9 Week Test with Pre-Test attached– December 12-16

Refer to instructional timelines when planning units of instruction.

See list of Ongoing Process TEKS that should be embedded in all Units of Instruction.

ALL Process TEKS are eligible for incorporating into the assessment of at least 40% of Content TEKS.

STAAR Standard Key: Blue= STAAR Readiness Standard

Yellow= STAAR Supporting Standard

Bold= Highest Stakes TEKS (greatest need)

Italics= High Stakes TEKS

Units

Unit 1: Extending Whole Number Operations (13 days)

Whole numbers, addition, subtraction, Multiplication, division, partial quotients multiply by 1 and 2-digit, divide with 2-digit Estimate with 2-digit divisor

Unit 2: Extending Decimals (6 days)

Addition, place value, comparison, comparison Symbols, decimals, standard form/ word form/ Expanded notation, subtraction, whole numbers

Unit 3: Algebraic Reasoning ( 10 days)

Order of operation, meaning of parentheses and Brackets, prime and composite numbers, equations, Solution strategies, multiple representations, simplify

Numerical expressions

TEKS/SEs

Unit 1:

5.3(A) estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division

5.3(B) multiply with fluency a three-digit number by a two-digit number using the standard algorithm

5.3(C) solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm

5.3(K) add and subtract positive rational numbers fluently

Unit 2

5.2(A) represent the value of the digit in decimals through the thousandths using expanded notation and numerals

5.2(C) round decimals to tenths or hundredths

5.2(B) compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =

Unit 3

5.4(A) identify prime and composite numbers

5.4(B) represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity

5.4(E) describe the meaning of parentheses and brackets in a numeric expression

Units

Unit 4: Financial Literacy (5 days)

Taxes, income and expenses, gross and net income, simple budget, balance a budget, deposit/ withdraws, financial records payment methods

Unit 5: Decimal Multiplication and Division ( 10 days)

Estimation, real world problems, decimal products to hundredths, Quotients of decimals to hundredths, multiply and divide decimals, Multiplication patterns with decimals, division patterns with decimals Decimals, money

Unit 6: Addition and subtraction of fractions (10 days)

Addition and subtraction of fractions with unequal denominators, simpliest Form, mixed numbers, numerical expressions, common denominator, Greatest common factor

Unit 7: Multiplication and division of whole numbers with a fraction ( 10 days)

Numerical expressions, multiply whole number by a fraction, divide whole Numbers by unit fraction , simplest form

TEKS/SEs

Unit 4:

5.10(A) define income tax, payroll tax, sales tax, and property tax

5.10(B) explain the difference between gross income and net income

5.10(E) describe actions that might be taken to balance a budget when expenses exceed income

5.10(F) balance a simple budget

Unit 5:

5.3(A) estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division

5.3(D) represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models

5.3(F) 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

5.3(E) 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

Unit 6

5.3(H) 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

5.4(F) simplify numerical expressions that do not involve exponents, including up to two levels of grouping

Unit7

5.3(I) 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

5.3(J) 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

5.3(L) divide whole numbers by unit fractions and unit fractions by whole numbers

Process TEKS

5.1A apply mathematics to problems arising in everyday life, society, and the workplace

5.1B apply mathematics to problems arising in everyday life, society, and the workplace

5.1C 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 solution

5.1 D 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 problems

5.1 E communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

5.1F analyze mathematical relationships to connect and communicate mathematical ideas

5.1 G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

Beaumont 22^{nd} Century Skills

Critical Thinking and Reasoning: Thinking Deeply, Thinking Differently

Information Literacy: Untangling the Web

Collaboration: Working Together, Learning Together

Self-Direction: Own Your Learning

Invention: Creating Solutions

Content Area Math 5^{th} Grade

Beaumont ISD

Grade Level 5th

Revision Date: June 8, 2016

3rd Nine Weeks

January 3- March 10

47 School Days

43 Instructional Days, 4 Test Days

District-wide mock STAAR –January 17-20

Mid 9 Week Test – January 30 - February 3

9 Weeks Test – March 6-10

4th Nine Weeks

March 20 – June 1

50 School Days

47 Instructional Days, 3 Test Days

Universal Screening - April 3-14

Mid 9 Week Test – April 10-13

9 weeks Assessment – May 30- June 1

Refer to instructional timelines when planning units of instruction.

See list of Ongoing Process TEKS that should be embedded in all Units of Instruction.

ALL Process TEKS are eligible for incorporating into the assessment of at least 40% of Content TEKS.

STAAR Standard Key: Blue= STAAR Readiness Standard

Yellow= STAAR Supporting Standard

Bold= Highest Stakes TEKS (greatest need)

Italics= High Stakes TEKS

Units

Unit 8: Geometry and Measurement (15 days)

Perimeter, area, and volume, two dimensional figures, volume, calculating conversions customary or metric, formulas, units of measure, system of measurement

Unit 9: Patterns on a Coordinate Plane (10 days)

Patterns/rules, attributes of coordinate Planes, x-coordinate and y-coordinate, number lines, Rational numbers

Unit 10:Representing Data (10 days)

Frequency table, bar graph, stem and leaf plot, dot plot

Data Driven STAAR Review (15 days)

TEKS/SEs

Unit 8:

5.4(H) represent and solve problems related to perimeter and/or area and related to volume

5.5(A) classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties

5.6(A) recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible

5.6(B) 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 base

5.7(A) solve problems by calculating conversions within a measurement system, customary or metric

Unit 9

5.4(D) recognize the difference between additive and multiplicative numerical patterns given in a table or graph

5.4(C) generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph

5.8(A) 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 origin

5.8(B) describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane

5.8(C) 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 10

5.9(A) 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

5.9(B) represent discrete paired data on a scatterplot

5.9(C) solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot

Units

Data Driven STAAR Review (6 days)

STAAR Test

Unit 11: Strengthening 5^{th} Grade Skills

Making Connections (9 days)

Understanding Decimals (15 days)

STAAR Review for Retesters (24 days)

STAAR Test

Unit 11: Strengthening 5^{th} Grade Skills

Understanding Fractions (5 days)

TEKS/SEs

Unit 11: Making Connections

5.3(E) 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

5.3(G) 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

5.3(K) add and subtract positive rational numbers fluently

5.3(I) 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

Understanding of Decimal:

5.3(A) estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division

5.3(D) represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models

5.3(F) 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

5.3(G) 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

5.3(K) add and subtract positive rational numbers fluently

Understanding of Fractions:

5.3(H) 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

5.3(I) 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

5.3(J) 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

Process TEKS

5.1A apply mathematics to problems arising in everyday life, society, and the workplace

5.1B apply mathematics to problems arising in everyday life, society, and the workplace

5.1C 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 solution

5.1 D 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 problems

5.1 E communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

5.1F analyze mathematical relationships to connect and communicate mathematical ideas

5.1 G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

Beaumont 22^{nd} Century Skills

Critical Thinking and Reasoning: Thinking Deeply, Thinking Differently

Information Literacy: Untangling the Web

Collaboration: Working Together, Learning Together

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