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Milwaukee Public Schools Curriculum Guide - Grade 5
Scott Foresman-Addison Wesley Mathematics
2nd Quarter
Scott Foresman-Addison Wesley
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 Scott Foresman-Addison Wesley Mathematics-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.
Chapter 3: Dividing
With One Digit
Divisors
3.13 Order of Operations
(AR)
3.14 Graphing ordered
pairs (AR)
3.15 Rules, Tables, and
Graphs (AR)
3.16 Problem Solving
Application, HighSpeed Trains
(NO&R)
Scott Foresman-Addison Wesley Mathematics
MPS Learning Targets
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. (3.16)
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.
(3.16)
Algebraic
Relationships # 8
Represent, extend, and describe
patterns and functional
relationships using words,
symbolic rules, tables, and
graphs.
(3.14, 3.15)
Wisconsin Assessment
Descriptors for Mathematics
Number Operations & Relationships
B.a:1 Recognize and apply place-value concepts to
whole numbers less than 10,000,000. (3.16)
B.a:2 Read, write, and represent numbers using words,
numerals, pictures (base-ten blocks), number lines, arrays
expanded forms (12,436=10,000+2,000+400+30+6), and
symbolic reasoning e.g., 12,436=12,450-14c. (3.16)
2nd Quarter
Connections
District Model
CABS
MPS Number
Operations and
Relationships CABS
#7 on page 4
MPS Algebraic
Relationships CABS
#2, #3, #8
B.a:12 Identify and represent equivalence between
fractions, percents, and decimals. (3.16)
B.b:13 Use all operations in everyday situations to solve
single or multi-step word problems. (3.16)
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. (3.16)
B.b:16 Solve problems using basic multiplication and
division facts. (3.16)
B.b:19 Estimate using basic whole number operations,
benchmark fractions, and benchmark decimals. (3.16)
B.b:20 Determine reasonableness of answers
(3.16)
Curriculum Guide Scott Foresman-Addison Wesley Mathematics-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
Scott Foresman-Addison Wesley Mathematics
Algebraic
Relationships # 9
November
13 teaching
days
Apply and justify use of
equations, inequalities,
properties (e.g., distributive,
4x27=4x25+4x2), and order of
operations to represent and solve
one-step and two-step problems
with and without context (3.13)
2nd Quarter
Algebraic Relationships
F.a:1 Recognize, extend, describe, create and replicate a
variety of patterns including attribute, numeric, and
geometric patterns. (3.13, 3.15)
F.a:2 Represent patterns and relationships with pictures,
tables, and charts. (3.14, 3.15)
F.a:3 Describe a rule that explains a functional
relationship or pattern using addition, subtraction, or
multiplication rules. (3.13, 3.15)
F.b:7 Solve one-step equations with “box” variable and
whole number coefficients in problems with and without
context using whole number coefficients. (3.15)
F.b:8 Solve two-step multi-operation equations with
“box” or letter variable and whole number coefficients
with and without context. Ex. 3 * “box” + 1 = 7. (3.13,
3.15)
F.b:9 Represent problem situations with one or two-step
equations or expressions. Solve simple two-step, twooperation patterns. (3.13, 3.14, 3.15)
F.b:10 Solve two-step open sentences involving all
operations (3.13, 3.15)
F.b:11 Solve equations involving any two operations
(3.13, 3.15)
F.c:14 Simplify (evaluate) two-step numerical
expressions using correct order of operations (3.13)
F.c:16 Demonstrate understanding of order of operations
by solving two-step open sentences involving all
operations (3.13)
Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 5
1st Quarter
Version 2.0
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 days of
teaching
Chapter 4: Dividing
with Two-Digit
Divisors
4.1 Dividing by
Multiples of 10
(NO&R)
4.2 Estimating with
Two-Digit
Divisors(NO&R)
4.3 Problem-Solving
Strategy, Try,
Check, and Revise
(NO&R)
4.4 Dividing Whole
Numbers by TwoDigit Divisors
(NO&R)
4.5 Dividing Larger
Numbers (NO&R)
4.6 Dividing: Choose a
Computation
Method (NO&R)
4.7 Dividing with Zeros
in the Quotient
(NO&R)
4.8 Problem-Solving
Skill, Multiple-Step
Problems (NO&R)
4.9 Dividing Decimals
by 10, 100, and
1,000
(NO&R)
4.10 Dividing Money by
Two-digit Divisors
(NO&R)
4.11 Dividing Decimals
by Whole Numbers
(NO&R)
4.12 Problem-Solving
Applications,
Animal Speeds
(NO&R)
Scott Foresman-Addison Wesley Mathematics
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. (4.1,
4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8,
4.9, 4.10, 4.11, 4.12)
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.
(4.8, 4.9, 4.10, 4.11, 4.12)
Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 5
1st Quarter
Version 2.0
2nd Quarter
Number Operations & Relationships
B.a:1 Recognize and apply place-value concepts to
whole numbers less than 10,000,000. (4.1, 4.2, 4.3, 4.4,
4.5, 4.6, 4.7, 4.8, 4.9, 4.10, 4.11, 4.12)
B.a:4 Identify and use number theory concepts: Prime
and composite numbers, Divisibility potential of
numbers, least common multiples through 24, greatest
common factors through 50. (4.1, 4.2, 4.3, 4.4, 4.5, 4.6,
4.7, 4.8, 4.9, 4.10, 4.11, 4.12)
MPS Number and
Operations
CABS # 2, #3
MPS Statistics and
Probability CABS #
3,
#9 First Question
B.a:5 Read, write, and identify monetary amounts
represented with visual model (4.2, 4.10)
B.a:6 Compare and order monetary amounts (4.2, 4.10)
B.b:13 Use all operations in everyday situations to solve
single or multi-step word problems. (4.1, 4.2, 4.3, 4.4,
4.5, 4.6, 4.7, 4.8, 4.9, 4.10, 4.11, 4.12)
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, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8,
4.9, 4.10, 4.11, 4.12)
B.b:16 Solve problems using basic multiplication and
division facts. (4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9,
4.10, 4.11, 4.12)
(B.b:19 Estimate using basic whole number operations,
benchmark fractions, and benchmark decimals. (4.2,4.3,
4.4, 4.5,4.7)
B.b:20 Determine reasonableness of answers (3.16)
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
Chapter 5: Data,
Graphs, and
Probability
January
15 days of
teaching
5.1 Collecting Data from
a Survey (Stats/Prob)
5.2 Bar Graphs
(Stats/Prob)
5.3 Line Graphs
(Stats/Prob)
5.4 Stem-and-Leaf Plots
(Stats/Prob)
5.5 Problem Solving
Strategy, Make a Graph
(stats/Prob)
5.6 Mean, Median, and
Mode (Stats/Prob)
5.7 Circle Graphs
(Stats/Prob)
5.8 Choosing an
Appropriate Graph
(Stats/Prob)
5.9 Problem Solving
Skill, Writing to
Compare (Stats/Prob)
5.10 Predicting
Outcomes (Stats/Prob)
5.11 Listing Outcomes
(Stats/Prob)
5.12 Expressing
Probability as a Fraction
(Stats/Prob)
5.13 Problem Solving
Applications, Population
Growth
(NO&R),(Stats/Prob)
Scott Foresman-Addison Wesley Mathematics
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. (5.13)
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.
(5.13)
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 (5.1, 5.2,5.3. 5.4, 5.5,
5.6, 5.7, 5.8, 5.9, 5.13)
Statistics and Probability #7
Describe the difference between
theoretical and experimental
probabilities, determine the
likelihood and fairness of events,
and explain why probabilities
are represented as fractions and
percents from 0 to 1
(5.10, 5.11, 5.12, 5.13)
Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 5
1st Quarter
Version 2.0
2nd Quarter
Number and Operations and Relationships
B.a:2 Read, write, and represent numbers using words,
numerals, pictures (base-ten blocks), number lines, arrays
expanded forms (12,436=10,000+2,000+400+30+6), and
symbolic reasoning e.g., 12,436=12,450-14c. (5.13)
B.b:19 Estimate using basic whole number operations,
benchmark fractions, and benchmark decimals. (5.13)
B.b:20 Determine reasonableness of answers
(5.13)
MPS Statistics and
Probability CABS
#3. #4, #5, #7, #8a
and b, #9
Statistics and Probability
E.a:1 Formulate questions to collect, organize, and display
data. (5.1, 5.2,5.3, 5.4, 5.5,5.6, 5.7, 5.8, 5.9)
E.a:2 Collect, organize, and display data in appropriate
graphs or charts. (5.1,5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9)
E.a:3 Draw reasonable conclusions based on contextual data.
(5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10, 5.11, 5.12, 5.13)
E.a:4 Use data to predict outcomes or trends from graphs and
tables. (5.1,5.2, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9)
E.a:5 Extract, interpret, and analyze data from single bar
graphs, tables and charts, line plots, context, circle graphs,
and Venn diagrams. (5.1,5.2, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9)
E.a:6 Describe a given set of data of ten or fewer
items/numbers using the terms mean, median, ,mode, range
to extract information from organized charts, tables, graphs,
and Venn diagrams in problems with and without context.
(5.6,5.13)
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
5
Milwaukee Public Schools Curriculum Guide - Grade 5
Scott Foresman-Addison Wesley Mathematics
2nd Quarter
Statistics and Probability
January
E.b:7 Determine the likelihood of future events, predict
outcomes of future events, and test predictions using data
from a variety of sources. (5.10, 5.11, 5.12, 5.13)
15 days of
teaching
E.b:8 Choose or design an event that is fair or unfair.
(5.10, 5.11, 5.12)
E.b:9 Determine the probability of events in context
using words, percents, or fractions. (5.10, 5.11, 5.12)
E.b:10 Describe and determine the number of
combinations of selecting three items from four or more
items. (5.10, 5.11, 5.12)
Adjustments made to the 2nd quarter curriculum guide reflect feedback from teachers regarding the pacing in the 1st 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 2 nd quarter curriculum guide.
Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 5
1st Quarter
Version 2.0
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
6