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Fifth Grade —4th Nine Week Period 1

Common Core State Standards Pacing Guide 1st Edition

Math

Fifth Grade —4th Nine Week Period

1st Edition Developed by: Jennifer Trantham, Laura Michalik, Mari Rincon

`````````````````````````````````````````````````````````````````````````````````````` Mr. Stan Rounds, Superintendent

Dr. Steven Sanchez, Deputy Superintendent

Prepared By: Lydia Polanco, Coordinator of Elementary Instruction


Math Pacing Guide Las Cruces Public Schools

Understanding Mathematics: The standards define what students should understand and be able to do in their study of mathematics. Asking a student to understand something means asking a teacher to assess whether the student has understood it.1 Mathematical understanding and procedural skill are equally important.2 Description of the Pacing Guide: A pacing guide is an interval based description of what teachers teach in a particular grade or course; the order in which it is taught, and the amount of time dedicated to teaching the content. Purpose of a Pacing Guide: The purpose of a pacing guide is to ensure that all of the standards are addressed during the academic year. Each pacing guide is nine weeks in duration. Components of the Pacing Guide:

Critical Areas- Each grade level has identified Critical Areas. These areas are woven throughout the standards and should receive additional time and attention.

Mathematical Practice Standards (8)- Based on the NCTM Process Standards, these standards describe the variety of "processes and proficiencies" students should master while working with the Grade Level Content Standards.

Domains are larger groups of related Content Standards. Standards from different domains may sometimes be closely related.3

Clusters are groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject.4

Grade level standards define what students should know and be able to do by the end of each grade level.

Unpacked standards provide a clear picture for the teacher as he/she implements the CCSS

Depth of Knowledge – (DOK) Criteria for systematically analyzing the alignment between standards and standardized assessments

1www.corestandards.org, Mathematics, Introduction, p. 4

2 See #1

3 See #1

http://www.corestandards.org/


Common Core State Standards

LCPS

Pacing Guides

Core Program

enVision Math

Supplemental Technology

Based

program to prepare for PARCC

(First in Math, FASTT Math, etc.)

Other Resources

STANDARDS-BASED, STANDARDS-DRIVEN


Grade Level: 5 Quarter: 4th Nine Weeks

Standard Q1 Q2 Q3 Q4

5.G.1 X X P R

5.G.2 X X P R

Domain: Geometry Cluster: Graph points on the coordinate plane to solve real-world and mathematical problems

Critical Areas: #1: No Connection

#2: Strong Connection #3: No Connection

Grade Level Content Standard Mathematical Practice Standard

5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate)

1. Make sense of problems and persevere in solving them. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure.

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.

Unpacked Content Standard:


5.G.1 and 5.G.2 deal with only the first quadrant (positive numbers) in the coordinate plane.

5.G.2 references real‐world and mathematical problems, including the traveling from one point to another and identifying the coordinates of missing points in geometric figures, such as squares, rectangles, and parallelograms.


Vocabulary: coordinate grid, x-axis, y-axis, origin, ordered pair, x coordinate, y coordinate, point, plane, plot, x value, y value, vertical, horizontal, grid, distance, patterns, graph/graphing, interval, table, starting position, ending position

Resources: DOK Depth of Knowledge

enVision 5.G.1: 16-1, 16-2, 16-3, 16-4, 16-6 5.G.2: 14-5, 16-4, 16-5, 16-6

5G.1 DOK 1

Sun Lee and his family went to Water Valley Camp Resort for vacation. Below shows a map of the camp.


The camp is adding new restrooms near the campsites. Which location is closest to the campsites? What is the ordered pair for this location? Solution: (1,3) DOK 1

1. If this path continues, where will point E be located? Solution: (9,5) 5G.2 DOK1 Barb has saved $20. She earns $8 for each hour she works. If Barb saves all of her money, how much will she have after working 3 hours? 5


hours? 10 hours? Create a graph that shows the relationship between the hours

Barb worked and the amount of money she has saved. What other information do you know from analyzing the graph? Create a graph on a coordinate grid showing how much money

Barb makes.


Grade Level: 4 Quarter: 4th Nine Weeks

Standard Q1 Q2 Q3 Q4

5.G.3 X X P R

5.G.4 X X P R

Domain: Geometry Cluster: Classify two-dimensional figures into categories based on their properties.

Critical Areas: #1: No Connection

#2: Strong Connection #3: No Connection

Grade Level Content Standard Mathematical Practice Standard

5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have for right angles.

2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure.

5.G.4 Classify two – dimensional figures in a hierarchy based on properties. Unpacked Content Standard:

5.G.3 calls for students to reason about the attributes (properties) of shapes. Student should have experiences discussing the property of shapes and reasoning.

Example: Examine whether all quadrilaterals have right angles. Give examples and non‐examples.

5.G.4 this stand build on what was done in 4th grade. Figures from previous grades: polygon, rhombus/rhombi, rectangle, square, triangle, quadrilateral, pentagon, hexagon, cube, trapezoid, half/quarter circle, circle

Example: Create a Hierarchy Diagram using the following terms


Vocabulary: polygon, regular polygon, triangle, quadrilateral, pentagon, hexagon, octagon, closed figure, line segments, vertices, vertex, angle, perimeter, equilateral triangle, isosceles triangle, scalene triangle, right triangle, acute triangle, obtuse triangle, attributes, parallelogram, trapezoid, rectangle, rhombus, square, consecutive equal angles, opposite equal angles, classify, parallel, right angle, acute angle, obtuse angle, congruent, generalization, diagonal, intersect

Resources: DOK Depth of Knowledge


enVision 5.G.3: Topic 15 (all lessons), 16-5 5.G.4: 15-3, 15-4, 15-5, 15-6

5G.3 DOK1 If a quadrilateral has at least two sides that are both parallel and congruent, then the quadrilateral is a parallelogram. Which shape is not a parallelogram?

A. B. C. D. Solution: A DOK 1

What type of triangle can have angle measures of 130º, 20º, and 30º? 1. Solution: obtuse triangle 2.

DOK 2

Circle the quadrilaterals. Provide at least one additional name for each shape that you circled. Use the attributes of the shape to explain why it follows the rules for that shape. Teacher note: For example, students should use the attributes of rectangles (4 sides, 4 right angles) to explain why a shape is called a rectangle. 5G.4 DOK 2 Create a hierarchy diagram using the following terms: Polygons


Quadrilaterals Rectangle Rhombus Square Trapezoid Kite Triangle Scalene Isosceles Equilateral Teacher Note: Students should be able to reason about the attributes of shapes by examining:

What are ways to classify triangles?

Why can’t trapezoids and kites be classified as parallelograms?

Which quadrilaterals have opposite angles congruent and why is this true of certain quadrilaterals?, and

How many lines of symmetry does a regular polygon have?

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