5th Grade Math
Students who are identified as having a Strong or Very Strong need in math will receive services by having me, the AIG teacher, as their main math teacher. This means they will not go to a 5th grade teacher for math. We will cover the same objectives and content required in 5th grade, but in a way that best meets the needs of the gifted learner.
This is not the 5th/6th Compacted Math class that 5th graders took a few years ago. The curriculum has changed, but depending on the topic that we study, we may delve deeper, or I may teach some advanced material, or we'll do both; whichever is more appropriate and fitting.
We will meet from 2:00-3:05 Monday through Friday.
I will post test dates, homework, and notes in the Topics and Homework tab under the 5th Grade Math tab at the top of the page (hover over until it pops up).
Here is what we'll be studying this year:
1-3 are the most essential topics that will be covered:
1. Developing fluency with addition and subtraction of fractions, 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) – Students apply their understanding of fractions and
fraction models to represent the addition and subtraction of fractions with unlike
denominators as equivalent calculations with like denominators. They develop
fluency in calculating sums and differences of fractions, and make reasonable
estimates of them. Students also use the meaning of fractions, of multiplication
and division, and the relationship between multiplication and division to
understand and explain why the procedures for multiplying and dividing
fractions make sense. (Note: this is limited to the case of dividing unit
fractions by whole numbers and whole numbers by unit fractions.)
2. E xtending division to 2-digit divisors, integrating decimal fractions into
the place value system and developing understanding of operations with
decimals to hundredths, and developing fluency with whole number
and decimal operation – Students develop understanding of why division
procedures work based on the meaning of base-ten numerals and properties
of operations. They finalize fluency with multi-digit addition, subtraction,
multiplication, and division. They apply their understandings of models for
decimals, decimal notation, and properties of operations to add and subtract
decimals to hundredths. They develop fluency in these computations, and make
reasonable estimates of their results. Students use the relationship between
decimals and fractions, as well as the relationship between finite decimals and
whole numbers (i.e., a finite decimal multiplied by an appropriate power of 10 is
a whole number), to understand and explain why the procedures for multiplying
and dividing finite decimals make sense. They compute products and quotients
of decimals to hundredths efficiently and accurately.
3. Developing understanding of volume – Students recognize volume as an
attribute of three-dimensional space. They understand that volume can be
quantified by finding the total number of same-size units of volume required
to fill the space without gaps or overlaps. They understand that a 1-unit by
1-unit by 1-unit cube is the standard unit for measuring volume. They select
appropriate units, strategies, and tools for solving problems that involve
estimating and measuring volume. They decompose three-dimensional shapes
and find volumes of right rectangular prisms by viewing them as decomposed
into layers of arrays of cubes. They measure necessary attributes of shapes in
order to solve real world and mathematical problems.
In addition, we'll also be learning about geometry, algebra & patterns, and measurement & data.
These are the practices we'll be using in our learning:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
This is not the 5th/6th Compacted Math class that 5th graders took a few years ago. The curriculum has changed, but depending on the topic that we study, we may delve deeper, or I may teach some advanced material, or we'll do both; whichever is more appropriate and fitting.
We will meet from 2:00-3:05 Monday through Friday.
I will post test dates, homework, and notes in the Topics and Homework tab under the 5th Grade Math tab at the top of the page (hover over until it pops up).
Here is what we'll be studying this year:
1-3 are the most essential topics that will be covered:
1. Developing fluency with addition and subtraction of fractions, 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) – Students apply their understanding of fractions and
fraction models to represent the addition and subtraction of fractions with unlike
denominators as equivalent calculations with like denominators. They develop
fluency in calculating sums and differences of fractions, and make reasonable
estimates of them. Students also use the meaning of fractions, of multiplication
and division, and the relationship between multiplication and division to
understand and explain why the procedures for multiplying and dividing
fractions make sense. (Note: this is limited to the case of dividing unit
fractions by whole numbers and whole numbers by unit fractions.)
2. E xtending division to 2-digit divisors, integrating decimal fractions into
the place value system and developing understanding of operations with
decimals to hundredths, and developing fluency with whole number
and decimal operation – Students develop understanding of why division
procedures work based on the meaning of base-ten numerals and properties
of operations. They finalize fluency with multi-digit addition, subtraction,
multiplication, and division. They apply their understandings of models for
decimals, decimal notation, and properties of operations to add and subtract
decimals to hundredths. They develop fluency in these computations, and make
reasonable estimates of their results. Students use the relationship between
decimals and fractions, as well as the relationship between finite decimals and
whole numbers (i.e., a finite decimal multiplied by an appropriate power of 10 is
a whole number), to understand and explain why the procedures for multiplying
and dividing finite decimals make sense. They compute products and quotients
of decimals to hundredths efficiently and accurately.
3. Developing understanding of volume – Students recognize volume as an
attribute of three-dimensional space. They understand that volume can be
quantified by finding the total number of same-size units of volume required
to fill the space without gaps or overlaps. They understand that a 1-unit by
1-unit by 1-unit cube is the standard unit for measuring volume. They select
appropriate units, strategies, and tools for solving problems that involve
estimating and measuring volume. They decompose three-dimensional shapes
and find volumes of right rectangular prisms by viewing them as decomposed
into layers of arrays of cubes. They measure necessary attributes of shapes in
order to solve real world and mathematical problems.
In addition, we'll also be learning about geometry, algebra & patterns, and measurement & data.
These are the practices we'll be using in our learning:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.