Subject/Grade Level: Algebra/6th Gradexserve.lcsd.k12.sc.us/LCSD/Web/CurMaps/MathCurMa… · Web viewTitle: Fractions, Decimals, & Percents Dominant concept: Reasoning Time Frame:

Mathematics Curriculum Map

Grade Level: 5 Title: Number and Operations Dominant concept: Logic Time Frame:

Enduring Understanding: Students will apply algorithms to add, subtract, multiply, and divide fluently.

Essential Questions: 1. What is the relationship between multiplication and division?2.How are prime and composite numbers classified?3.Why is estimating important?

Concept/Topic IndicatorsVocabulary

Development Assessment Strategies

Instructional Activities/Extension Activities Resources

Standard 5-2:The student will demonstrate through the mathematical processes an understanding of the place value system; the division of whole numbers; the addition and subtraction of decimals; the relationships among whole numbers, fractions, and

5-2.1 Analyze the magnitude of a digit on the basis of its place value, using whole numbers and decimal numbers through thousandths.

Sample, repeating decimal, number and word notation, power of 10

Teacher made assessmentsObservationsSlate assessmentsClass discussions

Play Top It EM 1.1, 2.2, 2.3, 2.10, 5.5, 5.7, 7.2, 7.3

5-2.2 Apply an algorithm to divide whole numbers fluently.

dividend, divisor, quotient, multiples, partial quotient, quotient, remainder,

Teacher made assessmentsObservationsSlate assessmentsClass discussionsExit slips

Division Top-It & Division Dash (EM) EM 4.1, 4.2, 4.4, 4.5, 4.6, 5.7Aplusmath.comwww.brainpop.com Study Island

5-2.3 Understand the relationship among the divisor, dividend, and quotient.

remainder, even number, odd number,

Teacher observationsExit slipsClass discussions

Division Dash (EM Games) Factor Bingo (EM games)Factor Rainbows

EM 1.4, 1.5, 4.1, 4.3www.Brainpop.comwww.discoveryed.com

document.doc 8/2/10 300 South Catawba Street, Lancaster SC 29720

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http://www.discoveryed.com/

http://www.Brainpop.com/

http://www.brainpop.com/





decimals; and accurate, efficient, and generalizable methods of adding and subtracting fractions.

divisible byfactor rainbow, divisible by,quotient, divisibility rule

Factor Captor (1-110 Grid) (EM)

5-2.4 Compare whole numbers, decimals, and fractions by using the symbols <, >, and =.

whole (ONE, or unit), denominator, numerator, unit fraction, improper fraction, mixed number, percent, quick common denominator, simplest form


Number Top-It w/Decimals (EM)Build-ItSmartboard Lesson: Comparing-Ordering FractionsFrac-Tac-Toe

EM 5.1, 5.2, 5.5, 5.6, 5.7, 5.8, 5.9, 6.10, 8.1, 8.2Study IslandSmarttech.com


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5-2.5 Apply an algorithm to add and subtract decimals through thousandths.

place, value, digit, algorithm, partial-sums method, place value, expanded notation, column –addition method, trade-first method, minuend, subtrahend, difference, partial-difference algorithm , number sentence, true number sentence, false number sentence, variable, open number sentence, relation symbol, operation symbol, solution


Frac-Tac-Toe, High Number Toss (Decimal Version) (EM)Addition Top ItSubtraction Target Practice

EM 2.3, 2.4, 2.5 Aplusmath.com


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5-2.6 Classify numbers as prime, composite, or neither.

composite number, prime number, unsquaring a number, square root, square-root key, name-collection box, factor string, length of factor string, prime factorization, factor tree

Teacher made assessmentsObservationsSlate assessmentsClass discussionsExit Slips

Develop a strategy for Factor CaptorFactor Captor & Factor Bingo (EM Games)Name that Number

EM 1.6, 1.8, 1.9, 12.1BrainPop

5-2.7 Generate strategies to find the greatest common factor and the least common multiple of two whole numbers.

factor, product, factor pair, common denominator, unlike denominators, greatest common factor, least common factor, factor tree, prime factorization

Slate assessmentsTeacher made assessmentsTeacher observationsExit Slips

www.learningwave.com/engage/fractions/SmartBoard Lesson – “Factors & Multiples”Multiplication Top It (EM game)Factor Captor

EM 1.3 , 6.9, 6.10, 8.1, 8.4, 12.1www.BrainPop.comDiscovery Education

5-2.8 Generate strategies to add and subtract fractions with like and unlike denominators.

equivalent fractions, slide rule, slider, holder,

Teacher made assessmentsObservationsSlate assessments

Fraction Top-It, Frac-Tac-Toe, Mixed Number Spin EM 5.2, 5.4, 6.8, 6.9, 6.10, 8.2, 8.3Gamequarium.com


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http://www.BrainPop.com/

http://www.learningwave.com/engage/fractions/





common denominators, unlike denominators

Class discussions

5-2.9 Apply divisibility rules for 3, 6, and 9.

factor rainbow, divisible by, quotient, divisibility rule

Teacher observationsClass discussions

Factor Captor & Factor Bingo (EM games)Factor RainbowsPractice using divisibility rules

EM 1.5, 1.9, 4.1, 4.2, 4.4, 8.1Study Island

Title: Algebra Dominant concept: Logic

Enduring Understanding: Students will comprehend that number patterns and relationships can be represented using variables.

Essential Questions: 1. What are the essential steps for solving algebraic equations?2. How can missing numbers (whole numbers or decimals) be identified in a sentence?3. Differentiate between associative, commutative, and distributive properties.

Standard 5-3:The student will demonstrate through the mathematical processes an understanding of the use of patterns,

5-3.1 Represent numeric, algebraic, and geometric patterns in words, symbols, algebraic expressions, and algebraic equations.

square array, square number, exponential notation, exponent key, exponent, variable, standard

Teacher made assessmentsObservationsSlate assessmentsClass discussionsExit Slips

Exponent Ball (EM)Students create arrays for numbers using one inch tiles. Complete a chart on prime & composite #s. Algebra ElectionFirst to 100

EM 1.6, 1.7, 4.7, 5.6, 7.1, 7.2, 7.3, 7.4, 7.5, 8.10, 10.3


5


relations, functions, models, structures, and algebraic symbols to represent quantitative relationships and will analyze change in various contexts.

notation, base, factor, power of a number, expression, ambiguous, nested parenthesis, order of operations, unit fraction, unit percent, algebraic expression

5-3.2 Analyze patterns and functions with words, tables, and graphs.

Standard notation, exponential notation, base, exponent, factor, power of a number, expanded notation, rate, formula, variable line graph, coordinates, mystery graph


Hidden Treasures Game EM 1.7, 4.7, 7.1, 7.2, 7.3, 9.1, 10.4, 10.6, 10.7


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5-3.3 Match tables, graphs, expressions, equations, and verbal descriptions of the same problem situation.

bar graph, circle or pie graph, coordinate grid, axis, origin, ordered pair of numbers, vertical axis, horizontal axis, coordinate, predict


Bill Bug Game - http://resources.oswego.org/games/BillyBug/bugcoord.html

EM 5.9, 6.4, 7.4, 9.1, 10.4, 10.5, 10.6, 10.7BrainPop.com

5-3.4 Identify applications of commutative, associative, and distributive properties with whole numbers.

rectangular array, number model, Commutative Property of Multiplication

Teacher made assessmentsSlate assessments – draw on slates (teacher observations)Exit Slips

Have students bring in examples of arrays from pictures, magazines, environment

EM 1.2, 7.5www.BrainPop.com

5-3.5 Analyze situations that show change over time.

Rate, formula, variable, line graph, geyser, predict


Students will integrate science into this math lesson (graph motion of an object)

EM 10.4, 10.5, 10.6, 10.7

Title: Geometry Dominant concept: Space

Enduring Understanding: Students will be able to recognize shapes and angles in their environment and identify them.

Essential Questions: 1. What characteristics does a shape have to have to be congruent or similar?2. Describe the qualities of an obtuse, acute, and right angle.3. Differentiate between translations, rotation, and reflection.


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http://resources.oswego.org/games/BillyBug/bugcoord.html


Standard 5-4:The student will demonstrate through the mathematical processes an understanding of congruency, spatial relationships, and relationships among the properties of quadrilaterals.

5-4.1 Apply the relationships of quadrilaterals to make logical arguments about their properties.

equilateral triangle, isosceles triangle, scalene triangle, congruent, radius, diameter, pentagon, perimeter, area, square units, base, height, formula, variable


Polygon Capture (EM)http://www.bgfl.org/bgfl/custom/resources-fte/client_ftp/ks2/maths/permieter_and_area/index.htm(google area and perimeter games)

EM 3.4, 3.6, 3.7, 3.9, 3.10, 9.4Study Island

5-4.2 Compare the angles, side lengths, and perimeters of congruent shapes.

regular polygon, tessellation, regular tessellation, tessellate, tessellation vertex


Angle Tangle (EM) EM 3.3, 3.6, 3.8, 9.2, 9.3

5-4.3 Classify shapes as congruent. equilateral triangle, isosceles triangle, scalene triangle, congruent


Polygon Capture (EM) EM 3.6, 3.8 Study Island


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http://www.bgfl.org/bgfl/custom/resources-fte/client_ftp/ks2/maths/permieter_and_area/index.htm



5-4.4 Translate between two-dimensional representations and three-dimensional objects.

Ordered number pair, coordinates, opposite of a number, translation, reflection, prism, pyramid, cylinder, cone, sphere, geometric solid, surface, edge, vertex, polyhedron, apex, base


Hidden TreasureDinosaur Dog Math Game – http://www.counton.org/games/virtualmapfest/dinosaur.html 3-D Shape Sort

EM 9.8, 9.9, 11.1, 11.2

5-4.5 Predict the results of multiple transformations on a geometric shape when combinations of translation, reflection, and rotation are used.

Ordered number pair, coordinates, opposite of a number, translation, reflection


Hidden TreasureDinosaur Dog Math Game – http://www.counton.org/games/virtualmapfest/dinosaur.html

EM 9.2, 9.3

5-4.6 Analyze shapes to determine line symmetry and/or rotational symmetry.

Symmetry Teacher made assessmentsObservationsSlate assessmentsClass discussionsExit slips

Polygon Capture (EM) EM 3.7, 9.2, 9.3

Title: Measurement Dominant concept: Space

Enduring Understanding: Students will be able to measure accurately using a variety of measuring devices.

Essential Questions: 1. Differentiate between area and volume.2. How do units within a system relate to each other?3. What types of problems are solved with measurement?


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http://www.counton.org/games/virtualmapfest/dinosaur.html

http://www.counton.org/games/virtualmapfest/dinosaur.html


Standard 5-5:The student will demonstrate through the mathematical processes an understanding of the units and systems of measurement and the application of tools and formulas to determine measurements.

5-5.1 Use appropriate tools and units to measure objects to the precision of one-eighth inch.

radius, diameter, vertical (opposite) angles, adjacent angles, map legend, map key, map direction symbol, map scale, fraction stick, equivalent fractions, Fathom, cubit, fair game


Angle Tangle (EM)Smartboard LessonStudents measure various objects in the classroom with a ruler.Build-It

EM 3.5, 4.3, 5.3, 6.2, 8.2Smarttech.comSmartboard Tools (ruler)www.learningplanet.com (Fraction Frenzy)

5-5.2 Use a protractor to measure angles from 0 to 180 degrees.

acute angle, obtuse angle, right angle, straight angle, reflex angle, Geometry Template, arc, Percent Circle, sector, Span, normal span, great span, stem-and-leaf plot, stem leaf, angle of separation


Angle Tangle (EM)Use a protractor to measure angles

EM 3.3, 3.4, 3.5, 3.6, 5.10, 6.3Study Island


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http://www.learningplanet.com/


5-5.3 Use equivalencies to convert units of measure within the metric system: converting length in millimeters, centimeters, meters, and kilometers; converting liquid volume in milliliters, centiliters, liters, and kiloliters; and converting mass in milligrams, centigrams, grams, and kilograms.

Liter (L), capacity, quart (qt.), cup ©, milliliter (mL), cubic centimeter, volume of a container


Students will learn the mnemonic“King Henry Died Monday Drinking Chocolate Milk” to convert metric units.Project: Students will make a “Gallon Man” to Convert standard units.

EM 9.10

5-5.4 Apply formulas to determine the perimeters and areas of triangles, rectangles, and parallelograms.

Area, square units, base, height, formula, variable, personal references, rectangle method, perpendicular, altitude, longitude, latitude


http://www.bgfl.org/bgfl/custom/resources-fte/client_ftp/ks2/maths/permieter_and_area/index.htm(google area and perimeter games)

EM 9.4, 9.5, 9.6, 9.7

5-5.5 Apply strategies and formulas to determine the volume of rectangular prisms.

Volume, cubic unit, rectangular prism, face, base (of a rectangular prism), height (of a rectangular prism), prism, face


3-D Shape Sort (EM) EM 9.8, 9.9


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5-5.6 Apply procedures to determine the amount of elapsed time in hours, minutes, and seconds within a 24-hour period.

Common denominator, unlike denominators


Story problems EM 2.5, 6.9

5-5.7 Understand the relationship between the Celsius and Fahrenheit temperature scales.

Thermometer, Celsius, Fahrenheit, degrees


Everyday Math worksheet Science Lab (for schools with a science teacher)Collect weather data/convert

5-5.8 Recall equivalencies associated with length, liquid volume, and mass:10 millimeters = 1 centimeter, 100 centimeters = 1 meter, 1000 meters = 1 kilometer;10 milliliters = 1 centiliter, 100 centiliters = 1 liter, 1000 liters = 1 kiloliter; and10 milligrams = 1 centigram, 100 centigrams = 1 gram, 1000 grams = 1 kilogram.

Liter (L), capacity, quart (qt.), cup ©, milliliter (mL), cubic centimeter, volume of a container


Students will learn the mnemonic“King Henry Died Monday Drinking Chocolate Milk” to convert metric units.Project: Students will make a “Gallon Man” to Convert standard units.

EM 9.10

Title: Data and Probability Dominant concept: Chance Enduring Understanding: Students will understand probability and how it affects their daily lives.

Essential Questions: 1. What is probability and how do I use it?2. Is the mean and median always the same?3. How is the probability of an event determined and described?


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Standard 5-6:The student will demonstrate through the mathematical processes an understanding of investigation design, the effect of data-collection methods on a data set, the interpretation and application of the measures of central tendency, and the application of basic concepts of probability.

5-6.1 Design a mathematical investigation to address a question.

Minimum, maximum, mode, median, landmark, line plot


Landmark Shark EM 2.5, 2.6, 3.2, 6.1, 6.6

5-6.2 Analyze how data-collection methods affect the nature of the data set.

Census, sample, population, survey, frequency table


Student collected surveys EM 2.5, 3.1, 6.1, 6.2, 6.3, 6.5

5-6.3 Apply procedures to calculate the measures of central tendency (mean, median, and mode).

estimate, median, stimulus, reaction time, mean (average), mode, range, minimum, maximum


Landmark Shark (EM)Measures of Control Tendency –Smartboard Lesson

EM 2.1, 2.5, 3.9, 5.11, 6.1, 6.4, 6.6Project: Record temperature for 7 days & find the mean, median & mode. Record data on line graph

5-6.4 Interpret the meaning and application of the measures of central tendency.

Minimum, maximum, mode, median, landmark, line plot


Cardio Activity, M&M’s or Skittles Activity EM 3.2, 6.1, 6.6


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5-6.5 Represent the probability of a single-stage event in words and fractions.

impossible, certain, Probability Meter Postermagnitude estimate, sample, population, multiplication counting principle, tree diagram, equally likely, ratio


“Probability” smartboard lesson EM 2.6, 2.7, 6.5, 6.6, 12.2, 12.4, 12.5Smarttech.comwww.aplusmath.com

5-6.6 Conclude why the sum of the probabilities of the outcomes of an experiment must equal 1.

impossible, certain, Probability Meter Postermagnitude estimate, sample, population, multiplication counting principle, tree diagram, equally likely, ratio


M&M’s or Skittles activity EM 5.10, 12.2


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http://www.aplusmath.com/


Grade 5: Enduring Understanding and Essential Questions

Title: Number Theory Dominant concept: Logic Time Frame: 3 weeks

Enduring Understanding: Multiplication and division are inverse properties and they help students understand the relationship between multiplication and division (Connections)).

Essential Questions: 1. Explain how to find the GCF and the LCM of two whole numbers. 2. How are the divisor, dividend, and quotient related?3. Describe the difference between prime and composite numbers.

Title: Estimation & Computation Dominant concept: Reasoning Time Frame: 3 weeks

Enduring Understanding: Students will understand that numerical computations and their results must be judged for reasonableness/correctness.

Essential Questions : 1. How do you calculate mean, median, and mode? 2. Explain procedures for adding and subtracting numbers with decimals. 3. When would estimating sums and differences be beneficial?

Title: Geometry Explorations Dominant concept: Space Time Frame: 3 weeks

Enduring Understanding: Students will be able to recognize shapes and angles in their environment and identify them.

Essential Questions: 1. What characteristics does a shape have to have to be congruent or similar?4. Describe the qualities of an obtuse, acute, and right angle.


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Title: Division Dominant concept: Logic Time Frame: 3 weeks

Enduring Understanding: Students will be able to divide whole numbers.

Essential Questions 1 . How do you know if a number is divisible by 3, 6, and 9? 2. What are the parts of a division problem?

3. What is the purpose of dividing?

Title: Fractions, Decimals, & Percents Dominant concept: Reasoning Time Frame: 3 weeks

Enduring Understanding: Students will be able to identify and use fractions, decimals, & percents.

Essential Question: 1. What is a fraction? Decimal? Percent?2. How do fractions, decimals, & percents affect our daily lives?3. How are fractions, decimals, & percents alike/different?

Title: Using Data: Add & Subtract Fractions Dominant concept: Reasoning Time Frame: 3 weeks

Enduring Understanding: Students will be able to read and construct a graph to represent data collected.

Essential Questions: 1. How do I construct and interpret different types of graphs.2. How do I decide which graph to use to report different types of data?3. How do I use landmarks (mean, median, mode) to interpret data?


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Title: Exponents & Negative Numbers Dominant concept: Logic Time Frame: 3 weeks

Enduring Understanding: Students will be able to identify place value will be able to work algebraic expressions using the order of operations.

Essential Questions: 1. How do I write whole numbers in standard and exponential notation?2. What is an exponent?3. Why do algebraic expressions have to be worked in a certain order (order of operations0>

Title: Fractions & Ratios Dominant concept: Chance Time Frame: 3 weeks

Enduring Understanding: Students will be able to identify and compare fractions.

Essential Questions: 1. How do I identify and compare fractions?2. How do I add and subtract fractions?

Title: Coordinates, Area, Volume, & Capacity Dominant concept: Space Time Frame: 3 weeks

Enduring Understanding: Students will be able to plot points on a coordinate grid.

Essential Questions : 1. How do I plot points on a coordinate grid using ordered pairs.2. How do I find the area of geometric figures?


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Title: Using Data: Algebra Concepts & Skills Dominant concept: Logic Time Frame: 3 weeks

Enduring Understanding: Students will be able to read a table or graph.

Essential Questions: 1. How do I create and solve algebraic equations?4. How do I read a table or graph?

Title: Volume Dominant concept: Space Time Frame: 3 weeks

Enduring Understanding: Students will be able to identify a 2 dimensional and a 3-dimensional figure.

Essential Questions : 1. How do I identify a 3-dimensional geometric figure?2. What is the difference between a 2-dimensional figure and a 3-dimensional figure.

Title: Probability, Ratios, & Rates Dominant concept: Chance Time Frame: 3 weeks

Enduring Understanding: Students will understand probability and how it affects their daily lives.

Essential Questions: 1. What is probability and how do I use it? 2. What is the greatest common factor?


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Documents

Subject/Grade Level: Algebra/6th Gradexserve.lcsd.k12.sc.us/LCSD/Web/CurMaps/MathCurMa… · Web viewTitle: Fractions, Decimals, & Percents Dominant concept: Reasoning Time Frame: