Grade 5 Mathematics Support Document for Teachers

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GrAdE 5 MAthEMAtics,support document for teachers,Mani t oba E duc at ion and Advanc e d Le ar ning. Manitoba Education and Advanced Learning Cataloguing in Publication Data. Grade 5 mathematics electronic resource support document. for teachers,Includes bibliographical references,ISBN 978 0 7711 5901 5. 1 Mathematics Study and teaching Elementary, 2 Mathematics Study and teaching Elementary Manitoba. I Manitoba Manitoba Education and Advanced Learning. Copyright 2014 the Government of Manitoba represented by the. Minister of Education and Advanced Learning,Manitoba Education and Advanced Learning. School Programs Division,Winnipeg Manitoba Canada, Every effort has been made to acknowledge original sources and to comply.
with copyright law If cases are identified where this has not been done. please notify Manitoba Education and Advanced Learning Errors or. omissions will be corrected in a future edition Sincere thanks to the. authors artists and publishers who allowed their original material to be. All images found in this document are copyright protected and should not. be extracted accessed or reproduced for any purpose other than for their. intended educational use in this document, Any websites referenced in this document are subject to change Educators. are advised to preview and evaluate websites and online resources before. recommending them for student use, Print copies of this resource can be purchased from the. Manitoba Text Book Bureau stock number 80634 Order online. at www mtbb mb ca, This resource is also available on the Manitoba Education and. Advanced Learning website at www edu gov mb ca k12 cur. math supports html,Available in alternate formats upon request. List of Blackline Masters BLMs v,Grade 5 Mathematics Blackline Masters v.
Grades 5 to 8 Mathematics Blackline Masters viii,Acknowledgements ix. Introduction 1,Overview 2, Conceptual Framework for Kindergarten to Grade 9 Mathematics 6. Assessment 10,Instructional Focus 12,Document Organization and Format 13. Number 5 N 1 3,Number 5 N 2 19,Number 5 N 3 31,Number 5 N 4 51. Number 5 N 5 67,Number 5 N 6 85,Number 5 N 7 99,Number 5 N 8 5 N 9 117.
Number 5 N 10 131,Number 5 N 11 141,Patterns and Relations 1. Patterns and Relations Patterns 5 PR 1 3, Patterns and Relations Variables and Equations 5 PR 2 17. contents iii,Shape and Space 1,Shape and Space Measurement 5 SS 1 3. Shape and Space Measurement 5 SS 2 15,Shape and Space Measurement 5 SS 3 31. Shape and Space Measurement 5 SS 4 43, Shape and Space 3 D Objects and 2 D Shapes 5 SS 5 55.
Shape and Space 3 D Objects and 2 D Shapes 5 SS 6 69. Shape and Space Transformations 5 SS 7 81,Statistics and Probability 1. Statistics and Probability Data Analysis 5 SP 1 5 SP 2 3. Statistics and Probability Chance and Uncertainty 5 SP 3 5 SP 4 19. Appendices 1,Bibliography 1, iv G r a d e 5 M a t h e m a t i c s s u p p o r t d o c u m e n t f o r te a c h e r s. List of Blackline Masters BLMs,Grade 5 Mathematics Blackline Masters. BLM 5 N 1 1 Place Value,BLM 5 N 1 2 Place Value Headings. BLM 5 N 1 3 Which Do You Prefer Chunky or Smooth,BLM 5 N 2 1 Situation Cards.
BLM 5 N 2 2 Estimation Situations,BLM 5 N 3 1 Tic Tac Toe Grids. BLM 5 N 3 2 Division Puzzle,BLM 5 N 3 3 Everyone Cards. BLM 5 N 3 4 Single Digit Multiplication Chart,BLM 5 N 3 5 Race around the Clock. BLM 5 N 4 1 Multiplication Problems,BLM 5 N 4 2 Game Sheet. BLM 5 N 4 3 Products,BLM 5 N 5 1 Multiplication Method.
BLM 5 N 6 1 Division Problem Cards,BLM 5 N 6 2 Division Playing Board. BLM 5 N 7 1 Equivalent Fraction Cards,BLM 5 N 7 2 Fraction Cards. BLM 5 N 7 3 Recording Sheet,BLM 5 N 8 9 1 Decimal Equivalent Cards. BLM 5 N 10 1 Decimal Recording Sheet,BLM 5 N 10 2 Decimal Cards. BLM 5 N 11 1 Number Frames,BLM 5 N 11 2 Decimal Activity.
Patterns and Relations PR,BLM 5 PR 1 1 Pattern Problem 1. BLM 5 PR 1 2 Pattern Problem 2,BLM 5 PR 1 3 Pattern Problem 3. BLM 5 PR 1 4 Pattern Problem 4,BLM 5 PR 1 5 Pattern Activity. BLM 5 PR 2 1 Equation Problem,BLM 5 PR 2 2 Equation Activity. BLM 5 PR 2 3 Word Problems,BLM 5 PR 2 4 Equation Activity.
contents v,Shape and Space SS,BLM 5 SS 1 1 Perimeter and Area Recording Sheet. BLM 5 SS 2 1 Assessing Prior Knowledge,BLM 5 SS 2 2 Measurement Activity. BLM 5 SS 2 3 Line Cards,BLM 5 SS 2 4 Measurement Cards. BLM 5 SS 2 5 Measurement Table,BLM 5 SS 2 6 Line Segments. BLM 5 SS 2 7 I Have Who Has,BLM 5 SS 3 1 Volume Activity.
BLM 5 SS 4 1 Capacity Procedure,BLM 5 SS 6 1 Quadrilateral Name Cards. BLM 5 SS 6 2 Quadrilateral Cards,BLM 5 SS 6 3 Quadrilateral Activity Sheet. BLM 5 SS 7 8 1 Reflection Activity Sheet,BLM 5 SS 7 8 2 Transformation Cards. Statistics and Probability SP,BLM 5 SP 1 2 1 Prior Knowledge. BLM 5 SP 1 2 2 First and Second Hand Data,BLM 5 SP 1 2 3 Candy Graph.
BLM 5 SP 3 4 1 Probability Label Cards,BLM 5 SP 3 4 2 Probability Activity. BLM 5 SP 3 4 3 Spinner Statements,BLM 5 SP 3 4 4 Experiment. BLM 5 SP 3 4 5 Mystery Spinner, vi G r a d e 5 M a t h e m a t i c s s u p p o r t d o c u m e n t f o r te a c h e r s. Grades 5 to 8 Mathematics Blackline Masters,BLM 5 8 1 Observation Form. BLM 5 8 2 Concept Description Sheet 1,BLM 5 8 3 Concept Description Sheet 2.
BLM 5 8 4 How I Worked in My Group,BLM 5 8 5 Number Cards. BLM 5 8 6 Blank Hundred Squares,BLM 5 8 7 Place Value Chart Whole Numbers. BLM 5 8 8 Mental Math Strategies,BLM 5 8 9 Centimetre Grid Paper. BLM 5 8 10 Base Ten Grid Paper,BLM 5 8 11 Multiplication Table. BLM 5 8 12 Fraction Bars,BLM 5 8 13 Clock Face,BLM 5 8 14 Spinner.
BLM 5 8 15 Thousand Grid,BLM 5 8 16 Place Value Mat Decimal Numbers. BLM 5 8 17 Number Fan,BLM 5 8 18 KWL Chart,BLM 5 8 19 Double Number Line. BLM 5 8 20 Algebra Tiles,BLM 5 8 21 Isometric Dot Paper. BLM 5 8 22 Dot Paper,BLM 5 8 23 Understanding Words Chart. BLM 5 8 24 Number Line,BLM 5 8 25 My Success with Mathematical Processes.
BLM 5 8 26 Percent Circle,contents vii,AcknowLEdGEMEnts. Manitoba Education and Advanced Learning wishes to thank the members of the Grades 5 to 8. Mathematics Support Document Development Team for their contribution to this document. Their dedication and hard work have made this document possible. Writer Betty Johns University of Manitoba, Grade 5 to Grade 8 Heidi Holst Lord Selkirk School Division. Mathematics Support, Document Development Linda Girling Louis Riel School Division. Team 2006 2008,Darlene Willetts Evergreen School Division. Holly Forsyth Fort La Bosse School Division,Chris Harbeck Winnipeg School Division.
Steven Hunt St Gerard School,Jan Jebsen Kelsey School Division. Dianna Kicenko Evergreen School Division,Kelly Kuzyk Mountain View School Division. Judy Maryniuk Lord Selkirk School Division,Greg Sawatzky Hanover School Division. Manitoba Education and Heather Anderson Development Unit. Advanced Learning Consultant Instruction Curriculum and Assessment Branch. School Programs until June 2007,Division Staff,Carole Bilyk Development Unit. Project Manager Instruction Curriculum and Assessment Branch. Lee Ila Bothe Document Production Services Unit,Coordinator Educational Resources Branch.
Linda Girling Development Unit, Project Leader Instruction Curriculum and Assessment Branch. since January 2011,Lynn Harrison Document Production Services Unit. Desktop Publisher Educational Resources Branch,Heather Knight Wells Development Unit. Project Leader Instruction Curriculum and Assessment Branch. until December 2010,Grant Moore Document Production Services Unit. Publications Editor Educational Resources Branch,Acknowledgements ix.
introduction,Purpose of the document, Grade 5 Mathematics Support Document for Teachers provides various instructional. activities assessment strategies and learning resources that promote the meaningful. engagement of mathematics learners in Grade 5 The document is intended to be used as. an aid to teachers as they work with students in achieving the prescribed outcomes and. achievement indicators identified in Kindergarten to Grade 8 Mathematics Manitoba. Curriculum Framework of Outcomes 2013 Manitoba Education. Background, Kindergarten to Grade 8 Mathematics Manitoba Curriculum Framework of Outcomes is based. on The Common Curriculum Framework for K 9 Mathematics which resulted from ongoing. collaboration with the Western and Northern Canadian Protocol WNCP In its work. WNCP emphasizes,n common educational goals, n the ability to collaborate and achieve common goals. n high standards in education,n planning an array of educational activities. n removing obstacles to accessibility for individual learners. n optimum use of limited educational resources, The growing effects of technology and the need for technology related skills have.
become more apparent in the last half century Mathematics and problem solving skills. are becoming more valued as we move from an industrial to an informational society. As a result of this trend mathematics literacy has become increasingly important. Making connections between mathematical study and daily life business industry. government and environmental thinking is imperative The Kindergarten to Grade 12. Mathematics curriculum is designed to support and promote the understanding that. mathematics is,n a way of learning about our world. n part of our daily lives,n both quantitative and geometric in nature. introduction 1,Beliefs about students and Mathematics Learning. The Kindergarten to Grade 8 Mathematics curriculum is designed with the. understanding that students have unique interests abilities and needs As a result it is. imperative to make connections to all students prior knowledge experiences and. backgrounds, Students are curious active learners with individual interests abilities and needs They. come to classrooms with unique knowledge life experiences and backgrounds A key. component in successfully developing numeracy is making connections to these. backgrounds and experiences, Students learn by attaching meaning to what they do and need to construct their own.
meaning of mathematics This meaning is best developed when learners encounter. mathematical experiences that proceed from the simple to the complex and from the. concrete to the abstract The use of manipulatives and a variety of pedagogical. approaches can address the diversity of learning styles and developmental stages of. students At all levels students benefit from working with a variety of materials tools. and contexts when constructing meaning about new mathematical ideas Meaningful. student discussions can provide essential links among concrete pictorial and symbolic. representations of mathematics,Students need frequent opportunities to develop. Conceptual understanding,and reinforce their conceptual understanding. procedural thinking and problem solving abilities comprehending mathematical. By addressing these three interrelated components concepts relations and operations. students will strengthen their ability to apply to build new knowledge Kilpatrick. mathematical learning to their daily lives Swafford and Findell 5. Procedural thinking carrying out, The learning environment should value and respect procedures flexibly accurately. all students experiences and ways of thinking so efficiently and appropriately. that learners are comfortable taking intellectual Problem solving engaging in. risks asking questions and posing conjectures understanding and resolving. Students need to explore problem solving problem situations where a method. or solution is not immediately,obvious OECD 12, situations in order to develop personal strategies. and become mathematically literate Learners must, realize that it is acceptable to solve problems in.
different ways and that solutions may vary, 2 G r a d e 5 M a t h e m a t i c s s u p p o r t d o c u m e n t f o r te a c h e r s. First nations M tis and inuit Perspectives, First Nations M tis and Inuit students in Manitoba come from diverse geographic areas. with varied cultural and linguistic backgrounds Students attend schools in a variety of. settings including urban rural and isolated communities Teachers need to recognize. and understand the diversity of cultures within schools and the diverse experiences of. First Nations M tis and Inuit students often have a whole world view of the. environment as a result many of these students live and learn best in a holistic way. This means that students look for connections in learning and learn mathematics best. when it is contextualized and not taught as discrete content. Many First Nations M tis and Inuit students come from cultural environments where. learning takes place through active participation Traditionally little emphasis was. placed upon the written word Oral communication along with practical applications. and experiences are important to student learning and understanding. A variety of teaching and assessment strategies are required to build upon the diverse. knowledge cultures communication styles skills attitudes experiences and learning. styles of students The strategies used must go beyond the incidental inclusion of topics. and objects unique to a culture or region and strive to achieve higher levels of. support document for teachers 2014 Manitoba Education and Advanced Learning Manitoba Education and Advanced Learning Cataloguing in Publication Data Grade 5 mathematics electronic resource support document for teachers Includes bibliographical references ISBN 978 0 7711 5901 5 1 Mathematics Study and teaching Elementary 2 Mathematics Study and teaching Elementary Manitoba I

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