# 5th Grade Pacing Guide - DOC

Shared by:
Categories
Tags
-
Stats
views:
14
posted:
9/29/2012
language:
English
pages:
20
Document Sample

**Notice that not all lessons in a Harcourt Chapter are included. These were intentionally removed
because they do not address Common Core Standards. You will not need to fill time with activities
unrelated to the standards. Instead use this gift of time to help your students develop a deeper
conceptual understanding of the mathematical concepts presented in the standards.

Unit One: Use Whole Numbers and Decimals
*ATS = Alternative Teaching Strategy
*PA = Performance Assessment
Common Emphasis                                Harcourt   Additions/Deletions   Supplemental
Core                                           Lessons                          Resources
Standard
NBT3            Read, write, and              2.1                                     2.2 ATS
compare decimals to         2.2                                     2.3
 Vocabulary: tenths,                                                    learners box
hundredths,                                                         3.5 ATS
thousandths, base ten                                               Unit 1
numerals, expanded                                                   technology
form, <, >, = (meaning of                                            link-up P. 91
symbols)                                                            Harcourt
Intervention
Skills
Teacher’s
Guide P.
IN172-IN174
NBT4              Use place value to round    3.2               May need to          3.3 ATS
decimals                                       review               Harcourt
   Vocabulary: rounding                           rounding              Intervention
with whole            Skills
numbers               Teacher’s
   Delete                Guide P.
front-end             IN164-IN166
estimation           Marilyn
Burns- 50
Problem
Solving
Lessons, The
Place Value
Game (p.65)
   Marilyn
Burns-
Lessons for
Introducing
Decimals
and
Percents,
Benchmarks
(p.83),
Foreign
Exchange
Rounding
(p.128), Pigs
Will Be Pigs
(p. 134)
NBT7                Use concrete models or          3.5         *IEFA lesson on area      3.5 ATS
drawings to use                             (see                      3.5 ATS
operations with                             implementation             scaffold
decimals. Relate chosen                     link)                     Harcourt
strategy to written                                                    Intervention
method and explain the                                                 Skills
reasoning used                                                         Teacher’s
Guide P.
IN176-IN178

NBT4                Use place value to round        3.6               Delete
decimals                                           front-end
   Vocabulary: rounding                               estimation
OA2                 Write and interpret             4.1               4.1 Special        2.4 #5 and
numerical expressions           4.2                needs               guiding
   Vocabulary: expression,                            (lesson             practice
evaluations, parenthesis,                          opener)            4.1
learners
   4.1 Thinker’s
corner
   4.2 ATS
NBT7               Use concrete models or           4.5                                   Unit 1 PA
drawings to use                                                         Task A P. 90
operations with
decimals. Relate chosen
strategy to written
method and explain the
reasoning used
*Delete: 1.1, 1.2, 1.3, 1.4, 1.5, 3.1, 3.4, 3.7, 4.3, 4.4, 4.6
Unit Two: Data, and Graphing
   Five lessons from this unit will be taught within Harcourt Unit 7.
   The rest of the lessons within Unit 2 are not implicitly addressed in the Common Core Standards.
   Data and graphing are important mathematical concepts, and are heavily addressed on the
CRT and will need to be imbedded into science, social studies, language arts, and mathematics
where appropriate.
   Infuse data and graphing terminology as often as possible.
Unit 3: Multiply Whole Numbers and Decimals
*ATS = Alternative Teaching Strategy
*PA = Performance Assessment
Common Emphasis                        Harcourt        Additions/Deletions        Supplemental
Core                                   Lessons                                    Resources
Standard
NBT5            Multiply multi-       7.3             *CC 4th grade has heavy          Unit 3
digit whole         7.4             emphasis on                       challenge p.
numbers using       7.5             understanding of                  183
standard                            multiplication BUT this          Unit 3 PA
algorithm                           year go through array,            Task A
*Note: The lattice                      lattice, and multiple            Unit 3 P. 188
method should only                      representations of               AIMS Area
be taught after                         multiplication                    Codes
students have a solid                                                     *located in
understanding of the                                                      curriculum
place value involved                                                      library
with multiplication.                                                      (Directions
for an array
model on
page 3)
   www.illumin
ations.nctm.
org
   http://www.
coolmath4ki
ds.com/time
s-
tables/times
-tables-
lesson-
lattice-
multiplicatio
n-3.html

NBT7             Use concrete         8.1 Hands-on    Teach modeling in                Unit 3 PA
models or            Reteach         lesson 8.3 before lesson          task B
drawings to use      worksheet 8.1   8.2.                             Unit 3 P. 188
operations with      8.3             In lesson 8.2, teach             Harcourt
decimals. Relate     8.2             looking for patterns and          Intervention
chosen strategy      8.4             using power of ten to             Skills
to written           8.5             “move” decimal point.             Teacher’s
method and           8.6                                               Guide p.
explain the                                                            IN383
reasoning used
NBT2               Explain pattern       Marilyn
in the number of       Burns-
zeros of the           Extending
product when           Multiplicatio
multiplying a          n, Times 10
number by              (p.164)
powers of 10
*Delete- 7.1, 7.2
Unit 4: Divide Whole Numbers and Decimals

*ATS = Alternative Teaching Strategy
*Pa = Performance Assessment
Common Emphasis                        Harcourt   Additions/Deletions             Supplemental
Core                                   Lessons                                    Resources
Standard
NBT6            Illustrate and        9.2              CC 4th grade has a             Chapter 13
(NBT1              explain finding     9.3               heavy emphasis on               Check what
lesson             whole number        9.4               understanding                   you know P.
10.1)              quotients by        9.5               division BUT this year          275
using equations,    10.1              before beginning any           Lessons for
rectangular         10.2              5th grade Harcourt              Introducing
arrays, and/or      10.3              lessons, make sure              division by
area models         10.4              students have a good            Marilyn
 Recognize in a        10.5              foundation of the               Burns
multi-digit         10.6              basics of division by           (Located in
number, a digit                       providing concrete              the
in one place                          model lessons.                  curriculum
represents ten                                                        library) to
times as much as                                                      explore the
the place to its                                                      basics of
right and 1/10 of                                                     division.
the place on its                                                     Lesson for
left.                                                                 Extending
Division
Marilyn
Burns-
(Located in
the
curriculum
library)

Lessons 1-6
to explore
basics of
division and
lesson 11-17
to provide
practice
with long
division
NBT7       Use concrete         11.1      Unit 4
(NBT1       models or            11.2       Challenge P.
11.1)       drawings to use      11.3       267
operations with      11.4      Harcourt
numbers. Relate                 Intervention
the strategy                    Skills
chosen to a                     Teacher’s
written method                  Guide p.
and explain the                 IN156
reasoning used.
   Recognize that in
a multi-digit
number a digit in
one place
represents ten
times as much as
the place to its
right and 1/10 of
the place to its
left.
NF3        Interpret a          11.5      Every Day
fraction as                     Counts
division of the
numerator by
the denominator
OA2        Write and            12.1      Unit 4, PA
interpret                       Task B P.
numerical                       270
expressions
OA1        Use parenthesis,     12.2      Unit 4
brackets, or                    technology
braces to                       link-up #5 P.
evaluate                        271
expressions

OA3        Generate two         12.3      4.1
patterns, identify              Learners P.
relationships                   64B
between terms,
and form
ordered pairs.
NBT7              Use concrete       12.5      Unit 4, PA
models or                     Task B P.
drawings to use               270
operations with
numbers. Relate
the strategy
chosen to a
written method
and explain the
reasoning used.
NBT6              Illustrate and     12.6      Chapter 13
explain finding    12.7       Check what
whole number                  you know P.
quotients by                  275
using equations,
rectangular
arrays, and/or
area models
*Delete- 9.1
Unit 5: Number Theory and Fractions
Common Emphasis                   Harcourt   Additions/Deletions   Supplemental
Core                              Lessons                          Resources
Standard
NBT.1      Recognize that a      14.2                                   Unit 5
NBT.2        digit in one place                                           Challenge P.
represents ten                                               337
times as much as
it represents in
the place to its
right and one-
tenth of what it
represents in the
place to its left.
 Explain patterns
when multiplying
or dividing by
powers of ten
and zeros.
(Decimals)
NF.3       Interpret a           15.6
fraction as
division of the
numerator by
the
denominator.
Unit 6: Operations with Fractions
*ATS = Alternative Teaching Strategy
*PA = Performance Assessment
*PS = Problem Solving
Common Emphasis                          HB       Additions/Deletions           Supplemental Resources
Core                                     Lesson
Standard
NF2             Use visual              16.1     Need: Problems with                 16.1 ATS P. 346B
fraction models      16.3     answers given for students          16.3 Benchmark
or equations to      16.4     to justify and evaluate.            16.5 P. 358
solve real-world     16.6     Example from Harcourt: P.           17.1 PS
addition and         17.2     358 # 45 and # 46                    worksheet
subtraction of       17.3     *Give any problem with a            Unit 6 PS P. 424
fractions            17.4     correct or incorrect answer         Harcourt Family
problems, and        17.5     and have students justify            Involvement
use benchmark                 their reasoning for being            Activities FA12
fractions and                 correct or incorrect.
number sense of
fractions to
assess the
reasonableness
NF1             Replace given           16.5     For lesson 16.5, least              16.4 Strategy
fractions with       16.6     common denominator                  17.1 ATS P. 370
equivalent           16.2     must be taught as a                  Scaffold
fractions to add     17.1     prerequisite skill                   Instruction
and subtract         17.2                                         Lessons for
fractions with       17.3     For lesson 17.1, least               Extending
unlike               17.4     common denominator                   Fractions
denominators                  must be taught as a                  Marilyn Burns
(Including mixed              prerequisite skill                   Lessons 9-14,
numbers)                                                           Pizza Problem
(page 178), Does
2/1 -10/6 =1/3
(page 185)
NF4               Interpret product     18.1           Teach lesson 18.2            Unit 6 P. 418
NF6                (a/b) x q as parts    18.2            BEFORE 18.1                  Unit 6 PS P. 424
of a partition of q   18.3           For lesson 18.1              Marilyn Burns
into b = parts.       18.4            teach using models            Lessons for
   Use visual            18.5            instead of                    Multiplying and
fraction models                       multiplying straight          Dividing
and equations to                      across. Make sure             Fractions
represent real-                       students are able             Lessons 2-6.
world problems                        to explain the                {Chapt 2 (p.11),
involving                             process using                 Chapt 3 (p.23),
multiplication of                     numbers, pictures,            An Experiment
fractions and                   and words. Also             with Mice
mixed-numbers.                  stress the meaning          (p.155)
of the symbols (1/2        Rusty Bressar
x 1/3 means “one-           and Carin
half of one-third is        Holtzman
the same as one-            Developing
sixth” as shown in          Number Sense,
models.                     Trail Mix for a
Crowd (p.67)
NF7      Interpret division   19.1      Teach meaning of           Before teaching
on a unit fraction   19.3       division of whole           Harcourt lessons
by a non-zero        19.5       numbers by                  begin with
whole number                    fractions using             Marilyn Burns-
and compute                     visual models               Lessons for
quotients.                      instead of explicitly       Multiplying and
Interpret division              teaching                    Dividing
of a whole                      reciprocals.                Fractions
number by a unit               For lesson 19.3,            lessons 7-10, 12
fraction and                    teach first part of        Rusty Bressar-
compute such                    lesson that                 Math and
quotients. Solve                includes the visual         Literature,
real-world                      lesson.                     Beasts of
problems using                                              Burden (p.19),
both of the                                                 Sam Johnson
above criteria.                                             and the Blue
Ribbon Quilt
(p.123)

NF5      Interpret                                                  Marilyn Burns-
multiplication as                                           Lessons for
scaling                                                     Multiplying and
Dividing
Fractions,
Chapter 4 (p.33),
Chapter 6 (p.57),
Multiplying with
Rectangles
Prompt (p.143)
   Rusty Bressar-
Math and
Literature,
Grandfather
Tang's Story
(p.60), Jim and
the Beanstalk
(p.79)
   Stephanie
Sheffield..Math
and Nonfiction,
Ed Emberly's
Picture Pie (p.
47), Icebergs
and Glaciers
(p.101)
*Delete-16.1, 19.2, 19.4
Unit 7: Geometry and Algebra
*PA = Performance Assessment

Common        Emphasis                 Harcourt   Additions/Deletions               Supplemental Resources
Core                                   Lessons
Standard
MD.2                Make a line       5.1               Use as a prerequisite           Chris Confer-Sizing Up
plot to                              for building line plots          Measurement, Creating
display a data                       with fractional                  Benchmarks for Height (p.28)
set of                               numbers.                        Stephanie Sheffield...-Math
measuremen                                                            and Nonfiction, A More
ts in fractions                                                       Perfect Union (p.138), Wilma
of a unit.                                                            United (p.192)
*CRT                Bar graphs        5.5               Look at data in a bar           Display data and put into a
tested Item         Line graphs                          graph, determine                 bar graph. (Ex. Using the table
what type of data is             above, create a bar graph for
appropriate for a bar            the information including
graph, and build a bar           labels.)
graph from the data.            Line graph (Ex. Given a story
   Discuss properties of a          context about Paul riding his
line graph and uses.             bike home from school, which
When reading a story             graph shows that he rode
context about a line             halfway, stopped to visit with
graph, choose from a             a friend, and then continued
selection of graphs              home?)
which best fits the
information.

G.1                 Use ordered       6.2                                                Stephanie Sheffield...-Math
pairs to                                                              and Nonfiction, Chimp Math
locate                                                                (p.29), How Much, How
specific                                                              Many, How Far...(p.97)
locations on a                                                       Marilyn Burns-A Collection of
coordinate                                                            Math Lesson, A Geometry
plane.                                                                Lesson with Pentaminos
(p.139)
                                                                    
th
*CRT                 Line graphs       6.3                Students need to                 5 grade Variables science kit
tested item                                               analyze the graphs               includes many opportunities
and discuss what type            for students to make and
of change is                     analyze line graphs.
happening over time.
questions, and write
graphs they look at.
*CRT             Bar graphs        6.6            Look at data in a bar
tested item                                         graph, determine
what type of data is
appropriate for a bar
graph, and build a bar
graph from the data.
G.3              Understand        20.3                                        Always-Sometimes-Never
G.4               logical           21.1                                         Strategy by Harvey Silver (Ex.
*CRT              relationships     21.2                                         1. Give students a list of
tested item       between                                                        statements 2. Have students
(properties       categories                                                     identify which statements are
of                and                                                            always true, sometimes true,
triangles)        connecting                                                     and never true 3. Have
subcategories                                                  students justify and explain.)
of 2-D                                                        Group and Label aka. Open or
figures.                                                       Closed sort Strategy by Harvey
   Classify 2-D                                                   Silver (Ex. 1. Give a collection
figures in a                                                   of heterogeneous items. 2.
hierarchy                                                      Have students group and label
based on                                                       the data. 3. Justify and
properties                                                     explain their sorts.)
   *What are                                                     Mini lessons for Math Practice
the                                                            by Math Solutions (Located in
properties of                                                  the literacy office) Guess my
the different                                                  Rule
types of                                                      Rusty Bressar-Math and
triangles?                                                     Literature, Marvelous Math
(p.117), One Riddle, One
Answer (p.167), Sam Johnson
(p.123), The Warlord's Puzzle
(p.203)
*CRT             Transformations   21.3                                        Marilyn Burns- Collection of
tested item      Vocabulary:                                                    Math Lessons, Geometry
translation,
Lesson with Pentaminos
reflection,
and rotation                                                   (p.139)

G.1              Understand        23.1           Leave out negative          HB Writing in Mathematics P.
ordered pairs     23.2            integers.                    500B
are used to       (Positive                                   Harcourt Intervention Skills
locate            integers                                     Teacher’s Guide p. IN270-
specific          only)                                        IN272
locations on a                                                Harcourt Intervention Skills
coordinate                                                     Teacher’s Guide p. IN371 (Use
plane.                                                         your own students as
examples)
   4.1 Advanced Learners P. 64B
G.2                     Represent         23.3                   Only use coordinates                Unit 7 PA P. 516 Task B
*CRT                     real-world        (Transform              from quadrant 1.
tested item              and               in Quad. 1
(Transform               mathematical      only)
ations only              problems by       23.4 (Quad.
in Quad. 1)              graphing          1 only)
points and
interpret
coordinate
values and
points.
    Transformations
*Delete- rest of Unit 2 and 20.1, 20.2, 20.3, 20.4, 20.5, 20.6, 20.7, 21.3, 21.4, 21.5, 21.6, 22.1, 22.2, 22.3, 22.4
Unit 8: Measurement
*PS = Problem Solving
*ATS = Alternative Teaching Strategy
Common Emphasis                        HB Lesson   Additions/Deletions        Supplemental Resources
Core
Standard
MD.2           Measure objects to 24.1                  Once students             http://www.k-
the nearest ½, ¼,                       measure a                  5mathteachingresources.com/
1/8 inch. Display                       variety of                 data-and-measurement-
data in a line plot.                    objects to the             activities.html
 Redistribute the                          nearest ½, ¼,              (Use the three lessons under
measurements to                         1/8 inch, put the          MD4 grade 3 as a
find a mean.                            data into a line           prerequisite.)
plot. Discuss              (Use two 5th grade MD2
results and have           lessons to supplement. These
students                   are great open ended
questions about           Chris Confer-Sizing Up
the data. (Ex.             Measurement, Creating
Add the total              Benchmarks for Height (p.28)
number of                 Stephanie Sheffield...-Math
inches that                and Nonfiction, A more
measure to the             Perfect Union (p.138), Wilma
nearest ½ inch.)           Unlimited (p.192)
MD.1             Convert among       24.3                                          Unit 4 PS P. 272-273
different sized                                                   HB P. 530 #57
units and use                                                     IEFA Reservation area lesson
those in solving
multi-step real-
world problems.

   Chris Confer-Sizing Up
Measurement, How Long is a
Line? (p.9), How Much is a
Meter (p.14), Going Home
(p.31), Stacks of Kids (p.35),
Relationships in the Metric
System (p.41), How Much
Soda? (p. 117), Cook-a-
Doodle-Doo! Granny's
Magnificent Strawberry
Shortcake Recipe (p.145), Fruit
Salad (p. 190), The Fewest
Weights (p.202), Metric Hunt
(p.208), Classroom Decisions
(p.222), Let's Go the Movies
(p. 235), The Last Day of
School (p.238)

*CRT        Converting among     24.4      Students should
tested       customary capacity              know how many
item                                         cups in a pint,
pints in a quart,
etc.
MD.3        Recognize volume     27.1      This is a big          Sizing up Measurement grades
as an attribute of              concept in 5th          3-5 by Chris Confer and Math
solid figures.                  grade. Students         Solutions (Found in the
Understand                      need many               curriculum library and literacy
concepts of                     experiences             center) pp. 96 -148
volume                          with volume,           http://www.k-
measurement.                    using models,           5mathteachingresources.com/
and its                 data-and-measurement-
attributes to           activities.html
understand its         ATS P. 594 scaffold instruction
meaning before
they use the
algorithm. The
suggested
supplemental
resources
provides a large
number of
scaffolded
lessons.

*CRT        Surface Area         27.2      Use the net of a
tested                                       rectangular
Item                                         prism to find
area of each
separate surface
as well as total
surface area.
MD.4             Measure volumes        27.3                  27.3 provides             Sizing up Measurement grades
MD.5              using a variety of     27.4                   the algorithm                 3-5 by Chris Confer and Math
units.                 27.5                   for finding                   Solutions (Found in the
    Relate volume to                              volume. Make                  curriculum library and literacy
operations of                                 sure students                 center) pp. 96 -148
multiplication and                            have a deep
division within                               understanding
real-world                                    of what volume
problems about                                is and its
volume.                                       attributes
before
introducing the
algorithm.
*Delete- 24.1, 24.2, 24.4, 24.5, 24.6, 24.7, 25.1, 25.2, 25.3, 25.4, 26.1, 26.3, 26.4, 26.6, 27.2
Unit 9: Ratio, Percent, and Probability
*ATS = Alternative Teaching Strategy

Common Emphasis                        Harcourt   Additions/Deletions   Supplemental
Core                                   Lessons                          Resources
Standard
NF.5       Interpret                  28.3                                   ATS p. 622B
multiplication as         28.4                                   Technology
scaling with                                                      P. 622B
whole numbers,                                                   Early
proper fractions,                                                 Finishers P.
and improper                                                      622B
fractions.                                                       P. 623 #4
teaching
sidebar
Assess.
Both
questions
can be used
as
discussion
and writing
in math.
A.3              Generate two         28.4
numerical
patterns, identify
relationships
between terms,
and form
ordered pairs.

NF.3             Interpret a          29.3                                   Lessons for
NBT.4             fraction as a        29.4                                    Extending
(Repeati          division problem.                                            Division
Decimals                                                                       by Marilyn
lesson                                                                         Burns
from                                                                           (Found in
Marilyn                                                                        the
Burns)                                                                         curriculum
library) P. 65
“The
Dividend
Stays the
Same”
   Lessons for
Decimals
and
Percents
by Marilyn
Burns
(Found in
the
curriculum
library and
literacy
center) P.
94 “Relating
Fractions
and
Decimals”
and P. 103
“Introducing
Repeating
Decimals”
*Delete- 28.1, 28.2, 28.5, 29.1, 29.3, 29.5, 29.6, 30.1, 30.2, 30.3, 30.4, 30.5, 30.6

Related docs
Other docs by HC12092919038