4C, 5.8C
Supporting - 5.4D, 5.8A, 5.8B / Student expectations address the mathematical process standards to identify location on a coordinate plane. Students continue to develop concepts on expressions and equations.
10: Representing Data / Readiness - 5.9C
Supporting - 5.9A, 5.9B / Student expectations address solving data analysis problems by collecting, organizing, displaying and interpreting data.
11: Making Connections / Readiness – 5.2B, 5.3E, 5.3G, 5.3K, 5.3L, 5.5A, 5.8C, 5.9C / Student expectations address all the readiness standards in 5th grade to make sure concrete learning has occurred.
12: Essential Understanding of Decimals
Getting Ready for 6th Grade / Readiness – 5.3E, 5.3G, 5.3K, 5.4F
Supporting –5.3A, 5.3D, 5.3F
6th Grade TEKS Identified for Extension / Student expectations address the previous standards from the units in 5th grade. However, students will be expected to have pre-teaching of 6th grade standards to prepare them for their advanced math class the following year.
13: Essential Understanding of Fractions
Getting Ready for 6th Grade / Readiness – 5.3K, 5.3L, 5.4F
Supporting – 5.3A, 5.3H, 5.3I, 5.3J
6th Grade TEKS Identified for Extension / Student expectations address the previous standards from the units in 5th grade. However, students will be expected to have pre-teaching of 6th grade standards to prepare them for their advanced math class the following year.
Underlying Processes and Mathematical Tools is not a separate reporting category with the STAAR assessment. These skills will be incorporated into at least 75% of the test questions from reporting categories 1–4 and will be identified along with the content standards. These standards will be continually integrated in instruction for students throughout the school year.