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Common Core State Standards Pacing Guide 1st Edition
Math
Fifth Grade —4th Nine Week Period
1st Edition Developed by: Jennifer Trantham, Laura Michalik, Mari Rincon
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Mr. Stan Rounds, Superintendent
Dr. Steven Sanchez, Deputy Superintendent
Prepared By: Lydia Polanco, Coordinator of Elementary Instruction
Fifth Grade —4th Nine Week Period
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Math Pacing Guide
Las Cruces Public Schools
Understanding Mathematics: The standards define what students should understand and be able to do in their study of mathematics.
Asking a student to understand something means asking a teacher to assess whether the student has understood it.1
Mathematical understanding and procedural skill are equally important.2
Description of the Pacing Guide: A pacing guide is an interval based description of what teachers teach in a particular grade or course;
the order in which it is taught, and the amount of time dedicated to teaching the content.
Purpose of a Pacing Guide: The purpose of a pacing guide is to ensure that all of the standards are addressed during the academic year.
Each pacing guide is nine weeks in duration.
Components of the Pacing Guide:
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Critical Areas- Each grade level has identified Critical Areas. These areas are woven throughout the standards and should receive additional
time and attention.
Mathematical Practice Standards (8)- Based on the NCTM Process Standards, these standards describe the variety of "processes and
proficiencies" students should master while working with the Grade Level Content Standards.
Domains are larger groups of related Content Standards. Standards from different domains may sometimes be closely related.3
Clusters are groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics
is a connected subject.4
Grade level standards define what students should know and be able to do by the end of each grade level.
Unpacked standards provide a clear picture for the teacher as he/she implements the CCSS
Depth of Knowledge – (DOK) Criteria for systematically analyzing the alignment between standards and standardized assessments
1
www.corestandards.org, Mathematics, Introduction, p. 4
See #1
3
See #1
2
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STANDARDS-BASED,
STANDARDS-DRIVEN
LCPS
Pacing Guides
Other Resources
Common
Core State
Standards
Core Program
enVision Math
Supplemental
Technology
Based
program to
prepare for PARCC
(First in Math,
FASTT Math, etc.)
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Grade Level: 5
Quarter: 4th Nine Weeks
Domain: Geometry
Critical Areas:
Grade Level Content Standard
5.G.1 Use a pair of perpendicular number lines, called
axes, to define a coordinate system, with the
intersection of the lines (the origin) arranged to
coincide with the 0 on each line and a given point in
the plane located using an ordered pair of numbers,
called its coordinates. Understand that the first
number indicates how far to travel from the origin in
the direction of one axis, and the second number
indicates how far to travel in the direction of the
second axis, with the convention that the names of the
two axes and the coordinates correspond (e.g., x-axis
and x-coordinate, y-axis and y-coordinate)
Standard
Q1
Q2
Q3
Q4
5.G.1
X
X
P
R
5.G.2
X
X
P
R
Cluster: Graph points on the coordinate plane to solve real-world and
mathematical problems
#1: No
#2: Strong Connection
#3: No Connection
Connection
Mathematical Practice Standard
1. Make sense of problems and persevere in solving them.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
5.G.2 Represent real world and mathematical
problems by graphing points in the first quadrant of
the coordinate plane, and interpret coordinate values
of points in the context of the situation.
Unpacked Content Standard:
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5.G.1 and 5.G.2 deal with only the first quadrant (positive numbers) in the coordinate plane.
5.G.2 references real‐world and mathematical problems, including the traveling from one point to another and identifying the coordinates
of missing points in geometric figures, such as squares, rectangles, and parallelograms.
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Vocabulary: coordinate grid, x-axis, y-axis, origin, ordered pair, x coordinate, y coordinate, point, plane, plot, x value, y value, vertical, horizontal, grid,
distance, patterns, graph/graphing, interval, table, starting position, ending position
Resources:
DOK
Depth of Knowledge
enVision
5G.1
5.G.1: 16-1, 16-2, 16-3, 16-4, 16-6
DOK 1
5.G.2: 14-5, 16-4, 16-5, 16-6
Sun Lee and his family went to Water Valley Camp Resort for vacation.
Below shows a map of the camp.
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The camp is adding new restrooms near the campsites. Which location is
closest to the campsites? What is the ordered pair for this location?
Solution: (1,3)
DOK 1
1.
If this path continues, where will point E be located?
Solution: (9,5)
5G.2
DOK1
Barb has saved $20. She earns $8 for each hour she works. If Barb saves
all of her money, how much will she have after working 3 hours? 5
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hours? 10 hours?

Create a graph that shows the relationship between the hours
Barb worked and the amount of money she has saved.

What other information do you know from analyzing the graph?

Create a graph on a coordinate grid showing how much money
Barb makes.
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Grade Level: 4
Quarter: 4th Nine Weeks
Domain: Geometry
Critical Areas:
Grade Level Content Standard
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 for
right angles.
5.G.4 Classify two – dimensional figures in a
hierarchy based on properties.
Standard
Q1
Q2
Q3
Q4
5.G.3
X
X
P
R
5.G.4
X
X
P
R
Cluster: Classify two-dimensional figures into categories based on their
properties.
#1: No
#2: Strong Connection
#3: No Connection
Connection
Mathematical Practice Standard
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
Unpacked Content Standard:
5.G.3 calls for students to reason about the attributes (properties) of shapes. Student should have experiences discussing the property of
shapes and reasoning.
Example: Examine whether all quadrilaterals have right angles. Give examples and non‐examples.
5.G.4 this stand build on what was done in 4th grade. Figures from previous grades: polygon, rhombus/rhombi, rectangle, square,
triangle, quadrilateral, pentagon, hexagon, cube, trapezoid, half/quarter circle, circle
Example: Create a Hierarchy Diagram using the following terms
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Vocabulary: polygon, regular polygon, triangle, quadrilateral, pentagon, hexagon, octagon, closed figure, line segments, vertices, vertex, angle,
perimeter, equilateral triangle, isosceles triangle, scalene triangle, right triangle, acute triangle, obtuse triangle, attributes, parallelogram, trapezoid,
rectangle, rhombus, square, consecutive equal angles, opposite equal angles, classify, parallel, right angle, acute angle, obtuse angle, congruent,
generalization, diagonal, intersect
Resources:
DOK
Depth of Knowledge
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enVision
5.G.3: Topic 15 (all lessons), 16-5
5.G.4: 15-3, 15-4, 15-5, 15-6
5G.3
DOK1
If a quadrilateral has at least two sides that are both parallel and
congruent, then the quadrilateral is a parallelogram.
Which shape is not a parallelogram?
A.
Solution: A
B.
C.
D.
DOK 1
What type of triangle can have angle measures of 130º, 20º, and 30º?
1. Solution: obtuse triangle
2.
DOK 2
Circle the quadrilaterals. Provide at least one additional name for each
shape that you circled. Use the attributes of the shape to explain why it
follows the rules for that shape.
Teacher note: For example, students should use the attributes of
rectangles (4 sides, 4 right angles) to explain why a shape is called a
rectangle.
5G.4
DOK 2
Create a hierarchy diagram using the following terms:
Polygons
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Quadrilaterals
Rectangle
Rhombus
Square
Trapezoid
Kite
Triangle
Scalene
Isosceles
Equilateral
Teacher Note: Students should be able to reason about the attributes of
shapes by examining:
 What are ways to classify triangles?
 Why can’t trapezoids and kites be classified as parallelograms?
 Which quadrilaterals have opposite angles congruent and why is this
true of certain quadrilaterals?, and
 How many lines of symmetry does a regular polygon have?
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