Elementary Mathematics Unit Overview

K
Kindergarten

Grade 1

Grade 2

Grade 3
Money Time Place Value Computation (+/-) Algebra

Grade 4

Grade 5
Number Sense Algebra (Functional Relationships/ Expressions) Basic Computation

Unit 1

Measurement Sorting and Patterns Number Sense Data Analysis

Number Sense

Place Value/ Number Sense Algebra (Patterns) Statistics

Algebra Data Analysis (Line Plots Central Tendency)

Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Number Relationships Geometry Fractions Measurement Number Relationships Computation Measurement Algebra Patterns and Function Number Relationships Computation Money Statistics

Number Sense Algebra (Patterns)

Geometry

Data Analysis Linear Measurement Fractions Probability Data Analysis Multiplication and Division Area and Perimeter

Place Value Computation Data Analysis (Line Graph)

Fractions Decimals Computation

Basic Computation Statistics

Fractions Measurement

Geometry

Geometry Measurement

Measurement Number Sense Basic Computation (Addition and Subtraction)

Computation (Addition and Subtraction) Algebra (Expressions and Equations

Geometry Data Analyis

Fractions Decimals Measurement Probability

Data Analysis Probability

Geometry Measurement Money

Post MSA Curriculum Computation (Addition, Subtraction, Multiplication, Division) Money Fact Fluency
Grade 4 Assessment Limits

Post MSA Curriculum

Grade 5 Assessment Limits

Post MSA Curriculum

Grade 6 Assessment Limits

Fractions

Data Analysis Place Value Function Tables

Computation (x/) Number Sense Area/Perimeter Elapsed Time

Computation (X/) Fractions

WCPS 2

Unit Guide Key

These symbols will be used throughout the unit guide. * UG (5) This objective will be assessed more than 1 time this year. The information provided after this symbol is an instructional note and is not part of the state curriculum. Unit Guide: When this abbreviation appears, refer to the identified page number in the unit guide to find additional information pertaining to this objective. A number encased in parenthesis identifies the grade level the objective is associated with. Assessment Limit: Assessment limits provide clarification about the specific skills and content that students are expected to have learned for each assessed objective. These are the objectives that may be tested on MSA. No Calculator: These assessed objectives will be tested in the no calculator section of MSA.

AL

Objectives to be Covered through Other Contents

All objectives in this column will be assessed on post-assessments and MSA: Content to cover these objectives and notes: Grade 4 Science 1.A.1.b Select and use appropriate tools hand lens or microscope (magnifiers), centimeter ruler (length), spring scale (weight), balance (mass), Celsius thermometer (temperature), graduated cylinder (liquid volume), and stopwatch (elapsed time) to augment observations of objects, events, and processes. 1.A.1.g Judge whether measurements and computations of quantities are reasonable in a familiar context by comparing them to typical values when measured to the nearest: Millimeter length Square centimeter area Milliliter volume Newton weight Gram mass Second time Degree C - temperature 3.A.1.b Classify a variety of animals and plants according to their observable feature and provide reasons for placing them into different groups. Measure crayfish and beetles and crayfish and/or compare relative size. 4.A.1.c Compare samples of like materials using appropriate tools to measure, estimate, and calculate size, capacities, masses, and weights.

3.A.1.a(5) Estimate and determine weight or mass AL: Use the nearest ounce for weight and the nearest gram for mass

3.A.1.a(5) Estimate and determine capacity AL: Use the nearest ounce

3.C.2.b(5) Determine equivalent units of measurements AL: Use pints, quarts, and gallons

WCPS 4

Grade 5 Unit 1 Indicators 6 weeks of instruction

These are the grade level objectives that my students were exposed to last year:

All objectives in this column will be assessed on post-assessments and MSA:

My students achieved the assessed objectives. So, now I will explore: 1.A.1.a(6) Identify and describe sequence represented by a physical model or in a function table

Knowledge of Algebra: Patterns and Functions

1.A.1.a(4) Represent or analyze numeric patterns using skip counting AL: Use patterns of 3, 4, 6, 7, 8, or 9 starting with any whole number (0-100) 1.A.1.a(5) Interpret and write a rule for a one operation (+, -, x, with no remainders) function table AL: Use whole numbers (0-1000) or decimals with no more than 2 decimal places (0-1,000)

1.A.1.b(5) Create a one operation (+, -, x, with no remainders) function table to solve a real world problem 1.A.1.b(4) Create a one operation (+ or ) function table to solve a real world problem 1.A.1.b(6) Interpret and write a rule for a one-operation (+, -, x, without remainders) function table AL: Use whole numbers or decimals with no more than 2 decimal places (0-1,000) 1.A.1.c(6) Complete a function table with a given two-operation rule AL: Use the operations (+, -, x), numbers no more than 10 in the rule and whole numbers (0-50)

1.A.1.c(4) Complete a function table 1.A.1.c (5) Complete a one-operation function table using a one operation (+, -, x, with no AL: Use whole numbers with +, -, x, (with no remainders) or use remainders) rule AL: Use whole numbers decimals with no more than two decimal places with +, (0-200) (0-50) 1.A.1.d(4) Describe the relationship that generates a one operation rule 1.A.2.a(4) Generate a rule for the next level of the growing pattern AL: Use at least 3 levels but no more than 5 levels 1.A.2.b(4) Generate a rule for a repeating pattern AL: Use no more than 4 objects in the core of the pattern

1.A.1.d(5) Apply a given two operation rule for a pattern AL: Use two operations (+, -, x) and whole numbers (0-100)

WCPS 5

These are the grade level objectives that my students were exposed to last year:

All objectives in this column will be assessed on post-assessments and MSA:

My students achieved the assessed objectives. So, now I will explore:

Knowledge of Algebra: Expressions, Equations, and Inequalities

1.B.1.a(4) Represent numeric quantities using operational symbols(+, -, x, with no remainders) AL: Use whole numbers (0-100)

1.B.1.a(5) Represent unknown quantities with one unknown and one operation (+, -, x, with no remainders) AL: Use whole numbers (0-100) or money ($0-100)

1.B.1.b(4) Determine equivalent expressions AL: Use whole numbers (0100)

1.B.1.b(5) Determine the value of algebraic expressions with one unknown and one-operation AL: Use +, - with whole numbers (0-1000) or x, (with no remainders) whole numbers (0-100) and the number for the unknown is no more than 9

1.B.1.a(6) Write an algebraic expression to represent unknown quantities AL: Use one unknown and one operation (+, -) with whole numbers, fractions with denominators as factors of 24, or decimals with no more than two decimal places (0-200) 1.B.1.b(6) Evaluate an algebraic expression AL: Use one unknown and one-operation (+, -) with whole numbers (0-200), fractions with denominators as factors of 24 (0-50), or decimals with no more than two decimal places (0-50) 1.B.1.c(5) Use parenthesis to evaluate a numeric expression 1.B.1.c(6) Evaluate numeric expressions using the order of operations AL: Use no more than 4 operations (+, -, x, with no remainders) with or without 1 set of parentheses or a division bar and whole numbers (0-100)

WCPS 6

These are the grade level objectives that my students were exposed to last year:

All objectives in this column will be assessed on post-assessments and MSA:

My students achieved the assessed objectives. So, now I will explore: 1.B.2.a(6) Identify and write equations and inequalities to represent relationships AL: Use a variable, the appropriate relational symbols (<, >, =), and one operational symbol (+, -, x, ) on either side and use fractions with denominators as factors of 24 (0-50) or decimals with no more than two decimal places (0200) 1.B.2.b(6) Determine the unknown in a linear equation AL: Use one operation (+, -, x, with no remainders) and positive whole number coefficients using decimals with no more than two decimal places (0-100) 1.C.1.b(6) Graph ordered pairs in a coordinate plane AL: Use no more than 3 ordered pairs of integers (-20 to 20) or no more than 3 ordered pairs of fractions/mixed numbers with denominators of 2 (-10 to 10)

Knowledge of Algebra: Expressions, Equations, and Inequalities (continued)

1.B.2.a(4) Represent relationships using relational symbols (<, >, =) and operational symbols (+, -, x, ) on either side AL: Use operational symbols (+, -, x) and whole numbers (0-200)

1.B.2.a(5) Represent relationships using relational symbols (<, >, =) and one operational symbols (+, -, x, with no remainders) on either side AL: Use whole numbers (0-400)

1.B.2.b(4) Find the unknown in an equation with one operation AL: Use multiplication and whole numbers (0-81)

1.B.2.b(5) Find the unknown in an equation use one operation (+, -, x, with no remainders) AL: Use whole numbers (0-2000)

Knowledge of Numeric and Graphic Representations of Relationships

1.C.1.b(4) Identify positions in a coordinate plane AL: Use the first quadrant and ordered pairs of whole numbers (0-20)

1.C.1.b(5) Create a graph in a coordinate plane AL: Use the first quadrant and ordered pairs of whole numbers (050)

WCPS 7

These are the grade level objectives that my students were exposed to last year:

All objectives in this column will be assessed on post-assessments and MSA:

My students achieved the assessed objectives. So, now I will explore: 6.B.1.a(6) Determine prime factorizations for whole numbers and express them using exponential form

Knowledge of Number Theory

6.B.1.a Identify or describe numbers as prime or composite AL: Use whole numbers (0-100)
6.B.1.a(4) Identify and use divisibility rules AL: Use the rules for 2, 5, or 10 with whole numbers (0-1,000) 6.B.1.b(4) Identify factors AL: Use whole numbers (0-24) 6.B.1.c(4) Identify multiples AL: Use the first 5 multiples of any single digit whole number

6.B.1.b(5) Identify and use divisibility rules AL: Use the rules for 2, 3, 5, 9, or 10 with whole numbers (010,000) *6.B.1.c(5) Identify the greatest common factor AL: Use 2 numbers whose GCF is no more than 10 and whole numbers (0-100) *6.B.1.d(5) Identify a common multiple and the least common multiple AL: Use no more than 4 single digit whole numbers

Knowledge of Computation (Whole Number)

6.C.1.c(4) Multiply whole numbers AL: Use a 1-digit factor by up to a 3-digit factor using whole numbers (0-1000)

6.C.1.a(5) Multiply whole numbers AL: Use a 3-digit factor by another factor with no more than 2digits and whole numbers (0 - 10,000)

6.C.1.b(6) Multiply fractions and mixed numbers and express in simplest form AL: Use denominators as factors of 24 not including 24 (0-20) 6.C.1.c(6) Multiply decimals AL: Use a decimal with no more than 3 digits multiplied by a 2-digit (0-1000) 6.C.1.d(6) Divide Decimals AL: Use a decimal with no more than 5 digits divided by a whole number with no more than 2 digits without annexing zeros (0-1000)

6.C.1.d(4) Divide whole numbers AL: Use up to a 3-digit dividend by a 1-digit and whole numbers with no remainders (0-999)

6.C.1.b(5) Divide whole numbers AL: Use a dividend with no more than a 4-digits by a 2-digit divisor and whole numbers (0 9999) 6.C.1.c(5) Interpret quotients and remainders mathematically and in the context of a problem AL: Use dividend with no more than a 3-digits by a 1 or 2 digit divisor and whole numbers (0 999)

WCPS 8

These are the grade level objectives that my students were exposed to last year:

All objectives in this column will be assessed on post-assessments and MSA:

My students achieved the assessed objectives. So, now I will explore:

Measurement: Time
3.C.1.c(4) Determine start time, elapsed time, and end time AL: Use hour and half hour intervals 3.C.2.b(4) Determine equivalent units of time

3.C.2.a(5) Determine start, elapsed, and end time AL: Use the nearest minute

3.C.2.b Determine equivalent units of measurement AL: Use seconds, minutes, and hours or pints, quarts, and gallons

WCPS 9

Grade 5 Unit 2 Indicators 8 Weeks of Instruction

These are the grade level objectives that my students were exposed to last year: 6.A.2.a(4) Read, write, and represent proper fractions of a single region using symbols, words, or models AL: Use denominators 6, 8, 10 6.A.2.b(4) Read, write, and represent proper fractions of a set which has the same number of items as the denominator using symbols, words, or models AL: Use denominators of 6, 8, and 10 with sets of 6, 8, and 10 respectively

All objectives in this column will be assessed on post-assessments and MSA:

My students achieved the assessed objectives. So, now I will explore:

Knowledge of Number and Place Value

6.A.1.a(5) Read, write, and represent fractions or mixed numbers using symbols, models, and words. AL: Use denominators that are factors of 24 and numbers (0 200)

*5.B.1.a(5) Make predications and express the probability as a fraction AL: Use a sample space of no more than 20 outcomes
6.A.2.e(4) Read, write, or represent decimals using symbols, words, or models AL: Use no more than 2 decimal places and numbers (0-100) 6.A.2.f(4) Express decimals in expanded form AL: Use no more than 2 decimal places and numbers (0-100)

6.A.1.b(5) Read, write, and represent decimals using symbols, words, or models AL: Use no more than 3 decimal places (0 100)

WCPS 10

These are the grade level objectives that my students were exposed to last year:

All objectives in this column will be assessed on post-assessments and MSA:

My students achieved the assessed objectives. So, now I will explore:

Knowledge of Number and Place Value (continued)

6.A.2.c(4) Find equivalent fractions 6.A.1.c(5) Identify and determine equivalent forms of proper fractions AL: Use denominators that are factors of 100, decimals, or percents (0 200)
6.A.1.c(6) Identify and determine equivalent forms of fractions as decimals, as percents, and as ratios AL: Use proper fractions with denominators as factors of 100, decimals, or percents (0-1000) 6.A.1.d(6) Compare and order fractions, decimals alone or mixed together, with and without relational symbols (<, >, or =) AL: Include no more than 4 fractions with denominators as factors of 100 or decimals with up to 2 decimal places (0-100) 6.A.1.e(6) Compare and order integers

6.A.2.g Compare or order fractions and mixed numbers with or without using the symbols (<, >, or) AL: Use like denominators and no more than 3 numbers (0-20) 6.A.2.h Compare, order, or describe decimals with or without using the symbols (<, >, or =)

6.A.1.d(5) Compare and order fractions with or without using the symbols (<, >, or =) AL: Use no more than 4 fractions or mixed numbers with denominators that are factors of 100 and numbers (0 100) 6.A.1.e(5) Compare, order, and describe decimals with or without using the symbols (<, >, or =) AL: Use no more than 4 decimals with no more than 3 decimal places and numbers (0 100)

WCPS 11

These are the grade level objectives that my students were exposed to last year:

All objectives in this column will be assessed on post-assessments and MSA:

My students achieved the assessed objectives. So, now I will explore:

Knowledge Theory
6.B.1.b(4) Identify factors AL: Use whole numbers (0-24)

*6.B.1.c(5) Identify the greatest common factor AL: Use 2 numbers whose GCF is no more than 10 and whole numbers (0 100)

6.B.1.c(4) Identify multiples AL: Use the first 5 multiples of any single digit whole number

*6.B.1.d(5) Identify a common multiple and the least common multiple AL: Use no more than 4 single digit whole number

WCPS 12

These are the grade level objectives that my students were exposed to last year:

All objectives in this column will be assessed on post-assessments and MSA:

My students achieved the assessed objectives. So, now I will explore:

Number Computation
6.C.1.e(4) Add and subtract proper fractions and mixed numbers AL: Use 2 proper fractions with single digit like denominators, 2 mixed numbers with single digit like denominators, or a whole number and a proper fraction with a single digit denominator and numbers (0-20) 6.C.1.f(4) Add two decimals AL: Use the same number of decimal places but no more than 2 decimal places and no more than 4 digits including monetary notation and numbers (0-100) 6.C.1.g(4) Subtract decimals AL: Use the same number of decimal places but no more than 2 decimal places and no more than 4 digits including monetary notation and numbers (0-100) 6.C.1.a(6) Add and subtract fractions and mixed numbers with answers in simplest form. AL: Use proper fractions and denominators as factors of 60 and numbers (0 20) 6.C.1.b(6) Multiply fractions and mixed numbers and express in simplest form AL: Use denominators as factors of 24 not including 24 (0-20)

6.C.1.d(5) Add and subtract proper fractions and mixed numbers with answers in simplest form AL: Use denominators as factors of 24 and numbers (0-20)

6.C.1.e(5) Add decimals including money AL: Use no more than 3 addends and no more than 3 decimal places in each addend and numbers (0-1000) 6.C.1.f(5) Subtract decimals including money AL: Use a minuend and subtrahend with no more than 3 decimal places and numbers (0-1000)

WCPS 13

These are the grade level objectives that my students were exposed to last year:

All objectives in this column will be assessed on post-assessments and MSA:

My students achieved the assessed objectives. So, now I will explore:

Number Computation
6.C.1.c(6) Multiply decimals AL: Use a decimal with no more than 3 digits multiplied by a 2-digit decimal (0-1000) 6.C.1.h(5) Divide decimals by whole numbers

6.C.1.g(5) Multiply decimals AL: Use a decimal in monetary notation by a single digit whole number and numbers (0-100)

6.C.1.d(6) Divide decimals AL: Use a decimal with no more than 5 digits divided by a whole number with no more than 2 digits without annexing zeros (0-1000) 6.C.1.e(6) Determine a percent of a whole number AL: Use 10%, 20%, 25%, or 50% of a whole number (01000)

6.C.2.a(4) Determine the approximate sum and difference of 2 numbers AL: Use no more than 2 decimal places in each and numbers (0-100)

6.C.2.a(5) Determine the approximate sum and difference of decimals AL: Use no more than 3 addends with no more than 3 decimal places in each addend or the difference of a minuend and subtrahend with no more than 3 decimal places and numbers (01000)

WCPS 14

These are the grade level objectives that my students were exposed to last year:

All objectives in this column will be assessed on post-assessments and MSA:

My students achieved the assessed objectives. So, now I will explore:

Number Computation
6.C.2.b(4) Determine the approximate product or quotient of 2 numbers AL: Use a 1-digit factor with the other factor having no more than 2-digits or a 1-digit divisor and no more than a 2digit dividend and whole numbers (01000)

6.C.2.b(5) Determine the approximate product and quotient of whole numbers AL: Use a 1-digit factor with the other factor having no more than 3 digits or a dividend having no more than 3 digits and a 1-digit divisor and whole numbers (0 5000)
6.C.2.a(6) Determine the approximate products and quotients of decimals AL: Use a decimal with no more than 3 digits multiplied by a 2-digit whole number, or the quotient of a decimal with no more than 5 digits in the dividend divided by a 2-digit whole number (0-1000)

6.C.2.c(5) Determine the approximate product of decimals. AL: Use a decimal in monetary notation and a single digit whole number (0-100)

1.C.1.a(4) Represent mixed numbers or proper fractions on a number line AL: Use proper fractions with denominators of 6, 8, and 10 1.C.1.c(4) Represent decimals on a number line 3.B.1.a(4) Select and use appropriate tools and units AL: Measure length to the 1/4 inch with a ruler

1.C.1.a(5) Represent decimals and mixed numbers on a number line. AL: Use decimals with no more than two decimal places (0-100) or mixed numbers with denominators of 2, 3, 4, 5, 6, 8, or 10 (0-10) 3.B.1.a(5) Select and use appropriate tools and units AL: Measure length to the 1/8 inch with a ruler

1.C.1.c(6) Graph linear data from a function table

3.B.1.a(6) Select and use appropriate tools and units AL: Measure length to the nearest 1/16 inch with a ruler

WCPS 15

Grade 5 Unit 3 Indicators 6 weeks of instruction

These are the grade level objectives that my students were exposed to last year:

All objectives in this column will be assessed on post-assessments and MSA:

My students achieved the assessed objectives. So, now I will explore: 2.A.1.a(6) Identify, describe, and label points, lines, rays, line segments, vertices, angles, and planes using correct symbolic notation 2.A.1.b(6) Identify and describe line segments AL: Use diagonal line segments of a polygon

Knowledge of Geometry
2.A.1.a(3) Identify and describe points, lines, line segments, rays, and angles 2.A.1.c(4) Identify parallel and intersecting line segments 2.A.1.d(3) Identify triangles, rectangles, or squares as part of a composite figure AL: Use a combination of 2 of the stated polygons

2.A.1.a(5) Identify and describe relationships of lines and line segments in geometric figures or pictures AL: Use parallel or perpendicular lines and line segments

2.A.1.b(5) Identify polygons within a composite figure AL: Use polygons with no more than 8 sides as part of a composite figure comprised of triangles or quadrilaterals

2.A.1.b(6) Identify and describe line segments AL: Use diagonal line segments 2.A.1.c(5) Identify and describe the radius and diameter of a circle 2.A.1.c(6) Identify and describe the parts of a circle AL: Use radius, diameter, or circumference 2.A.2.d(6) Identify and compare the relationship between parts of a circle AL: Use radius, diameter or circumference ( = 3.14)

WCPS 16

These are the grade level objectives that my students were exposed to last year: 2.A.1.c(3) Identify or describe quadrilaterals AL: Use squares, rectangles, rhombi, parallelograms, and trapezoids and the length of sides

All objectives in this column will be assessed on post-assessments and MSA:

My students achieved the assessed objectives. So, now I will explore: 2.A.2.a(6) Determine a missing angle measurement using the sum of the interior angles of polygons AL: Use angle measures in a quadrilateral 2.A.2.b(5) Compare triangles by sides

Knowledge of Geometry (continued)

2.A.2.a(5) Compare and classify quadrilaterals by length of sides and types of angles (Include the angle symbol <ABC) AL: Use squares, rectangles, rhombi, parallelograms, and trapezoids

2.A.1.b(4) Identify, compare, classify and describe angles in relationship to another angle AL: Use acute, right, or obtuse angles

2.A.2.a(6) Compare and classify triangles by sides AL: Use scalene, equilateral, or isosceles 2.A.2.b(6) Compare and classify triangles by angle measure AL: Use equiangular, obtuse, acute, or right

2.B.1.a(3) Identify and describe cubes, rectangular prisms, and triangular prisms AL: Use cubes and the number of edges, faces, vertices, or shape of each face 2.B.1.a(4) Identify cones, cylinders, prisms, and pyramids AL: Use cones or cylinders 2.B.1.b(4) Describe solid geometric figures by the number of edges, faces, or vertices AL: Use triangular pyramids, rectangular pyramids, triangular prisms, or rectangular prisms

2.B.1.a(5) Identify and classify pyramids and prisms by the number of edges, faces, or vertices AL: Use triangular pyramids, rectangular pyramids, triangular prisms, or rectangular prisms

2.B.1.b(5) Identify and classify pyramids and prisms by the base AL: Use triangular prisms and pyramids or rectangular prisms and pyramids

WCPS 17

These are the grade level objectives that my students were exposed to last year:

All objectives in this column will be assessed on post-assessments and MSA:

My students achieved the assessed objectives. So, now I will explore:

Knowledge of Geometry (continued)

2.B.2.a(4) Compare a plane figure to surfaces of a solid geometric figure AL: Analyze or identify the number or arrangement of squares needed to make a cube and triangles/rectangles needed to make a triangular pyramid or rectangular pyramid

2.B.2.a(5) Compare a plane figure to faces of solid geometric figure AL: Analyze or identify the number or arrangement of rectangles needed to make a rectangular prism AL: Analyze or identify the number or arrangement of triangles/rectangles needed to make a triangular prism AL: Analyze or identify the number or arrangement of circles/rectangles needed to make a cylinder 2.C.1.a(5) Identify, describe, and draw angles, parallel line segments, and perpendicular line segments. AL: Provide their dimensions as whole numbers (0-20) or angle measurements (0 - 179) 2.D.1.a(5) Identify or describe geometric figures as similar AL: Use same shape and different size
2.C.1.a(6) Draw geometric figures using a variety of tools AL: Draw triangles given the measures of 2 sides and one angle or 2 angles and 1 side using whole numbers (0-20) and angle measures (0-179) 2.D.1.a(6) Identify and describe congruent polygons and their corresponding parts

2.C.1.a(4) Sketch acute, right, obtuse angles and parallel and intersecting line segments 2.D.1.a(4) Identify and describe geometric figures as congruent AL: Identify the result in a transformation as being congruent to the original figure 2.E.1.a(4) Identify and describe the results of translations, reflections, and rotations AL: Use along a horizontal line translation, reflection over a vertical line, or rotation of 90 degrees clockwise around a given point of a geometric figure or picture

2.E.1.a(5) Identify and describe the results of translations, reflections, and rotations of geometric figures AL: Use translation along a vertical line, reflection over a horizontal line, or rotation 900 or 1800 around a given point

2.E.1.a(6) Plot the result of one transformation (translation, reflection, rotation) on a coordinate plane

WCPS 18

These are the grade level objectives that my students were exposed to last year: 2.A.1.a(4) Identify properties of angles using manipulatives and pictures. 2.A.1.b(4) Identify, compare, classify, and describe angles in relationship to another angle. AL: Use acute, right, or obtuse angles 3.B.2(4) Compare right angles to a corner 3.C.1.a(4) Determine perimeter AL: Use polygons with no more than 6 sides given the length of the sides in whole numbers (0 100)

All objectives in this column will be assessed on post-assessments and MSA:

My students achieved the assessed objectives. So, now I will explore:

Knowledge of Measurement

3.B.2.a(5) Measure a single angle and angles in regular polygons AL: Measure an angle between 0 and 180 to the nearest degree 3.C.1.a(5) Determine perimeter AL: Use polygons with no more than 8 sides and whole numbers (0 500)
3.C.1.d(6) Determine missing dimension of a quadrilateral given the perimeter length AL: Find length in a quadrilateral given the perimeter with whole number dimensions (0 200) 3.C.1.a(6) Estimate and determine the area of a polygon AL: Use triangles and whole number dimensions (0 200) 3.C.1.c(6) Estimate and determine the area of a composite figure AL: Use composite figures with no more than four polygons (triangles or rectangles) and whole number dimensions (0 500) 3.C.1.e(6) Determine the missing dimension of rectangles AL: Find length in a square or rectangle given the area and whole number dimensions (0 200)

3.C.1.a(4) Determine area AL: Use rectangles with the length of the sides in whole numbers (0 100)

3.C.1.b(5) Determine area AL: Use rectangles and whole numbers (0 200)

WCPS 19

These are the grade level objectives that my students were exposed to last year:

All objectives in this column will be assessed on post-assessments and MSA:

My students achieved the assessed objectives. So, now I will explore: 3.C.1.c(6) Estimate and determine the area of a composite figure AL: Use composite figures with no more than four polygons (triangles or rectangles) and whole number dimensions (0-500) 3.C.1.d(5) Estimate and determine volume by counting 3.C.1.b(6) Estimate and determine the volume of a rectangular prism AL: Use rectangular prisms and whole number dimensions (0 1000)

Knowledge of Measurement (continued)

3.C.1.c(5) Find the area and perimeter of any closed figure on a grid AL: Use whole and partial units (0-50)

WCPS 20

Grade 5 Unit 4 Indicators 4 weeks of instruction

These are the grade level objectives that my students were exposed to last year:

All objectives in this column will be assessed on post-assessments and MSA:

My students achieved the assessed objectives. So, now I will explore: 4.A.1.a(6) Organize and display data to make frequency tables AL: Use no more than 5 categories or ranges of numbers and total frequencies of no more than 25 4.A.1.b(6) Organize and display data to make stem-and-leaf plots AL: Use no more than 20 data points and whole numbers (0 99) 4.A.1.c(6) Organize and display data using a back-to-back stem-and-leaf plot 4.B.1.c(6) Interpret data from a stemand-leaf plot 4.B.1.a(6) Interpret frequency tables AL: Use no more than 5 categories or ranges of numbers and frequencies of no more than 25

Knowledge of Statistics
4.A.1.a(4) Collect data by conducting surveys to answer a question

4.A.1.a(5) Collect data by conducting surveys to answer a question

4.A.1.b(5) Organize and display data in stem and leaf plots AL: Use no more than 20 data points and whole numbers (0-100)

4.B.1.a(5) Interpret and compare data in stem-and-leaf plots AL: Use no more than 20 data points and whole numbers (0-100)
4.A.1.b(4) Organize and display data to make line plots and frequency tables using a variety of categories and sets of data AL: Use line plots with no more than 20 pieces of unorganized data and a range of no more than 10 and whole numbers (0-100) 4.B.1.a(4) Interpret line plots AL: Use no more than 20 pieces of data with a range no more than 10 and whole numbers (0100)

4.A.1.c(5) Organize and display data in line plots. AL: Use no more than 20 pieces of data with a range of no more than 20 and whole numbers (0-200)

4.B.1.b(5) Interpret and compare data in line plots AL: Use no more than 20 pieces of data with a range of no more than 20 and whole numbers (0-100)

WCPS 21

These are the grade level objectives that my students were exposed to last year: 4.A.1.d(3) Organize and display data to make single bar graphs using a variety of categories

All objectives in this column will be assessed on post-assessments and MSA:

My students achieved the assessed objectives. So, now I will explore:

Knowledge of Statistics (continued)

4.A.1.d(5) Organize and display data in double bar graphs AL: Use no more than 4 categories and intervals of 1, 2, 4, or 10 and whole numbers (0-100) 4.A.1.e(5) Organize and display data in line graphs. AL: Use y-axis with intervals of 1, 2, 4, 5, or 10 and x-axis with no more than 10 time intervals and whole numbers (0-100) 4.B.1.d(5) Interpret and compare data in double line graphs AL: Use y-axis with intervals of 1, 2, 5, or 10 and x-axis with no more than 10 time intervals and whole numbers (0-100) 4.B.1.e(5) Read circle graphs AL: Use no more than 4 categories and data in whole numbers and percents which are multiples of 5 and whole numbers (0-100)
4.B.1.b(6) Read and analyze circle graphs AL: Use no more than 5 categories using data in whole numbers or percents (0-1000) 4.A.1.f(5) Determine the appropriate type of graph to effectively display data

4.B.1.b(4) Interpret line graphs AL: Use the x-axis representing no more than 6 time intervals, the y-axis consisting of no more than 10 intervals with scales as factors of 100 using whole numbers (0100)

4.B.2.a(4) Determine median, mode, and range AL: Use no more than 8 pieces of data using whole numbers (0-100) 4.B.2.b(4) Model the mean of a data set

4.B.2.a(5) Determine the mean of a given set of data AL: Use no more than 8 pieces of data and whole numbers (without remainders) (0-1000)

4.B.2.a(6) Apply measures of central tendency (mean, median, mode)

4.B.2.b(5) Apply the range and measures of tendency to solve a problem or answer a question 4.B.2.a(6) Apply measures of central tendency (mean, median, mode)

WCPS 22

These are the grade level objectives that my students were exposed to last year:

All objectives in this column will be assessed on post-assessments and MSA:

My students achieved the assessed objectives. So, now I will explore:

Knowledge of Probability
5.A.1.a(3) Identify possible outcomes that make up the sample space for a given real life situation 5.A.1.b(3) Identify possible outcomes that make up the sample space for a given experiment such as: flipping a coin, spinning a spinner, and rolling a number cube 5.B.1.a(3) Describe the probability of an event using words AL: Use probability terms of more (or most) likely, less (or least) likely, or equally 5.B.1.a(5) Make predictions and express the probability as a likely fraction AL: Use a sample space of no more than 20 outcomes 5.B.1.a(4) Express the probability as a fraction AL: Use a sample of no more than 6 outcomes 5.A.1.a(5) Determine possible outcomes of independent events AL: Use two independent events with no more than 4 outcomes each using an organized list or tree diagram

5.B.1.a(6) Express the probability of an event as a fraction 5.B.1.b(6) Express the probability of an event as a decimal AL: Use a sample space of 10, 20, 25, or 50 outcomes 5.B.1.c(6) Express the probability of an event as a percent

WCPS 23

Grade 5 Unit 5 Indicators

11 weeks of instruction Post MSA End of the Year UNIT 5 PRIORITY #1 - Use PMI to identify your students instructional needs with current grade level (5) objectives. The first priority of unit 5 is to have all students MASTER grade level objectives! Only continue with the objectives in this chart if students have mastery of current grade level objectives. Computation Review
It is very important that fifth grade students are proficient with multiplication and division of large whole numbers, as they will be moving to multiplication and division of decimals in the first unit of grade six. Students should be exposed to authentic real-world situations that involve this type of computation. All objectives in this column will be assessed on These are the grade level objectives that My students achieved the assessed my students were exposed to last year: objectives. So, now I will explore: post-assessments and MSA: 6.C.1.a(5) Multiply whole numbers 6.C.1.c(4) Multiply whole numbers AL: 6.C.1.c(6) Multiply decimals AL: Use a Use a 1-digit factor by up to a 3-digit decimal with no more than 3 digits AL: Use a 3-digit factor by another factor with no more than 2factor using whole numbers (0-1000) multiplied by a 2-digit decimal (0-1000) digits and whole numbers (0-10,000) 6.C.1.b(5) Divide whole numbers. AL: Use a dividend with no more than 4-digits by a 2-digit divisor 6.C.1.d(6) Divide decimals AL: Use a 6.C.1.d(4) Divide whole numbers AL: and whole numbers (0-9999) decimal with no more than 5 digits Use up to a 3-digit dividend by a 1-digit divided by a whole number with no more 6.C.1.c(5) Interpret quotients and remainders mathematically and whole numbers with no remainders than 2 digits without annexing zeros (0and in the context of a problem (0-999) 1000) AL: Use dividend with no more than 3-digits by a 1 or 2 digit divisor and whole numbers (0-999) 6.C.2.a(4) Determine the approximate sum and difference of 2 numbers AL: Use no more than 2 decimal places in each and numbers (0100)
6.C.2.b(4) Determine the approximate product or quotient of 2 numbers AL: Use a 1-digit factor with the other factor having no more than 2-digits or a 1-digit divisor and no more than a 2-digit dividend and whole numbers (0-1000)

6.C.2.b(5) Determine the approximate product or quotient of whole numbers. AL: Use a 1-digit factor with the other factor having no more than 3-digits or a dividend having no more than 3 digits and a 1digit divisor and whole numbers (0-5000) WCPS 24

6.C.2.a(6) Determine the approximate products and quotients of decimals AL: Use a decimal with no more than a 3 digit multiplied by a 2-digit whole number, or the quotient of a decimal with no more than 5 digits in the dividend divided by a 2-digit whole number (0-1000)

These are the grade level objectives that my students were exposed to last year: 6.A.1.c Identify and determine equivalent forms of proper fractions AL: Use denominators that are factors of 100, decimals, or percents (0 200)

All objectives in this column will be assessed on post-assessments and MSA: 6.A.1.c(6) Identify and determine equivalent forms of fractions as decimals, as percents, and as ratios AL: Use proper fractions with denominators as factors of 100, decimals, or percents (0-1000)

My students achieved the assessed objectives. So, now I will explore: 6.A.1.c(7) Identify and determine equivalent forms of fractions as decimals, as percents, and ratios AL: Use positive rational number (0-100) 6.A.1d(7) Compare, order, and describe rational numbers with or without relational symbols (<,>,=) AL: Use no more than 4 fractions with denominators that are factors of 3000 that are less than 101 (0-100), decimals with no more than 4 decimal places (0100), percents (0-100) or integers (-100 to 100)

Knowledge of Number Relationships (Fractions Extended)

6.A.1.d(5) Compare and order fractions with or without using the symbols (<,> or =) AL: Use no more than 4 fractions or mixed numbers with denominators that are factors of 100 and numbers (0 100)

6.A.1.d(6) Compare and order fractions, decimals alone or mixed together, with and without relational symbols (<, >, or =) AL: Include no more than 4 fractions with denominators as factors of 100 or decimals with up to 2 decimal places (0-100)

Knowledge of Computation (Fractions Extended)

6.C.1.d(5) Add and subtract proper fractions and mixed numbers with answers in simplest form AL: Use denominators as factors of 24 and numbers (0-20)

6.C.1.a(6) Add and subtract fractions and mixed numbers with answers in simplest form AL: Use proper fractions and denominators as factors of 60 and numbers (0 20) 6.C.1.b(6) Multiply fractions and mixed numbers and express in simplest form AL: Use denominators as factors of 24 not including 24 (0-20) Focus ONLY on multiplication of a fraction (where the denominators are factors of 24: 2, 3, 4, 6, 8, 12, or 24) by a whole number. Example x 14 or of 14. Be sure to use manipulatives to help student build conceptual understanding.
6.C.1.b(6) Multiply fractions and mixed numbers and express in simplest form AL: Use denominators as factors of 24 not including 24 (0-20) For students who are proficient with multiplying a fraction and whole number where the denominator is a factor of 24, extend to other denominators beyond the factors of 24.

WCPS 25

These are the grade level objectives that my students were exposed to last year:

All objectives in this column will be assessed on post-assessments and MSA:

My students achieved the assessed objectives. So, now I will explore:

Knowledge of Statistics
4.A.1.a(6) Organize and display data to make frequency tables AL: Use no more than 5 categories or ranges of numbers and total frequencies of no more than 25
4.B.2.a(5) Determine the mean of a given set of data. AL: Use no more than 8 pieces of data and whole numbers (without remainders) (0-1000) 4.B.2.b(5) Apply the range and measures of tendency to solve a problem or answer a question. 6.B.2.a(7) Analyze measures of central tendency to determine or apply mean, median, mode AL: Use no more than 15 pieces of data for the mean or median; or 15 to 30 pieces of data for the mode, using whole numbers or decimals with no more than 2 decimal places (0-100)

4.B.2.a(6) Apply measures of central tendency (mean, median, mode)

WCPS 26

Standard 7.0 Increasing Student Achievement in Standard 7.0

Each SAS has a set of books, The Math Process Standards Series, which is designed to help teachers address the concepts in Standard 7.0. This set includes a book and resource CD which includes things such as: activities, sample student responses, parent letters, rubrics, templates, blackline masters, etc Introduction to Problem Solving, Grades 3-5
The ability to solve problems is the ultimate goal of mathematics. Our goal is not for students to perform isolated computations, but rather to be able to apply their varied math skills to solve problems. Through problem-solving tasks, students develop an understanding of math content and ultimately use that content understanding to explore mathematics.

Introduction to Reasoning and Proof, Grades 3-5

Reasoning is essential to ensure that students understand math concepts and skills. Students need the opportunity to explain thinking and reasoning orally as well as in writing. When students reason they extend their thinking, solidify understandings about concepts and skills, and learn the different ways classmates think and reason.

Introduction to Communication, Grades 3-5

Communication helps students develop content understanding by testing their thinking, clarifying misconceptions, discovering alternate ideas, and extending their understanding. As students read, write, talk, and listen in math, they are challenged to think, analyze, summarize, prioritize, and reflect.

Introduction to Connections, Grades 3-5

Students who are able to connect concepts are able to see math as a unified body of knowledge rather than a set of complex and disjointed concepts, procedures, and processes. When students recognize connections among math ideas, other disciplines, and in life they have more strategies available to them when solving problems.

Introduction to Representation, Grades 3-5

Additionally, this series includes a representation book which is an important part of each of the four parts of Standard 7.

MANIPULATIVES TO CONCEPTS
The following is a listing of SOME of the concepts that can effectively be taught using the given manipulatives. Manipulative Attribute Blocks Balance Scale Concepts Sorting, classification, investigation of size, shape, color, logical reasoning, sequencing, patterns, symmetry, similarity, congruence, thinking skills, geometry, organization of data Weight, mass, equality, inequality, equations, operations on whole numbers, estimation, measurement Place value, operations on whole numbers, decimals, decimal-fractional-percent equivalencies, comparing, ordering, classifications, sorting, number concepts, square and cubic numbers, area, perimeter, metric measurement, polynomial Problems with large numbers, problem solving, interdisciplinary problems, real-life problems, patterns, counting, number concepts, estimation, equality, inequality, fact strategies, operations on whole numbers, decimals, fractions Measurement, capacity, volume, estimation Time, multiplication, fractions, modular arithmetic, measurement Color, shape, patterns, estimation, counting, number concepts, equality, inequality, operations on whole numbers and fraction probability, measurement, area, perimeter, surface area, even a numbers, prime and composite numbers, ratio, proportion, per integers, square and cubic numbers, spatial visualization Constructions, angle measurement Number concepts, counting, place value, fact strategies especially turnaround facts, classification, sorting, colors, patterns, square and cubic numbers, equality, inequalities, averages, ratio, proportion, percent, symmetry, spatial visualization, area, perimeter, volume, surface area, transformational geometry, operations on whole numbers and fractions, even and odd numbers, prime and composite numbers, probability

Base-Ten blocks

Calculators

Capacity Containers
Clocks

Color Tiles

Compasses

Cubes

Cuisenaire Rods

Dominoes

Fraction Models

Geoboards

Geometric Solids Miras

Money

Number Cubes

Numeral Cards

Pattern blocks

Classification, sorting, ordering, counting, number concepts, comparisons, fractions, ratio, proportion, place value, patterns, even and odd numbers, prime and composite numbers, logical reasoning, estimation, operations on whole numbers Counting, number concepts, fact strategies, classification, sorting, patterns, logical reasoning, equality, inequality, mental math, operations on whole numbers Fractions meaning, recognition, classification, sorting comparing, ordering, number concepts, equivalence, operations, perimeter, area, percent, probability Size, shape, counting, area, perimeter, circumference, symmetry, fractions, coordinate geometry, slopes, angles, Pythagorean Theorem, estimation, percent, similarity, congruence, rotations, reflections, translations, classification, sorting, square numbers, polygons, spatial visualization, logical reasoning Shape, size, relationships between area and volume, volume, classification, sorting, measurement, spatial visualization Symmetry, similarity, congruence, reflections, rotations, translations, angles, parallel and perpendicular lines, constructions Money, change, comparisons, counting, classifications, sorting, equality, inequality, operations on whole numbers, decimals, fractions, probability, fact strategies, number concepts Counting, number concepts, fact strategies, mental math, operations on whole numbers, fractions, decimals, probability, generation of problems, logical reasoning Counting, classification, sorting, comparisons, equality, inequality, order, fact strategies, number concepts, operations on whole numbers, fractions, decimals, logical reasoning, patterns, odd and even numbers, prime and composite numbers Patterns, one-to-one correspondence, sorting, classification, size, shape, color, geometric relationships, symmetry, similarity, congruence, area, perimeter, reflections, rotation, translations, problem solving, logical reasoning, fractions, spatial visualization, tessellations, angles, ratio, proportions

Polyhedra Models Protractors Rulers Tape Measures Spinners

Tangrams

Ten-frames Thermometers Two-Color Counters

Shape, size, classification, sorting, polyhedra, spatial visualization Constructions, angle measurement Measurement, area, perimeter, constructions, estimation, operations on whole numbers, volume Counting, number concepts, operations on whole numbers, decimals, fractions, fact strategies, mental math, logical reasoning, probability, generation of problems Geometric concepts, spatial visualization, logical reasoning, fractions, similarity, congruence, area, perimeter, ratio, proportion, angles, classification, sorting, patterns, symmetry, reflections, translations, rotations Fact strategies, mental math, number concepts, counting, equality, inequality, place value, patterns, operations on whole numbers Temperature, integers, measurement Counting, comparing, sorting, classification, number concepts, fact strategies, even and odd numbers, equality, inequality, operations, ratio, proportions, probability, integers

CONCEPTS TO MANIPULATIVES
The following is a listing of SOME of the manipulatives that can effectively be used to teach the given concept. Concepts Angles Area
Manipulative

Classification, sorting

Coordinate Geometry Constructions Counting

Decimals Equations/inequalities Equality/inequality Equivalence Estimation Factoring Fact Strategies

Fractions

Protractors, compasses, geoboards, miras, rulers, tangrams, pattern blocks Geoboards, color tiles, base-ten blocks, decimal squares, cubes, tangrams, pattern blocks, rulers, fraction models Attribute blocks, cubes, pattern blocks, tangrams, 2-color counters, Cuisenaire rods, dominoes, geometric solids, money, numeral cards, base-ten materials, polyhedra models, geoboards, decimal squares, fraction models geoboards Compasses, protractors, rulers, miras Cubes, 2-color counters, color tiles, Cuisenaire rods, dominoes, numeral cards, spinners, 10frames, number cubes, money calculators Decimal squares, base-ten blocks, money, calculators, number cubes, numeral cards, spinners Algebra tiles, math balance, calculators, 10-frames, balance scale, color tiles, dominoes, money, numeral cards, 2-color counters, cubes, Cuisenaire rods, decimal squares, fraction models Color tiles, geoboards, balance scale, capacity containers, rulers, Cuisenaire rods, calculators Algebra tiles 10-frames, 2-color counters, dominoes, cubes, numeral cards, spinners, number cubes, money, math balance, calculators Fraction models, pattern blocks, base-ten materials, geoboards, clocks, color tiles, cubes, Cuisenaire rods, money, tangrams, calculators, number cubes, spinners, 2-color counters, decimal squares, numeral cards

Integers Logical reasoning Mental Math Money Number Concepts

Odd, Even, Prime, Composite Patterns Percent Perimeter/Circumference

Place Value Polynomials Pythagorean Theorem Ratio/Proportion Similarity/Congruence Size/Shape/color Spatial Visualization Square/Cubic numbers

2-color counters, algebra tiles, thermometers, color tile Attribute blocks, Cuisenaire rods, dominoes, pattern blocks, tangrams, number cubes, spinners, geoboards 10-frames, dominoes, number cubes, spinners Money Cubes, 2-color counters, spinners, number cubes, calculators, dominoes, numeral cards, base-ten materials, Cuisenaire rods, fraction models, decimal squares, color tiles, 10-frames, money Color tiles, cubes, Cuisenaire rods, numeral cards, 2-cold counters Pattern blocks, attribute blocks, tangrams, calculators, cubes, color tiles, Cuisenaire rods, dominoes, numeral cards, 10-frames Base-ten materials, decimal squares, color tiles, cubes, geoboards, fraction models Geoboards, color tiles, tangrams, pattern blocks, rulers, base-ten materials, cubes, fraction circles, decimal squares Base-ten materials, decimal squares, 10-frames, Cuisenaire rods, math balance, cubes, 2-color counters Algebra tiles, base-ten materials Geoboards Color tiles, cubes, Cuisenaire rods, tangrams, pattern blocks, 2-color counters Geoboards, attribute blocks, pattern blocks, tangrams, miras Attribute blocks, cubes, color tiles, geoboards, geometric solids, pattern blocks, tangrams, polyhedra models Tangrams, pattern blocks, geoboards, geometric solids, polyhedra models, cubes, color tiles Color tiles, cubes, base-ten materials, geoboards

Surface area Symmetry Tessellations Transformational geometry, translations, rotations, reflections Volume

Color tiles, cubes Geoboards, pattern blocks, tangrams, miras, cubes, attribute blocks Pattern blocks, attribute blocks Geoboards, cubes, miras, pattern blocks, tangrams Capacity containers, cubes, geometric solids, rulers Base-ten materials, balance scale, number cubes, spinners, color tiles, cubes, math balance, money, numeral cards, dominoes, rulers, calculators, 10frames, Cuisenaire rods, clocks, 2-color counters

Whole Numbers

Technology Links for Teachers

Website: ETC Clipart Link: http://etc.usf.edu/clipart/sitemap/counting.php Topics: math clipart The clipart at this site includes the following and much more!
Clocks Geometric Shapes Geometric Solids Dominos

Clock for every time in the day to the minute. Counting Bundles

Dominos up to 15 dots. Thermometers Coins Pattern Blocks

Bundles every number up to 100 and then various numbers beyond 100. Geoboards Dice

All coins up to $1.00 coins as well as stacks and rows of coins. Marble Bags

Number Lines

Protractors

Grids and Graphs

Tangrams

Fractions

Website: Discovery School clipart Link: http://school.discoveryeducation.com/clipart/ Topics: school clipart The clipart at this site includes the following color and black and white versions of all of their clipart.
Math Language Arts Social Studies Science

.plus many more categories including: students, teachers, mascots, school supplies, etc Website: Phillip Martin Clipart Link: http://www.phillipmartin.info/clipart/homepage.htm Topics: school clipart
Math Language Arts Fairy Tales Social Studies

Seasons

Calendar

Science

Holidays

Number Graphics

Letter Graphics

Occupations

Certificates

Technology Links for Students

There are several website which have numerous games for students to play to reinforce math concepts. Several of the applications in this guide will be reference under specific objectives. The sites listed below may be helpful to grade 5 teachers in reinforcing math concepts both in school and at home. Website: Sheppard Software Link: http://www.sheppardsoftware.com/math.htm Topics: whole numbers, place value, fractions, decimals, percents, algebra, measurement, money time, etc

Website: NCTM Illuminations Link: http://illuminations.nctm.org/Activities.aspx?grade=2 Topics: data, whole numbers, algebra, geometry, measurement, probability, etc

Website: NCTM Computation Nation Link: http://calculationnation.nctm.org/Games/ Topics: fractions, decimals, factors, perimeter, area, angles, prime numbers, etc

Website: UEN Student Interactives Link: http://www.uen.org/3-6interactives/math.shtml Topics: algebra, computation, geometry, measurement, probability

Regular Routines to

Build Number Sense

Regular Routines for Grade 5 Whether or not a teacher is using Calendar Math each day teachers should devote part the 80 minutes of math to developing number sense. Students who have strong core knowledge of number sense will understand mathematical concepts more efficiently and have a greater understanding of mathematics as a whole. Listed on the following pages are resources for Number Sense routines that, if used on a regular basis and adapted to meet the needs of students, will build and extend students concepts of number. These routines include (note this list is just a small sampling of regular routines that can be used with students to build number sense): Math Chats Communicating with Tiles Skillboards Place Value Pockets Random Number Routines Math Drills to Thrill Number Properties

Math Chats
by Kim Sutton and adapted by Beth Brandenburg Information on Math Chats and Sample Boards can be found in the two books pictured to the right. Each SAS has a copy of the Do the Math book. All grade 5 teachers have a copy of the Fractions: A Part of the Whole book.

Sample Chat Board

Materials: Chat Board (can be copied from one of the books or created by the teacher) Document Camera Dry Erase Boards (to have students record their thinking) Chart paper (optional)

Activity Objective:

To have students discover the math within a visual picture, have students use math vocabulary, and to model ways to write in mathematics. The activity is designed as a upside down triangle activity which begins open-ended (to assess what students already know), focus the vocabulary to fit the objective for the lesson that day, and specific answers (the teacher gives the students an answer and students must come up with the question) to require students to apply vocabulary and computation.

Open-Ended Focus Vocabulary

Specific Answers
Directions: 1. The teacher creates a chat board to fit the objective for that lesson that day. Teachers may copy chats from the Kim Sutton books or create their own. Teachers can create their own chat board by using clip art, taking a photo graph, or by simply laying manipulatives under the document camera. Sample chat boards follow the directions on the following pages. 2. The teacher brings students to a common area to have the chat (example: carpet area, etc).

3. The teacher asks open-ended questions such as the questions below. Teachers may want students to each record their thinking on a dry erase board during think time before allowing the class to share. When students share the teacher may want to write the thoughts students have on chart paper so that students can see different ways to write in math (using numbers and symbols, words, or a combination of both). The teacher can also have students go back and circle vocabulary words that were used that day on the chart paper. How many do you see altogether? How do you know there are _____ altogether? Using math words, what do you see? Using fractions or decimals, what do you see? Does anyone see this chat a different way? 4. The teacher next puts up 2-4 focus vocabulary words and asks students if they can use one or more of those words to describe the chat they see. Encourage students to use the words in different ways. The vocabulary chosen should be words that the teacher either wants to review from prior days lesson or from prior grade level that will be incorporated into the rest of the days lesson. 5. The teacher next puts up 2-4 specific answer. The teacher asks the students to come up with the questions which have these answers using their math vocabulary. Again, like with vocabulary, encourage students to come up with several different questions for each answer. Variations: Students can create their own chat board using a camera and everyday objects. Teachers can use everyday objects as a readymade chat board. For examples, use a movie poster, book cover, etc

Sample Chat Boards

Chat board made with manpilatives:

Chat board made with clipart to match a theme:

Chat board made with a picture:

Chat board from a book everyday objects (book, poster, etc):

Sample Chat

Open Ended Questions How can you use math to describe our chat? How can we use fractions to describe this chat? Focus Vocabulary How can use these words to describe our chat? whole, part, equivalent Specific Answers If the answer is what is the question? If the answer is 9/16 what is the question? If the answer is what is the question?

Communicating with Tiles

by Marcy Cook and adapted by Beth Brandenburg Activity Objective: To focus on math vocabulary and number concepts and number sense. This activity can be used as a warmup, transition, review or closure activity Materials: a set of 0-9 number tiles for each student (each SAS has at least 40 sets of tiles) Communicating with Tiles Book by Marcy Cook (each SAS has a copy of this book) Directions: 1. Teacher says, Take out your tiles and line them up from least to greatest (to make sure all kids have all 10 tiles and focus them on the activity). 2. Begin to read the clues. Students pull out the answers in front of them in a column (be sure to line up the places; ones and tens). Tell the students that you will always repeat a clue 1 time so that if they miss it they should listen again. Also tell them if they are not sure of an answer, make their best, educated guess. 3. After the clues are read have students volunteer to see if they have all the correct answers. Tell the students that if their answer is incorrect to correct it when they hear the answer. (That way when we review the answers we are not reinforcing incorrect answers.). Read each clue and the student who volunteered reads their answers. Read the clues again to reinforce the vocabulary. Give students who can give me all the correct numbers a PBIS ticket. Also ask other questions for more reward tickets like, We had the clue about the prefix trio, who can tell me other words that have this prefix and how they relate to the number 3?. 4. After all the correct answers have been given, read the clues again and have the class chorally respond. This serves many purposes hearing the vocab again, reinforcing the correct answers, keeping all kids on task. 5. Next see if any student can give the clues as you read off the answers stress that they must use the correct vocabulary if the clue said the sum of 4 and 8 they can not say 4 + 8. If a student starts but cannot finish let other students try this keeps kids listening.

6. I have also told the student trying to give me the clues that if they can give me all the clues they can have 4 PBIS tickets then if they get stuck they can phone a friend but must give that friend one of those 4 tickets for helping them. 7. At the conclusions the teacher states, Line up your tiles. before having students put away their tiles.. This helps ensure that each student has their own tiles and puts them back in their container. Variations: Teachers may want to write their own clues to fit specific vocabulary and concepts that they are focusing on. Sample Set of Clues:

CLUE
area in square units of a 5 by 8 rectangle denominator in the fraction 7/9 product of 9 and 7 composite number between 16 and 19 factor of 8 less than 10 percent equivalent to

ANSWER
40 9 63 18 2 75

Skillboards
by Marcy Cook and adapted by Beth Brandenburg Activity Objective: This activity will help students become familiar with math vocabulary as well as reinforce computation strategies.

Materials: a set of 0-9 number tiles for each student (your SAS has at least 40 sets of tiles) Skillboards and/or Skillboards 2 by Marcy Cook (your SAS has a copy of each book) a skillboard for each pair of students (found in the Skillboards book) Directions: 1. The teacher should pair up students strategically and provide each student with a set of number tiles and each pair with one skillboard (found in the book an example is pictured above on the right). Each pair of students should have a different board (this is one way to differentiate this activity. 2. The teacher begins reading the first clue. Students solve the problem, without talking, and cover the solution with the tile that is the answer. For example, if the clue is the difference of 14 and 9, students would take their 5 tile and cover a representation of five on the skillboard. Each skillboard has 2 representations of every digit.

3. The teacher continues to read clues and give students time to solve and cover that solution until all digits except one are used. 4. After all clues have been read, ask students to hold up the digit that they did not use.

5. Review all clues and solutions with students, discuss strategies that students used to solve the problems.

Skillboards and Digit Detectives

Kim Sutton created an activity that is nearly identical to Skillboards. Her activity is titled, Digit Detectives. Digit Detectives are described in Kim Suttons book titled Do the Math (each SAS has a copy of this book). The only difference between this activity is that the Digit Detective boards are designed for students to use independently instead of cooperatively. So, teachers can use the Skillboard Clues and use either the Skillboards or Digit Detective boards. Sample Digit Detective Boards

Place Value Pockets & Activities

Activity Objective: While using the Place Value Pockets and activities students learn how to record quantity (place value), manipulate quantity (operations), and the relationship between quantities (comparisons). Materials: (All the materials needed for the place value pockets can be found in Place Value with Pizzaz by Kim Sutton pages 16-25). Digit Cards (at least 3 sets per student) Place Value Pockets

Place Value Activities: Snap Follow Up Place Value with Pizzazz page 50. Students play this game in pairs or as a whole class. Students build numbers using the place value pocket. Place Value Clues Place Value with Pizzazz page 108. Students use the place value pocket to try and build the number described by the given clues.

Random Number Routines

Activity Objective: Using the Random Number Routines will help students build their fluency with math facts and computation strategies. Materials: Random Number CD Found in the Math Drills to Thrill Book (each SAS has a copy) Dry Erase Boards Random Number Board and Plastic Sheet Protectors

Directions: 1. The teacher gives each student a game board. 2. The teacher then decides on the rule for the game board. For example, the teacher might say, multiply by 8. Students then use their white boards to record all of the products of eight. 3. The teacher checks each student board to be sure they have the correct products.

4. Students then write the products into their game board until each space is filled. 5. Once each student has a completed game board they slide it into a plastic sheet protector. 6. The teacher puts the Random Number CD on. As each number is called students multiply the number called by the teachers rule (x8 in the example) and then mark off that product on the game board (only one time). 7. The student who marks off all of their game board spots first, wins. Variations: By Christmas teachers should give grade 5 students more difficult rules, such as x3 +1 to connect facts to function tables. Have students create the function table to determine the solutions to fill into their game board.

Number Properties
Activity Objective: Using the Number Properties Checklist students will identify properties of numbers; divisibility, factors, multiples, prime numbers, composite numbers, etc Materials: Number Properties Checklist (see the next page) Random Number Generator place value dice, spinner, digit cards, etc Directions: 1. This activity could be used as a warm-up and/or a part of calendar math. The teacher should gather students on the carpet. 2. As a class generate a number (the number of digits should be determined by the teacher). 3. The students use the checklist to determine the properties of the generated number.