In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.
Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Numerical expressions
|
3 - Use (parentheses in numerical expressions)
3 - Use (brackets in numerical expressions)
3 - Use (braces in numerical expressions)
2 - Evaluate (expressions with parentheses, brackets, and/or braces)
|
3 - I can use parentheses in numerical expressions.
3 - I can use brackets in numerical expressions.
3 - I can use braces in numerical expressions.
2 - I can evaluate expressions with parentheses, brackets, and/or braces.
|
A. Expressions with grouping symbols are evaluated in a specific order.
|
A.1 Why are grouping symbols important?
|
Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Numerical expressions
|
1 - Write (simple expressions that record calculations with numbers)
2 - Interpret (numerical expressions without evaluating them)
|
1 - I can write simple expressions that record calculations with numbers.
2 - I can interpret numerical expressions without evaluating them.
|
A. Expressions that involve both words and numbers can be written as simple numerical expressions.
|
A.1 How can I solve a problem that has both words and numbers?
|
Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.
For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
6 - Generate (two numerical patterns using two given rules)
4 - Identify (apparent relationships between corresponding terms)
3 - Form (ordered pairs consisting of corresponding terms from the patterns)
3 - Graph (ordered pairs on a coordinate plane)
|
6 - I can generate two numerical patterns using two given rules.
4 - I can identify apparent relationships between corresponding terms.
3 - I can form ordered pairs consisting of corresponding terms from the patterns.
3 - I can graph ordered pairs on a coordinate plane.
|
A. Number patterns can be created from specific rules.
B. Corresponding terms from two separate number patterns can be represented as ordered pairs on a graph.
|
A.1 Are there specific rules for creating a number pattern?
B.1 Is a number pattern always just a list of numbers?
|
Be the first to comment below.
Please enter a Registration Key to continue.