Pacing Guide

1
Week of Jan. 7th - Jan. 11th

Jan. 7th - Jan. 11th
Indicator
Geometry
CCSS
5-1.4 Generate descriptions and mathematical statements

about relationships between and among classes of objects.
5-4.4 Translate between two-dimensional representations and
three-dimensional objects.
Instructional Strategies
Introduce vocabulary: cube, rectangular prism, cylinder, cone, triangular prism, pyramids, net
1. Place nets on overhead. Let students play Guess that Shape. Quadrant A
2. Students make Christmas ornaments using nets. Quadrant A
3. Give students pairs a collection of cubes. One student create a 3-D shape with the cubes. The other student has to
draw and label (on graph paper) the top, front, and side views of the shape. Then the students switch roles and repeat.
Quadrant D
4. Give students various 3-D objects. Ask them to draw a net for that 3-D object. Ask student pairs to check each others
work.
Resources
Daily Oral Math
Web Sites: http://mathresources.anderson5.net , http://www.studyisland.com/ ,
www.-k6.thinkcentral.com , http:// www.helpingwithmath.com , www.ed.sc.gov
http://www.vmathlive.com/ , http://
S3Curriculum Link: http://scde.mrooms.org/file.php/1/S3/5th_Grade_Math/Grade%205%20-%202nd%20nine%20weeks

%207-1-10.pdf
Other Resources: S.C. P.A.S.S. Coach: Lesson 19 Two-Dimensional Representations of Three-Dimensional Figures ,
pages 125 - 127 , S.C. P.A.S.S. Coach: Lesson 19 Lesson Practice , pages 128 - 129 , Think Central: Standards
Practice , pages 71 - 72 , PASS Coach Jumpstart: Grade 5 , Houghton Mifflin Harcourt: Math Expressions Grade 5
Assessment
2
Week of Jan. 14th - Jan. 18th
Jan. 14th - Jan. 17th
Indicator
Geometry
CCSS
5-4.5 Predict the results of multiple transformations on a

geometric shape when combinations of translation, reflection,
and rotation are used.
Winter Break
Introduce vocabulary: transformations, translation, rotation, reflection

1. Discuss with students that if you reflect (flip) a shaper over a horizontal line, it is a vertical reflection (flip). If you reflect
(flip) a shape over a vertical line, it is a horizontal reflection (flip).
2. Give the following real-life examples. Translation/SlideDiscuss how a slide is like a person sliding down a slide.
They look the same and are still right-side-up. All that has changed is their location. Reflection/FlipHave students
imagine cooking a pancake. You cook one side and then flip it over and cook the other. Rotation/TurnThen have
students imagine they are playing basketball and need to pivot. They hold one foot in place and turn their body. Have
students think of other examples and share. Quadrant A
3. Have students look around the room and building to find examples of how translations, reflections, and rotations are
used to create patterns and designs. Quadrant D
4. Make a chart with these headings:
Same after Flip
Same after Slide
Same after Turn
Same after all 3
Using bulletin board letters write the letters on the chart under the correct heading. Try to find as many letters as
possible that look the same after all three, a flip, slide, and turn. (Try this with polygons/shapes). Quadrant C
5. Give students a sheet of construction paper. Have them draw a geometric shape about one inch by one inch. Then
have students trace that shape and cut out two more shapes. Have them choose two different transformations and glue
the shapes in place using those transformations. Then have the students share their transformations. Quadrant C
6. Use Navigating Through Geometry in Grades 3 through 5, Motion Commotion, p. 64. Manipulate and predict new
orientation of a figure after transformation. Focus on the Explore section. Quadrant C
7. Use Navigating Through Geometry in Grades 3 through 5, Tetrominoes Cover-Up, p. 59. Students use slides, flips,
and turns, to cover a grid with a variety of tetrominoes. Quadrant B
8. Use Super Source Lesson: Take a Bite Children create squares that can be filled in a variety of ways with nine
Tangram piecesone Tangram set plus two additional small triangles. (Search: Tangrams, 5 - 6)
9. Use Super Source Lesson: Around the Quad Children create designs with Tangram pieces using reflective symmetry.
(Search: Tangrams, 5 - 6)
Resources
Daily Oral Math
Web Sites: http://mathresources.anderson5.net , http://www.studyisland.com/ , http://www.vmathlive.com/ , http://
S3Curriculum Link: http://scde.mrooms.org/file.php/1/S3/5th_Grade_Math/Grade%205%20-%203rd%20nine%20weeks
%207-1-10.pdf
Other Resources: S.C. P.A.S.S. Coach: Lesson 20 Combining Transformations , pages 130 - 133 ,
S.C. P.A.S.S.
3
Coach: Lesson Practice (Review) , pages 134 - 136 , Think Central: Standards Practice , pages 73 - 74 , PASS Coach
Jumpstart: Grade 5 , Houghton Mifflin Harcourt: Math Expressions Grade 5nter Break
Assessment
Jan. 18th
Indicator
Third Nine Weeks

CCSS
Professional Development/Workday
Resources
Assessment
4
Week of Jan. 21st - Jan. 25th
Jan. 21st - Jan. 22nd
Indicator
CCSS
Martin Luther King Jr. Day (Holiday)



Resources
Assessment
Week of Jan. 23 Jan. 25
Jan. 23rd - Jan. 25th
Indicator
Measurement
CCSS
5-5.1 Use appropriate tools and units to measure objects to

the precision of one-eighth inch.
1. Collect different objects that students will measure ranging from 1 inch to 1/8 inch. Quadrant A
2. Use Navigating Through Measurement in Grades 3 through 5, Lets Measure, p. 5. Students construct a measuring
tool to measure length. Quadrant B
2
3. Teacher will model if the length of an object falls between say
2
8
3
8
1
8
3
8
and
then the student must understand that if the
3
8
length is more than halfway between

and
the length would be described as
.
4. A lesson that might be used as an introduction to the concept of precision might require that some students use rulers
marked in fourths while other students use rulers marked in eighths. After measuring a variety of objects to the nearest
eighth of an inch and recording the responses, the class might engage in a discussion as to which group had the more
precise measurements and why. (The class should come to the conclusion that the smaller the measurement, the more
precise.)
Resources
Daily Oral Math
S3Curriculum Link: http://scde.mrooms.org/file.php/1/S3/5th_Grade_Math/Grade%205%20-%201st%20nine%20weeks
%207-1-10.pdf
Other Resources: S. C. Pass Coach: Lesson 21, Measuring Length to the Nearest 1/8 inch , pgs. 144 147 , Think
Central: Standards Practice , pages 77 - 78 , PASS Coach Jumpstart: Grade 5 , Houghton Mifflin Harcourt: Math
Expressions Grade 5
Assessment
5
Week of Jan. 28 Feb. 1st
Jan. 28 Feb. 1st
Indicator
Measurement
CCSS
5-5.8 Recall equivalencies associated with length, liquid volume,

and mass: 10 millimeters = 1 centimeter, 100 centimeters = 1
meter, 1000 meters = 1 kilometer; 10 milliliters = 1 centiliter, 100
centiliters = 1 liter, 1000 liters = 1 kiloliter; and 10 milligrams = 1
centigram, 100 centigrams = 1 gram, 1000 grams = 1 kilogram.
5-5.3 Use equivalencies to convert units of measure within the
metric system: converting length in millimeters, centimeters,
meters, and kilometers; converting liquid volume in milliliters,
centiliters, liters, and kiloliters; and converting mass in
milligrams, centigrams, grams, and kilograms.
5.MD = Grade 5, Converting Metric Measurements,

Standards 1
5.MD.1. Convert among different-sized standard
measurement units within a given measurement
system (e.g., convert 5 cm to 0.05 m), and use these
conversions in solving multi-step, real-world problems.
5-5.8
1. Make index cards with equivalent measures. Play Concentration, matching the equivalent measures. Quadrant A
2. I Have, Who Has? Write on one card, I have 1000 meters. on one side. On the other side, Who has something
equal to 1 liter? Continue making cards with above equivalencies. Quadrant B
Card # 1
Front
I have 1000 m.
Card # 2
Back
Who has something
equal to 1 liter?
Front
I have 100
centiliters.
Back
Who has something
equal to 10mg?
3. Have students create something to help them recall equivalencies. For example: a rhyme, rap, acrostic poem, graphic,
etc. Have students share with class. Quadrant C
5-5.3
1. Vocabulary study: metric prefixes (milli = 1/1000, centi = 1/100, kilo = 100 x). Discuss: if large units are converting to
smaller units, the resulting answer will be larger. Smaller units converted to larger units will result in a smaller number.
Quadrant A
2. Laminate blank input, output tables. Use the blank tables to show the relationship between metric units. Quadrant A
Rule: 100
Centimeter
Meter
400
1000
10
200
3. Play I Have with the students as a review. Prepare a set of questions, each on different index cards. Put the answers
to each question on the back of another cards question. Pass them out at random and have a student start by reading
his/her question (What would one meter equal in centimeters?). Another student that has the answer reads it and then
reads his/her question (What is two pounds in ounces?). The game continues until all the cards have been read.
Quadrant A
4. Use the mnenonic device of King Henry Died By drinking chocolate milk for conversions. Quadrant A
5. Introduce the horizontal metric step ladder for meters, grams, and liters :
6
kilometer
hectometer
Dekameter
meter
decimeter
centimeter
millimeter
kilogram
hectogram
Dekagram
grams
decigram
centigram
milligram
kiloliter
hectoliter
Dekaliter
liter
deciliter
centiliter
milliliter
Resources
Daily Oral Math
Web Sites: http://mathresources.anderson5.net , http://www.studyisland.com/ , http://www.vmathlive.com/ ,
http://

%207-1-10.pdf
Other Resources: S. C. Pass Coach: Lesson 22, Converting Metric Measurement , pgs. 148 153 , Think Central:
Standards Practice , pages 81 - 82 and 91 - 92 h , PASS Coach Jumpstart: Grade 5 , Houghton Mifflin Harcourt:
Math Expressions Grade
Assessment
Week of Feb. 4th - Feb. 8th

Feb. 4th Feb. 8
Indicator
Measurement
CCSS
5-5.8 Recall equivalencies associated with length, liquid volume,

and mass: 10 millimeters = 1 centimeter, 100 centimeters = 1
meter, 1000 meters = 1 kilometer; 10 milliliters = 1 centiliter, 100
centiliters = 1 liter, 1000 liters = 1 kiloliter; and 10 milligrams = 1
centigram, 100 centigrams = 1 gram, 1000 grams = 1 kilogram.
5-5.3 Use equivalencies to convert units of measure within the
metric system: converting length in millimeters, centimeters,
meters, and kilometers; converting liquid volume in milliliters,
centiliters, liters, and kiloliters; and converting mass in
milligrams, centigrams, grams, and kilograms.
5.MD = Grade 5, Converting Metric Measurements,

Standards 1
5.MD.1. Convert among different-sized standard
measurement units within a given measurement
system (e.g., convert 5 cm to 0.05 m), and use these
conversions in solving multi-step, real-world problems.
5-5.8
1. Make index cards with equivalent measures. Play Concentration, matching the equivalent measures. Quadrant A
2. I Have, Who Has? Write on one card, I have 1000 meters. on one side. On the other side, Who has something
equal to 1 liter? Continue making cards with above equivalencies. Quadrant B
Card # 1
Front
I have 1000 m.
Card # 2
Back
Who has something
equal to 1 liter?
Front
I have 100
centiliters.
Back
Who has something
equal to 10mg?
3. Have students create something to help them recall equivalencies. For example: a rhyme, rap, acrostic poem, graphic,
etc. Have students share with class. Quadrant C
7
5-5.3
1. Vocabulary study: metric prefixes (milli = 1/1000, centi = 1/100, kilo = 100 x). Discuss: if large units are converting to
smaller units, the resulting answer will be larger. Smaller units converted to larger units will result in a smaller number.
Quadrant A
2. Laminate blank input, output tables. Use the blank tables to show the relationship between metric units. Quadrant A
Rule: 100
Centimeter
Meter
400
1000
10
200
3. Play I Have with the students as a review. Prepare a set of questions, each on different index cards. Put the answers
to each question on the back of another cards question. Pass them out at random and have a student start by reading
his/her question (What would one meter equal in centimeters?). Another student that has the answer reads it and then
reads his/her question (What is two pounds in ounces?). The game continues until all the cards have been read.
Quadrant A
4. Use the mnenonic device of King Henry Died By drinking chocolate milk for conversions. Quadrant A
5. Introduce the horizontal metric step ladder for meters, grams, and liters :
kilometer
hectometer
Dekameter
meter
decimeter
centimeter
millimeter
kilogram
hectogram
Dekagram
grams
decigram
centigram
milligram
kiloliter
hectoliter
Dekaliter
liter
deciliter
centiliter
milliliter
Resources
Daily Oral Math
http://

%207-1-10.pdf
Other Resources: S. C. Pass Coach: Lesson 22, Converting Metric Measurement , pgs. 148 153 , Think Central:
Standards Practice , pages 81 - 82 and 91 - 92 h , PASS Coach Jumpstart: Grade 5 , Houghton Mifflin Harcourt:
Math Expressions Grade
Assessment
Week of Feb. 11th - Feb. 15th

Feb. 11th Feb. 15th
Indicator
Measurement
CCSS
5-5.4 Apply formulas to determine the perimeters and areas of

triangles, rectangles, and parallelograms.
Introduce vocabulary: perimeter and area
1. Give students a bag of 40 - 50 one-inch paper squares. Have students build a rectangular region with the squares by
placing five squares with edges touching on a row. Then do a second row below the first. Tell them the number of
squares they used to build the region is the area. Then have them do a four by four region. Have them record the
results. After they count the squares they will see the squares are the number of rows times the number of squares in
the row. Quadrant B
2. Divide students into teams. Give each team two dice. The students roll the dice and build a rectangle using the
numbers on the dice for length and width. After drawing the rectangle, have the student determine the area using
formula. Quadrant B
3. Have students construct two parallelograms and two triangles, all different sizes. Have them exchange and have their
partner find the area. Using formulas, exchange again and a third student should check for correctness. Quadrant B
4. Go to the parking lot and find the area of the parking space. If the sides are straight use the formula for a rectangle and
if they are angled use the formula for a parallelogram. Quadrant C
5. Take about 20 index cards and put examples of parallelograms and triangles on each. Have measurements placed on
each shape. Have students draw a card from the top of the deck. When they draw the card, they must decide which
measurements are needed to find the area and then solve. They may solve mentally, with paper/pencil, or a calculator.
Quadrant B
7
12
5
3
9
9
3
5
7
6. Use Navigating Through Measurement in Grades 3 through 5, Changing Garden, p. 62. Students calculate the
perimeter of a rectangle. They will also understand that for one given perimeter, many different areas are possible.
Quadrant B
7. Use geoboards to create various triangles, rectangles, and parallelograms and then find the perimeter and area.
Quadrant B
8. Provide various scenarios for students to learn when to use the appropriate formula. (Ex. wallpaper border = perimeter,
carpet = area).
9. Use Super Source Lesson Planning Playgrounds: Finding area and perimeters with Cuisenaire rods. (Search
Cuisenaire Rods, 5 - 6).
10. Use Super Source Lesson Making Shapes: Students discover the relationship between area and perimeter. (Search:
color Tiles, 5 - 6)
Resources
Daily Oral Math
9
%207-1-10.pdf
Other Resources: S. C. Pass Coach: Lesson 23, Perimeter and Area of Triangles, Rectangles, and Parallelograms ,
pgs. 154 159 , Think Central: Standards Practice , pages 83 - 84 , PASS Coach Jumpstart: Grade 5 , Houghton
Mifflin Harcourt: Math Expressions Grade 5 , Navigating Through Measurement: Changing Garden
Assessment
10
Week of Feb. 18th - Feb. 22nd

Feb. 18th
Indicator
CCSS
President's Day (Holiday)


Resources
Assessment
Feb. 19th - Feb. 22nd
Indicator
Measurement
5-5.5: Apply strategies and formulas to determine the volume of
rectangular prisms.
CCSS
Grade 5, Measurement and Data, Standard 3 , 4,
and 5
5.MD.3. Recognize volume as an attribute of solid
figures and understand concepts of volume
measurement.
a. A cube with side length 1 unit, called a open
quotes unit cube, close quotes is said to have one
cubic unit of volume, and can be used to measure
volume.
b. A solid figure which can be packed without gaps or
overlaps using and unit cubes is said to have a volume
of in cubic units.
5.MD.4. Measure volumes by counting unit cubes,
using cubic cm, cubic in, cubic ft, and improvised
units.
5.MD.5. Relate volume to the operations of
multiplication and addition and solve real-world and
mathematical problems involving volume
a. Find the volume of a right rectangular prism with
whole- number side links by packing it with unit
cubes, and show the volume is the same as would
be found by multiplying the edge lengths,
equivalently by multiplying the height by the area of
the base.
Represent threefold whole-number
products as volumes, e.g., to represent the
associative property of multiplication.
b. Apply the formulas V=l x w x h and V = b x h
for rectangular prisms to find volumes of right
rectangular prisms with whole number edge
lengths in the context of solving real-world and
mathematical problems.
11
c. Recognize volumes as additive. Find volumes of
solid figures composed of two non-overlapping right
rectangular prisms by adding the volumes of the nonoverlapping parts, applying this technique to solve realworld problems.
Introduce vocabulary words: volume, rectangular prism, cubic units
Formula V=L x W x H
1. Give students a set of cubes. Have them experiment with building right prisms with a volume of 16 units 3. Have
students compare their prisms. Next have students determine a formula to find volume. Quadrant B
2. Have students bring a box from home. Have them measure the length, width, and height; then determine volume.
Quadrant B
3. Give pairs of students sets of unit cubes. Have them build a simple cube. As they build each layer keep count of the
total. When they have completed the building, they will give the total number of blocks used. Relate that number to
multiplying H x L x W to get volume. Quadrant B
4. Use Navigating Through Measurement in Grades 3 through 5, Building Boxes, p. 77. Students predict how many
cubes will fill a box, then fill the box to compare. Quadrant B
5. Provide various scenarios for students to learn when to use the volume formula. (Ex. swimming pool). Quadrant B
6. Use Super Source Lesson Sculptures Big and Small: Children construct and find the volume and surface area of
sculptures made from five Cuisenaire Rods. (Search: Cuisenaire Rods, 5 - 6).
Teacher note:
Resources
Daily Oral Math
Emphasize cubic units for volume or units3
Web Sites: http://mathresources.anderson5.net , http://www.studyisland.com/ , http://www.vmathlive.com/ , https://

%207-1-10.pdf
Other Resources: S.C. P.A.S.S. Coach: Lesson 24 Volume of Rectangular Prisms , pgs. 160 - 161 , S.C. P.A.S.S.
Coach, Lesson Practice (Review) , pgs. 162 - 163 , Think Central: Standards Practice , pgs. 85 - 86 , PASS Coach
Jumpstart:: Grade 5 , Houghton Mifflin Harcourt: Math Expressions Grade 5
Assessment
12
Week of Feb. 25th - Mar.1st

Feb. 25th - Mar. 1st
Indicator
Measurement
CCSS
5-5.2: Use a protractor to measure angles from 0 to 180

Winter Break
degrees.k
Introduce vocabulary words: angle, right angle, straight angle, acute angle, obtuse angle, protractor
1. Have students find and identify angles in the classroom. Quadrant A
2. Model the steps of the measurement process. Quadrant A
a. Classify angle type.
b. Align vertex on protractor.
c. Place protractor edge along one ray of the angle.
d. Determine measurement mark indicated by opposite ray of the angle.
e. Use paper to extend to protractor if needed.
f. Make sure students read angle measure on appropriate scale.
g. Angle measure should be appropriate for angle type.
3. Have students gather pictures that have examples of angles. On the back of each picture outline the angles seen in
black marker. Teams challenge each other to find and measure angles. Correct measurements earn points.
Quadrant C
4. Have students take dye cut capital letters and measure the angles of the letters. Quadrant C
1
Ex.
1
A V N W
1
2 3
5. Have students create angles on paper, predict the measure, and then use protractors to measure the angles and
compare with prediction. Quadrant A
6. Have students make two paper strips. Punch a hole on bottom of strips and connect with a paper brad. Students then
move strips to create angles to measure. Share with a partner. Quadrant C
7. Use Elementary and Middle School Mathematics (5th Edition) by John Van De Walle, p. 329. Students make a
protractor using paper or a coffee filter. Quadrant A
8. Use Super Source Lesson Whats Your Angle?: Children measure and name the angles of the Tangram place, then
look for additional angles that can be made with two or more pieces. (Search: Tangrams, 5 - 6).Break
Resources
Daily Oral Math
http:// www.-k6.thinkcentral.com , http:// www.helpingwithmath.com , www.ed.sc.gov
%207-1-10.pdf
Other Resources: S.C. P.A.S.S. Coach: Lesson 25 Measuring Angles , pgs. 164 - 166 , S.C. P.A.S.S. Coach: Lesson
Practice (Review) , pgs. 167 - 168 , Think Central: Standards Practice , pgs. 79 - 80 , PASS Coach Jumpstart: Grade
5 , Houghton Mifflin Harcourt: Math Expressions Grade 5Brea
13
Assessment
Winter Break
Week of Mar. 4th - Mar. 8th
Mar. 4th - Mar. 8th
Indicator
Measurement
CCSS
5-5.7: Understand the relationship between the Celsius and

Fahrenheit temperature scales.
Introduce vocabulary: temperature, degrees Fahrenheit, degrees Celsius
1. Students discuss how increasing the Celsius temperature by different increments relates to changes the Fahrenheit
temperature. Quadrant A
2. Compare freezing, boiling, room temperature, body temperature, a hot days temperature, and a cold days temperature
in both Celsius and Fahrenheit scales. A flip book can be produced with a picture on the top flap and each of the
measures indicated under the flap. Quadrant B
3. Students should have many experiences reading both Fahrenheit and Celsius Thermometers, both liquid and digital.
4. Use weather.com or yahoo.com/weather to view temperatures in both units and at various world locations. Discuss
common F and C temperatures for warm, cool, cold and hot weather conditions.
5. Record daily high and low temperatures in both F and C. Make a chart of the results and discuss how the
temperatures from the two scales relate to each other.
6. Use F and C poems. Have students memorize both to identify the relationship between F and C.
Fahrenheit
90 is hot
70s nice
50 is chilly
30 is ice
Celsius
30 is hot
20 is nice
10 is chilly
0 is ice
Resources
Daily Oral Math
%207-1-10.pdf
Other Resources: S.C. P.A.S.S. Coach: Lesson 26 Temperature , pgs. 169 - 170 , S.C. P.A.S.S. Coach: Lesson
5 , Houghton Mifflin Harcourt: Math Expressions Grade 5
Assessment
Benchmark #3 Testing Window: Mar. 4th - Mar. 15th
14

Mar. 11th - Mar. 15th
Indicator
Measurement
CCSS
5-5.6: Apply procedures to determine the amount of elapsed

time in hours, minutes, and seconds within a 24-hour period.
Introduce vocabulary: elapsed time
Winter Break
1. Have students obtain an airline or train schedule. Tell students to pick a city that is on the schedule. How long would it
take to travel from their local airport or train station? Take turns choosing cities. Quadrant C
2. Have students focus on half and quarter hour intervals first. Have them determine how long before lunch, before
recess,
how much time is spent on language arts, etc. Quadrant C
3. Write starting and ending times on the board. Have students use Judy clocks to find how much time passes. Use a
counter for each hour counted which allows them to focus on remaining minutes. (Start time 9:30; End time 11:45 a.m.)
Quadrant B
4. Take two strips of paper and make them from 12:00 to 12:00. Each strip will be a different color; one representing a.m.
and one p.m. Between each hour mark make 3 equal marks to divide each hour into 15 minute intervals. Use as a time
number line to count up or back to find elapsed time.
5. Students can draw a T chart to help them determine elapsed time.
For example: Micah left home at 11:15:: 05 a.m. He returned at 1:32:: 23 p.m. How long was he gone?
Time
11:15::05 am
12:15::05 pm
1:15::05 pm
1:30::05 pm
1:32::05 pm
1:32::15 pm
1:32::20 pm
1:32::23 pm
Hours
Minutes
0
0
1
0
1
0
0
15
0
2
0
0
0
0
0
0
2 hours
17 minutes
Students add hours, minutes and seconds to get elapsed time
Seconds
0
0
0
0
0
10
5
3
18 seconds
6. Step 1 Useloops to represent hours, dashes to represent

minutes, and squares to represent seconds.
Step 2 Count loops to determine hours, then add the
numbers on the dashes to determine minutes, and add the numbers in the boxes
to determine seconds.
1.) 8:35a.m. 11:05a.m.
8:35a.m.
2.) 7:21a.m. 11:17a.m.
(2 hours and 30 minutes)

9:35a.m.
30min
10:35a.m.
11:05a.m.
(3 hours and 56 minutes)
15
9min.
30min.
17min.
7:21a.m. 8:21a.m. 9:21a.m. 10:21a.m. 10:30a.m. 11:00a.m. 11:17a.m.
3.) 11:13::22a.m. 2:25::38p.m.
(3 hours 12 minutes 16 seconds)
Hours
11:13::22a.m.
12:13::22p.m.
Minutes
2:13::22
2:25::22
12min.
1:13::22p.m.
2:13::22p.m.
Seconds
2:25::22
2:25::32
2:25::38
10
6
Winter Break
Resources
Daily Oral Math
https:// www.-k6.thinkcentral.com , http:// www.helpingwithmath.com , www.ed.sc.gov
%207-1-10.pdf
Other Resources: S.C. P.A.S.S. Coach: Lesson 27 Elapsed Time , pgs. 173 - 175 , S.C. P.A.S.S. Coach: Lesson
5 , Houghton Mifflin Harcourt: Math Expressions Grade 5Break
Assessment
Benchmark #3 Testing Window: Mar. 4th - Mar. 15th
16
Week of Mar. 18th - Mar. 22nd

Mar. 18th - Mar. 22nd
Indicator
Data Analysis and Probability
(Writing PASS Mach 19 - 20)

CCSS
5-6.1: Design a mathematical investigation to address a

question.
Winter Break
5-6.2: Analyze how data collection methods affect the nature of

the data set. Winter Break
5-6.1
1. Students think of a topic they would want newspaper readers to know about their class (such as favorite food, after
school activity, time spent volunteering). Aspects of data collection to consider are: a) how to word the question to get
the information you want, b) who to ask, c) what and when to observe, d) what and how to measure, and e) how to
record data. Create a question for a survey. Students gather answers to that question and organize the results.
Quadrant B
2. Correlate this standard with many science experiments and science fair. Quadrant D
3. Students design an investigation using a small plant. Students ask, Which plant will grow the fastest? Students will
measure the plant. Quadrant D
4. Use Navigating Through Data Analysis and Probability in Grades 3 through 5, Questions Please, p. 13. Students pose
and refine questions for an investigation. Quadrant B
5-6.2
1. Discuss real world examples of data collection: census, voting for TV show choices, political surveys, on-line surveys,
etc. How would results of surveys change if more/fewer were surveyed? How might results change if the surveys were
face to face or a different population was sampled? Quadrant B
2. Generate a question and develop an investigation. Gather data from 2 different populations and report the data as 2
different investigations. Compare the shapes of the data in the 2 reports. Quadrant D
3. Use Navigating Through Data Analysis and Probability in Grades 3 through 5, Whats My Method? p. 17. Students
discuss data collection methods. Quadrant B
Resources
Daily Oral Math
S3Curriculum Link: http://scde.mrooms.org/file.php/1/S3/5th_Grade_Math/Grade%205%20-%204th%20nine%20weeks
%207-1-10.pdf
Other Resources: S.C. P.A.S.S. Coach: Lesson 28 Designing an Investigation , pgs. 184 - 186 , S.C. P.A.S.S. Coach:
Lesson Practice (Review) , pgs. 187 - 188 , Think Central: Standards Practice , pgs 93 - 94 , S.C. P.A.S.S. Coach,
Lesson 29 The Effects of Data Collection Methods , pgs. 189 - 191 , S.C. P.A.S.S. Coach, Lesson Practice (Review) ,
pgs. 192 - 193 , Think Central: Standards Practice , pgs. 95 - 96 , PASS Coach Jumpstart: Grade 5 , Houghton
Mifflin Harcourt: Math Expressions Grade 5 , n Navigating Through Data Analysis and Probability: Questions Please ,
Navigating Through Data Analysis and Probability: Whats My Method? Break
17
Assessment
Winter Break
Mar. 25th - Mar. 28th
Indicator
Fourth Nine Weeks

CCSS
5-6.3: Apply procedures to calculate the measures of central

tendency (mean, median, and mode).
Winter Break
5-6.4: Interpret the meaning and application of the measures of

central tendency.
5-6.3
Introduce vocabulary: mean, median, mode (central tendency)
1. Measure each students height in inches. Then find the mean, median, and mode (centimeters can also be used).
Create a table for students to use. Quadrant B
2. Discuss how a final grade is found for report cards. Students can use their own grades for a subject or make up some
to find the mean. Then they can find the median and mode. Discuss what each measure of center tells about the
grades. Quadrant B
3. Sports statistics can be used as an example of mean. Baseball or basketball cards can be used to find mean, median,
and mode. Quadrant A
4. Survey the class about the number of books they read last month. Find the mean, mode, and median of the data
collected. Data can also be presented in a graph. Quadrant B
5. Use sets of data or graphs to compute the mean, median, and mode. Quadrant A
6. Given a set of data, define and discuss the value of the mean, median, and mode. Quadrant A
7. Use a set of data to figure the mean, median, and mode. Change one of the values of the data set to a very high or low
value. Compute the mean, median, and mode again. Discuss how the mean, median, and mode changed.
Quadrant C
8. Use Navigating Through Data Analysis and Probability in Grades 3 through 5, Exploring the Mean, p.39. Students
identify mean, median, and mode. Quadrant C
5-6.4
1. Have students work in cooperative groups to collect the data below from their classmates. Then have them find the
mean, median, and mode of each set of data. Students will need to determine which measure of center would be the
most appropriate for describing each situation. Quadrant B
heights
ages (in months)
pulse rates
distance from home to school
hours per day spent watching TV
hours per day spent studying
number of consecutive sit-ups they can do
18
Questions to ask:
I want to know the average height. What measure of center would I use? (mean)
To find how many people are the same height, I would use/find what? (mode)
2. Use Navigating Through Data Analysis and Probability in Grades 3 through 5, Exploring the Mean, p. 39. The focus of
the activity needs to be the Explorer section. Quadrant C
3. Given a set of data, student grades, have students find mean, median and mode. Ask students which measure of
center would they want to receive. (Note: include a wide range of scores in data.)
Resources
Daily Oral Math
%207-1-10.pdf
Other Resources: S.C. P.A.S.S. Coach: Lesson 30 Mean, Mode, and Median , pgs. 194 - 196 , S.C. P.A.S.S. Coach:
Lesson Practice (Review) , pgs. 197 - 199 , Think Central: Standards Practice , pgs. 98 - 100 , PASS Coach
Jumpstart: Grade 5 , Houghton Mifflin Harcourt: Math Expressions Grade 5 , Navigating Through Data Analysis
and Probability: Exploring the Mean
Assessment
Winter Break
Mar. 29th
Indicator
CCSS
Resources
Assessment
19
Week of Apr. 1st - Apr. 5th

Apr. 1st - Apr. 5th
Indicator
Spring Break (Holiday)
(Fourth Nine Weeks)

CCSS
Resources
Assessment
Week of Apr. 8th - Apr. 12th
Apr. 8th - Apr. 12th
Indicator
(Fourth Nine Weeks)
5-6.5: Represent the probability of a single-stage event in words

and fractions.
CCSS
Winter Break
5-6.6: Conclude why the sum of the probabilities of the

outcomes of an experiment must equal 1.Winter Break
5-6.5
1. Give each student a coin and instruct them on how to make a tally sheet with the headings Heads and Tails. First,
have students predict the outcome of ten coin tosses and record their predictions. Then have students actually toss the
coin ten times and record the results on their tally sheet. Finally, have students write the ratio of the actual results three
different ways. Compile results for class and compare individual results. Compare and discuss the results. Quadrant C
2. Use a spinner to demonstrate probability. Write a ratio for each possible outcome. Quadrant A
3. Use number cubes to demonstrate probability. Quadrant A
4. Put marbles in a bag. Discuss write the probability of pulling out a certain color. Then pull out marbles and have
students write the results as a fraction and discuss results. Quadrant B
5. Use Navigating Through Data Analysis and Probability in Grades 3 through 5, How Likely Is It to Land in the Trash
Can? p. 62. Students describe an event as certain, likely, unlikely, or impossible. Quadrant C
6. Use Navigating Through Data Analysis and Probability in Grades 3 through 5, Is There Such a Thing as a Lucky Coin?
p. 68. Students flip a coin to determine probability. Quadrant B
7. Put students in teams. Give each team cards labeled certain, impossible, unlikely, or likely. Ask students questions that
have one of these as answers. For example, on my birthday I will be a year older; a week has eight days; the second
day of the month will be a Monday. For extension, have students make events for other teams to identify. Quadrant A
8. Place objects in a bag and have students determine and write as a fraction the probability of pulling out certain items.
Quadrant A
9. Give students number cards. Have them determine if that number is possible with the roll of two dice. For example,
20
cards given are 1, 12, 6, 3, 8, 15. 1 and 15 are impossible while 12, 6, 3, and 8 are possible. Quadrant A
10. Use Navigating Through Data Analysis and Probability in Grades 3 through 5, Spin City, p. 73. Students use
spinners to determine probability. Quadrant B
11. Literature Link Do You Wanna Bet?
Extensions: Use Navigating Through Data Analysis and Probability in Grades 3 through 5, Is It Fair? p. 79. Students
calculate probabilities (good lesson to use to interpret probability). Quadrant C
5-6.6
1. Show students a spinner. Allow them to record possible outcomes as fractions. Add all of the outcomes. It will equal
one. Activity can be repeated using dice, a coin, and different colored marbles in a bag. Quadrant C
2. Relate the sum of probabilities as 1 to fractions. Use an example such as: A number cube has 6 different numbers.
1
6
The probability of rolling each number is 1/6 (one out of 6). If we add all of the probabilities,
1
6
1
6
+
1
6
+
1
6
+
1
6
+
6
6
=
= 1, we see all of the probabilities equal 1. Try this with various events. Quadrant A
Resources
Daily Oral Math
https:// www.-k6.thinkcentral.com , http:// www.helpingwithmath.com , www.ed.sc.gov
%207-1-10.pdf
Other Resources: S.C. P.A.S.S. Coach: Lesson 31 Probability 200 - 203 , S.C. P.A.S.S. Coach: Lesson Practice
(Review) , pgs. 204 - 205 , Think Central: Standards Practice , pgs. 101 - 104 , PASS Coach Jumpstart: Grade 5 ,
Houghton Mifflin Harcourt: Math Expressions Grade 5 , Navigating Through Data Analysis and Probability: How
Likely is it to Land in the Trash Can? , Is There Such a Thing as a Lucky Coin? , Spin City , Is It Fair?inter Break
Assessment
Winter Break
21
Week of Apr. 15th - Apr. 19th

Apr. 15th - Apr. 19th
Indicator
Number and Operations
CCSS
5-2.1 , 5-2.2 , 5-2.3 , 5-2.4 , 5-2.5 , 5-2.6 , 5-2.7 , 5-2.8 , 5-2.9

See First Nine Weeks
Resources
PASS Coach: Chapter 1 Review pages 60 - 63
Think Central: Practice A pages 1 - 12
PASS Coach Jumpstart: Mathematics Grade 5, Pretest
Assessment
Week of Apr. 22nd - Apr. 26th

Apr. 22nd - Apr. 26th
Indicator
Algebra
5-3.1 , 5-3.2 , 5-3.3 , 5-3.4 , 5-3.5
CCSS
Winter Break
Geometry
5-4.1 , 5-4.2 , 5-4.3 , 5-4.4 , 5-4.5 , 5-4.6inter Break
See Second Nine Weeks
inter Break
Resources

PAS Coach: Chapter 3 Review pages 137 - 141
Think Central: Practice B pages 13 - 24
PASS Coach Jumpstart: Mathematics Grade 5, Coached Test
Assessment
Winter Break
22
Week of Apr. 29th - May 3rd

Apr. 29th - May 3rd
Indicator
Measurement
CCSS
5-5.1 , 5-5.8 , 5-5.3 , 5-5.4 , 5-5.5 , 5-5.2 , 5-5.7 , 5-5.6

Winter Break
5-6.1 , 5-6.2 , 5-6.3 , 5-6.4 , 5-6.5 , 5-6.6reak
See Third Nine Weeks
Winter Break
Resources
Think Central: Practice C
PASS Coach Jumpstart: Mathematics Grade 5, Posttest
B Break
Assessment
Winter Break
Week of May 6th - May 10th
May 7th - 10th
Indicator
PASS Testing Begins
CCSS
Winter Break
PASS Testing Begins
Resources
PASS Testing Begins
Assessment
Winter Break
May 13th - 17th
Indicator
PASS Testing Begins
CCSS
Winter Break
PASS Testing Begins
Resources
PASS Testing Begins
Assessment
Winter Break
23

May 20th - May 24th
Indicator
CCSS
Review Standards
Winter Break
Winter Break
See First, Second, Third Nine, and Fourth Nine Weeks

Winter Break
Resources
www.studyisland.com
www.ixl.com
PASS Coach Jumpstart: Mathematics Grade 5, Coached Test
inter Break
Assessment
Winter Break
Week of May 27th - May 31st
May 27th - May 31st
Indicator
CCSS
Review Standards
Winter Break
Winter Break

Break
Resources
www.studyisland.com
www.ixl.com
PASS Coach Jumpstart: Mathematics Grade 5, Posttest
inter Break
Assessment
Winter Break
24
Week of Jun. 3rd - Jun. 7th

Jun. 3rd - Jun. 6th
Indicator
CCSS
Review Standards
inter Break
Winter Break

Winter Break
Resources
www.studyisland.com
www.ixl.com
Winter Break
Assessment
Winter Break
Jun. 7th
Indicator
CCSS
Teacher Workday
Teacher Workday
Teacher Workday
Resources
Teacher Workday
Assessment
Teacher Workday

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1

Week of Jan. 7th - Jan. 11th

5-1.4 Generate descriptions and mathematical statements

S3Curriculum Link: http://scde.mrooms.org/file.php/1/S3/5th_Grade_Math/Grade%205%20-%202nd%20nine%20weeks

5-4.5 Predict the results of multiple transformations on a

Introduce vocabulary: transformations, translation, rotation, reflection

Same after Slide

Same after Turn

Same after all 3

Third Nine Weeks

Martin Luther King Jr. Day (Holiday)

Martin Luther King Jr. Day (Holiday)

Martin Luther King Jr. Day (Holiday)

5-5.1 Use appropriate tools and units to measure objects to

then the student must understand that if the

length is more than halfway between

5-5.8 Recall equivalencies associated with length, liquid volume,

5.MD = Grade 5, Converting Metric Measurements,

S3Curriculum Link: http://scde.mrooms.org/file.php/1/S3/5th_Grade_Math/Grade%205%20-%201st%20nine%20weeks

Week of Feb. 4th - Feb. 8th

5-5.8 Recall equivalencies associated with length, liquid volume,

5.MD = Grade 5, Converting Metric Measurements,

S3Curriculum Link: http://scde.mrooms.org/file.php/1/S3/5th_Grade_Math/Grade%205%20-%201st%20nine%20weeks

Week of Feb. 11th - Feb. 15th

5-5.4 Apply formulas to determine the perimeters and areas of

Week of Feb. 18th - Feb. 22nd

President's Day (Holiday)

President's Day (Holiday)

Emphasize cubic units for volume or units3

Web Sites: http://mathresources.anderson5.net , http://www.studyisland.com/ , http://www.vmathlive.com/ , https://

Week of Feb. 25th - Mar.1st

5-5.2: Use a protractor to measure angles from 0 to 180

5-5.7: Understand the relationship between the Celsius and

Week of Mar. 11th - Mar. 15th

5-5.6: Apply procedures to determine the amount of elapsed

6. Step 1 Useloops to represent hours, dashes to represent

2.) 7:21a.m. 11:17a.m.

(2 hours and 30 minutes)

(3 hours and 56 minutes)

3.) 11:13::22a.m. 2:25::38p.m.

(3 hours 12 minutes 16 seconds)

Week of Mar. 18th - Mar. 22nd

(Writing PASS Mach 19 - 20)

5-6.1: Design a mathematical investigation to address a

5-6.2: Analyze how data collection methods affect the nature of

Fourth Nine Weeks

5-6.3: Apply procedures to calculate the measures of central

5-6.4: Interpret the meaning and application of the measures of

Week of Apr. 1st - Apr. 5th

(Fourth Nine Weeks)

(Fourth Nine Weeks)

5-6.5: Represent the probability of a single-stage event in words

5-6.6: Conclude why the sum of the probabilities of the

Week of Apr. 15th - Apr. 19th

5-2.1 , 5-2.2 , 5-2.3 , 5-2.4 , 5-2.5 , 5-2.6 , 5-2.7 , 5-2.8 , 5-2.9

Week of Apr. 22nd - Apr. 26th

PASS Coach: Chapter 2 Review pages 100 - 105

Week of Apr. 29th - May 3rd

5-5.1 , 5-5.8 , 5-5.3 , 5-5.4 , 5-5.5 , 5-5.2 , 5-5.7 , 5-5.6

Week of May 20th - May 24th

See First, Second, Third Nine, and Fourth Nine Weeks

See First, Second, Third Nine, and Fourth Nine Weeks