Welcome to 5 th Grade Math Curriculum Night

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Theodora Ryan
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1 Welcome to 5 th Grade Math Curriculum Night

2 NUMBER and OPERATIONS (5.2A) The student is expected to represent the value of the digit in decimals through the thousandths using expanded notation and numerals. (5.2B) The student is expected to compare and order two decimals to thousandths and represent comparisons using the symbols >, <, =. (5.2C) The student is expected to round decimals to tenths or hundredths.

3 NUMBER and OPERATIONS (5.3A) The student is expected to estimate to determine solutions to mathematical real-world problems involving addition, subtraction, multiplication or division. (5.3B) The student is expected to multiply with fluency a three-digit number by a two-digit number using the standard algorithm. (5.3C) The student is expected to solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm. (5.3D) the student is expected to represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models. (5.3E) The student is expected to 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.

4 NUMBER and OPERATIONS (5.3F) The student is expected to 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. (5.3G) The student is expected to 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. (5.3H) The student is expected to 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. (5.3I) The student is expected to 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.

5 Number and Operations (5.3J) The student is expected to represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 7 and 7 1/3 using objects and pictorial models, including area models. (5.3K) The student is expected to add and subtract positive rational numbers fluently. (5.3L) The student is expected to divide whole numbers by unit fractions and unit fractions by whole numbers.

6 Algebraic Reasoning Geometry and measurement Data Analysis Personal Financial Literacy

7 1 st 9 weeks objectives 5.2B compare and order two decimals to thousandths and represent comparisons using the symbols >,<,= Recognize the comparison symbols, what they mean, and how to read them. (5.2B) Write a comparison of two decimals to the thousandths place using the symbols >, <, or =. (5.2B) Compare decimals to the thousandths using comparison symbols and number lines. (5.2B) Compare decimals (using benchmark decimals) to the thousandths place using a number line. (5.2B) Order decimals to the thousandths place using a number line. (5.2B) Create a number smaller, in-between, or larger than given numbers. (5.2B) 5.3K add and subtract positive rational numbers fluently Add and subtract decimals through thousandths (including money). (5.3K) 5.2A represent the value of the digit in decimals through the thousandths using expanded notation and numerals Represent the value of the digit in decimals to the thousandths place using expanded notation. (5.2A) Represent the value of the digit in decimals up to the thousandths place using numerals. (5.2A) 5.2C round decimals to tenths or hundredths Locate decimals on a number line to conceptually understand where the numbers are located. (5.2C) Round decimals to the tenths. (5.2C) Round decimals to the hundredths. (5.2C) 5.3A estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication or division Estimate to determine the solutions to mathematical problems involving addition and subtraction of decimals. (5.3A) Estimate to solve real-world problems involving addition and subtraction of decimals. (5.3A)

8 5.3A estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division Estimate to determine the solutions to mathematical problems involving multiplication and division of whole numbers using strategies such as front-end estimation, rounding, and compensation. (5.3A) 5.3B multiply with fluency a three-digit number by a two-digit number using the standard algorithm Multiply, with fluency, three-digit numbers by two digit numbers using the standard algorithm. (5.3B) Multiply three digit numbers by two digit numbers using area models and arrays with base ten blocks to demonstrate the standard algorithm (builds on mental math and partial products). (5.3B) Solve multi-step problems involving multiplication of whole numbers. (5.3B) 5.3C solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm Represent division problems using expanded notation, base ten models, and area models. (5.3C) Solve problems where the divisor is the number of groups and also where the divisor is the size of the groups. (5.3C) Solve division problems with up to four digit dividends and up to a two digit divisor using the standard algorithm and strategies such as drawing diagrams. (5.3C) Interpret the remainder dependent upon the context of the problem (quotient would be rounded up when finding the number of buses to transport students, but rounded down when sharing baseballs among a group of students). (5.3C)

9 (5.3E)-The student is expected to 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. Solve for products of decimals to the hundredths using strategies based on place-value understanding, including patterns and expanded form. (5.3E) Solve for products of decimals to the hundredths using strategies based on properties of operations. (5.3E) Solve for products of decimals to the hundredths in situations involving money. (5.3E) Solve for products of decimals to the hundredths using strategies based on the relationship to the multiplication of whole numbers. (5.3E) 5.3D represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models Represent multiplication of decimals with products up to the hundredths using objects, pictorial models (drawing a diagram), and area models. (5.3D) (5.3G)-The student is expected to 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. Divide decimals to the hundredths, up to four-digit dividends and two digit whole number divisors using strategies such as patterns. (5.3G) Divide decimals to the hundredths, up to four-digit dividends and two digit whole number divisors using algorithms including the standard algorithm. (5.3G) 5.3A estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division Estimate to solve mathematical and real-world problems involving division using strategies such as compatible numbers. (5.3A) 5.3F 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 Divide decimals to the hundredths, up to four-digit dividends and two digit whole number divisors using objects such as base ten blocks. (5.3F) Divide decimals to the hundredths, up to four-digit dividends and two digit whole number divisors using pictorial models, including area models. (5.3F)

10 5.3K add and subtract positive rational numbers fluently Add and subtract fractions and mixed numbers fluently using strategies such as common denominators, simplest form, and renaming. (5.3K) Add and subtract a combination of positive rational numbers, such as ½ (5.3K) 5.3A estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division Estimate to determine solutions to real-world problems involving addition and subtraction of fractions using models such as number lines, and strategies such as rounding. (5.3A) 5.3H 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 Represent addition and subtraction of fractions with unequal denominators referring to the same whole using objects such as fraction bars, pictorial models, number lines, and the commutative and associative properties of addition. (5.3H) Solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects such as fraction bars, pictorial models, number lines, and the commutative and associative properties of addition. (5.3H)

11 Solving Problems No Problem!

12 Problem Solving Steps Read the entire problem. Decide who is involved in the problem. Decide what is involved in the problem. Draw unit bars of equal length. Read each sentence, one at a time. STOP Put the question mark in place. Work computation to the side or underneath. Answer the question in a complete sentence.

13 Model Drawing Example Problem Diego had $400. He put half of his money in the bank. He spent 2/5 of the remainder on groceries. How much money does Diego have left?

14 Model Drawing Example Problem Diego had $400. He put half of his money in the bank. He spent 2/5 of the remainder on groceries. How much money does Diego have left? $400 Bank G G L L L

15 Classroom Resources Math Interactive Notebooks Problem of the Day Calendar math Math manipulatives Foldables Math interactive websites Math reference chart

16 Texas Go Math Use the book as an online tool to help solve problems and with homework. m/content/hsp/ma th/gomath/tx/gr5 /online_interactive _teacher_book_ _/G 5_U1_M3_L7/laun ch.html

17 How can you help your Discussion child at home? Ask your child, what did you do in math today? Bring math into your everyday life! Cooking, playing football, etc Play a board game with your child. Ex: card games, dominoes Check your teacher s website

18 How can you help your Organization child at home? Ask to see your child s agenda everyday Check the Tuesday folder and all graded papers Review the Tuesday folder and conduct/academic cards Have a specific time and location for homework (This really assists with organization.) Specific bedtime, breakfast

19 How can you help your child at home? Resources Available : Students/StudentNET s&gr=3-5 - Illuminations Think Through Math National Library of Virtual Manipulatives for Interactive Mathematics Fun Kids Online Math Games Reflex Math Gizmos

20 Reminder: Parent Conference Day Monday, Oct 13 *Contact your child s teacher to set a time. Questions about Math?

Grade 5 + DIGITAL. EL Strategies. DOK 1-4 RTI Tiers 1-3. Flexible Supplemental K-8 ELA & Math Online & Print

Grade 5 + DIGITAL. EL Strategies. DOK 1-4 RTI Tiers 1-3. Flexible Supplemental K-8 ELA & Math Online & Print Standards PLUS Flexible Supplemental K-8 ELA & Math Online & Print Grade 5 SAMPLER Mathematics EL Strategies DOK 1-4 RTI Tiers 1-3 15-20 Minute Lessons Assessments Consistent with CA Testing Technology