5th Grade - Gateway 1

The materials reviewed for Core Curriculum by MidSchoolMath Grade 5 meets expectations for assessing grade-level content.

The materials are organized by the Domains and Clusters delineated by CCSS. Each Cluster has a Milestone Assessment, and all assessments include multiple choice and/or multiple select. The assessments are aligned to grade-level standards, and examples include:

• In Milestone Assessment 5.MD.C, Question 16, “Select the units that represent volume. Select all that apply. a) square centimeters ; b) $$ft^2$$ ; c) inches
; d) $$mm^3$$.”

• In Milestone Assessment 5.OA.A, Question 1, “Where can parentheses be placed in the following expression to make it equivalent to 33? $$5+4×10-3$$. a) $$(5 + 4) × 10 - 3$$ ; b) $$5 + (4×10) - 3$$ ;  c) $$5+4×(10-3)$$ ;  d) No parentheses needed.”

• In Milestone Assessment 5.NBT.A, Question 9, “Which decimal is between 4.2 and 4.3? 
a) 4.24; 
b) 4.03; 
c) 4.17; d) 4.32.”

• In Milestone Assessment 5.NF.B, Question 16, “Lizette is making friendship bracelets out of string. Each bracelet requires $$\frac{1}{6}$$ yard of string, and she has 8 yards of string. She plans to sell each bracelet for $2. If she uses all of her string and sells every bracelet she makes, how much money will she have? a) $48 ; b) $96 ; c) $84
; d) $56.”

The materials reviewed for Core Curriculum by MidSchoolMath Grade 5 meet expectations for giving all students extensive work with grade-level problems to meet the full intent of grade-level standards.

Materials present opportunities for all students to meet the full intent of grade-level standards through extensive work with grade-level problems. Each lesson addresses one grade-level standard with all standards addressed over the course of the year. Lessons are three to four days long. There are opportunities within each lesson to practice the content of the standards including: Math Simulator, one to four questions; Practice Printable typically has six to ten questions;  Additional Practice has four to ten questions; Clicker Quizzes include six questions; and the teacher can assign a specific domain in Test Trainer Pro. Examples where the full intent is attended to include:

• In 5.NF.B.7a Pirate Pay, students interpret the division of a unit fraction by a non-zero whole number. For example, Additional Practice Question 7, “The Cole family had $$\frac{1}{2}$$ of an extra large pizza left after dinner. How much will each person get if they share it equally among 6 people?”

• In 5.NBT.A.1 The Traveling Suitcase, students learn that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and $$\frac{1}{10}$$ of what it represents in the place to its left. For example, Practice Printable Question 1, “Consider this number [189.81] and complete the following: a) Write a number that is 10 times as much b) Write a number that is $$\frac{1}{10}$$ as much….e) How does the value of the 8 in the tens place compare to the value of the digit 8 in the tenths place? f) How does the value of the 1 in the hundredths place compare to the value of the 1 in the hundreds place?”

• In 5.G.B.3 Squaring Off, the Practice Printable offers 10 questions to classify two-dimensional figures in a hierarchy based on properties. Some questions have students “Write, ALL, SOME, or No in the blank to make each sentence true. ___ pentagons are polygons; ___ acute triangles are isosceles triangles.” Students also fill in a Venn Diagram with attributes of rhombuses and squares.

The Test Trainer Pro and Simulation Trainer are also designed to provide additional, grade-level work.

• In Test Trainer Pro, primarily used as a daily warm-up, teachers can assign a specific domain, but not standards. Teachers have access to the question bank in order to see what the questions are, but cannot edit them.

• In Simulation Trainer, the content matches the lesson, but students can provide any number as an answer, then watch the steps worked out (no words) in a solution video. They’re presented with the same question again and can put in the correct answer, then watch the same solution again. If they get it correct the first time, they also watch the solution video. The next questions are not novel, but the same situation with new numbers. If students miss one, it resets them to the beginning, no matter where they were in the assignment. It is possible that some students would never complete a Simulation Trainer.

The materials reviewed for Core Curriculum by MidSchoolMath Grade 5 meet expectations that, when implemented as designed, the majority of the materials address the major clusters of each grade.

• The approximate number of days devoted to major work of the grade (including assessments and supporting work connected to the major work) is 126 out of 178, which is approximately 71%.

• The number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 24 out of 33 lessons, which is approximately 73%.

• The number of weeks devoted to major work (including assessments and supporting work connected to the major work) is 25 out of 36, which is approximately 69%.

A day-level analysis is most representative of the materials because this represents the class time that is devoted to major work of the grade including reviews, domain intensives, and assessments. As a result, approximately 71% of the materials focus on major work of the grade.

The materials reviewed for Core Curriculum by MidSchoolMath Grade 5 meet expectations for supporting content enhancing focus and coherence simultaneously by engaging students in the major work of the grade.

Examples of connections between supporting content and major work of the grade include:

• 5.MD.A.1 Treacle Treatment connects to 5.NBT.7 and 5.NF.2 as students convert measurements that involve operations with decimals and fractions. In the Practice Printable, Question 4, “The total weight of three kittens is 14 ounces. Kitten 1 weighs $$\frac{1}{4}$$ pound. Kitten 2 weighs 5.5 ounces. How many ounces does Kitten 3 weigh?” 

• 5.MD.B.2 Anesthesia Outcome connects to 5.NF.4 as students complete problems using operations with fractions using data they’ve plotted on a line graph. In the Practice Printable, Question 1, “The data shows the weight of the largest watermelons featured at the county fair this year. All measurements are rounded to the nearest $$\frac{1}{4}$$ pound. a) Complete the line plot displaying the watermelon weights. b) How much do the three heaviest watermelons weigh all together?” 

• 5.MD.C.5c Polly Packs connects to 5.OA.A as students write and evaluate expressions to solve volume problems. In the Practice Printable, Questions 4-6, students see a graphic of an irregular shape and “calculate the total volume of each figure”. Question 4 is a 3-dimensional “L” with 5 side measurements identified. Students are expected to break the shape into rectangular prisms to determine the volume.

The materials reviewed for Core Curriculum by MidSchoolMath Grade 5 meet expectations for including problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade. Examples include:

• In 5.MD.C.5b Phil & Ned’s Excellent Assignment, the major work of cluster 5.MD.C connects to the major work of 5.NBT.B as students solve volume problems involving multi-digit numbers and decimals. In the Practice Printable, Question 2 states, “Joshua is making a pan of fruit gel. He needs to add 150 inches of hot water to the gelatin. The rectangular pan has a length of 10 inches, a width of 7 inches and a height of 2 inches. Will there be enough room in the pan to add the water?” 

• In 5.NF.B.4a The Horse Doctor, the major work of cluster 5.NF.B connects to the major work of 5.NBT.B as students apply their understanding of multiplication and division of fractions to problems involving operations on multi-digit numbers and decimals. The teacher example states, “$$\frac{4}{5}$$ means we will take 4 parts of the whole when it is divided into 5 equal parts. 2 hours (or 120 minutes) divided into 5 parts is 24 minutes per part. 4 of those parts is 96 minutes.” 

• In 5.MD.C.5c Polly Packs, the major work of 5.MD.C connects to the major work of 5.NBT.B as students use their understanding of volume to perform operations with multi-digit whole numbers. In the Practice Printable, Question 7 states, “Elijah is building a sandcastle made up of two rectangular prisms stacked atop one another. He has 504 cubic inches of sand. He knows the bottom prism will be 15 inches long, 8 inches wide and 3 inches tall. If he uses all the sand, what could be the dimensions of the top rectangular prism?”

The materials reviewed for Core Curriculum by MidSchoolMath Grade 5 meet expectations for clearly identifying content from future grades and relating it to grade-level work and explicitly relating grade-level concepts to prior knowledge from earlier grades.

Examples of clearly identifying content from future grades and relating it to grade-level work include:

• 5.NF.B.3 Much Ado About Honey identifies “Prerequisite Standards 3.OA, 4.MD, 4.OA” and Cluster Connections including “Direct Connection: In Much Ado About Honey, the fairies use five jars of honey as a visual fraction model to show how to divide a whole number by a whole number. Cross-Cluster Connection: This activity connects 5.NF.B to 6.RP.A as students will calculate unit rate from rates in the $$\frac{a}{b}$$.”

• In 5.G.A.1 Avalanche Rescue Training, the Cross-Cluster Connection states, “This activity connects 5.G to 6.NS, 7.RP, 8.EE, 8.G and 8.F as it provides students with the foundation necessary for future work with the coordinate plane as it relates to graphs of proportional and nonproportional relationships, functions and transformations.” 

Examples of explicitly relating grade-level concepts to prior knowledge from earlier grades include:

• In 5.MD.C.4 Shipment Shenanigans activity states, “This activity connects 5.MD.C to 3.MD.C as students build upon their knowledge of measuring areas by counting unit squares to develop an understanding of volume by counting unit cubes.”

• In 5.NF.A.1 Hay, students use knowledge from Grade 4 about equivalent fractions. Practice Printable Questions one through four state, “For each set of fractions, write equivalent replacement fractions with a common denominator.”

• Prior learning is referenced in Lesson Notes such as in 5.MD.A.1 Treacle Treatment, in the Instructions, At a Glance, Gladys states, “Your students will connect measurement and conversion skills learned previously in 4.MD.A.1 to the content of this standard.”