Power Standard: I can use my knowledge of place value to round and estimate whole numbers, fractions, mixed numbers and decimals to come up with a reasonable answer. (Denominators limited to 2, 3, 4, 5, 6, 8, 10, 12) 5.1.1.3 5.1.2.5 5.1.3.3 Key Vocabulary Learning Targets Assessment Textbook Test Specifications: Place Value Additional Textbook Vocab: Chapter 2 (round, estimate, compatible numbers, compensation) Chapter 3 (factor and product) Chapter 4 (quotient, dividend, divisor) Chapter 8 (denominator, fractions, improper fractions, mixed number, numerator) Chapter 10 (GCF, unlike fractions, whole number) Students will be able to round decimals to nearest tenth, hundredth and thousandth Students will be able to round fractions and mixed numbers (as well as improper fractions converted to mixed numbers) Students will estimate mathematical problems (addition, subtraction, multiplication, division, sums/differences of decimals and fractions) to come up with a reasonable answer Students will give answers to estimations problems using the word “about” Student “I can” statements: I can estimate numbers to come up with a reasonable answer I can round numbers to the nearest tenth, hundredth, and thousandth I can round fractions I can estimate the sums and differences of decimals I can estimate the sums and differences of fractions Formative: Daily homework assignments from workbook Quizzes in chapter 2, 3, 4, 8 and 10 Rounding Steps Quiz Hands-on learning day reflections Additional Supplements Summative: Chapter 2 test (rounding decimals, estimating addition and subtraction problems, estimating sums/differences of decimals) Chapter 3 test (estimating products) Chapter 4 test (estimating quotients) Chapter 8 (rounding fractions) Chapter 10 (estimating sums/differences of fractions by using rounding skills from chapter 8 in addition to adding and subtracting fraction knowledge from chapter 10) Chapter 2 Chapter 3 Chapter 4 Chapter 8 Chapter 10 Additional Supplements: Rounding Process Rounding and Estimating by Ordering Pizza Rounding fractions using foam fractions
fraction and decimal. 5.1.1.2 Key Vocabulary Learning Targets Assessment Textbook Test Specifications: Remainder Additional Textbook Vocab: Chapter 1 (decimal, place value) Chapter 4 (quotient, dividend, divisor) Chapter 8 (fraction, numerator, denominator) Chapter 9 (none that apply to this power standard) Supplement Vocab: division, remainder, divisible Students will learn what division is (separating a number into groups) Students will learn how to divide numbers the involve a remainder Students will be able to write remainders as both decimals and as fractions Students will be able to divide numbers and determine the best way to give its remainder (as a remainder, decimal or fraction) Students will be able to convert between decimals and fractions Student “I can” statements: - I can divide a number and find an answer with a remainder - I can divide a number and put it in fraction form Formative: Daily homework assignments from workbook Daily homework from Conversion (Decimals, Fractions, Percentages) Supplement Unit Quizzes in chapter 1, 4, 8 and 9 Hands-on learning day reflections Additional Supplements Summative: Chapter 1 test (one introductory lesson on converting fractions to decimals) Chapter 4 test (division with a remainder, interpreting the remainder) Chapter 8 test (comparing fractions with division, writing the remainder of a division problem as a fraction) Chapter 9 (one introductory lesson on converting decimals to fractions) Converting Decimals to Fractions, Comparing and Ordering Decimals with Fractions, Improper Fractions and Mixed Numbers Supplement Unit Test Chapter 1 Chapter 4 Chapter 8 Chapter 9 Additional Supplements: Dividing and interpreting the remainder with base-ten units Interpreting the remainder story problems (through acting, base-10, pictures, etc) Converting Decimals to Fractions, Comparing and Ordering Decimals with Fractions, Improper Fractions and Mixed Numbers Supplement Unit Power Standard: I can add and subtract real-world and mathematical problems using fractions, mixed numbers and 5.1.2.2
decimals. (Denominators limited to 2, 3, 4, 5, 6, 8, 10, 12) 5.1.3.4 Key Vocabulary Learning Targets Assessment Textbook Test Specifications: Place Value Additional Textbook Vocab: Chapter 2 (addend, compatible numbers, compensation, difference, sum) Chapter 8 (denominator, fraction, improper fraction, mixed number, numerator) Chapter 9 (greatest common factor, multiple, simplest form) Chapter 10 (unlike fractions) Students will be able to add and subtract numbers that include decimals, fractions and/or mixed numbers (common and uncommon denominators) Students will be able to add and subtract decimals, fractions and/or mixed numbers that appear in word problems and real-world situations (common and uncommon denominators) Students will be able to add or subtract improper fractions and give the answer as a mixed number. Students will know be able to find common denominators so that addition and subtraction can occur in fractions and mixed numbers. Student “I can” statements: - I can add decimals - I can subtract decimals - I can distinguish the difference between mixed numbers and improper fractions - I can add fractions - I can subtract fractions - I can solve real-world problems by adding decimals - I can solve real-world problems by subtracting decimals - I can solve real-world problems by adding fractions - I can solve real-world problems by subtracting fractions Formative: Daily homework assignments from workbook Quizzes in chapter 2, 8, 9 and 10 Hands-on learning day reflections Additional Supplements Summative: Chapter 2 test (addition and subtraction of decimals) Chapter 8 test (writing improper fractions as mixed numbers) Chapter 9 test (finding common denominators) Chapter 10 test (adding and subtraction fractions and mixed numbers; both with common and uncommon denominators) Chapter 2 Chapter 8 Chapter 9 Chapter 10 Additional Supplements: Math Store – adding/subtracting decimals Adding/Subtracting Fractions with foam fractions Yummy Math – adding/subtracting fractions Prime and Composite Number Hands-on Equivalent Fraction Egg Cartons
Power Standard: I can apply the commutative, associative and distributive properties along with order of operations to solve numerical expressions. 5.2.2.1 Key Vocabulary Learning Targets Assessment Textbook Test Specifications: Expression Additional Textbook Vocab: Chapter 2 (Associative and Commutative Properties) Chapter 3 (Distributive Property) Chapter 5 (order of operations) Students will apply the commutative and associative properties with addition. Example: 4 + 5 = 9; 5 + 4 = 9 (2+3)+5 = 5+ 5 = 10; 2+(3+5) = 2 + 8 = 10 Students will apply the commutative, associative and distributive properties with multiplication. Example: 8 x 2 = 16; 2 x 8 = 16 (4x5)x2= 20x2= 40; 4x(5x2)= 4 x 10= 40 2 x (7+3) = (2x7) + (2x3) = 14+6 = 20 OR 2 x (7+3) = 2 x 10 = 20 Students will know the order of operations and apply them when solving numerical expressions. Student “I can” statements: - I know what the commutative property is - I can use the associative property - I can use the distributive property Formative: Daily homework assignments from workbook Quizzes in chapter 2, 3 and 5 Hands-on learning day reflections Additional Supplements Summative: Chapter 2 Test (Addition Properties) Chapter 3 Test (Multiplication Properties) Chapter 5 Test (Order of Operations) Chapter 2 Chapter 3 Chapter 5 Additional Supplements: Property Index Card Game – additional properties Distributive Property Supplement materials – multiplication stations Distributive Property additional teaching Order of Operation Supplement materials Power Standard: I can understand and interpret real-world and mathematical equations and 5.2.3.1
inequalities involving variables and whole numbers. 5.2.3.2 5.2.3.3 Key Vocabulary Learning Targets Assessment Textbook Test Specifications: Inequality Expression Additional Textbook Vocab: Chapter 5 (evaluate, expression, variable) Chapter 6 (defining the variable, equation, solution) Students will learn what a variable is. Students will solve inequalities using variables and whole numbers. Students will be able to solve simple algebraic equations that use variables and whole numbers. Students will be able to solve simple algebraic word problems and real-world situations using variables and whole numbers. Student “I can” statements: I can solve equations and inequalities using variables Formative: Daily homework assignments from workbook Daily homework assignments from Hands-on Algebra Unit Quizzes in chapter 5 and 6 Hands-on learning day reflections Additional Supplements Summative: Chapter 5 Test (Addition expressions, multiplication, expressions, more algebraic expressions) Chapter 6 Test (addition and subtraction equations, inequalities, multiplication equations) Hands-on Algebra Test Chapter 5 Chapter 6 Additional Supplements: Hands-on Algebra Unit Power Standard: I can use a coordinate plane to graph ordered pairs. 5.2.1.2 Key Vocabulary Learning Targets Assessment Textbook Test Specifications: Ordered Pair Graph Additional Textbook Vocab: Chapter 6 (coordinate grid, graph, ordered pair, x-coordinate, y-coordinate) Students will be able to graph ordered pairs on a coordinate plane. Students will be able to locate points on a coordinate plane by giving its ordered pair. Student “I can” statements: - I can graph ordered pairs Formative: Daily homework assignments from workbook Quizzes in chapter 6 Hands-on learning day reflections Additional Supplements Summative: Chapter 6 Test (ordered pairs, graphing function) Chapter 6 Additional Supplements: Mystery Graphing Picture
range (take the largest data point and subtract the smallest data point) Student “I can” statements: - I can define mean, median and range, and can use these with data Power Standard: I can create and analyze patterns, rules, tables and graphs (bar and line) by applying understanding of whole numbers, fractions and decimals. 5.2.1.1 5.4.1.2 Key Vocabulary Learning Targets Assessment Textbook Test Specifications: Double-bar graph Line Graph Additional Textbook Vocab: Chapter 5 (function table, input, output) Chapter 7 (bar graph, data, frequency table, line graph, line plot, pictograph) Students will relate algebra and their knowledge of variables to creating function tables. Students will be able to take an input number, apply a rule, and find an output number. Students should be able to work this in reverse order as well. Students will be able to create a variety of graphs based on the data provided. Students will be able to analyze data and decide which graph is the best for representing that data. Student “I can” statements: I can make an input/output table I can create and read bar graphs I can create and read line graphs Formative: Daily homework assignments from workbook Quizzes in chapter 5 and 7 Hands-on learning day reflections Additional Supplements Summative: Chapter 5 Test (function tables, functions representing change) Chapter 7 Test (line plots, frequency tables, scales and intervals, bar graphs/double bar graphs, line graphs/double line graphs, using the appropriate graph) Chapter 5 and 7 Additional Supplements: Creating Function Machines – to create and apply function rules Science variables unit – collecting, organizing, graphing and analyzing data from in-class FOSS experiments (flippers and swingers) as well as at home science fair project