grade 5 unit guide overview 2011-2012 final
TRANSCRIPT
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WCPS 2
Elementary Mathematics Unit Overview
KKindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Unit
1
Measurement
Sorting and
Patterns
Number
Sense
Data Analysis
Number Sense
Place Value/
Number Sense
Algebra
(Patterns)
Statistics
Money
Time
Place Value
Computation
(+/-)
Algebra
Algebra
Data Analysis
(Line Plots
Central
Tendency)
Number Sense
Algebra
(Functional
Relationships/
Expressions)
Basic
Computation
Unit2
Number
Relationships
Geometry
Fractions
Measurement
Number Sense
Algebra
(Patterns)
Geometry
Data Analysis
Linear
Measurement
Fractions
Probability
Place Value
ComputationData Analysis
(Line Graph)
Fractions
Decimals
Computation
Unit
3
Number
Relationships
Computation
Measurement
Basic
Computation
Statistics
Fractions
Measurement
Data Analysis
Multiplication
and Division
Area and
Perimeter
GeometryGeometry
Measurement
Unit
4
Algebra
Patterns and
FunctionNumber
Relationships
Computation
Money
Statistics
Measurement
Number SenseBasic
Computation
(Addition and
Subtraction)
Computation
(Addition andSubtraction)
Algebra
(Expressions
and Equations
Geometry
Data Analyis
FractionsDecimals
Measurement
Probability
Data Analysis
Probability
Unit
5
Geometry
Measurement
MoneyComputation
(Addition,
Subtraction,Multiplication,
Division)
Money
Post MSA
Curriculum
Fact Fluency
Grade 4Assessment
Limits
Data Analysis
Place Value
Function Tables
Post MSA
Curriculum
Grade 5
Assessment Limits
Computation
(x/)Number Sense
Area/Perimeter
Elapsed Time
Post MSA
Curriculum
Grade 6
Assessment
Limits
Computation
(X/)Fractions
Unit
6Fractions
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Unit Guide Key
These symbols will be used throughout the unit guide.
* This objective will be assessed more than 1 time this year.
The information provided after this symbol is an instructional note and is not part of the state curriculum.
UGUnit Guide: When this abbreviation appears, refer to the identified page number in the unit guide to find
additional information pertaining to this objective.
(5) A number encased in parenthesis identifies the grade level the objective is associated with.
ALAssessment Limit: Assessment limits provide clarification about the specific skills and content that students are
expected to have learned for each assessed objective. These are the objectives that may be tested on MSA.
No Calculator: These assessed objectives will be tested in the no calculator section of MSA.
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WCPS 4
Objectives to be Covered through Other Contents
All objectives in this column will be assessed on
post-assessments and MSA:Content to cover these objectives and notes:
3.A.1.a(5) Estimate and determine weight or mass AL: Use the nearest
ounce for weight and the nearest gram for mass
Grade 4 Science
1.A.1.b Select and use appropriate tools hand lens or microscope (magnifier
centimeter ruler (length), spring scale (weight), balance (mass), Celsius
thermometer (temperature), graduated cylinder (liquid volume), and
stopwatch (elapsed time) to augment observations of objects, events, and
processes.
1.A.1.g Judge whether measurements and computations of quantities are
reasonable in a familiar context by comparing them to typical values when
measured to the nearest:
Millimeter length
Square centimeter area
Milliliter volume
Newton weight
Gram mass
Second time
Degree C - temperature
3.A.1.b Classify a variety of animals and plants according to their observable
feature and provide reasons for placing them into different groups. Measure crayfish and beetles and crayfish and/or compare relative size.
4.A.1.c Compare samples of like materials using appropriate tools to measu
estimate, and calculate size, capacities, masses, and weights.
3.A.1.a(5) Estimate and determine capacity AL: Use the nearest ounce
3.C.2.b(5) Determine equivalent units of measurements AL: Use pints,quarts, and gallons
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WCPS 5
Grade 5 Unit 1 Indicators
6 weeks of instructionThese are the grade level objectives that
my students were exposed to last year:
All objectives in this column will be assessed on
post-assessments and MSA:
My students achieved the assessed
objectives. So, now I will explore:
Knowledge of Algebra: Patterns and Functions
1.A.1.a(4) Represent or analyze numeric
patterns using skip counting AL: Use
patterns of 3, 4, 6, 7, 8, or 9 starting with
any whole number (0-100)
1.A.1.a(5) Interpret and write a rule for a one operation (+, -, x, with
no remainders) function table
AL: Use whole numbers (0-1000) or decimals with no more than 2
decimal places (0-1,000)
1.A.1.a(6) Identify and describe
sequence represented by a physical
model or in a function table
1.A.1.b(4) Create a one operation (+ or -
) function table to solve a real world
problem
1.A.1.b(5) Create a one operation (+
x, with no remainders) function tab
to solve a real world problem
1.A.1.b(6) Interpret and write a rule
for a one-operation (+, -, x, withouremainders) function table AL: Use
whole numbers or decimals with no
more than 2 decimal places (0-1,000)
1.A.1.c(4) Complete a function table
using a one operation (+, -, x, with no
remainders) rule AL: Use whole numbers(0-50)
1.A.1.c (5) Complete a one-operation function table
AL: Use whole numbers with +, -, x, (with no remainders) or use
decimals with no more than two decimal places with +, (0-200)
1.A.1.c(6) Complete a function table
with a given two-operation rule AL:
Use the operations (+, -, x), numbers
more than 10 in the rule and whole
numbers (0-50)
1.A.1.d(4) Describe the relationship that
generates a one operation rule
1.A.1.d(5) Apply a given two operation rule for a pattern
AL: Use two operations (+, -, x) and whole numbers (0-100)
1.A.2.a(4) Generate a rule for the next
level of the growing pattern AL: Use at
least 3 levels but no more than 5 levels
1.A.2.b(4) Generate a rule for a
repeating pattern AL: Use no more than
4 objects in the core of the pattern
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WCPS 6
These are the grade level objectives that
my students were exposed to last year:
All objectives in this column will be assessed on
post-assessments and MSA:
My students achieved the assessed
objectives. So, now I will explore:
Knowledge of Algebra: Expressions, Equations, and Inequalities
1.B.1.a(4) Represent numeric quantities
using operational symbols(+, -, x, withno remainders) AL: Use whole numbers
(0-100)
1.B.1.a(5) Represent unknown quantities with one unknown
and one operation (+, -, x, with no remainders)AL: Use whole numbers (0-100) or money ($0-100)
1.B.1.a(6) Write an algebraic
expression to represent unknown
quantities AL: Use one unknown an
one operation (+, -) with whole
numbers, fractions with denominato
as factors of 24, or decimals with no
more than two decimal places (0-200
1.B.1.b(4) Determine equivalent
expressions AL: Use whole numbers (0-
100)
1.B.1.b(5) Determine the value of algebraic expressions with one
unknown and one-operation
AL: Use +, - with whole numbers (0-1000) or x, (with no
remainders) whole numbers (0-100) and the number for the
unknown is no more than 9
1.B.1.b(6) Evaluate an algebraic
expression AL: Use one unknown an
one-operation (+, -) with whole
numbers (0-200), fractions with
denominators as factors of 24 (0-50),
or decimals with no more than two
decimal places (0-50)
1.B.1.c(5) Use parenthesis to
evaluate a numeric expression
1.B.1.c(6) Evaluate numeric
expressions using the order of
operations AL: Use no more than 4
operations (+, -, x, with no
remainders) with or without 1 set of
parentheses or a division bar and
whole numbers (0-100)
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WCPS 7
These are the grade level objectives that
my students were exposed to last year:
All objectives in this column will be assessed on
post-assessments and MSA:
My students achieved the assessed
objectives. So, now I will explore:
Knowledge of Algebra: Expressions, Equations, and Inequalities (continued)
1.B.2.a(4) Represent relationships using
relational symbols (, =) and
operational symbols (+, -, x, ) on either
side AL: Use operational symbols (+, -, x)
and whole numbers (0-200)
1.B.2.a(5) Represent relationships using relational symbols (,
=) and one operational symbols (+, -, x, with no remainders) on
either side
AL: Use whole numbers (0-400)
1.B.2.a(6) Identify and write
equations and inequalities to
represent relationships AL: Use a
variable, the appropriate relational
symbols (, =), and one operationa
symbol (+, -, x, ) on either side and
use fractions with denominators as
factors of 24 (0-50) or decimals with
no more than two decimal places (0-
200)
1.B.2.b(4) Find the unknown in an
equation with one operation AL: Use
multiplication and whole numbers (0-81)
1.B.2.b(5) Find the unknown in an equation use one operation
(+, -, x, with no remainders)
AL: Use whole numbers (0-2000)
1.B.2.b(6) Determine the unknown i
a linear equation AL: Use one
operation (+, -, x, with no
remainders) and positive whole
number coefficients using decimals
with no more than two decimal place
(0-100)
Knowledge of Numeric and Graphic Representations of Relationships
1.C.1.b(4) Identify positions in a
coordinate plane AL: Use the first
quadrant and ordered pairs of whole
numbers (0-20)1.C.1.b(5) Create a graph in a coordinate plane
AL: Use the first quadrant and ordered pairs of whole numbers (0-50)
1.C.1.b(6) Graph ordered pairs in a
coordinate plane AL: Use no more
than 3 ordered pairs of integers (-20
to 20) or no more than 3 ordered pai
of fractions/mixed numbers with
denominators of 2 (-10 to 10)
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WCPS 8
These are the grade level objectives that
my students were exposed to last year:
All objectives in this column will be assessed on
post-assessments and MSA:
My students achieved the assessed
objectives. So, now I will explore:
Knowledge of Number Theory
6.B.1.a Identify or describe numbers as prime or composite
AL: Use whole numbers (0-100)
6.B.1.a(6)Determine prime
factorizations for whole numbers and
express them using exponential form
6.B.1.a(4) Identify and use divisibility
rules AL: Use the rules for 2, 5, or 10
with whole numbers (0-1,000)
6.B.1.b(5) Identify and use divisibility rules
AL: Use the rules for 2, 3, 5, 9, or 10 with whole numbers (0-
10,000)
6.B.1.b(4) Identify factors AL: Use
whole numbers (0-24)
*6.B.1.c(5) Identify the greatest common factorAL: Use 2 numbers whose GCF is no more than 10 and whole
numbers (0-100)
6.B.1.c(4) Identify multiples AL: Use the
first 5 multiples of any single digit whole
number
*6.B.1.d(5) Identify a common multiple and the least common
multiple
AL: Use no more than 4 single digit whole numbers
Knowledge of Computation (Whole Number)
6.C.1.c(4) Multiply whole numbers AL:
Use a 1-digit factor by up to a 3-digit
factor using whole numbers (0-1000)6.C.1.a(5) Multiply whole numbers
AL: Use a 3-digit factor by another factor with no more than 2-
digits and whole numbers (0 - 10,000)
6.C.1.b(6) Multiply fractions and mixed
numbers and express in simplest form
AL: Use denominators as factors of 24
not including 24 (0-20)
6.C.1.c(6) Multiply decimals AL: Use a
decimal with no more than 3 digits
multiplied by a 2-digit (0-1000)
6.C.1.d(4) Divide whole numbers AL:
Use up to a 3-digit dividend by a 1-digit
and whole numbers with no remainders
(0-999)
6.C.1.b(5) Divide whole numbers
AL: Use a dividend with no more than a 4-digits by a 2-digit
divisor and whole numbers (0 9999)6.C.1.d(6) Divide Decimals AL: Use a
decimal with no more than 5 digits
divided by a whole number with no
more than 2 digits without annexing
zeros (0-1000)
6.C.1.c(5) Interpret quotients and remainders mathematically
and in the context of a problem
AL: Use dividend with no more than a 3-digits by a 1 or 2 digit
divisor and whole numbers (0 999)
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WCPS 9
These are the grade level objectives that
my students were exposed to last year:
All objectives in this column will be assessed on
post-assessments and MSA:
My students achieved the assessed
objectives. So, now I will explore:
Measurement: Time
3.C.1.c(4) Determine start time, elapsed
time, and end time AL: Use hour and
half hour intervals
3.C.2.a(5) Determine start, elapsed, and end time
AL: Use the nearest minute
3.C.2.b(4) Determine equivalent units of
time
3.C.2.b Determine equivalent units of measurement
AL: Use seconds, minutes, and hours or pints, quarts, and gallons
http://openpopupwh%28%27/share/vsc/glossary/mathematics/elapsed_time.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/mathematics/elapsed_time.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/mathematics/elapsed_time.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/mathematics/elapsed_time.html',200,200) -
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WCPS 11
These are the grade level objectives
that my students were exposed to last
year:
All objectives in this column will be assessed on
post-assessments and MSA:
My students achieved the assessed
objectives. So, now I will explore:
Knowledge of Number and Place Value (continued)
6.A.2.c(4) Find equivalent fractions
6.A.1.c(5) Identify and determine equivalent forms of proper
fractions
AL: Use denominators that are factors of 100, decimals, or
percents (0 200)
6.A.1.c(6) Identify and determine
equivalent forms of fractions as
decimals, as percents, and as ratios A
Use proper fractions with denominator
as factors of 100, decimals, or percents
(0-1000)
6.A.2.g Compare or order fractions
and mixed numbers with or without
using the symbols (, or) AL: Use
like denominators and no more than
3 numbers (0-20)
6.A.1.d(5) Compare and order fractions with or without using
the symbols (, or =)
AL: Use no more than 4 fractions or mixed numbers with
denominators that are factors of 100 and numbers (0 100)
6.A.1.d(6) Compare and order
fractions, decimals alone or mixed
together, with and without relational
symbols (, or =) AL: Include no mor
than 4 fractions with denominators as
factors of 100 or decimals with up to 2
decimal places (0-100)
6.A.2.h Compare, order, or describe
decimals with or without using the
symbols (, or =)
6.A.1.e(5) Compare, order, and describe decimals with or
without using the symbols (, or =)
AL: Use no more than 4 decimals with no more than 3 decimal
places and numbers (0 100)
6.A.1.e(6) Compare and order integer
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WCPS 12
These are the grade level objectives
that my students were exposed to last
year:
All objectives in this column will be assessed on
post-assessments and MSA:
My students achieved the assessed
objectives. So, now I will explore:
Knowledge Theory
6.B.1.b(4) Identify factors AL: Use
whole numbers (0-24)
*6.B.1.c(5) Identify the greatest common factor
AL: Use 2 numbers whose GCF is no more than 10 and whole
numbers (0 100)
6.B.1.c(4) Identify multiples AL: Use
the first 5 multiples of any single digit
whole number
*6.B.1.d(5) Identify a common multiple and the least common
multiple
AL: Use no more than 4 single digit whole number
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WCPS 13
These are the grade level objectives
that my students were exposed to last
year:
All objectives in this column will be assessed on
post-assessments and MSA:
My students achieved the assessed
objectives. So, now I will explore:
Number Computation
6.C.1.e(4) Add and subtract proper
fractions and mixed numbers AL: Use 2
proper fractions with single digit like
denominators, 2 mixed numbers with
single digit like denominators, or a
whole number and a proper fractionwith a single digit denominator and
numbers (0-20)
6.C.1.d(5) Add and subtract proper fractions and mixed
numbers with answers in simplest form
AL: Use denominators as factors of 24 and numbers (0-20)
6.C.1.a(6) Add and subtract fractions
and mixed numbers with answers in
simplest form. AL: Use proper fraction
and denominators as factors of 60 and
numbers (0 20)
6.C.1.b(6) Multiply fractions and mixed
numbers and express in simplest form
AL: Use denominators as factors of 24
not including 24 (0-20)
6.C.1.f(4) Add two decimals AL: Use
the same number of decimal places but
no more than 2 decimal places and no
more than 4 digits including monetary
notation and numbers (0-100)
6.C.1.e(5) Add decimals including money
AL: Use no more than 3 addends and no more than 3 decimal
places in each addend and numbers (0-1000)6.C.1.g(4) Subtract decimals AL: Use
the same number of decimal places but
no more than 2 decimal places and no
more than 4 digits including monetary
notation and numbers (0-100)
6.C.1.f(5) Subtract decimals including money
AL: Use a minuend and subtrahend with no more than 3 decimal
places and numbers (0-1000)
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WCPS 14
These are the grade level objectives
that my students were exposed to last
year:
All objectives in this column will be assessed on
post-assessments and MSA:
My students achieved the assessed
objectives. So, now I will explore:
Number Computation
6.C.1.g(5) Multiply decimals
AL: Use a decimal in monetary notation by a single digit whole
number and numbers (0-100)
6.C.1.c(6) Multiply decimals AL: Use
decimal with no more than 3 digits
multiplied by a 2-digit decimal (0-10006.C.1.h(5) Divide decimals by whole
numbers
6.C.1.d(6) Divide decimals AL: Use a
decimal with no more than 5 digits
divided by a whole number with no
more than 2 digits without annexing
zeros (0-1000)6.C.1.e(6) Determine a percent of a
whole number AL: Use 10%, 20%,
25%, or 50% of a whole number (0-
1000)
6.C.2.a(4) Determine the approximate
sum and difference of 2 numbers AL:Use no more than 2 decimal places in
each and numbers (0-100)
6.C.2.a(5) Determine the approximate sum and difference of
decimals
AL: Use no more than 3 addends with no more than 3 decimalplaces in each addend or the difference of a minuend and
subtrahend with no more than 3 decimal places and numbers (0-
1000)
-
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WCPS 15
These are the grade level objectives
that my students were exposed to last
year:
All objectives in this column will be assessed on
post-assessments and MSA:
My students achieved the assessed
objectives. So, now I will explore:
Number Computation6.C.2.b(4) Determine the approximate
product or quotient of 2 numbers AL:
Use a 1-digit factor with the other
factor having no more than 2-digits or a
1-digit divisor and no more than a 2-
digit dividend and whole numbers (0-1000)
6.C.2.b(5) Determine the approximate product and quotient of
whole numbers
AL: Use a 1-digit factor with the other factor having no more than
3 digits or a dividend having no more than 3 digits and a 1-digit
divisor and whole numbers (0 5000)
6.C.2.c(5) Determine the approximate product of decimals.
AL: Use a decimal in monetary notation and a single digit whole
number (0-100)
6.C.2.a(6) Determine the approximate
products and quotients of decimals
AL: Use a decimal with no more than 3
digits multiplied by a 2-digit whole
number, or the quotient of a decimal
with no more than 5 digits in the
dividend divided by a 2-digit whole
number (0-1000)
1.C.1.a(4) Represent mixed numbers
or proper fractions on a number line
AL: Use proper fractions with
denominators of 6, 8, and 10
1.C.1.c(4) Represent decimals on a
number line
1.C.1.a(5) Represent decimals and mixed numbers on a number
line.
AL: Use decimals with no more than two decimal places (0-100) or
mixed numbers with denominators of 2, 3, 4, 5, 6, 8, or 10 (0-10)
1.C.1.c(6) Graph linear data from a
function table
3.B.1.a(4) Select and use appropriate
tools and units AL: Measure length to
the 1/4 inch with a ruler
3.B.1.a(5) Select and use appropriate tools
and units AL: Measure length to the 1/8
inch with a ruler
3.B.1.a(6) Select and use appropriate
tools and units AL: Measure length to
the nearest 1/16 inch with a ruler
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WCPS 16
Grade 5 Unit 3 Indicators
6 weeks of instructionThese are the grade level objectives that
my students were exposed to last year:
All objectives in this column will be assessed on
post-assessments and MSA:
My students achieved the assessed
objectives. So, now I will explore:
Knowledge of Geometry
2.A.1.a(3) Identify and describe points,
lines, line segments, rays, and angles
2.A.1.c(4) Identify parallel and
intersecting line segments
2.A.1.a(5) Identify and describe relationships of lines and line
segments in geometric figures or pictures
AL: Use parallel or perpendicular lines and line segments
2.A.1.a(6) Identify, describe, and lab
points, lines, rays, line segments,
vertices, angles, and planes usingcorrect symbolic notation
2.A.1.b(6) Identify and describe line
segments AL: Use diagonal line
segments of a polygon
2.A.1.d(3) Identify triangles, rectangles,
or squares as part of a composite figure
AL: Use a combination of 2 of the stated
polygons
2.A.1.b(5) Identify polygons within a composite figure
AL: Use polygons with no more than 8 sides as part of a composite
figure comprised of triangles or quadrilaterals
2.A.1.b(6) Identify and describe li
segments AL: Use diagonal line
segments
2.A.1.c(5) Identify and describe th
radius and diameter of a circle
2.A.1.c(6) Identify and describe th
parts of a circleAL: Use radius, diameter, or
circumference
2.A.2.d(6) Identify and compare th
relationship between parts of a
circle
AL: Use radius, diameter or
circumference ( = 3.14)
-
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WCPS 17
These are the grade level objectives that
my students were exposed to last year:
All objectives in this column will be assessed on
post-assessments and MSA:
My students achieved the assessed
objectives. So, now I will explore:
Knowledge of Geometry (continued)
2.A.1.c(3) Identify or describe
quadrilaterals AL: Use squares,
rectangles, rhombi, parallelograms, and
trapezoids and the length of sides
2.A.2.a(5) Compare and classify quadrilaterals by length of sides
and types of angles (Include the angle symbol
-
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WCPS 18
These are the grade level objectives that
my students were exposed to last year:
All objectives in this column will be assessed on
post-assessments and MSA:
My students achieved the assessed
objectives. So, now I will explore:
Knowledge of Geometry (continued)
2.B.2.a(4) Compare a plane figure to
surfaces of a solid geometric figure AL:
Analyze or identify the number or
arrangement of squares needed to make
a cube and triangles/rectangles needed
to make a triangular pyramid or
rectangular pyramid
2.B.2.a(5) Compare a plane figure to faces of solid geometric
figure
AL: Analyze or identify the number or arrangement of rectangles
needed to make a rectangular prism
AL: Analyze or identify the number or arrangement of
triangles/rectangles needed to make a triangular prism
AL: Analyze or identify the number or arrangement of
circles/rectangles needed to make a cylinder
2.C.1.a(4) Sketch acute, right, obtuse
angles and parallel and intersecting line
segments
2.C.1.a(5) Identify, describe, and draw angles, parallel line
segments, and perpendicular line segments.
AL: Provide their dimensions as whole numbers (0-20) or angle
measurements (0 - 179)
2.C.1.a(6) Draw geometric figures
using a variety of tools AL: Draw
triangles given the measures of 2 side
and one angle or 2 angles and 1 side
using whole numbers (0-20) and angl
measures (0-179)
2.D.1.a(4) Identify and describe
geometric figures as congruent AL:
Identify the result in a transformation as
being congruent to the original figure
2.D.1.a(5) Identify or describe geometric figures as similarAL: Use same shape and different size
2.D.1.a(6) Identify and describe
congruent polygons and their
corresponding parts
2.E.1.a(4) Identify and describe theresults of translations, reflections, and
rotations AL: Use along a horizontal line
translation, reflection over a vertical line,
or rotation of 90 degrees clockwise
around a given point of a geometric
figure or picture
2.E.1.a(5) Identify and describe the results of translations,
reflections, and rotations of geometric figures
AL: Use translation along a vertical line, reflection over a
horizontal line, or rotation 900 or 1800 around a given point
2.E.1.a(6) Plot the result of one
transformation (translation, reflectio
rotation) on a coordinate plane
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WCPS 19
These are the grade level objectives that
my students were exposed to last year:
All objectives in this column will be assessed on
post-assessments and MSA:
My students achieved the assessed
objectives. So, now I will explore:
Knowledge of Measurement2.A.1.a(4) Identify properties of angles
using manipulatives and pictures.
2.A.1.b(4) Identify, compare, classify,
and describe angles in relationship to
another angle.
AL: Use acute, right, or obtuse angles
3.B.2(4) Compare right angles to a
corner
3.B.2.a(5) Measure a single angle and angles in regular polygons
AL: Measure an angle between 0 and 180 to the nearest degree
3.C.1.a(4) Determine perimeter AL: Use
polygons with no more than 6 sides given
the length of the sides in whole numbers
(0 100)
3.C.1.a(5) Determine perimeter
AL: Use polygons with no more than 8 sides and whole numbers (0
500)
3.C.1.d(6) Determine missing
dimension of a quadrilateral given th
perimeter length AL: Find length in a
quadrilateral given the perimeter wit
whole number dimensions (0 200)
3.C.1.a(4) Determine area AL: Use
rectangles with the length of the sides in
whole numbers (0 100)
3.C.1.b(5) Determine area
AL: Use rectangles and whole numbers (0 200)
3.C.1.a(6) Estimate and determine th
area of a polygon AL: Use triangles
and whole number dimensions (0
200)
3.C.1.c(6) Estimate and determine th
area of a composite figure AL: Usecomposite figures with no more than
four polygons (triangles or rectangles
and whole number dimensions (0
500)
3.C.1.e(6) Determine the missing
dimension of rectangles AL: Find
length in a square or rectangle given
the area and whole number dimensio
(0 200)
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WCPS 20
These are the grade level objectives that
my students were exposed to last year:
All objectives in this column will be assessed on
post-assessments and MSA:
My students achieved the assessed
objectives. So, now I will explore:
Knowledge of Measurement (continued)
3.C.1.c(5) Find the area and perimeter of any closed figure on a
grid AL: Use whole and partial units (0-50)
3.C.1.c(6) Estimate and determine t
area of a composite figure AL: Use
composite figures with no more than
four polygons (triangles or rectangles
and whole number dimensions (0-50
3.C.1.d(5) Estimate and determine
volume by counting
3.C.1.b(6) Estimate and determine th
volume of a rectangular prism
AL: Use rectangular prisms and whole
number dimensions (0 1000)
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WCPS 22
These are the grade level objectives that
my students were exposed to last year:
All objectives in this column will be assessed on
post-assessments and MSA:
My students achieved the assessed
objectives. So, now I will explore:
Knowledge of Statistics (continued)
4.A.1.d(3) Organize and display data to
make single bar graphs using a variety of
categories
4.A.1.d(5) Organize and display data in double bar graphs
AL: Use no more than 4 categories and intervals of 1, 2, 4, or 10
and whole numbers (0-100)
4.A.1.e(5) Organize and display data in line graphs.
AL: Use y-axis with intervals of 1, 2, 4, 5, or 10 and x-axis with no
more than 10 time intervals and whole numbers (0-100)
4.B.1.b(4) Interpret line graphs AL: Usethe x-axis representing no more than 6
time intervals, the y-axis consisting of no
more than 10 intervals with scales as
factors of 100 using whole numbers (0-
100)
4.B.1.d(5) Interpret and compare data in double line graphs
AL: Use y-axis with intervals of 1, 2, 5, or 10 and x-axis with no
more than 10 time intervals and whole numbers (0-100)
4.B.1.e(5) Read circle graphs
AL: Use no more than 4 categories and data in whole numbers and
percents which are multiples of 5 and whole numbers (0-100)
4.B.1.b(6) Read and analyze circle
graphs AL: Use no more than 5
categories using data in whole numb
or percents (0-1000)
4.A.1.f(5) Determine the appropriate
type of graph to effectively display
data
4.B.2.a(4) Determine median, mode, and
range AL: Use no more than 8 pieces of
data using whole numbers (0-100)
4.B.2.b(4)Model the mean of a data set
4.B.2.a(5) Determine the mean of a given set of dataAL: Use no more than 8 pieces of data and whole numbers
(without remainders) (0-1000)
4.B.2.a(6) Apply measures of centra
tendency (mean, median, mode)
4.B.2.b(5) Apply the range and
measures of tendency to solve a
problem or answer a question
4.B.2.a(6) Apply measures of centra
tendency (mean, median, mode)
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WCPS 24
Grade 5 Unit 5 Indicators11 weeks of instruction Post MSA End of the Year
UNIT 5 PRIORITY #1 - Use PMI to identify your students instructional needs with current grade level (5)
objectives. The first priority of unit 5 is to have all students MASTER grade level objectives! Only continu
with the objectives in this chart if students have mastery of current grade level objectives.
Computation ReviewIt is very important that fifth grade students are proficient with multiplication and division of large whole numbers, as they will be moving to
multiplication and division of decimals in the first unit of grade six. Students should be exposed to authentic real-world situations that invol
this type of computation.
These are the grade level objectives that
my students were exposed to last year:
All objectives in this column will be assessed on
post-assessments and MSA:
My students achieved the assessed
objectives. So, now I will explore:
6.C.1.c(4) Multiply whole numbers AL:
Use a 1-digit factor by up to a 3-digit
factor using whole numbers (0-1000) 6.C.1.a(5) Multiply whole numbers
AL: Use a 3-digit factor by another factor with no more than 2-
digits and whole numbers (0-10,000)6.C.1.c(6) Multiply decimals AL: Use a
decimal with no more than 3 digits
multiplied by a 2-digit decimal (0-1000)
6.C.1.d(4) Divide whole numbers AL:
Use up to a 3-digit dividend by a 1-digit
and whole numbers with no remainders
(0-999)
6.C.1.b(5) Divide whole numbers.
AL: Use a dividend with no more than 4-digits by a 2-digit divisor
and whole numbers (0-9999) 6.C.1.d(6) Divide decimals AL: Use adecimal with no more than 5 digitsdivided by a whole number with no mo
than 2 digits without annexing zeros (0
1000)
6.C.1.c(5) Interpret quotients and remainders mathematically
and in the context of a problem
AL: Use dividend with no more than 3-digits by a 1 or 2 digit
divisor and whole numbers (0-999)6.C.2.a(4) Determine the approximate sum and difference of 2
numbers
AL: Use no more than 2 decimal places in each and numbers (0-
100)
6.C.2.b(4) Determine the approximate
product or quotient of 2 numbers AL:
Use a 1-digit factor with the other factor
having no more than 2-digits or a 1-digit
divisor and no more than a 2-digit
dividend and whole numbers (0-1000)
6.C.2.b(5) Determine the approximate product or quotient of
whole numbers.
AL: Use a 1-digit factor with the other factor having no more
than 3-digits or a dividend having no more than 3 digits and a 1-
digit divisor and whole numbers (0-5000)
6.C.2.a(6) Determine the approximate
products and quotients of decimals A
Use a decimal with no more than a 3 di
multiplied by a 2-digit whole number, o
the quotient of a decimal with no more
than 5 digits in the dividend divided by
2-digit whole number (0-1000)
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WCPS 26
These are the grade level objectives that
my students were exposed to last year:
All objectives in this column will be assessed on
post-assessments and MSA:
My students achieved the assessed
objectives. So, now I will explore:
Knowledge of Statistics4.A.1.a(6) Organize and display data to make frequency tables
AL: Use no more than 5 categories or ranges of numbers and total
frequencies of no more than 25
4.B.2.a(5) Determine the mean of a
given set of data.
AL: Use no more than 8 pieces of data
and whole numbers (without remainders)(0-1000)
4.B.2.b(5) Apply the range and
measures of tendency to solve a
problem or answer a question.
4.B.2.a(6) Apply measures of central tendency (mean, median,
mode)
6.B.2.a(7) Analyze measures of cent
tendency to determine or apply mea
median, mode AL: Use no more tha
15 pieces of data for the mean or
median; or 15 to 30 pieces of data fo
the mode, using whole numbers or
decimals with no more than 2 decima
places (0-100)
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MANIPULATIVES TO CONCEPTS
The following is a listing of SOME of the concepts that can effectively be taught using the
given manipulatives.
Manipulative Concepts
Attribute Blocks
Sorting, classification, investigation of size, shape, color,
logical reasoning, sequencing, patterns, symmetry, similarity,
congruence, thinking skills, geometry, organization of data
Balance ScaleWeight, mass, equality, inequality, equations, operations on
whole numbers, estimation, measurement
Base-Ten blocks
Place value, operations on whole numbers, decimals,
decimal-fractional-percent equivalencies, comparing,
ordering, classifications, sorting, number concepts, square
and cubic numbers, area, perimeter, metric measurement,
polynomial
Calculators
Problems with large numbers, problem solving,
interdisciplinary problems, real-life problems, patterns,
counting, number concepts, estimation, equality, inequality,
fact strategies, operations on whole numbers, decimals,
fractions
Capacity Containers Measurement, capacity, volume, estimation
Clocks Time, multiplication, fractions, modular arithmetic,measurement
Color Tiles
Color, shape, patterns, estimation, counting, number concepts,
equality, inequality, operations on whole numbers and fraction
probability, measurement, area, perimeter, surface area, even
numbers, prime and composite numbers, ratio, proportion, pe
integers, square and cubic numbers, spatial visualization
Compasses Constructions, angle measurement
Cubes
Number concepts, counting, place value, fact strategies
especially turnaround facts, classification, sorting, colors,patterns, square and cubic numbers, equality, inequalities,
averages, ratio, proportion, percent, symmetry, spatial
visualization, area, perimeter, volume, surface area,
transformational geometry, operations on whole numbers
and fractions, even and odd numbers, prime and composite
numbers, probability
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Cuisenaire Rods
Classification, sorting, ordering, counting, number concepts,
comparisons, fractions, ratio, proportion, place value,
patterns, even and odd numbers, prime and composite
numbers, logical reasoning, estimation, operations on whole
numbers
Dominoes Counting, number concepts, factstrategies
, classification,sorting, patterns, logical reasoning, equality, inequality,
mental math, operations on whole numbers
Fraction Models
Fractions meaning, recognition, classification, sorting
comparing, ordering, number concepts, equivalence,
operations, perimeter, area, percent, probability
Geoboards
Size, shape, counting, area, perimeter, circumference,
symmetry, fractions, coordinate geometry, slopes, angles,
Pythagorean Theorem, estimation, percent, similarity,
congruence, rotations, reflections, translations, classification,sorting, square numbers, polygons, spatial visualization,
logical reasoning
Geometric SolidsShape, size, relationships between area and volume, volume,
classification, sorting, measurement, spatial visualization
Miras
Symmetry, similarity, congruence, reflections, rotations,
translations, angles, parallel and perpendicular lines,
constructions
Money
Money, change, comparisons, counting, classifications,
sorting, equality, inequality, operations on whole numbers,decimals, fractions, probability, fact strategies, number
concepts
Number Cubes
Counting, number concepts, fact strategies, mental math,
operations on whole numbers, fractions, decimals,
probability, generation of problems, logical reasoning
Numeral Cards
Counting, classification, sorting, comparisons, equality,
inequality, order, fact strategies, number concepts,
operations on whole numbers, fractions, decimals, logical
reasoning, patterns, odd and even numbers, prime andcomposite numbers
Pattern blocks
Patterns, one-to-one correspondence, sorting, classification,
size, shape, color, geometric relationships, symmetry,
similarity, congruence, area, perimeter, reflections, rotation,
translations, problem solving, logical reasoning, fractions,
spatial visualization, tessellations, angles, ratio, proportions
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Polyhedra ModelsShape, size, classification, sorting, polyhedra, spatial
visualization
Protractors Constructions, angle measurement
Rulers Tape MeasuresMeasurement, area, perimeter, constructions, estimation,
operations on whole numbers, volume
Spinners Counting, number concepts, operations on whole numbers,decimals, fractions, fact strategies, mental math, logical
reasoning, probability, generation of problems
Tangrams
Geometric concepts, spatial visualization, logical reasoning,
fractions, similarity, congruence, area, perimeter, ratio,
proportion, angles, classification, sorting, patterns, symmetry,
reflections, translations, rotations
Ten-frames
Fact strategies, mental math, number concepts, counting,
equality, inequality, place value, patterns, operations on
whole numbersThermometers Temperature, integers, measurement
Two-Color Counters
Counting, comparing, sorting, classification, number
concepts, fact strategies, even and odd numbers, equality,
inequality, operations, ratio, proportions, probability, integers
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CONCEPTS TO MANIPULATIVES
The following is a listing of SOME of the manipulatives that can effectively be used
to teach the given concept.
Concepts Manipulative
AnglesProtractors, compasses, geoboards, miras, rulers,
tangrams, pattern blocks
Area
Geoboards, color tiles, base-ten blocks, decimal
squares, cubes, tangrams, pattern blocks, rulers,
fraction models
Classification, sorting
Attribute blocks, cubes, pattern blocks, tangrams,
2-color counters, Cuisenaire rods, dominoes,
geometric solids, money, numeral cards, base-ten
materials, polyhedra models, geoboards, decimal
squares, fraction models
Coordinate Geometry geoboards
Constructions Compasses, protractors, rulers, miras
Counting
Cubes, 2-color counters, color tiles, Cuisenaire
rods, dominoes, numeral cards, spinners, 10-
frames, number cubes, money calculators
Decimals
Decimal squares, base-ten blocks, money,
calculators, number cubes, numeral cards,spinners
Equations/inequalities
Equality/inequality
Equivalence
Algebra tiles, math balance, calculators, 10-frames
balance scale, color tiles, dominoes, money,
numeral cards, 2-color counters, cubes, Cuisenaire
rods, decimal squares, fraction models
EstimationColor tiles, geoboards, balance scale, capacity
containers, rulers, Cuisenaire rods, calculators
Factoring Algebra tiles
Fact Strategies10-frames, 2-color counters, dominoes, cubes,numeral cards, spinners, number cubes, money,
math balance, calculators
Fractions
Fraction models, pattern blocks, base-ten
materials, geoboards, clocks, color tiles, cubes,
Cuisenaire rods, money, tangrams, calculators,
number cubes, spinners, 2-color counters, decima
squares, numeral cards
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Integers2-color counters, algebra tiles, thermometers,
color tile
Logical reasoning
Attribute blocks, Cuisenaire rods, dominoes,
pattern blocks, tangrams, number cubes, spinners
geoboardsMental Math 10-frames, dominoes, number cubes, spinners
Money Money
Number Concepts
Cubes, 2-color counters, spinners, number cubes,
calculators, dominoes, numeral cards, base-ten
materials, Cuisenaire rods, fraction models,
decimal squares, color tiles, 10-frames, money
Odd, Even, Prime, CompositeColor tiles, cubes, Cuisenaire rods, numeral cards,
2-cold counters
PatternsPattern blocks, attribute blocks, tangrams,calculators, cubes, color tiles, Cuisenaire rods,
dominoes, numeral cards, 10-frames
PercentBase-ten materials, decimal squares, color tiles,
cubes, geoboards, fraction models
Perimeter/Circumference
Geoboards, color tiles, tangrams, pattern blocks,
rulers, base-ten materials, cubes, fraction circles,
decimal squares
Place Value
Base-ten materials, decimal squares, 10-frames,
Cuisenaire rods, math balance, cubes, 2-colorcounters
Polynomials Algebra tiles, base-ten materials
Pythagorean Theorem Geoboards
Ratio/ProportionColor tiles, cubes, Cuisenaire rods, tangrams,
pattern blocks, 2-color counters
Similarity/CongruenceGeoboards, attribute blocks, pattern blocks,
tangrams, miras
Size/Shape/color
Attribute blocks, cubes, color tiles, geoboards,
geometric solids, pattern blocks, tangrams,
polyhedra models
Spatial VisualizationTangrams, pattern blocks, geoboards, geometric
solids, polyhedra models, cubes, color tiles
Square/Cubic numbers Color tiles, cubes, base-ten materials, geoboards
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Surface area Color tiles, cubes
SymmetryGeoboards, pattern blocks, tangrams, miras,
cubes, attribute blocks
Tessellations Pattern blocks, attribute blocks
Transformational geometry,
translations, rotations,
reflections
Geoboards, cubes, miras, pattern blocks, tangram
Volume Capacity containers, cubes, geometric solids, ruler
Whole Numbers
Base-ten materials, balance scale, number cubes,
spinners, color tiles, cubes, math balance, money,
numeral cards, dominoes, rulers, calculators, 10-
frames, Cuisenaire rods, clocks, 2-color counters
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Technology Links for Teachers
Website: ETC Clipart
Link: http://etc.usf.edu/clipart/sitemap/counting.php
Topics: math clipart
The clipart at this site includes the following and much more!
Clocks
Clock for every time in the
day to the minute.
Geometric Shapes Geometric Solids Dominos
Dominos up to 15 dots.
Counting Bundles
Bundles every number up
to 100 and then various
numbers beyond 100.
Thermometers Coins
All coins up to $1.00 coins
as well as stacks and rowsof coins.
Pattern Blocks
Geoboards Dice Marble Bags Number Lines
Protractors Grids and Graphs Tangrams Fractions
http://etc.usf.edu/clipart/sitemap/counting.phphttp://etc.usf.edu/clipart/sitemap/counting.phphttp://etc.usf.edu/clipart/41300/41329/b1s1w4_41329.htmhttp://etc.usf.edu/clipart/48800/48856/48856_b010_stick.htmhttp://etc.usf.edu/clipart/sitemap/counting.php -
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Technology Links for Students
There are several website which have numerous games for students to play to reinforce
math concepts. Several of the applications in this guide will be reference under specificobjectives. The sites listed below may be helpful to grade 5 teachers in reinforcing math
concepts both in school and at home.
Website: Sheppard Software
Link: http://www.sheppardsoftware.com/math.htm
Topics: whole numbers, place value, fractions, decimals, percents, algebra,
measurement, money time, etc
http://www.sheppardsoftware.com/math.htmhttp://www.sheppardsoftware.com/math.htmhttp://www.sheppardsoftware.com/math.htm -
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Website: NCTM Illuminations
Link: http://illuminations.nctm.org/Activities.aspx?grade=2
Topics: data, whole numbers, algebra, geometry, measurement, probability, etc
Website: NCTM Computation Nation
Link: http://calculationnation.nctm.org/Games/
Topics: fractions, decimals, factors, perimeter, area, angles, prime numbers, etc
http://illuminations.nctm.org/Activities.aspx?grade=2http://illuminations.nctm.org/Activities.aspx?grade=2http://calculationnation.nctm.org/Games/http://calculationnation.nctm.org/Games/http://calculationnation.nctm.org/Games/http://illuminations.nctm.org/Activities.aspx?grade=2 -
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Website: UEN Student Interactives
Link: http://www.uen.org/3-6interactives/math.shtml
Topics: algebra, computation, geometry, measurement, probability
http://www.uen.org/3-6interactives/math.shtmlhttp://www.uen.org/3-6interactives/math.shtmlhttp://www.uen.org/3-6interactives/math.shtml -
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Math Chatsby Kim Sutton and adapted by Beth Brandenburg
Information on Math Chats and Sample Boards can be
found in the two books pictured to the right. Each SAS has
a copy of the Do the Math book. All grade 5 teachers havea copy of the Fractions: A Part of the Whole book.
Sample Chat Board
Materials:
Chat Board (can be copied from one of the books or created by the teacher)
Document Camera
Dry Erase Boards (to have students record their thinking)
Chart paper (optional)
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Activity Objective: To have students discover the math within a visual picture, have
students use math vocabulary, and to model ways to write in
mathematics. The activity is designed as a upside down triangle
activity which begins open-ended (to assess what students already
know), focus the vocabulary to fit the objective for the lesson that day,
and specific answers (the teacher gives the students an answer and
students must come up with the question) to require students to apply
vocabulary and computation.
Directions:
1. The teacher creates a chat board to fit the objective for that lesson that day.
Teachers may copy chats from the Kim Sutton books or create their own. Teachers
can create their own chat board by using clip art, taking a photo graph, or by simply
laying manipulatives under the document camera. Sample chat boards follow the
directions on the following pages.
2. The teacher brings students to a common area to have the chat (example: carpet
area, etc).
Open-Ended
FocusVocabulary
SpecificAnswers
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3. The teacher asks open-ended questions such as the questions below. Teachers may
want students to each record their thinking on a dry erase board during think time
before allowing the class to share. When students share the teacher may want to
write the thoughts students have on chart paper so that students can see different
ways to write in math (using numbers and symbols, words, or a combination of both).
The teacher can also have students go back and circle vocabulary words that were
used that day on the chart paper.
How many do you see altogether? How do you know there are _____ altogether? Using math words, what do you see? Using fractions or decimals, what do you see? Does anyone see this chat a different way?
4. The teacher next puts up 2-4 focus vocabulary words and asks students if they can
use one or more of those words to describe the chat they see. Encourage students to
use the words in different ways. The vocabulary chosen should be words that the
teacher either wants to review from prior days lesson or from prior grade level that
will be incorporated into the rest of the days lesson.
5. The teacher next puts up 2-4 specific answer. The teacher asks the students to come
up with the questions which have these answers using their math vocabulary. Again,like with vocabulary, encourage students to come up with several different questions
for each answer.
Variations:
Students can create their own chat board using a camera and everyday objects.
Teachers can use everyday objects as a readymade chat board. For examples, use a
movie poster, book cover, etc
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Sample Chat Boards
Chat board made with manpilatives:
Chat board made with clipart to match a theme:
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Sample Chat
Open Ended Questions
How can you use math to describe our chat?
How can we use fractions to describe this chat?
Focus Vocabulary
How can use these words to describe our chat? whole, part, equivalent
Specific Answers
If the answer is what is the question?
If the answer is 9/16 what is the question?
If the answer is what is the question?
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Skillboardsby Marcy Cook and adapted by Beth Brandenburg
Activity Objective: This activity will help students become familiar with math vocabulary as
well as reinforce computation strategies.
Materials:
a set of 0-9 number tiles for each student (your SAS has at least 40 sets of tiles)
Skillboards and/or Skillboards 2 by Marcy Cook (your SAS has a copy of each book)
a skillboard for each pair of students (found in the Skillboards book)
Directions:
1. The teacher should pair up students strategically and provide each student with a set
of number tiles and each pair with one skillboard (found in the book an example is
pictured above on the right). Each pair of students should have a different board
(this is one way to differentiate this activity.
2. The teacher begins reading the first clue. Students solve the problem, without
talking, and cover the solution with the tile that is the answer. For example, if the
clue is the difference of 14 and 9, students would take their 5 tile and cover a
representation of five on the skillboard. Each skillboard has 2 representations of
every digit.
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Place Value Pockets & Activities
Activity Objective: While using the Place Value Pockets and activities students learn how
to record quantity (place value), manipulate quantity (operations), and
the relationship between quantities (comparisons).
Materials: (All the materials needed for the place value pockets can be found in
Place Value with Pizzaz by Kim Sutton pages 16-25).
Digit Cards (at least 3 sets per student)
Place Value Pockets
Place Value Activities:
Snap Follow Up Place Value with Pizzazz page 50. Students play this game in pairs or as a
whole class. Students build numbers using the place value pocket.
Place Value Clues Place Value with Pizzazz page 108. Students use the place value pocket
to try and build the number described by the given clues.
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Random Number Routines
Activity Objective: Using the Random Number Routines will help students build their
fluency with math facts and computation strategies.
Materials:
Random Number CD Found in the Math Drills to Thrill Book (each SAS has a copy)
Dry Erase Boards
Random Number Board and Plastic Sheet Protectors
Directions:
1. The teacher gives each student a game board.
2. The teacher then decides on the rule for the game board. For example, the teacher
might say, multiply by 8. Students then use their white boards to record all of the
products of eight.
3. The teacher checks each student board to be sure they have the correct products.
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4. Students then write the products into their game board until each space is filled.
5. Once each student has a completed game board they slide it into a plastic sheet
protector.
6. The teacher puts the Random Number CD on. As each number is called students
multiply the number called by the teachers rule (x8 in the example) and then mark
off that product on the game board (only one time).
7. The student who marks off all of their game board spots first, wins.
Variations:
By Christmas teachers should give grade 5 students more difficult rules, such as x3 +1
to connect facts to function tables. Have students create the function table to
determine the solutions to fill into their game board.
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Number Properties
Activity Objective: Using the Number Properties Checklist students will identify properties
of numbers; divisibility, factors, multiples, prime numbers, composite numbers, etc
Materials:
Number Properties Checklist (see the next page)
Random Number Generator place value dice, spinner, digit cards, etc
Directions:
1. This activity could be used as a warm-up and/or a part of calendar math. The
teacher should gather students on the carpet.2. As a class generate a number (the number of digits should be determined by the
teacher).
3. The students use the checklist to determine the properties of the generated number.
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