MA5 Curriculum Map
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Contents |
August
Content and Essential Skills
Skills
Assessment
Resources
Optional
September
Content and Essential Skills
Standard 1.2 Read and write whole numbers and know place-value concepts and numeration through their relationships to counting, ordering, and grouping.
Standard 5: Students use a variety of tools and techniques to measure, apply the results in problem-solving situations, and communicate the reasoning used in solving these problems.
Skills
INTRODUCTION, NUMBER THEORY, AND MENTAL MATH: History of Numbers and numeration including ancient number systems such as Egyptian, Roman Numerals, and use of the abacus.
MEASUREMENT:
5.1 Estimating, using, and describing measures of distance, perimeter, area, volume, capacity, weight, mass, and angle comparison.
5.2 Estimating, making, and using direct and indirect measurements to describe and make comparisons.
5.3 Reading and interpreting various scales including those based on number lines, graphs, and maps.
5.4 Developing and using formulas and procedures to solve problems involving measurement.
5.6 Selecting and using appropriate units and tools to measure to the degree of accuracy required in a particular problem-solving situation.
NUMERATION 1.3 Applying number theory concepts (for example, primes, factors, multiples) to represent numbers in various ways.
Assessment
1. Project: Kids make their own abacus, learn and demonstrate how to count, add, subtract, and make basic calculations using the abacus.
2. Teacher constructed assessments on English and Metric measurements, using tools, reading scales,
3. Labs on English and Metric measurements including linear, area, volume, weight, and temperature.
4. Teacher constructed assessments on counting, place value, sets, rounding, factoring, prime numbers, composite numbers, estimating, exponents, and powers of numbers.
Resources
1. Frames and beads for abacus
2. English and Metric scales and weight sets
3. English and Metric rulers and tape measures
4. English and Metric thermometers
5. Cube-a-grams
6. English cups, pints, quarts, gallons, and measuring spoons
7. Metric graduated cylinders
8. Factoring charts
9. Classroom blackboard
10. Math Safari
11. Math Focused Research Center
12. Computer CD's and Programs for both basic math practice and enrichment.
Optional
Making an Abacus:
1. Tiny frames with tiny beads...++
2. Pipe cleaners for wires..beads stay
October
Content and Essential Skills
ADDING AND SUBTRACTING OF WHOLE NUMBERS, DECIMALS, AND MONEY
1.5 Developing, testing, and explaining conjectures about properties of integers and rational numbers.
1.6 Using number sense to estimate and justify the reasonableness of solutions to problems involving integers, rational numbers, and common irrational numbers such as o2, o5, and o.
6.2 Constructing, using, and explaining procedures to compute and estimate with whole numbers, fractions, decimals, and integers.
6.3 Developing, applying and explaining a variety of different estimation strategies in problem-solving situations, and explaining why an estimate may be acceptable in place of an exact answer.
Skills
1. Text and teacher constructed assessments over various forms of addition and subtraction including expanded, scratch, complex, and place value of numbers, application problems, communicative and associative properties, estimation
2. Basic facts quizes
3. Oral labs on adding and subtracting mental math without the aid of paper and pencil with 2 and 3 digits using estimating, and basic fact and number memory applications.
4. Timed basic facts assessments
Assessment
1. Individual chalk boards / or / marker boards
2. Room chalkboard
3. Flash cards for room
4. Checks and play money and business simulation to learn about business transactions, check writing and cashing, and credit cards.
5. Field trip to one of the local banks to learn about tellers, vaults, checks and check cashing, money transactions, change counting, loans, etc.
Resources
1. Individual chalk boards / or / marker boards
2. Room chalkboard
3. Flash cards for room
4. Individual check-out flash card sets
5. Checks and play money and business simulation to learn about business transactions, check writing and cashing, and credit cards.
6. Field trip to one of the local banks to learn about tellers, vaults, checks and check cashing, money transactions, change counting, loans, etc.
Optional
November
Content and Essential Skills
Standard 1: Students develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems.
Standard 6: Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems.
Skills
MULTIPLYING AND DIVIDING WHOLE NUMBERS AND DECIMALS
1.5 Developing, testing, and explaining conjectures about properties of integers and rational numbers.
6.2 Constructing, using, and explaining procedures to compute and estimate with whole numbers, fractions, decimals, and integers.
6.3 Developing, applying and explaining a variety of different estimation strategies in problem-solving situations, and explaining why an estimate may be acceptable in place of an exact answer.
Assessment
1. Text and teacher made assessments over expanded and regular multiplication and division, application problems, communicative and associative properties, and multiplying and dividing whole numbers and decimal numbers, and money.
2. Multiplication labs
3. Mental math lab: Problems including multiplying 2 and 3 digit numbers by 2 and 3 digits
Resources
1. Classroom blackboard
2. Student chalkboards / or / marker boards
3. Multiplication manipulatives
4. Flash Cards
5. Individual check out flash card sets
6. Math Safari
7. Math Focused Research Center
8. Computer CD's and Programs for both basic math practice and enrichment.
Optional
December
Content and Essential Skills
Standard 4: Students use geometric concepts, properties, and relationships in problem-solving situations and communicate the reasoning used in solving these problems.
Standard 5: Students use a variety of tools and techniques to measure, apply the results in problem-solving situations, and communicate the reasoning used in solving these problems.
Skills
GEOMETRIC TERMS, SHAPES, MEASUREMENT OF DEGREES, AND CONSTRUCTION OF LINES, BISECTS, AND GEOMETRIC FIGURES
4.1 Constructing two- and three-dimensional models using a variety of materials and tools.
4.3 Applying the concepts of ratio, proportion, and similarity in problem-solving situations.
4.4 Solving problems using coordinate geometry.
5.6 Selecting and using appropriate units and tools to measure to the degree of accuracy required in a particular problem-solving situation.
Assessment
1. Text and teacher made assessments over basic geometric terms, and shapes, use of protractor, and construction, bisection,and measurement of various angles, and geometric figures.
2. Labs on using the protractor and compass
3. Construction of and bisection of various types of angles
4. Accurate reconstructions of various polygons
5. Lab on angle measurements
6. Focused research center projects on geometry
Resources
1. Classroom blackboard
2. Student chalkboards / or / marker boards
3. Multiplication manipulatives
4. Flash Cards
5. Individual check out flash card sets
6. Math Safari
7. Math Focused Research Center
8. Computer CD's and Programs for both basic math practice and enrichment.
Optional
1. Classroom blackboard and marker board
2. Compasses, protractors, and clear paper
3. Geometric figures and manipulatives
4. Overhead projector
5. Math Safari on geometry
6. Math Focused Research Center: Geometry
7. Computer CD's and Programs for geometric practice and enrichment.
January
Content and Essential Skills
Standard 1: Students develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems.
Standard 6: Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems.
Skills
FRACTIONAL PARTS / ADDING AND SUBTRACTING FRACTIONS AND MIXED NUMBERS
1.2 Reading, writing, and ordering integers, rational numbers, and common irrational numbers such as o2 and o5 and o.
1.6 Using number sense to estimate and justify the reasonableness of solutions to problems involving integers, rational numbers, and common irrational numbers such as o2, o5, and o.
6.2 Constructing, using, and explaining procedures to compute and estimate with whole numbers, fractions, decimals, and integers.
6.4 Selecting and using appropriate methods for computing with commonly-used fractions and decimals, percents, and integers in problem-solving situations from among mental arithmetic, estimation, paper-and-pencil, calculator, and computer methods, and determining whether the results are reasonable.
Assessment
1. Text and teacher made assessments over fractional parts, reducing to lowest terms, fractions on a number line and pie graphs, converting mixed numbers to improper fractions, finding common denominators, and adding and subtracting fractions and mixed numbers with like and unlike denominators.
2. Construction of comparative fractional disk set
3. Construction of comparative fractional bar chart using construction paper
4. Creating fractional number line charts
5. Fractional labs using fraction manipulatives
6. Focused research center projects
Resources
1. Classroom blackboard and marker board
2. Student chalkboards / or / marker boards
3. Fractional cut-outs...both pie and square graph
4. Fractional overhead projector set
5. Fractional manipulatives
6. Fractional flash cards
7. Construct invididual flash card sets
8. Math Safari
9. Math Focused Research Center: stress on fractions
10. Computer CD's and Programs for both basic math practice and enrichment.
Optional
February
Content and Essential Skills
Standard 1: Students develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems.
Standard 2: Students use algebraic methods to explore, model and describe patterns and functions involving numbers, shapes, data, and graphs in problem-solving situations and communicate the reasoning used in solving these problems.
Standard 6:
Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems.
Skills
MULTIPLYING AND DIVIDING FRACTIONS / CONVERTING FRACTIONS TO EQUIVALENT DECIMALS, %, AND RATIOS / PRE-ALGEBRA
1.1 Demonstrating meanings for integers, rational numbers, percents, exponents, square roots, and pi (o) using physical materials and technology in problem-solving situations.
1.4 Using the relationships among fractions, decimals, and percents, including the concepts of ratio and proportion, in problem-solving situations.
2.4 Distinguishing between linear and nonlinear functions through informal investigations.
2.5 Solving simple linear equations in problem-solving situations using a variety of methods (informal, formal and graphical) and a variety of tools (physical materials, calculators and computers). Solve problems involving linear relationships in whole numbers and solve simple linear equations with coefficients of 1 by informal methods using manipulatives, tables, graphs, or technology
6.4 Selecting and using appropriate methods for computing with commonly-used fractions and decimals, percents, and integers in problem-solving situations from among mental arithmetic, estimation, paper-and-pencil, calculator, and computer methods, and determining whether the results are reasonable.
Assessment
1. Text and teacher made assessments over fractional parts, reducing to lowest terms, converting mixed numbers to improper fractions, and multilyig fractions and mixed numbers using cross cancilation with both like and unlike denominators.
2. Manipulating of comparative fractional disk set
3. Manipulating of comparative fractional bar chart made of construction paper
4. Fractional labs using fraction manipulatives
5. Focused research center projects
Resources
1. Classroom blackboard and marker board
2. Student chalkboards / or / marker boards
3. Fractional cut-outs...both pie and square graph
4. Fractional overhead projector set
5. Fractional manipulatives
6. Fractional flash cards
7. Construct invididual flash card sets
8. Math Safari
9. Math Focused Research Center: stress on fractions
10. Computer CD's and Programs for both basic math practice and enrichment.
Optional
March
Content and Essential Skills
Standard 2: Students use algebraic methods to explore, model and describe patterns and functions involving numbers, shapes, data, and graphs in problem-solving situations and communicate the reasoning used in solving these problems.
Standard 3: Students use data collection and analysis, statistics, and probability in problem-solving situations and communicate the reasoning and processes used in solving these problems.
Skills
TABLE AND GRAPH SKILLS / STATISTICS AND PROBABILITY
2.1 Representing, describing, and analyzing patterns and relationships using tables graphs, verbal rules, and standard algebraic notation.
2.2 Describing patterns using variables, expressions, equations, and inequalities in problem-solving situations.
2.3 Analyzing functional relationships to explain how a change in one quantity results in a change in another (for example, how the area of a circle changes as the radius increases, or how a person’s height changes over time).
3.1 Reading and constructing displays of data using appropriate techniques (for example, line graphs, circle graphs, scatter plots, box plots, stem-and-leaf plots) and appropriate technology.
3.2 Displaying and using measures of central tendency, such as mean, median, and mode, and measures of variability, such as range and quartiles.
3.4 Formulating hypotheses, drawing conclusions, and making convincing arguments based on data analysis.
3.5 Determining probabilities through experiments or simulations.
3.6 Making predictions and comparing results using both experimental and theoretical probability drawn from real-world problems.
Assessment
1. Text and teacher made assessments over constructing, interpreting, and converting charts and statistical information to various tables and graphs, figuring probabity, and using and that information to make predictions and probability statements about outcomes.
2. Construction of various tables and graphs
3. Constructing tables and graphs of classroom data on computer program
4. Converting various graphs to other kinds of graphs on the computer
5. Probability labs using coins, dice, and spinners
6. Focused research center projects
Resources
1. Classroom blackboard and marker board
2. Student chalkboards / or / marker boards
3. Table and graph skills booklets
4. Table and graph overhead projector set
5. Coins, dice, and spinners
6. Math Safari: Table and graphs / Probability
7. Math Focused Research Center: tables and graphs
8. Computer CD's and Programs for table and graphing programs and practice and enrichment.
Optional
April
Content and Essential Skills
Standard 1: Students develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems.
Standard 4: Students use geometric concepts, properties, and relationships in problem-solving situations and communicate the reasoning used in solving these problems.
Standard 5: Students use a variety of tools and techniques to measure, apply the results in problem-solving situations, and communicate the reasoning used in solving these problems.
Skills
GEOMETRIC AREA AND VOLUME MEASUREMENTS, AND FORMULAS FOR FIGURING PERIMETER, AREA, AND VOLUME OF A VARIETY OF GEOMETRIC SHAPES
1.1 Demonstrating meanings for integers, rational numbers, percents, exponents, square roots, and pi (o) using physical materials and technology in problem-solving situations.
4.1 Constructing two- and three-dimensional models using a variety of materials and tools. Fifth grade students will:
4.2 Describing, analyzing, and reasoning informally about the properties (for example, parallelism, perpendicularity, congruence) of two- and three-dimensional figures; and
4.3 Applying the concepts of ratio, proportion, and similarity in problem-solving situations.
4.5 Solving problems involving perimeter and area in two dimensions, and involving surface area and volume in three dimensions.
4.6 Transforming geometric figures using reflections, translations, and rotations to explore congruence.
5.4 Developing and using formulas and procedures to solve problems involving measurement.
5.5 Describing how a change in an object’s linear dimensions affects its perimeter, area, and volume.
Assessment
1. Text and teacher made assessments over perimeter, circumference, surface area, volume, radius, diameter, pi, congruence, and all the various related formulas.
2. Labs on volume figure relationships to formulas.
3. Challenge ice cream formula problems.
4. Focused research center projects on geometry.
Resources
1. Classroom blackboard and marker board
2. Compasses, protractors, and clear paper
3. Geometric figures and manipulatives
4. Overhead projector
5. Math Safari on geometry
6. Math Focused Research Center: Geometry
7. Computer CD's and programs for geometric practice and enrichment
Optional
May
Content and Essential Skills
Standard 6: Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems.
Skills
USING MENTAL MATH AND PROBLEM SOLVING TECHNIQUES TO SOLVE RAL WORLD PROBLEMS
6.1 Using models to explain how ratios, proportions, and percents can be used to solve real-world problems.
6.2 Constructing, using, and explaining procedures to compute and estimate with whole numbers, fractions, decimals, and integers
6.3 Developing, applying and explaining a variety of different estimation strategies in problem-solving situations, and explaining why an estimate may be acceptable in place of an exact answer.
6.4 Selecting and using appropriate methods for computing with commonly-used fractions and decimals, percents, and integers in problem-solving situations from among mental arithmetic, estimation, paper-and-pencil, calculator, and computer methods, and determining whether the results are reasonable.
Assessment
1. Text and teacher made assessments over basic real world problems such as banking and checking and other application problems.
2. Labs on banking, consumerism, credit
3. Consumer day project completion
4. Grocery store project.
Resources
1. Field trip to a local bank.
2. Math Shop software
3. Business banking software
4. Business simulation
5. Math Safari on money
6. Math Focused Research Center: Business math
7. Computer CD's and Programs business simulations
Optional
