Math Curriculum Guide th
5 Grade 2013 – 2014 School Year
Dear Colleague, This curriculum guide includes/provides: Alignment to the New York State Common Core Learning Standards (CCLS) • A recommended, not strictly required, pace and sequence to follow while utilizing the enVision program. o Adjustments may occur based upon your school’s alternate schedules and your particular students’ needs. • Additional resources per topic to further develop student fluencies and problem solving ability. o Sprints to develop students number sense, fluencies and mental math skills. o Performance Tasks to provide opportunities for students to think criticially and creatively in non-routine scenarios. Through discussion and writing, students will enhance their ability to communicate mathematically. Attention to the CCLS Priority Standards • Standards that are Major priorities are typed in bold and italics, and shaded in green – recommended as 70% of our time. • Standards that are supporting topics are typed in italics only, and shaded in blue – recommended as 20% of our time. • Standards that are additional topics are typed in regular font, and shaded in yellow – recommended as 10% of our time. Unit/Topic and Lesson Essential Questions • Share these questions with your students to assist in providing a focus for the lesson and/or unit as a whole. • Post them in your classroom in predominate locations. Reflection and Revision Opportunities • A “Teacher Notes” column. o Collegial feedback and considerations are included to more efficiently uncover specific learning objectives. o White space is available to include your own current notes and plans. o Room to indicate when are where the Sprints & Performance Tasks are used. Guidance for Post-Assessment Instruction • Time to revisit some of the Major priority standards again. o Consider utilizing center activities, Sprints, Performance Tasks, ExamView or other valuable resources. • The symbol * has been included in the teacher notes column for each lesson that is included in our post-assessment instruction. • The “Step-Up” resources should only be used as enrichment, or if all grade level concepts are mastered Have an excellent 2013 – 2014 school year!
Unit/Topic 1: Place Value
How does a digit’s position affect its value? How are whole numbers and decimals written, compared, and ordered?
Fluency Development Recommended Sprints: 3A: 2 - 4.NBT.2 Place Value 5A: 1 - 4.NBT 1-3, 5.NBT.4 State the value of the underlined digit
Problem Solving Development Recommended Performance Tasks:
Activities:
Activities:
Day /Date
1 - 9/9
Lesson Number and Title
Common Core State Standard(s)
3-5 Math Practices: Chocolate Cookie Rubric (This task is designed to introduce students to the concept of using a rubric to assess their work on performance tasks).
Teacher Notes Indicate Fluency & Performance Task Used
Essential Question(s)
* Focus on the shift in Standard 5.NBT.1. Use Another Example on page 6 to develop the understanding of place value patterns. *
1-1
Place Value
5.NBT.1
How can you read and write large numbers?
1-2
Tenths and Hundredths
5.NBT.3.a
How can you write a fraction as a decimal?
1-3
Thousandths
5.NBT.1
How can a fraction showing thousandths be expressed as a decimal?
*
3 - 9/11
1-4
Decimal Place Value
5.NBT.3.a
How can you represent a decimal in a place value chart?
*
4 – 9/12
1-5
Comparing and Ordering Decimals
5.NBT.3.b
How can you compare and order decimals?
5 - 9/13
1-6
Problem Solving: Look For A Pattern
5.NBT.3
How can you use information organized on a grid to help find a pattern?
2 - 9/10
*
*
6 - 9/16
Review and Assess Topic 1
12 – 9/24 13 – 9/25
Day 1: District-Wide Fall Math Assessment (Multiple Choice) Day 2: District-Wide Fall Math Assessment (Performance Tasks)
Unit/Topic 2: Adding and Subtracting Decimals
How can sums and differences of decimals be estimated? What are the standard procedures for adding and subtracting whole numbers and decimals?
Fluency Development Recommended Sprints: 5A: 2 - 4.NBT.3 Round to the nearest million; 3 - 4.NBT.3 Round to the nearest billion; 16 - 3.NBT.2, 4.NBT.4 Mental calculation – Add; 17 - 3.NBT.2, 4.NBT.4 Mental calculation - Subtract 5B: 2 - 5.NBT.7, 6.NS.3 Add tenths;
Problem Solving Development Recommended Performance Tasks: 5.NBT.4 Mrs. Hasson’s Decorating Dilemma
5 - 5.NBT.7, 6.NS.3 Add & Subtract tenths, hundredths, & thousandths;
Activities:
12 - 5.NBT.4 Round to 1 decimal place; 13 - 5.NBT.4 Round to 2 decimal places 14 - 5.NBT.7, 6.NS.3 Add decimals; Activities:
Day /Date
Lesson Number and Title
Common Core State Standard(s)
Teacher Notes Indicate Fluency & Performance Task Used
Essential Question(s)
* For Topic 2, focus on developing a deep understanding of the relationship between addition and subtraction, not just on the procedure.
7-9/17
2-1
Mental Math
5.NBT.7
How can you use mental math to find sums and differences of decimals?
8 – 9/18
2-2
Rounding Whole Numbers and Decimals
5.NBT.4
How can you round whole numbers and decimals?
9 – 9/19
2-3
Estimating Sums and Differences
5.NBT.7
How can you estimate to find sums and differences?
*
10 – 9/20
2-4
Modeling Addition and Subtraction of Decimals
5.NBT.7
How can you use a grid to add and subtract decimals?
*
2-5
Problem Solving: Draw a Picture and Write an Equation
5.NBT.7
How can you draw a picture to help you choose an operation?
*
2-6
Adding Decimals
5.NBT.7
How can you add decimals?
2-7
Subtracting Decimals
5.NBT.7
How can you subtract decimals?
2-8
Problem Soving: Multiple-Step Problems
5.NBT.7
How can you solve problems that require more than one step?
11 – 9/23
*
14 – 9/26
15 – 9/27 16 – 9/30
Review and Assess Topic 2
* *
Unit/Topic 3: Multiplying Whole Numbers
What are the standard procedures for estimating and multiplying whole numbers?
Fluency Development Recommended Sprints: 5A - 8 - 5.NBT.2 Multiply by 10, 100 & 1,000; 9 - 5.NBT.2 Multiply by multiples of 10, 100 & 1,000; 18 - 4.NBT.5, 5.NBT.5 Mental calculation – Multiply; 19 - 4.NBT.5, 5.NBT.2 Mental calculation - Multiply (2); 20 - 4.NBT.5, 5.NBT.5 Mental calculation - Multiply (3); 21 - 4.NBT.5, 5.NBT.2 Mental calculation - Multiply (4) Activities:
Day /Date
Lesson Number and Title
Problem Solving Development Recommended Performance Tasks:
5.NBT.4 I-Did-A-Read Activities:
Common Core State Standard(s)
Essential Question(s)
Teacher Notes Indicate Fluency & Performance Task Used *
17-10/1
3-1
Multiplication Properties
5.NBT.6
What are the properties of multiplication?
18-10/2
3-2
Using Mental Math to Multiply
5.NBT.2
How can you use mental math to multiply by multiples of 10, 100 and 1,000?
19-10/3
3-3
Estimating Products
5.NBT.5
How can you estimate products?
20-10/4
3-4
Exponents
5.NBT.2
How can you use exponents to represent repeated multiplication of the same number?
*
21-10/7
3-5
Distributive Property
5.NBT.5
How can you use the Distributive Property to write two equal expressions?
*
22-10/8
3-6
Multiplying by 1-Digit Numbers
5.NBT.5
How do you multiply by 1-digit numbers?
23-10/9
3-7
Multiplying 2-Digit by 2Digit Numbers
5.NBT.5
How do you multiply by 2-digit numbers?
24-10/10
3-8
Multiplying Greater Numbers
5.NBT.5
How do you multiply 3-digit numbers by 2digit numbers?
*
25-10/11
3-9
Draw a Picture and Write an Equation
5.NBT.5
How can you draw a picture to help choose an operation?
*
26-10/15
Review and Assess Topic 3
*
*
*
*
Unit/Topic 4: Dividing by 1-Digit Divisors Fluency Development Recommended Sprints: 3A: 45 - 4NBT.1 Divide by 1, 10,100,1000; 46 - 3.OA.2-3, 4. OA.4 Divide (2) Activities:
Day /Date
Lesson Number and Title
What is the standard procedure for division and why does it work? Problem Solving Development Recommended Performance Tasks: 3-5 Math Practices: Making a Fair Decision Activities:
Common Core State Standard(s)
Essential Question(s)
Teacher Notes Indicate Fluency & Performance Task Used
27 – 10/16
4-1
Dividing Multiples of 10 and 100
5.NBT.6
How can you use mental math to divide multiples of 10 and 100?
*
28 – 10/17
4-2
Estimating Quotients
5.NBT.6
How can you use compatible numbers to estimate quotients?
*
29 – 10/18
4-3
Problem Solving: Reasonableness
5.NBT.6
How can you check that your answer is reasonable?
*
30 – 10/21
4-4
Connecting Models and Symbols
5.NBT.6
How can you use models and symbols to understand and record division?
*
31 – 10/22
4-5
Dividing by 1-Digit Divisors
5.NBT.6
When you divide a 3-digit number by a 1-digit number, how do you know where to put the first digit in the quotient?
32 – 10/23
4-6
Zeros In the Quotient
5.NBT.6
When do you write a zero in the quotient?
33 – 10/24
4-7
Problem Solving: Draw a Picture and Write an Equation
5.NBT.6
How can you draw a picture to help choose an operation?
34-10/25 35-10/28 36-10/29
*
*
*
Day 1: Review Topics 1-4 (Topic 4 Test is Optional) Day 2: enVision Benchmark Topics 1-4 & Fluency Benchmark Topics 1-4 Day 3: Exemplars Assessment - 5.NBT.5 Standing Room Only
Unit/Topic 5: Dividing by 2-Digit Divisors What is the standard procedure for dividing with 2-digit divisors? Fluency Development Recommended Sprints: 5A: 10 - 5.NBT.2 Divide by 10, 100 & 1,000; 11 - 5.NBT.6 Divide by multiples of 10, 100 & 1,000; 12 - 5.NBT.6 Divide by multiples of 10, 100 & 1,000 (2)
Problem Solving Development Recommended Performance Tasks: 4.NBT.6 Camping Activities:
Activities: Day /Date
Lesson Number and Title
Common Core State Standard(s)
Essential Question(s)
Teacher Notes Indicate Fluency & Performance Task Used
37 – 10/30
5-1
Using Patterns To Divide
5.NBT.6
How can patterns help you divide large multiples of 10?
*
38 – 10/31
5-2
Estimating Quotients With 2-Digit Divisors
5.NBT.6
How can you use compatible numbers to estimate quotients?
*
39 – 11/1
5-3
Connecting Models and Symbols
5.NBT.6
How can you use arrays to model multi-digit division?
*
40 – 11/4
5-4
Dividing by Multiples of 10
5.NBT.6
How do you divide by a multiple of 10?
41 – 11/5
5-5
1-Digit Quotients
5.NBT.6
What are the steps for dividing by 2-digit numbers?
42 – 11/6
5-6
2-Digit Quotients
5.NBT.6
How can you divide larger numbers?
43 – 11/7
5-7
Estimating and Dividing With Greater Numbers
5.NBT.6
How can you solve problems involving division of larger numbers?
*
44 – 11/8
5-8
Problem Solving: Missing or Extra Information
5.NBT.6
How do I identify missing information in a word problem?
*
45 – 11/12
Review and Assess Topic 5
*
*
*
Unit/Topic 6: Multiplying Decimals
What are the standard procedures for estimating and finding products involving decimals?
Fluency Development Recommended Sprints: 5B: 17 - 5.NBT.2, 5.NBT.7 Multiply decimals by 10; 18 - 5.NBT.2, 5.NBT.7 Multiply decimals by 10; 19 - 5.NBT.2, 5.NBT.7 Multiply decimals by 100 & 1,000;
Problem Solving Development Recommended Performance Tasks: 5.NBT.7 Playground Committee* *Extended Time Needed – Cross-Curricular Task Activities:
Activities:
Teacher Notes Indicate Fluency & Performance Task Used
Common Core State Standard(s)
Essential Question(s)
Multiplying Decimals by 10,100 or 1,000
5.NBT.2
What is the rule for multiplying decimals by 101, 102, 103?
6-2
Estimating the Product of a Decimal and Whole Number
5.NBT.7
What are some ways to estimate products with decimals?
48 – 11/15
6-3
Number Sense: Decimal Multiplication
5.NBT.7
How can number sense be used to determine the location of decimal points in decimal multiplication calculations?
49 – 11/18
6-4
Models for Multiplying Decimals
5.NBT.7
How can you multiply whole numbers and decimals?
*
50 – 11/19
6-5
Multiplying a Decimal by a Whole Number
5.NBT.7
How do you multiply a decimal by a whole number?
*
51 – 11/20
6-6
Multiplying Two Decimals
5.NBT.7
How can you multiply two decimals?
52 – 11/21
6-7
Problem Solving: Multiple Step Problems
5.NBT.7
How can you solve multiple-step problems?
Day /Date
46 – 11/13
47 – 11/14
53 – 11/22
Lesson Number and Title
6-1
Review and Assess Topic 6
* Teach lessons 16-1 and 16-2 on the same day.
* Develop a deeper understanding of using estimation to decide decimal placement in a product.
*
* If time permits, lesson 6-7 can be included on the day of the topic 6 assessment.
Unit/Topic 7: Dividing Decimals
What are the standard procedures for estimating and finding quotients involving decimals?
Fluency Development Recommended Sprints: 5A: 10 – 5.NBT.4 Divide by 10, 100 & 1,000; 11 – 5.NBT.4 Divide by multiples of 10, 100 & 1,000; 12 – 5.NBT.4 Divide by multiples of 10, 100 & 1,000 (2) 5B: 21 – 5.NBT.2, 5.NBT.6-7 Divide decimals by 10; 22 - 5.NBT.2, 5.NBT.6-7 Divide decimals by multiples of 10; 23 - 5.NBT.2, 5.NBT.6-7 Divide decimals by 10,100 & 1,000; 24 - 5.NBT.2, 5.NBT.6-7 Divide Decimals by Multiples of 100 & 1000;
Problem Solving Development Recommended Performance Tasks: 5.NBT.7 Playground Fun 5.NBT.7 Shopping for Shoes Activities:
Activities:
Day /Date
Lesson Number and Title
Common Core State Standard(s)
Essential Question(s)
Teacher Notes Indicate Fluency & Performance Task Used *
54 – 11/25
7-1
Dividing Decimals by 10,100, or 1,000
5.NBT.2
How can you divide decimals by 10, 100, and 1,000?
55 – 11/26
7-2
Estimating Decimal Quotients
5.NBT.7
How can numbers in division calculations be changed to other numbers that are easy to compute with mentally?
56 – 11/27
7-3
Number Sense: Decimal Division
5.NBT.7
How can you use reasoning to correctly place the decimal point in the quotient?
57 –12/2
7-4
Dividing by a Whole Number
5.NBT.7
How can you divide a decimal by a whole number?
*
58 – 12/3
7-5
Dividing a Whole Number by a Decimal
5.NBT.7
How can you divide a whole number by a decimal?
*
59 - 12/4
7-6
Dividing a Decimal by a Decimal
5.NBT.7
How can you divide a decimal by another decimal?
*
60 – 12/5
7-7
Problem Solving: Multiple Step Problems
5.NBT.7
How do you solve multiple-step problems?
61 - 12/6
Review and Assess Topic 7
*
*Develop a deeper understanding of using estimation to decide decimal placement in a quotient.
*
Unit/Topic 8: Numerical Expressions, Patterns, and Relationship How are the values of an algebraic expression and a numerical expression found?
Fluency Development Recommended Sprints: 5A: 13 - 5.OA.1 Order of operations with parentheses; 14 - 5.OA.1 Order of operations with parentheses (2); 15 - 5.OA.1, 6.EE2c Order of operations with parentheses & exponents Activities: Day /Date
Lesson Number and Title
Problem Solving Development Recommended Performance Tasks: 4.OA.5 Raccoons 4.OA.5 Tower Problem Activities:
Common Core State Standard(s)
Essential Question(s)
62 - 12/9
8-1
Using Variables to Write Expressions
5.OA.2
How can you write an algebraic expression?
63 – 12/10
8-2
Order of Operations
5.OA.1
How can you evaluate a numerical expression containing more than one operation?
64 – 12/11
8-3
Simplifying Expressions
5.OA.1
What order should you use when you simplify an expression?
65 – 12/12
8-4
Evaluating Expressions
5.OA.1
How can you use the order of operations to evaluate expressions with decimals?
8-5
Addition and Subtraction of Expressions
5.OA.3
How can you find a rule and write an addition and subtraction expression?
8-6
Multiplication and Division Expressions
5.OA.3
How can you find a rule and write a multiplication and division expression?
8-7
Patterns: Extending Tables
5.OA.3
How can you find the relationship between two sequences?
8-8
Variables and Expressions
5.OA.2
How can you translate words into expressions?
8-9
Problem Solving: Act It Out and Use Reasoning
5.OA.2
How can you act out a problem and use reasoning to solve it?
Teacher Notes Indicate Fluency & Performance Task Used
66 – 12/13
67 – 12/16
68 – 12/17
69 – 12/18 70 – 12/19 71 – 12/20
Day 1: Review Topics 5 – 8 (Topic 8 Test is Optional) Day 2: enVision Benchmark Topics 5-8 & Fluency Benchmark Topics 5-8 Day 3: Exemplars Assessment - 5.NBT.7 Penny a Day
Unit/Topic 9: Adding and Subtracting Fractions
What does it mean to add and subtract fractions with unlike denominators? What is a standard procedure for adding and subtracting fractions with unlike denominators?
Fluency Development Recommended Sprints: 4A: 37 - 5.NF.1 Add fractions with unlike units; 39 - 5.NF.1 Subtract fractions with unlike units 5A: 22 - 4.NF.2 Circle the greatest fraction; 23 - 4.NF.2 Circle the smallest fraction; 24 - 3.NF.3, 4.NF.1 Simplify fractions; 26 - 5.NF.1 Add fractions with unlike denominators; 27 - 5.NF.1 Subtract fractions with unlike denominators Activities:
Day /Date
Lesson Number and Title
Problem Solving Development Recommended Performance Tasks: 5.NF.2 Deluxe Birthday Cake 5.NF.2 Equal Snacks * 5.NF.2 Portfolio Pizza Party * *Extended Time Needed – Cross-Curricular Task Activities:
Common Core State Standard(s)
Essential Question(s)
Teacher Notes Indicate Fluency & Performance Task Used *
72 – 1/02
9-1
Equivalent Fractions
5.NF.1
How can you find equivalent fractions?
73 – 1/03
9-2
Fractions in Simplest Form
5.NF.1
How can you write a fraction in simplest form?
74 – 1/06
9-3
Problem Solving: Writing To Explain
5.NF.2
How do you write a math explanation?
75 – 1/07
9-4
Estimating Sums and Differences of Fractions
5.NF.2
How can you estimate the sum or difference of two fractions?
*
76 – 1/08
9-5
Common Multiples and Least Common Multiples
5.NF.1
How can you find common multiples of two numbers?
*
77 – 1/09
9-6
Finding Common Denominators
5.NF.1
How can you find common denominators for fractions with unlike denominators?
*
78 – 1/10
9-7
5.NF.1
How can you add fractions with unlike denominators?
*
79 – 1/13
9-8
5.NF.1
How can you subtract fractions with unlike denominators?
*
80 – 1/14
9-9
5.NF.1
How can adding and subtracting fractions help you solve problems?
*
81 – 1/15
9-10
5.NF.2
What operation is needed to solve a problem with fractions?
*
82 – 1/16
Adding Fractions With Unlike Denominators Subtracting Fractions with Unlike Denominators More Adding and Subtracting Fractions Problem Solving: Draw a Picture and Write and Equation
Review and Assess Topic 9
* *
Unit/Topic 10: Adding and Subtracting Mixed Numbers What does it mean to add and subtract mixed numbers? What is a standard procedure for adding and subtracting mixed numbers? Fluency Development Recommended Sprints: 4A: 42 - 4.NF.3c-d Add and subtract to make a mixed number; 43 - 5.NF.3 Change improper fractions to whole/mixed numbers; 44 - 5.NF.3 Change mixed numbers to improper fractions; 47 - 5.NF.1 Subtract fractions from whole numbers 5A: 28 - 4.NF.C Add mixed numbers; 29 - 4.NF.C Subtract mixed numbers
Problem Solving Development Recommended Performance Tasks: 5.NF.2 Harvest Dinner * 5.NF.2 Problem on the Prairie *Extended Time Needed – Cross-Curricular Task Activities:
Activities:
Day /Date
Lesson Number and Title Improper Fractions and Mixed Numbers
Common Core State Standard(s)
Essential Question(s)
5.NF.1
How can you represent quantities that are greater than or equal to 1?
5.NF.2
How can you use a number line to round fractions and mixed numbers to estimate their sums or differences?
5.NF.3
How do you use models to add mixed numbers?
Teacher Notes Indicate Fluency & Performance Task Used *
83 – 1/17
10-1
84 – 1/21
10-2
85 – 1/22
10-3
86 – 1/23
10-4
Adding Mixed Numbers
5.NF.1
How can you add mixed numbers?
87 – 1/24
10-5
Subtracting Mixed Numbers
5.NF.1
How can you subtract mixed numbers?
88 – 1/27
10-6
5.NF.1
How can you add and subtract mixed numbers to solve problems?
*
89 – 1/28
10-7
5.NF.1
How can you draw a picture to help write an equation?
*
90 – 1/29
Estimating Sums and Differences of Mixed Numbers Modeling Addition and Subtraction of Mixed Numbers
More Adding and Subtracting Mixed Numbers Problem Solving: Draw a Picture and Write and Equation
Review and Assess Topic 10
*
*
*
*
Unit/Topic 11: Multiplying and Dividing Fractions and Mixed Numbers What are standard procedures for estimating and finding products and quotients of fractions and mixed numbers?
Fluency Development Recommended Sprints: 4A: 48 - 5.NF.3 Divide to make mixed numbers 5A: 25 - 5.NF.3 Divide to make mixed numbers; 30 - 5.NF.4a Multiply a fraction and a whole number; 31 - 5.NF.4a Fraction of a set; 32 - 5.NF.4a Multiply fractions; 33 - 5.NF.7a Divide fractions by whole numbers; 34 - 5.NF.7a Divide whole numbers by fractions; Activities: Day /Date
Lesson Number and Title
Problem Solving Development Recommended Performance Tasks: 5.NF.4a Post Office Display* *Extended Time Needed – Cross-Curricular Task Activities:
Common Core State Standard(s)
Essential Question(s)
Teacher Notes Indicate Fluency & Performance Task Used *
91 – 1/30
11-1
Fractions and Division
5.NF.3
How are fractions related to division?
92 – 1/31
11-2
Multiplying Fractions and Whole Numbers
5.NF.4.a
How can you multiply fractions and whole numbers?
*
93 – 2/3
11-3
Estimating Products
5.NF.5.a
How can you use compatible numbers to estimate with fractions?
*
94 – 2/4
11-4
Multiplying Two Fractions
5.NF.4.a
How can you multiply fractions?
95 – 2/5
11-5
Area of a Rectangle
5.NF.4.b
How can you find the area of a rectangle?
96 – 2/6
11-6
Multiplying Mixed Numbers
5.NF.4.a
How can you multiply mixed numbers?
97 – 2/7
11-7
Multiplication as Scaling
5.NF.5.b
How does multiplying by a fractions change the second factor?
98 – 2/10
11-8
Problem Solving: Multiple-Step Problems
5.NF.6
How can you solve multiple-step problems?
99 – 2/11
11-9
5.NF.7.b
How do you divide a whole number by a fraction?
*
100 – 2/12
11-10
5.NF.7.c
How can you model dividing a unit fraction by a whole number?
*
101 – 2/13
11-11
5.NF.7.a
How can drawing a picture and writing an equation help you solve a problem.
*
102 – 2/14
Dividing Whole Numbers by Unit Fractions Dividing Unit Fractions by Non-Zero Whole Numbers Problem Solving: Draw a Picture and Write an Equation
Review and Assess Topic 11
* * * *Read through math background and teacher notes prior to teaching the lesson. *
Unit/Topic 12: Volumes of Solids
How can 3-dimensional shapes be represented and analyzed? What does the volume of a rectangular prism mean and how can it be found?
Fluency Development Recommended Sprints: As there are no specific sprints for 5.MD.3 – 5.MD.5, please use this time to work on the fluencies for 5th grade and complete sprints that support multiplication standards 5.NBT.2, 5.NBT.5, and 5.NBT.6. (Sprints are located in the Elementary Shared Folder) Activities:
Day /Date
Lesson Number and Title
Problem Solving Development Recommended Performance Tasks: 5.MD.5 Boxing Boxes Activities:
Common Core State Standard(s)
Essential Question(s)
103 – 2/24
12-1
Solids
5.MD.3
How do you describe a 3-dimensional shape or solid?
104 – 2/25
12-2
Views of Solids
5.MD.3.a
How can you get information about a solid from different views?
105 – 2/26
12-3
Problem Solving: Use Objects and Solve a Simpler Problem
5. MD.5
How can you use a simpler problem to solve another problem?
106 – 2/27
12-4
Models and Volume
5.MD.3.a 5.MD.3.b
How can you use models to find the volume of a rectangular prism?
107 – 2/28
12-5
Volume
5.MD.5.a 5.MD.5.b
How can you find the volume of a rectangular prism?
108 – 3/3
12-6
Combining Volumes
5.MD.5.c
How can you use volume formulas to solve problems?
109 – 3/4
12-7
Problem Solving: Use Objects and Reasoning
5.MD.4
How can you use objects to solve problems?
109 – 3/4
110 – 3/5 111 – 3/6 112 – 3/07 113 – 3/10
Teacher Notes Indicate Fluency & Performance Task Used
District-Wide Math Sampler
Day 1: Review Topics 9-12 (Topic 12 Test is Optional) Day 2: enVision Benchmark Topics 9-12 & Fluency Benchmark Topics 9-12 Day 3: Exemplar Assessment - 5.NF.4a Disappearing Cookies
Unit/Topic 13: Units of Measure
What are customary measurement units and how are they related? What are metric measurement units and how are they related?
Fluency Development Recommended Sprints:
Problem Solving Development Recommended Performance Tasks:
3B: 11 - 3.MD.2, 4.MD.1, 5.MD.1 Convert yards to feet and feet to yards 28 - 3.MD.2, 4.MD.1, 5.MD.1 - Convert pints to quarts and pints 21 - 3.MD.2, 4.MD.1, 5.MD.1 - Convert ounces to pounds and ounces 2 - 3.MD.2, 4.MD.1, 5MD.1Convert centimeters to meters and centimeters 5 - 3.MD.2, 4.MD.1,5.MD.1 Convert kilometers and meters to meters 24 - 3.MD.2, 4.MD.1, 5.MD.1 - Convert liters and milliliters to milliliters 18 - 3.MD.2, 4.MD.1, 5.MD.1 - Convert kilograms and grams to grams
5.NBT.7 Terrific Tiles* *Extended Time Needed – Cross-Curricular Task
Activities:
Activities: Day /Date
114 – 3/11 115 – 3/12
116 – 3/13 117 – 3/14
118 – 3/17
119 – 3/18
Lesson Number and Title
Common Core State Standard(s)
Essential Question(s) How can you change from one customary unit of length to another?
13-1
Converting Customary Units of Length
5.MD.1
13-2
Converting Customary Units of Capacity
5.MD.1
How do you change from one unit of capacity to another?
13-3
Converting Customary Units of Weight
5.MD.1
How can you convert between customary units of weight?
13-4
Converting Metric Units of Length
5.MD.1
How can you convert metric units of length?
13-5
Converting Metric Units of Capacity
5.MD.1
How do you convert metric units of capacity?
13-6
Converting Metric Units of Mass
5.MD.1
How can you convert between metric units of mass?
13-7
Problem Solving: Multiple-Step Problems
5.MD.1
How do you find hidden questions to solve multiple-step problems?
Review and Assess Topic 13
Teacher Notes Indicate Fluency & Performance Task Used
Unit/Topic 14: Data
How can line plots be used to represent data and answer questions? How can numbers be used to describe certain data sets?
Fluency Development Recommended Sprints: As there are no specific sprints for 5.MD.2 and 5.G.2, please use this time to work on the fluencies for 5th grade and complete sprints that support multiplication standards 5.NBT.2, 5.NBT.5, and 5.NBT.6. (Sprints are located in the Elementary Shared Folder) Activities:
Day /Date
Lesson Number and Title
Problem Solving Development Recommended Performance Tasks: 5.MD.2, 5.NBT.7 Zeno the Xylophone Maker Activities:
Common Core State Standard(s)
Essential Question(s)
120 – 3/19
14-1
Line Plots
5.MD.2
How can you organize data in a line plot?
121 – 3/20
14-2
Data From Surveys
5.MD.2
How can you display the data collected in a survey?
14-3
Making Line Plots
5.MD.2
How can you organize and represent measurement data? Teach Lessons 14-3 and 14-4 on the same day.
122 – 3/21
123 – 3/24
124 – 3/25
Teacher Notes Indicate Fluency & Performance Task Used
14-4
Measurement Data
5.MD.2
How can we solve problems involving measurement data?
14-5
Problem Solving: Writing To Explain
5.G.2
How do you write a good math explanation?
Review and Assess Topic 14
Unit/Topic 15: Classifying Plane Figures
How can angles be measured and classified? How can polygons, triangles and quadrilaterals be described, classified and named?
Fluency Development Recommended Sprints: 3B: 61 - 2.G1., 3.G.1 - Polygons Activities:
Day /Date
Lesson Number and Title
Problem Solving Development Recommended Performance Tasks: 5.G.3 Stained Glass Surprise 5.G.3 What is a Trapezoid? Activities:
Common Core State Standard(s)
Essential Question(s)
125 – 3/26
15-1
Polygons
5.G.3
How do you classify polygons?
126 – 3/27
15-2
Triangles
5.G.3
How do you classify triangles?
127 – 3/28
15-3
Properties of Quadrilaterals
5.G.3
How do you classify quadrilaterals?
128 – 3/31
15-4
Special Quadrilaterals
5.G.3
Which shapes are special cases of another shape?
129 – 4/1
15-5
Classifying Quadrilaterals
5.G.4
How are special quadrilaterals related to each other?
130 – 4/2
15-6
Problem Solving: Make and Test Generalizations
5.G.3
How can you test generalizations?
Teacher Notes Indicate Fluency & Performance Task Used
No specific assessment is necessary for Topic 15. You may choose to assess if you wish.
Post Assessment Units of Instruction Unit/Topic 16: Coordinate Geometry
How are points graphed? How can we show the relationship between sequences on a graph?
Fluency Development Recommended Sprints: None at this time
Problem Solving Development Recommended Performance Tasks: 5.G.2 Geometry
Activities:
Activities:
Day /Date
Lesson Number and Title
Common Core State Standard(s)
Essential Question(s)
145 – 5/5
16-1
Ordered Pairs
5.G.1
How do you name and graph points on a coordinate grid?
146 – 5/6
16-2
Distances on a Coordinate Plane
5.G.1
How can you find the horizontal or vertical distance between two ordered pairs?
147 – 5/7
16-3
Problem Solving: Solve a Simpler Problem
5.G.1
What operation is needed to solve a problem?
148 – 5/8
16-4
Patterns and Graphing
5.G.2
How can you use coordinate grids to show mathematical relationships?
149 – 5/9
16-5
More Patterns and Graphing
5.G.2
How can you use coordinate grids to show a mathematical relationship?
150 – 5/12
16-6
Problem Solving: Work Backward
5.G.1
How can you work backwards to solve a problem?
enVision Benchmark Topics 13-16 (optional) 151 – 5/13 152 – 5/14
Day 1: District-Wide Spring Math Assessment (Multiple Choice) Day 2: District-Wide Spring Math Assessment (Performance Tasks)
Teacher Notes Indicate Fluency & Performance Task Used
Grade Level Priorities Fluency Development Recommended Sprints:
Problem Solving Development Recommended Performance Tasks:
As you revisit priority standards, please utilize any sprints you did not complete throughout the year. See previous topic pages to choose sprints that match the standards below.
As you revisit priority standards, please utilize any performance tasks you did not complete throughout the year. See previous topic pages to choose performance tasks that match the standards below.
Activities:
Activities:
Day /Date
3 Days: 5/15 through 5/19
Lesson Number
Common Core State Standard(s)
Essential Understanding(s)
1-1, 1-3,
5.NBT.1
Patterns can be used to mentally multiply decimals by 10, 100, and 1,000
3-2, 3-4, 6-1, 7-1
5.NBT.2
Place value patterns can be used to mentally divide decimals by 10,100, and 1,000.
1-2, 1-4, 1-5, 1-6
5.NBT.3.a-b
Read, write, and compare decimals to thousandths.
2-2
5.NBT.4
Use place value understanding to round decimals to any place.
3-3, 3-5, 3-6, 3-7, 3-8, 3-9
5.NBT.5
Multiply multi-digit numbers fluently.
5.NBT.6
Division of numbers with up to 4-digit dividends and 2-digit divisors.
6-2, 6-3, 6-4, 6-5, 6-6, 6-7, 7-2, 7-3, 7-4, 7-5, 7-6, 7-7 9-1, 9-2, 9-5, 9-6, 9-7, 9-8, 9-9, 10-1, 10-4, 10-5, 10-6, 10-7
5.NBT.7
Add, subtract, multiply and divide decimals to hundredths.
5.NF.1
Add and subtract fractions with unlike denominators (including mixed numbers).
9-3, 9-4, 9-10, 10-2
5. NF.2
Solving word problems involving addition and subtractions of fractions.
10-3, 11-1
5.NF. 3
11-2, 11-4, 11-5, 11-6
5.NF.4.a-b
11-3, 11-7
5.NF.5.a-b
11-8
5.NF.6
11-9, 11-10, 11-11
5.NF.7.a-c
9 Days: 3-1, 4-1, 4-2, 4-3, 4-4, 4-5, 4-6, 4-7, 5/20 5-1, 5-2, 5-3, 5-4, 5-5, 5-6, 5-7, 5-8 through 6/4 2-1, 2-3, 2-4, 2-5, 2-6, 2-7, 2-8,
6 Days: 6/5 through 6/112
6 Days: 6/13 through 6/20
A fraction describes the division of a whole into equal parts. Interpret a fraction as division of the numerator by the denominator. Multiply a fraction or a whole number by a fraction, which comes from multiplying by the numerator and dividing by the denominator. Find the area of a rectangle with fractional side lengths. Understand multiplication by a factor between 0 and 1 results in a smaller value. Understand multiplication by a factor greater than 1 results in a larger value. Solve real world problems involving multiplication of fractions and mixed numbers. For example, use visual fraction models or equations to represent the problem. Understand and apply division of unit fractions by non-zero whole numbers and whole numbers by unit fractions. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions.
Teacher Notes Indicate Fluency & Performance Task Used
Use Step Up To Sixth Grade ONLY As Enrichment and/or After All Fifth Grade Concepts Are Mastered
Fluency Development Recommended Sprints: 5A: 4 - 4.OA.4 Greatest Common Factor; 38 - 6.RP.3a Express ratios in their simplest form
Problem Solving Development Recommended Performance Tasks:
Activities:
Activities:
Day /Date
Remaining days as time permits
Lesson Number and Title
Common Core State Standard(s)
Essential Question(s)
17-1
Understanding Ratios
6.RP.1
What is a mathematical way to compare quantities?
17-2
Understanding Rates and Unit Rates
6.RP.2
Are there special types of ratios?
17-3
Equal Rations and Proportions
6.RP.3.a
How can you find equal ratios?
17-4
Using Ratio Tables
6.RP.3.a
How can you use ratio tables to solve proportion?
17-5
Comparing Rates
6.RP.3.b
How can you use unit rates to compare?
17-6
Multiplying with Zeros in the Product
6.NS.3
When do you insert zeros in the product?
17-7
Greatest Common Factor
6.NS.4
How can you find the GCF of a set of numbers?
17-8
Using Expressions To Describe Patterns
6.EE.2
How can you write expressions to describe patterns?
17-9
Properties of Operations
6.EE.3
How can you use properties of operations to rewrite expressions?
17-10
Surface Area
6.G.4
How can you find the surface area of a rectangular prism?
Teacher Notes Indicate Fluency & Performance Task Used