advertisement

This is a guide, not a mandate. Please structure your pacing and instruction to meet the needs of your students. If your students need more time, take it. Students learn at different rates. While some students may be able to multiply with multiple digits by October, others may take the entire year to acquire this skill. Some students may solve problems using different properties sooner than others, or students may use more sophisticated or less sophisticated strategies at different times depending on the type of problem. With that being said, by the end of the year, students should be able to do the following: Multiply, divide, add and subtract fractions Decompose fractions Develop strategies for determining equivalent fractions Add and subtract fractions with unlike denominators using equivalent fractions Divide multi-digit numbers using place value Interpret patterns and numerical expressions Multiply a fraction by a fraction Understand and classify angles, symmetry, measurement of angles, and volume Convert measurements Trimester One (approx. Trimester Two (approx. 12 weeks) 12 weeks) Warm- Ups Warm-Ups How Many Ways How Many Ways Can You Make a Can You Make a Number (can be Number used to introduce How Many Ways parentheses, Can You Solve a braces, and Problem brackets) How Many Ways How Many Ways Can you Make an Can You Solve a Array Problem Tool Talk How Many Ways Choral Counting Can you Make an w/fractions Array Mental Tool Talk (How can Math/Number Trimester Three (approx. 12 weeks Warm-Ups How Many Ways Can You Make a Number How Many Ways Can You Solve a Problem How Many Ways Can you Make an Array Tool Talk Choral Counting w/fractions Mental Math/Number represent this problem using ___ tool/equation?) Choral Counting (decimals) Mental Math/Number Talks One Of These Things www.wodb.ca Guess My Number Make Ten (use to introduce parentheses, braces, and brackets) Patterns on a chart and Patterns on a Coordinate plane Problem Solving Talks One Of These Things www.wodb.ca Guess My Number True False Statements Balance Equations Talks One Of These Things www.wodb.ca Balance Equations Guess My Number True False Statements Problem Solving Problem Solving *Begin with single step problems then move on to multi-step problems. *Begin with single step problems then move on to multi-step problems. Whole Class Counting Collections to discuss associative property and exponents. *When working with 2 Ex. 10x (10x10) or 10 fractions it terms of scaffolding it is helpful to pose equal share Inquiry Approach To problems, multiplication Shapes (2D and 3D) problems, measurement Shapes Sort based on division, then partitive attributes (lines, angles, division problems. degrees, symmetry) Volume (area, l x w x h Review equal share and b x h) problem types Classify shapes using w/answers resulting in If…then statements whole numbers, mixed Classes of shapes numbers, then #’s less Hierarchy of shapes than one. Ex. Mary bought a box of *Begin with single step 96 erasers. She shared the Pose problems using all addition and subtraction and multiplication types types. Connect the standard algorithm for multiplication to students’ invented strategies to support understanding of the algorithm. Review mathematical concepts both in and out of context. problems then move on to multi-step problems. Combine multiplication and measurement division problems with 10, 100, 1000, 10,000, 100, 000 (supports place value and foundation for decimals. Emphasize that the digit to the left of any number is ten times its size. 10x1=10, 10x10=100, 10x100=1,000, etc. Ex. A new computer costs $1,000. If a school wants to buy 32 computers, how much would it cost? Ex. The housing developers want to build 23,300 new homes in the neighborhood. They want to put 100 homes on each block. How many blocks can they make? Measurement Division and multiplication problem types with numbers less than 1(Decimals) Emphasize place value to the right of the decimal 10 x .1=1. 10 x. 01=.1, 10 x .001=.01 Ex. (multiplication) My baby drinks .1 of liter of milk an hour. How much milk will she drink in 10 hours? Ex. (measurement division) I have 4 liters of erasers equally with herself and 5 friends. How many erasers did each person get? (whole #) Ex. Mary has $13 to spend on 4 gifts. If she spends an equal amount on each gift. How much will each gift cost?(mixed #) Ex. Mary has 1 piece of sparkly paper to share equally with 10 friends. How much paper will each friend get? ( less than 1) Multiplication Problems Ex. I have 2 ½ bags of candy. A bag of candy weighs 5 pounds. How many bags of candy do I have? Measurement DivisionMultiply fractions by a whole number then multiply a fraction by a fraction Ex. I have It takes 2 ½ cups of flour to bake a cake. I have 5 cups of flour. How many cakes can I make? Partitive Division Ex. I used 2 ½ pounds of flour to make 5 cakes. How much flour did I use for each cake? Operations with Ex. What equation(s) would match this context? What context would match this equation? milk. If my baby drinks .1 of a liter an hour, how many hours will it take for her to drink all of the milk? fractions- add and subtract with unlike denominators, (use equivalent fractions to add/subtract fractions with unlike Add/subtract with denominators decimals Ex. John and his friends ate 1¼ pizzas on Monday Ex. Sheila walked .2 of a and 2 2/3 pizzas on mile on Sunday and .04 of Tuesday. How much pizza a mile on Monday. How far did John and his friends did Sheila walk? eat? Multiplicative Comparison with metric system Ex. 1 centimeter is 10 times as long as millimeter. If an eraser is 2 centimeters long. How many millimeters long is it? Embed compare problem types by using data, graphs, line plots on a weekly basis (each box /segment can represent a value greater than one). Mr. Smith is 2 meters tall. Mr. Scott is 210 centimeters tall. Who is taller? Plot heights using graphs, line plots, etc. Embed comparison problems using data, graphs, and line plots on a weekly basis (each box/segment can represent a value less than one). Ex. Stacey ran 6/8 of a mile. Sean ran 2/5 of a mile. Who ran farther? How much farther?