Scott Foresman-Addison Wesley Grade 5 Mathematics ... · PDF file2) Communication ... Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 5 Developed by the Milwaukee

Milwaukee Public Schools Curriculum Guide - Grade 5 Scott Foresman-Addison Wesley Mathematics 2008-2009

Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 5 Developed by the Milwaukee Mathematics Partnership with support by the National Science Foundation under Grant No. 0314898.

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Scott Foresman-Addison Wesley Grade 5

Mathematics Curriculum Guides

Wisconsin

Mathematics Standard

MPS Learning Target

Wisconsin Assessment Descriptors for Mathematics

(For Beginning Grade 6) Curriculum

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A. Mathematical Processes

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.

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.

The committee recommends that teachers carefully look at Chapters 11 and 12. Since this textbook is very rich with mathematical experiences, teachers may run out of time before getting to Chapter 12. Chapter 12 lays the foundation for further Algebraic experiences. The committee highly recommends teachers to consider integrating this chapter throughout their year-long curriculum plan.



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Time Curricular Connections Units/Lessons

MPS Learning Targets Wisconsin State Framework Assessment Descriptors Connections District Model CABS

September 19 days of teaching

Chapter 1: Place Value, Adding, and Subtracting

1.1 Place Value Through Billions (NO&R) 1.2 Comparing and Ordering Whole Numbers (NO&R) 1.3 Place Value Through Thousandths (NO&R) 1.4 Comparing and Ordering Decimals (NO &R) 1.5 Place Value Patterns (NO&R) 1.6 Problem-Solving Skill, Read and Understand (NO&R) 1.7 Adding and Subtracting Mentally (NO&R) 1.8 Rounding Whole Numbers and Decimals (NO&R) 1.9 Estimating Sums and Differences (NO&R) 1.10 Problem-Solving Skill, Plan and Solve (NO&R) 1.11 Adding and Subtracting Whole Numbers (NO&R) 1.12 Adding Decimals (NO&R, AR) 1.13 Subtracting Decimals (NO&R)

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. (1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 2.1, 2.2) 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. (1.3, 1.4, 1.5, 1.8, 1.9, 1.12, 1.13, 1.14, 1.15)

Number Operations & Relationships B.a:1 Recognize and apply place-value concepts to whole numbers less than 10,000,000. (1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14,1.15) 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. (1.1. 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15)

B.a:3 Compare and order numbers less than 100,000 represented in numbers, arrays, symbols (<, >, =) and words. (1.2, 1.4, 1.8) B.a:12 Identify and represent equivalence between fractions, percents, and decimals. (1.4, 1.8, 1.12, 1.13, 1.14, 1.15)

B..b:13 Use all operations in everyday situations to solve single or multi-step word problems. (1.6, 1.10, 1.14, 1.15, 2.1, 2.2)

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. (1.7, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 2.1)

B.b:16 Solve problems using basic multiplication and division facts. (2.1, 2.2)

B.b:19 Estimate using basic whole number operations, benchmark fractions, and benchmark decimals. (1.4, 1.8, 1.9, 1.12, 1.13, 1.14, 1.15, 2.2)

MPS Number Operations and Relationships CABS #4, #7 MPS Algebra CABS #10 MPS Measurement CABS #7d (For lesson 1.10)



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September 19 days of teaching

Chapter 1: Place Value, Adding, and Subtracting 1.14 Problem-Solving Skill, Look Back and Check (NO&R, MP) 1.15 Problem-Solving Applications, Cruise Ships (NO&R)

Chapter 2: Multiplying Whole Numbers and

Decimals 2.1 Multiplication Patterns (NO&R, AR) 2.2 Estimating Products (NO&R) There are 2 days allowed each month for assessment purposes

Algebraic Relationships # 9 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 (1.7, 2.1, 2.3)

Number Operations & Relationships B.b:20 Determine reasonableness of answers

(1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 2.1, 2.2, 2.3, 2.4)

Algebraic Relationships F.c:12 Use the commutative property of multiplication with positive single digits. (1.7, 2.1)

F.c:15 Demonstrate understanding of distributive property. (2.3)



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October 20 teaching days *The time allotted and the emphasis on these lessons are at the discretion of the teacher. These sub-skills are beyond the parameters of the state descriptors and Milwaukee Public Schools Learning Targets for 5th Grade

Chapter 2: Multiplying Whole Numbers and Decimals 2.3 Mental Math: Using the Distributive Property (AR) 2.4 Multiplying Whole numbers (NO&R) 2.5 Choose a Computation Method (NO&R) 2.6 Problem Solving Strategy, Make and Organize List (NO&R,AR) 2.7 Decimal Patterns (NO&R) 2.8 Estimating Decimal Products (NO&R) 2.9 Multiplying Whole Numbers and Decimals (NO&R) 2.10 Using Grids to Multiply Decimals by Decimals (NO&R)* 2.11 Multiplying Decimals by Decimals (NO&R) 2.12 Variables and Expressions ( AR) 2.13 Problem Solving Skill, Translating Words into Expressions (AR) 2.14 Find a Rule (AR) 2.15 Solving Equations (NO&R, AR.) 2.16 Problem Solving Application, Weight (NO&R)

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. (2.3, 2.4, 2.5, 2.6, 2.6, 2.7, 2.8, 2.9, 2.10, 2.11, 2.16, 3.1, 3.2, 3.3, 3.4, 3.5) 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. (2.7, 2.8, 2.9, 2.10, 2.11, 2.16) Algebraic Relationships # 8 Represent, extend, and describe patterns and functional relationships using words, symbolic rules, tables, and graphs. (2.6, 2.7, 2.12, 2.13, 2.14, 2.15)

Number Operations & Relationships

B.a:5 Read, write, and identify monetary amounts represented with visual models. (3.5)

B.a:6 Compare and order monetary amounts. (3.5)

B.b:13 Use all operations in everyday situations to solve single or multi-step word problems. (2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 2.11, 2.12, 2.13, 2.14, 2.15, 2.16, 3.1, 3.2, 3.5) 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. (2.3, 2.4, 2.5, 2.7, 2.8, 2.9, 2.11, 2.16, 3.1, 3.2, 3.3, 3.5) B.b:15 Compute with decimals in the context of money and make change. (3.5) B.b:16 Solve problems using basic multiplication and division facts. (2.3, 2.4, 2.5, 2.7, 2.8, 2.9, 2.10, 2.11, 2.12, 2.13, 2.14, 2.15, 2.16, 3.1, 3.2, 3.3, 3.4, 3.5)

B.b:19 Estimate using basic whole number operations, benchmark fractions, and benchmark decimals. (2.8, 3.3) B.b:20 Determine reasonableness of answers. (2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 2.11, 2.12, 2.13, 2.14, 2.15, 2.16, 3.1, 3.2, 3.3, 3.4, 3.5)

MPS Number Operations and Relationships CABS #3,

MPS Algebraic Relationships CABS #1



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October 20 teaching days

Chapter 3: Dividing With One Digit Divisors 3.1 The Meaning of Division(NO&R) 3.2 Division Patterns(NO&R) 3.3 Estimating Quotients (NO&R) 3.4 Problem-Solving Strategy, Look For A Pattern( NO&R) 3.5 Understanding Division(NO&R) There are 2 days allowed each month for assessment purposes

Algebraic Relationships # 9 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 (2.3, 2.12, 2.13, 2.14,2.15)

Algebraic Relationships

F.a:1 Recognize, extend, describe, create and replicate a variety of patterns including attribute, numeric, and geometric patterns. (2.12, 2.14) F.a:2 Represent patterns and relationships with pictures, tables, and charts. (2.12, 2.14, 2.15)

F.a:3 Describe a rule that explains a functional relationship or pattern using addition, subtraction, or multiplication rules. (2.14) F.b:7 Solve one-step equations with “box” variable and whole number coefficients in problems with and without context using whole number coefficients. (2.12, 2.14, 2.15)

F.b:9 Represent problem situations with one or two-step equations or expressions. Solve simple two-step, two-operation patterns. (2.12, 2.14) F.c:13 Use the inverse relationship of division and multiplication with single whole digits. (3.1, 3.6)



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November 13 teaching days

Chapter 3: Dividing With One Digit Divisors 3.6 Dividing Whole Numbers (NO&R) 3.7 Zeros in the Quotient (NO&R) 3.8 Dividing Larger Dividends (NO&R) 3.9 Dividing Money (NO&R) 3.10 Factors and Divisibility (NO&R) 3.11 Prime and Composite Numbers (NO&R) 3.12 Problem-Solving Skill, Interpreting Remainders (NO&R) 3.13 Order of Operations (AR) 3.14 Graphing ordered pairs (AR) 3.15 Rules, Tables, and Graphs (AR) 3.16 Problem Solving Application, High-Speed Trains (NO&R) There are 2 days allowed each month for assessment purposes

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. (3.7, 3.8, 3.9, 3.10, 3.11, 3.12, 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)

Number Operations and 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)

B.a:4 Identify and use number theory concepts: • Prime and composite numbers • Divisibility potential of numbers (divisors1-10, 25) • Least common multiples through 24 • Greatest common factors through 50 (3.10, 3.11)

B.a:5 Read, write, and identify monetary amounts represented with visual models. (3.9)

B.a:6 Compare and order monetary amounts. (3.9) 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. (3.7, 3.8,

3.9, 3.10,3.11, 3.12) 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. (3.7, 3.8, 3.9, 3.12) B.b:15 Compute with decimals in the context of money and make change. (3.9)

Number Operations and Relationships CABS # 2, # 3, #5, #6, #7 page 4 Algebraic Relationships CABS#2, #3, #4, #5, #6, #7, #8,



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November 13 teaching days

Chapter 3: Dividing With One Digit Divisors

Number Operations and Relationships

B.b:16 Solve problems using basic multiplication and division facts. (3.7, 3.8. 3.9, 3.10,

3.11, 3.12) B.b:19 Estimate using basic whole number operations, benchmark fractions, and benchmark decimals. (3.16)

B.b:20 Determine reasonableness of answers

(3.7, 3.8, 3.9, 3.10, 3.11, 3.12)



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Time Curricular

Connections Units/Lessons

MPS Learning Targets Wisconsin Assessment Descriptors for Mathematics

Connections District Model

CABS

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, two-operation 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



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December 15 days of teaching Take time to complete any lessons that have not yet

been completed

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 Two-Digit 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

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)

operations (3.13) 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)

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)

MPS Number and Operations CABS # 2, #3 (These CABS have been listed in previously chapters, you could modify the numbers to meet the needs of your students.)



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January 15 days of teaching

(NO&R) Chapter 5: Data, Graphs, and Probability 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)

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)

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)

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)

MPS Statistics and Probability CABS #1, #2, #3. #4, #5, #6a and b, #8a and b, #9a and b



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January 15 days of teaching

Chapter 5: Data, Graphs, and Probability

Statistics and Probability

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) 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)



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Time Curricular Connections

Units/Lessons



CABS February 20 days of teaching *The time allotted and the emphasis on these lessons are at the discretion of the teacher. These sub-skills are beyond the parameters of the state descriptors and Milwaukee Public Schools Learning Targets for 5th Grade

Chapter 6: Geometry

6.1 Geometric Ideas (G) 6.2 Measuring and Classifying Angles (G) 6.3 Segments and Angles Related to Circles (G) 6.4 Polygons (G) 6.5 Classifying Triangles (G) 6.6 Classifying Quadrilateral (G) 6.7 Problem Solving Strategy Solve a Simpler Problem (G) 6.8 Problem Solving Skill Writing to Describe (G) 6.9 Congruence and Similarity (G) 6-10 Transformations (G) 6.11 Symmetry (G) 6.12 Problem Solving Applications Skyscraper (G),(NO&R) Activity-Making Polygons, T.E. page 326I is on making NETS. This lesson is important because the

Geometry #3 Describe, construct, and classify polygons and polyhedrons using properties (e.g., angles, lines of symmetry, parallel lines, similarity) of plane and coordinate geometry.( 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9, 6.10, 6.11, 6.12 ) Geometry #4 Evaluate the results of transformations from rigid motions and movement between polyhedra and nets, and describe three-dimensional figures from multiple perspectives. ( 6.4, 6.10 ) 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. (6.7, 6.12)

Geometry C.a:1 Recognize and name polygons with 3, 4, 5, 6 or 8 sides. ( 6.4, 6.5, 6.6, 6.8 ) C.a:2 Identify lined and line segments in a plane figure ( 6.1, 6.3, 6.8 ) C.a:3 Classify plane figures by characteristics of angles ( acute, obtuse, and right ) and describe rays found in open-angle situations ( 6.1, 6.2, 6.3, 6.8 ) C.b:5 Identify figures that are congruent and/or similar ( 6.9 ) C.b:6 Describe and compare cubes, rectangular and triangular prisms, and rectangular and triangular pyramids from nets (flat patterns.) (6.4)

(Correlates with Activity – Making Polygons , T.E. p. 326I)

C.b:7 Use slides, flips, and turns on figures. Identify congruent shapes using figures that have been manipulated by one or two motions (slides, flips, and turns ) ( 6.10 ) C.b:8 Identify lines of symmetry and the numbers of the lines of symmetry in figures , and design shapes that have at least one line of symmetry. ( 6.11 )

MPS Geometry CABS #1, #2, #3,#4a and b, #8, #9, #10 (#3 and #9 correlate with Activity 1)



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February 20 teaching days *The time allotted and the emphasis on these lessons are at the discretion of the teacher. These sub-skills are beyond the parameters of the state descriptors and Milwaukee Public Schools Learning Targets for 5th Grade

skill is on the WKCE. Chapter 7: Fraction Concepts 7.1 Meaning of

Fractions (NO&R) 7.2 Fractions and

Division (NO&R)* 7.3 Mixed Numbers

(NO&R) 7.4 Estimating

Fractional Amounts (NO&R)

7.5 Fractions and Mixed Numbers on the Number Line (NO&R)

7.6 Problem Solving Skill Extra or Missing Information (NO&R)

There are 2 days allowed each month for assessment purposes

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. (7.6) 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. (7.1, 7.2, 7.3, 7.4, 7.5, 7.6)


B.a:9 Read, write, identify, order, and compare mixed fractions. (7.3, 7.5) B.a:10 Represent fractions using numbers, pictures, and number lines. (7.1, 7.2, 7.3, 7.4, 7.5) B.a:11 Rename improper fractions to mixed numbers in lowest terms. (7.3, 7.5)

B.b:13 Use all operations in everyday situations to solve single or multi-step word problems. (7.6) B.b:17 Rename improper fractions. (7.3, 7.5)

B.b:19 Estimate using basic whole number operations, benchmark fractions, and benchmark decimals. (7.4) B.b:20 Determine reasonableness of answers. (7.1, 7.2, 7.3, 7.4, 7.5, 7.6)

MPS Number Operations and Relations CABS #9 a and b



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March 14 teaching days

Chapter 7: Fraction Concepts

7.7 Understanding Equivalent Fractions (NO&R) 7.8 Equivalent Fractions

(NO&R) 7.9 Greatest Common

Factor (NO&R) 7.10 Fractions in Simplest Form(NO&R) 7.11 Understanding Comparing Fractions(NO&R) 7.12 Comparing and Ordering Fractions and Mixed Numbers (NO&R) 7.13 Fractions and Decimals (NO&R) 7.14 Fractions and Decimals on the Number Line(NO&R) 7.15 Problem-Solving Strategy Use Logical Reasoning (NO&R) 7.16 Problem-Solving Applications Extreme Machines (NO&R)

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. (7.15, 7.16) (8.1, 8.2) 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. (7.7, 7.8, 7.9, 7.10, 7.11, 7.12, 7.13, 7.14, 7.15, 7.16) (8.1, 8.2)

Number Operations

B.a:9 Read, write, identify, order, and compare mixed fractions. (7.12) B.a:10 Represent fractions using numbers, pictures, and number lines. (7.7, 7.8, 7.11, 7.12, 7.13, 7.14) B.a:11 Rename improper fractions to mixed numbers in lowest terms. (7.9, 7.11, 7.12) B.a:12 Identify and represent equivalence between fractions, percents, and decimals. (7.7, 7.8, 7.10, 7.11, 7.12) B.b:13 Use all operations in everyday situations to solve single or multi-step word problems. (7.15, 7.16) B.b:17 Rename improper fractions. (7.12) B.b:18 Add and subtract fractions with unlike denominators (halves, thirds, fourths, fifths, and tenths) with sums or differences between 0 and 1. (8.1, 8.2)

B.b:20 Determine reasonableness of answers. (7.7, 7.8, 7.9, 7.10, 7.11, 7.12, 7.13, 7.14, 7.15, 7.16)

MPS Number Operations and Relations CABS #10 a, b, and c



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March 14 teaching days

Chapter 8: Fraction Operations

8.1 Adding and Subtracting Fractions with Like Denominators (NO&R)

8.2 Understanding Adding and Subtracting with Unlike Denominators (NO&R)

There are 2 days allowed each month for assessment purposes

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. (8.1, 8.2)

Number Operations

B.b:13 Use all operations in everyday situations to solve single or multi-step word problems. (8.1, 8.2)

B.b:18 Add and subtract fractions with unlike denominators (halves, thirds, fourths, fifths, and tenths) with sums or differences between 0 and 1. (8.1, 8.2)

B.b:20 Determine reasonableness of answers. (8.1, 8.2)



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April 19 teaching days *The time allotted and the emphasis on these lessons are at the discretion of the teacher. These sub-skills are beyond the parameters of the state descriptors and Milwaukee Public Schools Learning Targets for 5th Grade

Chapter 8: Fraction Operations

8.3 Least Common

Denominator (NO&R)

8.4 Adding and Subtracting Fractions with Unlike Denominators (NO&R)

8.5 Understanding Adding and Subtracting Mixed Numbers(NO&R)

8.6 Estimating Sums and Differences of Mixed Numbers(NO&R)

8.7 Adding Mixed Numbers(NO&R)

8.8 Subtracting Mixed Numbers(NO&R)

8.9 Problem-Solving Strategy Work Backward(NO&R)

8.10 Multiplying Fractions by Whole Numbers(NO&R)*

8.11 Estimating Products of Fractions (NO&R)*

8.12 Multiplying Fractions(NO&R)* 8.13 Multiplying Mixed Numbers(NO&R)* 8.14 Understanding Division with Fractions(NO&R)*

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. (8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10, 8.11, 8.12, 8.13, 8.14) 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. (8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9)


B.a:9 Read, write, identify, order, and compare mixed fractions. (8.5, 8.6, 8.7, 8.8. 8.13) B.a:10 Represent fractions using numbers, pictures, and number lines. (8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10, 8.11, 8.12, 8.13, 8.14) B.a:11 Rename improper fractions to mixed numbers in lowest terms. (8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10, 8.11, 8.12, 8.13, 8.14)

B.b:13 Use all operations in everyday situations to solve single or multi-step word problems. (8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10, 8.11, 8.12, 8.13, 8.14)

B.b:17 Rename improper fractions. (8.4, 8.5, 8.7, 8.11) B.b:18 Add and subtract fractions with unlike denominators (halves, thirds, fourths, fifths, and tenths) with sums or differences between 0 and 1. (8.4, 8.6, 8.7, 8.9, 8.10) B.b:19 Estimate using basic whole number operations, benchmark fractions, and benchmark decimals. (8.6, 8.11) B.b:20 Determine reasonableness of answers. (8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10, 8.11, 8.12, 8.13, 8.14)



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April 19 teaching days *The time allotted and the emphasis on these lessons are at the discretion of the teacher. These sub-skills are beyond the parameters of the state descriptors and Milwaukee Public Schools Learning Targets for 5th Grade

8.15 Problem Solving Skill: Choose an Operation (NO&R) 8.16 Problem Solving Applications: Shoreline Animals(NO&R)

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. (8.15, 8.16) 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.(8.15, 8.16)

Number Operations B.a:10 Represent fractions using numbers, pictures, and number lines. (8.15, 8.16) B.b:13 Use all operations in everyday situations to solve single or multi-step word problems. (8.15, 8.16) B.b:20 Determine reasonableness of answers. (8.15, 8.16)



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May 20 days of teaching

Chapter 9: Measurement

9.1 Customary Units of Length(M)

9.2 Measuring with Fractions of an Inch(M)

9.3 Metric Units of Length(M)

9.4 Converting Metric Units Using Decimals(M)

9.5 Finding Perimeter(M)

9.6 Finding Circumference (M) 9.7 Finding Area (M) 9.8 Areas of Squares and Rectangles (M) 9.9 Algebra Areas of Parallelograms (AR) 9.10Algebra Areas of Triangles (AR) 9.11Problem Solving Strategy Draw a Picture (NO&R) 9.12 Time 9.13 Elapsed Time 9.14Temperature 9.15 Problem Solving Skill: Writing to Explain (NO&R) 9.16 Problem Solving Applications: Statue of Liberty (NO&R)

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. (9.11, 9.15, 9.16) Measurement #5 Compare measurement attributes and elapsed time, explain estimates, selection of unit, and conversions of measures, and determine measurements (e.g. area, size of angles, elapsed time) with tools and scales to specified degrees of accuracy.(9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8, 9.9, 9.10, 9.11, 9.12, 9.13, 9.14, 9.15, 9.16) Algebra #9 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. (9.9, 9.10 )

Number Operations and Relationships B.a:8 Demonstrate basic understanding of proportionality in proportionality contexts. (9.11, 9.15, 9.16)

B.b:13 Use all operations in everyday situations to solve single or multi-step word problems. (9.11, 9.15, 9.16) B.b:20 Determine reasonableness of answers. (9.11, 9.15, 9.16)

Geometry C.a:1 Recognize and name polygons with 3, 4, 5, 6, or 8 sides. (10.1, 10.2) C.b:9 Identify and describe three-dimensional figures from multiple perspectives. (10.1, 10.2) Measurement D.a:1 Identify appropriate units to measure length, liquid capacity, volume, time, weight/mass, temperature, including measures. Units include: inches, feet, yards, (i.e. 1 foot 3 inches) miles, centimeters, millimeters, meters, kilometers, ounces, cups, quarts, gallons, liters, hours, minutes, seconds (i.e. 1 hour 15 minutes), days, months, years, ounces, pounds, grams, kilograms, degrees Fahrenheit/Celsius. (9.1, 9.2, 9.3, 9.4, 9.7, 9.8, 9.9, 9.10 9.11, 9.12, 9.13,9.14, 9.15 9.16) D.a:2 Compare attributes of length, volume, and weight by observation or when given actual measurements. (9.7, 9.8, 9.9, 9.10, 9.11, 9.15, .9.16)

D.a:3 Make measurement conversions within a system between units (e.g., feet and yards; inches and yards; quarts and gallons; meters and centimeters; seconds and

MPS Measurement CABS #1, #3, #4a and b, #6, #7a, #7b, #8b, #9, #10a, b, and c, #11a, #11b



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May 20 days of teaching

Chapter 9: Measurement

hours). (9.4, 9.15) Measurement D.b:4 Measure down to the nearest 1/8-inch, centimeter, or millimeter. (9.2)

D.b:6 Read and interpret measuring instruments to determine the measurement of objects with standard units (U.S. customary). (9.1,9.2, 9.3, 9.4, 9.5, 9.7, 9.8, 9.9, 9.10, .9.11, 9.12, 9.13, 9.14, 9.15, 9.16) D.b:7 Determine and compare elapsed time in problem-solving situations. (9.13)

D.c:8 Estimate measurement using U.S. customary and metric measurements. (9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8, 9.9, 9.10, 9.11, 9.12, 9.13, 9.14, 9.15, 9.16) D.c:9 Determine the area of regular shapes including right angles. (9.7, 9.8, 9.9, 9.10, 9.11)



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Time Curricular

Connections Units/Lessons



CABS May 20 days of teaching

Chapter 10: Measuring Solids 10.1 Solid Figures (G) 10.2 Views of Solid Figures (G)

Geometry #4 Evaluate the results of transformations from rigid motions and movements between polyhedra and nets, and describe three dimensional figures from multiple perspectives. (10.1, 10.2)

D.c:10 Determine distance between points using a scale. (9.1, 9.2, 9.3, 9.4, 9.5, 9.7, 9.8, 9.9, 9.10, 9.11, 9.12, 9.13, 9.14, 9.15, 9.16)

Algebra F.b:10 Solve two-step open sentences involving all operations. (9.9, 9.10) F.b:11 Solve equations involving any two operations. (9.9, 9.10) Ex: 3 * 4 – 2 = ? Ex: 12/3 + 1 = “box” Ex: 5 * 2 – 1 = a



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June 9 days of teaching

Chapter 10: Measuring Solids 10.3 Surface Area (G, M) 10.4 Problem Solving Strategy: Use Objects (G, M) 10.5 Algebra Volume (M) 10.6 Customary Units of Capacity (M) 10.7 Metric Units of Capacity (M) 10.8 Customary Units of Weight (M) 10.9 Metric Units of Mass (M) 10.10 Problem-Solving Skill Exact Answer of Estimate (NO&R, M) 10.11 Problem-Solving Applications Water (NO&R, M)

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. (10.10,10.11,) Geometry #4 Evaluate the results of transformations from rigid motions and movements between polyhedra and nets, and describe three dimensional figures from multiple perspectives. (10.3, 10.4) Measurement #5 Compare measurement attributes and elapsed time, explain estimates, selection of unit, and conversions of measures, and determine measurements (e.g. area, size of angles, elapsed time) with tools and scales to specified degrees of accuracy. (10.3, 10.4, 10.5, 10.6, 10.7, 10.8, 10.9, 10.10, 10.11)


B.b:13 Use all operations in everyday situations to solve single or multi-step word problems. (10.4, 10.10, 10.11) B.b:20 Determine reasonableness of answers. (10.4, 10.10, 10.11) Measurement

D.a:1 Identify appropriate units to measure length, liquid capacity, volume, time, weight/mass, temperature, including measures. Units include: inches, feet, yards, (i.e. 1 foot 3 inches) miles, centimeters, millimeters, meters, kilometers, ounces, cups, quarts, gallons, liters, hours, minutes, seconds (i.e. 1 hour 15 minutes), days, months, years, ounces, pounds, grams, kilograms, degrees Fahrenheit/Celsius. (10.4, 10.5, 10.6, 10.7, 10.8, 10.9, 10.10, 10.11) D.a:2 Compare attributes of length, volume, and weight by observation or when given actual measurements. (10.3, 10.4, 10.5, 10.6, 10.7, 10.8, 10.9, 10.10, 10.11)

D.a:3 Make measurement conversions within a system between units (e.g., feet and yards; inches and yards; quarts and gallons; meters and centimeters; seconds and hours). (10.6, 10.7, 10.8, 10.19) D.b:4 Measure down to the nearest 1/8-inch, centimeter, or millimeter. (10.3, 10.4)

D.b:6 Read and interpret measuring instruments to determine the measurement of objects with standard units (U.S. customary). (10.3, 10.4, 10.5, 10.6, 10.8, 10.10)

D.c:8 Estimate measurement using U.S. customary and metric measurements. (10.3, 10.4, 10.5, 10.6, 10.7, 10.8, 10.9, 10.10, 10.11)

MPS Measurement CABS #2, #4a and b, #5a and b, #6, #7c, #8b



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Chapter 10: Measuring Solids

Measurement

D.c:9 Determine the area of regular shapes including right angles. (10.3)

Geometry C.a:1 Recognize and name polygons with 3, 4, 5, 6, or 8 sides. (10.1, 10.2, 10.3, 10.4) C.b:9 Identify and describe three-dimensional figures from multiple perspectives. (10.1, 10.2)

(There are not MPS CABS for all of the skills in this chapter. It is advised that you use your discretion to develop your own CABS to align with the skill development of your particular group of students.)

Chapter 11 does not adequately align with the MPS Learning Targets and Wisconsin State Descriptors for grade 5. Therefore, due to time constraints the committee suggests that you use your discretion when teaching the lessons in this chapter.



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*The time allotted and the emphasis on these lessons are at the discretion of the teacher. These sub-skills are beyond the parameters of the state descriptors and Milwaukee Public Schools Learning Targets for 5th Grade

Chapter 11 Ratio, Proportion, and Percent

11.1 Understanding

Ratios (NO&R)* 11.2 Equal Ratios

(NO&R)* 11.3 Graphs of Equal

Ratios (NO&R)* 11.4 Rates (NO&R)* 11.5 Problem-Solving

Strategy Make a Table (NO&R)

11.6 Scale Drawings (NO&R)*

11.7 Problem-Solving Skill Writing to Explain (NO&R)

11.8 Understanding Percent (NO&R)*

11.9 Mental Math: Finding a Percent of a Number (NO&R)*

11.10Estimating Percents (NO&R)*

11.11Problem-Solving Applications Food (NO&R)

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. (11.5, 11.7, 11.11) 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 (11.1, 11.2, 11.3, 11.4, 11.6, 11.7, 11.8, 11.9, 11.10, 11.11)

Number Operations and Relationships B.a:8 Demonstrate basic understanding of proportionality in proportionality contexts. (11.1, 11.2) B.a:12 Identify and represent equivalence between fractions, percents, and decimals. (11.6, 11.7,11.8, 11.9, 11.10, 11.11) B.b:13 Use all operations in everyday situations to solve single or multi-step word problems. (11.5, 11.7, 11.11) B.b:19 Estimate using basic whole number operations, benchmark fractions, and benchmark decimals. (11.10, 11.11) B.b:20 Determine reasonableness of answers. (11.3, 11.4, 11.5, 11.6, 11.7, 11.8, 11.9, 11.10, 11.11)

MPS Algebra CABS #2, #3, #4, #5, #6, #7, #8, #10 a, b, and c (These CABS have been listed in previous lessons, use your discretion or modify.) MPS Geometry CAB #5a, #6a, #7



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Chapter 12 This chapter has critical information children need to be exposed to in order to succeed. Your school should use discretion as to when these lessons will be presented. *The time allotted and the emphasis on these lessons are at the discretion of the teacher. These sub-skills are beyond the parameters of the state descriptors and Milwaukee Public Schools Learning Targets for 5th Grade

Chapter 12 Algebra: Integers, Equations, and Graphing 12. 1 Algebra Properties of Equalities (A) 12. 2. Algebra Solving Addition and Subtraction Equations (A, NO&R) 12.3 Algebra Solving Multiplication and Division Equations (A, NO&R) 12.4 Problem-Solving Strategy Algebra Write and Equation (A, NO&R) 12.5 Algebra Understanding Integers (A, NO&R)* 12.6 Algebra Adding Integers (A, NO&R)* 12.7 Algebra Subtracting Integers (A, NO&R)* 12.8 Problem-Solving Skill Algebra Writing to Explain (A, NO&R) 12.9 Algebra The Coordinate Plane (A, G) 12.10 Algebra Graphing Equations (A)* 12.11 Problem Solving Applications Solar System (A, NO&R)

Algebra #8 Represent, extend, and describe patterns and functional relationships using words, symbolic rules, tables, and graphs. (12.1, 12.2, 12.3, 12.4, 12.5, 12.6, 12.7, 12.8, 12.9, 12.10, 12.11, 12.12) Algebra #9 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. (12.1, 12.2, 12.4, 12.4, 12.5, 12.6, 12.7, 12.8, 12.9, 12.10, 12.11, 12.12)

Algebra F.a:2 Represent patterns and relationships with pictures, tables, and charts. (12.9, 12.10) F.a:3 Describe a rule that explains a functional relationship or pattern using addition, subtraction, or multiplication rules. (12.1, 12.2, 12.3) F.a:5 Solve simple two-step, two-operation patterns, Ex. 5, 8, 6, 9, 7, 8 … (Pattern: +3-2) (12.2, 12.3, 12.7) F.b:6 Demonstrate basic understanding of equality and inequality using symbols (<, >, =) with multi-step, mixed operations. (12.1, 12.2, 12.3, 12.4, 12.7) F.b:7 Solve one-step equations with “box” variable and whole number coefficients and problems with and without context using whole number coefficient. (12.1, 12.2, 12.3, 12.4, 12.7) 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. (12. 1, 12.2, 12.4, 12.6, 12.7) F.b:10 Solve two-step open sentences involving all operations. (12. 1, 12.2, 12.4, 12.6, 12.7) F.c:12 Use the commutative property of multiplication with positive single digits.(12.1) F.c:13 Use the inverse relationship of division and multiplication with single whole digits. (12.3)



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Scott Foresman-Addison Wesley Grade 5 Mathematics ... · PDF file2) Communication ... Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 5 Developed by the Milwaukee

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