Overall Expectations - By the end of Grade 5, students will:
• identify and classify two-dimensional shapes by side and angle properties
• compare and sort three-dimensional figures
• identify and construct nets of prisms and pyramids
More specifically, students will:
- distinguish among polygons, regular polygons, and other two-dimensional shapes
- distinguish among prisms, right prisms, pyramids, and other 3D figures
- identify triangles (i.e., acute, right, obtuse, scalene, isosceles, equilateral), and classify them
according to angle and side properties
- construct triangles given angles and side measurements
- identify prisms and pyramids from their nets
- construct nets of prisms and pyramids
- identify and classify acute, right, obtuse, and straight angles
- measure and construct angles using a protractor
October - Patterns and Algebra
BIG IDEAS (taken from “Big Ideas by Dr. Small”)
- Patterns represent identified regularities. There is always an element of repetition.
- Patterns can be represented in a variety of ways (i.e. pictures, words, graphs, sequences, tables).
- Some ways of displaying data highlight patterns.
- By identifying the element of repetition, one can make predictions related to the pattern.
STUDENT LEARNING GOALS:
Goal 1: I can identify the type, extend, and find missing terms within patterns.
Goal 2: I can determine the transformation (rule) in an extending pattern.
Goal 3: I can use the core of a repeating pattern to make predictions.
Goal 4: I can represent and determine patterns in graphs, sequences, tables, pictures, and words.
Goal 5: I can make predictions related to a specific pattern.Goal 6: I can understand that algebra is a language used for representing and exploring mathematical
relationships.
Goal 7: I can investigate problems involving missing numbers and develop an early sense of variable.
By the end of Grade 5, students will:
• determine, through investigation using a table of values, relationships in growing and shrinking patterns, and investigate repeating patterns involving translations.
- create, identify, and extend numeric and geometric patterns.
- build a model to represent a number pattern presented in a table of values that shows the term number and the term.
- make a table of values for a pattern that is generated by adding, subtracting, dividing or multiplying a number to get the next term given either the sequence or the pattern rule in words.
- make predictions related to growing and shrinking geometric and numeric patterns.
• demonstrate, through investigation, an understanding of the use of variables in equations, changing quantities, and given equations with letters or other symbols that describe relationships involving simple rates.
- demonstrate, through investigation, an understanding of variables as unknown quantities represented by a letter or other symbol.
- determine the missing number in equations involving addition, subtraction, multiplication, or division.
ONLINE PRACTICE QUIZZES (from Nelson Education):
KHAN ACADEMY VIDEOS:
ONLINE GAMES:
September - Number Sense and Numeration
Numeration (Place Value)
BIG IDEAS (taken from “Big Ideas by Dr. Small”):
- The place value system we use is built on patterns to make our work with numbers more efficient.
- Students gain a sense of the size of numbers by comparing them to meaningful benchmark numbers.
STUDENT LEARNING GOALS:
Goal 1: I can use appropriate estimates to solve problems involving large numbers.
Goal 2: I can identify and explain patterns within our place value system (including decimals).
Goal 3: I can use these patterns to represent whole and decimals numbers in standard form, expanded form, in pictures, and in words.
Goal 4: I can compare and order whole numbers and plot them on a number line.
Goal 5: I can round whole numbers to meaningful benchmarks.
CURRICULUM EXPECTATIONS:
- represent, compare, and order whole numbers to 100 000, using a variety of tools.
- demonstrate an understanding of place value in whole numbers to 100 000, using a variety of tools and strategies (e.g., use numbers to represent 23 011 as 20 000 + 3000 + 0 + 10 + 1).
- read and print in words whole numbers using meaningful contexts (e.g., newspapers, magazines);
- read and write money amounts to $1000 (e.g., $455.35 is 455 dollars and 35 cents, or four hundred fifty-five dollars and thirty-five cents);
- solve problems that arise from real-life situations and that relate to the magnitude of whole numbers up to 100 000 (Sample problem: How many boxes hold 100 000 sheets of paper, if one box holds 8 packages of paper, and one package of paper contains 500 sheets of paper?).
HELPFUL ONLINE LINKS:
Hope students and parents find this helpful! Happy mathing.
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