Underlying Processes and Mathematical Tools: YEAR LONG TEKS Covered all year 5.14 Underlying processes and mathematical tools. The student applies Grade 5 mathematics to solve problems connected to everyday experiences and activities in and outside of school. A. identify the mathematics in everyday situations B. solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness C. select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve problems D. use tools such as real objects, manipulatives, and technology to solve problems 5.15 Underlying processes and mathematical tools. The student communicates about Grade 5 mathematics using informal language. A. explain and record observations using objects, words, pictures, numbers, and technology B. relate informal language to mathematical language and symbols. 5.16 Underlying processes and mathematical tools. The student uses logical reasoning. A. make generalizations from patterns or sets of examples and nonexamples; and B. justify why an answer is reasonable and explain the solution process. 1st Bundle of TEKS First Six Weeks Grading Period 5.1 Number, operation, and quantitative reasoning. The student uses place value to represent whole numbers and decimals. A. Use place value to read, write, compare, and order WHOLE numbers through the 999,999,999,999 Unit Of Study Place Value TEACHER NOTE: Focus area on WHOLE numbers. Decimals covered in additional bundle/grading period numeral place value ones whole number digit tens First 10 Days of Math word form greater than hundreds Routines and procedures for setting up the workshop model can be done using place value of whole numbers expanded form less than thousands as the content addressed standard form equal to ten thousands compare millions order billions 3 weeks
First Six Weeks / Second Six Weeks Grading Period 2nd Bundle of TEKS 5.3 Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve meaningful problems. Unit 1 Investigations B. Use MULTIPLICATION to solve problems involving whole numbers (no more than three digits times two digits without technology) Investigation 1: All sessions investigation 2: All Sessions C. Use DIVISION to solve problems involving whole numbers (no more than two digit divisors and three digit dividends without technology) including interpreting the remainder within a given context Investigation 3: All sessions ** can D. Identify common factors of a set of whole numbers skip session 3.5 Approximately two weeks from 1st Grading Period and then continue for the entire 2 nd Six Weeks Grading Period 5.4 Number, operation, and quantitative reasoning. The student estimates to determine reasonable results Use strategies including ROUNDING and COMPATIBLE NUMBERS to ESTIMATE solutions to addition, subtraction, MULTIPLICATION, and DIVISION problems. Unit 7 Investigations Investigation 1: All sessions ** start here investigation 2: All Sessions TEACHER NOTE: Foucs area on MULTIPLICATION and DIVISION Investigation 3: All sessions 5.6 Patterns, relationships, and algebraic thinking. The student is expected to select from and use remainder rounding compatible numbers diagrams and equations such as y = 5 + 3 to represent meaningful problem situations. multiplication estimate factor pairs division equations whole numbers 5.10 Measurement. The student applies measurement concepts involving length (including perimeter) area, factors area common factor capacity/volume, and weight/mass to solve problems. product length pictorial models C. Select and use appropriate units and formulas to measure length, perimeter AREA and volume quotient width concrete models prime measure strategy TEACHER NOTE: Focus area on AREA. Other measurements will be covered in later bundles/six weeks periods composite multiples operations reasonable square unit patterns compose decompose dividend / divisor
3rd Bundle of TEKS TEKS Fifth Grade Scope and Sequence 2013-2014 Third Six Weeks Grading Period Suggested Pacing 5.3 Number, Operation, and Quantitative reasoning. The student adds, subtracts, multiplies, and divides to Investigations: Third Six Weeks solve meaningful problems. Unit 3 A. Use ADDITION and SUBTRACTION to solve problems involving WHOLE NUMBERS and decimals Investigation 1: Session 1.4 & 1.5 TEACHER NOTE: Focus area on ADDITION and SUBTRACTION of WHOLE numbers decimals covered in another bundle 5.4 Use strategies including ROUNDING and COMPATIBLE NUMBERS to ESTIMATE solutions to ADDITION, SUBTRACTION,multiplication and division problems. Investigation 2: All sessions Investigation 3: All sessions addition length difference 5.6 Patterns, relationships, and algebraic thinking. The student describes relationships mathematically. The student is expected to select from and use diagrams and equations such as y = 5 + 3 to represent meaningful problem situations. subtraction standard unit 5.10 Measurement. The student applies measurement concepts involving length (including perimeter) area, capacity/volume, and perimeter sum weight/mass to solve problems. whole numbers operation C. Select and use appropriate units and formulas to measure length, PERIMETER, area and volume measure addend 4th Bundle of TEKS Third Six Weeks/ Fourth Six Weeks Grading Period 5.1 Number, operation, and quantitative reasoning. The student uses place value to represent whole numbers and DECIMALS. Investigations: Third Six Weeks B. use place value to read, write, compare, and order DECIMALS through the thousandths place Unit 4 5.2 Number, operation, and quantitative reasoning. The student uses fractions in problem-solving situations. Investigation 2: Session 2.2 only A. Generate a fraction equivalent to a given fraction such as ½ and 3/6 or 4/12 and 1/3 Unit of Study Fractions and Decimals B. Generate a mixed number equivalent to a given improper fraction or generate an improper fraction equivalent to a given mixed number Unit 6 C. compare two fractional quantities in a problem-solving situation using a variety of methods, including common denominators Investigation 1: All sessions D. use models to relate DECIMALS to FRACTIONS that name tenths, hundredths, and thousandths to solve meaningful problems Investigations 2: All sessions 5.3 Number, operation, and quantitative reasoning. The student ADDS, SUBTRACTS, multiplies, and divides to solve meaningful problems. CC Unit 6 pg. 92-96 A. use ADDITION and SUBTRACTION to solve problems involving whole numbers and DECIMALS. E. model situations using addition and/or subtraction involving fractions with like denominators using concrete objects, pictures, words and numbers 5.4 Number, operation, and quantitative reasoning. The student estimates to determine reasonable results. The students are expected use strategies including ROUNDING and COMPATIBLE NUMBERS to ESTIMATE solutions to ADDITION, SUBTRACTION, multiplication and division problems. 5.6 Patterns, relationships, and algebraic thinking. The student describes relationships mathematically. The student is expected to select from and use diagrams and equations such as y = 5 + 3 to represent meaningful problem situations. Curriculum Suggestions decimals numerator tenths mixed number hundredths area models improper fraction thousands common denominator equivalent fractions denominator approximately one week Approximately 5 weeks in the 3 rd Six Weeks Grading Period and continue for 2 weeks into the 4 th Six Weeks Grading Period 5th Bundle of TEKS Fourth Six Weeks Grading Period
5.10 Measurement. The student applies measurement concepts involving length (including perimeter), area, capacity/volume, and weight/mass to solve problems. Investigations: Approximately 1 week B. Connect models for perimeter, area, and VOLUME with their respective formulas Unit 2 C. Select and use appropriate units and formulas to measure length, perimeter, area and VOLUME Investigation 1: All Sessions Investigation 2: All Sessions CC Unit 2 pg. 14 6th Bundle of TEKS 5.10 Measurement. The student applies measurement concepts involving length (including perimeter), area, capacity/volume, and weight/mass to solve problems. The student is expected to: A. Perform simple CONVERSIONS within the same measurement system SI (metric) or customary height dimension measure cubic unit standard unit volume Investigations: CC Unit 5 Session 3A.8 & 3A.9 5.11 Measurement. The student applies measurement concepts. The student measures time and temperature (in degrees Fahrenheit and Celsius). conversions capacity A. solve problems involving changes in temperature Fahrenheit degree B. solve problems involving elapsed time Celsius customary system temperature metric system thermometer measure elapsed time standard unit metric units Approximately the last 4 weeks of this grading period 7th Bundle of TEKS Fifth Six Weeks Grading Period (STAAR TESTING APRIL 1, 2014)
5.5 Patterns, relationships, and algebraic thinking. The student makes generalizations based on observed patterns Investigations: Unit 5 Investigations: and relationships. 1.1-1.4 Approximately 2 Investigations: 3.1-3.1-3.5 weeks A. Describe the relationship between sets of data in a graphic organizers such as lists, tables, charts, and diagrams NCTM: Paper Quilts 5.7 Geometry and spatial reasoning. The student generates geometric definitions using critical attributes. A. Identify essential attributes including parallel, perpendicular, and congruent parts of two and three dimensional geometric figures. http://illuminations.nctm.org/lessondetail.aspx?id=u104 Unit 8: Investigations: All Sessions 5.8 Geometry and spatial reasoning. The student models transformations A. sketch the results of translations, rotations, and reflections on a Quadrant I grid parallel transformation point B. identify the transformation that generates one figure from the other when given two congruent figures on a Quadrant perpendicular attributes polygon I coordinate grid congruent cone prism 8th Bundle of TEKS translations cylinder pyramid rotations edge shape reflections face side Quadrant I coordinate grid two-dimensional figures three-dimensional figures vertex/vertices sphere ordered pairs plane 5.12 Probability and statistics. The student describes and predicts the results of a probability experiment. Investigations: A. use fractions to describe the results of an experiment Unit 9: all sessions B. use experimental results to make predictions C. list all possible outcomes of a probability experiment such as tossing a coin 5.13 Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. NCTM Illuminations: Dealing With Data http://illuminations.nctm.org/lessondetail.aspx?id=l297 certain median tables A. use tables of related number pairs to make line graphs impossible mode B. describe characteristics of data presented in tables and graphs including median, mode, and range likely range C. graph a given set of data using and appropriate graphical representations such as picture or line graph. less likely pictograph more likely line graphs (only MEDIAN is covered in Investigations) probability data Approximately two weeks before STAAR testing Fifth Six Weeks Grading Period (post STAAR)/Sixth Six Weeks Grading Period 9th Bundle of TEKS (NEW 5th GRADE TEKS) TEKS Curriculum Suggestions Suggested Pacing Two Weeks From the
TEACHER NOTE: Post STAAR (round #1) Teachers should continue instruction in CURRENT 2013-2014 TEKS (based on data) BEFORE moving into instruction of 2014-1015 TEKS Teachers should use classroom data (formative & summative assessments, anecdotal notes, etc. to determine the focus areas for their classroom instruction Investigations: Unit 4 Investigation 3 All Sessions Fifth Six Weeks and continue through the entire Sixth Six Weeks Grading Period 2014-2015 TEKS for 5 th Grade NEW STANDARDS BEING IMPLEMENTED IN THE 2014-2015 School Year 5.3H represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects, pictorial models, and properties of operations 5.3I 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 numerator remainder 5.3J 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 model denominator divisor 5.3L divide whole numbers by unit fractions and unit fractions by whole numbers improper fraction dividend mixed number factor multiple quotient
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