January 2013
Louisville Municipal School District
5 Grade Math (MA) CCSS Pacing Guide
1st Nine Weeks
Mississippi Competencies and Performance Level
Objectives
Descriptors
th
Common Core State Standards for
MA
Numbers and Operations in Base Ten
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 to its right
and 1/10 of what it represents in the place to
its left.
I CAN:
--Name place values of whole numbers
through 1,000,000,000.
--Demonstrate my knowledge of place value
by recognizing the number to the left is 10x
larger, using multiplication, and the right is
1/10 smaller using division.
--Name place values of decimal numbers
through thousandths.
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 to denote
powers of 10.
5.1.b.
Compose and decompose sevendigit numbers and decimals through
thousandths in word, standard, and
expanded forms. (DOK 1)
1.b (Proficient)
Test 1: Question(s) 2,
22, 31
Test 2: Question(s) 2,
21, 22,33
Test 3: Question(s) 1,
12
Notes
The MMFR does not specify
that students recognize that a
digit in one place represents 10
times as much as it represents
in the place to its right and 1/10
of what is represents in the
place to its left.
The MMFR does not specify
that students explain patterns in
the number of zeros of the
product when multiplying or
dividing by a power of 10.
I CAN:
--Show repeated multiplication of tens as an
exponent.
--Show exponents of tens as repeated
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multiplication and solve.
--Fluently translate between powers of 10
written as ten raised to a whole number
exponent, the expanded form, and standard
form.
--Multiply by a power of ten.
--Divide by a power of ten.
5.NBT.3.
Read, write, and compare decimals to
thousandths.
a. Read and write decimals to thousandths
using base-ten numerals, number names,
and expanded form, e.g., 347.392 = 3 × 100
+ 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) +
2 × (1/1000).
b. Compare two decimals to thousandths
based on meanings of the digits in each
place, using >, =, and < symbols to record
the results of comparisons.
5.1.b.
Compose and decompose sevendigit numbers and decimals through
thousandths in word, standard, and
expanded forms. (DOK 1)
5.1.a.
Compare and order integers,
decimals to the nearest thousandths,
like and unlike fractions, and mixed
numbers using >, <, and =. (DOK 1)
1.b (Proficient)
Test 1: Question(s) 2,
22, 31
Test 2: Question(s) 2,
21, 22,33
Test 3: Question(s) 1,
12
1.a. (Basic & Proficient)
Test 1: Question(s)
1,21,24,32
Test 2: Question(s) 1
Test 3: Question(s) 8,
34, 5
I CAN:
--Read a decimal number to the thousandths
place.
--Write a decimal number in standard form to
the thousandths place.
--Write a decimal number in expanded form
to the thousandths place.
--Compare two decimals through
thousandths place using <,>, =.
5.NBT.5.
Fluently multiply multi-digit whole numbers
using the standard algorithm.
I CAN:
--Apply my knowledge of the basic
5.1.f.
Add, subtract, multiply, and divide
(with and without remainders) using
nonnegative rational numbers.
(DOK 1)
1.f. (Proficient)
Test 1: Question(s)
33,34, 35, 42, & 60
Test 2: Question(s) 15,
32, 35, 39
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Test 3: Question(s) 50,
54, 57
multiplication facts and place value to
fluently multiply multi-digit whole numbers.
5.NBT.6.
Find whole-number quotients of whole
numbers with up to 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.
5.1.f.
Add, subtract, multiply, and divide
(with and without remainders) using
nonnegative rational numbers.
(DOK 1)
*Note: whole #s & decimals
(2a & 2d are taught 2nd 9 wks)
1.f. (Proficient)
Test 1: Question(s) 33,
34, 35, 42, & 60
Test 2: Question(s) 15,
32, 35, 39
Test 3: Question(s) 50,
54, 57
The MMFR specifies that
students find whole number
quotients of whole numbers
with up to four-digit dividends
and two-digit divisors at grade
4.1.d.
5.1.f.
Add, subtract, multiply, and divide
(with and without remainders) using
nonnegative rational numbers.
(DOK 1)
*Note: whole #s & decimals
(2c & 2d are taught 2nd 9 wks)
1.f. (Proficient)
Test 1: Question(s) 33,
34, 35, 42, & 60
Test 2: Question(s) 15,
32, 35, 39
Test 3: Question(s) 50,
54, 57
The MMFR does not specify
that students use concrete
models or drawings and
strategies based on place value
when adding, subtracting,
multiplying, and dividing
decimals to hundredths.
I CAN:
--Apply my knowledge of the basic division
facts and place value to determine the
quotient of whole numbers with up to 4 digit
dividends and 2 digit divisors.
--Illustrate and explain division using
equations, rectangular arrays, and/or area
models.
5.NBT.7.
Add, subtract, multiply, and divide decimals
to 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 to a written
method and explain the reasoning used.
I CAN:
--Add decimals to the hundredths.
--Subtract decimals to hundredths.
--Multiply decimals to hundredths.
--Divide decimals to hundredths.
--Relate the strategy used to a written
method and explain the reasoning used.
--Demonstrate computations by using
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models and drawings.
No CCSS
5.1.c.
Identify factors and multiples of
whole numbers. (DOK 1)
1.c. (Basic)
Test 1: Question(s) 3,
23, 41
Test 2: Question(s) 3, 23
Test 3: Question(s) 19,
48
Understanding division as an
unknown-factor problem is in
the 3rd grade in the CCSS.
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