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NJDOE MODEL CURRICULUM GRADE 5 UNIT 5 SUGGESTED PACING NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. CCSS are meant for deep understanding, so strict pacing is not recommended. Page 1 Week # STUDENT LEARNING OBJECTIVE CORRESPONDING CCSS Week 1 April 27 – May 1 (5 days) SLO 8 5.NBT.5-Major Week 2 May 4- May 8 (5 days) SLO 1 Fluently multiply multi-digit whole numbers using the standard algorithm. 5.NBT.7-Major Week 3 May 11 – May 15 (5 days) SLO 4 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, subtraction, multiplication, and division. 5.OA.3 - Additional Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting Suggested Pacing Suggested My Math Resource QUESTION ADDRESSED FROM UNIT BENCHMARK 6 Days (April 27 – May 4) Lessons (SLO 8) 6-8, 6-9, 8-4 Questions 1,2,3,4 6 Days (May 5 – May 12) Lessons (SLO 1) 6-3, 6-4, 6-5, 6-6, 6-7 Questions 5,6,7,8,9 3 Days ( May 13 – May 15) Lessons (SLO 4) 7-5, 7-6 Questions 16, 17,18 NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. CCSS are meant for deep understanding, so strict pacing is not recommended. Page 2 number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Week 4 May 18 – May 22 (5 days) SLO 2 5.G.1-Additional Use a pair of perpendicular number lines (axes) to define a coordinate system, with the intersection of the lines (origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers (coordinates). SLO 3 5.G.2- Additional Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret 2 Days (May 18 – May 19) Lessons (SLO 2) 7-7 Questions 11,12 3 Days (May 20 – May 22) Lessons (SLO 3) 7-8, 7-9 Questions 10,13,14,15 NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. CCSS are meant for deep understanding, so strict pacing is not recommended. Page 3 coordinate values of points in the context of the situation. Week 5 May 25 – May 29 (4 days, schools closed on May 25) SLO 7 Week 6 June 1 –June 5 (5 days) SLO 5 5.MD.2-Supporting Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. 5.G.3- Additional Identify attributes of a twodimensional shape based on attributes of the groups and categories in which the shape belongs. 6 Days (May 25 – June 2, schools closed on May 25) Lessons (SLO 7) 11-4, 11-5, 11-6, 11-7, 11-8 Questions 25,26,27 3 Days (June 3 – June 5) Lessons (SLO 5) 12-1, 12-2, 12-3 Questions 19,20,21 NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. CCSS are meant for deep understanding, so strict pacing is not recommended. Page 4 Week 7 June 8 – June 12 (5 days) SLO 6 Week 8 June 15 – June 18 (4 days) Week 9 June 19 – June 25 (4 Days) Testing Week Reteaching Week 5.G.4- Additional Classify two- dimensional figures in a hierarchy based on properties. Testing Week Reteaching Week 5 Days (June 8 – June 12) Lessons (SLO 6) 12-4, 12-5 Questions 22,23,24 Testing Week Testing Week Testing Week Reteaching Week Reteaching Week Reteaching Week NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. CCSS are meant for deep understanding, so strict pacing is not recommended. Page 5