welcome! introduction to 5 th grade math pacing guides and unit plans shade in the appropriate...
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Unit 1 Sample Assessment Evaluate the expression: 2 { 5 [ ( 500 – 100 )+ 399]} Write an expression for the steps : “double 5 and then add 26.” ___________________________ Without solving for an answer, describe how the expression 5 (10 X 10) relates to 10 x 10 : Is 51 prime, composite, or neither? How do you know? Draw an array model for 25 X 12.TRANSCRIPT
Welcome!Welcome!
Introduction Introduction to 5to 5thth grade grade
Math Pacing Guides Math Pacing Guides and Unit Plansand Unit Plans
Shade in the appropriate answers on the Hundreds Board.
55thth Grade Pacing Guide Grade Pacing GuideYear at a GlanceYear at a Glance
• Outlines the school year
• Layout/format
• Flexible document
• Benchmarks–Post assessment and Pre-
assessment
• Not all inclusive—refer to unit plans
Unit 1Sample AssessmentEvaluate the expression:2 { 5 [ 12 + 5 ( 500 – 100 )+ 399]}
Write an expression for the steps :“double 5 and then add 26.”
___________________________
Without solving for an answer, describe how the expression 5 (10 X 10) relates to 10 x 10 :
Is 51 prime, composite, or neither? How do you know?
Draw an array model for 25 X 12.
Unpacking DocumentUnpacking Document
Unit 1 Planning GuideUnit 1 Planning Guide(August/September)(August/September)
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www.studyjams.com
Parenthesis BracketsBraces
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Unit 2 Planning Unit 2 Planning GuideGuide
(First half of October)(First half of October)
Build a 3 x 2 x 1
rectangular prism.Record the volume.
Increase the height by 1 cube by adding a layer of cubes to the first level of the structure. Record the volume.Add another layer!
How did the volume change? What patterns do you see?
What would the volume be if you had 10 layers? How do you know?L
It’s all about the layers!
How does this activity link to students’ previous understandings of area?
How does it help build a foundation for developing a volume formula?
It’s all about the layers!
This activity can be found in Math Matters, pg. 291-292.L
It’s all about the layers!
Unit 3 Planning GuideUnit 3 Planning Guide(Mid October-Mid November)(Mid October-Mid November)
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Unit 4 Planning Unit 4 Planning GuideGuide
(Mid November-December)(Mid November-December)
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Viola Swamp has ½ a candy bar. She wants to give equal pieces to her three top scoring Math students. How much of the whole bar should each student get?
I am baking cookies for my class. The recipe yields 4 dozen cookies and calls for ¾ cup of chocolate chips. I only need 2 dozen cookies. How much chocolate will I need?
What kind of problem is it? How did you solve it? How do you know this is the right answer? What about it was tricky?
Granny had 2/3 meter of ribbon. She wanted to give me ¼ of it. How much ribbon will I get?
What kind of problem is it? How did you solve it? How do you know this is the right answer? What about it was tricky?
There is only 7/12 of a roll of purple bulletin board paper left. Three teachers are fighting for it. If they all get the same amount, how much paper could each teacher get?
What kind of problem is it? How did you solve it? How do you know this is the right answer? What about it was tricky?
Unit 5 Planning Unit 5 Planning GuideGuide
(First half of January)(First half of January)
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DPI Resources….
• If you haven’t visited DPI’s Wikispace- you should!
http://www.ncdpi.wikispaces.net/
•NCTM Navigations Alignment•Major Work of the Grade
What part of the
session was the
most helpful to
you?
What are you excited about?
What are you still unsure about?
Are there ways we can
help you further?
How will this workshop impact your teaching?
How will the
Math Practices
change the way your Math
class operates?