## April 17th-21st

*Students will combine and subdivide shapes*

## April 10th-14th

*Students will identify and describe the diameter, radius, chord, and circumference of a circle.*

## FOURTH QUARTER

## March 27th-31st

## The math CSA will be given on __Tuesday, March 28th__ - teachers will provide homework to their own classes in order to provide review in specific areas.

## March 20th-24th

*Students will measure angles and calculate for a missing angle.*

## March 13th-17th

*Students will recognize and name angles and triangles*

## March 6th-10th

**Mid-quarter assessment will be given on Monday, March 6th at 7:45am**

*Students will understand how variables are used and how to understand open sentences and model linear equations*

Students will need to be able to read a picture/model like the one to the left. They will use the key to create the open sentence that is shown in the picture/model.

This open sentence states x + 3 = 7

According to the key, the picture of the glass represents x while the circle represents 1.

On the left side of the equal sign I see a glass and 3 circles (x + 3)

On the right side of the equal sign I see 7 circles (7)

This open sentence states x + 3 = 7

According to the key, the picture of the glass represents x while the circle represents 1.

On the left side of the equal sign I see a glass and 3 circles (x + 3)

On the right side of the equal sign I see 7 circles (7)

## February 27th-March 3rd

*Students will be able to find the rule and extend both numeric and geometric patterns.*

## February 20th-24th

*Students will determine appropriate units of measure and will understand measuring length, mass/weight, liquid volume, and temperature.*

## February 13th-17th

100th day of school is Wednesday, February 15th

**Unit test on area, perimeter, and volume is**

__TOMORROW__; Tuesday, February 14thStudents will be able to determine area, perimeter, and volume.

Students will be able to measure length to the nearest whole, half, quarter, and eighth.

Students will be able to convert length measurements within the U.S Customary system and within the metric system.

Students will be able to measure length to the nearest whole, half, quarter, and eighth.

Students will be able to convert length measurements within the U.S Customary system and within the metric system.

## February 6th-10th

*Students will find the area of a right triangle and be able to find the volume of a rectangular prism.*

## January 31st-February 3rd

*Students will learn how to find perimeter and area of squares/rectangles*

## *The third quarter begins on Tuesday, January 31st*

## January 23rd-27th

Students will create, be able to read, and analyze line graphs

This is a review week. Please scroll down to January 3rd-6th for materials and videos to help with this week's homework.

## *Math CSA will be given on Monday, January 23rd*

## January 17th-20th

*Students will find mean, median, mode, and range for a given data set and will be able to analyze and understand line graphs*

Line graph information can be found below in the week of January 3rd-6th.

## January 12th

*-Students will review stem and leaf plots -- continued from last week*

## January 3rd - 6th

*5.15 The student, given a problem situation, will collect, organize, and interpret data in a variety of forms, using stem-and-leaf plots and line graphs.*

**Line Graphs**show

**data**using

**points**connected by a

__line__.

A line graph includes:

**title**,

**labels**,

**scale**(number you're counting by), and a

__line__to show the

**data**.

By looking at the point plots and line, you can see if the

**trend**(how the data is changing) is

**increasing**(going up) or

**decreasing**(going down).

To turn a data table into a line graph, you have to understand the parts:
should be the line graph's title because that tells you what data was collected.**Temperatures in NY City**- The
(1-6) would be labeled on the horizontal (bottom) axis because that tells when you collected the data.**days** - The
would be labeled on the vertical (side) axis because that is the data that was collected over time.**temperature readings**
For this line graph a scale of 5 or 10 would be the best to use. |

A stem and leaf plot is one way to display data.
Data for this table would look like: 48, 54, 60, 49, 55, 58, 50 The student would then put those numbers in order from least to greatest:48, 49, 54, 55, 58, 60, 63 Lastly they will split the tens and ones into a plot like the one shown to the right. Stem = tens placeLeaf = ones place |

## December 19th-21st

No homework this week -- See you next year!

## Week #6 - December 12th-16th

*Probability - Students will understand probility by construction tree diagrams using a sample space*

In 5th grade, students learn how to create tree diagrams like the one to the left so that they can see all of the possible outcomes. The graphic to the left shows all of the possible choices (outcomes) for someone in an ice cream shop.

You can find that there are 6 different outcomes for the ice cream because you count how many options you have in the final column (in this case the topping column)

The multiplication sentence for this particular tree diagram is:

3 x 2 = 6 -----> 3 ice cream choices times 2 topping choices = 6 possible combinations

You can find that there are 6 different outcomes for the ice cream because you count how many options you have in the final column (in this case the topping column)

The multiplication sentence for this particular tree diagram is:

3 x 2 = 6 -----> 3 ice cream choices times 2 topping choices = 6 possible combinations

__Probability__- the chance that an event will occur.**- 100% chance that something WILL happen (1)**

CertainCertain

**Likely**- There is a very good chance that something will happen (greater than 1/2)**Equally Likely**- 50% chance that something will happen (1/2)**Unlikely**- There is a very good chance that something will NOT happen (less than 1/2)**Impossible**- NO chance that something will happe## Mid-quarter assessment will be given on Monday, December 12th during math time.

## Week #5 - December 5th-9th

*Subtracting Fractions - Students will find common denominators, subtract fractions, regroup, and simplify.*

Student work should look like mine does below. I have walked you through all four steps of subtracting mixed numbers with regrouping (step #2), which is a new skill in 5th grade.

## Week #4 - November 28th-December 2nd

*Adding Fractions - Students will find common denominators, add fractions, change improper fractions, and simplify*

Student work should look like mine does below. I have walked you through all four steps of adding mixed numbers (or just adding fractions)

## Week #3 - November 21st-22nd - No Homework

## Week #2 - November 14th-18th

*Students will order sets of fractions, decimals, and mixed numbers from least to greatest and/or greatest to least*

Students will be expected to put fractions, decimals, AND mixed numbers in order from least to greatest and/or greatest to least depending on the direction given. The

*easiest*way to do this is to change any fractions into decimals, which is what we learned last week. Here is an example of what your child will be working on this week:Put the following in order from least to greatest: 0.54, 1.469, 2/7, 1.44, 1 4/5

**Step #1**= change the fractions into decimals by dividing

**Step #2 =**line up the decimals

0.540

1.469

0.285 (equals 2/7)

1.440

1.800 (equals 1 4/5 - mixed number)

You can then look at all 5 decimals to determine the smallest to largest numbers: 2/7 (0.285) -> 0.54 -> 1.44 -> 0.54 -> 1 4/5

## Week #1 - November 9th-11th - Short Week!

*SOL 5.2 - Students will represent fractions in the equivalent decimal form and vice versa*

Fractions are a form of division statement and should be read from top to bottom.

This fraction would be read as, "seven divided by twelve"

Students must add a decimal and 0 as a place holder behind the whole number 7 in order to continue with the division problem, which gives a decimal quotient.

This fraction would be read as, "seven divided by twelve"

Students must add a decimal and 0 as a place holder behind the whole number 7 in order to continue with the division problem, which gives a decimal quotient.

## SECOND QUARTER

## Week #6 ~ October 10th-14th

*5.1Sa Round decimal numbers to the nearest whole number, tenth, or hundredth*

In order to be able to work with decimals, students must know the place names. From 1st-4th grades students have learned the whole number places (ones-millions). Last year in 4th grade, we added the decimal places: tenths, hundredths, and thousandths.

This year we will be solidifying our students' knowledge because at this point, there is no new information... just review from last year.

This year we will be solidifying our students' knowledge because at this point, there is no new information... just review from last year.

Students will follow the same rounding steps that they learned back in 2nd grade and continue to practice with in 3rd and 4th grades. As I said above, it is KEY that students know the places so that they know what they are to round.

**Steps to rounding**:- Find and underline the digit that you are to round -- "round 65.4
__2__9 to the nearest hundredth" - Circle the number to the right -- 65.4
__2__9 (pretend the 9 is circled :) ) - If the circled digit is 5-9, add 1 to the underlined digit -- "5 or more, raise the score"

If the circled digit is 0-4, leave the underlined digit alone -- "4 or less, let it rest" - 65.429 rounds to 65.43 <-- drop anything behind

## Week #3 ~ September 19th-23rd

*SOL 5.7 The student will evaluate whole number numerical expressions, using the order of operations limited to parentheses, addition, subtraction, multiplication, and division.*

Students are expected to be able to solve expressions using the order of operations. The order of operations states that expressions should be solved in the following order:

After solving what is found in the parenthesis, the expression

**1st**= P (parenthesis)**2nd****= M or D**(multiplication or division which ever is first from left to right)**LAST****=****A or S**(addition or subtraction which ever is first from left to right)After solving what is found in the parenthesis, the expression

**MUST**be read from**LEFT TO RIGHT**in order to solve correctly.## Week #2 ~ September 12th-16th

*SOL 5.4 - The student will create and solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division with and without remainders of whole numbers.*

Thinking through a word problem is similar to reading a story. You must recognize the main character and what is happening in the story. Use the

**verbs**in the story to help decide if you are to**add**or**subtract.**For instance, if Betty is__receiving__money for her birthday, she would be**adding**it. If she then took her birthday money and__spent__some at the store, she would be subtracting it from her**total.****Visualizing**what is happening in the word problem is also extremely helpful when trying to work through and ultimately solve.I have noticed that students are particularly having a hard time when subtracting with regrouping (borrowing). This is a skill that was introduced in 2nd grade. When subtracting with regrouping, it is very important that each student focus on:

- Working one place at a time starting with the ones place.
- When regrouping, a student is adding ten to the digit that needs it, while taking one away from the digit "next door".
- They should then subtract what they are able to before continuing to the next place.

For this problem, we would first have students write out the multiples of 4 because that is the factor that we will be multiplying by:

4 8 12 16 20 24 28 32 36

4 8 12 16 20 24 28 32 36

**Steps to solving this problem**- multiply 4 x 7 - write down the 8 and carry the 2
- multiply 4 x 5 and then +2 - write down the 2 and carry the 2.
- multiply 4 x 3 and then +2 - write down the entire 14
- write in the comma after the third place.

**Strategies**: while students are working toward memorizing their multiplication facts we have them write out the multiples for the facts that are in the problem.

Example: for this problem, students will be multiplying by 3 and by 1. Since we all know that one times anything equals that number, we would write out our 3's:

3 6 9 12 15 18 21 24 27

When students write out their multiplies first, they spend less thinking time when wo

## Week #1 ~ September 6th-9th

*SOL 5.3 - Students will be able to identify, explain, and demonstrate which numbers are even/odd and prime/composite*

In order to determine if a number is prime or composite, we have taught students to factor the number out or write all of the facts that produce that number.
Example: 8 ( 1 x 8, 2 x 4) the number 8 has two factors 1x8 and 2x4We have them ALWAYS start with 1 and work their way up. Example: 48 (1x48, 2x24, 4x12, 6x8)A prime number only has one fact that produces that number Example: 3 (1x3) |