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Department of Teaching & Learning__________________________________________________________________________________________________________________________________

Fifth Grade Math - Scope and Sequence 2018-2019TEKS Distribution among units

Process Standards

5.1A

5.1B

5.1C

5.1D

5.1E

5.1F

5.1G

Unit 1 X X X X X X XUnit 2 X X X X X X XUnit 3 X X X X X X XUnit 4 X X X X X X XUnit 5 X X X X X X XUnit 6 X X X X X X XUnit 7 X X X X X X XUnit 8 X X X X X X XUnit 9 X X X X X X X

Unit 10 X X X X X X XUnit 11 X X X X X X XUnit 12 X X X X X X X

5.2A

5.2B

5.2C

5.3A

5.3B

5.3C

5.3D

5.3E

5.3F

5.3G

5.3H

5.3I

5.3J

5.3K

5.3L

5.4A

5.4B

5.4C

5.4D

5.4E

5.4F

5.4G

5.4H

5.5

5.6A

5.6B

5.7

5.8A

5.8B

5.8C

5.9A

5.9B

5.9C

5.10A

5.10B

5.10C

5.10D

5.10E

5.10F

Unit 1 X X XUnit 2 X X X X X X X X XUnit 3 X X XUnit 4 X X X X X X X XUnit 5 X X X X X XUnit 6 X X X X X X X XUnit 7 X X X X X X X X X XUnit 8 X X X X X X X XUnit 9 X X X X X X X

Unit 10Unit 11Unit 12 X X X X X X X X

Fifth Grade


Scope and Sequence 2018-2019Mathematical Process Standards: The student uses mathematical process to acquire and demonstrate mathematical understanding. The student is expected to:

5.1A Apply mathematics to problems arising in everyday life, society, and the workplace5.1B Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution5.1C Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems5.1D Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate5.1E Create and use representations to organize, record, and communicate mathematical ideas5.1F Analyze mathematical relationships to connect and communicate mathematical ideas5.1G Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

Grading Period 1 Unit 1: Graphing and Setting Up Guided Math

Estimated Date Range: Aug. 15 – Aug. 21Estimated Time Frame: 5 days

Concepts within the Unit TEKSThis unit focuses on getting to know your students while reinforcing graphing skills from fourth grade and setting up procedures and routines for Guided Math. Suggested Days: 5

Priority Standards5.9C solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot

Important Standard5.3K add and subtract positive rational numbers fluently

Integrated Standards5.9A represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots

Unit 2: Whole Number Operations and GraphingEstimated Date Range: Aug. 22 – Sept. 21

Estimated Time Frame: 22 days Note: Re-engagement and assessment should be on-going

Concepts within the Unit TEKS


Concept #1: Estimating and Finding Sums with Whole NumbersSuggested Days: 3

Priority Standards5.3K: Add and Subtract positive rational numbers fluently5.4B represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity

Integrated Standards5.3A estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division

Concept #2: Estimating and Finding Products with Whole Numbers Suggested Days: 5

Priority Standards5.4B represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity

Integrated Standards 5.3A estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division5.3B multiply with fluency a three-digit number by a two-digit number using the standard algorithm

Concept #3: Perimeter, Area and VolumeSuggested Days: 3

Priority Standards5.4H represent and solve problems related to perimeter and/or area and related to volume

Important Standards5.4B represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity5.3K add and subtract positive rational numbers fluently

Integrated Standards5.3B multiply with fluency a three-digit number by a two-digit number using the standard algorithm

Concept #4: Patterns, Estimating and Finding QuotientsSuggested Days: 5


Integrated Standards 5.3A estimate to determine solutions to mathematical and real-world problems involving addition, subtraction,


multiplication, or division5.3C solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm

Concept #5: Prime and Composite NumbersSuggested Days: 3

Integrated Standards5.4A identify prime and composite numbers

Concept #6: Graphing with Whole NumbersSuggested Days: 3


Integrated Standards5.9A represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots

Unit 3: DecimalsEstimated Date Range: Sept. 24 – Oct. 12

Estimated Time Frame: 19 days (1st Grading Period – 14 days)Note: Re-engagement and assessment should be on-going

Concepts within the Unit TEKSConcept #1: Represent the Value of a DigitSuggested Days: 4

Integrated Standards5.2A represent the value of the digit in decimals through the thousandths using expanded notation and numerals

Concept #2: Compare and order DecimalsSuggested Days: 5

Priority Standards5.2B compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =

Integrated Standards5.2A represent the value of the digit in decimals through the thousandths using expanded notation and numerals5.2C round decimals to tenths or hundredths

Concept #3: Rounding DecimalsSuggested Days: 5

Integrated Standards5.2C round decimals to tenths or hundredths


Unit 4: Decimal OperationsEstimated Date Range: Oct. 15 – Nov. 9

Estimated Time Frame: 19 days (1st Grading Period – 4 days)Note: Re-engagement and assessment should be on-going

Concepts within the Unit TEKSConcept #1: Adding and Subtracting DecimalsSuggested Days: 3

Priority Standards5.3K Add and subtract positive rational numbers fluently

Integrated Standards5.3A Estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division

Concept #2: Solve for Products of DecimalsSuggested Days: 1

Priority Standards5.3E Solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers

Integrated Standards5.3A estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division5.3D Represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models

Grading Period 2Unit 4: Decimal Operations

Estimated Date Range: Oct. 15 – Nov. 9Estimated Time Frame: 19 days (2nd Grading Period – 15 days)

Note: Re-engagement and assessment should be on-going

Concepts within the Unit TEKSConcept #2: Solve for Products of DecimalsSuggested Days: 5

Priority Standards5.3E Solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers


Integrated Standards5.3A estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division5.3D Represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models

Concept #3: Solve for Decimal QuotientsSuggested Days: 7

Priority Standards5.3G Solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm

Integrated Standards5.3A estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division5.3F Represent quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using objects and pictorial models, including area models

Concept #4: Graphing Stem-and-LeafSuggested Days: 3

Priority Standards5.9C Solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot

Important Standards5.3E Solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers5.3G Solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm 5.3K Add and subtract positive rational numbers fluently

Integrated Standards5.9A Represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots


Unit 5: Geometry Estimated Date Range: Nov. 12 – Dec. 7

Estimated Time Frame: 15 daysNote: Re-engagement and assessment should be on-going

Concepts within the Unit TEKSConcept #1: Two-Dimensional ShapesSuggested Days: 5

Priority Standards5.5A classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties

Concept #2: Ordered Pairs Suggested Days: 5

Priority Standards5.8C Graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, included those generated by numbers patterns or found in an input-output table

Integrated Standards5.8A describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the x-coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis starting at the origin; and the y-coordinate, the second number, indicates movement parallel to the y-axis starting at the origin5.8B describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane

Concept #3: ScatterplotsSuggested Days: 5


Integrated Standards5.9B represent discrete paired data on a scatterplot

Unit 6: Fractions Estimated Date Range: Dec. 10 – Feb. 1

Estimated Time Frame: 28 days (2nd Grading Period – 10 days)Note: Re-engagement and assessment should be on-going

Concepts within the Unit TEKS


Concept #1: Prime and Composite Numbers Suggested Days: 2

Important Standards5.4A identify prime and composite numbers

Concept #2: Adding and Subtracting FractionsSuggested Days: 8

Important Standards5.3K add and subtract positive rational numbers fluently

Integrated Standards5.3H represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations

Grading Period 3 Unit 6: Fractions

Estimated Date Range: Dec. 10 – Feb. 1 Estimated Time Frame: 28 days (3rd Grading Period – 18 days)

Note: Re-engagement and assessment should be on-going

Concepts within the Unit TEKSConcept #2: Adding and Subtracting FractionsSuggested Days: 6


Integrated Standards5.3H represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations

Concept #3: Multiplying Fractions and Whole Numbers Suggested Days: 5

Priority Standards5.3I Represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models

Concept #4: Dividing FractionsSuggested Days: 5

Priority Standards5.3L divide whole numbers by unit fractions and unit fractions by whole numbers


Integrated Standards5.3J represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction

such as 13÷7∧7÷ 1

3using objects and pictorial models, including area models

Concept #5: Dot Plots with FractionsSuggested Days: 2



Integrated Standards5.3H represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations5.9A represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots

Unit 7: Expressions and EquationsEstimated Date Range: Feb. 4 – Feb. 14


Concepts within the Unit TEKSConcept #1: Numerical PatternsSuggested Days: 3

Priority Standards5.4C generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph


Integrated Standards5.4D recognize the difference between additive and multiplicative numerical patterns given in a table or graph5.8C graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table

Concept #2: Numerical ExpressionsSuggested Days: 3

Priority Standards5.4F simplify numerical expressions that do not involve exponents, including up to two levels of grouping (order of operations)


Integrated Standards5.4E describe the meaning of parentheses and brackets in a numeric expression5.3B multiply with fluency a three-digit number by a two-digit number using the standard algorithm5.3C solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm

Concept #3: Multistep Problems with an UnknownSuggested Days: 3


Important Standards5.3I represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models

Integrated Standards5.8C graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table

Unit 8: MeasurementEstimated Date Range: Feb. 18 – March 1


Concepts within the Unit TEKSConcept #1: Converting Customary UnitsSuggested Days: 3

Priority Standards5.3E solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations and the relationship to the multiplication of whole numbers

Integrated Standards5.7A The student is expected to solve problems by calculating conversions within a measurement system, customary or metric5.3B multiply with fluency a three-digit number by a two-digit number using the standard algorithm

Concept #2: Converting Metric Units Suggested Days: 3

Priority Standards5.3E solve for products of decimals to the hundredths, including situations involving money, using strategies


based on place-value understandings, properties of operations and the relationship to the multiplication of whole numbers

Integrated Standards5.7A The student is expected to solve problems by calculating conversions within a measurement system, customary or metric5.3B multiply with fluency a three-digit number by a two-digit number using the standard algorithm

Concept #3: Area, Perimeter, and VolumeSuggested Days: 4


Important Standards5.3K add and subtract positive rational numbers fluently5.3E solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations and the relationship to the multiplication of whole numbers

Integrated Standards5.6A recognize a cube with side length of one unit as a unitcube having one cubic unit of volume and the volume of athree-dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible5.6B determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base5.4G use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism, including the special form for a cube (V = l x w x h, V = s x s x s, and V = Bh)5.3B multiply with fluency a three-digit number by a two-digit number using the standard algorithm

Unit 9: Personal Financial LiteracyEstimated Date Range: March 4 – March 8


Concepts within the Unit TEKSConcept #1: Personal Financial LiteracySuggested Days: 5

Important Standards 5.3K add and subtract positive rational numbers fluently


Integrated Standards5.10A define income tax, payroll tax, sales tax, and property tax5.10B explain the difference between gross income and net income5.10C identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments5.10D develop a system for keeping and using financial records5.10E describe actions that might be taken to balance a budget when expenses exceed income5.10F balance a simple budget

Grading Period 4Unit 10: Operations with Word Problems

Estimated Date Range: March 18 – March 29Estimated Time Frame: 10 days

Note: Re-engagement and assessment should be on-goingConcepts within the Unit TEKS

Concept #1: Operations with Word ProblemsSuggested Days: 10

Priority Standards4.3E represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations

Integrated Standards4.3F evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, ¼, ½, ¾, and 1, referring to the same whole

Unit 11: STAAR Review Estimated Date Range: April 1 – April 8


Concepts within the Unit TEKSUse the Region 4 STAAR Math Workstations and other materials to review concepts determined by the classroom teacher.Suggested Days: 6

Any TEKS determined by the classroom teacher.


Unit 12: Strengthening Fifth Grade SkillsEstimated Date Range: April 10 – May 24

Estimated Time Frame: 31 daysNote: Re-engagement and assessment should be on-going

Concepts within the Unit TEKSConcept #1: DecimalsSuggested Days: 5

Priority Standards5.3E solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers5.3G solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm

Integrated Standards5.2B compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =

Concept #2: Multiplication and DivisionSuggested Days: 5

Priority Standards5.4B represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity ( focus is on multiplication and division)

Concept #3: FractionsSuggested Days: 15

Priority Standards5.3I: Represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models5.3L divide whole numbers by unit fractions and unit fractions by whole numbers

Concept #4: MeasurementSuggested Days: 6


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