5th Grade Math Syllabus Teachers: Miss Koller, Ms. Lang. Mr. Kraft, and Mrs. Light SOAR Expectations 1. 2. 3. 4. 5. Follow directions the first time they are given and thereafter Raise your hand and wait for permission to speak Stay in your seat unless you have permission to do otherwise Keep hands, feet, and objects to yourself Treat others the way you would like to be treated Strive for Success: Model appropriate behavior Always put forth your best effort Turn in assignments complete and on time Come to class on time and prepared Observe Safety: Keep your area clean Use materials appropriately Act with Integrity: Be honest Take responsibility for your actions Respect All: Show tolerance Listen and respond to others appropriately “Today we… Strive for success, Observe safety, Act with integrity, Respect all. Today we… SOAR!” Goal Statement: Fifth grade Mathematics is the study of skills in mathematics, writing, speaking, listening, reading, and applying learning to real world situations using GO Math. Students will improve comprehension and communication skills. Students will develop problem solving strategies, which they will be required to apply during both independent and classroom practice. Students will use the processes appropriate for themselves in order to communicate the correct answer(s) effectively and efficiently. Instructional Outcomes: This course will foster students’ ability to work through mathematical problems effectively and efficiently while applying the situations presented to real world problems and to scaffold from previous and future learning opportunities, all of which prepare students for real world, career seeking endeavors. Requirements: All assignments will follow Pennsylvania State Common Core Standards. Assignments will include basic mathematical skills necessary for mastery of geometry, measurement, division, fractions, order of operations, graphing, and application of real world problems. Big Ideas: 1. Mathematical relations and functions can be represented/modeled as expressions, equations and inequalities through patterns that can be extended, described, compared, communicated and analyzed to generalize mathematical situations, raise and answer questions. 2. Numerical quantities, calculations and measurements can be estimated, analyzed and quantified by using appropriate strategies, tools and customary units of measure. 3. Data can be modeled and used to make inferences. 4. Geometric relationships can be described, analyzed and classified based on spatial reasoning and/or visualization. Essential Questions: 1. How are relationships represented mathematically? 2. How can expression, equations, and inequalities be used to quantify, solve, model and/or analyze mathematical situations? 3. How can probability and data analysis be used to make predictions? 4. How is mathematics used to quantify, compare, represent, and model numbers? 5. How can mathematics support effective communication? 6. In what ways are the mathematical attributes of objects or processes measured, calculated, and/or interpreted? 7. How can patterns be used to describe relationships in mathematical situations? 8. How can recognizing repetition or regularity assist in solving problems more efficiently? 9. How precise do measurements and calculations need to be? 10. What does it mean to estimate or analyze numerical quantities? 11. When is it appropriate to estimate versus calculate? 12. What makes a tool and/or strategy appropriate for a given task? 13. Why does “what” we measure influence “how” we measure? 14. How can data be organized and represented to provide insight into the relationship between quantities? 15. How does the type of data influence the choice of display? 16. How are spatial relationships, including shape and dimension, used to draw, construct, model, and represent real situations or solve problems? 17. How can the application of the attributes of geometric shapes support mathematical reasoning and problem solving? 18. How can geometric properties and theorems be used to describe, model, and analyze situations? Scope and Sequence 1. Place Value, Multiplication & Expression 2. Divide Whole Numbers 3. Add and Subtract Decimals 4. Multiply Decimals 5. Divide Decimals 6. Add and Subtract Fractions with Unlike Denominators 7. Multiply Fractions 8. Divide Fractions 9. Algebra: Patterns and Graphing 10. Convert Units of Measure 11. Geometry and Volume Assessments: Pre/Mid and Post-Assessments: Pre/Mid and Post-assessments will be given at the beginning, middle and end of the school year to show growth and individual understanding of concepts. Preassessments help prepare for new learning, specific learning differences among students, and where to begin curriculum goals. Teachers will differentiate instruction, guide whole-group instruction, plan learning activities that address varying levels of readiness, determine which students have/have not achieved mastery of specific objectives, identify problems that might cause students difficulty with mastery of an objective, form flexible groups, and determine master level of individuals or small groups based on pre-assessments. Pre-assessments will also be given at the beginning and end of each chapter. Mid-Assessments will be administered halfway through the year to show growth. Adjustments will be made to ensure student success. Post-Assessments are also to show growth and to provide the next grade level with data for math placement. Formative Assessments: Formative assessments will be incorporated daily into classroom instructional practices, which will include quizzes, daily work, demonstrations, work samples, work samples, sketches, drawings, diagrams, logs, records, journals, drafts, graphic organizer, exit slips, preview, review, direct questions, systematic observation, and discussions. Formative assessments provide information needed to adjust teaching and learning while they are happening in order to get direct, constant feedback. Feedback will be given based on product, process, and progress. Providing feedback allows students to be a part of the learning environment and to develop self-assessment strategies that will help with their own metacognition. Summative Assessment: Summative assessments are used to evaluate student learning at the end of an instructional unit by comparing it against the pre-assessment. Summative assessments can include end of unit tests, papers, projects, or presentations. Classroom Activities: Type 1 Writing General Math Skills Type 2 Writing Math Vocabulary Grading Policy: A+ 97-100% B+ 87-89% C+ 77-79% D+ 67-69% A 96-96% B 83-86% C 73-76% D 63-66% A- 90-92% B- 80-82% C- 70-72% D- 60-62% F 0-59% Make-up Work Guidelines: Students will be given the opportunity to make up missed work and tests after being absent. It is the responsibility of the student, upon returning to school, to contact the teacher for make-up work and to complete that work. Students will have one school day for each day they were absent to make up assignments. It is the responsibility of the teacher to provide make-up work for absences. A student will be given a reasonable amount of time for make-up work. Teachers will use their discretion to further extend that time when necessary. If the student has been absent for more than one day, he or she will be given one additional day to prepare before he or she takes a test. They may be given more time if their absences were extended. If a student fails to complete a test/assignment that has been re-scheduled by a teacher due to absences, the grade automatically becomes a zero. If a student arrives late to school, he or she is responsible for contacting his or her teachers that day to take any scheduled tests or to submit due work that day. Failure of the student to contact the teacher or to make up the work within the time allotted will result in a zero for a grade. Students are to make up all work missed during a suspension or absence from school. Grades will not be lowered for disciplinary reasons. A “class participation” grade may be lowered if the student’s lack of attendance prevents him or her from making a meaningful contribution to class. Both students and parents will be informed of this circumstance, as well as the principal. Notes: It is the student’s responsibility to keep up with class work and ask the teacher about his or her progress. It is the teacher’s responsibility to notify the student first, prior to notification of the parents or guardians, when the student’s class average falls below a C. Progress reports will be sent home to all students midway through the marking period. They must be signed by a parent or guardian and returned within 5 days, or by the date assigned. Teachers are granted flexibility with the procedures they use for grading the students in the classroom. In order to truly measure each individual student’s understanding and mastery of the material, it may be necessary to alter grading procedures and assessment options. Authentic and informal assessments will be used, along with formal assessment procedures, to ensure that all students are given equitable opportunities to demonstrate understanding and mastery of class material, taking full advantage of all learning modalities. Curving of grades may occasionally be necessary to equalize the playing field, not in lieu of creatively assessing student understanding.