Daily Pacing Chart Chapter 1 Introduction Instruction Assessment Total 1 day 12 days 2 days 15 days. Date Lesson Lesson Objective Academic Vocabulary

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1 Fifth Grade Pacing Guide Go Math! Chapter 1 Place Value, Multiplication, and Expressions Extending division 2-digit divisors, integrating decimal fractions in the place value system and developing understanding of operations with decimals hundredths, and developing fluency with whole number and decimal operations. Domain: Operations and Algebraic Thinking; Number and Operations in Base Ten Write and interpret numerical expressions. CC.5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. CC.5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. Understand the place value system. CC.5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place its right and 1/10 of what it represents in the place its left. CC.5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents denote powers of 10. Perform operations with multi-digit whole numbers and with decimals hundredths. CC.5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm. CC.5.NBT.6 Find whole-number quotients of whole numbers with up four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 1. Make sense of problems and persevere in solving them. 8. Look for and express regularity in repeated reasoning. Daily Pacing Chart Chapter 1 1 day 12 days 2 days 15 days 9/3 BOY Test Beginning of the Year Test *Required 9/ Recognize the 10 1 relationship among place-value positions. 1.2 Read and write whole numbers through hundred millions. period 1.3 Use properties of operations solve problems. Distributive Property 1.4 Write and evaluate repeated facrs in exponent form. base, property 1.5 Use a basic fact and a pattern multiply mentally by multiples of 10, 100, and 1, Multiply by 1-digit numbers. 1.7 Multiply by 2-digit numbers. 1.8 Use multiplication solve division problems. inverse operations Academic Services Department

2 Go Math! Fifth Grade Pacing Guide 1.9 Use the strategy solve a simpler problem solve problems Write numerical expressions. numerical expressions 1.11 Use the order of operations evaluate numerical expressions. evaluate, order of operations 1.12 Evaluate numerical expressions with parentheses, brackets, and braces. Assessment Review Chapter 1 or begin testing Assessment Chapter 1 Test (Form B in Assessment Guide) Chapter 2 Divide Whole Numbers Extending division 2-digit divisors, integrating decimal fractions in the place value system and developing understanding of operations with decimals hundredths, and developing fluency with whole number and decimal operations. Domain: Operations and Algebraic Thinking; Number and Operations in Base Ten Perform operations with multi-digit whole numbers and with decimals hundredths. CC.5.NBT.6 Find whole-number quotients of whole numbers with up four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Apply and extend previous understanding of multiplication and division multiply and divide fractions. CC.5.NF.3 Interpret a fraction as division of the numerar by the denominar (a/b = a b). Solve word problems involving division of whole numbers leading answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations represent the problem. 1. Make sense of problems and persevere in solving them. 4. Model with mathematics. 7. Look for and make use of structure. Daily Pacing Chart Chapter 2 1 day 9 days 2 days 12 days 9/ Place the first digit in the quotient by estimating or using place value. dividend, divisor, quotient, remainder 10/ Divide 3- and 4-digit dividends by 1-digit divisors. inverse operations 2.3 Model division with 2-digit divisors using base-ten blocks. partial quotients 2.4 Use partial quotients divide by 2-digit divisors. partial quotients 2.5 Estimate quotients using compatible numbers. compatible numbers, estimate 2.6 Divide by 2-digit divisors. Academic Services Department

3 Go Math! Fifth Grade Pacing Guide 2.7 Solve division problems and decide when write a remainder as a fraction. 2.8 Adjust the quotient if the estimate is o high or o low. 2.9 Solve problems by using the strategy draw a diagram. Assessment Review Chapter 2 or begin testing Assessment Chapter 2 Test (Form B in Assessment Guide) Chapter 3 Add and Subtract Decimals Extending division 2-digit divisors, integrating decimal fractions in the place value system and developing understanding of operations with decimals hundredths, and developing fluency with whole number and decimal operations. Domain: Operations and Algebraic Thinking; Number and Operations in Base Ten Understand the place value system. CC.5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place its right and 1/10 of what it represents in the place its left. CC.5.NBT.3 Read, write, and compare decimals thousandths. a. Read and write decimals thousandths using base-ten numerals, number names, and expanded form, e.g., = (1/10) + 9 (1/100) + 2 (1/1000). b. Compare two decimals thousandths based on meanings of the digits in each place, using >, =, and < symbols record the results of comparisons. CC.5.NBT.4 Use place value understanding round decimals any place. Perform operations with multi-digit whole numbers and with decimals hundredths. CC.5.NBT.7 Add, subtract, multiply, and divide decimals hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy a written method and explain the reasoning used. 3. Construct viable arguments and critique the reasoning of others. 8. Look for and express regularity in repeated reasoning. Daily Pacing Chart Chapter 3 1 day 12 days 2 days 15 days 10/ Model, read, and write decimals thousandths. thousandth, hundredth, tenth, place value 11/8 3.2 Read and write decimals through thousandths. (extra days 3.3 Compare and order decimals thousandths using place value. Academic Services Department

4 Go Math! Fifth Grade Pacing Guide for 3.4 Round decimals any place. Round conferences) 3.5 Model decimal addition using base-ten blocks. 3.6 Model decimal subtraction using base-ten blocks. 3.7 Make reasonable estimates of decimal sums and differences. benchmark 3.8 Add decimals using place value. 3.9 Subtract decimals using place value Identify, describe, and create numeric patterns with decimals. sequence, term 3.11 Solve problems using the strategy make a table Choose a method find a decimal sum or difference. Assessment Review Chapter 3 or begin testing Assessment Chapter 3 Test (Form B in Assessment Guide) Chapter 4 Multiply Decimals Extending division 2-digit divisors, integrating decimal fractions in the place value system and developing understanding of operations with decimals hundredths, and developing fluency with whole number and decimal operations. Domain: Operations and Algebraic Thinking; Number and Operations in Base Ten Understand the place value system. CC.5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents denote powers of 10. Perform operations with multi-digit whole numbers and with decimals hundredths. CC.5.NBT.7 Add, subtract, multiply, and divide decimals hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy a written method and explain the reasoning used. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 11/12 12/5 (extra days Daily Pacing Chart Chapter 4 1 day 8 days 2 days 11 days 4.1 Find patterns in products when multiplying by powers of Model multiplication of whole numbers and decimals. decimal, hundredths, multiplication, ones, pattern, place value, product, tenths, thousandths Academic Services Department

5 Go Math! Fifth Grade Pacing Guide due 4.3 Multiply a decimal and a whole number using drawings INSPECT) and place value. 4.4 Use expanded form and place value multiply a decimal and a whole number. 4.5 Solve problems using the strategy draw a diagram multiply money. 4.6 Model multiplication by decimals. 4.7 Place the decimal point in decimal multiplication. 4.8 Multiply decimals with zeros in the product. Assessment Review Chapter 4 Assessment Chapter 4 Test (Form B in Assessment Guide) expanded form Chapter 5 Divide Decimals Extending division 2-digit divisors, integrating decimal fractions in the place value system and developing understanding of operations with decimals hundredths, and developing fluency with whole number and decimal operations. Domain: Operations and Algebraic Thinking; Number and Operations in Base Ten Understand the place value system. CC.5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents denote powers of 10. Perform operations with multi-digit whole numbers and with decimals hundredths. CC.5.NBT.7 Add, subtract, multiply, and divide decimals hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy a written method and explain the reasoning used. (Also) CC.5.NF.3 Interpret a fraction as division of the numerar by the denominar (a/b = a b). Solve word problems involving division of whole numbers leading answers in the form of fractions or mixed numbers. 4. Model with mathematics. 7. Look for and make use of structure. Daily Pacing Chart Chapter 5 1 day 8 days 2 days 11 days Academic Services Department

6 Fifth Grade Pacing Guide Go Math! 5.1 Find patterns in quotients when dividing by powers of 10. decimal, decimal point, dividend, divisor, exponent, quotient 5.2 Model division of decimals by whole numbers. hundredth, tenth 5.3 Estimate decimal quotients. compatible numbers, estimate 5.4 Divide decimals by whole numbers. 5.5 Model division by decimals. 5.6 Place the decimal point in decimal division. 5.7 Write a zero in the dividend find a quotient. equivalent fractions, remainder 5.8 Solve multistep decimal problems using the strategy work backward. 12/6 12/20 Assessment Review Chapter 5 Assessment Chapter 5 Test (Form B in Assessment Guide) Chapter 6 Add and Subtract Fractions with Unlike Denominars 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) Domain: Operations and Algebraic Thinking-Fractions Use equivalent fractions as a strategy add and subtract fractions. CC.5.NF.1 Add and subtract fractions with unlike denominars (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as produce an equivalent sum or difference of fractions with like denominars. CC.5.NF.2 Solve word problems involving addition and subtraction of fractions referring the same whole, including cases of unlike denominars, e.g., by using visual fraction models or equations represent the problem. Use benchmark fractions and number sense of fractions estimate mentally and assess the reasonableness of answers. 2. Reason abstractly and quantitatively. 4. Model with mathematics. Daily Pacing Chart Chapter 6 1 day 10 days 2 days 13 days Academic Services Department

7 Fifth Grade Pacing Guide Go Math! 1/6 6.1 Use models add fractions with unlike denominars. sum 1/ Use models subtract fractions with unlike denominars. difference 6.3 Make reasonable estimates of fraction sums and differences. benchmark 6.4 Find a common denominar or a least common denominar write equivalent fractions. 6.5 Use equivalent fractions add and subtract fractions. simplest form 6.6 Add and subtract mixed numbers with unlike denominars. mixed number 6.7 Rename find the difference of two mixed numbers. 6.8 Identify, describe, and create numeric patterns with fractions. 6.9 Solve problems using the strategy work backward Add fractions and mixed numbers with unlike denominars using the properties. Assessment Assessment Review Chapter 6 or begin testing Chapter 6 Test (Form B in Assessment Guide) common denominar, common multiples, equivalent fractions Chapter 7 Multiply Fractions 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) Domain: Operations and Algebraic Thinking-Fractions Apply and extend previous understandings of multiplication and division multiply and divide fractions. CC.5.NF.4 Apply and extend previous understandings of multiplication multiply a fraction or whole number by a fraction. a. Interpret the product (a/b) q as a parts of a partition of q in b equal parts; equivalently, as the result of a sequence of operations a q b. b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths find areas of rectangles, and represent fraction products as rectangular areas. CC.5.NF.5 Interpret multiplication as scaling (resizing), by: a. Comparing the size of a product the size of one facr on the basis of the size of the other facr, without performing the indicated multiplication. b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n a)/(n b) the effect of multiplying a/b by 1. CC.5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations represent the problem. Academic Services Department

8 Go Math! Fifth Grade Pacing Guide 3. Construct viable arguments and critique the reasoning of others. 5. Use appropriate ols strategically. Daily Pacing Chart Chapter 7 1 day 10 days 2 days 13 days 1/ Model find the fractional part of a group. denominar, numerar, product 2/ Model the product of a fraction and a whole number. 7.3 Multiply fractions and whole numbers. 7.4 Multiply fractions using models. equivalent fraction 7.5 Relate the size of the product compared the size of one facr when multiplying fractions. 7.6 Multiply fractions. simplest form 7.7 Use a model multiply two mixed numbers and find the area of a triangle. mixed number 7.8 Relate the size of the product the facrs when multiplying fractions greater than one. 7.9 Multiply mixed numbers Solve problems using the strategy guess, check, and revise. Assessment Review Chapter 7 or begin testing Assessment Chapter 7 Test (Form B in Assessment Guide) Chapter 8 Divide Fractions 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) Domain: Operations and Algebraic Thinking-Fractions Apply and extend previous understandings of multiplication and division multiply and divide fractions. CC.5.NF.3 Interpret a fraction as division of the numerar by the denominar (a/b = a b). Solve word problems involving division of whole numbers leading answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations represent the problem. CC.5.NF.7 Apply and extend previous understandings of division divide unit fractions by whole numbers and whole numbers by unit fractions. a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. Academic Services Department

9 Go Math! Fifth Grade Pacing Guide b. Interpret division of a whole number by a unit fraction, and compute such quotients. c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations represent the problem. 2. Reason abstractly and quantitatively. 4. Model with mathematics. Daily Pacing Chart Chapter 8 1 day 5 days 2 days 8 days 2/24 3/7 8.1 Divide a whole number by a fraction and divide a fraction by a whole number. dividend, fraction, quotient, whole number (extra days 8.2 Solve problems using the strategy draw a diagram. for INSPECT) 8.3 Interpret a fraction as division and solve whole-number division problems that result in a fraction or mixed number. 8.4 Divide a whole number by a fraction and divide a fraction by a whole number. 8.5 Represent division by drawing diagrams and writing sry problems and equations. equation Assessment Review Chapter 8 or begin testing Assessment Chapter 8 Test (Form B in Assessment Guide) Developing understanding of volume. Chapter 9 Algebra Patterns and Graphing Domain: Operations and Algebraic Thinking Measurement and Data Analyze patterns and relationships. CC.5.OA.3- Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from two patterns, and graph the ordered pairs on a coordinate plane. Represent and interpret data. CC.5.MD.2- Make a line plot display a data set of measurements in fractions of unit (1/2,1/4, 1/8) Use operations on fractions for this grade solve problems involving information presented in line plots. Academic Services Department

10 Fifth Grade Pacing Guide Go Math! Graph points on the coordinate plane solve real-world and mathematical problems. CC.5.G.1- Use a pair of perpendicular number lines, called axes, define a coordinate system, with the intersection of the lines (the origin) arranged coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far travel from the origin in the direction of one axis, and the second number indicates how far travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). CC.5.G.2- Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. Also CC.5.OA.1- Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. CC.5.N.F.7a- Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a sry context for (1/3) 4, and use a visual fraction model show the quotient. Use the relationship between multiplication and division explain that (1/3) 4 = 1/12 because (1/12) 4 = 1/3. 4. Model with Mathematics. 8. Look for and express regularity in repeated reasoning. Daily Pacing Chart Chapter 9 1 day 7 days 2 days 10 days 3/ Make and use line plots with fractions solve problems. data, line plot 3/ Graph and name points on a coordinate grid using ordered pairs. ordered pair, origin, x-axis, x- coordinate, y-axis, y-coordinate 9.3 Collect and graph data on a coordinate grid. degree Fahrenheit (F*) 9.4 Analyze and display data in a line graph. interval, line graph, scale 9.5 Use two rules generate a numerical pattern and identify the relationship between the corresponding terms in the patterns. 9.6 Solve problems using the strategy solve a simpler form. 9.7 Graph the relationship between two numerical patterns on a coordinate grid. Assessment Review Chapter 9 or begin testing Assessment Chapter 9 Test (Form B in Assessment Guide) Academic Services Department

11 Fifth Grade Pacing Guide Developing understanding of volume. Go Math! Chapter 10 Convert Units of Measure Domain: Measurement and Data Convert like measurement units within a given measurement system. CC.5.MD.1- Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm 0.05 m), and use these conversions in solving multi-step, real world problems. 1. Make sense of problems and persevere in solving them. 7. Look for and make use of structure. Daily Pacing Chart Chapter 10 1 day 7 days 2 days 10 days 3/ Compare, contrast, and convert cusmary units of length. foot, inch, mile, yard 4/ Compare, contrast, and convert cusmary units of capacity. capacity, cup, fluid ounce, gallon, pint, quart, tablespoon, teaspoon Compare, contrast, and convert cusmary units of weight. ounce, pound, n, weight Convert measurement units solve multistep problems Compare, contrast, and convert metric units. dekameter, centimeter, decimeter, gram, kilogram, kilometer, liter, mass, meter, milligram, milliliter, millimeter 10.6 Solve problems about cusmary and metric conversions using the strategy make a table Convert units of time solve elapsed time problems. elapsed time Assessment Review Chapter 10 or begin testing Assessment Chapter 10 Test (Form B in Assessment Guide) Academic Services Department

12 Fifth Grade Pacing Guide Go Math! Chapter 11 Geometry and Volume Developing understanding of volume. Domain: Measurement and Data Geometry Geometric measurement: understand concepts of volume and related volume multiplication and addition. CC.5.MD.3-. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a unit cube, is said have one cubic unit of volume, and can be used measure volume. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said have a volume of n cubic units. CC.5.MD.4- Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. CC.5.MD.5Relate volume the operations of multiplication and addition and solve real world and mathematical problems involving volume. a. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., represent the associative property of multiplication. b. Apply the formulas V = l w h and V = b h for rectangular prisms find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique solve real world problems. Classify two-dimensional figures in categories based on their properties. CC.5.G.3- Understand that attributes belonging a category of two-dimensional figures also belong all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. CC.5.G.4- Classify two-dimensional figures in a hierarchy based on properties. 4. Model with mathematics. 5. Use appropriate ols strategically. 6. Attend precision. Daily Pacing Chart Chapter 11 1 day 5 days 2 days 8 days Academic Services Department

13 Fifth Grade Pacing Guide Go Math! 4/8 4/ Identify and classify polygons. Congruent, heptagon, nonagon, regular polygon, decagon, hexagon, octagon, pentagon, quadrilateral 11.2 Classify and draw triangles using their properties. Equilateral triangle, isosceles triangle, scalene triangle, acute triangle, obtuse triangle, right triangle Classify and compare quadrilaterals using their properties. Parallel lines, parallelogram, perpendicular lines, rectangle, rhombus, and trapezoid Solve problems using the strategy act it out Identify, describe, and classify three-dimensional figures. base, decagonal prism, hexagonal prism, lateral face, octagonal prism, pentagonal prism, pentagonal pyramid, polyhedron prism, pyramid 11.6 Understand unit cubes and how they can be used build a unit cube solid figure Count unit cubes that fill a solid figure find volume cubic unit, volume 11.8 Estimate the volume of a rectangular prism Find the volume of rectangular prisms Use a formula find the volume of a rectangular prism Use the strategy make a table compare volumes Find the volume of combined rectangular prisms. Assessment Chapter 11 Review and begin testing Assessment Chapter 11 Test (Form B in Assessment Guide) End-of-Year: Getting Ready for 6th Grade Getting Ready Lessons build on 3rd, 4th and 5th Grade content and prepare students for 6th Grade content. Common Core Standard 3rd Grade CC.3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned in b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. CC.3.MD.3 Draw a scaled picture graph and a scaled bar graph represent a data set with several categories. Solve one- and twostep how many more and how many less problems using information presented in scaled bar graphs. 4th Grade CC.4.OA.4 Find all facr pairs for a whole number in the range Recognize that a whole number is a multiple of each of its Academic Services Department

14 Go Math! Fifth Grade Pacing Guide facrs. Determine whether a given whole number in the range is a multiple of a given one-digit number. Determine whether a given whole number in the range is prime or composite. CC.4.NF.1 Explain why a fraction a/b is equivalent a fraction (n a)/(n b) by using visual fraction models, with attention how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle recognize and generate equivalent fractions. CC.4.NF.6 Use decimal notation for fractions with denominars 10 or 100. CC.4.NF.7 Compare two decimals hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using the number line or another visual model. CC.4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. 5th Grade CC.5NBT.3b Compare two decimals thousandths based on meanings of the digits in each place, using >, =, and < symbols record the results of comparisons. CC.5.NBT.6 Find whole-number quotients of whole numbers with up four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. CC.5.NF.7c Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations represent the problem. CC.5.G.1 Use a pair of perpendicular number lines, called axes, define a coordinate system, with the intersection of the lines (the origin) arranged coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far travel from the origin in the direction of one axis, and the second number indicates how far travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). CC.5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. CC.5.MD.2 Make a line plot display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade solve problems involving information presented in line plots. 6th Grade CC.6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations represent the problem. CC.6.NS.4 Find the greatest common facr of two whole numbers less than or equal 100 and the least common multiple of two whole numbers less than or equal 12. Use the distributive property express a sum of two whole numbers with a common facr as a multiple of a sum of two whole numbers with no common facr. For example, express as 4 (9 + 2). CC.6.NS.5 Understand that positive and negative numbers are used gether describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use Academic Services Department

15 Go Math! Fifth Grade Pacing Guide positive and negative numbers represent quantities in real-world contexts, explaining the meaning of 0 in each situation. CC.6.NS.7b Write, interpret, and explain statements of order for rational numbers in real-world contexts. CC.6.RP.1Understand the concept of a ratio and use ratio language describe a ratio relationship between two quantities. CC.6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b 0, and use rate language in the context of a ratio relationship. CC.6.RP.3a Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables compare ratios. CC.6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed. CC.6.RP.3c Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. CC.6.EE.2c Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in realworld problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses specify a particular order (Order of Operations). CC.6.EE.8 Write an inequality of the form x > c or x < c represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. CC.6.G.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing in rectangles or decomposing in triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. CC.6.G.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving realworld and mathematical problems. CC.6.SP.4 Display numerical data in plots on a number line, including dot plots, hisgrams, and box plots. CC.6.SP.5 Summarize numerical data sets in relation their context. CC.6.SP.5c Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference the context in which the data were gathered. Daily Pacing Chart Review Projects Lessons Total 3 days 20 days 23 days Academic Services Department

16 Fifth Grade Pacing Guide Go Math! Date Lesson Area of Focus Common Core Standard 4/28 Review Project The Forester Planning Guide, p. PG70 Review Project Designing Backpacks Planning Guide, p. PG72 6/13 Review Project A Space Capsule Planning Guide, p. PG74 (extra days 1 Compare Fractions and Decimals CC.5NBT.3b, CC.6.NS.7b due CST 2 Order Fractions and Decimals CC.5.NBT.3b, CC.6. NS.7b window and 3 Facr Trees CC.4.OA.4, CC.6.NS.4 EOY test) 4 Model Percent CC.4.NF.7, CC.6.RP.3c 5 Relate Decimals and Percent CC.4.NF.6, CC.6.RP.3c 6 Fractions, Decimals, and Percent CC.4.NF.6, CC.6.RP.3c 7 Divide Fractions by a Whole Number CC.5.NF.7c, CC.6.NS.1 8 Ratios CC.3.NF.1, CC.6.RP.1 9 Equivalent Ratios CC.4.NF.1, CC.6.RP.3a 10 Rates CC.4.NF.1, CC.6.RP.2 11 Distance, Rate, and Time CC.5.NBT.6, CC.6.RP.3b 12 Understand Integers CC.5.G.1, CC.6.NS.5 13 Write and Evaluate Expressions CC.5.OA.2, CC.6.EE.2c 14 Understand Inequalities CC.5.NBT.3b, CC.6.EE.8 15 Polygons on a Coordinate Grid CC.5.G.1, CC.6.G.3 16 Area of a Parallelogram CC.4.MD.3, CC.6.G.1 17 Median and Mode CC.5.MD.2, CC.6.SP.5 18 Finding the Average CC.5.MD.2, CC.6.SP.5c 19 Hisgrams CC.3.MD.3, CC.6.SP.4 20 Analyze Hisgrams CC.3.MD.3, CC.6.SP.4 Academic Services Department