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Math ARRC At-A-Glance Map 1st Nine Weeks 2nd Nine Weeks

August 27 October 26 (43 school days) 37 instructional days


2 days setting up classroom routines; 3 days testing; 1 day early release

Round Rock ISD 2012-2013 Grade Level: Fifth Grade Revision Date: 06-2012 3rd Nine Weeks 4th Nine Weeks
January 7 March 8 (43 school days) 35 instructional days
2 days testing; 2 days early release; 4 days STAAR Ready Assessment testing

October 29 December 20 (36 school days) 32 instructional days


2 days early release; 2 days CurriculumBased Assessment testing

March 18 May 31 (53 school days) 39 instructional days


8 days STAAR and STAAR preparation days; 3 days testing; 1 day early release; 2 days field trips and/or field days

Refer to Instructional Timelines when planning units. Units 1 Place Value with Whole Numbers and Decimals 2 Operations 3 Patterns and Relationships, Including Prime and Composite Numbers 4 Measurement Length, Perimeter, and Area

Refer to Instructional Timelines when planning units. Units 5 Measurement Volume 6 Patterns, Graphing, and Data Analysis 7 Fractions and Decimals Comparison and Equivalence 8 Fractions Modeling Addition & Subtraction Operations with Decimals and Whole Numbers - Ongoing

Refer to Instructional Timelines when planning units. Units 9 Probability 10 Geometry Attributes and Transformations 11 Measurement Conversions 12 Elapsed Time Operations with Decimals and Whole Numbers - Ongoing

Refer to Instructional Timelines when planning units. Units 13 Measurement and Graphing Temperature ++ ++ STAAR Assessment 14 Rational Numbers Addition & Subtraction RT Revised TEKS 15 Modeling Multiplication and Division of Fractions with Whole Numbers RT Revised TEKS 16 Decimals Modeling Multiplication and Division RT Revised TEKS TEKS/SEs

TEKS/SEs Unit 1: Place Value with Whole + Numbers and Decimals (8 days ) + ( Includes 1 day for re-teach or extension as needed) 5.1A Use place value to read, write, compare, and order whole numbers through 999,999,999,999 5.1B Use place value to read, write, compare, and order decimals through the thousandths place. Unit 2: Operations (10 days and ongoing throughout the year) 5.3A Use addition and subtraction to solve problems involving whole numbers and decimals 5.3B Use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology) 5.3C Use division to solve problems involving whole numbers (no more

TEKS/SEs Unit 5: Measurement Volume (5 days) 5.10A Perform simple conversions within the same measurement system (SI (metric) or customary) 5.10B Connect models for perimeter, area, and volume with their respective formulas 5.10C Select and use appropriate units and formulas to measure length, perimeter, area, and volume

TEKS/SEs Unit 9: Probability (9 days ) + ( Includes 1 day for re-teach or extension as needed) 5.2A Generate a fraction equivalent to a given fraction such as 1/2 and 3/6 or 4/12 and 1/3 5.12A Use fractions to describe the results of an experiment. 5.12B Use experimental results to make predictions. 5.12C List all possible outcomes of a probability experiment such as tossing a coin.
+

Unit 13: Measurement and Graphing + Temperature (5 days ) + ( Includes 1 day for re-teach or extension as needed) 5.9 Locate and name points on a coordinate grid using ordered pairs of whole numbers 5.11A Solve problems involving changes in temperature. 5.13A Use tables of related number pairs to make line graphs

Unit 6: Patterns, Graphing, and Data Unit 14: Rational Numbers Addition & + + Analysis (10 days ) Subtraction (10 days ) + + ( Includes 1 day for re-teach or extension Unit 10: Geometry Attributes and ( Includes 1 day for re-teach or extension + Transformations (9 days ) as needed for Units 5 and 6) as needed) + 5.5A Describe the relationship between ( Includes 1 day for re-teach or extension RT.5.3H Represent and solve addition sets of data in graphic organizers as needed) and subtraction of fractions with such as lists, tables, charts, and 5.7 Identify essential attributes unequal denominators referring to diagrams including parallel, perpendicular, the same whole using objects and 5.6 Select from and use diagrams and and congruent parts of two- and pictorial models and properties of equations such as y = 5 + 3 to three-dimensional geometric operations

1st Nine Weeks


than two-digit divisors and threedigit dividends without technology), including interpreting the remainder 5.9 within a given context Use strategies, including rounding and compatible numbers to 5.13A estimate solutions to addition, subtraction, multiplication, and 5.13B division problems

2nd Nine Weeks


5.8A

3rd Nine Weeks


figures Sketch the results of translations, rotations, and reflections on a Quadrant I coordinate grid Identify the transformation that generates one figure from the other when given two congruent figures on a Quadrant I coordinate grid Locate and name points on a coordinate grid using ordered pairs of whole numbers

4th Nine Weeks


RT.5.3K Add and subtract positive rational numbers fluently

represent meaningful problem situations Locate and name points on a coordinate grid using ordered pairs 5.4 of whole numbers Use tables of related number pairs to make line graphs Describe characteristics of data presented in tables and graphs including median, mode, and Unit 3: Patterns and Relationships, range Including Prime and Composite 5.13C Graph a given set of data using an + Numbers (10 days ) appropriate graphical + ( Includes 1 day for re-teach or extension representation such as a picture or as needed) line graph 5.3D identify common factors of a set of Unit 7: Fractions and Decimals whole numbers Comparison and Equivalence (12 5.5A Describe the relationship between + days ) sets of data in graphic organizers + such as lists, tables, charts, and ( Includes 1 day for re-teach or extension diagrams as needed) 5.5B identify prime and composite 5.2A Generate a fraction equivalent to a numbers using concrete objects, given fraction such as 1/2 and 3/6 pictorial models, and patterns in or 4/12 and 1/3 factor pairs 5.2B Generate a mixed number 5.6 Select from and use diagrams and equivalent to a given improper equations such as y = 5 + 3 to fraction or generate an improper represent meaningful problem fraction equivalent to a given mixed situations number 5.2C Compare two fractional quantities in Unit 4: Measurement- Length, problem-solving situations using a + Perimeter, and Area (9 days ) variety of methods, including + ( Includes 1 day for re-teach or extension common denominators as needed) 5.2D Use models to relate decimals to 5.10A Perform simple conversions within fractions that name tenths, the same measurement system (SI hundredths, and thousandths (metric) or customary) 5.5A Describe the relationship between 5.10B Connect models for perimeter, sets of data in graphic organizers area, and volume with their such as lists, tables, charts, and respective formulas diagrams 5.10C Select and use appropriate units and formulas to measure length, Unit 8: Fractions Modeling Addition + & Subtraction (5 days ) perimeter, area, and volume + ( Includes 1 day for re-teach or extension Ongoing Processes as needed) 5.14A Identify the mathematics in 5.3E Model situations using addition everyday situations and/or subtraction involving

Unit 15: Modeling Multiplication and Division of Fractions with Whole + Numbers (11 days ) + ( Includes 1 day for re-teach or extension as needed) RT.5.3I Represent and solve 5.9 multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area Unit 11: Measurement Conversions (13 models; + days ) RT.5.3J Represent division of a unit + ( Includes 2 days for re-teach or fraction by a whole number and extension as needed) the division of a whole number by 5.5A Describe the relationship between a unit fraction such as 1/3 7 and sets of data in graphic organizers 7 1/3 using objects and pictorial such as lists, tables, charts, and models, including area models; diagrams 5.6 Select from and use diagrams and Unit 16: Decimals Modeling Multiplication and Division (13 equations such as y = 5 + 3 to + days ) represent meaningful problem + situations ( Includes 2 days for re-teach or 5.10A perform simple conversions within extension as needed) the same measurement system (SI RT.5.3D Represent multiplication of (metric) or customary) decimals with products to the hundredths using objects and + Unit 12: Elapsed Time (4 days ) pictorial models, including area + ( Includes 1 day for re-teach or extension models as needed) RT.5.3E Solve for products of decimals to 5.11B Solve problems using elapsed the hundredths, including time. situations involving money, using strategies based on place-value Ongoing Operations with Decimals understandings, properties of and Whole Numbers operations, and the relationship to 5.3A Use addition and subtraction to the multiplication of whole solve problems involving whole numbers; numbers and decimals RT.5.3F Represent quotients of decimals 5.3B Use multiplication to solve problems to the hundredths, up to four-digit involving whole numbers (no more dividends and two-digit whole than three digits times two digits number divisors, using objects and without technology) pictorial models, including area 5.3C Use division to solve problems models; involving whole numbers (no more than two-digit divisors and three5.8B

1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

5.14B Solve problems that incorporate fractions with like denominators understanding the problem, making using concrete objects, pictures, a plan, carrying out the plan, and words, and numbers evaluating the solution for Ongoing Operations with Decimals reasonableness and Whole Numbers 5.14C Select or develop an appropriate problem-solving plan or strategy, 5.3A Use addition and subtraction to including drawing a picture, looking solve problems involving whole for a pattern, systematic guessing numbers and decimals and checking, acting it out, making 5.3B Use multiplication to solve problems a table, working a simpler problem, involving whole numbers (no more or working backwards to solve a than three digits times two digits problem without technology) 5.14D Use tools such as real objects, 5.3C Use division to solve problems manipulatives, and technology to involving whole numbers (no more solve problems than two-digit divisors and three5.15A Explain and record observations digit dividends without technology), using objects, words, pictures, including interpreting the remainder numbers, and technology within a given context 5.15B Relate informal language to 5.4 Use strategies, including rounding mathematical language and and compatible numbers to symbols estimate solutions to addition, 5.16A Make generalizations from patterns subtraction, multiplication, and or sets of examples and division problems nonexamples Ongoing Processes 5.16B Justify why an answer is reasonable and explain the solution5.14A Identify the mathematics in process everyday situations 5.14B Solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness 5.14C Select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem 5.14D Use tools such as real objects, manipulatives, and technology to solve problems 5.15A Explain and record observations using objects, words, pictures, numbers, and technology

digit dividends without technology), Ongoing Processes including interpreting the remainder 5.14A Identify the mathematics in within a given context everyday situations 5.4 Use strategies, including rounding 5.14B Solve problems that incorporate and compatible numbers to understanding the problem, estimate solutions to addition, making a plan, carrying out the subtraction, multiplication, and plan, and evaluating the solution division problems for reasonableness 5.14C Select or develop an appropriate Ongoing Processes problem-solving plan or strategy, 5.14A Identify the mathematics in including drawing a picture, everyday situations looking for a pattern, systematic 5.14B Solve problems that incorporate guessing and checking, acting it understanding the problem, out, making a table, working a making a plan, carrying out the simpler problem, or working plan, and evaluating the solution backwards to solve a problem for reasonableness 5.14D Use tools such as real objects, 5.14C Select or develop an appropriate manipulatives, and technology to problem-solving plan or strategy, solve problems including drawing a picture, 5.15A Explain and record observations looking for a pattern, systematic using objects, words, pictures, guessing and checking, acting it numbers, and technology out, making a table, working a 5.15B Relate informal language to simpler problem, or working mathematical language and backwards to solve a problem symbols 5.14D Use tools such as real objects, 5.16A Make generalizations from manipulatives, and technology to patterns or sets of examples and solve problems nonexamples 5.15A Explain and record observations 5.16B Justify why an answer is using objects, words, pictures, reasonable and explain the numbers, and technology solution process 5.15B Relate informal language to mathematical language and symbols 5.16A Make generalizations from patterns or sets of examples and nonexamples 5.16B Justify why an answer is reasonable and explain the solution process

1st Nine Weeks

2nd Nine Weeks


5.15B Relate informal language to mathematical language and symbols 5.16A Make generalizations from patterns or sets of examples and nonexamples 5.16B Justify why an answer is reasonable and explain the solution process

3rd Nine Weeks

4th Nine Weeks

MSTAR Universal Screener September 3 September 28, 2012

Curriculum-Based Assessment December 10 14, 2012

MSTAR Universal Screener January 7 February 8, 2013 STAAR Ready Assessment Date TBA

STAAR April 2, 2013 MSTAR Universal Screener April 8 May 10, 2013

Underlined TEKS numbers indicate High Stakes TEKS.

Once introduced, all major concepts should be spiraled throughout the year.