Post on 19-Mar-2018
NASD MATHEMATICS
FIFTH GRADE
INSTRUCTIONAL SUPPORT DOCUMENT
NORRISTOWN AREA SCHOOL DISTRICT
2014 – 2015
Modified from Seminole County Public Schools
Mathematics to the “Core”
NASD FIFTH GRADE MATHEMATICS CURRICULUM & INSTRUCTION Page 2
NASD FIFTH GRADE MATHEMATICS CURRICULUM & INSTRUCTION Page 3
QUICK CHAPTER REFERENCE GUIDE
CHAPTER PAGE CHAPTER PAGE
CHAPTER 1
Planning Resources………………………………….….8
Digital Supports………………..………..........…….…..9
Literature and Journal Ideas…….………………………10
CHAPTER 7
Planning Resources………………………………….….11
Digital Supports………………..………..........…….…..12
Literature and Journal Ideas…….………………………13
CHAPTER 2
Planning Resources………………………………….….8
Digital Supports………………..………..........…….…..9
Literature and Journal Ideas…….………………………10
CHAPTER 8
Planning Resources………………………………….….11
Digital Supports………………..………..........…….…..12
Literature and Journal Ideas…….………………………13
CHAPTER 3
Planning Resources………………………………….….8
Digital Supports………………..………..........…….…..9
Literature and Journal Ideas…….………………………10
CHAPTER 9
Planning Resources………………………………….….14
Digital Supports………………..………..........…….…..15
Literature and Journal Ideas…….………………………16
CHAPTER 4
Planning Resources………………………………….….8
Digital Supports………………..………..........…….…..9
Literature and Journal Ideas…….………………………10
CHAPTER 10
Planning Resources………………………………….….14
Digital Supports………………..………..........…….…..15
Literature and Journal Ideas…….………………………16
CHAPTER 5
Planning Resources………………………………….….8
Digital Supports………………..………..........…….…..9
Literature and Journal Ideas…….………………………10
CHAPTER 11
Planning Resources………………………………….….14
Digital Supports………………..………..........…….…..15
Literature and Journal Ideas…….………………………16
CHAPTER 6
Planning Resources………………………………….….11
Digital Supports………………..………..........…….…..12
Literature and Journal Ideas…….………………………13
NASD FIFTH GRADE MATHEMATICS CURRICULUM & INSTRUCTION Page 4
KEY SHIFT IN MATHEMATICS
The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and
decimals—which help young students build the foundation to successfully apply more demanding math concepts and procedures, and move
into applications.
In kindergarten, the standards follow successful international models and recommendations from the National Research Council’s Early
Math Panel report, by focusing kindergarten work on the number core: learning how numbers correspond to quantities, and learning how to
put numbers together and take them apart (the beginnings of addition and subtraction).
The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty
topics such as fractions, negative numbers, and geometry, and do so by maintaining a continuous progression from grade to grade.
The standards stress not only procedural skill but also conceptual understanding, to make sure students are learning and absorbing the
critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by
on the next test, but forget it shortly thereafter, only to review again the following year.
Explanation of GO Math! Terminology
GO Math Component Location in GO Math Definition
Show What You Know Beginning of each chapter in Student
Edition (SE). A diagnostic assessment given 2 weeks prior to each chapter to determine if
a student is lacking prerequisite skills. This allows time to provide
intervention before starting the chapter.
Intervention Quick Checks In Teacher Edition (TE) on the second
page of each lesson. An “if” “then” statement that allows a teacher to provide additional support
to a student that does not master certain questions within the chapter (i.e.
reteach activities, lessons, on-line resources).
Soar to Success Available in Think Central. See RtI
box in Instructional Plan and within
each section for list of codes.
Web-based math intervention software to be used following Show What You
Know diagnostic assessment or throughout instruction to support student
learning.
Critical Idea Project Benchmark Practice Book under End
of Year Resources section Teacher’s Lesson Plan located in
Planning Guide·End of Year
Resources
Projects to support each Critical Idea. Two different projects are available.
Mini-projects are located in the Benchmark Practice book at the beginning
of each Critical Idea and are coupled with the Critical Idea Math Story in the
SE. Additionally, more in-depth projects are found in the End of Year
Resources in the Benchmark Practice book.
Grab and Go
Differentiated Centers Kit
Available with teacher materials. A collection of literature, activities, and games that can be utilized with each
chapter.
-Common Core State Standards
NASD FIFTH GRADE MATHEMATICS CURRICULUM & INSTRUCTION Page 5
Fifth Grade Common Core State Standards Overview
STANDARDS OF MATHEMATICAL PRACTICE
1
Make sense of problems
and persevere in solving
them.
3
Construct viable arguments
and critique the reasoning of
others.
5 Use appropriate tools
strategically. 7
Look for and make use of
structure.
2 Reason abstractly and
quantitatively. 4 Model with mathematics. 6 Attend to precision. 8
Look for and express
regularity in repeated
reasoning.
OA • Write and interpret numerical expressions.
• Analyze patterns and relationships.
NBT • Understand the place value system.
• Perform operations with multi-digit whole numbers and with decimals to hundredths.
NF
• Use equivalent fractions as a strategy to add and subtract fractions.
• Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
MD
• Convert like measurement units within a given measurement system.
• Represent and interpret data.
• Geometric meausurement: understand concepts of volume and relate volume to multiplication and addition.
G • Graph points on the coordinate plane to solve real-world and mathematical problems.
• Classify two-dimensional figures into categories based on their properties.
Operations and
Algebraic Thinking
Numbers and
Operations in Base Ten
Measurement and Data
Geometry
Numbers and
Operations—Fractions
NASD FIFTH GRADE MATHEMATICS CURRICULUM & INSTRUCTION Page 6
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NASD FIFTH GRADE MATHEMATICS CURRICULUM & INSTRUCTION Page 7
Teaching for Depth
Mathematical Practices
Podcast Videos
Prerequisite Skills
Academic Vocabulary
Manipulatives
TEACHING FOR DEPTH
This one page resource will give you insight into how
students learn mathematics from conceptual understanding
to what it looks like in practice in the classroom. Use this
resource to plan your instruction.
MATHEMATICAL PRACTICES
These short explanations will help
you make the necessary shift to
implement the Eight Mathematical
Practices in each lesson. The critical
thinking skills developed by using
these practices are essential to success
in mathematics.
PODCAST VIDEOS
These videos highlight for you the
kind of thinking students need to
engage in and gives examples of
how to support deeper student
thinking for each chapter.
PREREQUISITE SKILLS
These short support lessons are only for students
who lack prerequisite skills for each chapter. These
teacher directed lessons must be provided one-on-
one or in small groups to fill foundational gaps
students need to be successful in each chapter.
ACADEMIC VOCABULARY
These are terms specific to learning
mathematics critical for students to
understand and master each concept.
You can create a myriad of activities
using these words to ensure students
are talking “mathematics” as they
learn. Feel free to use activities from
reading and writing instruction you
have found effective.
MANIPULATIVES
Students learn mathematics through a
well defined process of starting with
concrete manipulatives, moving to
pictorial representations, and finishing
with conceptual understanding. A list
of the manipulatives needed for each
chapter are provided. Pull all of your
manipulatives at the start of the chapter
and use the ones needed for each
lesson as you move through the
chapter.
1
2
3
4
5
6
THE PROCESS TO PLAN FOR TEACHING EACH CHAPTER
NASD FIFTH GRADE MATHEMATICS CURRICULUM & INSTRUCTION Page 8
PLANNING RESOURCES
Critical Area #1: Fluency with Whole Numbers and Decimals 5.OA, 5.NBT., and 5.NF
Teaching
for Depth
Mathematical
Practices
Professional
Development
Podcast Videos
Prerequisite
Skills Academic Vocabulary Manipulatives
Chapter 1 Teacher
Edition
Page 3E
Teacher Edition
Page 19
Page 39A
Multiplication and
Division,
Grades 3 – 6,
Segments 3 and 4
Teacher
Edition
Page 3G
base, distributive property,
evaluate, exponent, inverse
operations, numerical
expression, order of
operations, period
Base-Ten Blocks, Counting
Tape
Chapter 2 Teacher
Edition
Page 59E
Teacher Edition
Page 69A
Page 87A
Page 97
Place Value and
Operations: Whole
Numbers, Grades 3 –
6, Segment 5
Teacher
Edition
Page 59G
compatible numbers,
estimate, inverse
operations, remainder
Counting Tape, Base-Ten
Blocks
Chapter 3 Teacher
Edition
Page 103E
Teacher Edition
Page 123
Page 143A
Multiplication and
Division: Decimals,
Grades 3 – 6,
Segments 1, 2, and 3
Teacher
Edition
Page 103G
sequence, term, thousandth,
benchmark, estimate,
hundredth, round, tenth
Color Pencils, Straight Edge,
Counting Tape, Base-Ten Flats,
Rods, and Units (individual)
Chapter 4 Teacher
Edition
Page 159E
Teacher Edition
Page 173A
Page 189
Place Value and
Operations:
Decimals,
Grades 3 – 6,
Segment 4
Teacher
Edition
Page 159G
decimal, expanded form,
hundredths, multiplication,
ones, pattern, place value,
product, tenths, thousandths
Counting Tape, Color Pencils,
Decimal Models (see eTeacher
Resources), Decimal Models
(hundredths) (see eTeacher
Resources)
Chapter 5 Teacher
Edition
Page 199E
Teacher Edition
Page 227A
Page 233
Place Value and
Operations:
Decimals,
Grades 3 – 6,
Segment 5
Teacher
Edition
Page 199G
compatible numbers,
decimal, decimal point,
dividend, division, divisor,
estimate, hundredth, tenth
Counting Tape, Decimal
Models (see eTeacher
Resources), Color Pencils,
Base-Ten Blocks
Instructional Language/Vocabulary Helpful Hint
Instead of… Say this… Show What You Know should be given two weeks prior to the start of the chapter in order to
better plan for differentiation.
opposite operation inverse operation Rationale for Show What You Know
unknown or number variable
By giving the Show What You Know two weeks prior to the start of the chapter you will be
able to identify which students need the prerequisite skills lessons. This will help you plan
how to teach the next chapter.
NASD FIFTH GRADE MATHEMATICS CURRICULUM & INSTRUCTION Page 9
DIGITAL SUPPORTS
Critical Area #1: Fluency with Whole Numbers and Decimals 5.OA, 5.NBT., and 5.NF
How Do We Teach It?
Mega Math iTools Soar to Success Codes
Mega Math is offered as a resource for
the following lessons:
Chapter 1: Lessons 1.2, 1.4, 1.6, 1.7, 1.11
Chapter 2: Lessons 2.1, 2.2, 2.4, 2.6, 2.7,
2.9
Chapter 3: Lessons 3.2 – 3.4, 3.11
Chapter 4: Lessons 4.5 – 4.8
Chapter 5: Lessons 5.4, 5.6, 5.8
Chapter 1: Base-Ten Blocks, Counters
Chapter 2: Base-Ten Blocks
Chapter 3: Measurement
Chapter 4: Base-Ten Blocks
Chapter 5: None
Ch. 1: 12.53, 12.56, 12.57, 12.58, 14.04, 14.19, 14.31,
14.32, 14.34, 30.35, 31.32
Ch. 2: 13.35, 13.36, 13.38, 13.39, 13.40, 19.26, 30.10,
30.42
Ch. 3: 4.27, 21.37, 22.37, 22.40, 25.23, 61.04
Ch. 4: 23.39, 57.04
Ch. 5: 24.23, 24.32, 24.41
NASD FIFTH GRADE MATHEMATICS CURRICULUM & INSTRUCTION Page 10
LITERATURE AND JOURNAL IDEAS
Critical Area #1: Fluency with Whole Numbers and Decimals 5.OA, 5.NBT., and 5.NF Literature Journal Ideas
Grab and Go Kit Books
Chapter 1: A Drive Through History
Niagara Falls Numbers
Chapter 2: Niagara Falls Numbers
A Drive Through History
Chapter 3: Dewey and His Decimals
A Hundredth of a Second
Halfpipe
Chapter 4: Doubling Every Day
Chapter 5: Seeking the Lowest Price
Additional Books
Counting on Frank by Rod Clement
A Gebra Named Al by Wendy Isdell (order of operations, vocabulary, and
variables)
How is multiplication like division? How is it
different?
Use divisibility rules to explain how to test if 78 is
divisible by 6.
How can you tell where to place the first digit of a
quotient without dividing?
Describe a situation when a line graph would be a
better choice than a bar graph.
How can the strategy “draw a diagram” help you solve
a division problem?
How can you adjust the quotient if your estimate is too
high or too low?
How can you use estimation to check the
reasonableness of the division of multi-digit numbers
using a calculator?
Write a word problem where the final answer to a
division problem would have a remainder.
How can a subtraction equation be solved using
addition?
How can you solve division equations using
multiplication?
What real-world situations can be described using
negative numbers?
How do you compare and order integers?
Online Journal Ideas: www.calicocookie.com/mathjournal.html
NASD FIFTH GRADE MATHEMATICS CURRICULUM & INSTRUCTION Page 11
PLANNING RESOURCES
Critical Area #2: Operations with Fractions 5.NF
Teaching
for Depth
Mathematical
Practices
Professional
Development
Podcast Videos
Prerequisite
Skills Academic Vocabulary Manipulatives
Chapter 6
Teacher
Edition
Page 241E
Teacher Edition
Page 249
Page 259A
Fraction
Operations,
Grades 3 – 6,
Segments 1, 2, and
5
Teacher
Edition
Page 241G
common denominator,
common multiple,
equivalent fractions,
mixed number, simplest
form
Counting Tape, Fraction
Strips (see eTeacher
Resources)
Chapter 7
Teacher
Edition
Page 289E
Teacher Edition
Page 323
Page 329A
Fraction
Operations,
Grades 3 – 6,
Segment 3
Teacher
Edition
Page 289G
denominator, equivalent
fractions, mixed number,
numerator, product,
simplest form
Counters, Counting Tape,
Fraction Strips, Fraction
Circles
Chapter 8
Teacher
Edition
Page
337C
Teacher Edition
Page 343A
Page 359
Fraction
Operations: Divide
Fractions Using
Models,
Grades 3 – 6,
Segment 4
Teacher
Edition
Page 337E
dividend, equation,
fraction, quotient, whole
number
Fraction Strips, Counting
Tape
Instructional Language/Vocabulary Helpful Hint Instead of… Say this… Show What You Know should be given two weeks prior to the start of the chapter in order to
better plan for differentiation. divided by divisible by
top number numerator Rationale for Show What You Know
bottom number denominator By giving the Show What You Know two weeks prior to the start of the chapter you will be
able to identify which students need the prerequisite skills lessons. This will help you plan
how to teach the next chapter. What fraction is in its lowest
form?
What fraction is in
its simplest form?
NASD FIFTH GRADE MATHEMATICS CURRICULUM & INSTRUCTION Page 12
DIGITAL SUPPORTS
Critical Area #2: Operations with Fractions 5.NF
How Do We Teach It?
Mega Math iTools Soar to Success Codes
Mega Math is offered as a resource
for the following lessons:
Chapter 6: Lessons 6.1 – 6.6, 6.8 –
6.10
Chapter 7: Lessons 7.1, 7.4, 7.6
Chapter 8: Lessons 8.1, 8.3 – 8.5
Chapter 6: Fractions, Number
Chart
Chapter 7: Fractions
Chapter 8: Fractions
Chapter 6: 14.46, 20.29, 20.32, 20.35, 20.37, 20.38, 20.39
Chapter 7: 20.41, 20.42, 20.43
Chapter 8: 20.45, 20.47
NASD FIFTH GRADE MATHEMATICS CURRICULUM & INSTRUCTION Page 13
LITERATURE AND JOURNAL IDEAS
Critical Area #2: Operations with Fractions 5.NF
Literature Journal Ideas
Grab and Go Kit Books Chapter 6: Fossil Hunters
Table Soccer, Anyone?
Fractions Add Up!
Chapter 7: Cranking Out the Numbers
Chapter 8: Cranking Out the Numbers
Additional Books Piece = Part = Portion by Scott Gifford
Apple Fractions by Jerry Pallotta
The Hershey’s Fractions by Jerry Pallotta
Funny & Fabulous Fraction Stories by Dan Greenberg
Fractions, Decimals, and Percents by David A. Adler (Author)
How are fractions and decimals alike? How are
fractions and decimals different?
What is the difference between a factor and a multiple?
How can you add fractions with like denominators
using models?
How is a prime number different from a composite
number?
What is the difference between a factor and a multiple?
How can you find all the prime factors of a number?
How can a number be written using only prime
numbers?
How can you find the greatest common factor of two
numbers?
How could you compare two fractions with unlike
denominators?
How can you add and subtract mixed numbers with
like/unlike denominators?
When should we use estimation instead of finding the
actual answer?
When would you need to add or subtract fractions in
real life?
Draw and/or explain an addition or subtraction fraction
problem using parts of a whole.
Online Journal Ideas: www.calicocookie.com/mathjournal.html
NASD FIFTH GRADE MATHEMATICS CURRICULUM & INSTRUCTION Page 14
PLANNING RESOURCES
Critical Area #3: Geometry and Measurement 5.OA, 5.MD, and 5.G Teaching
for
Depth
Mathematical
Practices
Professional
Development
Podcast Videos
Prerequisite
Skills Academic Vocabulary Manipulatives
Chapter 9 Teacher
Edition
Page 367E
Teacher Edition
Page 375
Page 389
Page 395A
None
Teacher
Edition
Page 367G
interval, line graph, ordered
pair, origin, scale, x-axis, x-
coordinate, y-axis, y-
coordinate
Counting Tape, Paper Cup,
Water, Fahrenheit
Thermometer, Ice Cubes,
Stopwatch
Chapter 10 Teacher
Edition
Page 403E
Teacher Edition
Page 417A
Page 429
Measurement and
Geometry:
Perimeter, Area,
and Volume,
Grades 3 – 6,
Segment 2
Teacher
Edition
Page 403G
capacity, decimeter,
dekameter, milligram,
milliliter, millimeter
Counting Tape
Chapter 11 Teacher
Edition
Page 439E
Teacher Edition
Page 469
Page 471A
Perimeter, Area,
and Volume,
Grades 3 – 6,
Segment 4
Teacher
Edition
Page 439G
base, congruent, lateral
face, polygon, polyhedron,
prism, regular polygon, unit
cube, volume
Counting Tape, Centimeter
Ruler, Protractor,
Quadrilaterals (see eTeacher
Resources), Scissors, Tracing
Paper, Centimeter Cubes,
Rectangular Prism Net A (see
eTeacher Resources),
Rectangular Prism B (see
eTeacher Resources), 2 Boxes
(different sizes)
Instructional Language/Vocabulary Helpful Hint Instead of… Say this… Show What You Know should be given two weeks prior to the start of the chapter in order to
better plan for differentiation. same shape and same size congruent
sides edges and faces (for 3D) Rationale for Show What You Know box rectangular prism or cube By giving the Show What You Know two weeks prior to the start of the chapter you will be
able to identify which students need the prerequisite skills lessons. This will help you plan
how to teach the next chapter. corner vertex
NASD FIFTH GRADE MATHEMATICS CURRICULUM & INSTRUCTION Page 15
DIGITAL SUPPORTS
Critical Area #3: Geometry and Measurement 5.OA, 5.MD, and 5.G
How Do We Teach It?
Mega Math iTools Soar to Success Codes
Mega Math is offered as a resource for
the following lessons:
Chapter 9: Lessons 9.2 – 9.4, 9.6, 9.7
Chapter 10: Lessons 10.1 – 10.7
Chapter 11: Lessons 11.1 – 11.3, 11.5,
11.7 – 11.12
Chapter 9: Graphs, Algebra,
Number Lines
Chapter 10: Measurement,
Number Charts
Chapter 11: Geometry
Chapter 9: 33.17, 37.16, 37.17, 54.17, 63.04
Chapter 10: 44.32, 44.36, 45.26, 45.30, 46.32, 46.37, 51.14
Chapter 11: 38.30, 38.32, 38.33, 38.34, 39.29, 49.29
NASD FIFTH GRADE MATHEMATICS CURRICULUM & INSTRUCTION Page 16
LITERATURE AND JOURNAL IDEAS
Critical Area #3: Geometry and Measurement 5.OA, 5.MD, and 5.G Literature Journal Ideas
Grab and Go Kit Books Chapter 9: Is This a Career for You?
Park Visitors
Graphing Practice
Chapter 10: A Math Mix-Up
A Day in Dallas
Chapter 11: Beautiful Geometry
A Roller Coaster of Angles
City of the Future
Additional Books Is a Paw a Foot? by Shannon Penney
Grandfather Tang’s Story by Ann Tompert
The Greedy Triangle by Marilyn Burns
Sir Cumference Series by Cindy Neuschwander
Pyramid by David Macaulay
How many different rectangles can you draw with an
area of n square units?
Draw a diagram to show why the formula "area = base
x height" helps us determine the area of a rectangle.
List three times when the hands of a clock form an
acute (right, obtuse) angle. Draw clock faces to
illustrate your answers.
Will two objects that are exactly the same size always
have the same mass? Explain your answer.
How could you measure the length of a piece of paper
if you did not have a ruler or any other measuring tool?
If you were to describe yourself as a geometric figure,
which one would it be? Explain your reasoning.
Think of your favorite plane or solid figure. How
would you describe it to a friend so he or she could
draw it exactly?
How are attributes used to classify polygons? Give an
example.
Online Journal Ideas: www.calicocookie.com/mathjournal.html
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