Grade 5 Math Pacing Guide Page 1 of 9 Grade 5 Mathematics Curriculum Guideline Scott Foresman - Addison Wesley 2008 Test Preparation Timeline Recommendation: September - November Chapters 1-5 December Chapter 6 January Chapter 7-8 February Chapter 9,11 Chapter 1: Place, Value, Adding, and Subtracting 13 plus review/assessment Section A Place Value: Whole Numbers and Decimals 1-1 Place Value 5N1 4 Note: focus through Millions 1-2 Comparing and Ordering Whole Numbers 5N2 6 1-3 Place Value Through Thousandths 5NB 8 1-4 Comparing and Ordering Decimals 12 1-5 Place-Value Patterns 5N1, 5N3 14 1-6 Problem Solving Skill: Read and Understand 18 Section B Building Number Sense 1-8 Rounding Whole Numbers and Decimals 5N24 26 1-9 Estimating Sums and Differences 5N26, 5N27 28 1-10 Problem Solving Skill: Plan and Solve 32 Note: spiral review 1-6 Section C Adding and Subtracting 1-12 Adding Decimals 5N26 38 1-13 Subtracting Decimals 5N26 40 Note: lesson 1-12 and 1-13 can be combined 1-14 Problem Solving Skill: Look Back and Check Note: spiral review 1-6 and 1-10
Grade 5 Math Pacing Guide Page 2 of 9 Chapter 2: Multiplying Whole Numbers and Decimals 8 plus review/assessment Section A Multiplying Whole Numbers 2-1 Multiplication Patterns 5N16,5N18 66 2-2 Estimating Products 5N26 68 2-4 Multiplying Whole Numbers 5N16 72 2-6 Problem Solving Skill: Make and Organized List 80 Section B Multiplying Whole Numbers and Decimals 2-7 Decimals Patterns 5N26 84 2-8 Estimating Decimal Products 5N26 86 2-9 Multiplying Whole Numbers and Decimals 5N26 88 2-11 Multiplying Decimals by Decimals 5N26 94 Chapter 3: Dividing with One-Digit Divisors 8 plus review/assessment Section A Division Number Sense 3-2 Division Patterns 5N17 132 3-3 Estimating Quotients 5N26 138 3-4 Problem Solving Skill: Look for a Pattern 144 Section B Dividing 3-6 Dividing Whole Numbers 5N17 152 3-8 Dividing Larger Dividends 5N17 158 3-10 Factors and Divisibility 5N14 162 3-11 Prime and Composite Numbers 5N12 164 3-12 Problem Solving Skill: Interpreting Remainders 168
Grade 5 Math Pacing Guide Page 3 of 9 Chapter 4: Dividing with Two-Digit Divisors 9 plus review/assessment Section A Number Sense 4-2 Estimating with Two-Digit Divisors 5N26 204 4-3 Problem Solving Skill: Try, Check and Revise 210 Section B Dividing Whole Numbers 4-4 Dividing Whole Numbers by Two-Digit Divisors 5N17 214 4-5 Dividing Larger Numbers 5N17 218 4-7 Dividing with Zeroes in the Quotient 224 4-8 Problem Solving Skill: Multiple-Step Problems 226 Section C Dividing Decimals 4-10 Dividing Money by Two-Digit Divisors 5N23 232 4-11 Dividing Decimals by Whole Numbers 5N23 234 Chapter 5: Data, Graphs, and Probability 5 plus review/assessment Section A Reading and Making Graphs 5-2 Bar Graphs 262 Note: review only 5-3 Line Graphs 5S2,5S4 266 Note: lesson 5-2 and 5-3 can be combined 5-5 Problem Solving Skill: Make a Graph 276 Section B Interpreting Data 5-6 Mean, Median, and Mode 282 Note: focus on Mean 5-9 Problem Solving Skill: Writing to Compare 292
Grade 5 Math Pacing Guide Page 4 of 9 Chapter 6: Geometry 10 plus review/assessment Section A Lines, Angles, and Circles 6-1 Geometric Ideas 5G11 328 6-2 Measuring and Classifying Angles 5M6 332 Section B Polygons 6-4 Polygons 5G9,5G10 340 6-5 Classifying Triangles 5G6,5G11 342 6-6 Classifying Quadrilaterals 5G4,5G5 346 6-7 Problem Solving Skill: Solve a Simpler Problem 352 6-8 Problem Solving Skill: Writing to Describe 356 Section C Symmetry and Transformations 6-9 Congruence and Similarity 5G9,5G10 360 6-10 Transformations 364 Note: lesson 6-9 and 6-10 can be combined 6-11 Symmetry 5G8 368 Chapter 7: Fraction Concepts 9 plus review/assessment Section A Understanding Fractions 7-1 Meanings of Fractions 394 7-3 Mixed Numbers 5N20 400 7-6 Problem Solving Skill: Extra or Missing Information 406 Section B Fraction Relationships 7-7 Understanding Equivalent Fractions 5N4 410 7-8 Equivalent Fractions 5N4 412 Note: lesson 7-7 and 7-8 can be combined 7-9 Greatest Common Factor 5N14,5N15 414 7-10 Fractions in Simplest Form 5N19 416 7-11 Understanding Comparing Fractions 5N5,5N9 418 7-12 Comparing/Ordering Fractions and Mixed Numbers 5N5,5N9 420 Note: lesson 7-11 and 7-12 can be combined Chapter 8: Fraction Operations
Grade 5 Math Pacing Guide Page 5 of 9 7 plus review/assessment Section A Adding and Subtracting Fractions 8-1 Adding & Subtracting Fractions- Like Denominators 5N21 460 Section B Adding and Subtracting Mixed Numbers 8-6 Estimating Sums and Differences of Mixed Numbers 5N25 474 8-7 Adding Mixed Numbers 5N22 476 8-8 Subtracting Mixed Numbers 5N22 478 Note: lesson 8-7 and 8-8 can be combined 8-9 Problem Solving Skill: Work Backward 484 Chapter 9: Measurement 9 plus review/assessment Section A Linear Measurement and Perimeter 9-1 Customary Units of Length 5M5 528 9-2 Measuring with Fractions of an Inch 5M5 532 9-3 Metric Units of Length 5M5 534 9-4 Converting Metric Units Using Decimals 5M5 536 9-5 Finding Perimeter 5A6,5G1 540 Section B Area 9-11 Problem Solving Skill: Draw a Picture 558 Note: introduce Area as needed
Grade 5 Math Pacing Guide Page 6 of 9 Chapter 11: Section A Ratio and Proportion Ratio, Proportion, and Percent 11-1 Understanding Ratios 5N6,5N7 646 11-2 Equal Ratios 648 Section B Using Ratios 11-5 Problem Solving Skill: Make a Table 660 11-7 Problem Solving Skill: Writing to Explain 664 Section C Percent 11-8 Understanding Percent 5N11 668 Algebra
Grade 5 Math Pacing Guide Page 7 of 9 5.A.2 Translate simple verbal expressions into algebraic expressions. Seth is 2 years older than his brother Ishmael. Write an algebraic expression to represent Seth's age. 5.A.3 Substitute assigned values into variable expressions and evaluate using order of operations. If n = 2, evaluate each expression below: (5 + n) + 4 2n + 5 x 2 (8 - n) x 9 Compare your answer with another student and explain how you arrived at the answers. 5.A.4 Solve simple one-step equations using basic whole-number facts. Write an equation to determine how many baseballs Jerome has, and then solve. Jerome and Marcus have 13 baseballs. Marcus has 5 baseballs. How many baseballs does Jerome have? 5.A.5 Solve and explain simple one-step equations using inverse operations involving whole numbers. Solve the equation below: n + 23 = 56. Explain the process that you used to solve the equation. Textbook: 2-3 Mental Math: Using the Distributive Property 70 2-12 Variables and Expressions 100 2-13 Problem Solving Skill: Translating Words into Expressions 104 2-14 Find a Rule 106 2-15 Solving Equations 108 3-13 Order of Operations 172 3-14 Graphing Order Pairs 174 3-15 Rules, Tables, and Graphs 12-1 Properties of Equality 696 12-2 Solving Addition and Subtraction Equations 700 12-3 Solving Multiplication and Division Equations 702 12-4 Problem Solving Skill: Write an Equation 706 12-9 The Coordinate Plane 724 Geometry
Grade 5 Math Pacing Guide Page 8 of 9 5.G.12 Identify and plot points in the first quadrant. Provide students with grid paper. Have students draw the axes on the grid paper and plot and label the following points: A(3,2) B(5,7) C(10,6) D(6,5) E(7,1) 5.G.13 Plot points to form basic geometric shapes (identify and classify). Have students plot and label the points below on grid paper and then connect the points in the order they were plotted. A(4,2) E(7,4) A(4,2) B(4,3) F(7,2) C(5,4) G(6,1) What shape is formed? D(6,4) H(5,1) 5.G.14 Calculate perimeter of basic geometric shapes drawn on a coordinate plane (rectangles and shapes composed of rectangles having sides with integer lengths and parallel to the axes). Plot and label the points below on grid paper. A(3,2) B(3,5) C(5,5) D(5,2) Connect the points in the order that they were plotted. Label the length of each side of the polygon and find the perimeter of the shape. Supplemental Materials Needed
Grade 5 Math Pacing Guide Page 9 of 9 Statistics and Probability 5.S.5 List the possible outcomes for a single-event experiment. Provide pairs of students with three coins. Have students take turns flipping the coins and recording each outcome. (e.g., 3 heads, 2 heads and 1 tail, 1 head and 2 tails, 3 tails, etc.). Discuss the list of all possible outcomes with the class. 5.S.6 Record experiment results using fractions/ratios. Provide each pair of students with a spinner divided into four equal sectors numbered 1, 2, 3, and 4. Ask students to spin the spinner 60 times and record their results in a tally chart. Ask each pair for the experimental probability of spinning a number less than four from their data and record the information as a fraction on a class chart. Discuss the results and compare the experimental probability to the theoretical probability. 5.S.7 Create a sample space and determine the probability of a single event, given a simple experiment (i.e., rolling a number cube). Provide each student a number cube with the sides labeled 1,2,3,4,5,6. Ask students to answer the following questions: If the cube is rolled once, list the sample space. If the cube is rolled once, what is the probability of rolling an even number? If the cube is rolled once, what is the probability of rolling an odd number? Textbook: 5-10 Predicting Outcomes 296 5-11 Listing Outcomes 300 5-12 Expressing Probability as a Fraction 302 Supplemental Materials Needed