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Milwaukee Public Schools Curriculum Guide - Grade 5
Everyday Mathematics
2ns Quarter
Everyday Mathematics
Grade 5
2007–2008 Mathematics Curriculum Guides
Wisconsin
Mathematics
Standard
Throughout The Year
A.
Mathematical
Processes
MPS
Learning Target
Note: Mathematical processes
need to be embedded in all
mathematical strands
throughout the school year.
Math processes are assessed on
the WKCE-CRT and reported
as a separate proficiency area.
For example, students are
asked to provide written
justifications and explanations,
pose problems, and represent
concepts.
Wisconsin Assessment
Descriptors for Mathematics
(For Beginning Grade 6)
Curriculum
1) Reasoning: Use reasoning and logic to:
• Perceive patterns
• Identify relationships
• Formulate questions
• Pose problems
• Make conjectures
• Justify strategies
• Test reasonableness of results
2) Communication: Communicate mathematical ideas and reasoning using
the vocabulary of mathematics in a variety of ways (e.g., using words,
numbers, symbols, pictures, charts, tables, diagrams, graphs, and models).
3) Connections: Connect mathematics to the real world as well as within
mathematics.
4) Representations: Create and use representations to organize, record, and
communicate mathematical ideas.
5) Problem Solving: Solve and analyze routine and non-routine problems.
Curriculum Guide Everyday Math – Grade 5
1st Quarter
Version 2.0
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
1
Milwaukee Public Schools Curriculum Guide - Grade 5
Time
November
13 teaching
days
Curricular Connections
Units/Lessons
Take time to complete
any lessons that have not
yet been completed.
Unit 3 Geometry
Explorations and the
American Tour
3.1 Introduction to the
American Tour (NO&R,
Stat/Prob)
3.2 American Tour:
Population Data (NO&R,
Stat/Prob)
Unit 3 Geometry
Explorations and the
American Tour
3.3 Exploring Angle
Measures (M)
3.4 Using a Protractor (G,
M)
3.5 Using a Compass (G,
M)
MPS Learning Targets
Everyday Mathematics
Wisconsin State Framework Assessment Descriptors
Number Operations and
Relationships #2
Generate and represent equivalent
forms of commonly used
fractions, decimals, and percents;
estimate with benchmarks; and
use strategies to compare, add,
and subtract fractions and
decimals with and without
context. (3.1, 3.2)
Number Operations and Relationships
Geometry #3
Describe, construct, and classify
polygons and polyhedrons using
properties (e.g., angles, lines of
symmetry, parallel lines,
similarity) of plane and coordinate
geometry. (3.3 3.4, 3.5, 3.7)
Geometry
Geometry #4
Evaluate the results of
transformations from rigid
motions and movement between
polyhedra and nets, and describe
three-dimensional figures from
multiple perspectives. (3.6, 3.8)
B.a:2 Recognize and apply place-value concepts to whole
numbers less than 10,000,000. (3.2)
B.a: 12 Identify and represent equivalence between
fractions, percents, and decimals. 3.1)
2ns Quarter
Connections
District Model CABS
MPS District Model
CABS
Geometry #4
Measurement #9
B.b:13 Use all operations in everyday situations to solve
single or multi-step word problems. (3.2)
C.a:3 Classify plane figures by characteristics of angles
(acute, obtuse, and right) and describe rays found in openangle situations (3.3, 3.4, 3.5, 3.6, 3.7)
C.b:7 Use slides, flips, and turns on figures. Identify
congruent shapes using figures that have been manipulated
by one or two motions (slides, flips, and turns. (3.8)
3.6 Congruent Triangles
(G, M)
3.7 Properties of Polygons
(G)
3.8 Regular Tessellations
(G, M)
Curriculum Guide Everyday Math – Grade 5
1st Quarter
Version 2.0
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
2
Milwaukee Public Schools Curriculum Guide - Grade 5
November
13 teaching
days
Measurement #5
Compare measurement attributes
and elapsed time, explain
estimates, selection of unit, and
conversions of measures, and
determine measurements (e.g.,
area, size of angles, elapsed time)
with tools and scales to specified
degrees of accuracy. (3.3, 3.4, 3.5,
3.6, 3.7, 3.8)
Statistics and Probability #6
Conduct data investigations,
interpret and summarize (e.g.,
mean, median, mode, range) data
sets and displays (e.g., line plots,
Venn diagrams), and make contextbased conclusions and predictions.
(3.1, 3.2)
Curriculum Guide Everyday Math – Grade 5
1st Quarter
Version 2.0
Everyday Mathematics
2ns Quarter
Measurement
D.b:5 Determine angle measurement to nearest five
degrees using a protractor. (3.3, 3.4, 3.6)
D.b:6 Read and interpret measuring instruments to
determine the measurement of objects with standard units
(U.S. customary). (3.3, 3.4, 3.5)
Statistics and Probability
E.a:3 Draw reasonable conclusions based on contextual
data. (3.1)
E.a:4 Use data to predict outcomes or trends from graphs
and tables. (3.1)
E.a:5 Extract, interpret, and analyze data from single bar
graphs, tables and charts, line plots, context, circle graphs,
and Venn diagrams. (3.1, 3.2)
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
3
Milwaukee Public Schools Curriculum Guide - Grade 5
December
15 teaching
days
Unit 3 Geometry
Explorations and the
American Tour
3.9 Angles of Polygons
(G, M, Stats/Prob)
3.10 Solving problems
using the Geometry
Template (G, M)
3.11 Progress Check 3
Unit 4 Division
4.1 Division Facts and
Extensions (NO&R)
4.2 The Partial-Quotients
Division Algorithm
(NO&R)
4.3 American Tour:
Finding Distances on a
Map (NO&R, M, AR)
4.4 Partial-Quotients
Algorithm Strategies
(NO&R)
4.5 Division of Decimals
(NO&R)
4.6 Interpreting the
Remainder (NO&R, AR)
4.7 Skills Review with
First to 100 (NO&R, AR)
4.8 Progress Check 4
(NO&R)
Number Operations and
Relationships #1
Pose real-world problems, and
use strategies, including
number theory concepts and
place value, to compare
numbers, make estimates, and
solve single and multi-step
word problems.
Geometry #3
Describe, construct, and classify
polygons and polyhedrons using
properties (e.g., angles, lines of
symmetry, parallel lines,
similarity) of plane and coordinate
geometry. (3.9, 3.10, 3.11)
Measurement #5
Compare measurement attributes
and elapsed time, explain
estimates, selection of unit, and
conversions of measures, and
determine measurements (e.g.,
area, size of angles, elapsed time)
with tools and scales to specified
degrees of accuracy. (3.9, 3.10)
Everyday Mathematics
Number Operations and Relationships
B.a:4 Identify and use number theory concepts:
 Prime and composite numbers
 Divisibility potential of numbers (divisors1-10, 25)
 Least common multiples through 24
 Greatest common factors through 50
(4.1, 4.2, 4.4, 4.5, 4.6, 4,7, 4.8)
2ns Quarter
MPS District Model
CABS
Number Operations
and Relationships #2,
#3
B.b: 13 Use all operations in everyday situations to solve
single or multi-step word problems. (4.1, 4.2, 4.4, 4.5,
4.6, 4,7, 4.8)
B.b: 14 Solve three and four-digit addition and
subtraction with regrouping, multiplication of three-digit
by two-digit numbers, division with single-digit divisors
and four-digit dividends with two-step or mixed operation
problems. (4.1, 4.2, 4.4, 4.5, 4.6, 4,7, 4.8)
B.b: 15 Compute with decimals in the context of money
and make change. (4.5)
B.b: 16 Solve problems using basic multiplication and
division facts. (4.1, 4.2, 4.4, 4.5, 4.6, 4,7, 4.8)
B.b: 20 Determine reasonableness of answers. (4.1, 4.2,
4.4, 4.5, 4.6, 4,7, 4.8)
Geometry
C.a:3 Classify plane figures by characteristics of angles
(acute, obtuse, and right) and describe rays found in openangle situations (3.9, 3.10, 3.11)
Measurement
D.b:5 Determine angle measurement to nearest five
degrees using a protractor. (3.9, 3.10, 3.11)
D.b:6 Read and interpret measuring instruments to
determine the measurement of objects with standard units
(U.S. customary). (3.9, 3.10, 3.11)
Curriculum Guide Everyday Math – Grade 5
1st Quarter
Version 2.0
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
4
Milwaukee Public Schools Curriculum Guide - Grade 5
Unit 5 Fractions,
Decimals, and Percents
5.1 Fraction Review
(NO&R)
January
15 teaching
days
5.2 Mixed Numbers
(NO&R)
5.3 Comparing and
Ordering Fractions
(NO&R)
5.4 Two Rules for Finding
Equivalent Fractions
(NO&R)
5.5 Fractions and
Decimals: Part 1 (NO&R)
5.6 Fractions and
Decimals: Part 2 (NO&R)
5.7 Fractions and
Decimals: Part 3 (NO&R)
Number Operations and
Relationships #2
Generate and represent
equivalent forms of commonly
used fractions, decimals, and
percents; estimate with
benchmarks; and use strategies
to compare, add, and subtract
fractions and decimals with
and without context. (5.1, 5.2,
5.3, 5.4, 5.5, 5.6. 5.7, 5.8, 5.9,
5.10)
Statistics and Probability #6
Conduct data investigations,
interpret and summarize (e.g.,
mean, median, mode, range) data
sets and displays (e.g., line plots,
Venn diagrams), and make
context-based conclusions and
predictions. (5.9, 5.10)
5.8 Using a Calculator to
Convert Fractions to
Percents (NO&R)
5.9 Bar and Circle Graphs
(NO&R, Stats/Prob)
Everyday Mathematics
2ns Quarter
MPS District Model
CABS
Number Operations and Relationships
B.a: 9 Read, write, identify, order, and compare mixed
fractions. (5.1, 5.2, 5.3)
Number Operations
and Relationships
#10a, #10b
B.a: 10 Represent fractions using numbers, pictures, and
number lines. (5.1, 5.2, 5.3, 5.9, 5.10)
B.a: 11 Rename improper fractions to mixed numbers in
lowest terms. (5.5, 5.6)
B.a: 12 Identify and represent equivalence between
fractions, percents, and decimals. (5.7, 5.8)
B.a: 17 Rename improper fractions. (5.2, 5.5, 5.6)
B.a: 19 Estimate using basic whole number operations,
benchmark fractions, and benchmark decimals. (5.1, 5.2,
5.3)
B.a: 20 Determine reasonableness of answers (5.1, 5.2,
5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10)
Statistics and Probability
E.a:5 Extract, interpret, and analyze data from single bar
graphs, tables and charts, line plots, context, circle
graphs, and Venn diagrams. (5.9, 5.10)
5.10 The Percent Circle:
Reading Circle Graphs
(NO&R, M, Stats/Prob)
Adjustments made to the 2nd quarter curriculum guide reflect feedback from teachers regarding the pacing in the 1 st quarter guide. Please note that
continuing at this pace could inhibit completion of the math program as it is written. The committee recommends teachers to consider combining
similar mathematical ideas. This may assist students in developing a deeper conceptual understanding of mathematics as well as help to improve the
current pacing as outlined in the 2nd quarter curriculum guide.
Curriculum Guide Everyday Math – Grade 5
1st Quarter
Version 2.0
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
5