Download Week 1 - Midway ISD

MISD Scope and Sequence Specificity
5th Grade Mathematics
FIRST SIX WEEKS
Reporting Category
1: Numbers, Operations, and Quantitative Reasoning
Topic/TEKS
Place Value
The student uses place value to represent whole numbers and
decimals.
Recommended Time Frame: 1 week
Content Skills
(5.1A) The student is expected to use place value to read, write,
compare, and order whole numbers through 999,999,999,999.
Supporting Standard
(Assessed once in 2012 with no integrated process skill)
Including, but not limited to:
 Distinguish the difference between a digit and a number
 Identify the word form of a number given in standard form (digits to
words)
 Write the standard form of a number given in word form (words to
digits)
 Determine the value of a given digit when given a number in standard
form
 Identify a number with a given digit in an indicated place
 Convert between a number and its expanded form
 Describe place and value (example: 97,465,831,206 Seven is in the
trillions place and its value is 7,000,000,000)
 Compare and order a list of numbers using symbols and words
“greater than” (>), “less than” (>), and “equal” (=)
 Represent place value concepts using whole numbers through
999,999,999,999 with numerals, words, expanded notation, and
concrete objects
Process Skills
The student applies Grade 5 mathematics to solve problems connected
to everyday experiences and activities in and outside of school. The
student is expected to:
(5.14A) identify the mathematics in everyday situations;
(5.14B) solve problems that incorporate understanding the problem, making a
plan, carrying out the plan, and evaluating the solution for reasonableness;
(5.14C) select or develop an appropriate problem-solving plan or strategy,
including drawing a picture, looking for a pattern, systematic guessing and
checking, acting it out, making a table, working a simpler problem, or working
backwards to solve a problem;
(5.14D) use tools such as real objects, manipulatives, and technology to solve
problems.
The student communicates about Grade 5 mathematics using informal
language. The student is expected to:
(5.15A) explain and record observations using objects, words, pictures,
numbers, and technology;
(5.15B) relate informal language to mathematical language and symbols.
The student uses logical reasoning. The student is expected to: (5.16A)
make generalizations from patterns or sets of examples and nonexamples;
(5.16B) justify why an answer is reasonable and explain the solution process.
(5.1B) The student is expected to use place value to read, write,
compare, and order decimals through the thousandths place.
Supporting Standard
(Not assessed in 2012)
24-Jun-17
1
MISD Scope and Sequence Specificity
5th Grade Mathematics
Including:
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

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Use place value to read, write, compare, and order decimals involving
thousandths, including money, using concrete objects
Use place value to read, write, compare, and order decimals involving
thousandths, including money, using pictorial models
Distinguish between place and value such as 2.745, 5 is in the
thousandths place and the value is .005 or 5 thousandths
Compare and order decimal numbers using symbols and words
Round and write place value without unnecessary trailing zeros
NOTE:
5th grade decimals (through thousandths)
24-Jun-17
2
MISD Scope and Sequence Specificity
5th Grade Mathematics
FIRST SIX WEEKS
Reporting Category
Topic/TEKS
1: Numbers, Operations, and Quantitative Reasoning
Addition, Subtraction Problem Solving
The student adds, subtracts, multiplies, and divides to solve
meaningful problems.
Rounding and Estimating Solutions to Problems
The student estimates to determine reasonable results.
Recommended Time Frame: 1 week
Content Skills
(5.3A)The student is expected to use addition and subtraction to
solve problems involving whole numbers and decimals;
Readiness Standard
(Assessed three times in 2012 with integrated process skills)
Including:
 Extract necessary information needed to solve the problem (ignoring
extraneous information) and recognizes the operation(s) needed to solve
 Justify answer by solving the problem using a different strategy or
estimation of solution and checking for reasonableness
 Recognize that addition and subtraction are inverse operations
 Solve problems using addition and subtraction of whole numbers in
flexible ways by composing and decomposing numbers
 Analyze different problem situation to determine the operation(s) needed
to solve problems
 Solve multi-step problems that use terminology such as less than, more
than, greater than, fewer than (Ex: Robb is 2.5 feet less than Juan)
 Use addition and subtraction of whole numbers given information in a
table
Note:
Grade 4 models addition and subtraction of decimals through hundredths
using concrete object and pictorial models
(5.4A) The student is expected to use strategies, including
rounding and compatible numbers to estimate solutions to
addition, subtraction, multiplication, and division problems.
24-Jun-17
Process Skills
The student applies Grade 5 mathematics to solve problems connected to
everyday experiences and activities in and outside of school. The student
is expected to:
(5.14A) identify the mathematics in everyday situations; (Assessed once
with 5.3A in 2012)
(5.14B) solve problems that incorporate understanding the problem,
making a plan, carrying out the plan, and evaluating the solution for
reasonableness; (Assessed once with 5.4A in 2012)
(5.14C) select or develop an appropriate problem-solving plan or
strategy, including drawing a picture, looking for a pattern, systematic
guessing and checking, acting it out, making a table, working a simpler
problem, or working backwards to solve a problem; (Assessed once with
5.3A in 2012)
(5.14D) use tools such as real objects, manipulatives, and technology to solve
problems.
The student communicates about Grade 5 mathematics using informal
language. The student is expected to:
(5.15A) explain and record observations using objects, words, pictures,
numbers, and technology;
(5.15B) relate informal language to mathematical language and symbols.
The student uses logical reasoning. The student is expected to: (5.16A)
make generalizations from patterns or sets of examples and
nonexamples; (Assessed once with 5.3A in 2012)
(5.16B) justify why an answer is reasonable and explain the solution process.
3
MISD Scope and Sequence Specificity
5th Grade Mathematics
Supporting Standard
(Assessed once in 2012 with integrated process skill)
Including:
 Using numbers found in a table to estimate a solution
 Estimate a solution to a multi-step problem
 Emphasize estimating before solving problem situations
 Estimate solutions by using rounding in multiplication and division
o to round to the largest place value for each number (do not
round single digit numbers)
 Ex: 56 x 82 = 60 x 80
 Ex: 84 x 7 = 80 x 7
 Ex: 362 ÷ 8 = 400 ÷ 8
 Estimate solutions by using compatible numbers in multiplication and
division
o numbers that are easy to compute mentally (do not always
end in 0)
 Ex. 92 x 12
could be 92 x 10 or 90 x 10 or 90 x 12
 Ex. 285 ÷ 9 could be 270 ÷ 10
 Round to the nearest dime and dollar is included
 Relate answers to a range of numbers or a number less than or greater
than a given value
 Ex: Tamara sold cookies. She sold 34 boxes on Tuesday and
twice as many boxes on Wednesday. About how many cookies
did she sell?
(Ex ans: greater than 50, between 30 and 50, or
less than 30, etc.
Note: Students should round and write numbers to the indicated place
value omitting any trailing zeros.
24-Jun-17
4
MISD Scope and Sequence Specificity
5th Grade Mathematics
FIRST SIX WEEKS
Reporting Category
1: Numbers, Operations, and Quantitative Reasoning
Topic/TEKS
Multiplication Problem Solving
The student adds, subtracts, multiplies, and divides to solve
meaningful problems.
Rounding and Estimating Solutions to Problems
The student estimates to determine reasonable results.
Recommended Time Frame: 1 week
Content Skills
(5.3B)The student is expected to use multiplication to solve
problems involving whole numbers (no more than three digits
times two digits without technology);
Readiness Standard
(Assessed three times in 2012 with integrated process skills twice and
no process skill once)
Including but not limited to:
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
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Apply multiplication (up to 3 digits by 2 digits) to problem situations
Extract necessary information needed to solve the problem (ignoring
extraneous information) and recognizes the operation(s) needed to
solve
Justify answer by solving the problem using a different strategy or
estimation of solution and checking for reasonableness
Demonstrate multiplication problem solving methods
Convert words such as dozen, week, half dozen to their numerical
values 12, 7, 6
Divisibility rules for 2, 5, 10
(5.4A) The student is expected to use strategies, including
rounding and compatible numbers to estimate solutions to
addition, subtraction, multiplication, and division problems.
Supporting Standard
Process Skills
The student applies Grade 5 mathematics to solve problems connected
to everyday experiences and activities in and outside of school. The
student is expected to:
(5.14A) identify the mathematics in everyday situations; (Assessed once
with 5.3B in 2012)
(5.14B) solve problems that incorporate understanding the problem,
making a plan, carrying out the plan, and evaluating the solution for
reasonableness; (Assessed once with 5.3B and once with 5.4A in 2012)
(5.14C) select or develop an appropriate problem-solving plan or strategy,
including drawing a picture, looking for a pattern, systematic guessing and
checking, acting it out, making a table, working a simpler problem, or working
backwards to solve a problem;
(5.14D) use tools such as real objects, manipulatives, and technology to solve
problems.
The student communicates about Grade 5 mathematics using informal
language. The student is expected to:
(5.15A) explain and record observations using objects, words, pictures,
numbers, and technology;
(5.15B) relate informal language to mathematical language and symbols.
The student uses logical reasoning. The student is expected to: (5.16A)
make generalizations from patterns or sets of examples and nonexamples;
(5.16B) justify why an answer is reasonable and explain the solution process.
(Assessed once in 2012 with integrated process skill)
24-Jun-17
5
MISD Scope and Sequence Specificity
5th Grade Mathematics
Including but not limited to:
 Using numbers found in a table to estimate a solution
 Estimate a solution to a multi-step problem
 Emphasize estimating before solving problem situations
 Estimate solutions by using rounding in multiplication and division
o to round to the largest place value for each number (do
not round single digit numbers)
 Ex: 56 x 82 = 60 x 80
 Ex: 84 x 7 = 80 x 7
 Ex: 362 ÷ 8 = 400 ÷ 8
 Estimate solutions by using compatible numbers in multiplication and
division
o numbers that are easy to compute mentally (do not
always end in 0)
 Ex. 92 x 12
could be 92 x 10 or 90 x 10 or 90 x 12
 Ex. 285 ÷ 9 could be 270 ÷ 10
 Round to the nearest dime and dollar is included
 Relate answers to a range of numbers or a number less than or
greater than a given value
 Ex: Tamara sold cookies. She sold 34 boxes on Tuesday
and twice as many boxes on Wednesday. About how many
cookies did she sell?
(Ex ans: greater than 50, between 30
and 50, or less than 30, etc.
Note: Students should round and write numbers to the indicated place
value omitting any trailing zeros.
24-Jun-17
6
MISD Scope and Sequence Specificity
5th Grade Mathematics
FIRST SIX WEEKS
Reporting Category
Topic/TEKS
1: Numbers, Operations, and Quantitative Reasoning
Division Problem Solving
The student adds, subtracts, multiplies, and divides to solve
meaningful problems.
Rounding and Estimating Solutions to Problems
The student estimates to determine reasonable results.
Recommended Time Frame: 2 weeks
Content Skills
(5.3C)The student is expected to use division to solve problems
involving whole numbers (no more than two-digit divisors and
three-digit dividends without technology), including interpreting
the remainder within a given context; Readiness Standard
(Assessed three times in 2012 with integrated process skills)
Including:
 Extract necessary information needed to solve the problem (ignoring
extraneous information) and recognizes the operation(s) needed to
solve
 Justify answer by solving the problem using a different strategy or
estimation of solution and checking for reasonableness
 Use various strategies to solve problems involving division:(two-digit
divisor and three digit dividends)
 Interpret the remainder dependent upon the contextual situation
 Remainder is written as a fraction or decimal Ex: dividing
money among 4 people)
 Quotient is always rounded up regardless size of remainder
(Ex: number of cars needed to transport people)
 Remainder dropped and the quotient remains the same (Ex:
sharing footballs among 6 people
 Teach division rules 2, 5, 10 (others are optional)
Process Skills
The student applies Grade 5 mathematics to solve problems connected
to everyday experiences and activities in and outside of school. The
student is expected to:
(5.14A) identify the mathematics in everyday situations; (Assessed once
with 5.3C in 2012)
(5.14B) solve problems that incorporate understanding the problem,
making a plan, carrying out the plan, and evaluating the solution for
reasonableness; (Assessed once with 5.3C and once with 5.4A in 2012)
(5.14C) select or develop an appropriate problem-solving plan or strategy,
including drawing a picture, looking for a pattern, systematic guessing and
checking, acting it out, making a table, working a simpler problem, or working
backwards to solve a problem;
(5.14D) use tools such as real objects, manipulatives, and technology to solve
problems.
The student communicates about Grade 5 mathematics using informal
language. The student is expected to:
(5.15A) explain and record observations using objects, words, pictures,
numbers, and technology;
(5.15B) relate informal language to mathematical language and symbols.
The student uses logical reasoning. The student is expected to: (5.16A)
make generalizations from patterns or sets of examples and
nonexamples; (Assessed once with 5.3C in 2012)
(5.16B) justify why an answer is reasonable and explain the solution process.
NOTE: 5.3 (C) is the first time mentioned in TEKS for interpretation of
remainders
24-Jun-17
7
MISD Scope and Sequence Specificity
5th Grade Mathematics
(5.4A) The student is expected to use strategies, including
rounding and compatible numbers to estimate solutions to
addition, subtraction, multiplication, and division problems.
Supporting Standard
(Assessed once in 2012 with integrated process skill)
Including:
 Using numbers found in a table to estimate a solution
 Estimate a solution to a multi-step problem
 Emphasize estimating before solving problem situations
 Estimate solutions by using rounding in multiplication and division
o to round to the largest place value for each number (do
not round single digit numbers)
 Ex: 56 x 82 = 60 x 80
 Ex: 84 x 7 = 80 x 7
 Ex: 362 ÷ 8 = 400 ÷ 8
 Estimate solutions by using compatible numbers in multiplication and
division
o numbers that are easy to compute mentally (do not always
end in 0)
 Ex. 92 x 12
could be 92 x 10 or 90 x 10 or 90 x 12
 Ex. 285 ÷ 9 could be 270 ÷ 10
 Round to the nearest dime and dollar is included
 Relate answers to a range of numbers or a number less than or
greater than a given value
 Ex: Tamara sold cookies. She sold 34 boxes on Tuesday and
twice as many boxes on Wednesday. About how many cookies
did she sell?
(Ex ans: greater than 50, between 30 and 50, or
less than 30, etc.
Note: Students should round and write numbers to the indicated place
value omitting any trailing zeros.
24-Jun-17
8