January 2013
Louisville Municipal School District
5 Grade Math (MA) CCSS Pacing Guide
2nd Nine Weeks
Mississippi Competencies and Performance Level
Objectives
Descriptors
th
Common Core State Standards for
MA
5.OA.1.
Use parentheses, brackets, or braces in
numerical expressions, and evaluate
expressions with these symbols.
I CAN:
--Locate and identify parentheses, brackets,
and braces in numerical expressions.
--Use the order of operations to solve
numerical expressions.
--Explain the order of operations.
--Apply the order of operations to evaluate
expressions.
5.OA.2.
Write simple expressions that record
calculations with numbers and interpret
numerical expressions without evaluating
them. For example, express the calculation
“add 8 and 7, then multiply by 2” as
2 × (8 + 7). Recognize that
3 × (18932 + 921) is three times as large as
18932 + 921, without having to calculate the
indicated sum or product.
No MS
Notes
Using the order of operations to
simplify and/or evaluate whole
numbers (including exponents
and grouping symbols) is found
in the MMFR at grade 7.1.a.
No MS
Writing simple expressions that
record calculations with
numbers and interpreting
numerical expressions are
found in the MMFR at grade
6.2.c.
I CAN:
--Identify key words and relate words to
operations.
--Use words to interpret a numerical
expression.
--Explain the meaning of a numerical
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January 2013
expression using words.
5.NBT.4.
Use place value understanding to round
decimals to any place.
I CAN:
--Use place value understanding to round
decimals to any place with and without
visuals.
5.NBT.6. (also in 1st 9 wks)
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.
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. (also in 1st 9 wks)
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.
5.1.g.
Estimate sums, differences,
products, and quotients of
nonnegative rational numbers to
include strategies such as front-end
rounding, benchmark numbers,
compatible numbers, and rounding.
(DOK 2)
1.g. (Proficient &
Advanced)
Test 1: Question(s) 57
Test 2: Question(s) 55,
42
Test 3: Question(s) 2,
51, 55
5.2.a.
Determine the value of variables in
equations and inequalities, justifying
the process. (DOK 2)
2.a. (Proficient)
Test 1: Question(s) 5,
28, 51
Test 2: Question(s) 8,
28, 49 & 60
Test 3: Question(s) 4,
20, 33
5.2.d.
Apply inverse operations of
addition/subtraction and
multiplication/division to problemsolving situations. (DOK 2)
5.2.c.
Apply the properties of basic
operations to solve problems: (DOK
2)
- Zero property of multiplication
- Commutative properties of
addition and multiplication
- Associative properties of addition
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.
2.d. (Proficient &
Advanced)
Test 1: Question(s) 45,
46
Test 2: Question(s) 56
Test 3: Question(s) 15,
22, 47
2.c. (Basic & Proficient)
Test 1: Question(s) 7,
44, 47
Test 2: Question(s) 4,
45, 47
Test 3: Question(s) 46,
56
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.
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January 2013
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
models and drawings.
5.NF.1.
Add and subtract fractions with unlike
denominators (including mixed numbers) by
replacing given fractions with equivalent
fractions in such a way as to produce an
equivalent sum or difference of fractions with
like denominators. For example, 2/3 + 5/4 =
8/12 + 15/12 = 23/12. (In general, a/b + c/d =
(ad + bc)/bd.)
and multiplication
Distributive properties of
multiplication over addition and
subtraction
- Identity properties of addition
and multiplication
5.2.d.
Apply inverse operations of
addition/subtraction and
multiplication/division to problemsolving situations. (DOK 2)
-
5.1.f.
Add, subtract, multiply, and divide
(with and without remainders) using
nonnegative rational numbers.
(DOK 1) *Fractions
2.d. (Proficient &
Advanced)
Test 1: Question(s)
46
Test 2: Question(s)
Test 3: Question(s)
22, 47
1.f. (Proficient)
Test 1: Question(s)
34, 35, 42, & 60
Test 2: Question(s)
32, 35, 39
Test 3: Question(s)
54, 57
45,
56
15,
33,
15,
50,
I CAN:
--Find a common denominator of fractions.
--Replace fractions with unlike denominators
with equivalent fractions with like
denominators.
--Add and subtract fractions with unlike
denominators (including mixed numbers).
5.NF.2.
Solve word problems involving addition and
subtraction of fractions referring to the same
whole, including cases of unlike
denominators, e.g., by using visual fraction
models or equations to represent the
problem. Use benchmark fractions and
number sense of fractions to estimate
5.1.f. Add, subtract, multiply, and
divide (with and without remainders)
using nonnegative rational numbers.
(DOK 1) *Fractions
5.2.a.
Determine the value of variables in
equations and inequalities, justifying
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 solve word
problems. The MMFR specifies
that students use benchmark
fractions to judge the magnitude
of fractions at grade 4.1.k.
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January 2013
mentally and assess the reasonableness of
answers. For example, recognize an
incorrect result 2/5 + 1/2 = 3/7, by observing
that 3/7 < 1/2.
I CAN:
--Use benchmark numbers (0, ¼, ½, ¾, 1) to
estimate sums and differences of fractions.
--Relate estimation to my answers to see if
they make sense.
--Apply prior knowledge of adding and
subtracting fractions to solve word problems.
5.NF.3.
Interpret a fraction as division of the
numerator by the denominator (a/b = a ÷ b).
Solve word problems involving division of
whole numbers leading to answers in the
form of fractions or mixed numbers,
e.g., by using visual fraction models or
equations to represent the problem. For
example, interpret 3/4 as the result of
dividing 3 by 4, noting that 3/4 multiplied by 4
equals 3, and that when 3 wholes are shared
equally among 4 people each person has a
share of size 3/4. If 9 people want to share a
50-pound sack of rice equally by weight, how
many pounds of rice should each person
get? Between what two whole numbers does
your answer lie?
I CAN:
--Demonstrate a fraction as a division
the process. (DOK 2)
2.a. (Proficient)
Test 1: Question(s) 5,
28, 51
Test 2: Question(s) 8,
28, 49 & 60
Test 3: Question(s) 4,
20, 33
5.1.g.
Estimate sums, differences,
products, and quotients of
nonnegative rational numbers to
include strategies such as front-end
rounding, benchmark numbers,
compatible numbers, and rounding.
(DOK 2)
1.g. (Proficient &
Advanced)
Test 1: Question(s) 57
Test 2: Question(s) 55,
42
Test 3: Question(s) 2,
51, 55
5.1.e.
Model and identify equivalent
fractions including conversion of
improper fractions to mixed numbers
and vice versa. (DOK 1)
1.e. (Basic & Proficient)
Test 1: Question(s) 58
Test 2: Question(s) 31
Test 3: Question(s) 26,
37
5.1.f.
Add, subtract, multiply, and divide
(with and without remainders) using
nonnegative rational numbers.
(DOK 1) *Fractions
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
5.2.a.
Determine the value of variables in
equations and inequalities, justifying
the process. (DOK 2)
2.a. (Proficient)
Test 1: Question(s) 5,
28, 51
Test 2: Question(s) 8,
28, 49 & 60
The MMFR does not specify
that students explain the
meaning of the division of
rational numbers until grade
6.1.j. The MMFR does not
specify that students solve word
problems.
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January 2013
problem. Ex. ¼ = 1 divided by 4
--Demonstrate a division problem as a
fraction. Exp. ¼ = 4/1
--Solve division word problems and express
the quotient as a fraction or mixed number
including visual models.
5.NF.4.
Apply and extend previous understandings
of multiplication to multiply a fraction or
whole number by a fraction.
Test 3: Question(s) 4,
20, 33
5.2.d.
Apply inverse operations of
addition/subtraction and
multiplication/division to problemsolving situations. (DOK 2)
5.1.f.
Add, subtract, multiply, and divide
(with and without remainders) using
nonnegative rational numbers.
(DOK 1) *Fractions
a. Interpret the product (a/b) × q as a
parts of a partition of q into b equal
parts; equivalently, as the result of a
sequence of operations a × q ÷ b. For
example, use a visual fraction model
to show (2/3) × 4 = 8/3, and create a
story context for this equation. Do the
same with (2/3) × (4/5) = 8/15. (In
general, (a/b) × (c/d) = ac/bd.)
2.d. (Proficient &
Advanced)
Test 1: Question(s) 45,
46
Test 2: Question(s) 56
Test 3: Question(s) 15,
22, 47
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 interpret
multiplying a fraction and a
whole number as parts of a
partition. The MMFR does not
specify that students find the
area of a rectangle with
fractional side lengths by tiling it
with unit squares of the
appropriate unit fraction side
lengths.
I CAN:
--Represent a whole number as a fraction.
--Multiply fractions.
--Represent multiplication of fractions as
models.
5.NF.5.
Interpret multiplication as scaling (resizing),
by:
a. Comparing the size of a product to the
5.1.g.
Estimate sums, differences,
products, and quotients of
nonnegative rational numbers to
include strategies such as front-end
1.g. (Proficient &
Advanced)
Test 1: Question(s) 57
Test 2: Question(s) 55,
42
The MMFR does not specify
that students explain the
meaning of multiplication of
rational numbers until grade
6.1.j. Grade 6.4.d. specifies that
5
size of one factor on the basis of the size of
the other factor, without performing the
indicated multiplication.
rounding, benchmark numbers,
compatible numbers, and rounding.
(DOK 2)
Test 3: Question(s) 2,
51, 55
5.1.f.
Add, subtract, multiply, and divide
(with and without remainders) using
nonnegative rational numbers.
(DOK 1) *Fractions
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
January 2013
students use scale factors to
perform dilations and to solve
ratio and proportion problems.
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) to
the effect of multiplying a/b by 1.
I CAN:
--Predict the size of a product when one
factor doesn’t change when comparing two
equations. Ex:. 200x20 and 200x40 (The
product of 200x40 will be 2 times larger).
--Predict the size of the product based on the
size of the factors. Ex: fraction x fraction =
smaller fraction, fraction x whole number = a
fraction of the whole number.
--Tell in my own words why fraction x fraction
= smaller fraction ¼ x ¼ = 1/16 fraction x
whole = smaller number ¼ x 4 =1 whole
number x mixed number = larger than the
original whole number 1½ x 4 = 6.
5.NF.6.
Solve real-world problems involving
multiplication of fractions and mixed
numbers, e.g., by using visual fraction
models or equations to represent the
problem.
I CAN:
--Use various strategies to solve word
The MMFR does not specify
that students solve real-world
problems.
5.2.a.
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January 2013
problems involving multiplication of fractions.
--Use various strategies to solve word
problems involving multiplication of mixed
numbers.
--Solve real-world word problems involving
multiplication of fractions and mixed
numbers in various ways. (Example – visual
models, equations,etc.)
Determine the value of variables in
equations and inequalities, justifying
the process. (DOK 2)
5.NF.7.
Apply and extend previous understandings
of division to divide unit fractions by whole
numbers and whole numbers by unit
fractions.1
5.1.f.
Add, subtract, multiply, and divide
(with and without remainders) using
nonnegative rational numbers.
(DOK 1) *Fractions
a. Interpret division of a unit fraction by a
non-zero whole number, and compute such
quotients. For example, create a story
context for (1/3) ÷ 4, and use a visual
fraction model to show the quotient.
Use the relationship between multiplication
and division to explain that (1/3) ÷ 4 = 1/12
because (1/12) × 4 = 1/3.1
5.2.a.
Determine the value of variables in
equations and inequalities, justifying
the process. (DOK 2)
b. Interpret division of a whole number by a
unit fraction, and compute such quotients.
For example, create a story context for
4 ÷ (1/5), and use a visual fraction model to
show the quotient. Use the relationship
between multiplication and division to explain
that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
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 to represent the
problem. For example, how much chocolate
will each person get if 3 people share 1/2 lb
5.2.d.
Apply inverse operations of
addition/subtraction and
multiplication/division to problemsolving situations. (DOK 2)
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
2.a. (Proficient)
Test 1: Question(s) 5,
28, 51
Test 2: Question(s) 8,
28, 49 & 60
Test 3: Question(s) 4,
20, 33
The MMFR does not specify
that students explain the
meaning of the division of
rational numbers until grade
6.1.j. Grade 6.2.c. specifies that
students formulate algebraic
expressions, equations, and
inequalities to reflect a given
situation.
2.d. (Proficient &
Advanced)
Test 1: Question(s) 45,
46
Test 2: Question(s) 56
Test 3: Question(s) 15,
22, 47
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January 2013
of chocolate equally? How many 1/3-cup
servings are in 2 cups of raisins?
I CAN:
--Apply and extend previous knowledge of
division of a unit fraction by a non-zero
whole number to create a division word
problem.
--Represent the quotient of a unit fraction
and a non-zero whole number with a visual
fraction model.
--Create a division word problem to
represent division of a whole number by a
unit fraction.
--Represent a quotient of a whole number
and a unit fraction with a visual fraction
model.
--Solve real-world problems involving unit
fractions and non-zero whole numbers in
various ways. (Ex. Visual fraction models,
equations, etc.)
No CCSS
I CAN:
--Devise a rule for an input/output function
table.
--Describe the rule in words & symbols.
5.2.b.
Devise a rule for an input/output
function table, describing it in words
and symbols. (DOK 2)
2.b. (Proficient)
Test 1: Question(s) 6,
18
Test 2: Question(s) 6,
19, 44
Test 3: Question(s) 38,
49
The definition of function is
found in the CCSS in the 8th
grade.
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January 2013
9