Math Syllabus - Tyrone Area School District

5th Grade
Math Syllabus
Miss Koller, Ms. Lang. Mr. Kraft, and Mrs. Light
SOAR Expectations
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.
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
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
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
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
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
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:
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.
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.
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