Download Assessment Analysis Worksheet

Revised 10/28
TTUSD Pacing Schedule
District/School TTUSD
Prerequisite
Standard(s)
School Year 2008-2009
Mathematics Grade 5
Standard
ES
NS 1.0
NS 1.1
Trimester 1
Trimester 2
Students compute with very large and very small numbers, positive
integers, decimals, and fractions and understand the relationship
between decimals, fractions, and percents. They understand the relative
magnitudes of numbers:
Estimate, round, and manipulate very large (e.g., millions) and very small
(e.g., thousandths) numbers.
September
Ch. 3.1 - 3.2, 3.4 - 3.6
NS 1.1
Estimate, round, and manipulate very large (e.g., millions) and very small
(e.g., thousandths) numbers.
January
Ch. 3.1, 3.3, 3.5 - 3.6
Y
NS 1.2
Interpret percents as a part of a hundred; find decimal and percent
equivalents for common fractions and explain why they represent the same
value; compute a given percent of a whole number.
January
Ch.2.1 - 2.4
Ch. 23.1 - 23.4
Ch. 24.3
NS 1.3
Understand and compute positive integer powers of nonnegative integers;
compute examples as repeated multiplication.
October
Ch.1.4
Trimester 3
Revised 10/28
Y
NS 1.4
Determine the prime factors of all numbers through 50 and write the
numbers as the product of their prime factors by using exponents to show
multiples of a factor (e.g., 24 = 2 x 2 x 2 x 3 = 2 3 x 3).
October
Ch1.1-1.3, 1.5 (GCF)
NS 1.5
Identify and represent on a number line decimals, fractions, mixed numbers,
and positive and negative integers.
Include in all
instruction of NS. 1.0
January/ February
Ch. 4.1 - 4.4
NS 1.5
Identify and represent on a number line decimals, fractions, mixed numbers,
and positive and negative integers.
March
Ch.25.1 - 25.2
NS 2.0
Prerequisite
Standard(s)
Mathematics Grade 5
Standard
ES
Y
Students perform calculations and solve problems involving addition,
subtraction, and simple multiplication and division of fractions and
decimals:
NS 2.1
Add, subtract, multiply, and divide whole numbers and decimals; add with
negative integers; subtract positive integers from negative integers.
NOTE:
Add, subtract, multiply, and divide whole numbers is not taught in isolation
in the Houghton Mifflin. 4th Grade standard - Pretest and use
supplemental materials to review this skill.
Trimester 1
September
Pg. 94 See Greg
Tang
Harcourt Ch 3.3
Ch. 9.1 - 9.4
Ch. 11.1 -11.6
Ch. 12.2 - 12.3, 12.5
Houghton Mifflin
Ch. 15.1 - 15.6
Trimester 2
Trimester 3
Revised 10/28
Y
NS 2.1
Add, subtract, multiply, and divide whole numbers and decimals; add with
negative integers; subtract positive integers from negative integers.
September
Ch 12.1 - 12.3
Y
NS 2.1
Add, subtract, multiply, and divide whole numbers and decimals; add with
negative integers; subtract positive integers from negative integers.
January/February
Ch.13.1 - 13.5
Ch. 14.1 - 14.6
Ch. 15.1 - 15.6
Y
NS 2.1
Add, subtract, multiply, and divide whole numbers and decimals; add with
negative integers; subtract positive integers from negative integers.
March
Ch. 25.1 - 25.5
Ch. 26.1 - 26.4
Y
NS 2.2
Demonstrate proficiency with division, including division with positive
decimals and long division with multidigit divisors.
January/February
Ch. 14.1 - 14.6
Ch. 15.1 - 15.6
Y
NS 2.3
Solve simple problems, including ones arising in concrete situations,
involving the addition and subtraction of fractions and mixed numbers (like
and unlike denominators of 20 or less), and express answers in simplest
form.
January/February
Ch. 1.5 (GCF)
Ch. 7.1 - 7.4
Ch. 8.1 - 8.4
Ch. 9.1 - 9.4
Y
NS 2.4
Understand the concept of multiplication and division of fractions.
January/ February
Revised 10/28
Ch. 10.1 - 10.3
Ch. 11.1 - 11.4
NS 2.5
Compute and perform simple multiplication and division of fractions and
apply these procedures to solving problems.
January/February
Ch. 11.5
AF 1.0
AF 1.1
Students use variables in simple expressions, compute the value of the
expression for specific values of the variable, and plot and interpret the
results:
Use information taken from a graph or equation to answer questions about a
problem situation.
Ti
October
Ch. 5.1 - 5.4
Y
AF 1.2
November/Decemb
Ch. 16.1 - 16.6
Use a letter to represent an unknown number; write and evaluate simple
algebraic expressions in one variable by substitution.
October
Ch. 5.3
AF 1.3
Know and use the distribute property in equations and expressions with
variables.
October
Ch. 6.1 - 6.2
Prerequisite
Standard(s)
Mathematics Grade 5
Standard
ES
Y
AF 1.4
Trimester 1
Trimester 2
Trimester 3
Identify and graph ordered pairs in the four quadrants of the coordinate
plane.
March
Ch. 27.1 - 27.2
Y
AF 1.5
Solve problems involving linear functions with integer values; write the
equation; and graph the resulting ordered pairs on a grid.
March
Ch. 17.3 - 17.4
Revised 10/28
Ch. 27.3 - 27.4
Ch. 28.1 - 28.3
MG
Y
MG 1.1
Students understand and compute the volumes and areas of simple
objects:
Derive and use the formula for the area of a triangle and of a parallelogram
by comparing it with the formula for the area of a rectangle (i.e., two of the
same triangles make a parallelogram with twice the area; a parallelogram
with a rectangle of the same area by cutting and pasting a right triangle on
the parallelogram).
Late March
Ch. 21.1 - 21.4
Y
MG 1.2
Construct a cube and rectangular box from two-dimensional patterns and
use these patterns to compute the surface area for these objects.
Late March
Ch. 22.1 - 22.3
Y
MG 1.3
Understand the concept of volume and use the appropriate units in common
measuring systems (i.e., cubic centimeter [cm 3 ], cubic meter [m 3 ], cubic
inch [in 3 ], cubic yard [yd 3 ]) to compute the volume in rectangular solids.
Late March
Ch. 22.4
MG 1.4
Differentiate between and use appropriate units of measures for, twodimensional objects (i.e., find the perimeter, area, volume).
Late March
Ch. 22.5
MG 2.0
Y
MG 2.1
Students identify, describe, and classify the properties of, and the
relationship between, plane and solid geometric figures:
Measure, identify, and draw angles, perpendicular and parallel lines,
rectangles, and triangles by using the appropriate tools (e.g., straightedge,
ruler, compass, protractor, drawing software).
Early March
Ch. 18.1 - 18.3
Revised 10/28
Y
MG 2.2
Know that the sum of the angles of any triangle is 180 degrees and the sum
of the angles of any quadrilateral is 360 degrees and use this information to
solve problems.
Early March
Ch. 19.1 - 19.5
MG 2.3
Prerequisite
Standard(s)
Visualize and draw two-dimensional views of three dimensional objects
made from rectangular solids.
Mathematics Grade 5
Standard
ES
SDAP 1.0
SDAP 1.1
Trimester 1
Trimester 2
Students display, analyze, compare, and interpret different data sets of
different sizes:
Know the concepts of mean, median, and mode; compute and compare
simple examples to show that they may differ.
September
Ch. 16.1 - Ch. 16.2
SDAP 1.2
Organize and display single-variable data in appropriate graphs and
representations (e.g., histogram, circle graphs) and explain which types of
graphs are appropriate for various data sets.
November/December
Ch. 16.3 - 16.6
SDAP 1.3
Use fractions and percentages to compare data sets of different sizes.
January/February
Ch. 4.3
Ch. 2.5
Y
SDAP 1.4
Identify ordered pairs of data from a graph and interpret the meaning of the
data in terms of the situation depicted by the graph.
November/December
Ch. 16.3
Y
SDAP 1.5
Know how to write ordered pairs correctly; for example, (x,y).
November/December
Ch. 17.1 - 17.5
Trimester 3
Revised 10/28
Y
MR 1.0
MR 1.1
Students make decisions about how to approach problems:
Analyze problems by identifying relationships, distinguishing relevant from
irrelevant information, sequencing and prioritizing information, and
observing patterns.
Ch. 3.5
Ch. 5.1
MR 1.2
Y
Ch. 6.2
Students use strategies, skills, and concepts in finding solutions:
MR 2.1
Use estimation to verify the reasonableness of calculated results. (Whole
Numbers)
Use estimation to verify the reasonableness of calculated results. (Decimals)
Apply strategies and results from simpler problems to more complex
problems.
Ch. 1.6, 4.5
Ch. 2.5, 20.4
Ch. 6.5, 8.4, 10.4,
12.4, 17.5, 18.4, 21.5,
24.4, 25.5
Ti
Ch.14.6
MR 2.3
T2
Determine when and how to break a problem into simpler parts.
MR 2.0
MR 2.1
MR 2.2
T2
Ti
Ti
Use a variety of methods, such as words, numbers, symbols, charts, graphs,
tables, diagrams, and models to explain mathematical reasoning.
Ch. 6.1, 9.5, 16.6,
19.5
Y
MR 2.4
Express the solution clearly and logically by using the appropriate
mathematical notation and terms and clear language; support solutions with
evidence in both verbal and symbolic work.(Whole Numbers, Graphing)
Ch. 5.6
Prerequisite
Standard(s)
Mathematics Grade 5
Standard
ES
Y
MR 2.4
Y
MR 2.4
Express the solution clearly and logically by using the appropriate
mathematical notation and terms and clear language; support solutions with
evidence in both verbal and symbolic work.(Decimals, %’s, Fractions)
Express the solution clearly and logically by using the appropriate
Trimester 1
Trimester 2
Trimester 3
Revised 10/28
mathematical notation and terms and clear language; support solutions with
evidence in both verbal and symbolic work. (Integers, Geometry)
Ch. 22.5
MR 2.5
Indicate the relative advantages of exact and approximate solutions to
problems and give answers to a specified degree of accuracy. (Whole
Numbers)
MR 2.5
Indicate the relative advantages of exact and approximate solutions to
problems and give answers to a specified degree of accuracy. (Decimals)
MR 2.6
Make precise calculations and check the validity of the results from the
context of the problem. (Whole Numbers)
Ch. 3.6
Ch.13.6
Ch.7.5, 15.6
MR 2.6
Make precise calculations and check the validity of the results from the
context of the problem. ( Fractions, Decimals)
MR 3.0
Students move beyond a particular problem by generalizing to other
situations:
Evaluate the reasonableness of the solution in the context of the original
situation. (Whole Numbers)
Evaluate the reasonableness of the solution in the context of the original
situation. (Fractions, Decimals, %’s)
Evaluate the reasonableness of the solution in the context of the original
situation. (Integers, Geometry)
Note the method of deriving the solution and demonstrate a conceptual
understanding of the derivation by solving similar problems.
Develop generalizations of the results obtained and then apply them in other
circumstances.
Ch. 11.5, 23.5
MR 3.1
MR 3.1
MR 3.1
MR 3.2
MR 3.3
Ti
Ti
T2