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- 5012070~Mathematics Grade 5 Learning Map - Polk ??In Module 1 of Grade 5, students will develop a deeper understanding of order of operations. Students will engage in ... Teachers should be aware that as students work with rules and tables they should engage students in questions that will help cultivate a firm understanding of the relationship between the ... 5012070~Mathematics Grade

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<ul><li><p>GRADE FIVE MATHEMATICS LEARNING MAP COURSE NUMBER: 5012070 </p><p>2014-2015 </p><p>The intention of the Learning Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module. The standards listed within each module do not necessarily represent the order the standards are taught. </p><p> HIGHLIGHTED MATH PRACTICE CONTENT </p><p>STANDARD DESCRIPTION OF MODULE </p><p>Mod</p><p>ule </p><p>1 </p><p>Multiplication and Expressions (Approximately 4 weeks) </p><p>MAFS.K12.MP.1.1: MAFS.K12.MP.4.1: MAFS.K12.MP.6.1: </p><p>MAFS.5.NBT.2.5: MAFS.5.OA.1.1: MAFS.5.OA.1.2: </p><p>In Module 1 of Grade 5, students will develop a deeper understanding of order of operations. Students will engage in numerous activities involving writing simple expressions, and recognizing the relationship of numbers and their place value. Students will fluently multiply multi-digit whole numbers using the standard algorithm. All lessons should require students to make sense of problems and persevere in solving them. </p><p>Mod</p><p>ule </p><p>2 </p><p>Division with whole numbers (Approximately 3 weeks) </p><p>MAFS.K12.MP.1.1: MAFS.K12.MP.4.1: MAFS.K12.MP.6.1: MAFS.K12.MP.7.1: </p><p>MAFS.5.NBT.2.6: In Module 2 of Grade 5, students will use strategies based on place value, properties of operations, and/or the relationship between multiplication and division. All lessons should require students to make sense of problems and persevere in accurately solving them. Students will demonstrate the application of the skills and concepts through the use of models such as equations, rectangular arrays, and/or area models. Students will have opportunities to precisely communicate their results. In addition, students should identify and determine patterns or structures within the problem-solving process. Teachers should provide students frequent opportunities for students to invent strategies for problem solving and be able to justify their reasoning. </p><p>Mod</p><p>ule </p><p>3 Fractions (Approximately 7 weeks) </p><p>MAFS.K12.MP.1.1: MAFS.K12.MP.4.1: MAFS.K12.MP.5.1: </p><p>MAFS.5.NF.1.1: MAFS.5.NF.1.2: MAFS.5.NF.2.3 MAFS.5.NF.2.4: MAFS.5.NF.2.5: MAFS.5.NF.2.6: MAFS.5.NF.2.7: MAFS.5.MD.2.2: </p><p>In Module 3 of Grade 5, students will add/subtract/multiply/divide and solve word problems involving fractions with like/unlike denominators (including mixed numbers) using benchmark fractions. Students will be able to understand a fraction as division of the numerator by the denominator and solve word problems involving division of whole numbers (fractions or mixed numbers). Students will apply and extend prior knowledge of multiplications to multiply a fraction or whole number by a fraction. Students will interpret, compare, and explain multiplication in relation to the size of the product to the size of one factor. Students will apply their knowledge to MAFS.5.MD.2.2: to use operations on fractions to solve problems involving information presented in line plots. All lessons should require students to make sense of problems, use concrete models or drawings to interpret and reflect on their results to determine if the results make sense, and use appropriate tools such as external mathematical resources. Teachers should help students focus on patterns and numerical relationships to set the foundation for work with functions in later grades. </p><p>http://www.cpalms.org/Public/PreviewStandard/Preview/6327http://www.cpalms.org/Public/PreviewStandard/Preview/6327http://www.cpalms.org/Public/PreviewStandard/Preview/6331http://www.cpalms.org/Public/PreviewStandard/Preview/6331http://www.cpalms.org/Public/PreviewStandard/Preview/6333http://www.cpalms.org/Public/PreviewStandard/Preview/6333http://www.cpalms.org/Public/PreviewStandard/Preview/6333http://www.cpalms.org/Public/PreviewStandard/Preview/5416http://www.cpalms.org/Public/PreviewStandard/Preview/5416http://www.cpalms.org/Public/PreviewStandard/Preview/5409http://www.cpalms.org/Public/PreviewStandard/Preview/5409http://www.cpalms.org/Public/PreviewStandard/Preview/5409http://www.cpalms.org/Public/PreviewStandard/Preview/5410http://www.cpalms.org/Public/PreviewStandard/Preview/5410http://www.cpalms.org/Public/PreviewStandard/Preview/5416http://www.cpalms.org/Public/PreviewStandard/Preview/6327http://www.cpalms.org/Public/PreviewStandard/Preview/6327http://www.cpalms.org/Public/PreviewStandard/Preview/6331http://www.cpalms.org/Public/PreviewStandard/Preview/6331http://www.cpalms.org/Public/PreviewStandard/Preview/6333http://www.cpalms.org/Public/PreviewStandard/Preview/6333http://www.cpalms.org/Public/PreviewStandard/Preview/6334http://www.cpalms.org/Public/PreviewStandard/Preview/6334http://www.cpalms.org/Public/PreviewStandard/Preview/5417http://www.cpalms.org/Public/PreviewStandard/Preview/5417http://www.cpalms.org/Public/PreviewStandard/Preview/5417http://www.cpalms.org/Public/PreviewStandard/Preview/6327http://www.cpalms.org/Public/PreviewStandard/Preview/6327http://www.cpalms.org/Public/PreviewStandard/Preview/6331http://www.cpalms.org/Public/PreviewStandard/Preview/6331http://www.cpalms.org/Public/PreviewStandard/Preview/6332http://www.cpalms.org/Public/PreviewStandard/Preview/6332http://www.cpalms.org/Public/PreviewStandard/Preview/6332http://www.cpalms.org/Public/PreviewStandard/Preview/5419http://www.cpalms.org/Public/PreviewStandard/Preview/5419http://www.cpalms.org/Public/PreviewStandard/Preview/5419http://www.cpalms.org/Public/PreviewStandard/Preview/5420http://www.cpalms.org/Public/PreviewStandard/Preview/5420http://www.cpalms.org/Public/PreviewStandard/Preview/5422http://www.cpalms.org/Public/PreviewStandard/Preview/5422http://www.cpalms.org/Public/PreviewStandard/Preview/5423http://www.cpalms.org/Public/PreviewStandard/Preview/5423http://www.cpalms.org/Public/PreviewStandard/Preview/5424http://www.cpalms.org/Public/PreviewStandard/Preview/5424http://www.cpalms.org/Public/PreviewStandard/Preview/5425http://www.cpalms.org/Public/PreviewStandard/Preview/5425http://www.cpalms.org/Public/PreviewStandard/Preview/5427http://www.cpalms.org/Public/PreviewStandard/Preview/5427http://www.cpalms.org/Public/PreviewStandard/Preview/5427http://www.cpalms.org/Public/PreviewStandard/Preview/5427</p></li><li><p>GRADE FIVE MATHEMATICS LEARNING MAP COURSE NUMBER: 5012070 </p><p>2014-2015 </p><p>Mod</p><p>ule </p><p>4 Decimals (Approximately 7 weeks) </p><p>MAFS.K12.MP.1.1: MAFS.K12.MP.4.1: MAFS.K12.MP.5.1: </p><p>MAFS.5.NBT.1.1: MAFS.5.NBT.1.2: MAFS.5.NBT.1.3: MAFS.5.NBT.1.4: MAFS.5.NBT.2.7: </p><p>In Module 4 of Grade 5, the students will be able to explain patterns in the number of zeroes and the placement of the decimal point when multiplying a number by the powers of 10. Teachers should provide students with opportunities to analyze relationships in the base 10 system, realizing the 10 times greater and 1/10 values in order to draw conclusions. Teachers need to be aware that the understanding of place value will help students when they learn to multiply polynomials in algebra (the different powers of variables work much like a place-value system). The students will read, write, and compare decimals to the thousandths. The students will apply place value understanding to round decimals to any place. In relation to decimals, students will add, subtract, multiply, and divide decimals to hundredths and understand the relationship between addition and subtraction. All lessons should require students to make sense of problems, use concrete models or drawings to interpret and reflect on their results to determine if the results make sense, use appropriate tools such as external mathematical resources (technology tools, graphic organizers, concrete models). </p><p>Mod</p><p>ule </p><p>5 </p><p>Converting units of measurement (Approximately 2 weeks) </p><p>MAFS.K12.MP.1.1: MAFS.K12.MP.6.1: MAFS.K12.MP.8.1: </p><p>MAFS.5.MD.1.1 In Module 5 of Grade 5, students will convert units of measurements (i.e. km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec) and solve multi-step, real-world problems. All lessons should require students to make sense of problems. Students will have opportunities to precisely communicate their results to others. The students will look for opportunities to apply repeated reasoning skills and evaluate the reasonableness of their answers. </p><p>Mod</p><p>ule </p><p>6 </p><p>Algebraic Patterns, Graphing, and Coordinate Planes (Approximately 2 weeks) </p><p>MAFS.K12.MP.1.1: MAFS.K12.MP.3.1: MAFS.K12.MP.4.1: MAFS.K12.MP.7.1: MAFS.K12.MP.8.1: </p><p>MAFS.5.OA.2.3: MAFS.5.G.1.1: MAFS.5.G.1.2: </p><p>In Module 6 of Grade 5, students will identify relationships and patterns, and form/graph ordered pairs on a coordinate plane. Students should be able to identify and apply a set of rules resulting in a sequence of corresponding terms. Students will use a pair of perpendicular number lines to define a coordinate system. Furthermore, students will graph and interpret coordinate values representing real world and mathematical problems. All lessons should require students to make sense of problems, persevere in solving them, construct viable arguments and critique the reasoning of others by asking useful questions to clarify and improve the arguments. Students should be able to interpret and reflect on their results to determine if the results make sense. Students will analyze a pattern or structure. The students will look for opportunities to apply repeated reasoning skills and evaluate the reasonableness of their answers. Teachers should be aware that as students work with rules and tables they should engage students in questions that will help cultivate a firm understanding of the relationship between the two. Teachers should correlate the relationship between algebraic patterns in the rules and tables with coordinate pairs on a plane. </p><p>http://www.cpalms.org/Public/PreviewStandard/Preview/6327http://www.cpalms.org/Public/PreviewStandard/Preview/6327http://www.cpalms.org/Public/PreviewStandard/Preview/6331http://www.cpalms.org/Public/PreviewStandard/Preview/6331http://www.cpalms.org/Public/PreviewStandard/Preview/6332http://www.cpalms.org/Public/PreviewStandard/Preview/6332http://www.cpalms.org/Public/PreviewStandard/Preview/6332http://www.cpalms.org/Public/PreviewStandard/Preview/5412http://www.cpalms.org/Public/PreviewStandard/Preview/5412http://www.cpalms.org/Public/PreviewStandard/Preview/5413http://www.cpalms.org/Public/PreviewStandard/Preview/5413http://www.cpalms.org/Public/PreviewStandard/Preview/5414http://www.cpalms.org/Public/PreviewStandard/Preview/5414http://www.cpalms.org/Public/PreviewStandard/Preview/5415http://www.cpalms.org/Public/PreviewStandard/Preview/5415http://www.cpalms.org/Public/PreviewStandard/Preview/5418http://www.cpalms.org/Public/PreviewStandard/Preview/5418http://www.cpalms.org/Public/PreviewStandard/Preview/6327http://www.cpalms.org/Public/PreviewStandard/Preview/6327http://www.cpalms.org/Public/PreviewStandard/Preview/6333http://www.cpalms.org/Public/PreviewStandard/Preview/6333http://www.cpalms.org/Public/PreviewStandard/Preview/6335http://www.cpalms.org/Public/PreviewStandard/Preview/6335http://www.cpalms.org/Public/PreviewStandard/Preview/6335http://www.cpalms.org/Public/PreviewStandard/Preview/5426http://www.cpalms.org/Public/PreviewStandard/Preview/5426http://www.cpalms.org/Public/PreviewStandard/Preview/5426http://www.cpalms.org/Public/PreviewStandard/Preview/6327http://www.cpalms.org/Public/PreviewStandard/Preview/6327http://www.cpalms.org/Public/PreviewStandard/Preview/6329http://www.cpalms.org/Public/PreviewStandard/Preview/6329http://www.cpalms.org/Public/PreviewStandard/Preview/6329http://www.cpalms.org/Public/PreviewStandard/Preview/6331http://www.cpalms.org/Public/PreviewStandard/Preview/6331http://www.cpalms.org/Public/PreviewStandard/Preview/6334http://www.cpalms.org/Public/PreviewStandard/Preview/6334http://www.cpalms.org/Public/PreviewStandard/Preview/6335http://www.cpalms.org/Public/PreviewStandard/Preview/6335http://www.cpalms.org/Public/PreviewStandard/Preview/5411http://www.cpalms.org/Public/PreviewStandard/Preview/5411http://www.cpalms.org/Public/PreviewStandard/Preview/5431http://www.cpalms.org/Public/PreviewStandard/Preview/5431http://www.cpalms.org/Public/PreviewStandard/Preview/5432http://www.cpalms.org/Public/PreviewStandard/Preview/5432http://www.cpalms.org/Public/PreviewStandard/Preview/5432</p></li><li><p>GRADE FIVE MATHEMATICS LEARNING MAP COURSE NUMBER: 5012070 </p><p>2014-2015 </p><p>Mod</p><p>ule </p><p>7 </p><p>Two-Dimensional Shapes (Approximately 2 week) </p><p>MAFS.K12.MP.1.1: MAFS.K12.MP.3.1: MAFS.K12.MP.7.1: </p><p>MAFS.5.G.2.3: MAFS.5.G.2.4 </p><p>In Module 7 of Grade 5, students will understand that attributes of two-dimensional figures belong to both the category and its subcategories. For example, squares and rectangles have four right angles. Based on the attributes of two-dimensional figures, students will classify and organize the figures into a graphic organizer illustrating the hierarchy of the attributes. Teachers should use coordinate planes to plot points in order to illustrate two-dimensional figures with given attributes. All lessons should require students to make sense of problems, persevere in solving them, construct viable arguments and critique the reasoning of others by asking useful questions to clarify and improve the arguments. Students will be able to recognize and make use of structure in a geometric figure. </p><p>Mod</p><p>ule </p><p>8 Volume (Approximately 2 weeks) </p><p>MAFS.K12.MP.1.1: MAFS.K12.MP.2.1: MAFS.K12.MP.3.1: MAFS.K12.MP.5.1: </p><p>MAFS.5.MD.3.3: MAFS.5.MD.3.4: MAFS.5.MD.3.5 </p><p>In Module 8 of Grade 5, students will recognize and understand volume as an attribute of a solid figure. Students will measure volume by counting unit cubes using standard and non-standard, improvised units using standard units such as: cubic cm, cubic in, cubic ft. They can also improvise a cubic unit using any unit as a length (e.g., the length of their pencil). Students can apply these ideas by filling containers with cubic units (wooden cubes) to find the volume. They may also use drawings or interactive computer software to simulate the same filling process. Again, teachers should help students connect previous learning of area of rectangles as they derive at the formula for volume to build greater comprehension. </p><p>The approximate times are intended to help you complete initial instruction by testing. Upon completion of testing, continue to utilize formative assessments to ensure that students have mastered all current grade level standards and reteach as needed. Previewing next years standards is not necessary because next years standards build upon the mastery of each standard in this years curriculum. </p>http://www.cpalms.org/Public/PreviewStandard/Preview/6327http://www.cpalms.org/Public/PreviewStandard/Preview/6327http://www.cpalms.org/Public/PreviewStandard/Preview/6329http://www.cpalms.org/Public/Pre...</li></ul>