(5) - DRAFT - TeacherWeb
Transcription
(5) - DRAFT - TeacherWeb
Curriculum Map for Mathematics: Grade Five (5) - DRAFT C - Concrete - model using manipulatives, student is hands on building understanding of concepts R - Representative - model is visual, student draws, writes equations, or builds to model concepts A - Abstract - concept is internalized; student is fluent procedurally, symbolically or orally Essential Questions Help to make Concepts connected to each other and to the Student’s world Content (Domain) Skills (Cluster) CCSS Standard Vocabulary Lesson/ Activities Resources Activities, readings, songs, projects, etc. Manipulatives, hyperlinks, technology, etc. Assessments Formative and Summative Time Major Unit Concepts. Unit Objectives: The student will be able to… Connect Skills to the Content Strands Used through out curriculum reasonable justify simplify interpret explain part-whole fair-share decompose estimate solve evaluate solution Operations and Algebraic Thinking Use ( ), [ ], { } with order of operations. (Start with ( ) and slowly increase the use of all other forms through out the year) 5.OA.1 parenthesis brackets braces grouping symbols expression numerical expression simplify associative commutative distributive September Number and Operations in Base Ten Recognize the value of a digit x/ by 10 to move thru place values 5.NBT.1 5.NBT.2 5.NBT.3A 5.NBT.3B digit exponent base power September Questar III Regional Map – Grade 5 Mathematics Month and Number of Days for the Unit. Page 1 How do the powers of ten help us with converting within the metric system? Measurement and Data Use exponents on powers of 10 Relate number of zeros to exponent when multiply by 10 Relate placement of decimal points by division by 10’s Read decimals to Thousandths Write decimals in expanded form to thousandths Compare decimals to thousandths using <,=,> Round decimals to any place 5.NBT.4 Understand Volume as an attribute (C) 5.MD.3A 5.MD.3B 5.MD.4 place value periods base 10 system greater than (>) less than (<) equivalent standard form word form expanded form round estimate compatible numbers equal ( = ) equivalent not equal to ( ) Rectangular Prism face edge vertex unit length width height base area square unit cube unit cube cubic unit product September **Once a standard has been introduced/completed continue using it throughout the year. Questar III Regional Map – Grade 5 Mathematics Page 2 C - Concrete - model using manipulatives, student is hands on building understanding of concepts R - Representative - model is visual, student draws, writes equations, or builds to model concepts A - Abstract - concept is internalized; student is fluent procedurally, symbolically or orally Essential Questions Help to make Concepts connected to each other and to the Student’s world Content (Domain) Skills (Cluster) CCSS Standard Vocabulary Lesson/ Activities Resources Activities, readings, songs, projects, etc. Manipulatives, hyperlinks, technology, etc. Assessments Major Unit Concepts. Unit Objectives: The student will be able to… Connect Skills to the Content Strands Operations and Algebraic Thinking Use ( ), [ ], { } with order of operations. (Start with ( ) and slowly increase the use of all other forms through out the year) 5.OA.1 parenthesis brackets braces grouping symbols expression numerical expression simplify associative commutative distributive October Number and Operations in Base Ten Add and Subtract Decimals 5.NBT.7 addend sum difference decimal point place value regrouping estimate round reasonable October Number and Operations – Fractions Add and Subtract fractions (with/without common denominators) 5.NF.1 October Solve word problems involving fractions 5.NF.2 numerator denominator sum difference estimate to benchmark fractions addend division bar Questar III Regional Map – Grade 5 Mathematics Formative and Summative Time Month and Number of Days for the Unit. Page 3 fraction bar common denominator mulitple least common multiple like denominator unlike denominator equivalent fractions renaming mixed number reasonable Measurement and Data Use operations (add + Sub) on fractions and decimals on information presented in line plots. Questar III Regional Map – Grade 5 Mathematics 5.MD.2 Outlier gap cluster data sample survey frequency table line (dot) plot title, labels October Page 4 C - Concrete - model using manipulatives, student is hands on building understanding of concepts R - Representative - model is visual, student draws, writes equations, or builds to model concepts A - Abstract - concept is internalized; student is fluent procedurally, symbolically or orally Essential Content Questions (Domain) Help to make Concepts connected to each other and to the Student’s world Skills (Cluster) CCSS Vocabulary Lesson/ Standard Activities Major Unit Concepts. Unit Objectives: The student will be able to… Connect Skills to the Content Strands Operations and Algebraic Thinking Write numerical expressions given the verbal expression Create sequences from rules (2) Explain patterns between sequences 5.OA.2 5.OA.3 5.OA.1 Use ( ), [ ], { } with order of operations. (Start working with [ ] and ( ) within the same expression.) Questar III Regional Map – Grade 5 Mathematics Activities, readings, songs, projects, etc. Function Function rule Function table x-axis, y-axis x-coordinate y-coordinate ordered pair (x,y) point plot coordinate system coordinate plane quadrant origin horizontal vertical grid parenthesis brackets braces grouping symbols expression Resources Manipulatives, hyperlinks, technology, etc. Assessments Formative and Summative Time Month and Number of Days for the Unit. November/December http://www.k5mathteachingresources.com/supportfiles/targetnumberdash5.oa1.pdf (modified) Page 5 numerical expression simplify associative commutative distributive Number and Operations in Base Ten Fluently multiply with multi-digits 5.NBT.5 Multiply decimals up to hundredths. (C) 5.NBT.7 Number and Operations – Fractions Apply and extend previous understanding of multiplication to multiply fractions 5.NF.3 5.NF.4A Find area of a rectangle with fractional sides Interpret multiplication as scaling (Student needs to understand the relationship between multiplying a whole number by whole number vs. multiplying by a fraction.) See below link to illustrativemath. Compare the size of a product to the size of one factor on the 5.NF.4B 5.NF.5 5.NF.5A November/December factor product multiple commutative associative distributive zero property identity property reciprocal inverse operation partial product numerical expression area length width square units November/December 5.NF.5B Questar III Regional Map – Grade 5 Mathematics Page 6 basis of the size of the other factor (without multiplying) 5.NF.6 Explain why multiplying a given number by a fraction greater than 1 results in a product greater than the given number Solve real-world problems Measurement and Data Convert like measurement units within a given system 5.MD.1 5.MD.5 Relate volume to the operations of multiplication .(C) (The ability to break apart a complex 3-D figure to make the problem easier.) Example NC unpacking standards 5.MD.5c Questar III Regional Map – Grade 5 Mathematics customary (standard) metric convert conversion relative size liquid volume mass length kilometer (km) meter (m) centimeter (cm) kilogram (kg) gram (g) liter (L) milliliter (mL) inch (in) foot (ft) yard (yd) mile (mi) ounce (oz) pound (lb) cup (c ) pint (pt) quart (qt) November/December Page 7 gallon (gal) hour minute second Geometry Graph ordered pairs from a function table 5.G.1 5.G.2 Interpret/Predict graph from a function table 5.G.3 5.G.4 Review of area of twodimensional figures Questar III Regional Map – Grade 5 Mathematics perpendicular number line parallel lines coordinate system, coordinate plane coordinate grid first quadrant points lines, axis/axes x-axis y-axis horizontal vertical intersection of lines origin ordered pairs coordinates x-coordinate y-coordinate November/December Page 8 C - Concrete - model using manipulatives, student is hands on building understanding of concepts R - Representative - model is visual, student draws, writes equations, or builds to model concepts A - Abstract - concept is internalized; student is fluent procedurally, symbolically or orally Essential Questions Help to make Concepts connected to each other and to the Student’s world Content (Domain) Skills (Cluster) CCSS Vocabulary Standard Lesson/ Activities Activities, readings, songs, projects, etc. Resources Unit Objectives: The student will be able to… Connect Skills to the Content Strands Operations and Algebraic Thinking Use ( ), [ ], { } with order of operations. (Use all three within the same expression.) 5.OA.1 parenthesis brackets braces grouping symbols expression numerical expression simplify associative commutative distributive Number and Operations in Base Ten Divide 4 digit by 2 digit 5.NBT.6 division/division quotients dividends January/ February fraction numerator denominator operations multiplication/multiply division/divide January/ February http://www.k5mathteachingresources.com/supportfiles/targetnumberdash5.oa1.pdf Formative and Summative Time Major Unit Concepts. 5.NBT.7 Manipulatives, hyperlinks, technology, etc. Assessments Month and Number of Days for the Unit. January/ February Divide a decimal (up to hundredths) by a whole number.(C,R only) Number and Operations – Fractions Interpret a fraction as division (C,R) 5.NF.3 5.NF.7A Interpret division of a Questar III Regional Map – Grade 5 Mathematics Page 9 unit fraction by a non-zero whole number (C,R) Interpret division of a whole number by a unit fraction (C, R) 5.NF.7B 5.NF.7C Solve real world problems involving division of unit fractions by non-zero whole numbers (C,R,A) Measurement and Data Convert like measurement units within a given system 5.MD.1 5.MD.2 Use operations on fractions to solve problems involving information presented in line plots Questar III Regional Map – Grade 5 Mathematics mixed numbers product quotient partition equal parts equivalent factor unit fraction*** area side lengths fractional sides length scaling comparing customary (standard) metric convert conversion relative size liquid volume mass length kilometer (km) meter (m) centimeter (cm) kilogram (kg) gram (g) liter (L) milliliter (mL) inch (in) foot (ft) yard (yd) mile (mi) ounce (oz) January/ February Page 10 pound (lb) cup (c ) pint (pt) quart (qt) gallon (gal) hour minute second Questar III Regional Map – Grade 5 Mathematics Page 11 C - Concrete - model using manipulatives, student is hands on building understanding of concepts R - Representative - model is visual, student draws, writes equations, or builds to model concepts A - Abstract - concept is internalized; student is fluent procedurally, symbolically or orally Essential Questions Help to make Concepts connected to each other and to the Student’s world Content (Domain) Skills (Cluster) CCSS Standard Vocabulary Lesson/ Activities Connect Skills to the Content Strands Number and Operations in Base Ten All four operations on decimals with division by hundredths 5.NBT.7 March Measurement and Data Graph 2D shapes on the coordinate system 5.MD.1 March Geometry Understand that attributes belonging to 2D figures also belong to all subcategories 5.G.3 5.G.4 Questar III Regional Map – Grade 5 Mathematics Formative and Summative Time Unit Objectives: The student will be able to… attribute category subcategory hierarchy (properties)-rules about how numbers work two dimensional polygon rhombus/rhombirectangle square triangle quadrilateral pentagon hexagon cube trapezoid half/quarter circle circle Manipulatives, hyperlinks, technology, etc. Assessments Major Unit Concepts. Classify twodimensional figures in a hierarchy based on properties (angles and sides) Activities, readings, songs, projects, etc. Resources Month and Number of Days for the Unit. March Page 12 C - Concrete - model using manipulatives, student is hands on building understanding of concepts R - Representative - model is visual, student draws, writes equations, or builds to model concepts A - Abstract - concept is internalized; student is fluent procedurally, symbolically or orally Essential Questions Help to make Concepts connected to each other and to the Student’s world Content (Domain) Major Unit Concepts. Skills (Cluster) Unit Objectives: The student will be able to… CCSS Standard Connect Skills to the Content Strands Vocabulary Lesson/ Activities Activities, readings, songs, projects, etc. Resources Manipulatives, hyperlinks, technology, etc. Assessments Formative and Summative Time Month and Number of Days for the Unit. Operations and Algebraic Thinking 5.OA.? April Number and Operations in Base Ten 5.NBT.? April Number and Operations – Fractions 5.NF.? April Measurement and Data 5.MD.? April Geometry 5.G.? April Questar III Regional Map – Grade 5 Mathematics Page 13 C - Concrete - model using manipulatives, student is hands on building understanding of concepts R - Representative - model is visual, student draws, writes equations, or builds to model concepts A - Abstract - concept is internalized; student is fluent procedurally, symbolically or orally Essential Questions Help to make Concepts connected to each other and to the Student’s world Content (Domain) Major Unit Concepts. Skills (Cluster) Unit Objectives: The student will be able to… CCSS Standard Connect Skills to the Content Strands Vocabulary Lesson/ Activities Activities, readings, songs, projects, etc. Resources Manipulatives, hyperlinks, technology, etc. Assessments Formative and Summative Time Month and Number of Days for the Unit. Operations and Algebraic Thinking 5.OA.? May Number and Operations in Base Ten 5.NBT.? May Number and Operations – Fractions 5.NF.? May Measurement and Data 5.MD.? May Geometry 5.G.? May Questar III Regional Map – Grade 5 Mathematics Page 14 C - Concrete - model using manipulatives, student is hands on building understanding of concepts R - Representative - model is visual, student draws, writes equations, or builds to model concepts A - Abstract - concept is internalized; student is fluent procedurally, symbolically or orally Essential Questions Help to make Concepts connected to each other and to the Student’s world Content (Domain) Major Unit Concepts. Skills (Cluster) Unit Objectives: The student will be able to… CCSS Standard Vocabulary Connect Skills to the Content Strands Lesson/ Activities Activities, readings, songs, projects, etc. Resources Manipulatives, hyperlinks, technology, etc. Assessments Formative and Summative Time Month and Number of Days for the Unit. Operations and Algebraic Thinking 5.OA.? June Number and Operations in Base Ten 5.NBT.? June Number and Operations – Fractions 5.NF.? June Measurement and Data 5.MD.? June Geometry 5.G.? June Useful websites: http://www.k-5mathteachingresources.com/5th-grade-number-activities.html http://thinkingblocks.com/ http://commoncoretools.wordpress.com/2011/09/12/progression-on-ratios-and-proportional-reasoning/ http://engageny.org/teachers/ http://www.illustrativemathematics.org/standards/k8 http://www.dpi.state.nc.us/acre/standards/common-core-tools/ http://calculationnation.nctm.org/ http://www.nctm.org/ http://nlvm.usu.edu/ http://teacherweb.com/NY/ChathamMiddleSchool/MrsFuller/links1.aspx http://www.amathsdictionaryforkids.com/ http://education.jlab.org/smdeluxe/index.html http://www.superteacherworksheets.com/ Questar III Regional Map – Grade 5 Mathematics Page 15 http://classroom.jc-schools.net/basic/ http://www.kutasoftware.com/freeipa.html http://www.edmodo.com/?language=en&auto_selected_lang=true http://livebinders.com/ http://delicious.com/ http://www.parcconline.org/parcc-content-frameworks http://engageny.org/wp-content/uploads/2011/07/ccsstimeline.pdf Training opportunity for Bar Modeling http://www.sde.com/brochures/B01812/B01812bro.pdf Questar III Regional Map – Grade 5 Mathematics Page 16