Sample Intermediate Math Curriculum Map

Sample Intermediate Mathematics Curriculum Map

Last Updated on Friday, December 02, 2011 at 5:04 AM

The Kentucky Department of Education facilitated the creation of this map and the description below.

KDE Intermediate School Math

This is a fifth grade math curriculum map that was created by Anne Boldrick, Brenda Rue, Linda Poppas and Greg Finkbonner. Ideas were pulled from the National Council for Teachers of Mathematics, Kentucky Program of Studies, Kentucky Core Content for Assessment (KCCT), the Implementation Manual for the Program of Studies, and various other resources. This map is meant to be used as a guide for teachers in planning for math instruction throughout the school year.

The number/computation strand is being taught three different times throughout the year in weeks 1-5, 10-14, and 18-24. This was done because 45% of the KCCT is from the number and computation strand, and it is important that a good deal of a fifth grader's math time be spent in this critical area to further develop number and computation skills. In the first five weeks, the Number/ Computation strand focuses on developing number sense so that a child has a basis for developing strategies to work successfully in all areas of math.

The collection, organization, and analysis of data should be a continual part of the 5th grade math program. Line plots, for instance, can be developed quickly in order to graph data in a way that comes from the students' real world experiences (e.g., daily outdoor temperature). Therefore, core content numbers MA-E-3.1.3, MA-E-3.2.2, MA-E-3.3.1 are repeated at the end of each timeline segment so that data is addressed as an ongoing project during the entire year.

The other features of the map are: guiding questions, which are taken from the implementation manual, student vocabulary, assessments, and instructional resources/activities. Guiding Questions may be used to help teachers focus student learning.

Student vocabulary is made up of words that the students should know from each math content strand. A suggested teacher activity is the creation of a word wall, where the vocabulary words are posted under each strand for students to use and refer to throughout the year.

The assessments that are listed are samples that could be used for measuring student progress. Teachers should include some real world application ideas that make it more meaningful for students.

The instructional resources/activities may be found on the attachment at the end of the curriculum map.

Timeline	Core Content #	Content	Program of Studies #	Guiding Questions	Student Vocabulary	Assessments	Instructional Resources/ Activities
Weeks 1-5 Number Sense	MA-E-1.1.2	Whole numbers (0 to 100,000,000), fractions, mixed numbers, and decimals through thousandths		What do you understand about numbers and place value? What do you understand about operations on numbers? How reasonable are your answers in problem situations? How big do numbers get? How do you work with wholes and parts of wholes? How do you combine parts of wholes?	Addend Algorithm Array Base ten Decimal Denominator Difference Digit Divide Dividend Division Estimation Equal Even number Expanded form Fraction Integer Mental math Multiplication Multiple Number line Number sentence Numeral Numerator Odd number Operation Prime number Product Quotient Subtraction Sum Unit fraction Whole number	Pre/Post testing Open Response Unit Tests CATS	See attached for a list of suggestions regarding manipulatives, teacher resources and technology
	MA-E-1.1.3	Odd and even numbers, composite and prime numbers, multiples, and factors	M-5-NC-3
	MA-E-1.1.5	Multiple representations of numbers (e.g., drawings, manipulative, symbols)	M-5-NC-7
	MA-E-1.2.1	Read, write, and rename whole numbers	M-5-NC-7
	MA-E-1.2.2	Add, subtract, multiply, and divide whole numbers using a variety of methods (e.g., mental, paper and pencil, calculator)
	MA-E-1.2.4	Skip-count forward and backward
	MA-E-1.3.3	How the base 10 number system relates to place value (e.g., ten tens make one hundred, ten hundredths make one-tenth)
	MA-E-3.1.3	The process of using data to answer questions (e.g., pose a question, plan, collect data, organize and display data, interpret data to answer questions)	M-5-PS-2
	MA-E-3.2.2	Collect, organize, and describe data (e.g., drawings, tables, charts)
	MA-E-3.3.1	How data are used to draw conclusions	M-5-PS-4
Wk6-9 Two -Dimensional Geometry	MA-E-2.1.1	Basic geometric elements and terms including points, rays, lines (perpendicular, parallel, intersecting), segments, sides, edges, faces, vertices, radius, diameter, and angles (acute, right, obtuse)	M-5-GM-3	How do you interpret the world in a spatial sense? How do you analyze shapes in your world? How do you measure attributes of objects in your world? Do shapes or angles change when they are moved around? What do you measure in triangles and rectangles and how do you compare time from one place to another?	Acute angle Angle Circle Circle graph Circumference Diagram Diameter Endpoint Equilateral triangle Hexagon Intersecting lines Isosceles triangle Line Line graph Line of symmetry Line segment Obtuse angle Octagon Parallel Parallelogram Pentagon Perpendicular Plane figure Point Polygon Quadrilateral Radius Ray Rectangle Reflection Regular polygon Rhombus Right angle Right triangle Rotation Side Similar figures Translation Trapezoid Vertex	Pre/Post testing Open Response Unit Tests CATS	See attached for a list of suggestions regarding manipulatives, teacher resources and technology
	MA-E-2.1.2	Basic two-dimensional shapes including circles, triangles (right, equilateral), all quadrilaterals, pentagons, hexagons, and octagons	M-5-GM-1
	MA-E-2.1.4	Symmetry, congruence, and similar figures
	MA-E-2.2.2	Use symmetry to construct a geometric design
	MA-E-2.2.3	Identify and draw basic two-dimensional shapes in different orientations using rotations (turns), reflections (flips), and translations (slides)	M-5-GM-1
	MA-E-2.3.1	How two-dimensional shapes are alike or different
	MA-E-2.3.4	How lines of symmetry relate to shapes
	MA-E-3.1.3	The process of using data to answer questions (e.g., pose a question, plan, collect data, organize and display data, interpret data to answer questions)	M-5-PS-2
	MA-E-3.2.2	Collect, organize, and describe data (e.g., drawings, tables, charts)
	MA-E-3.3.1	How data are used to draw conclusions	M-5-PS-4
Wks 10-14 Number/ Computation	MA-E-1.1.1	Whole numbers (0 to 100,000,000), fractions, mixed numbers, and decimals through thousandths	M-5-NC-7	What do you understand about numbers and place value? What do you understand about operations on numbers? How reasonable are your answers in problem situations? How big do numbers get? How do you work with wholes and parts of wholes? How do you combine parts of wholes?	Refer to vocabulary for weeks 1-5, plus: Equivalent Equivalent fraction Mixed number Place value	Pre/Post testing Open Response Unit Tests CATS	See attached for a list of suggestions regarding manipulatives, teacher resources and technology
	MA-E-1.1.4	Place value, expanded form, number magnitude (order, compare) to 100,000,000, and decimals through thousandths	M-5-NC-8
	MA-E-1.2.3	Add and subtract fractions with like denominators; add and subtract decimals through hundredths	M-5-NC-10 M-5-NC-11
	MA-E-1.2.9	Order and compare (>, <, =) whole numbers and fractions	M-5-NC-2 M-5-NC-6
	MA-E-1.3.1	How fractions, decimals, and whole numbers relate (equivalence, order)
	MA-E-3.1.3	The process of using data to answer questions (e.g., pose a question, plan, collect data, organize and display data, interpret data to answer questions)	M-5-PS-2
	MA-E-3.2.2	Collect, organize, and describe data (e.g., drawings, tables, charts)
	MA-E-3.3.1	How data are used to draw conclusions	M-5-PS-4
Weeks 15-17 Probability	MA-E-3.1.2	Probability of an unlikely event (near zero) and likely event (near one)	M-5-PS-4	How do you ask questions about your world? How do you communicate information and make predictions relative to your data? How do you explore probability experiments?	Conclusion Fair Likely event Predict Prediction Unfair Unlikely event	Pre/Post testing Open Response Unit Tests CATS Devise a game	See attached for a list of suggestions regarding manipulatives, teacher resources and technology
	MA-E-3.2.5	Make predictions and draw conclusions based on data	M-5-PS-5
	MA-E-3.2.7	Generate all possible outcomes in simple probability activities	M-5-PS-3
	MA-E-3.2.8	Determine the fairness of games using simple probability activities
	MA-E-3.3.2	How predictions can be based on probability data
	MA-E-3.1.3	The process of using data to answer questions (e.g., pose a question, plan, collect data, organize and display data, interpret data to answer questions)	M-5-PS-2
	MA-E-3.2.2	Collect, organize, and describe data (e.g., drawings, tables, charts)
	MA-E-3.3.1	How data are used to draw conclusions	M-5-PS-4
Weeks 18-24 Number/ Computation	MA-E-1.2.5	Estimate quantities of objects	M-5-NC-5 M-5-NC-9 M-5-NC-12	What do you understand about numbers and place value? What do you understand about operations on numbers? How reasonable are your answers in problem situations?	Refer to vocabulary for weeks 1-5 and 10-14, plus: Associative property of addition Associative property of multiplication Common factor Common multiple Commutative property of addition Commutative property of multiplication Composite numbers Factor Greatest common factor Identify property of addition Identify property of multiplication Least common denominator Least common multiple Zero property of multiplication	Pre/Post testing Open Response Unit Tests CATS	See attached for a list of suggestions regarding manipulatives, teacher resources and technology
	MA-E-1.2.6	Estimate computational results using an appropriate strategy	M-5-NC-5 M-5-NC-12
	MA-E-1.2.7	Use factors to determine prime and composite numbers	M-5-NC-3
	MA-E-1.2.8	Determine least common multiple (LCM)	M-5-NC-4
	MA-E-1.3.2	How properties (commutative, associative, identity properties of addition and multiplication, zero property of multiplication) are used in computation
	MA-E-3.1.3	The process of using data to answer questions (e.g., pose a question, plan, collect data, organize and display data, interpret data to answer questions)	M-5-PS-2
	MA-E-3.2.2	Collect, organize, and describe data (e.g., drawings, tables, charts)
	MA-E-3.3.1	How data are used to draw conclusions	M-5-PS-4
Weeks 25-27 Three-Dimensional Geometry/ Measurement	MA-E-2.1.3	Basic three-dimensional shapes including spheres, cones, cylinders, pyramids, cubes, and triangular and rectangular prisms		How do you interpret the world in a spatial sense? How do you analyze shapes in your world? How do you measure attributes of objects in your world? Do shapes or angles change when they are moved around? What do you measure in triangles and rectangles and how do you compare time from one place to another?	Cone Cube Cylinder Edge Face Prism Pyramid Rectangular prism Solid figure Sphere Three dimensional Triangular prism Triangular pyramid Area Capacity Centimeter Circumference Congruent Cup Customary system Degree Diameter Foot Gallon Inch Kilogram Kilometer Length Liter Mass Meter Metric system Ounce Perimeter Pint Pound Radius Quart Square unit Volume Weight Yard	Pre/Post testing Open Response Unit Tests CATS	See attached for a list of suggestions regarding manipulatives, teacher resources and technology
	MA-E-2.1.5	Nonstandard and standard (U.S. Customary, metric) units of measurement	M-5-GM-6
	MA-E-2.2.1	Sort objects and compare attributes
	MA-E-2.2.4	Identify basic three-dimensional shapes by appearance	M-5-GM-1
	MA-E-2.2.5	Use nonstandard and standard units to measure weight, length, perimeter, area (figures that can be divided into rectangular shapes), and angles	M-5-GM-5 M-5-GM-2
	MA-E-2.2.6	Use standard units to measure volume of rectangular prisms, liquid capacity, money, time, and temperature (e.g., above and below zero)	M-5-GM-4
	MA-E-2.2.7	Choose appropriate tools (e.g., protractors, meter sticks, rulers) for specific measurement tasks	M-5-GM-2
	MA-E-2.2.8	Identify measurable attributes of an object and make an estimate using appropriate units of measurement	M-5-GM-6
	MA-E-2.2.9	Use measurements to describe and compare attributes of objects
	MA-E-2.3.2	How three-dimensional shapes are alike or different	M-5-GM-1
	MA-E-2.3.3	How units within the same measurement system (U.S. Customary or metric) are related	M-5-GM-6
	MA-E-3.1.3	The process of using data to answer questions (e.g., pose a question, plan, collect data, organize and display data, interpret data to answer questions)	M-5-PS-2
	MA-E-3.2.2	Collect, organize, and describe data (e.g., drawings, tables, charts)
	MA-E-3.3.1	How data are used to draw conclusions	M-5-PS-4
Weeks 28-30 Statistics	MA-E-3.1.1 MA-E-3.2.6	Find mean, median, mode, and range of a set of data	M-5-PS-1 M-5-PS-6	How do you ask questions about your world? How do you collect, organize, and interpret data about your questions? How do you communicate information and make predictions relative to your data? How do you find the middle of a set of numbers? How do you work with data?	Bar graph Data Graph Line plot Mean Median Mode Range Venn diagram Table	Pre/Post testing Open Response Unit Tests CATS Conduct a poll, make a graph, explain the results Given a graph, explain what's wrong or missing, correct it	See attached for a list of suggestions regarding manipulatives, teacher resources and technology
	MA-E-3.1.3	The process of using data to answer questions (e.g., pose a question, plan, collect data, organize and display data, interpret data to answer questions)	M-5-PS-2
	MA-E-3.2.1	Pose questions that can be answered by collecting data	M-5-PS-2
	MA-E-3.2.2	Collect, organize, and describe data (e.g., drawings, tables, charts)
	MA-E-3.2.3	Construct and interpret displays of data (e.g., line graph, bar graph, pictograph, line plot, simple Venn diagram, table)
	MA-E-3.2.4	Interpret circle graphs
	MA-E-3.3.1	How data are used to draw conclusions	M-5-PS-4
	MA-E-3.3.3	How the type of display is related to data (appropriateness of graphs)	M-5-PS-2
Weeks 31-33 Algebraic Ideas	MA-E-4.1.1	Functions (input-output) through pictures, tables, and words		How do you use mathematics in patterns, relationships, and functions to model and solve problems? When numbers are related to each other, how do you express the relationship and how do you solve equations? How do you plot ordered pairs in the first quadrant?	Axis Coordinate grid Coordinates Function Ordered pair Variable Quadrant	Pre/Post testing Open Response Unit Tests CATS	See attached for a list of suggestions regarding manipulatives, teacher resources and technology
	MA-E-4.1.3	A positive coordinate system of graphing using ordered pairs
	MA-E-4.2.1	Find rules for, extend and create patterns	M-5-A-3
	MA-E-4.2.2	Create tables to analyze patterns/functions
	MA-E-4.2.3 MA-E-4.1.2	Find solutions to number sentences with a missing value (e.g., 7 + N = 10, N + 5 >14)	M-5-A-2
	MA-E-4.2.4	Locate whole numbers, fractions, and decimals on a number line
	MA-E-4.2.5	Graph ordered pairs on a positive coordinate grid
	MA-E-4.3.1	How patterns (e.g., numbers, pictures, words) are alike and different
	MA-E-4.3.2	How rules involving number patterns can be explained	M-5-A-1 M-5-A-3
	MA-E-3.1.3	The process of using data to answer questions (e.g., pose a question, plan, collect data, organize and display data, interpret data to answer questions)	M-5-PS-2
	MA-E-3.2.2	Collect, organize, and describe data (e.g., drawings, tables, charts)
	MA-E-3.3.1	How data are used to draw conclusions	M-5-PS-4

Note: If you'd like to use this map or amend it to suit your needs, please check below for a handy Microsoft Word version. Just click on the Word icon to open it on your computer, then choose Word's Save As command to save it locally.

For more information contact:

Robin Hill
500 Mero Street, 18th Floor CPT
Frankfort, KY 40601

Phone: 502-564-2106 x4130

robin.hill@education.ky.gov