5 th Grade Math Pacing Guide Board Approved: December 12, 2016 Recommended Pacing for 2016- 2017 ONLY: Oct. - Nov. 29 days starts with lesson 1.10 UNIT 1 Understanding the Place Value System Recommended Pacing: Sept.- Oct Instructional days: ( 36 ) Go Math Chapters Covered: 1,2,3,4,5 C o m p l e t e d # CCSS Student Learning Objective Key words are italicized Go Math Lessons 1 ** 5.OA.1 Evaluate numerical expressions with parentheses, brackets, and braces Ch. 1~ 1.3 (Properties); 1.10 (Numerical Expressions), 1.11 (Evaluation Numerical Expressions); 1.12 (Grouping Symbols) 2 ** 5.OA.2 Write numerical expressions when given a word problem or scenario in words to interpret numerical expressions Ch. 1~ 1.10 (Numerical Expressions) 3 5.NBT.1 Explain the “10 times” or “1/10” relationships for place value in multi-digit numbers moving right or left across the places Ch. 1~ 1.1 (Place Value of Patterns); 1.2 (Place Value of Whole Numbers) Ch. 3~ 3.1 (+/- Decimals Thousandths) 4 5.NBT.2 Recognize & explain patterns of the number of zeros & the placement of the decimal point in a product or quotient when a number is multiplied or divided by powers of 10 Ch. 1~ 1.4 (Powers of 10 & Exponents); 1.5 (X Patterns) Ch. 4~ 4.1 (X Patterns with Decimals); 4.3 (X Decimals with Whole Numbers); 4.4 (X with expanded form); 4.7 (X decimals) Ch. 5~ 5.1 (Decimal Division); 5.6 (Divide Decimals) 5 5.NBT.3 Compare decimals to thousandths based on the value of the digits in each place using the symbols <, >, = Ch. 2~ 2.7 (Interpret the Remainder) Ch 3 ~ 3.2 (Place Value of Decimals); 3.3 (Compare & Order Decimals) 6 5.NBT.4 Round a decimal to any place Ch. 3~ 3.4 (Round decimals) 7 5.NBT.5 Use the standard algorithm to multiply 3 digit whole numbers by 1 digit whole numbers Ch. 1~ 1.6 (X by 1-digit number); 1.7 (X by multi-digit number) 8 5.NBT.6 Calculate whole number quotients with 4-digit dividends & 2-digit divisors & explain answers with equations, rectangular arrays, & area models Ch. 1~ 1.8 (Relate X and Division); 1.9 (Problem Solve X & Division) Ch. 2~ 2.1 (Place the 1 st Digit); 2.2 (Divide by 1-Digit Divisors); 2.3 (Division with 2-Digit); 2.5 (Estimate with 2-Digit Divisors); 2.6 (Divide by a 2-Digit Divisors); 2.8 (Adjust Quotients); 2.9 (Problem Solving Division) ** Additional Content (Identified by PARCC Model Content Frameworks)
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5th Grade Math Pacing Guide
Board Approved: December 12, 2016
Recommended Pacing for 2016-
2017 ONLY:
Oct. - Nov. 29 days
starts with lesson 1.10
UNIT 1
Understanding the Place Value System
Recommended Pacing:
Sept.- Oct
Instructional days: ( 36 )
Go Math Chapters Covered: 1,2,3,4,5
Completed
# CCSS Student Learning Objective Key words are italicized
Go Math Lessons
1 ** 5.OA.1 Evaluate numerical expressions with parentheses, brackets, and braces
& Subtract Fractions); 6.6 (Add & Subtract with Mixed Numbers); 6.7 (Subtraction with Renaming); 6.9 (Problem Solving-Practice Addition
& Subtraction)
3 5.NF.3 Interpret a fraction as a division of the numerator by the denominator; solve word problems where division of whole numbers
leads to fractional or mixed number answers.
Ch. 2~ 2.7 (Interpret the Remainder); Ch. 8~ 8.3 (Connect Fractions to Division)
4 5.NF.4a Multiply fractions by whole numbers and draw visual models or create story contexts. Interpret the product (a/b) x q as a parts of a whole partitioned into b equal parts added q times. In general, if q is a fraction c/d, then (a/b) x (c/d) = a(1/b) × c(1/d) = ac × (1/b)(1/d)
= ac(1/bd) = ac/bd.
Ch. 7~ 7.1 (Find Part of a Group); 7.2 (Investigate-Multiply Fractions
and Whole Numbers); 7.3 (Fraction and Whole Number
Subtract Money); 4.1 (Multiplication Patterns with Multiplication); 4.2 (X Decimals and Whole Numbers); 4.3 (X with Decimals and
Whole Numbers); 4.4 (Multiply Using Expanded Form); 4.5 (X
Money); 4.6 (Decimal X); 4.7 (X Decimals); 4.8 (Zeros in the Product); 5.2 (Divide Decimals by Whole Numbers); 5.3 (Estimate
Quotients); 5.4 (Division of Decimals of Whole Numbers); 5.5 (Decimal Division); 5.6 (Divide Decimals); 5.7 (Write Zeros in the
Dividend); 5.8 (Decimal Operations)
2 **5.G.1 Use a pair of perpendicular number lines (axes) to define a coordinate system, with the intersection of the lines (origin)
arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers (coordinates).
Ch. 9~ 9.2 (Ordered Pairs)
3 ** 5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
Ch. 9~ 9.3 (Graph Data); 9.4 (Line Graphs)
4 **5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given
the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting
sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally
6 **5.G.4 Classify two- dimensional figures in a hierarchy based on properties. Ch. 11 ~11.1 (Polygons); 11.2 (Triangles); 11.3 (Quadrilaterals)
7 ^^5.MD.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to
solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers,
find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
Ch. 9~ 9.1 (Line Plots)
8 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.
Ch. 1~ 1.6 (X by 1-digit number); 1.7 (X by multi-digit) REVIEW
^^ Supporting Content (Identified by PARCC Model Content Frameworks)
** Additional Content (Identified by PARCC Model Content Frameworks)