Grade+5

Next Steps: compiling a measurement mini unit to support its use in geometric measurement. vetting the core supplement materials for dividing decimals and fractions making clear to teachers the standards that are no longer present in 5th
 * AUGUST WORK**

measurement (which may require a mini-unit to explicitly teach conversions), expanded notation, and number line plot with operations (example: given beakers that have 1 1/2 liters, 3 1/4 liter, and 2 1/4 liters - plot them on a number line and determine how much liquid would be in each beaker if the liquid was evenly redistributed)
 * Math:**
 * Most standards were found to be representd in the lessons of the ThinkMath program.**
 * Areas of weakness found**

Measuring Angles (though a year or two of teaching during the transition will be necessary) //moved to 4th//, Statistical Data (mean, median, mode, range) //location unknown,// Probability //moved to 6th,// Geometrical Transformations (Flips, Slides, Turns) //location unknown//, Identifying 3-Dimensional Shapes //done in kindergarten and first//, Geometrical Nets //location unknown,// Perimeter and Area of Triangles //location unknown//, Surface Area //location unknown// Standard Algorithm for Multiplication Dividing Decimals - supplemented in the Common Core book 9-1 and 9-2 //These have not been vetted// Dividing out a Fraction (1 divided by 3 is .3333) Multiplying Fractions by Fractions Dividing Fractions and Whole numbers by Fractions Divding Fractions by Whole Number
 * Teaching points no longer in the 5th grade curriculum:**
 * Teaching points added to the 5th grade curriculum**:


 * Points of Concern -**
 * Fluency** of multiplication facts are not explicitly taught but success in 5th grade math is highly dependent on fluency to free children up for the processing. We feel there needs to be a clear, consistent building wide approach to ensure 3rd graders master this skill and 4th and 5th graders maintain them.


 * Problem Solving** was found to be inconsistently managed from teacher to teacher. Some people did no problem solving, some utilized the ThinkMath lessons inconsistently, others used the Creative Problem Solver program. At this point we did not include those lessons in our pacing.

//*when a chapter says in its entirety that does not include the problem solving lesson// Chapter 1 Algebra Machines & Puzzles Lessons 3 - 7 Chapter 2 Multiplication and Large Numbers //in its entirety// Chapter 3 Factoring and Prime Numbers //in its entirety// Chapter 4 Equivalence and Comparison of Fractions //in its entirety// Chapter 5 Recording Multi-Digit Multiplication //in its entirety// Chapter 6 Grids and Graphs - Lesson 1; Lesson 6; Lessons 8 & 9 Chapter 7 Decimals //in its entirety plus supplemntal lessons for dividing decimals (CCS 9-1 and 9-2)// Chapter 8 Developing a Division Algorithm Chapter 9 Attributes of 2-D Figures Lessons 1 & 2; Lesson 7 Chapter 10 Area and Perimeter Lessons 1 - 4 //**be sure not to just use whole numbers to increase fluency with decimal and fraction operations**// Chapter 15 Graphing //in its entirety//
 * ThinkMath Program with Standards Alignment:**
 * Chapter 11 Fraction Computation //in its entirety plus supplemntal lessons for dividing fractions (CCS Chapter 11 Lessons 10-1; 10-2; 10-3)//**
 * Chapter 12 3-Dimensional Geometry Lessons 4 & 8** //be sure not to just use whole numbers to increase fluency with decimal and fraction operations//


 * CCS = Common Core Supplement

measurement (which may require a mini-unit to explicitly teach conversions), expanded notation, and number line plot with operations (example: given beakers that have 1 1/2 liters, 3 1/4 liter, and 2 1/4 liters - plot them on a number line and determine how much liquid would be in each beaker if the liquid was evenly redistributed)
 * ELA:**
 * Most standards were found to be representd in the lessons of the ThinkMath program.**
 * Areas of weakness found**

Measuring Angles (though a year or two of teaching during the transition will be necessary) //moved to 4th//, Statistical Data (mean, median, mode, range) //location unknown,// Probability //moved to 6th,// Geometrical Transformations (Flips, Slides, Turns) //location unknown//, Identifying 3-Dimensional Shapes //done in kindergarten and first//, Geometrical Nets //location unknown,// Perimeter and Area of Triangles //location unknown//, Surface Area //location unknown//
 * Teaching points no longer in the 5th grade curriculum:**
 * Teaching points added to the 5th grade curriculum**: