5th Grade Horizontal Alignment Professional Development
5th Grade Horizontal Alignment Professional Development
Welcome
Dayton ISD appreciates your commitment to professional growth and learning. In order to respect every attendee’s time and contributions, we will follow these expectations during today’s meeting: ● ● ● ● ● ●
Be Attentive - participate, contribute, collaborate Be Prepared - we will begin on time & follow the agenda Be Polite - silence phones, limit messages, take calls outside Be Open-Minded - thinking is student centered & solution driven Be Present - avoid sidebar conversations & multi-tasking Be Professional - respect others’ opinions and perspectives
DISD Learning Today, Leading Tomorrow
Agenda ● ● ● ●
Welcome Low TEKS Ideas Exit Ticket
5th Grade District Low TEKS 5.2C (S) Rounding Decimals
22.40%
5.4F (R) Simplify Expressions
26.93%
5.3I (S) Multiply Whole number and Fraction
32.53%
5.3L (R) Divide whole number and unit fractions
35.47%
5.3B (S) Multiply 3x2 digit
46.93%
Rounding Decimals 5.2 (C) Round decimals to tenths or hundredths
● ● ● ●
Practice more with a number line (vertical and horizontal) Label Relate decimals to money to help build students understanding Teach through STAAR aligned word problems
Simplifying Expressions
5.4 F Simplify numerical expressions that do not involve exponents, including up to two levels of grouping
● ●
Rewrite the expression after every step Give kids problems already solved and have them fix
Multiply Fractions
5.3I Represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models
● ● ●
Multiplication sign means “of” Explain to students why we can put a whole number over 1 Use Cuisenaire Rods (manipulatives) before area model (paper/pencil)
Dividing Fractions
5.3L Divide whole numbers by unit fractions and unit fractions by whole numbers
● ● ●
Students must know how to set up the problems Drawing pictures will help Show students using manipulatives how 10/2 = 10 x ½; 2/ ⅓ = 2x3; 9/3 = ⅓ x9
Multiply 3x2 Digit Numbers
5.3B Multiply with fluency a three-digit number by a two-digit number using the standard algorithm
● ●
If students use area models/partial products to multiply use those to transition into standard algorithm (multiplying by place value) Give students problems already solved, with mistakes, and have them correct the the problems
Exit Ticket Write one idea you learned today that you can take back and use in your classroom?
Welcome
Dayton ISD appreciates your commitment to professional growth and learning. In order to respect every attendee’s time and contributions, we will follow these expectations during today’s meeting: ● ● ● ● ● ●
Be Attentive - participate, contribute, collaborate Be Prepared - we will begin on time & follow the agenda Be Polite - silence phones, limit messages, take calls outside Be Open-Minded - thinking is student centered & solution driven Be Present - avoid sidebar conversations & multi-tasking Be Professional - respect others’ opinions and perspectives
DISD Learning Today, Leading Tomorrow
Agenda ● ● ● ●
Welcome Low TEKS Ideas Exit Ticket
5th Grade District Low TEKS 5.2C (S) Rounding Decimals
22.40%
5.4F (R) Simplify Expressions
26.93%
5.3I (S) Multiply Whole number and Fraction
32.53%
5.3L (R) Divide whole number and unit fractions
35.47%
5.3B (S) Multiply 3x2 digit
46.93%
Rounding Decimals 5.2 (C) Round decimals to tenths or hundredths
● ● ● ●
Practice more with a number line (vertical and horizontal) Label Relate decimals to money to help build students understanding Teach through STAAR aligned word problems
Simplifying Expressions
5.4 F Simplify numerical expressions that do not involve exponents, including up to two levels of grouping
● ●
Rewrite the expression after every step Give kids problems already solved and have them fix
Multiply Fractions
5.3I Represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models
● ● ●
Multiplication sign means “of” Explain to students why we can put a whole number over 1 Use Cuisenaire Rods (manipulatives) before area model (paper/pencil)
Dividing Fractions
5.3L Divide whole numbers by unit fractions and unit fractions by whole numbers
● ● ●
Students must know how to set up the problems Drawing pictures will help Show students using manipulatives how 10/2 = 10 x ½; 2/ ⅓ = 2x3; 9/3 = ⅓ x9
Multiply 3x2 Digit Numbers
5.3B Multiply with fluency a three-digit number by a two-digit number using the standard algorithm
● ●
If students use area models/partial products to multiply use those to transition into standard algorithm (multiplying by place value) Give students problems already solved, with mistakes, and have them correct the the problems
Exit Ticket Write one idea you learned today that you can take back and use in your classroom?
