Current Unit of Study/Vocabulary

  • Here are the Texas Essential Knowledge and Skills standards that are covered in Unit 8 of on grade level math, Deepening and Spiraling Readiness Standards, and Unit 10 of compacted math, Deepening Operations and Making Connections:

    Texas Essential Knowledge and Skills readiness standards:
    5.2B Compare and order two decimals to the thousandths and represent comparisons using the symbols >, <, =.
    5.3E Solve for products of decimals to the hundredths, including situations involving money, using strategies.
    5.3G Solve for quotients of decimals to the 100ths (up to 4 digit dividends and 2 digit whole number divisors) using strategies & algorithms.
    5.3K Add and subtract positive rational numbers fluently.
    5.3L Divide whole numbers by unit fractions and unit fractions by whole numbers.
    5.4B Represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity.
    5.4C Generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph.
    5.4F Simplify numerical expressions that do not involve exponents, including up to two levels of grouping.
    5.4H Represent and solve problems related to perimeter and/or area and related to volume.
    5.5A Classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties.
    5.8C Graph in the first quadrant of the coordinate plane ordered pairs, including those generated by number patterns in an input-output table.
    5.9C Solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-&-leaf plot, or scatterplot.
    5.10ABEF Define types of taxes, gross versus net income, actions to balance a budget, and balance a budget.
    (6.3E Multiply and divide positive rational numbers fluently is also used in compacted math.)

    Unit 9 of on level math, Application of Mathematical Concepts, applies all fifth grade standards to ensure mastery of grade level content.

    Unit 11 of compacted math, Extending Numerical Relationships, introduces these sixth grade TEKS:
    6.7A Generate equivalent numerical expressions using order of operations, including whole number exponents, and prime factorization.
    6.7D Generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties.

    Unit 12 of compacted math, Extending Geometry, introduces these sixth grade TEKS:
    6.8A Extend previous knowledge of triangles and their properties to include the sum of angles of a triangle, the relationship between the lengths of sides and measures of angles in a triangle, and determining when three lengths form a triangle.
    6.8B Model area formulas for parallelograms, trapezoids, and triangles by decomposing and rearranging parts of these shapes.

    Unit 13 of compacted math, Extending Coordinate Planes, reviews three fifth grade TEKS and introduces one sixth grade TEKS:
    5.8A Describe the key attributes of a coordinate plane, including connections to the parallel and perpendicular features of the plane and points.
    5.8B Describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane.
    5.8C Graph in the first quadrant of the coordinate plane ordered pairs, including those generated by number patterns in an input-output table.
    6.11A Graph points in all four quadrants using ordered pairs of rational numbers (focus on negative numbers).

    All students should practice and review the basic multiplication facts and the prime numbers through 100 (including the meanings of prime and composite numbers) throughout the year. Lesson one of topic 7 in our math textbook, enVision Math 2.0, is a good review of prime and composite numbers.

    PROCESSING STANDARDS (embedded in each unit during problem solving and assessed throughout the year)

    5.1 Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

    (A) Apply mathematics to problems arising in everyday life, society, and the workplace.
    (B) Use a problem solving model that incorporates analyzing information, formulating a strategy, determining and justifying the solution, and evaluating the process and the reasonableness.
    (C) Select tools, including real objects, manipulatives, paper/pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense.
    (D) Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.
    (E) Create and use representations to organize, record, and communicate mathematical ideas.
    (F) Analyze mathematical relationships to connect and communicate mathematical ideas.
    (G) Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

    We will also learn and practice the Personal Financial Literacy strand throughout the school year through our in-class banking system.  
    5.10 Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to:
    Topic (chapter) 16 (all the lessons) of Pearson's Envision Math 2.0 (our fifth grade math textbook) are a good resource for review and practice of the PFL skills throughout the school year for each class and for compacted math Unit 9, Application of Personal Financial Literacy. 
    (A)  Define income tax, payroll tax, sales tax, and property tax.
    (B)  Explain the difference between gross income and net income.
    (C)  Identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments.
    (D)  Develop a system for keeping and using financial records.
    (E)  Describe actions that might be taken to balance a budget when expenses exceed income.
    (F)  Balance a simple budget.