· Web viewUse a pair of perpendicular number lines, called axes, to define a coordinate...

Grade 5 Math: Scope and Sequence DRAFT

2016-2017

Grade 5 – At a Glance 2016-2017

Quarter1(8/29-11/4) Weeks Quarter 2

(11/9– 1/20) Weeks Quarter 3(1/23 – 3/31)

Weeks(PARCC:

PBA 3/2-3/27)

Quarter 44/3 – 6/12)

Weeks(PARCC:

EOY 4/18-6/5)

Unit 1Place Value and

Decimal Fractions4 Unit 2 continued 2 Unit 4 continued 5 Unit 5 continued 1

Unit 2Multiplying and

Dividing Multi-Digit Whole Numbers and Decimal Fractions

5 Unit 3

Addition and Subtraction of Fractions

4Unit 5

Addition and Multiplication with Volume and Area

5Unit 6

Problem Solving with the Coordinate Plane

9

Unit 4Multiplication and

Division of Fractions and Decimal Fractions

4

Grade 5 Math Scope and Sequence SY 2016-2017 NBT – Number and Operations in Base Ten G – GeometryOA – Operations & Algebraic Thinking MD – Measurement and DataNF – Number and Operations - Fractions


2016-2017

Unit 1: Place Value and Decimal Fractions 4 weeks

Understand the place value system. 5.NBT.A.1 - Number and Operations in Base TenRecognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. 5.NBT.A.2 - Number and Operations in Base Ten Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.5.NBT.A.3 - Number and Operations in Base Ten Read, write, and compare decimals to thousandths.

a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).

b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

5.NBT.A.4 - Number and Operations in Base Ten Use place value understanding to round decimals to any place.Perform operations with multi-digit whole numbers and with decimals to hundredths.5.NBT.B.7 - Number and Operations in Base Ten Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.Convert like measurement units within a given measurement system. 5.MD.A.1 - Measurement and DataConvert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.



2016-2017

Unit 2: Multiplying and Dividing Multi-Digit Whole Numbers and Decimal Fractions 7 weeks



2016-2017

Write and interpret numerical expressions. 5.OA.A.1 – Operations and Algebraic Thinking Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 5.OA.A.2 – Operations and Algebraic Thinking Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Understand the place value system.5.NBT.A.1 - Number and Operations in Base Ten Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. 5.NBT.A.2 - Number and Operations in Base Ten Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote power of 10. Perform operations with multi-digit whole numbers and with decimals to hundredths. 5.NBT.B.5 - Number and Operations in Base Ten Fluently multiply multi-digit whole numbers using the standard algorithm. 5.NBT.B.6 - Number and Operations in Base Ten Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 5.NBT.B.7 - Number and Operations in Base Ten Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.Convert like measurement units within a given measurement system. 5.MD.A.1 – Measurement and Data Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.



2016-2017

Unit 3: Addition and Subtraction of Fractions 4 weeks

Use equivalent fractions as a strategy to add and subtract fractions.5.NF.A.1 – Number and Operations - Fractions Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) 5.NF.A.2 – Number and Operations - Fractions Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

Unit 4: Multiplication and Division of Fractions and Decimal Fractions 9 weeks

Write and interpret numerical expressions. 5.OA.A.1 - Operations & Algebraic Thinking Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 5.OA.A.2 - Operations & Algebraic Thinking Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Perform operations with multi-digit whole numbers and with decimals to hundredths. 5.NBT.B.7 - Number and Operations in Base Ten Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Unit 4 continuedGrade 5 Math Scope and Sequence SY 2016-2017 NBT – Number and Operations in Base Ten G – GeometryOA – Operations & Algebraic Thinking MD – Measurement and DataNF – Number and Operations - Fractions


2016-2017

Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 5.NF.B.3 - Number and Operations - Fractions Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? 5.NF.B.4 - Number and Operations - Fractions Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.) 5.NF.B.5 - Number and Operations - Fractions Interpret multiplication as scaling (resizing), by: a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without

performing the indicated multiplication. b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given

number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.

5.NF.B.6 - Number and Operations - Fractions Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 5.NF.B.7 - Number and Operations - Fractions Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.)

a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.

Unit 4 continuedGrade 5 Math Scope and Sequence SY 2016-2017 NBT – Number and Operations in Base Ten G – GeometryOA – Operations & Algebraic Thinking MD – Measurement and DataNF – Number and Operations - Fractions


2016-2017

b. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.

c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?

Convert like measurement units within a given measurement system.5.MD.A.1 - Measurement and Data Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. Represent and interpret data. 5.MD.B.2 - Measurement and Data 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.

Unit 5: Addition and Multiplication with Volume and Area 6 weeks

Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 5.NF.B.4 – Number and Operations - Fractions Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction

side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

5.NF.B.6 - Number and Operations - Fractions Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

Unit 5 continued



2016-2017

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. 5.MD.C.3 – Measurement and Data Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to

measure volume. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic

units. 5.MD.C.4 – Measurement and Data Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. 5.MD.C.5 – Measurement and Data Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. a. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show

that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.

b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.

c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.

Classify two-dimensional figures into categories based on their properties. 5.G.B.3 - Geometry 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 four right angles. 5.G.B.4 - Geometry Classify two-dimensional figures in a hierarchy based on properties.



2016-2017

Unit 6: Problem Solving with the Coordinate Plane 9 weeks

Write and interpret numerical expressions.5.OA.A.2 – Operations and Algebraic Thinking Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Analyze patterns and relationships. 5.OA.B.3 – Operations and Algebraic Thinking 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 why this is so. Graph points on the coordinate plane to solve real-world and mathematical problems. 5.G.A.1 - Geometry 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 by 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). 5.G.A.2 - Geometry 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.



2016-2017

COMMON ADDITION AND SUBTRACTION SITUATIONS

Result Unknown Change Unknown Start UnknownAdd to(join)

Two bunnies sat on the grass. Three more bunnies hopped there. How many bunnies are on the grass now?

2 + 3 = ?

Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to the first two?

2 + ? = 5

Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass before?

? + 3 = 5

Take from(separate)

Five apples were on the table. I ate two apples. How many apples are on the table now?

5 – 2 = ?

Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat?

5 – ? = 3

Some apples were on the table. I ate two apples. Then there were three apples. How many apples were on the table before?

? – 2 = 3

Total Unknown Addend Unknown Both Addends UnknownPut Together/ Take Apart (Part-Part-Whole)

Three red apples and two green apples are on the table. How many apples areon the table?

3 + 2 = ?

Five apples are on the table.Three are red and the rest are green. How many apples are green?

3 + ? = 5, 5 – 3 = ?

Grandma has five flowers.How many can she put in her red vase and how many in her blue vase?

5 = 0 + 5, 5 = 5 + 05 = 1 + 4, 5 = 4 + 15 = 2 + 3, 5 = 3 + 2

Difference Unknown Bigger Unknown Smaller UnknownCompare (“How many more?”):

Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy?

(“How many fewer?”):Lucy has two apples. Julie has five apples. How many fewer apples does Lucy have than Julie?

2 + ? = 5, 5 – 2 = ?

(Version with “more”):Julie has three more apples than Lucy. Lucy has two apples. How many apples does Julie have?

(Version with “fewer”):Lucy has 3 fewer apples than Julie. Lucy has two apples. How many apples does Julie have?

2 + 3 = ?, 3 + 2 = ?

(Version with “more”):Julie has three more apples than Lucy. Julie has five apples. How many apples does Lucy have?

(Version with “fewer”):Lucy has 3 fewer apples than Julie. Julie has five apples. How many apples does Lucy have?

5 – 3 = ?, ? + 3 = 5

Red outline indicates the four Kindergarten problem subtypes. Grade 1 and Grade 2 students work with all subtypes and variants. Orange outline problems are the four difficult subtypes or variants that students should work with in Grade 1 but need not master until Grade


2016-2017

COMMON MULTIPLICATION AND DIVISION SITUATIONS*

A x B = □ A x □ = C and C÷ A = □ □ x B = C and C ÷ B = □Equal Groups of Objects

Unknown product

There are A bags with B plums in each bag. How many plums are there in all?

Group Size Unknown

If C plums are shared equally into A bags, then how many plums will be in each bag?

Number of Groups Unknown

If C plums are to be packed B to a bag, then how many bags are needed?

Arrays of Objects

Equal groups languageUnknown Product

There are A rows of apples with B apples in each row. How many apples are there?

Unknown Factor

If C apples are arranged into A equal rows, how many apples will be in each row?

Unknown Factor

If C apples are arranged into equal rows of B apples, how many rows will there be?

Row and column languageUnknown Product

The apples in the grocery window are in A rows and B columns. How many apples are there?

Unknown Factor

If C apples are arranged into an array with A rows, how many columns of apples are there?

Unknown Factor

If C apples are arranged into an array with B columns, how many rows are there?

Compare A > 1Larger Unknown

A blue hat costs $B. A red hat costs A times as much as the blue hat. How much does the red hat cost?

Smaller Unknown

A red hat costs $C and that is A times as much as a blue hat costs. How much does a blue hat cost?

Multiplier Unknown

A red hat costs $C and a blue hat costs $B. How many times as much does the red hat cost as the blue hat?

A < 1Smaller Unknown

A blue hat costs $B. A red hat costs A as much as the blue hat. How much does the red hat cost?

Larger Unknown

A red hat costs $C and that is A of the cost of a blue hat? How much does a blue hat cost?

Multiplier Unknown

A red hat costs $C and a blue hat costs $B. What fraction of the cost of the blue hat is the cost of the red hat?

- Equal groups problems can also be stated in terms of columns, exchanging the order of A and B, so that the same array is described. For example: There are B columns of apples with A apples in each column. How many apples are there?

- In the row and column situations (as with tier area analogues), number of groups and groups size are not distinguished.

- Multiplicative Compare problems appear first in Grade 4, with whole-number values of A, B, and C, and with the “times as much” language in the table. In Grade 5, unit fractions language such as “one third as much” may be used. Multiplying and unit fraction language change the subject of the comparing sentence, e.g., “A red hat costs A times as much as the blue hat” results in the same comparison as “A blue hat costs 1/A times as much as the red hat,” but has a different subject.


2016-2017

GRADE 5: 2016-2017 SYThe calendar below applies to the majority of schools, but note that some schools (often charter schools) offer programming on "intersession" calendars or may vote for calendar adjustments called school-based options.

Key: = schools closed = schools closed for students (buildings open and staffed)

August 2016Monday Tuesday Wednesday Thursday Friday

22 23 24 25 26

29First day for studentsUnit 1Topic A:Mutiplicative Patterns on the Place Value Chart

30

Unit 1Topic A:Mutiplicative Patterns on the Place Value Chart

31

Unit 1Topic A:Mutiplicative Patterns on the Place Value Chart

September 2016Monday Tuesday Wednesday Thursday Friday

1Unit 1Topic A:Mutiplicative Patterns on the Place Value Chart

2 Unit 1Topic A:Mutiplicative Patterns on the Place Value Chart

5Labor Day; schools and offices closed



8Unit 1Topic B: Decimals, Fractions and Place Value Patterns

9Unit 1Topic B: Decimals, Fractions and Place Value Patterns

12Unit 1Topic C:Place Value and Rounding Decimal Fractions

13Unit 1Topic C:Place Value and Rounding Decimal Fraction

14Unit 1Topic D: Adding & Subtracting Decimals

15Unit 1Topic D: Adding & Subtracting Decimals

16Unit 1Topic E:Multiplying Decimals

19Unit 1Topic E: Multiplying Decimals

20Unit 1Topic F: Dividing Decimals



23ASSESSMENT

26Unit 2Topic A: Mental Strategies for Multi-Digit Whole Number Multiplication

27Unit 2Topic A: Mental Strategies for Multi-Digit Whole Number Multiplication

28Unit 2:Topic B: The Standard Algorithm for Multi-Digit Whole Number Multiplication




2016-2017

October 2016Monday Tuesday Wednesday Thursday Friday





7Unit 2:Topic C: Decimal Multi-Digit Multiplication



12Unit 2:Topic D: Measurement Word Problems with Whole Number & Decimal Multiplication



17Mid-Unit

Assessment

18Unit 2:Topic E: Mental Strategies for Multi-Digit Whole Number Division


20PD for staff; schools closed for students



25Unit 2:Topic F: Partial Quotients & Multi-Digit Whole Number Division






2016-2017

November 2016Monday Tuesday Wednesday Thursday Friday

1Unit 2: Topic G: Partial Quotients & Multi-Digit Decimal Division




7Parent-teacher conferences and PD for staff; schools closed for students

8Election Day, schools and offices closed

9Unit 2: Topic H: Measurement Word Problems with Multi-Digit Division

10Unit 2: Topic H: Measurement Word Problems with Multi-Digit Division

11ASSESSMENT

14Remediation &

Enrichment

15Unit 3:Topic A: Equivalent Fractions

16Unit 3:Topic B:Fraction Addition & Subtraction: Making Like Units Pictorially





23Mid-Unit Assessment

24Thanksgiving; schools and offices closed

25Thanksgiving; schools and offices closed

28Unit 3:Topic C: Fraction Addition & Subtraction: Making Like Units Numerically




2016-2017

December 2016Monday Tuesday Wednesday Thursday Friday



5Unit 3:Topic D: Fraction Addition & Subtraction: Further Applications




9ASSESSMENT

12Remediation &

Enrichment

13Unit 4:Topic B:Fraction as Division




19Unit 4:Topic C: Multiplication of a Whole Number by a Fraction




23Winter holiday; schools closed

26Winter holiday; schools and offices closed






2016-2017

January 2017Monday Tuesday Wednesday Thursday Friday


3Unit 4:Topic D: Fraction Expressions & Word Problems




9Unit 4:Topic E: Multiplication of a Fraction by a Fraction





16Dr. Martin Luther King, Jr., Day; schools and offices closed





23Unit 4:Topic F: Multiplication with Fractions & Decimals as Scaling & Word Problems





30Unit 4: Topic G: Division of Fractions & Decimal Fractions



2016-2017

February 2017Monday Tuesday Wednesday Thursday Friday






8Unit 4: Topic H: Interpretations of Numerical Expressions

9Unit 4: Topic H: Interpretations of Numerical Expressions

10 Assessment

13Remediation &

Enrichment

14Remediation &

Enrichment

15Remediation &

Enrichment

16Remediation &

Enrichment


20Presidents' Day; schools and offices closed

21Remediation &

Enrichment

22Unit 5:Topic A: Concepts of Volume



27Unit 5:Topic B:Volume & the Operations of Multiplication & Addition



2016-2017

March 2017Monday Tuesday Wednesday Thursday Friday






8Unit 5:Topic C: Area of Rectangular Figures with Fractional Side Lengths






16Unit 5Topic D: Drawings, Analysis & Classifications of Two-Dimensional Shapes

17Parent-teacher conferences and PD for staff; schools closed for students






27 ASSESSMENT

28Remediation &

Enrichment

29Remediation &

Enrichment

30Remediation &

Enrichment

31Remediation &

Enrichment

April 2017


2016-2017

Monday Tuesday Wednesday Thursday Friday

3Start of 4th quarter

Remediation & Enrichment

4Remediation &

Enrichment

5Remediation &

Enrichment

6Remediation &

Enrichment

7Unit 6:Topic A:Coordinate Systems

10Spring break; schools closed



13Spring break; schools and offices closed








25Unit 6:Topic B: Patterns in the Coordinate Plane & Graphing Number Patterns from Rules




May 2017Monday Tuesday Wednesday Thursday Friday



3MID-UNIT

ASSESSMENT

4Unit 6:Topic C:Drawing Figures in the Coordinate Plane





11Unit 6:Topic D: Problem Solving in the Coordinate Plane



16Unit Assessment

17Unit 6:Topic E: Multi-Step Word Problems





24Unit 6:Topic F: A Year in Review



29Memorial Day; schools and offices closed



June 2017


2016-2017

Monday Tuesday Wednesday Thursday Friday





7Remediation & Enrichment

8Remediation &

Enrichment

9Remediation & Enrichment

12Last day of schoolRemediation & Enrichment

13 14 15 16

19 20 21 22 23

26 27 28 29 30

Planning Calendar

AUGUST 2016 SEPTEMBER 2016 OCTOBER 2016 NOVEMBER 2016M T W T F M T W T F M T W T F M T W T F1 2 3 4 5 1 2 3 4 5 6 7 1 2 3 4

58 9 10 11 12 5 6 7 8 9 10 11 12 13 14 7 8 9 10 1115 16 17 18 19 12 13 14 15 16 17 18 19 20 21 14 15 16 17 1822 23 24 25 26 19 20 21 22 23 24 25 26 27 28 21 22 23 24 2529 30 31 26 27 28 29 30 31 28 29 3023RD- 26th: PD for staff 29TH : First day for students

5th: Labor Day – No School 20TH-21ST PD for Staff 4th: End of Q17th: Conferences and PD for staff8th Election Day-No School24th – 25th: Thanksgiving Break

DECEMBER 2016 JANUARY 2017 FEBRUARY 2017 MARCH 2017M T W T F M T W T F M T W T F M T W T F

1 2 2 3 4 5 6 1 2 3 1 2 35 6 7 8 9 9 10 11 12 13 6 7 8 9 10 6 7 8 9 10

12 13 14 15 16 16 17 18 19 20 13 14 15 16 17 13 14 15 16 1719 20 21 22 23 23 24 25 26 27 20 21 22 23 24 20 21 22 23 2426 27 28 29 30 30 31 27 28 27 28 29 30 3123RD- 30tH: Winter Holiday – No School

2ND: Winter Holiday – No School 16th: MLK Day – No School20th : End of Q227th: PD for staff

17th: PD for staff20th: President’s Day – No School

17th: Conferences and PD for Staff31st: End of Q3


2016-2017

APRIL 2017 MAY 2017 JUNE 2017M T W T F M T W T F M T W T F3 4 5 6 7 1 2 3 4 5 1 2

10 11 12 13 14 8 9 10 11 12 5 6 7 8 917 18 19 20 21 15 16 17 18 19 1224 25 26 27 28 22 23 24 25 26

29 30 3110-17TH : Spring Break – No School

29th: Memorial Day – No School

12th: End of Q412th: Last Day of School for Students (if no snow days used) – ½ Day

Unit Title Dates Instructional Days

Blocks Extra

1: Place Value and Decimal Fractions 8/29 – 9/23 19 16 02: Multi-Digit Whole Number and Decimal Fraction Operations 9/26 – 11/14 32 29 1

3: Addition and Subtraction of Fractions 11/15 – 12/12 18 16 1

4: Multiplication and Division of Fractions and Decimal Fractions 12/13 – 2/21 40 33 55: Addition and Multiplication with Volume and Area 2/22 – 4/6 31 21 86: Problem Solving with the Coordinate Plane 4/7 – 6/12 39 34 5

Indicates non-instructional day


2016-2017

Unit Title Dates Instructional Days Blocks Extra 1: Place Value and Decimal Fractions 8/29 – 9/23 19 16 02: Multi-Digit Whole Number and Decimal Fraction Operations 9/26 – 11/14 32 29 13: Addition and Subtraction of Fractions 11/15 – 12/12 18 16 1 4: Multiplication and Division of Fractions and Decimal Fractions 12/13 – 2/21 40 33 5 5: Addition and Multiplication with Volume and Area 2/22 – 4/6 31 21 8 6: Problem Solving with the Coordinate Plane 4/7 – 6/9 39 34 4 Indicates non-instructional day

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