Introduction to 5th grade Math Pacing Guides and Unit Plans

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					                     Shade in the appropriate answers on the
                     Hundreds Board.




  Welcome!
   Introduction
    to 5th grade
Math Pacing Guides
 and Unit Plans
       5th Grade Pacing Guide
          Year at a Glance
• Outlines the school year

• Layout/format

• Flexible document

• Benchmarks
  – Post assessment and Pre-assessment

• Not all inclusive—refer to unit plans
Unit 1
Sample Assessment                     Is 51 prime, composite, or
Evaluate the expression:              neither? How do you know?
2 { 5 [ 12 + 5 ( 500 – 100 )+ 399]}

                                      Without solving for an answer,
                                      describe how the expression
                                      5 (10 X 10) relates to 10 x 10 :
Write an expression for the steps :
“double 5 and then add 26.”

___________________________

Draw an array model for 25 X 12.
Unpacking Document
    Unit 1 Planning Guide
        (August/September)




L
                     Order
                       of
                    Operations



www.studyjams.com
    Parenthesis
     Brackets
      Braces




M
        Kim Sutton
    Number Line Activity




L
Unit 2 Planning Guide
     (First half of October)
                            Increase the height by 1
                            cube by adding a layer
                            of cubes to the first level
                            of the structure. Record
                            the volume.
                           Add another layer! How
                           did the volume change?
                           What patterns do you see?

    What would the volume be if you had 10 layers?
L   How do you know?
    It’s all about the layers!
    It’s all about the layers!
    It’s all about the layers!
                           How does this activity link to
                           students’ previous
                           understandings of area?

                           How does it help build a
                           foundation for developing a
                           volume formula?


        This activity can be found in Math Matters, pg. 291-292.
L
Unit 3 Planning Guide
  (Mid October-Mid November)
M
    Unit 4 Planning Guide
        (Mid November-December)




L
Viola Swamp has ½ a candy bar. She
wants to give equal pieces to her three
top scoring Math students. How much of
the whole bar should each student get?
I am baking cookies    Granny had 2/3            There is only 7/12
for my class. The      meter of ribbon.          of a roll of purple
recipe yields 4        She wanted to give        bulletin board
dozen cookies and      me ¼ of it. How           paper left. Three
calls for ¾ cup of     much ribbon will I        teachers are
chocolate chips. I     get?                      fighting for it. If
only need 2 dozen                                they all get the
cookies. How much                                same amount, how
chocolate will I                                 much paper could
need?                                            each teacher get?


                          What kind of
What kind of              problem is it? How     What kind of
problem is it? How        did you solve it?      problem is it? How
did you solve it?         How do you know        did you solve it?
How do you know           this is the right      How do you know
this is the right         answer? What           this is the right
answer? What              about it was tricky?   answer? What
about it was tricky?                             about it was tricky?
    Unit 5 Planning Guide
         (First half of January)




M
           DPI Resources….
• If you haven’t visited DPI’s Wikispace-
  you should!

  http://www.ncdpi.wikispaces.net/


    • NCTM Navigations Alignment
    • Major Work of the Grade

				
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