San Francisco Unified School District Mathematics Scope and Sequence for Grade 5
2014-15
Grade Level Storyline: 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 two-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.
Unit 0
Unit 1
Whole Number
Multiplication and Division
Unit 2
Decimal Number System
Unit 3
Addition and
Subtraction
Unit 4
Multiplying and Dividing
Decimals by Whole Numbers
Unit 5
Multiplying and
Dividing Decimals by
Decimals
Unit 6
Classifying 2-D
Figures
Unit 7
Multiplying Fractions
Unit 8
Dividing
Fractions
Unit 9
Number
Patterns
and the
Coordinate
Plane
Unit 10
Units and Volume
Unit
Length
5 days
24 days
10 days
16 days
16 days
15 days
11 days
20 days
10 days
13 days
10 days
Big idea
Unit 0 sets the
classroom culture
for the first week
of school.
The operations of
multiplication and division
can be used in real-world
situations involving joining
equal groups, separating
equal groups, comparison, or
combinations, and can be
represented by visual
models, numerical
expressions, and written
explanations.
Decimal place value is an
extension of whole number
place value, where each
place value to the left of
another is ten times greater
than the one to the right (e.g.,
1.0 = 0.1 x 10.)
The base-ten numeration
system extends infinitely to
very large and very small
numbers.
With the attention to
place value,
understand that
adding and
subtracting decimals
has the same
process as adding
and subtracting any
whole number.
·
When two fractions
have unlike
denominators,
equivalent forms will
be needed ·for both
fractions before
fractions can be
added or subtracted.
The same rules and patterns
that apply to multiplying and
dividing whole numbers apply
to multiplying and dividing
decimals because they are part
of the base-ten number
system.
The same rules and
strategies that apply for
multiplying and dividing
whole numbers also
apply for multiplying and
dividing decimals.
Two-dimensional
shapes are
defined by their
attributes and can
be organized
(hierarchy) and
categorized
(similarities/differe
nces) by these
attributes.
The same rules that apply
for multiplying whole
numbers also apply for
multiplying fractions by
fractions and fractions by
whole numbers.
Because multiplication is
scaling, when we multiply a
quantity by a larger number
than 1, it produces a larger
quantity. When a quantity is
multiplied by a number
smaller than 1, it produces
a smaller quantity.
TBD
TBD
Volume is the space
contained within a
solid that has length,
width, and height. The
volume of solid figures
is additive when solid
figures are composed
of two right
rectangular prisms.
Volume is
multiplicative in that
you multiply the
dimensions of length,
width, and height to
find the number of unit
cubes filling that
space.
5.OA.2
5.NBT.2
5.NBT.5
5.NBT.6
5.NBT.1
5.NBT.2
5.NBT.3a, b
5.NBT.4
5.OA.2
5.NBT.7
5.NF.1
5.NF.2
5.NBT.7
5.NF.5a, b
5.G.3
5.G.4
5.NF.4a, b
5.NF.5a, b
5.NF.6
5.NF.3
5.NF7a, b, c
5.OA.1
5.OA.2
5.OA.3
5.MD.2
5.G1
5.G2
5.MD.1
5.MD3a, b
5.MD4
5.MD5a, b, c
Is LeBron correct?
Students look for the error in
sample student multiplication
work. Students also compare
the magnitude of
multiplication expressions
using what they know about
multiplying by powers of ten,
how the value of the factors
affects the products, and
area models.
Gymnasts and Baseball
Players
Students will analyze different
sports data using decimals to
the thousandths. They will
round numbers, compare
numbers to benchmarks,
name numbers between two
given benchmarks, and
describe their thinking about
decimals.
Book Club
Shopping Order
Students will be able
to compute the
addition and
subtraction of
multiple decimals in
real-life situations.
Sewing a Quilt
Students will use their
understanding of area
models and the
relationship between
division and
multiplication to find
possible dimensions for
a quilt with an area of
5.76 square meters.
Logic of Shapes
Students answer
questions about
the placement of
quadrilaterals in a
hierarchy.
About How Much?
Students will work in teams
to develop rules for
multiplication expressions
with factors that are
fractions, whole numbers,
and mixed numbers. They
determine whether the
products will be larger than,
equal to, or smaller than 1.
TBD
TBD
Do your sheets fit
your mattress?
Students will find the
volume of two nonoverlapping right
rectangular prisms by
adding the volumes of
the non-overlapping
parts.
CCSS-M
Content
Standards
Sample
Task
Focus on
Standards for
Math Practice
Stone Soup
Students will
discuss different
representations
that could be
used to
demonstrate the
solution (table,
equations,
words).
Multiplying a whole number by
a decimal less than 1 yields a
product greater than the
decimal and less than the
whole number.
Dividing a decimal by a whole
number yields a quotient less
than either number.
Dividing a whole number by a
whole number may yield a
quotient that is not a whole
number and can be
represented by a decimal.
5.NBT.2
5.NBT.7
Flower Power
Students will find the prices of
multiple flowers, find the price
of one flower based on the
price of multiple flowers, and
design a new flower with a
specified price.
Because multiplication is
scaling, when we
multiply a quantity by a
number larger than 1, it
produces a larger
quantity. When a
quantity is multiplied by
a number smaller than
1, it produces a smaller
quantity.
SFUSD Mathematics Core Curriculum Development Project 2013–2014