LOGAN-ROGERSVILLE R-VIII MATHEMATICS CURRICULUM

5^th Grade

COURSE RATIONALE

The Logan-Rogersville 5^th grade math course prepares students to achieve in higher levels of math during their school years and to use math in real-life situations. The Logan-Rogersville 5^th grade math course teaches math as a life skill needed by all members of society in the 21^st century including everyone from those who balance checkbooks or count change to those who work as tax accountants and engineers.

COURSE DESCRIPTION

The Logan-Rogersville 5^th grade math course includes the following topics: number sense; computation; problem solving; and the reading of graphs, charts, and maps. Success in these topics that comprise 5^th grade math is important if students are to be successful at higher levels. As students progress through 5^th grade math and beyond, as much mastery as possible needs to be achieved in order to be successful at higher grade levels.

Competencies

Students will identify and explain the type of math problem and explore and construct an appropriate strategy for solutions.
Students will discuss and explain their thinking about the steps they have selected in solving various problems.
Students will compare and relate mathematical concepts presented in various ways.
Students will predict an outcome and explain the steps.
Students will show logic and reasonableness of their own thinking.
Students will explore the importance of mathematics by identifying geometric solids and using letter to name angles.
Students will investigate various number forms and their use in today’s society by multiplying fractions and whole numbers and converting and reducing improper fractions.
Students will explain various strategies to check and explain reasonableness of process used and the results.
Students will recognize, describe, draw, and classify geometric shapes and figures.
Students will compare geometric figures and shapes with properties around them.
Students will explain the difference in English and metric systems of measurement.
Students will choose correct units of measurement and use measuring tools accurately- round to the nearest unit.
Students will identify equivalent fractions and show how they equal in value.

Grade and/or class: Fifth Grade

Date of Last Revision: 2002-2003

Writer: Kathy Eady

Strand I. Problem Solving

By the end of grade 8, all students should know and do

NOTE: Each item in the DO column is designed to address several elements of the “KNOW”

KNOW

1. A variety of problem-solving strategies (such as organizing data, drawing a picture, looking for a patters, writing an expression using a variable).

2. Computational strategies with whole numbers, decimals, fractions, and integers.

3. Models, calculators, computers, charts, and graphs may be used to organize and solve problems.

4. Mathematical problem-solving strategies can apply to all disciplines and real-world problems.

Missouri Frameworks

District Skill Competency

Activities

Assessment

Content

Standards

Performance

Standards

I. a.

1. Students will identify and explain the type of math problem and explore and construct an appropriate strategy for solutions.

The student will identify and explain the type of problem by adding one-digit numbers and practicing the addition algorithm within a group setting (Saxon lesson 6)

The student will identify and explain the type of problem by adding one-digit numbers and practicing the addition algorithm. (Saxon assessment 1)

3.3

Strand II. Communication

By the end of grade 8, all students should know and be able to

KNOW:

1. The language of mathematics may be used in reading, writing, listening, and speaking.

2. How to represent mathematical ideas with visual models.

3. Mathematical symbols may be used to represent a variety of situations.

4. Information may be organized in a variety of ways.

DO:

Missouri Frameworks

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Activities

Assessment

Content

Standards

Performance Standards

II. c

2. Students will discuss and explain their thinking about the steps they have selected in solving various problems.

The students will discuss and explain their thinking about the steps they have selected in solving various problems by solving multiplication “equal group” stories and subtraction “larger-smaller difference” stories (Saxon lessons 21, 36).

The students will explain their thinking about the steps they selected to solve various problems by solving multiplication “equal group” stories and subtraction “larger-smaller difference stories

(Saxon assessment 4,7).

3.4

II. e

3. Students will compare and relate mathematical concepts presented in various ways.

The student will compare and relate mathematical concepts presented in various ways by reading about picturing fractions within the text, drawing a rectangle and dividing the rectangle into 3 equal parts. The students will view how to shade in a fraction (1/3) of the rectangle (Saxon lesson 40).

Students will compare and relate mathematical concepts presented in various ways by reading about picturing fractions, drawing a rectangle, dividing it into equal parts and shading a fraction of the rectangle (Saxon assessment 7).

1.4

Strand III. Reasoning

By the end of grade 8, all students should know and be able to

KNOW:

1. Information may be organized in a variety of forms to look for patterns and relationships.

2. Results must be justified.

3. Geometric and number properties.

Missouri Frameworks

District Skill Competency

Activities

Assessment

Content Standards

Performance Standards

III. a.

4. Students will predict an outcome and explain the steps.

The students will predict and explain the steps of an illustration fraction story, and by reading and writing whole numbers in expanded notation (Saxon lesson 53).

The student will predict an outcome of an illustration fraction story and by writing whole numbers in expanded notation (Saxon assessment 10).

3.4

III. b.

5. Students will show logic and reasonableness of their own thinking.

The students will show logic and reasonableness of their own thinking by calculating the perimeter of polygons and identifying the measures of circles (Saxon lesson 60).

The students will show logic and reasonableness of their own thinking by calculating the perimeter of polygons and identifying the measures of circles (Saxon assessment 11).

3.4

Strand IV Connections

By the end of grade 8, all students should know and be able to

KNOW:

1. Problems may be looked at in more than one way.

2. Mathematics is used in other subject areas.

3. Mathematics is used in the real world.

DO:

Missouri Frameworks

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Performance Standards

IV. d.

6. Students will explore the importance of mathematics by identifying geometric solids and using letter to name angles.

The students will explore and investigate the importance of mathematics by identifying and naming geometric solids and by using letters to name angles (Saxon lessons 93,94)

The students will explore and investigate the importance of mathematics by identifying and naming geometric solids and using letters to name angles (Saxon assessment 18).

4.8

Strand V. Number Sense (Show-Me Standards, Math 1)

By the end of grade 8, all students should know and be able to

KNOW:

1. Addition, subtraction, multiplication and division with rational numbers.

2. Numbers and their relationships can be represented in multiple forms.

The appropriate use of technology.

DO:

Missouri Frameworks

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Assessment

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Performance Standards

V. d.

7. Students will investigate various number forms and their use in today’s society by multiplying fractions and whole numbers and converting and reducing improper fractions.

Students will investigate various number forms by multiplying fractions and whole numbers and converting and reducing improper fractions (Saxon lessons 96, 101).

The students will investigate

various number forms by multiplying fractions and whole numbers and converting and reducing improper fractions (Saxon assessments 19, 200.

1.10

V. g.

8. Students will explain various strategies to check and explain reasonableness of process used and the results.

The students will explain various strategies to check and explain reasonableness of process used by subtracting and filling in the empty places with zeros and dividing decimal numbers and filling in the empty places with zeros (Saxon lessons 112, 130).

3.4

Strand VI. Geometric and Spatial Sense (Show-Me Standards, Math 2)

By the end of grade 8, all students should know and be able to

KNOW:

1. Structures of measurement systems.

2. Descriptions of two- and three-dimensional shapes and their relationships.

3. Geometric shapes are found in the real world.

DO:

Missouri Frameworks	District Skill Competency	Activities	Assessment	Content Standards	Performance Standards
VI. a	9. Students will recognize, describe, draw, and classify geometric shapes and figures.	The students will recognize, describe, draw, and classify geometric shapes and figures by drawing and naming different polygons with a ruler and protractor. The students will then form their polygons into 3-dimensional clay figures (Saxon lessons 39, 93).	The students will recognize, describe, draw, and classify geometric shapes with a ruler and protractor (Saxon assessments 7, 18).	M2	1.6
VI. d.	10. Students will compare geometric figures and shapes with properties around them.	Students will compare geometric figures and shapes with properties around them by naming shapes located on certain points of a coordinate graph Saxon lesson 138).	The students will compare geometric figures and shapes with properties around them by naming shapes located on certain points of a coordinate graph (Saxon assessment 27).	M2	1.6, 1.8
VI. e.	11. Students will explain the difference in English and metric systems of measurement.	Students will explain the difference in English and metric systems in measurement by solving word problems, which consist of converting units of length (Saxon lesson 83).	Students will explain the difference in English and metric systems in measurement by solving word problems, which consist of converting units of length (Saxon assessment 16).	M2	1.6
VI. f.	12. Students will choose correct units of measurement and use measuring tools accurately- round to the nearest unit.	Students will choose correct units of measurement and use measuring tools accurately by converting units of weight and mass and by rounding to the nearest unit of measurement. The students will use scales consisting of ounces, pounds, grams, and kilograms to measure certain items provided by the instructor (Saxon lessons 87, 95).	Students will choose correct units of measurement and by using measuring tools accurately by converting units of weight and mass and rounding them to the nearest unit of measurement (Saxon assessment 17, 18).	M2	1.6

Strand IX. Mathematical Systems and Number Theory (Show-Me Standards, Math 5)

By the end of grade 8, all students should know

KNOW:

1. Commutative, associative, and distributive properties.

2. Properties of zero and one.

3. Patterns may be used to describe relationships for multiples, factors, and exponents.

4. Order of operations

DO:

Missouri Frameworks

District Skill Competency

Activities

Assessment

Content Standards

Performance Standards

IX. a.

13. Students will identify equivalent fractions and show how they equal in value.

The students will identify equivalent fractions and show how they are equal in value by comparing equivalent fractions using fraction manipulatives (Saxon lessons 88, 89, 91).

The students will identify equivalent fractions and showing how they are equal in value by comparing equivalent factions using fraction manipulatives (Saxon assessments 17, 18).

1.7