Curriculum Map (2001-2002) Date Submitted 3/8/02

Subject Math Grade 5

	1^st Quarter
Content · What students should know	Chapter 4 – Data Collection Chapter 5 – Measurement and Geometry Chapter 8 – Geometry
Mastery Skills · What students should be able to do · Using the performance descriptors as a guide, list the skills that you plan to have students master.	5^th -7A2 Develop and use formulas to determine the area of squares and rectangles 5^th –9A4 Specify locations to describe paths using coordinate systems 5^th –9A5 Determine the distance between points along horizontal and vertical lines of a coordinate system 5^th –9A9 Copy a line segment or an angle using a straightedge and a compass 5^th –10A1 Represent given data using double bar graphs, and double line graphs 5^th –10A3 Read, interpret, infer, predict, draw conclusions, and evaluate data from any graph 5^th –10A4 Determine mean, median, mode, minimum value, maximum value, and range and discuss what each does to help interpret a given set of data. 5^th –6B9 Apply knowledge of basic addition, subtraction, multiplication and division facts (new descriptor)
Assessment · List what instrument (by name) and type (by format, i.e. selected response, essay, performance, or personal communication)	Chapter 4 Test (performance) Chapter 5 Test (performance) Basic Fact Tests Chapter 8 Test (performance)

State Standards · List the standard and benchmark under which the skills taught are located.

5^th –6A5 Describe integers using familiar applications (e.g. thermometer, above/below sea level) (D) 5^th –7A1 Convert U.S. customary and metric measurements into larger or smaller units (D) 5^th –7A2 Develop and use formulas to determine the area of a triangle. (I) 5^th –7A3 Draw an angle of any given measure using a protractor or angle ruler (D) 5^th –7A4 Read and interpret a scale on a map or a scale drawing using the idea of a constant ratio (e.g. 1inch represents 1 mile) and use it answer questions about actual measurement (D) 4^th –7A5 Create an accurate representation of a polygon with a given perimeter or area (I,D) 5^th –7B1 Explain that all measurements are approximations (D) 5^th –7B2 Describe how precision is affected by choice of units (D) 5^th –7C1 Select appropriate tools to measure, draw, or construct figures (I,D) 5^th –8A1 Create, describe, extend and make generalizations about given geometric figures and patterns (D) 5^th –8B1 Model problem situations with objects and equations to draw conclusions (D) 5^th –8B2 Create, represent and analyze patterns and functions using words, tables and graphs (D) 5^th –9A1 Identify, compare and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes (D) 5^th – 9A2 Classify two- and three-dimensional shapes according to their properties (e.g. regular and irregular, types of quadrilaterals, pyramids, and prisms) (D) 5^th -9A3 Investigate and describe the results of subdividing and combining shapes (D) 5^th –9A6 Identify and justify rotational symmetry in two-dimensional shapes (D) 5^th –9A7 Identify and describe how geometric figures are used in practical settings (e.g. construction, art, advertising, architecture) (D) 5^th –9A8 Identify, sketch, and build two- and three-dimensional shapes given attribute clues. (D) 4^th –9A8 Construct a circle with a specified radius or diameter using a compass (I,D) 5^th –9A10 Construct a perpendicular bisector of a line segment (I,D) 5^th –9B1 Demonstrate congruence of plane figures using transformations (translation, rotation, reflection) (I,D) 5^th –9B2 Determine if two polygons are congruent using measures of angles and sides (D) 5^th –10A2 Select an appropriate graph format to display given data. (D) 5^th –10B1 Design investigations to address a question and consider how data-collection methods affect the nature of a data set (I,D)

Curriculum Map (2001-2002) Date Submitted 3/8/02

Subject Math Grade 5

	2^nd Quarter
Content · What students should know	Chapter 12 – Ratio, Percent and Probability Chapter 13 – Area/Volume Chapter 1 – Addition and Subtraction Whole Numbers and Decimals
Mastery Skills · What students should be able to do · Using the performance descriptors as a guide, list the skills that you plan to have students master.	5^th –6A2 Show equivalent representations of a number by changing from one form to another form (e.g. standard form to expanded form) 5^th –6B8 Solve number sentences and word problems using addition and subtraction of decimals and whole numbers 5^th –6C1 Develop and use strategies to estimate computations involving addition and subtraction of whole numbers in situations relevant to students’ experiences (e.g. double a recipe) 5^th –6C2 Evaluate estimates to judge their reasonableness and degree of accuracy for addition and subtraction of whole numbers. 5^th –6C3 Select and use appropriate addition and subtraction operation(s) and tool(s) (mental math, pencil and paper, estimation, calculator, computer) to perform calculations on whole numbers, and decimals according to the context and nature of the computation 5^th -6C4 Determine and justify whether exact answers or estimates are appropriate for addition and subtraction of whole numbers and decimals 5^th –6D1 Identify and express ratios using appropriate notation (i.e. a/b, a to be, a:b) 4^th –6D1 Determine 50% and 100% of a given group in context 5^th –6D2 Model the concept of percent using manipulatives or drawings 5^th –7C2 Develop and discuss strategies for determining perimeter of irregular shapes 5^th –7B3 Estimate the perimeter, area and/or volume of regular shapes and objects 5^th –10C1 List all possible outcomes of compound events (e.g. toss a coin and spin a spinner) and tell whether outcome is certain, impossible, likely, unlikely 5^th –10C2 Assign a value of zero to probabilities that are impossible and a value of one to probabilities that are certain 5^th –10C3 Express simple probabilities as a fraction between zero and one. 5^th –10C4 Predict the probability of outcomes of simple experiments and test the predictions using terminology such as 5 chances out of 8 5^th -6B9 Apply knowledge of basic addition, subtraction, multiplication and division facts (new descriptor)
Assessment · List what instrument (by name) and type (by format, i.e. selected response, essay, performance, or personal communication)	Chapter 12 Test (performance) Chapter 13 Test (performance) Chapter 1 Test (performance) Basic Facts Tests

State Standards · List the standard and benchmark under which the skills taught are located. · Standards used were from ISBE’s draft Early Learning Standards document unless indicated otherwise.

5^th –6A1 Place mixed numbers and decimals on a number line (D) 5^th –6C1 Develop and use strategies to estimate computations involving addition and subtraction of decimals in situations relevant to students’ experiences (e.g. double a recipe) (D) 5^th –7B3 Estimate the perimeter, area, and/or volume of irregular shapes and objects (I,D) 5^th –7C2 Develop and discuss strategies for determining area of irregular shapes (D) 4^th –7C3 Determine the volume of cube or rectangular prism using concrete materials (I,D) 5^th –8B3 Demonstrate how the change in one quantity affects the other in a functional relationship involving whole numbers and unit fractions (D) 5^th –8B4 Identify, describe, and compare situations with constant and varying rates of change using words, tables, and graphs (e.g. two quantities that vary together are the length of the side of a square and its area) (D) 5^th –8C1 Solve problems with whole numbers using order of operations, equality properties, and appropriate field properties (I,D) 5^th –9B4 Identify and describe the five regular polyhedra using concrete models (D) 5^th –9C1 Make and test conjectures about the results of subdividing and combining shapes (I) 5^th –9C2 Make and test conjectures about mathematical properties and relationships (I)

Curriculum Map (2001-2002) Date Submitted 3/8/02

Subject Math Grade 5

	3^rd Quarter
Content · What students should know	Chapter 3 – Divide Whole Numbers Chapter 2 – Multiply Whole Numbers Chapter 9 – Fractions and Mixed Numbers Chapter 10 – Add and Subtract Fractions
Mastery Skills · What students should be able to do · Using the performance descriptors as a guide, list the skills that you plan to have students master.	5^th –6A3 Differentiate how fractions are used (part of a whole, part of a set, location on a number line, and division of a whole number 5^th – 6B2 Identify all the whole number factors of a composite number 5^th -6B4 Compute with 10, 100, 1000, and other powers of 10 5^th –6B8 Solve number sentences and word problems using multiplication and division of whole numbers 5^th 6C1 Develop and use strategies to estimate computations involving multiplication and division of whole numbers in situations relevant to students’ experience. 5^th –6C2 Evaluate estimates to judge their reasonableness and degree of accuracy for multiplication and division of whole numbers 5^th –6C3 Select and use appropriate operation(s) and tool(s) (mental math, pencil and paper, estimation, calculator, computer) to perform multiplication and division calculations on whole numbers according to the context and nature of the computation 5^th –6C4 Determine and justify whether exact answers or estimates are appropriate for multiplication and division of whole numbers 5^th – 8A3 Illustrate equality of two expressions with variables (e.g. 28 + 35 = 35 + []
Assessment · List what instrument (by name) and type (by format, i.e. selected response, essay, performance, or personal communication)	Chapter 2 Test (performance) Chapter 3 Test (performance) Chapter 9 Test (performance) Chapter 10 Test (performance)
State Standards · List the standard and benchmark under which the skills taught are located. · Standards used were from ISBE’s draft Early Learning Standards document unless indicated otherwise.	5^th –6A2 Show equivalent representations of a number by changing from one form to another form (e.g. fraction to decimal, decimal to percent, improper fraction to mixed number) 5^th –6B1 Determine whether a number is prime or composite 5^th –6B5 Explore and use divisibility rules 5^th –6B6 Solve number sentences and word problems using addition and subtraction of fractions and unlike denominators 5^th – 6C1 Develop and use strategies to estimate computations involving addition and subtraction of fractions in situations relevant to students’ experiences (D)

Curriculum Map (2001-2002) Date Submitted 3/8/02

Subject Math Grade 5

	4^th Quarter
Content · What students should know	Chapter 7 – Divide Decimals Chapter 6 – Multiply Decimals Chapter 11 – Multiply and Divide Fractions
Mastery Skills · What students should be able to do · Using the performance descriptors as a guide, list the skills that you plan to have students master.	5^th – 6A1 Place decimals on a number line.
Assessment · List what instrument (by name) and type (by format, i.e. selected response, essay, performance, or personal communication)	Chapter 6 Test Chapter 7 Test Chapter 11 Test
State Standards · List the standard and benchmark under which the skills taught are located. · Standards used were from ISBE’s draft Early Learning Standards document unless indicated otherwise.	5^th – 6B4 Multiply and divide with 10, 100, 1000, and other powers of 10 using mental math strategies (D) 5^th –6B8 Solve number sentences and word problems using multiplication and division of decimals and fractions. (D) 5^th Demonstrate and describe the placement of decimal points in multiplying and dividing decimals. (D) 5^th - Demonstrate the meaning of division of fractions using reciprocals (e.g. ½ ¼ = ½ x ¼ (D) 5^th Demonstrate the meaning of multiplication of fractions (e.g. ½ x 3 is ½ of a group of 3 objects) (D) 5^th Demonstrate and describe the effects of multiplying or dividing by a fraction less than or greater than one (D) 5^th –6C3 Select and use appropriate operations and tools (mental math, paper and pencil, calculator) to perform calculations on multiplication and division of decimals and fractions (D) 5^th 6C4 Determine and justify whether exact or estimates are appropriate for multiplication and division of decimals (I,D) 5^th –8A2 Describe a pattern, with at least two operations, verbally and symbolically, given a table of input/output numbers (D)