COURSE GUIDELINE
Green=Content (nouns); Yellow=Skills (verbs)
GRADE: 5th SUBJECT: Math
TEACHER:
QTR.
STANDARD
5.A.1.1. Students are able to use
a variable to write an addition
expression.
Bloom: Application
use a letter to represent a value (variable) to
make an addition expression.
5.A.1.2. Students are able to
recognize and use the
associative property of addition
and multiplication.
Bloom: Application
identify and name (recognize) the
associative property of addition (changing
the grouping of addends does not change the
sum).
identify and name (recognize) the
associative property of multiplication
(changing the grouping of factors does not
change the product)
5.A.2.1. Students are able to
write one-step first degree
equations using the set of whole
numbers and find a solution.
Bloom: Application
write a one-step equation with one variable
using the set of whole numbers.
solve a one-step equation with one variable
using the set of whole numbers.
RESOURCES
Saxon Math 65
Lesson 10
Materials
Saxon Math 65
Lesson 6
Timed 5 minutes
Test on addition facts
Saxon Math 65
STRATEGIES
ASSESSMENTS
Lecture
Demonstration
Video
Speech
Manipulatives
How taught
Students do practice
problems on board
Demonstration
Observations
Tests
Daily work
25 problems
Demonstration
Practice individually
on board
Oral responses
Daily work
Problems
Completion
Daily work
25 problems
5.A.3.1. Students are able to,
using whole numbers, write and
solve number sentences that
represent two-step word
problems.
Saxon Math 65
Lessons 55
Uneven division
5 minute test
Board work
Demonstration
25 Problems
Saxon Math 65
Lesson 54
Multiplication 5
minute test
Rulers
Manipulative
Demonstration
Daily problems
Observation
Test
Saxon Math 65
Lesson 56
5 minute Mulit
test
Draw sketch
Demonstration
Board work
Daily problems
Observation
Saxon Math 65
Demonstrate
Daily problems
Bloom: Application
write a number sentence (an expression
using numbers and symbols) for a two-step
word problem using whole numbers
(0,1,2,3,4,5).
find the answer to (solve) a number
sentence in a two-step word problem using
whole numbers (0,1,2,3,4,5).
5.A.3.2. Students are able to
identify information and apply it
to a given formula.
5.A.3.2. Students are able to
identify information and apply it
to a given formula.
Bloom: Application
determine what information is necessary
(identify) and use it to solve (apply) a given
formula.
.
5.A.4.1. Students are able to
solve problems using patterns
involving more than one
operation.
Bloom: Application
find the answer to (solve) problems using patterns
involving more than one operation.
5.G.1.1. Students are able to
describe and identify isosceles
and equilateral triangles,
pyramids, rectangular prisms,
and cones.
Lessons 33, 39, and 93
Some not in text
Oral response
Board practice
work
Observation
Student response
Saxon Math 65
Lesson 33
Demonstration
Individual practice on
Board
Oral Response
Daily work
Saxon Math 65
Lesson 127, 131, and
136
Demonstration
Oral Responses
Daily work up as
25 problems
Bloom: Knowledge
tell characteristics (describe) and name and
select( identify) isosceles triangle (a triangle
with two equalsides) .
tell characteristics (describe) and name and
select (identify) equilateral triangle (a
triangle with three equal sides).
tell characteristics (describe) and name and
select (identify) pyramids (a solid that has a
polygon for a base and whose other faces
are triangles that share a common vertex).
tell characteristics (describe) and name and
select (identify) rectangular prisms (a prism
with a rectangular base).
tell characteristics (describe) and name and
select (identify) cones (a three dimensional
shape in space that has a circular base and
one vertex).
5.G.1.2. Students are able to
identify acute, obtuse, and
right angles.
Bloom: Knowledge
name and select (identify) an acute angle.
name and select (identify) an obtuse angle.
name and select (identify) a right angle.
5.G.2.1. Students are able to
determine lines of symmetry in
rectangles, squares, and
triangles.
Bloom: Comprehension
find a line that divides a figure into two
halves that are mirror images of each
other(lines of symmetry) in rectangles.
find a line that divides a figure into two
halves that are mirror images of each
other(lines of symmetry) in squares.
find a line that divides a figure into two
halves that are mirror images of each
other(lines of symmetry) in triangles.
5.G.2.2. Students are able to
Saxon Math 65
identify a turn or flip (rotation or Not in text use
reflection) of a given figure.
supplemental
Bloom: Knowledge
recognize (identify) and name a turn.
Material
recognize (identify) and name a flip.
Geometric shape
5.G.2.3. Students are able to use
two-dimensional coordinate
grids to find locations and
represent points and simple
figures.
Student practice oral
responses
Observation
Saxon Math 65Lesson
138, 139, and 140
Draw guide on board
Mark and Name points
Students locate and
identify
Oral responses
Daily work
Saxon Math 65
Lesson 29
Division Facts
5 minute test
Have students practice
with one another to
make change
Templates and bills
Observation
Daily problems
Bloom: Application
When given the coordinates of a point on a grid, I
can locate the point.
name the coordinates of a point on a grid.
identify simple figures on a grid by naming
the coordinates of the vertices.
5.M.1.1. Students are able to
determine elapsed time within
an a.m. or p.m. period on the
quarter-hour.
Bloom: Comprehension
•
Within the same a.m. or p.m. period, I
can figure out how much time has
passed in 15 minute intervals.
5.M.1.2. Students are able to
solve problems involving money
including making change.
Bloom: Application
find (solve) the answer to a money problem.
make change from the purchase price and
what amount was given.
5.M.1.3. Students are able to use
and convert U.S. Customary
units of length (inches,feet,
yard), and weight (ounces,
pounds).
Bloom: Application
change (convert) between inches and feet.
change (convert) between feet and yards.
change (convert) between ounces to pounds.
know which units to use when measuring
length and weight.
5.M.1.4. Students are able to use
appropriate tools to measure
length, weight, temperature, and
area in problem solving.
_______________
Change little in text
Lessons 24, 9, 13, and
80
Change
Saxon Math 65
Lesson 49 and 83
Use rulers yard and
meter sticks liquid
containers
Students are assigned
___________________ particular activities
Lesson 87 and 95
Oral responses
Observation
Daily work
Saxon Math 65
Lesson 28 temp.
48, 49, 74,87, and 83
Students measure
Read thermometers
Board work
Demonstration
Oral responses
Daily work
Saxon Math 65
Lesson 5, 7, 4, 24, 36,
and 59
Oral responses
Board work
Demonstration
Daily work
Bloom: Application
measure length using a ruler.
measure weight using a scale.
measure temperature using a thermometer.
use measurements to solve story problems
involving length, weight, temperature, and
area.
5.N.1.1. Students are able to
read, write, order, and compare
numbers from .001 to
1,000,000,000.
Bloom: Comprehension
read numbers from .001-1,000,000,000 in
standard, expanded, and word forms.
write numbers from .001-1,000,000,000 in
standard, word and expanded forms.
arrange numbers from smallest to largest
(order) using numbers from .0011,000,000,000.
tell how numbers .001-1,000,000,000 are
alike and different (compare).
5.N.1.2. Students are able to find
prime, composite, and factors of
whole numbers from 1to 50.
Saxon Math 65
Lesson 25, 90, and 92
Oral responses
Board work
Demonstration
Daily problems
Saxon Math 65
Lesson 42 and 78
Fraction manipulation
Demonstration
Board Work
Oral responses
Daily problem
Saxon Math 65
Lesson 139
Graph on board
Have students identify
points
Daily problems
Bloom: Comprehension
say and write (find) the prime numbers (a
number greater than one that has exactly
two factors (itself and one)) from 1-50.
say and write (find) the composite numbers
(a number that has more than two factors)
from 1-50.
say and write (find) the factors of numbers
(numbers that divide another number with no
remainder) from 1-50
5.N.1.3. Students are able to
identify alternative
representations of fractions and
decimals involving tenths,
fourths, halves, and hundredths.
Bloom: Knowledge
represent decimals as fractions involving
tenths, fourths, halves, and hundredths.
represent fractions involving tenths, fourths,
halves, and hundredths as decimals.
5.N.1.4. Students are able to
locate negative integers on a
number line.
Bloom: Comprehension
find (locate) negative integers (opposite of the
counting numbers (-1,-2,-3..)) on a number line.
5.N.1.5. Students are able to
determine the squares of
numbers 1 – 12.
Bloom: Comprehension
name (determine) the squares of the
numbers (a number multiplied by itself) 112.
write (determine) the squares of the
numbers (a number multiplied by itself) 112.
5.N.2.1. Students are able to find
the quotient of whole numbers
using two-digit divisors.
Bloom: Application
find(solve) an answer to a division problem
(quotient) using a two digit divisor (the number
by which the dividend is divided).
5.N.2.2. Students are able to
determine equivalent fractions
including simplification (lowest
terms of fractions).
Bloom: Application
find (determine) equivalent fractions.
put (simplify) fractions into simplest form.
5.N.2.3. Students are able to
multiply and divide decimals by
natural numbers (1 – 9).
Bloom: Application
multiply decimals (a number with one
or more digits to the right of a decimal
point) by the numbers 1-9 (natural
numbers).
divide decimals (a number with one or
more digits to the right of a decimal
Saxon Math 65
Text- problems are
dispensed throughout
lessons
Practice
Daily work
Saxon Math 65
Lesson 103, 104, and
102
Use division
Algorithm
Demonstration
Practice on board
Daily problem
Saxon Math 65
Lesson 88, 89, and 91
5 minute, reduce
fraction test
Board practice
Demonstration
Daily problems
Saxon Math 65Lesson
129, 136, 131, and 132
Timed tests
Demonstrate on board
Practice on board
Daily problems
Tests
point) by the numbers 1-9 (natural
numbers).
5.N.3.1. Students are able to use
different estimation strategies to
solve problems involving whole
numbers, decimals, and fractions
to the nearest whole number.
Saxon Math 65
Lesson 69 and other
lessons throughout
text
Demonstrate
Practice on board
Use number line
Daily problems
Tests
Saxon Math 65
Lesson 54 and other
lessons throughout
text
Social studies text and
workbook
Demonstrate
Oral responses
Practice
Daily problems
Tests
Demonstrate
Discuss uses
Practice
Daily problems
Tests
Bloom: Application
• estimate (use an approximate value) to the
nearest whole numbers (0,1,2,3,4,5…) to solve
problems.
• estimate (use an approximate value) decimals(a
number with one or more digits to the right of the
decimal point) to the nearest whole number to
solve problems.
• estimate (use an approximate value) fractions (a
number that represents part of a whole or a set
written with a numerator and a denominator) to
the nearest whole number to solve problems.
5.S.1.1. Students are able to
gather, graph, and interpret
data.
Bloom: Application
collect (gather) data (the information that a
graph shows) to make a graph.
graph (represent data in a picture form)
collected data (the information that a graph
shows) on a graph.
make meaning out of (interpret) data (the
information that a graph shows) in a graph.
5.S.1.2. Students are able to
Saxon Math 65
calculate and explain mean for a Lesson 56 and 133 and
whole number data set.
other lessons
Bloom: Application
figure (calculate) the mean (the average) of
throughout text
i
f h l
b
(0 1 2 3 4
a given set of whole numbers (0, 1, 2, 3,4,
5…).
find (explain) the mean (the average) of a
given set of whole numbers (0, 1, 2, 3, 4,
5…).
5.S.2.1. Students are able to
Saxon Math 65
classify probability of simple
Lesson 124 and 126
events as certain, likely, unlikely, and other lessons
or impossible.
throughout text dice
Bloom: Application
Use dice to guess
Discuss weather
forecasts
Daily problems
Tests
Observation
Have students
construct a graph on
computer after
gathering information
Finished product
tell whether the chance of something
happening (probability) is certain (100%),
likely(a good chance), unlikely(a good
chance that an event won’t happen) or
impossible (0% chance)
5.S.2.2. Students are able to use
models to display possible
outcomes.
Bloom: Application
Using data, I can make a diagram, table or
list to show information.
predict the possible outcomes from my
model.
Saxon Math 65
Computer
Social studies text and
workbook