2nd quarter Math goals

Polygons

(~9 days)

State Standard(s)
5.G.3 5.G.3 Understand that attributes belonging to a category of two dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. 5.G.4 Classify two-dimensional figures in a hierarchy based on properties.

Essential Understanding(s)	Essential Question(s)
Students will understand that attributes and properties are used to identify 2-D shapes and create a hierarchy.	How are the attributes of a shape used to determine a hierarchy?

Coordinate Plane

 (`7 days)

State Standard(s)

5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). 5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

Essential Understanding(s)	Essential Question(s)
Students will understand that the coordinate system is used to represent two patterns, identified by a set of coordinates (x,y), and can be used to solve real world problems.	How does the coordinate system connect to the concepts of geometry, algebra, and measurement?

Multiplying and Dividing Decimals

State Standard(s)
5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Essential Understanding(s)	Essential Question(s)
Students will understand that because of the uniformity of the structure of the base-ten system, the same reasoning about multiplying and dividing whole numbers can be applied to multiplying and dividing  decimals or fractions.	How does multiplying and dividing decimals compare to multiplying whole numbers?

Expressions (PEMDAS)

State Standard(s)

5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

Essential Understanding(s)	Essential Question(s)
Students will understand that the relationship between numbers can be affected by the various grouping symbols. Students will understand that expressions are used to symbolize the relationship between numbers.	What can affect the relationship between numbers?