Académique Documents
Professionnel Documents
Culture Documents
Fifth Grade
MATHEMATICS
Curriculum Map
Volusia County Schools
Table of Contents
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
Grade 5 Overview
Domain: Operations and Algebraic Thinking
Cluster 1: Write and interpret numerical expressions.
Cluster 2: Analyze patterns and relationships.
Domain: Number and Operations in Base Ten
Add to
Change Unknown
Start Unknown
2+?=5
Five apples were on the table. I ate some
apples. Then there were three apples. How
many apples did I eat?
?+3=5
Some apples were on the table. I ate two
apples. Then there were three apples. How
many apples were on the table before?
52=?
5-?=3
?2=3
Total Unknown
Addend Unknown
Take from
Put
Together/
Take Apart2
Difference Unknown
Compare 3
3 + ? = 5, 5 3 = ?
5 = 0 + 5, 5 = 5 + 0
5 = 1 + 4, 5 + 4 + 1
5 = 2 + 3, 5 = 3 + 2
Bigger Unknown
Smaller Unknown
2 + ? = 5, 5 2 = ?
2 + 3 = ?, 3 + 2 = ?
5 3 = ?, ? + 3 = 5
These take apart situations can be used to show all the decompositions of a given number. The associated equations, which have the total on the left of the equal sign, help children understand
that the = sign does not always mean makes or results in, but always does mean is the same number as.
2
Either addend can be unknown, so there are three variations of these problem situations. Both Addends Unknown is a productive extension of this basic situation, especially for small numbers
less than or equal to 10.
3
For the Bigger Unknown or Smaller Unknown situations, one version directs the correct operation (the version using more for the bigger unknown and using less for the smaller unknown). The
other versions are more difficult.
Equal Groups
Unknown Product
36=?
There are 3 bags with 6 plums in
each bag. How many plums are
there in all?
3 ? = 18 and 18 3 = ?
If 18 plums are shared equally into 3
bags, then how many plums will be in
each bag?
? 6 = 18 and 18 6 = ?
If 18 plums are to be packed 6 to
a bag, then how many bags are
needed?
Measurement example. A
rubber band is 6 cm long. How
long will the rubber band be
when it is stretched to be 3 times
as long?
General
ab=?
a ? = p and p a = ?
The first examples in each cell are examples of discrete things. These are easier for students and should be given before the measurement examples.
The language in the array examples shows the easiest form of array problems. A harder form is to use the terms rows and columns: The apples in the grocery window are
in 3 rows and 6 columns. How m any apples are in there? Both forms are valuable.
6
Area involves arrays of squares that have been pushed together so that there are no gaps or overlaps, so array problems include these especially important measurement
situations.
5
Addition Strategies
Name
Clarification
Counting All
Counting On
transitional strategy
student starts with 1 number and counts on from this point
student recalls sums for many doubles
8+9
8 + (8 + 1)
(8 + 8) + 1
16 + 1= 17
8+9
Making Tens
Compensation
Adding Up in Chunks
1,2,3,4,5,6,7,8,9,10,11,12,13,
14,15,16,17
8+9
89,10,11,12,13,14,15,16,17
Doubles/Near Doubles
8+9
friendly numbers are numbers that are easy to use in mental computation
student adjusts one or all addends by adding or subtracting to make friendly numbers
student then adjusts the answer to compensate
student manipulates the numbers to make them easier to add
student removes a specific amount from one addend and gives that exact amount to the
other addend
strategy used as soon as students understand place value
student breaks each addend into its place value (expanded notation) and like place value
amounts are combined
student works left to right to maintain the magnitude of the numbers
follows place value strategy
student keeps one addend whole and adds the second addend in easy-to-use chunks
more efficient than place value strategy because student is only breaking apart one addend
(7 +1) + 9
7 + (1 + 9)
7 + 10 = 17
23 + 48
23 + (48 + 2)
23 + 50= 73
73 2 = 71
8+6
8-1=7 6+1=7
7+7=14
24 + 38
(20 + 4) + (30 + 8)
20 + 30 = 50
4 + 8 = 12
50 + 12 = 62
45 + 28
45 + (20 + 8)
45 + 20 = 65
65 + 8 = 73
Children do not have to be taught a particular strategy. Strategies for computation come naturally to young children. With opportunity and encouragement, children invent strategies for
themselves.
Subtraction Strategies
Name
Adding Up
Counting Back/Removal
Clarification
student adds up from the number being subtracted (subtrahend) to the whole
(minuend)
the larger the jumps, the more efficient the strategy
student uses knowledge of basic facts, doubles, making ten, and counting on
student breaks each number into its place value (expanded notation)
student groups like place values and subtracts
Place Value
student understands that adding or subtracting the same amount from both
numbers maintains the distance between the numbers
student manipulates the numbers to create friendlier numbers
strategy requires students to adjust only one of the numbers in a subtraction
problem
student chooses a number to adjust, subtracts, then adjusts the final answer to
compensate
students must understand part/whole relationships to reason through this strategy
7 + 3= 10
10 + 4= 14
3 + 4= 7
65 32
65 (10 + 10 + 10 + 2)
65, 55, 45, 35, 33
65 (30 + 2)
65 30 = 35
35 2 = 33
999 345
(900 + 90 + 9) (300 + 40 + 5)
900 300 = 600
90 40 = 50
95=4
600 + 50 + 4 = 654
123 59
123 + 1 = 124
59 + 1 = 60
124 60 = 64
123 59
59 + 1 = 60
123 60 = 63
I added 1 to make an easier number.
63 + 1 = 64
I have to add 1 to my final answer
because I took away 1 too many.
Children do not have to be taught a particular strategy. Strategies for computation come naturally to young children. With opportunity and encouragement, children invent strategies for
themselves.
Multiplication Strategies
Name
Clarification
beginning strategy for students who are just learning multiplication
connection to an array model provides an essential visual model
15+15+15+15+15+15 = 90
2 15 = 30
2 15 = 30
2 15 = 30
30 + 30 + 30 = 90
Partial Products
strategy based on the distributive property and is the precursor for our
standard U.S. algorithm
student must understand that the factors in a multiplication problem can
be broken into addends
student can then use friendlier numbers to solve more difficult problems
strategy relies on students understanding of breaking factors into
smaller factors
associative property
used by students who have an understanding of the concept of arrays
with different dimensions but the same area
student can double and halve numbers with ease
student doubles one factor and halves the other factor
9 15
Add 1 group of 15
10 15 = 150
We must now take off 1 group of 15.
150 15 = 135
12 15
12 (10 + 5)
12 10 = 120
12 5 = 60
120 + 60 =180
12 25
(3 4) 25
3 (4 25)
(4 25) + (4 25) + (4 25) = 300
8 25
82 = 4
25 2 = 50
4 50 = 200
Children do not have to be taught a particular strategy. Building a conceptual understanding before procedural knowledge helps students navigate and explore different
approaches to computation. Childrens invented algorithms for multiplication and division generally build on their procedures for adding and subtracting multi-digit
numbers.
Division Strategies
Name
Repeated Subtraction/Sharing
Multiplying Up
Clarification
early strategy students use when they are developing multiplicative
reasoning
repeated subtraction is one of the least efficient division strategies
presents opportunities to make connections to multiplication
Proportional Reasoning
10 + 10 + 2 + 2 = 24
384 16
16 384
-160
224
-160
64
-32
32
-32
0
384 16
10
10
24
2
2
384 16
2 2
192 8
2 2
96 4
2 2
48 2 = 24
384 16 = 24
Children do not have to be taught a particular strategy. Building a conceptual understanding before procedural knowledge helps students navigate and explore different approaches
to computation. Childrens invented algorithms for multiplication and division generally build on their procedures for adding and subtracting multi-digit numbers.
10
EXPLORATION
EXPLANATION
ELABORATION
EVALUATION
Evaluation of Exploration
The role of evaluation during the
exploration phase is to gather an
understanding of how students are
progressing towards making sense of
a problem and finding a solution.
Evaluation of Engagement
The role of evaluation during the
engagement phase is to gain access
to students thinking during the
pre-assessment event/activity.
Conceptions and misconceptions
currently held by students are
uncovered during this phase.
These outcomes determine the
concept, process, or skill to be
explored in the next phase
of the learning cycle.
11
Evaluation of Elaboration
The role of evaluation during the
elaboration phase is to determine the
degree of learning that occurs
following a differentiated approach to
meeting the needs of all learners.
Components
Opening:
Hook/Warm-up
(engage/explore)
Whole Group:
Mini Lesson & Guided
Practice
(explore/explain/evaluate)
Description
Teachers will engage students to create interest for the whole
group mini lesson or to review previous learning targets by posing
a hands-on minds-on problem for students to explore.
During this time, the learning target will be introduced through
explicit instruction by the teacher or through
exploration/discovery by the students. Teachers model their
thinking and teach or reinforce vocabulary in context. Teacher
leads students to participate in guided practice of the new
learning target.
Students will explore using manipulatives and having
conversations about their new learning. Students and teachers
explain and justify what they are doing. Teachers are using
probing questions to redirect student thinking during guided
practice. Teachers provide explicit instruction to scaffold the
learning if the majority of the students are struggling.
35-45
minutes
Small Group:
Guided Practice &
Collaborative/
Independent Practice
(explain/evaluate/
explore/ elaborate)
12
Grade 5
Grade 5 Math Curriculum Map
May 2015
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and
critique the
reasoning of others.
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
SMP.1
SMP.2
SMP.3
SMP.4
SMP.5
SMP.6
SMP.7
SMP.8
Pacing: Weeks 1 - 9
August 24 October 22
Learning Targets
Fluently multiply multi-digit whole numbers using the standard algorithm.
Standards
MAFS.5.NBT.2.5
Students will:
Vocabulary
digit
equation
factor
multiple
multiply
place value
product
HINT: Refer to page 9 in the Grade 5 Mathematics Curriculum Map for clarification of the Multiplication Strategies.
use the standard algorithm for multi-digit whole number multiplication with ease (up to 3-digit by 2-digit).
HINT: Mastery of this standard includes an understanding of missing digits and error analysis.
Recognize 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 1/10 of what it
represents in the place to its left.
MAFS.5.NBT.1.1
13
MAFS.5.NBT.1.2
14
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 x (8 + 7). Recognize that 3 x (18932 + 921) as three times as large as 18932 + 921, without
having to calculate the indicated sum or product.
MAFS.5.OA.1.2
Students will:
apply an understanding of operations and grouping symbols to write numerical expressions without evaluating (i.e., solving)
them.
apply an understanding of operations and grouping symbols to interpret the meaning of numerical expressions without evaluating
(i.e., solving) them.
Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the
properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
MAFS.5.NBT.2.6
Students will:
15
conventional order
expression
operation
parentheses
quantity
area model
array
compatible numbers
decompose
digit
divide
dividend
divisor
equal sharing
equation
expanded notation
factor
interpret
inverse operation
multiple
multiply
partial quotients
place value
product
quotient
remainder
repeated subtraction
enVisionMATH
AIMS
Lakeshore
NBT.2.5
MFAS
Complete the
Multiplication Problem
www.k-5mathteachingresources.com
NBT.5
www.cpalms.org
Chance Product
Dividing for Equal Groups
NBT.1.1
Modeling A Million
Walking to Schools
Five Tenths
Step up Lesson 1
6-11E (Online)
NBT.1.2
grade5commoncoremath.wikispaces.h
cpss.org
NBT.5 Lessons
NBT.5 Formatives
www.k-5mathteachingresources.com
NBT.1
www.cpalms.org
Shift the Place, Shift the Values
Understanding Place Value
grade5commoncoremath.wikispaces.h
cpss.org
NBT.1 Lessons
NBT.1 Formatives
Internet
www.k-5mathteachingresources.com
NBT.2
www.cpalms.org
Seeking Patterns Using Base Ten
Intro to Multiplying Decimals by 10, 100,
1000
The Error
grade5commoncoremath.wikispaces.h
cpss.org
NBT.2 Lessons
NBT.2 Formatives
enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook
16
AIMS
OA.1.1
MAFS
Picturing Clues
NBT.2.6
OA.1.2
Lakeshore
MFAS
Internet
Teacher Guide:
Parenthesis, Brackets,
and Braces p.3
Order of Operations p.3
Reproducibles: pp. 3,4
Daily Math Practice
Journal: pp.2, 3, 4, 5, 7, 8
Pick a Problem: 19-22
How Did you Solve it?: 17
www.k-5mathteachingresources.com
OA.1
Evaluating Expressions
www.cpalms.org
PEMDAS Blaster Lite
grade5commoncoremath.wikispaces.
hcpss.org
OA.1 Lessons
OA.1 Formatives
Comparing Product
www.k-5mathteachingresources.com
OA.2
More Expressions
www.cpalms.org
Words to Expressions
Video Game Scores
grade5commoncoremath.wikispaces.
hcpss.org
OA.2 Lessons
OA.2 Formatives
www.k-5mathteachingresources.com
Teacher Guide:
Dividing Using an Area
Multiplication and
Model with Larger
NBT.6
Division Whole Numbers Divisors
www.cpalms.org
p. 11
Dividing Using Place
Reproducibles: p. 4
What Are They Thinking? Understanding
Value with Larger
Daily Math Practice
Division
Divisors
Journal: pp. 13, 18, 26,
grade5commoncoremath.wikispaces.
29
Driving to Alaska
hcpss.org
How Did you Solve it?:
Analyzing and Applying
34-35
NBT.6 Lessons
Division
Giant place value blocks
NBT. 6 Formatives
Whole number place
value magnets
enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook
1-1: SE
1-3: SE, A&R, RMC
1-6: SE, A&R, RMC
3-1: SE
3-5: POD
3-8: SE
17
Party Planning
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and
critique the
reasoning of others.
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
SMP.1
SMP.2
SMP.3
SMP.4
SMP.5
SMP.6
SMP.7
SMP.8
Pacing: Weeks 10 - 17
October 26 December 18
Standards
MAFS.5.NBT.1.3
Students will:
represent decimals using place value, models, and graphics of place value through the thousandths place.
E.g., Place Value Charts
Vocabulary
base ten numerals
decimal
decimal point
equal to
equivalent
expanded form
expression
greater than
hundredths
less than
round
tenths
thousandths
whole number
word form
read and write decimals up to thousandths in word form, base ten numerals, and expanded form.
compare two decimals up to the thousandths using place value and record the comparison using symbols <, >, or =.
MAFS.5.NBT.1.4
Students will:
18
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.
MAFS.5.NBT.2.7
addition strategies
decimal
Students will:
divide
division strategies
add decimals to hundredths, using concrete models, drawings, strategies based on place value, and properties of operations.
hundredths
represent and justify addition strategies and reasoning used to solve problems.
multiplication strategies
multiply
subtract decimals to hundredths, using concrete models, drawings, strategies based on place value, properties of operations and place value
the relationship between addition and subtraction.
product
represent and justify subtraction strategies and reasoning used to solve problems.
quotient
subtraction strategies
multiply decimals using area model and drawings.
tenths
multiply decimals using strategies based on an understanding of place value and properties of operations.
thousandths
represent and justify multiplication strategies and reasoning used to solve problems.
19
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to MAFS.5.NF.1.1
produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad
+ bc) / bd.)
Students will:
apply concepts of factors, multiples, and equivalent fractions to find like denominators. (4 grade skill)
th
E.g.,
denominator
difference
divisible
equivalent
factor
fraction
fraction greater than
one (
represent addition and subtraction of fractions, including mixed numbers and fractions greater than 1, with unlike denominators
using concrete models, graphical models, and equations (denominators are limited to 1-20).
5
4
like denominator
mixed number
multiple
numerator
reasonableness
sum
unlike denominator
whole number
E.g.,
add up to three fractions including mixed numbers and fractions greater than 1.
subtract fractions including mixed numbers and fractions greater than 1.
HINT: Concrete models include, but are not limited to, fraction strips, fraction circles, pattern blocks, Geoboards, rulers, and other
tangible objects. Graphical models include, but are not limited to, pictures of base-ten blocks, drawings, and linear models
(number lines).
HINT: Students need to understand equivalence of fractions and are NOT expected to simplify to find lowest terms.
20
Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using
visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess
the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
MAFS.5.NF.1.2
Students will:
solve word problems involving addition and subtraction of fractions with like and unlike denominators using visual fraction models
or equations.
use benchmark fractions and number sense of fractions to estimate and assess reasonableness of answers.
HINT: Students need to understand equivalence of fractions and are not expected to simplify to find lowest terms.
denominator
difference
equivalent
estimate
factor
fraction
like denominator
numerator
reasonableness
sum
unlike denominator
MAFS.5.NF.2.3
Interpret a fraction as division of the numerator by the denominator (a/b = a b). Solve word problems involving division of whole numbers leading to
answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret
3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has
a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between
what two whole numbers does your answer lie?
denominator
dividend, divisor
equal parts
equation
equivalent
Students will:
factor
explain that fractions (a/b) can be represented as a division of the numerator by the denominator (a b). For example, 5/3 = 5 3. fraction
fraction greater than 1
HINT: In Grade 4 students connected fractions with addition and multiplication, understanding that
mixed number (mixed
5/3 = 1/3 + 1/3 + 1/3 + 1/3 + 1/3 = 5 x 1/3; therefore 5 3 = 5 x 1/3.
fraction)
illustrate that the denominator represents the number of equal portions needed (divisor).
multiply
numerator
illustrate that the numerator represents the total amount being divided (dividend).
partition
express why a b can be represented by the fraction a/b.
product
solve word problems involving the division of whole numbers (including situations resulting in a fractional quotient).
quotient
o predict whether the quotient will be a whole number, mixed number, or fraction.
represent
o illustrate a solution strategy using visual fraction models or equations that represent the problem.
unit fraction
o interpret and explain why the quotient is a whole number, mixed number, or fraction.
whole number
E.g., Show how 3 7 can also be represented as 3/7.
Sara has 3 sub sandwiches. She would like to split the sandwiches equally between 7 people.
What fraction of 1 sandwich will each person receive?
o Divide each of 3 rectangles (sub sandwiches) into 7 equal parts resulting in a total of 21 equal parts.
o Divide the 21 parts into 7 equal groups. The result is 3/7 of 1 whole.
1
21
enVisionMATH
AIMS
Lakeshore
MFAS
Internet
www.k-5mathteachingresources.com
Teacher Guide: pp. 6-9
Writing and Reading
Reproducibles: pp. 5, 6,
Decimals
NBT.3
Dealing With Decimals
7, 8
Decimals in Number
www.cpalms.org
Daily Math Practice
Name
Journal: pp. 11, 14, 16,
Decimals Have a Point!
22, 24
Batting a Thousand(th)
Decimals in Expanded
Pick a Problem: 41-45
Form
grade5commoncoremath.wikispaces.h
How Did you Solve it?:
Decimals in Word and
cpss.org
25, 26, 27, 28, 29
Expanded Form
Daily Dose of Fractions
NBT.3 Lessons
and Decimals: 76-90 (#5), Comparing Decimals
NBT.3 Formatives
106-120 (#5),
Decimal Place Value
Magnets
Decimal Grids Tub
Decimals Activity Stations
www.k-5mathteachingresources.com
6-1: SE, A&R, RMC
Teacher Guide: pp. 9-11
Rounding to the Nearest
Daily Math Practice
Whole Number
NBT.4
Journal: pp. 10, 12, 15,
Rounding to the Tenths
grade5commoncoremath.wikispaces.h
17, 18, 20, 22, 26, 28
Place
cpss.org
Pick a Problem: 26-29,
41, 44-46
NBT.4 Lessons
Shopping for Produce
How Did you Solve it?:
NBT.4 Formatives
(Hundredths)
30, 31
Daily Dose of Fractions
and Decimals: 76-150
(#2)
Decimal Place Value
Magnets
Decimal Grids Tub
Decimals Activity Stations
enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook
NBT.1.4
NBT.1.3
Deducting Decimals
22
enVisionMATH
AIMS
Lakeshore
MFAS
Internet
www.k-5mathteachingresources.com
Teacher Guide: p. 12
Running a
Daily Math Practice
Race(Addition)
NBT.7
Pack and Post
Journal: pp. 14, 19, 23, 28
Tonys
www.cpalms.org
Pick a Problem: 26-38, 82
How Did you Solve it?: 36, Lunchbox(Subtraction)
Dividing Decimals Investigations
37
Race To Fill The Hole
Buying Candy
Daily Dose of Fractions
Bars(Multiplication)
grade5commoncoremath.wikispaces.h
and Decimals: 76-150 (#3Running(Division
cpss.org
4)
Decimal Place Value
NBT.7 Lessons
Magnets
NBT.7 Formatives
Decimal Grids Tub
Decimal Activity Stations
Write and Wipe Graphing
Boards
www.k-5mathteachingresources.com
8-1: SE
Fraction Time
Teacher Guide: pp. 13-14 Adding Fractions with
8-2: SE, A&R, RMC
Reproducibles: pp. 4, 9-11 Unlike Denominators
NF.1
9-2: POD
Fraction Action 4
Daily Math Practice
www.cpalms.org
Journal: pp. 30, 32, 34, 36, Adding More Fractions
with Unlike
Fraction Action 5
38, 40, 42, 44, 46, 48
Making Smores
Denominators
Pick a Problem: 46-49
Using Models to Add Fractions
Fraction Action 9
How Did you Solve it?: 38- Subtracting Fractions
grade5commoncoremath.wikispaces.h
pp.149-159
40
Subtracting More
cpss.org
Daily Dose of Fractions
Fractions
Fraction Fringe on the
and Decimals: 1-75
NF.1 Lessons
Cutting Edge
Giant magnetic fraction
NF.1 Formatives
circles and bars
enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook
Operation: Decimals
NF.1.1
NBT.2.7
23
enVisionMATH
AIMS
Lakeshore
MFAS
Internet
www.k-5mathteachingresources.com
Teacher Guide: pp. 15-16 Saras Hike
Reproducibles: pp. 4, 12
NF.2
Maris has a Party
Cindys Carpet Emporium Daily Math Practice
www.cpalms.org
Journal: pp. 31, 33, 35,
Just Run
36, 38, 43
Do These Add Up?
Pick a Problem: 50, 54-55 Baking Cakes
Estimating Using Benchmark Fractions
How Did you Solve it?:
grade5commoncoremath.wikispaces.h
41-43
cpss.org
Daily Dose of Decimals
and Fractions: 7-9, 36-39,
NF.2 Lessons
68, 70
NF.2 Formatives
Giant magnetic fraction
circles and bars
www.k-5mathteachingresources.com
9-7A (Online)
Teacher Guide: p.16
Sharing Pizzas
NF3
Daily Math Practice
Sharing Brownies
Journal: pp. 31, 36, 46,
www.cpalms.org
48
Two Thirds
Pick a Problem: 49, 53,
Picture This! Fractions as Division
Five Thirds
54
Fraction Frenzy
How Did you Solve it?:
grade5commoncoremath.wikispaces.h
44-45
cpss.org
Daily Dose of Fractions
and Decimals: 1-5 (#3),
NF.3 Lessons
10 (#1), 16-25 (#3), 31
NF.3 Formatives
(#3), 41-45 (#3), 60 (#1),
66-67 (#1), 69 (#1)
enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook
Royal Rugs
NF.2.3
NF.1.2
24
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and
critique the
reasoning of others.
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
SMP.1
SMP.2
SMP.3
SMP.4
SMP.5
SMP.6
SMP.7
SMP.8
Pacing: Weeks 18 - 24
January 4 February 19
Learning Targets
Standards
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
a. Interpret the product (a/b) q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a q b.
For example, use a visual fraction model to show (2/3) 4 = 8/3, and create a story context for this equation. Do the same with (2/3) (4/5) =
8/15. (In general, (a/b) (c/d) = ac/bd.)
MAFS.5.NF.2.4
Students will:
Vocabulary
array
denominator
equation
equivalent
formula
fraction
mixed number
multiply
numerator
partition
product
repeated addition
represent
unit fraction
whole number
create story contexts for problems involving multiplication of a fraction and a whole number or multiplication of two fractions.
25
MAFS.5.NF.2.4
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the
area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent
fraction products as rectangular areas.
Students will:
divide a rectangle with fractional side lengths into rectangles whose sides are the corresponding unit fractions.
use an array of square units to calculate the area of a rectangle with fractional sides.
use unit fraction squares to prove the area of rectangles with fractional side lengths.
i.e., 2/3 x 4/5 represented using an area model:
MAFS.5.NF.2.5
Students will:
interpret the relationship between the size of the factors and the size of the product without performing the actual multiplication.
HINT: This standard calls for students to examine the magnitude of products in terms of the relationship between two types of
problems.
Example 1:
How does the product of 3,225 x 60
compare to the product of 3,225 x 30?
How do you know?
Since 30 is half of 60, the product of
3,225 x 60 will be double or twice as
large as the product of 3, 225 x 30.
Example 2:
Two newspapers are comparing sales from last year.
o The Post sold 34,859 copies.
o The Tribune sold one-and-a-half times as many copies as the Post.
Write an expression which describes the number of newspapers the Tribune
sold?
1
34,859 1
2
Which newspaper sold more papers? The Tribune
array
denominator
equation
equivalent
formula
fraction
mixed number
multiply
numerator
partition
product
repeated addition
represent
unit fraction
whole number
denominator
equation
equivalent
fraction
fraction greater than 1
mixed number
multiply
numerator
partition
product
represent
unit fraction
whole number
explain why multiplying a given number by a number or fraction greater than 1 results in a product greater than the given number
(e.g., if 3/4 is the given number and it is multiplied by 5, the product will be larger than 3/4).
explain why multiplying a given number by a fraction less than 1 results in a product less than the given
number (e.g., if 5 is the given number and it is multiplied by 3/4, the product results in a fraction that is
less than 5).
multiply a given fraction by 1 to find an equivalent fraction (e.g., 3/4 x 2/2 = 6/8).
th
(this is a 4 grade skill)
relate the principle of fraction equivalence to the effect of multiplying a fraction by 1.
26
Solve real world problems involving multiplication of fractions and mixed numbers, e.g. by using visual fraction models or equations to represent the
problem.
MAFS.5.NF.2.6
Students will:
solve real world problems involving multiplication of fractions and mixed numbers and interpret the product in the context of the
problem.
illustrate and explain solution strategies using visual fraction models or equations that represent the problem.
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to MAFS.5.NF.2.7
multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and
division. But division of a fraction by a fraction is not a requirement at this grade.)
a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) 4,
and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) 4 = 1/12
because (1/12) x 4 = 1/3.
b. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 (1/5), and use a
visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4(1/5) = 20 because 20 x
(1/5) = 4.
c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by
using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share
1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?
array
denominator
equation
equivalent
fraction
mixed number
multiply
numerator
partition
product
quotient
represent
unit fraction
whole number
Students will:
apply an understanding of the division of whole numbers to the concept of dividing with fractions (e.g., 1/3 4 can be interpreted
as sharing 1/3 of a school pizza with 4 people).
1
divide unit fractions by whole numbers (e.g., 1/3 4) using visual models.
3
solve real world problems involving division of unit fractions by whole numbers using fraction models and equations.
create and solve story contexts where a unit fraction is divided by a whole number (not zero) using a visual model.
1
12
divide whole numbers by unit fractions (e.g., 4 1/5) using visual models.
solve real world problems involving division of whole numbers by unit fractions using fraction models and equations.
create and solve story contexts where a whole number (not zero) is divided by a unit fraction using a visual model.
E.g., Angelo has 4 lbs of peanuts. He wants to give each of his friends 1/5 lb. How many friends can receive 1/5 lb. of peanuts?
1 lb. of peanuts
27
lb.
Convert among different-sized standard measurement units (i.e., km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec) within a given measurement system (e.g.,
convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
MAFS.5.MD.1.1
Students will:
HINT: Students are expected to utilize the Grade 5 FSA Mathematics Reference Sheet located on p. 53 of the Grade 5
Mathematics Item Specifications.
compare units of measure within the same system and same dimensions (i.e., inches to feet, ounces to pounds, millimeters to
meters, grams to kilograms, seconds to minutes).
convert units within the same system (customary or metric).
apply knowledge of length, weight, mass, and time to solve multi-step word problems using measurement conversions.
HINT: Measurement values may be whole, decimal, or fractional values.
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems
involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each
beaker would contain if the total amount in all the beakers were redistributed equally.
MAFS.5.MD.2.2
Students will:
measure and record objects to the nearest 1/2, 1/4, or 1/8 unit.
HINT: Measures for length, mass, and liquid volume will be the focus for this standard.
28
balance
centimeter
conversion
convert
cup
customary units
day
foot
fluid ounce
gallon
grams
hour
inche
kilogram
kilometer
length
line plot
liter
mass
meter
metric units
mile
milligram
milliliter
millimeter
minute
ounce
pint
pound
quart
ruler
scale
second
time
ton
volume
week
weight
yard
year
enVisionMATH
9-7B (Online)
12-3A (Online)
AIMS
Fair Squares
NF.2.6
NF.2.5
NF.2.4
Fraction Action 6
pp.109-118
Lakeshore
MFAS
Teacher Guide: 17
Daily Math Practice
Journal: pp. 30, 35, 37,
39, 40, 46, 48
Pick a Problem: 47-49,
51-52, 54-55
How Did you Solve it?:
46-50
Daily Dose of Fractions
and Decimals: 6-10
(#2),15 (#4), 21-25 (#1),
29-30 (#4), 32-36 (#3), 39
(#2), 41-45 (#1), 50-56
(#4), 59 (#4), 61-65 (#1),
66-70 (#2), 72-73 (#3), 75
(#4)
Fraction Multipliers Tub
Teacher Guide: p.18
Daily Math Practice
Journal: pp. 30, 33, 39,
40, 42, 45, 48
Pick a Problem: 47-49,
51-52, 54-55
How Did you Solve it?:
51-52
Daily Dose of Fractions
and Decimals: 46-50 (#1)
Fraction Multipliers Tub
Daily Math Practice
Journal: pp. 32, 34, 37,
38, 41, 42, 49
Pick a Problem: 50-57
How Did you Solve it?:
53-54
Daily Dose of Fractions
and Decimals: 71-73 (#1)
Multiplying Fractions by
Whole Numbers
www.k-5mathteachingresources.com
NF.4
www.cpalms.org
Modeling Fraction Multiplication
Multiplying a Fraction by a Fraction
Area Models: Multiplying Fractions
Paint a Wall
Multiplying Fractions by
Fractions
Internet
The Rectangle
grade5commoncoremath.wikispaces.h
cpss.org
NF.4 Lessons
NF.4 Formatives
Multiplying by a
Fraction Greater than
One
www.k-5mathteachingresources.com
NF.5
Multiplying by a
Fraction Less than One
More than or Less than
Two Miles
Estimating Products
Pizza Party
Box Factory
Half of a Recipe
Candy at the Party
www.cpalms.org
Multiplying a Fraction by a Fraction
Fractions-Rectangle Multiplication
grade5commoncoremath.wikispaces.h
cpss.org
NF.5 Lessons
NF.5 Formatives
www.k-5mathteachingresources.com
NF.6
www.cpalms.org
Garden Variety Fractions
To multiply or not to multiply?
Making Cookies
grade5commoncoremath.wikispaces.h
cpss.org
NF.6 Lessons
NF.6 Formatives
enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook
29
enVisionMATH
AIMS
NF.2.7
9-7G (Online)
9-7H (Online)
Straw Planes
Measure for Measure
MD.1.1
6-7: POD
11-2: POD
14-1: POD
14-5: POD
MD.2.2
10-4: POD
15-1A (Online)
Lakeshore
MFAS
Internet
www.k-5mathteachingresources.com
NF.7
Bags of Fudge
Relay Race
www.cpalms.org
Painting A Room
Origami Stars
Models for the Multiplication and Division
of Fractions
Teacher Guide: p. 20
Reproducibles: p.4
Daily Math Practice
Journal: pp.50, 51, 53,
55, 57, 59, 60
Pick a Problem:52-56, 57,
75-85
How Did you Solve it?:
58-61
Converting Metric
Measurement Units
grade5commoncoremath.wikispaces.h
cpss.org
NF.7 Lessons
NF.7 Formatives
www.k-5mathteachingresources.com
MD1
grade5commoncoremath.wikispaces.h
cpss.org
MD.1 Lessons
MD.1 Formatives
www.k-5mathteachingresources.com
MD.2
www.cpalms.org
Whats the Plot
Fractions Divided by
Whole Numbers
Converting Customary
Measurement Units
Party Planning
Candy and Ribbon
www.cpalms.org
Conversion Excursion
Stand Up and Cheer
grade5commoncoremath.wikispaces.h
cpss.org
MD.2 Lessons
MD.2 Formatives
enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook
30
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and
critique the
reasoning of others.
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
SMP.1
SMP.2
SMP.3
SMP.4
SMP.5
SMP.6
SMP.7
SMP.8
Pacing: Weeks 25 - 39
February 22 June 7
Standards
MAFS.5.MD.3.3
Students will:
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
MAFS.5.MD.3.4
Students will:
Vocabulary
attribute
cubic units
gap
height
length
overlap
rectangular prism
solid figure
volume
width
measure the volume of a hollow three-dimensional figure (i.e., rectangular prism and cube) by filling it with unit cubes without gaps
and counting the number of unit cubes.
determine the appropriate size unit to measure the volume of a rectangular prism or cube (e.g., base 10 units, wooden cubes,
centimeter cubes, base 10 thousands cube, etc.).
31
Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a
right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by
multiplying the edge lengths, equivalently by multiplying the height by the area of the base.
a. Represent threefold whole-number products as volumes, e.g.,to represent the associative property of multiplication.
b. Apply the formula V= l x w x h and V= B x h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge
lengths in the context of solving real world and mathematical problems.
c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the
volumes of non-overlapping parts, applying this technique to solve real world problems.
MAFS.5.MD.3.5
Students will:
relate finding the product of three numbers (length, width, and height) to finding volume.
rd
use the formula for area (3 grade skill) to develop an understanding of volume.
relate the associative property of multiplication to finding volume.
calculate volume of rectangular prisms and cubes, with whole number edge lengths, using the formula for volume (V = lwh or
V = Bh) in real world and mathematical problems.
additive
attribute
B= area of base
composite solid
cubic units
formula
height
length
rectangular prism
solid figure
volume
width
E.g.,
1. Find the area of the base by multiplying its length by its width (B = l w).
2. Multiply the area of the base by the height (V = B h).
(3 x 2) is represented by the first layer
(3 x 2) x 5 is represented by the number of 3 x 2 layers
(3 x 2) + (3 x 2) + (3 x 2) + (3 x 2) + (3 x 2) =
6 + 6 + 6 + 6 + 6 = 30
6 representing the size/area of one layer
32
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 angle.
MAFS.5.G.2.3
2-dimensional
acute angle
Students will:
attribute
category
compare and describe the geometric attributes of two-dimensional figures.
circle
(i.e., triangle, quadrilateral, rectangle, square, rhombus, trapezoid, pentagon, hexagon, octagon, circle, half-circle, quarter circle)
classify
categorize two-dimensional figures according to their individual and shared geometric (defining) attributes.
congruent
HINT: Geometric (defining) attributes include properties of sides (i.e., parallel, perpendicular, congruent), properties of angles (i.e., defining attributes
edge
type, measurement, congruent), and properties of symmetry (i.e., point and line).
half-circle
hexagon
explain the reasoning for the determined categories.
intersecting
irregular
MAFS.5.G.2.4
Classify and organize two-dimensional figures into Venn diagrams based on the attributes of the figures.
line
Students will:
obtuse angle
octagon
organize figures into a Venn diagram (graphic organizer) based on determined attributes.
parallel
classify figures based on defining attributes.
parallelogram
pentagon
E.g.,
perpendicular
point
polygon
quadrilateral
quarter circle
rectangle
regular
rhombus
right angle
side
square
symmetry
trapezoid
triangle
Venn diagram
vertex
33
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 ycoordinate).
MAFS.5.G.1.1
Students will:
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.
MAFS.5.G.1.2
Students will:
34
above
below
coordinate grid
coordinate plane
coordinates
down
equidistant
horizontal
increasing
intervals
left
ordered pairs
origin
plot
point
quadrant
right
up
vertical
x- and y-coordinates
x-axis
y-axis
Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of
corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule Add 3 and the starting
number 0, and given the rule Add 6 and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one
sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
MAFS.5.OA.2.3
Students will:
generate two numerical patterns with the same starting number for two given rules.
explain the relationship between the two numerical patterns by comparing how each pattern grows or by comparing the
relationship between each of the corresponding terms from each pattern.
form ordered pairs out of corresponding terms from each pattern.
graph the ordered pairs on a coordinate plane.
observe and explain patterns and trends represented in the coordinate plane.
0 5 10 15 20
How do the numbers in the first sequence relate
to the numbers in the second sequence?
1
(pattern 2 has numbers that are 2 times
2
the corresponding terms in pattern 1)
P1
P2
Ordered
pairs
(0,0)
(2,5)
10
(4,10)
15
(6,15)
20
(8,20)
compare
coordinate
coordinate plane
corresponding terms
graph
horizontal
numerical pattern
plot
rule
ordered pairs
trend
vertical
x-axis
y-axis
35
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 angle.
MAFS.5.G.2.3
2-dimensional
acute angle
Students will:
attribute
compare and describe the geometric attributes of two-dimensional figures.
category
(i.e., triangle, quadrilateral, rectangle, square, rhombus, trapezoid, pentagon, hexagon, octagon, circle, half-circle, quarter circle)
circle
categorize two-dimensional figures according to their individual and shared geometric (defining) attributes.
classify
HINT: Geometric (defining) attributes include properties of sides (i.e., parallel, perpendicular, congruent), properties of angles (i.e., congruent
defining attributes
type, measurement, congruent), and properties of symmetry (i.e., point and line).
edge
half-circle
explain the reasoning for the determined categories.
hexagon
MAFS.5.G.2.4
Classify and organize two-dimensional figures into Venn diagrams based on the attributes of the figures.
intersecting
irregular
Students will:
line
obtuse angle
organize figures into a Venn diagram (graphic organizer) based on determined attributes.
octagon
classify figures based on defining attributes.
parallel
E.g.,
parallelogram
pentagon
At least one set
At least one
perpendicular
of parallel sides
right angle
point
polygon
quadrilateral
quarter circle
rectangle
regular
rhombus
right angle
side
square
symmetry
trapezoid
triangle
Venn diagram
vertex
36
Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a
right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by
multiplying the edge lengths, equivalently by multiplying the height by the area of the base.
a. Represent threefold whole-number products as volumes, e.g.,to represent the associative property of multiplication.
b. Apply the formula V= l x w x h and V= B x h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge
lengths in the context of solving real world and mathematical problems.
c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the
volumes of non-overlapping parts, applying this technique to solve real world problems.
MAFS.5.MD.3.5
Students will:
relate finding the product of three numbers (length, width, and height) to finding volume.
rd
use the formula for area (3 grade skill) to develop an understanding of volume.
relate the associative property of multiplication to finding volume.
calculate volume of rectangular prisms and cubes, with whole number edge lengths, using the formula for volume (V = lwh or
V = Bh) in real world and mathematical problems.
additive
attribute
B= area of base
composite solid
cubic units
formula
height
length
rectangular prism
solid figure
volume
width
E.g.,
1. Find the area of the base by multiplying its length by its width (B = l w).
2. Multiply the area of the base by the height (V = B h).
(3 x 2) is represented by the first layer
(3 x 2) x 5 is represented by the number of 3 x 2 layers
(3 x 2) + (3 x 2) + (3 x 2) + (3 x 2) + (3 x 2) =
6 + 6 + 6 + 6 + 6 = 30
6 representing the size/area of one layer
37
Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the
properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
MAFS.5.NBT.2.6
Students will:
38
area model
array
compatible numbers
decompose
digit
divide
dividend
divisor
equal sharing
equation
expanded notation
factor
interpret
inverse operation
multiple
multiply
partial quotients
place value
product
quotient
remainder
repeated subtraction
enVisionMATH
AIMS
MD.3.3
Essential Math:
Measurement of
Rectangular Solids Book
Filling Nets pp.23-25
MD.3.4
14-6: POD
Essential Math:
Measurement of
Rectangular Solids Book
Boxes, Bases and
Blocks pp. 27-36
MD.3.5
Luggage Limits
Lakeshore
MFAS
Internet
How Do We Determine
Volume?
www.k-5mathteachingresources.com
MD.3
Determining Volume
www.cpalms.org
Finding Volume
Manipulating Cubic Units
Houses with Height Numbers
Volume
Determining Dimensions
Using Additive Reasoning
When Finding Volume
grade5commoncoremath.wikispaces.
hcpss.org
MD. 3 Lessons
MD.3 Formatives
www.k-5mathteachingresources.com
MD.4
www.cpalms.org
Volume: Its All About the Count
Pump Up the Volume
grade5commoncoremath.wikispaces.
hcpss.org
MD.4 Lessons
MD.4 Formatives
www.k-5mathteachingresources.com
MD.5
www.cpalms.org
Volume: Lets Be Efficient
Formulating Volume
Determining and
Interpreting Volume
grade5commoncoremath.wikispaces.
hcpss.org
MD.5 Lessons
MD.5 Formatives
enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook
39
enVisionMATH
12-1A (Online)
AIMS
Lakeshore
Classifying Quadrilaterals
G.2.3
Lines to Design
G.2.4
12-1A (Online)
12-1B (Online)
G.1.1
MFAS
Classifying Squares
What Do You Know
About Rectangles?
Guess My Shape
Shape Clues
Internet
www.k-5mathteachingresources.com
G.3
www.cpalms.org
Analyzing Polyhedra
Calling All Quads
Triangles are Plane Easy
grade5commoncoremath.wikispaces.h
cpss.org
G.3 Lessons
G.3 Formatives
www.k-5mathteachingresources.com
G.4
Trapezoids
www.cpalms.org
Triangles are Plane Easy
Sets and the Venn Diagram (beginner)
grade5commoncoremath.wikispaces.h
cpss.org
G.4 Lessons
G.4 Formatives
www.k-5mathteachingresources.com
G.1
Classifying Quadrilaterals
Understanding
Coordinates
www.cpalms.org
Human Ordered Pairs
Plotting for Treasure
grade5commoncoremath.wikispaces.h
cpss.org
G. 1 Lessons
G.1 Formatives
enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook
40
enVisionMATH
5-2: SE, A&R
12-5: POD
AIMS
Mark My Words
G.1.2
Space Shuttle
Coordinates
Captain Kids Grid
Hurkle Hide and Seek
Plotting Planes
5-5A (Online)
Just Drop It
OA.2.3
G.2.3
(review)
12-1A (Online)
MFAS
Teacher Guide: p. 23
Reproducibles: p. 4
Daily Math Practice
Journal: pp. 65, 67, 69,
71
Pick a Problem: 86, 87,
88, 89, 90, 91, 92, 93
How Did you Solve it?:
75, 76, 77, 78, 79, 80
Write and Wipe Graphing
Boards
Teacher Guide: p. 4
Daily Math Practice
Journal: pp. 2, 5, 6, 9
Pick a Problem:
How Did you Solve it?:
16, 17, 18, 19, 20, 81, 82
Internet
www.k-5mathteachingresources.com
G.2
www.cpalms.org
Describe the Graph
Dig that Grid
Making Bracelets
grade5commoncoremath.wikispaces.
hcpss.org
G.2 Lessons
G.2 Formatives
www.k-5mathteachingresources.com
OA.3
www.cpalms.org
Cool School
Comic Books
grade5commoncoremath.wikispaces.
hcpss.org
OA.3 Lessons
OA.3 Formatives
www.k-5mathteachingresources.com
G.3
41
Classifying Quadrilaterals
Lakeshore
enVisionMATH
AIMS
G.2.4
(review)
12-1A (Online)
12-1B (Online)
MD.3.5
(review)
Luggage Limits
NBT.2.6
(review)
SE 1-1
1-3: SE, A&R , RMC
1-6: SE, A&R, RMC
3-1: SE
3-5: POD
3-8: SE
Party Planning
Lakeshore
MFAS
Internet
www.k-5mathteachingresources.com
G.4
Classifying Shapes
Classifying Quadrilaterals
www.cpalms.org
Sets and the Venn Diagram (beginner)
Triangles are Plane Easy
Trapezoids
grade5commoncoremath.wikispaces.h
cpss.org
G.4 Lessons
G.4 Formatives
www.k-5mathteachingresources.com
MD.5
Determining Dimensions
Using Additive Reasoning
When Finding Volume
Determining and
Interpreting Volume
www.cpalms.org
Volume: Lets Be Efficient
Formulating Volume
grade5commoncoremath.wikispaces.h
cpss.org
MD.5 Lessons
MD.5 Formatives
www.k-5mathteachingresources.com
NBT.6
www.cpalms.org
What Are They Thinking? Understanding
Division
grade5commoncoremath.wikispaces.h
cpss.org
NBT.6 Lessons
NBT.6 Formatives
42
A & D Statements
Agreement Circles
Annotated Student
Drawings
43
Description
A & D Statements analyze a set of fact or fiction statements. First,
students may choose to agree or disagree with a statement or identify
whether they need more information. Students are asked to describe
their thinking about why they agree, disagree, or are unsure. In the
second part, students describe what they can do to investigate the
statement by testing their ideas, researching what is already known, or
using other means of inquiry.
Additional Information
Statement
__disagree
__it depends on
My thoughts:
http://www.mathsolutions.com/documents/How_to_
Get_Students_Talking.pdf
There 20 cups in a gallon.
Agree or disagree?
2/3 equivalent to 4/6.
Agree or disagree?
A square is a rectangle.
Agree or disagree?
Additional Questioning:
Has anyone been swayed into new thinking?
What is your new thinking?
Why do you disagree with what you have heard?
Does anyone want to change their mind?
What convinced you to change your mind?
Use when students have had sufficient exposure to
content.
http://formativeassessment.barrow.wikispaces.net/A
greement+Circles
Represent 747 by drawing rods and cubes.
Represent 3x2=2x3 by drawing arrays.
Describe the meaning of 5.60.
http://formativeassessmen
t.barrow.wikispaces.net/A
nnotated+Student+Drawin
gs
Name
Card Sorts
http://teachingmathrocks.blogspot.com/2012/09/voc
abulary-card-sort.html
44
Name
Concept Cartoons
Four corners
Strongly
Agree
Strongly
Disagree
Disagree
http://debbiedespirt.suite101.com/four-cornersactivities-a170020
http://wvde.state.wv.us/teach21/FourCorners.html
Frayer Model
45
Frayer Model
Definition in your own words
A quadrilateral is a shape
with 4 sides.
Examples
square
rectangle
trapezoid
rhombus
Facts/characteristics
4 sides
may or may not be of equal
length
sides may or may not be
parallel
Quadrilateral
Nonexamples
circle
triangle
pentagon
dodecahedron
Name
http://www.sagepub.com/upmdata/37758_chap_1_tobey.pdf
Human Scatterplots
I Used to Think
But Now I Know
46
Human Scatterplot is a quick, visual way for teacher and students to get
an immediate classroom snapshot of students thinking and the level of
confidence students have in their ideas. Teachers develop a selective
response question with up to four answer choices. Label one side of the
room with the answer choices. Label the adjacent wall with a range of
low confidence to high confidence. Students read the question and
position themselves in the room according to their answer choice and
degree of confidence in their answer.
I Used to ThinkBut Now I Know is a self-assessment and reflection
exercise that helps students recognize if and how their thinking has
changed at the end of a sequence of instruction. An additional column
can be added to includeAnd This Is How I Learned It to help students
reflect on what part of their learning experiences helped them change or
further develop their ideas.
I USED TO THINK
Name
Justified List
Example 1
Put an X next to the examples that represent 734.
___700+30+4
___7 tens 3 hundreds 4 ones
___730 tens 4 ones ___7 hundreds 3 tens 4ones
___734 ones
___seven hundred thirty-four
___seventy-four
___ 400+70+3
Explain your thinking. What rule or reasoning did
you use to decide which objects digit is another
way to state that number.
Example 2
K-W-L Variations
Learning Goals
Inventory (LGI)
47
K-This what I
already KNOW
W-This is what I
WANT to find out
L-This is what I
LEARNED
Name
Look Back
Muddiest Point
Partner Speaks
What I Learned
How I Learned it
48
Name
A Picture Tells a
Thousand Words
Question Generating
Sticky Bars
49
Why does___?
Why do you think___?
Does anyone have a different way to
explain___?
How can you prove___?
What would happen if___?
Is___always true?
How can we find out if___?
Name
Thinking Log
Think-Pair-Share
Three-Minute Pause
Traffic Light
Cards/Cups/Dots
50
I was successful in
I got stuck
I figured out
I got confused whenso I
I think I need to redo
I need to rethink
I first thoughtbut now I realize
I will understand this better if I
The hardest part of this was
I figured it out because
I really feel good about the way
Name
Two-Minute Paper
51
Name
Whiteboarding
3-2-1
52
Sample 1
3
8
1
8
1
8
2
8
3
8
0
8
http://www.educationworl
d.com/a_lesson/02/lp251
-01.shtml
Sample 2
Intervention/Remediation Guide
Resource
Location
Description
Use for pre-requisite skills or remediation. For grades K-2, the
lessons consist of a teacher-directed activity followed by
problems. In grades 3-5, the student will first answer a series of
questions that guide him or her to the correct answer of a given
problem, followed by additional, but similar problems.
Differentiated Instruction
Close/Assess and
Differentiate step of each
Lesson in the enVision
Math Teachers Edition
Error Intervention
53
GLOSSARY OF TERMS
Definitions for the framework of the curriculum map components are defined below.
Pacing: the recommended timeline determined by teacher committee for initial delivery of instruction in preparation for State Assessments
Domain: the broadest organizational structure used to group content and concepts within the curriculum map
Cluster: a sub-structure of related standards; standards from different clusters may sometimes be closely related because mathematics is a
connected subject
Standard: a definition of what students should understand and be able to do
Learning Targets/Skills: the content knowledge, processes, and behaviors students should exhibit for mastery of the standards
Hints: additional information that serves to further clarify the expectations of the learning targets/skills to assist with instructional decisionmaking processes
Vocabulary: the content vocabulary and other key terms and phrases that support mastery of the learning targets and skills; for teacher and
student use alike
Standards for Mathematical Practice: processes and proficiencies that teachers should seek to purposefully develop in students
Resource Alignment: a listing of available, high quality and appropriate materials, strategies, lessons, textbooks, videos and other media
sources that are aligned with the learning targets and skills; recommendations are not intended to limit lesson development
Common Addition and Subtraction, Multiplication and Division Situations: a comprehensive display of possible addition and subtraction,
multiplication and division problem solving situations that involve an unknown number in varied locations within an equation
Formative Assessment Strategies: a collection of assessment strategies/techniques to help teachers discover student thinking, determine
student understanding, and design learning opportunities that will deepen student mastery of standards
Intervention/Remediation Guide: a description of resources available within the adopted mathematics textbook resource (enVision MATH)
that provides differentiated support for struggling learnersESE, ELL, and General Education students alike
54