curriculum & grade 4: mathematics pacing guide · · 2018-02-12grade 4: mathematics...

Grade 4: Mathematics

Curriculum & Pacing Guide

TVaughan

Curriculum & Pacing Guide

Martinsville City Public Schools

Revised Summer 2011

Updated Summer 2014 tjv

Grade 5: Mathematics

Refer to the Curriculum Framework for actual lesson planning Modified Summer 2014 tjv

Martinsville City Public Schools’ Instructional Plan of Action

The Martinsville City Public Schools Curriculum Guide was developed using the Standards of Learning for Virginia Public Schools and the State Curriculum Framework. Also, an emphasis was placed on the integration of 21st Century Skills into all areas of K-12 education. Martinsville City Public Schools believes that to compete in a global community, all children must develop lifelong independent skills that demonstrate initiative, self-direction, and the ability to problem-solve, innovate and create, and communicate by writing and speaking effectively. To provide an avenue for students to develop these important qualifications and provide a more rigorous learning environment, Martinsville City Public Schools encourages problem-based learning in all classrooms. The collaboration between students in this type of learning environment develops skills in leadership, accountability, social, and cross-cultural understanding as they communicate and think critically to problem-solve real world applications of the curriculum. Martinsville City Public Schools’ Core curriculum prepares students to achieve these 21st Century skills through competent cross- curricular activities that apply knowledge of concepts learned in other areas of study and in the community. Standard benchmark assessments along with project-based assessments and end of year SOL tests are administered to ensure mastery of the concepts. PALS assessments are used to ensure proficiency in Reading for grades Pre-K through Eight. To further ensure that all students learn to the best of their

abilities, a Response to Intervention (RtI) system, using STAR Math, STAR Reading, Algebra Readiness Diagnostic Test (ARDT), is in place to guide classroom instruction, screen and progress monitor students so that intervention and enrichment activities are scheduled based on the students individual needs throughout the year. Curriculum Guide OVERVIEW

The Martinsville City Public Schools’ Curriculum Guide is designed to provide a reference document for each subject and grade level that indicates The Curriculum’s Big Ideas, Instructional Strategies, Model lessons, & Assessment Instruments and suggested time frames to be used as a Guide for classroom instruction. In addition, Learning Targets at a Glance contains an overview of the curriculum taught for each grading period for each subject and grade level. 21st Century Internet Safety procedures are listed, and for Grades Three through Twelve, an SOL Testing Blueprint Target is included to give insight to the strands that will receive the most focus on the SOL Assessments. Two symbols will be used to denote the 21st Century Focus:

This symbol is used through to denote a 21st Century skill.

This symbol is used throughout to denote a 21st Century Global Connection.


Learning Overview

The Fifth Grade student will be provided many opportunities to engage in experiences involving problem solving, data collection and analysis, and algebraic thinking. The Virginia Standards of Learning provide the foundation for fifth grade mathematics. The standards are organized into 6 strands: Number/Number Sense: The focus of instruction allows students to investigate and develop strategies for reading, writing, and judging the size of whole numbers, fractions, and decimals by comparing them, using a variety of models benchmarks as referents. Using their knowledge to investigate and solve problems. Computation and Estimation: The focus of instruction allows students to develop fluency in multiplication and division with whole numbers, fractions and decimals, using models, explanation, and proficiency with basic facts and algorithms. Measurement: The focus of instruction allows students to be actively involved in active exploration of the real world in order to apply concepts from the two systems of measurement (metric/U.S. Customary) and enhance their understanding of measurement by using appropriate tools. Geometry: The focus of instruction allows students to discover the relationships between geometric figures by constructing, drawing, measuring, comparing, and classifying these figures. Students will investigate, identify, and draw representations and describe relationships between and among points, lines, line segments, rays and angles.

Probability and Statistics: The focus of instructions allows students to further develop and investigate data collection strategies. Patterns,Functions and Algebra: The focus of instruction is to help students develop a solid use of patterning as a problem solving tool.

Curriculum Big Ideas Instructional Strategies & Model Lessons Assessment Items

The organizing topics, big ideas, or strands under which student learning is organized and the Essential Understandings, Knowledge and Skills students must develop in order to master these concepts (typically from the standards found in the VDOE curriculum framework). Essential Understandings—what we want students to understand about this idea, topic, or concept Essential Knowledge—What students must know in order to develop this understanding Essential Skills—What students must be able to do in order to demonstrate that understanding

Standards of Learning that meet the criteria for 21st

Century skills will be identified by this symbol

Standards of Learning that meet the 21st Century Learning of Global Connections will be designated with this symbol

Resources, strategies, and models for delivery of the curriculum. Includes suggested teaching strategies, links to model lesson plans links to frequently referenced online sites, and suggested teacher resources and where to find them (online and hard copy, such as texts, primary source documents, etc.)

Examples of formative and summative assessments for measuring student mastery of the curriculum. Includes essential questions, writing prompts, sample test items, benchmark test links, model performance-based assessments, and other assessment resources.


Learning Targets at a Glance – 5th Grade Math

Grade 5 Mathematics Test Blueprint Summary Table

50 question test

Number/Number Sense Computation/Estimation Measurement/Geometry Probability, Statistics, Patterns, Functions and Algebra

7 13 12 18

First Quarter

Second Quarter

Third Quarter Fourth Quarter

5.1- round decimals 5.2- name/compare fractions and decimals 5.3- identify/describe prime and composite numbers 5.4- create & solve single & multi-step problems(whole numbers) 5.5- add/subtact/multiply/divide decimals 5.6- solve single & multi-step problems(fractions)

Ongoing Practice and Review: Daily 10 minute basic fact reviews, Multiples and factors, problem solving

5.8- find perimeter/area/volume 5.9- Identify/describe diameter, radius, chord, and circumference of a circle 5.11- measure right, acute, obtuse and straight Angles 5.12- classify angles and triangles 5.13- investigate/describe/develop definitions of plane figures Ongoing Practice and Review: Daily 10 minute basic fact reviews, Multiples and factors, problem solving

5.10- determine elapsed time 5.14- make predictions and determine probability of an outcome 5.15- collect/organize/interpret data 5.16- describe mean, median, mode, fair share and range Ongoing Practice and Review: Daily 10 minute basic fact reviews, Multiples and factors, problem solving

5.7- evaluate whole number numerical expressions 5.17- describe relationship of number patterns 5.18- investigate/describe variables -write open sentences -model one-step linear equations -create problem situation using 1 variable 5.19- investigate/recognize distributive property of multiplication over addition Ongoing Practice and Review: Daily 10 minute basic fact reviews, Multiples and factors, problem solving


21st Century Internet Safety Procedures

1. Teachers should review all internet sites and links prior to using them in the classroom. During this review, teachers need to ensure the appropriateness of the content on the site. Checking for broken links and paying attention to inappropriate pop-ups or solicitations of information. 2. Teachers should circulate throughout the classroom while students are on the internet to make sure the students are on the appropriate site and are not minimizing other inappropriate sites. 3. Teachers should periodically check and update any web addresses that they have on their MCPS webpage. 4. Teachers should assure that the use of these websites correlate with the objectives of the lesson and provide students with the appropriate challenges.


5 Minutes

10 Minutes 25 Minutes

20 Minutes

Suggested Time Allocation for a 60 Minute Math Block

Bellringer

Calendar Activity

Skill Lesson

Practice/Small Group Instruction


Content: Mathematics Grade Level: 5

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Number & Number Sense SOL 5.1 The student, given a decimal through thousandths, will round to the nearest whole number, tenth, or hundredth. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

Round decimals to the nearest whole number, tenth, or hundredth.

• Decimal • Whole Number • Tenth • Hundredth • Thousandth • Round • Number Line

Base 10 Blocks Money Place Value Mats & Charts Decimal Squares Decimal Number lines VDOE Math Word Wall Voc Dinah Zikes Foldable:

Study Jams www.Brainpop.com www.Smarttech.com – Rounding decimals Pete’s Power Point YouTube – Rounding Rap http://www.ixl.com/math/grade-5

Success Maker

www.superteacherworksheets.com

ARI Curriculum Companion (VDOE) – 5.1 Rounding Decimals Math Out of the Box Values/Variables Module A Lessons: 9-11 Lessons: 12-14 VDOE Modules: 5.1 Roll ‘Em VDOE ESS: 5.1 Decimal Round-up/Round-Down EnVision Math 2-2 pp. 28-29 2-3 pp. 30-33

Find your place Look right next door 5 or greater add one more 0-4 do no more just ignore 0, 1, 2, 3, 4 stay 5, 6, 7, 8, 9 ↑

STAR Math ARDT (target date Jan. 2013)

Teacher Made Assessments Benchmarks

http://www.brainpop.com/


http://www.smarttech.com/


http://www.ixl.com/math/grade-5


http://www.superteacherworksheets.com/



Content: Mathematics Grade 5

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SOL 5.2 The student will a) recognize and name fractions in their equivalent decimal form and vice versa; and b) compare and order fractions and decimals in a given set from least to greatest and greatest to least. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

Represent fractions (halves, fourths, fifths,

eighths, and tenths) in their equivalent decimal form and vice versa.

Recognize and name equivalent relationships between decimals and fractions with denominators up to 12.

Compare and order from least to greatest and greatest to least a given set of no more than five numbers written as decimals, fractions, and mixed numbers with denominators of 12 or less.

Represent fractions (halves, fourths, fifths, eighths, and tenths) in their equivalent decimal form and vice versa.

Recognize and name equivalent relationships between decimals and fractions with denominators up to 12.

Compare and order from least to greatest and greatest to least a given set of no more than five numbers written as decimals, fractions, and mixed numbers with denominators of 12 or less.

• Fractions • Equivalent Decimal • Least • Greatest • Halves • Fourths • Fifths • Eighths • Tenths • Denominator • Numerator • Compare • Order

Place Value Mats & Charts 10 X 10 Grids Decimal Squares Base 10 Blocks Meter Sticks Number lines Money Dinah Zikes Foldables: VDOE Math Word Wall Voc.

Study Jams www.Brainpop.com www.Smarttech.com - equivalent fractions and decimals www.superteacherworksheets.com Pete’s Power Point http://www.ixl.com/math/grade-5 Success Maker

Math Out of the Box

Values/Variables Module B: Lessons: 5-7, 13 ARI Curriculum Comp. (VDOE) -Expl. Decimals p. 3 -Comparing and Ordering p. 2 & 5

VDOE Modules: 5.2a Fishing for deimals & fractions

5.2b Line-Up 5.2bFraction/Decimal…Out to Dry VDOE ESS: 5.2 Order up EnVision Math: 5.2a 9-8 pp. 238-241 9-9 pp. 242-243 9-10 pp. 244-245 5.2b 1-4 pp. 12-13 9-5 pp. 230-231

Review calculator use and how to enter the fraction. Convert all fractions to decimals before ordering. Relate fractions and decimals to money (i.e. ¼ is one quarter, so it is .25)















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SOL 5.3 a) identify and describe the characteristics of prime and composite numbers; and b) identify and describe the characteristics of even and odd numbers.

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

• Identify prime numbers less than or equal to 50.

• Identify composite numbers less than or equal to 50.

• Explain orally and in writing why a number is prime or composite.

• Identify which numbers are even or odd.

• Explain and demonstrate with manipulatives, pictorial representations, oral language, or written language why a number is even or odd.

• Even • Odd • Prime Factorization • Composite • Prime

Rectangular Arrays Base 10 Blocks Cubes Tiles Hundreds Board VDOE Math Word Wall Voc. Dinah Zikes Foldables:

Study Jams www.Brainpop.com – prime and composite www.Smarttech.com - Prime and composite www.Smarttech.com –characteristics of odd and even numbers www.superteacherworksheets.com Pete’s Power Point http://www.ixl.com/math/grade-5 Success Maker

ARI Curriculum Comp. (VDOE) 5.3a- Exploring Whole Numbers p. 2& 9 5.3b- Exploring Whole Numbers p. 12

Math Out of the

Box Values/Variables Module A Lessons: 28-30

VDOE ESS: 5.3 Partners & Leftovers 5.3 Sieve on Eratosthenes: An Ancient Algoriithm

VDOE Modules 5.3a Prime/Composite Numbers 5.3b Even/Odd Numbers EnVision Math: 4-8 pp. 106-109

Even and odd numbers group pattern blocks, bears, counting chips, etc.

















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Computation and Estimation SOL 5.4 The student will create and solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division with and without remainders of whole numbers. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

• Select appropriate methods and tools from among paper and pencil, estimation, mental computation, and calculators according to the context and nature of the computation in order to compute with whole numbers.

• Create single-step and multistep problems involving the operations of addition, subtraction, multiplication, and/pr division with and without remainders of whole numbers, using practical situations.

• Estimate the sum, difference, product, and quotient of whole number computations.

• Solve single-step and multistep problems involving addition, subtraction, multiplication, and division with and without remainders of whole numbers, using paper and pencil mental computation, and calculators in which:

• Sums, differences, and products will not exceed five digits;

• Multipliers will not exceed two digits;

• Divisors will not exceed two digits; or

• Dividends will not exceed four digits.

• Use two or more operational steps to solve a multistep problem. Operations can be the same or different.

• Addition • Subtraction • Division • Multiplication • Remainder • Estimation • Computation • Single-Step Problem • Multi-Step Problem • Sum • Difference • Product

VDOE Math Word Wall Voc. Dinah Zikes Foldables:

Study Jams www.Brainpop.com www.Smarttech.com – word problems www.superteacherworksheets.com Pete’s Power Point http://www.ixl.com/math/grade-5 Success Maker

ARI Curriculum Comp. (VDOE) 5.4 Exploring Whole Numbers p. 15-44 (7 lessons) Math Out of the

Box Values/Variables Module A Lessons: 15, 17 20-27

VDOE ESS: 5.4 Take a Trip

EnVision Math: 2-8 pp. 46-49 3-8 pp. 74-77 4-3 pp. 88-89 4-9 pp. 110-113 5-3 pp. 126-127 5-5 pp. 130-133 5-6 pp. 134-135 5-7 pp. 136-137 5-8 pp. 138-139 6-5 pp. 158-161 6-6 pp. 162-163 14-8 pp. 364-365

Identify key words in word problems. Use menus, catalogs, sale papers, etc to make up real life problems. Division Problem-Solving Plan















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SOL 5.5 The student will:

a) find the sum, difference, product, and quotient of two

numbers expressed as decimals through thousandths

(divisors with only one nonzero digit); and b) create and solve single-step and multistep practical


• Find the sum, difference, and product of two numbers expressed as decimals through thousandths, using paper and pencil, estimation, mental computation, and calculators.

• Estimate to find the number that is closest to the sum, difference, and product of two numbers expressed as decimals through thousandths.

• Determine the quotient, given a dividend expressed as a decimal through thousandths (and no adding of zeros to the dividend during the division process) and a single-digit divisor. For example, 5.4 divided by 2 and 5.4 divided by 6.

• Find the sum, difference, and product of two numbers expressed as decimals through thousandths, using mental computation.

• Find the sum, difference, and product of two numbers expressed as decimals through thousandths, using calculators.

• Use estimation to check the reasonableness of a sum, difference, and product, and quotient.

• Create and solve single-step and multistep Problems.

• A multistep problem needs to incorporate two or more operational steps (operations can be the same or different).

• Addition • Subtraction • Division • Multiplication • Remainder • Estimation • Computation • Single-Step Problem • Multi-Step Problem • Sum • Difference • Product • Quotient • Divisor

Base 10 Blocks Cubes Counters Dinah Zikes Foldables: VDOE Math Word Wall Voc

Study Jams www.Smarttech.com – decimal word problems www.superteacherworksheets.com Pete’s Power Point http://www.ixl.com/math/grade-5 Success Maker

ARI Curriculum Comp. (VDOE) 5.5b -Decimals p. 6 Math Out of the

Box Values/Variables Module A Lessons: 16, 19, 20

VDOE ESS:

5.5a, b Party Time

EnVision Math 5.5a 2-6 pp. 42-43 2-7 pp. 44-45 7-2 pp. 172-173 7-4 pp. 176-177 7-8 pp. 186-187 5.5b 7-1 pp. 170-171 7-3 pp. 174-175 7-5 pp. 178-179 7-6 pp. 180-183 7-7 pp. 184-185 7-9 pp. 188-191

Line up decimals when adding and subtracting. Don’t line up decimals when multiplying. Highlight, circle, or underline the numbers behind the decimal and count them. Divide Multiple Subtract Bring down (Dirty Monkeys Smell Bad or Does McDonald’s sell Burgers)

STAR Math ARDT (target date Jan. 2013 Teacher Made Assessments Benchmarks









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SOL 5.6 The student will solve single-step and

multistep practical problems involving addition and subtraction with fractions and mixed numbers and express answers in simplest form.


• Solve single-step and multistep practical problems involving addition and subtraction with fractions having like and unlike denominators. Denominators in the problems should be limited to 12 or less (e.g.; 1/5 + ¼) and answers should be expressed in simplest form.

• Solve single-step and multistep practical problems involving addition and subtraction with mixed numbers having like and unlike denominators, with and without regrouping. Denominators in the problems should be limited to 12 or less, and answers should be expressed in simplest form.

• Use estimation to check the reasonableness of a sum or difference.

• Fractions • Mixed Numbers • Simplest Form • Least Common Multiple • Least Common Denominator • Numerator • Denominator

Dinah Zikes Foldables: VDOE Math Word Wall Voc

Study Jams www.Brainpop.com www.Smarttech.com – add and subtract fractions www.superteacherworksheets.com Pete’s Power Point YouTube – Mr. Duey – Fractions (improper fractions) YouTube – Fraction Shuffle http://www.ixl.com/math/grade-5 Success Maker

ARI Curriculum Comp. (VDOE) 5.6 Working with Fractions pg. 2

Math Out of the Box

Values/Variables Module B Lessons: 1-4 8-12

VDOE ESS: 5.6 Enough Room

EnVision Math 10-1 pp. 256-259 10-3 pp. 262-263 10-4 pp. 264-265 10-5 pp. 266-267 10-6 pp. 268-269

Find least common denominator Cross Multiply Find greatest common factor












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SOL 5.8 The student will : a) find perimeter, area, and volume in standard units of measure; b) differentiate among perimeter, area, and volume and identify whether the application of the concept of perimeter, area, or volume is appropriate for a given situation; c) identify equivalent measurements within the metric system; d) estimate and then measure to solve problems, using U.S. Customary and metric units; and e) choose an appropriate unit of measure for a given situation involving measurement using U.S. Customary and metric units. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

• Determine the perimeter of a polygon, with or without diagrams, when – the lengths of all sides of a polygon that is not a rectangle or a square are given; – the length and width of a rectangle are given; or – the length of a side of a square is given.

• (e.g., 24 square inches). • Estimate and determine the perimeter of a

polygon, and area of a square, rectangle, and right triangle following the parameters listed above, using only whole number measurements given in metric or U.S. Customary units, and record the solution with the appropriate unit of measure

• Estimate and determine the area of a square, with or without diagrams, when the length of a side is given. Estimate and determine the area of a rectangle, with or without diagrams, when the length and width are given

• Perimeter • Area • Volume – Length x Width x Height • Polygon • Right Triangle • Estimate • Length • Width • Base • Height • U.S. Customary • Metric Units • Length: ½, ¼, ⅛ inch, Feet, Yards, Millimeters, Centimeters, Meters, Kilometers

Yardsticks Rulers Tape Measurer Meter Stick Scales Balances Cups Quarts Gallons Graduated Cylinders Thermometers Dinah Zikes Foldables: VDOE Math Word Wall Voc

Study Jams www.Brainpop.com www.Smarttech.com – perimeter and area www.Smarttech.com – measurement www.superteacherworksheets.com Pete’s Power Point YouTube – Math Rocks! Perimeter & Area http://www.ixl.com/math/grade-5 Success Maker

ARI Curriculum Comp. (VDOE)

2-D Measure 5.8a P. 2, 10 5.8b p. 17 3-D Geometry 5.8b p. 2 Working w/Units 5.8d p. 2,5,8,10

VDOE ESS:

5.8 Measurement Mania 5.8 Rolling Rectangles

EnVision Math

5.8a 12-3 pp. 300-303 12-4 pp. 304-305 12-5 pp. 306-307 12-6 pp. 308-309 13-5 pp. 332-335 5.8c 14-5 pp. 356-357 5.8d 12-1 pp. 295-297 12-2 pp. 298-299 14-1 pp. 348-349 14-3 pp. 352-353 5.8e 14-2 pp. 350-351

Perimeter- outside, around, add all sides Area- inside, cover, l x w or s x s (rectangle or square) Area of right triangle – (b x h) divide by 2 Explain that the right triangle is half of the rectangle or square and that is why you divide by 2. Draw a picture of the shape for the problems that do not have pictures for them. Highlight key words.
















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SOL 5.8- continued

• Estimate and determine the area of a right triangle, with or without diagrams, when the base and the height are given.

• Differentiate among the concepts of area, perimeter, and volume.

• Describe practical situations where area, perimeter, and volume are appropriate measures to use, and justify their choices orally or in writing.

• Identify whether the application of the concept of perimeter, area, or volume is appropriate for a given situation.

• Develop a procedure for finding the volume of a rectangular solid. • Determine the volume of a rectangular solid using manipulatives (e.g., cubes) or pictorial representations.

• Solve problems involving measurement by selecting an appropriate measuring device and a U.S. Customary or metric unit of measure for the following: – length: part of an inch (1/2,1/4 ,1/8), inches, feet, yards, millimeters, centimeters, meters, and kilometers; – weight: ounces, pounds, and tons; – mass: grams and kilograms; – liquid volume: cups, pints, quarts, gallons, milliliters, and liters; – area: square units; and

– Temperature: Celsius and Fahrenheit units.

• Estimate the conversion of Celsius and Fahrenheit units relative to familiar situations: – Water freezes at 0°C and 32°F. – Water boils at 100°C and 212°F. – Normal body temperature is about 37°C and 98.6°F.

Weight: Ounces, Pounds, Tons • Mass: Grams, Kilograms • Liquid Volume: Cups, Pints, Quarts, Gallons, Milliliters, Liters • Area: Square Units • Temperature: Celsius, Fahrenheit units Water Freezes: 0C & 32F Water Boils: 100C & 212F Body Temperature: 37C & 98.6F

Math Out of the Box

Tools/Time Units of Measure Lessons: 1-4 Perimeter/Area Lessons: 5-10. 12 Temperature Lessons 14-15 Metric Lessons: 16-20

Gallon Man-Volume of U.S. Customary Estimate measurements (i.e. gram = paper clip) Draw and label the parts of the ruler.




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SOL 5.9 The student will identify and describe the diameter, radius, chord, and circumference of a circle. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

Identify and describe the diameter, radius, chord, and circumference of a circle.

Describe the relationship between - Diameter and radius - Diameter and chord; and - Radius and circumference; and

- diameter and circumference The length of the diameter of a circle is

twice the length of the radius.

• Diameter • Radius (Radii) • Chord • Circumference • Circle • Center • Line Segment

Dinah Zikes Foldables VDOE Math Word Wall Voc

www.Brainpop.com www.Smarttech.com – circles www.superteacherworksheets.com Pete’s Power Point http://www.ixl.com/math/grade-5 Success Maker

ARI Curriculum Companion

(VDOE) Exploring Circles 5.9 p. 2

VDOE ESS: 5.9 Human Circles

EnVision Math 12-7 p. 310-313 Math Out of the

Box Conjectures and Transformations Lesson 10

Draw and label the parts of circle. Make human circles. Use various materials to make circles with each part.














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SOL 5.11 The student will measure right, acute, obtuse, and straight angles. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

• Identify the appropriate tools (e.g., protractor and straightedge or angle ruler as well as available software) used to measure and draw angles and triangles.

• Measure right, acute, straight, and obtuse angles, using appropriate tools, and identify their measures in degrees.

• Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts.

• Solve addition and subtraction problems to find unknown angle measures on a diagram in practical and mathematical problems, (e.g., by using an equation with a symbol for the unknown angle measure)

• Right Angle • Acute Angle • Obtuse Angle • Straight Angle • Protractor • Straightedge • Angle Ruler • Degrees

Protractor Angle Ruler

VDOE Math Word Wall Voc Dinah Zikes Foldables:

Study Jams www.Brainpop.com www.Smarttech.com – angles www.superteacherworksheets.com Pete’s Power Point http://www.ixl.com/math/grade-5 Success Maker

ARI Curriculum Companion (VDOE) Classifying Angles 5.11 p. 16, 24, 32 VDOE ESS: 5.11 Angles Are Everywhere

EnVision Math 8-2 pp. 204-205

Math Out of the Box

Conjectures and Transformations Lessons: 8-9

Classify angles first and then have them measure it using the protractor. i.e. If the angle is acute then they will use the smaller number.














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Geometry SOL 5.12 The student will classify a) angles as right, acute, obtuse, or straight; and b) triangles as right, acute, obtuse, equilateral, scalene, or isosceles The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

• Classify angles as right, acute, straight, or obtuse.

• Classify triangles as right, acute, or obtuse.

• Classify triangles as equilateral, scalene, or isosceles.

• Right Angle/triangle • Acute Angle/ Triangle • Obtuse Angle / Triangle • Straight Angle • Equilateral Triangle – All sides Equal • Isosceles – 2 Congruent sides • Scalene – No Congruent Sides

Dinah Zikes Foldable: VDOE Math Word Wall Voc.

Study Jams www.Brainpop.com www.Smarttech.com – angles www.Smarttech.com – types of triangles www.superteacherworksheets.com

Pete’s Power Point YouTube- Angle Dance YouTube –Acute, Obtuse, and Right Angles Song http://www.ixl.com/math/grade-5 Success Maker

ARI Curriculum Companion (VDOE) Classifying Angles 5.12a p. 2, 16, 24, 32 Working w/Polygon 5.12 p. 2, 8 VDOE ESS: 5.12 Triangle Sort

EnVision Math 5.12a 8-2 pp. 204-205 5.12b 8-4 pp. 208-209

Math Out of the Box

Conjectures and Transformations Lessons: 8-9

Look for examples of angles in the classroom, at home, and outside. Draw and label each angle and triangle. Model each angle with fingers, arms, or toothpicks.
















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SOL 5.13 The student, using plane figures (square, rectangle, triangle, parallelogram, rhombus, and trapezoid), will a) develop definitions of these plane figures; and b) investigate and describe the results of combining and subdividing plane figures. The student will use problem solving, mathematical communication, mathematical reasoning, connections and representation to:

• Develop definitions for squares, rectangles, triangles, parallelograms, rhombi, and trapezoids.

• Investigate and describe the results of combining and subdividing plane figures.

• Plane Figures • Square • Rectangle • Triangle • Parallelogram • Rhombus • Trapezoid • Combining Figures • Subdividing Figures

VDOE Math Word Wall VOC. Dinah Zikes Foldables:

Study Jams www.Brainpop.com www.Smarttech.com –Quadrilaterals www.superteacherworksheets.com Pete’s Power Point http://www.ixl.com/math/grade-5 Success Maker


Work w/polygons 5.13a/b p. 18,27

VDOE ESS: 5.13 All Cracked Up

EnVision Math 5.13a 8-4 pp. 208-209 8-5 pp. 210-211 5.13b VA-5 pp. VA12-13 VA14-15 Math Out of the

Box Conjectures and Transformations Lesson: 6 (polygons) Lesson: 7 (quadrilaterals) Lesson: 11

Make vocabulary foldable. Use geo-boards to combine and subdivide shapes. Use foam shapes to combine into new shapes.














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3rd

Grading period

2 weeks

SOL 5.10 The student will determine an amount of elapsed time in hours and minutes within a 24-hour period. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

• Determine elapsed time in hours and minutes within a 24-hour period.

• Elapsed • Hours • Minutes • Seconds

Clock manipulatives Dinah Zikes Foldable: VDOE Math Word Wall Voc

Study Jams www.Smarttech.com – elapsed time www.superteacherworksheets.com Pete’s Power Point http://www.ixl.com/math/grade-5 Success Maker


Working W/Units 5.10 p. 19, 25

VDOE ESS: 5.10 What Time is it?

EnVision Math: 14-6 p. 358-361 Math Out of the

Box Tools/Time Lessons: 11-13

Use real life situations that they care about. List out hours and then find minutes.












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3rd

Grading period

2 weeks

Probability and Statistics

SOL 5.14 The student will make predictions and determine the probability of an outcome by constructing a sample space. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

• Construct a sample space, using a tree diagram to identify all possible outcomes of an outcome.

• Construct a sample space, using a list or chart to represent all possible outcomes of a single event.

• Predict and determine the probability of an outcome by constructing a sample space. The sample space will have a total of (24) or less possible outcomes.

• Predict • Probability of an Outcome • Tree Diagram • Impossible • Likely • Unlikely • As likely as unlikely • Equally Likely • Certain • Chance

2 Color Counters Coins Spinners VDOE Math Word Wall Voc. Dinah Zikes Foldables:

Study Jams www.Brainpop.com www.Smarttech.com – probability www.superteacherworksheets.com Pete’s Power Point http://www.ixl.com/math/grade-5 Success Maker


Explore Prob. 5.14 p. 2, 8

VDOE ESS: 5.14 It’s in the Bag

EnVision Math 20-1 pp. 486-487 20-2 pp. 488-491 20-3 pp. 492-493 Math Out of the

Box Values/Variables Module B Lesson: 20 Steps/Distances Lessons: 11-12

Smart board manipulatives Number cubes, deck of cards, spinners, etc Lots of hands on experiments














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3rd

Grading period

3 weeks

SOL 5.15 The student, given a problem situation, will collect, organize, and interpret data in a variety of forms, using stem-and-leaf plots and line graphs. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to: .

• Collect data, using observations (e.g., weather), measurement (e.g., shoe sizes), surveys (e.g., hours watching television), or experiments (e.g., plant growth).

• Organize the data into a chart, or table, stem-and-leaf plots and line graphs.

• Display data in line graphs and stem-and-leaf plots.

• Construct line graphs, labeling the vertical axis with equal whole number, decimal, or fractional increments and the horizontal axis with continuous data commonly related to time (e.g., hours, days, months, years, and age). Line graphs will have no more than six identified points along a continuum for continuous data (e.g., the decades: 1950s, 1960s, 1970s, 1980s, 1990s, and 2000s).

• Construct a stem-and-leaf plot to organize and display data, where the stem is listed in ascending order and the leaves are in ascending order, with or without commas between leaves.

• Title the given graph or identify the title. • Interpret the data in a variety of forms (e.g.,

orally or in written form.)

• Data • Stem-and-Leaf Plots • Line Graphs • Vertical Axis • Horizontal Axis • Ascending Order • Descending Order

VDOE Math Word Wall Voc. Dinah Zikes Foldables:

Study Jams www.Brainpop.com www.Smarttech.com – line graphs www.Smarttech.com – stem and leaf www.superteacherworksheets.com Pete’s Power Point http://www.ixl.com/math/grade-5 Success Maker


Exploring Statistic 5.15 p. 3, 9, 12, 33, 36, 38, 42

VDOE ESS: 5.15 Mystery Data

EnVision Math 18-1 pp. 430-431 18-3 pp. 436-439 18-4 pp. 440-443 Math Out Of The

Box Values/Variables Lessons: 21-24 Steps/Distances Lessons: 12-20

Collect data and create graphs
















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3rd

Grading period

2 weeks

SOL 5.16 The student will a) describe mean, median, and mode as measures of center; b) describe mean as fair share; c) find the mean, median, mode, and range of a set of data; and d) describe the range of a set of data as a measure of variation. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to: • Describe and find the mean of a group of numbers representing data from a given context as a measure of center. • Describe and find the median of a group of numbers representing data from a given context as a measure of center. • Describe and find the mode of a group of numbers representing data from a given context as a measure of center. • Describe mean as fair share. • Describe and find the range of a group of numbers representing data from a given as a measure of variation.

• Mean • Median • Mode • Measure of Center • Fair Share • Range • Measure of Variation

Dinah Zikes Foldable: VDOE Math Word Wall Voc.

Study Jams www.Brainpop.com www.Smarttech.com – mean, median, mode, and range www.superteacherworksheets.com Pete’s Power Point http://www.ixl.com/math/grade-5 Success Maker

VDOE ESS: 5.16 What Does it Mean? 5.16 Hands and Hearts- A Mean Combination!

EnVision Math: 5.16 18-7 pp. 450-451 18-8 pp. 452-453 Math Out Of The

Box Steps/Distances Lessons: 12-13

Define the definitions and put examples in their notebook. Collect data and find mean, median, mode, and range.














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4th

Grading period

1 week

SOL 5.7 The student will evaluate whole number numerical expressions, using the order of operations limited to parentheses, addition, subtraction, multiplication, and division. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

• Simplify expressions by using the order of operations in a demonstrated step-by-step approach.

• Find the value of numerical expressions, using the order of operations

• Given an expression involving more

than one operation, describe which operation is completed first, which is second, etc.

• Numerical Expression

Order of Operations 1- Parenthesis 2- Evaluate Exponential Expressions 3- Multiply 4- Divide 5- Add 6- Subtract

Enhanced Scope & Sequence Harcourt Materials: • Textbooks • Intervention Books • Workbooks Released

Dinah Zikes Foldables: VDOE Math Word Wall Voc

Study Jams www.Brainpop.com www.Smarttech.com – order of operations www.superteacherworksheets.com Pete’s Power Point http://www.ixl.com/math/grade-5 Success Maker

ARI Curriculum Comp. (VDOE) 5.7 Order of Operations p. 2 & 6

VDOE ESS: 5.7 Order Out of Chaos

EnVision Math:

6-5 pp. 158-161

PEMDAS– Please Excuse My Dear Aunt Sally













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4th Grading period

1 week

Patterns, Functions, and Algebra

SOL 5.17 The student will describe the relationship found in a number pattern and express the relationship. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

• Describe numerical and geometric patterns formed by using concrete materials and calculators

• Describe the relationship using words, tables, and symbols to express the relationship.

• Patterns • Functions • Repeating Patterns • Growing Patterns

Dinah Zikes Foldable: VDOE Math Word Wall Voc

Study Jams www.Smarttech.com – patterns www.superteacherworksheets.com Pete’s Power Point http://www.ixl.com/math/grade-5 Success Maker


Investigating Pattterns,Functions and Algebra 5.17 p. 3, 8, 16, 32, 37

VDOE ESS: 5.17 Pick Your Pattern

EnVision Math: 15-4 pp. 382-385 Math Out of the

Box Steps/Distance Lessons: 1-6, 10

Create patterns using manipulatives and have students solve each other’s patterns. Explain the rule of the pattern.












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4th

Grading period

2 weeks

SOL 5.18 The student will a) investigate and describe the concept of variable; b) write an open sentence to represent a given mathematical relationship, using a variable; c) model one-step linear equations in one variable, using addition and subtraction; and d) create a problem situation based on a given open sentence, using a single variable. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

• Describe the concept of a variable (presented as boxes, letters, or other symbols) as a representation of an unknown quantity.

• Write an open sentence with addition, subtraction, multiplication, or division, using a variable to represent a missing number.

• Create and write a word problem to match a given open sentence

• Variable • Open Sentence • One-step Linear Equation

Hands On Equations Dinah Zikes Foldable VDOE Math Word Wall Voc.

Study Jams www.Brainpop.com www.Smarttech.com – variables www.Smarttech.com – expressions www.superteacherworksheets.com Pete’s Power Point http://www.ixl.com/math/grade-5 Success Maker

ARI Curriculum Companion

(VDOE) Investigating Patterns, Function, Algebra 5.18 p. 21, 26, 44 VDOE ESS: 5.18 Writing Algebraic Expressions 5.18 Variables in Open Sentences

EnVision Math: 5.18a 6-1 pp. 146-147 5.18b 2-4 pp. 34-37 6-1 pp. 146-147 6-2 pp. 148-151 6-3 pp. 152-155 5.18c 15-4 pp. 382-385 17-4 pp. 420-421 Math Out of the

Box Steps/Distance Lessons: 7-9, 10

Define variable Give examples Highlight key words in problems and decide which operation to use.
















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4th

Grading period

1 week

SOL 5.19 The student will investigate and recognize the distributive property of multiplication over addition. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

• Investigate and recognize the distributive property of whole numbers, limited to multiplication over addition using diagrams and manipulatives.

• Investigate and recognize an equation that represents the distributive property, when given several whole number equations, limited to multiplication over addition.

• Distributive Property Eg: 3(4+5) = 3 x4 + 3 x 5

Hands On Equations Dinah Zikes Foldable VDOE Math Word Wall Voc.

Study Jams www.Brainpop.com www.Smarttech.com –distributive property www.superteacherworksheets.com Pete’s Power Point http://www.ixl.com/math/grade-5 Success Maker


Order of Operations 5.19 p. 10

VDOE ESS: 5.19 Exploring the Distributive Property

EnVision Math:

6-4 pp. 156-157 Math Out of the

Box Values/Variables Module A Lessons: 4-5

Show the difference between adding it 15 times and multiplying by 15












curriculum & grade 4: mathematics pacing guide · · 2018-02-12grade 4: mathematics...

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