Fifth GRADE CURRICULUM MAP - School Webmasters...If one side is 3 cm long, how long is a side next...

BLACKFORD COUNTY SCHOOLS

FIFTH GRADE

CURRICULUM MAP

http://www.bcs.k12.in.us/Home

Result Unknown Change Unknown Start Unknown

Add to

Two bunnies sat on the grass. Three more bunnies hopped there. How

many bunnies are on the grass now?

2 + 3 = ?

Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to

the first two?

2 + ? = 5

Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass

before?

? + 3 = 5

Take from

Five apples were on the table. I ate two apples. How many apples are on

the table now?

5 – 2 = ?

Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat?

5 - ? = 3

Some apples were on the table. I ate two apples. Then there were three apples. How many apples

were on the table before?

? – 2 = 3

Total Unknown Addend Unknown Both addends Unknown

Put

Together/ Take Apart

Three red apples and two green apples are on the table. How many

apples are on the table?

3 + 2 = ?

Five apples are on the table. Three are red and the rest are green. How

many apples are green?

3 + ? = 5, 5 – 3 = ?

Grandma has five flowers. How many can she put in her red vase and how many in her blue vase? 5 = 0 + 5, 5 = 5 + 0 5 = 1 + 4, 5 + 4 + 1 5 = 2 + 3, 5 = 3 + 2

Difference Unknown

Bigger Unknown

Smaller Unknown

Difference Unknown Bigger Unknown Smaller Unknown

Compare

(“How many more?” version): Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy? (“How many fewer?” version): Lucy has two apples. Julie has five apples. How may fewer apples does Lucy have than Julie? 2 + ? = 5, 5 – 2 = ?

(Version with “more”): Julie has 3 more apples than Lucy. Lucy has two apples. How many

apples does Julie have? (Version with “fewer”):

Lucy has three fewer apples than Julie. Lucy has two apples. How many apples does Julie have?

2 + 3 = ?, 3 + 2 = ?

Julie has three more apples than Lucy. Julie has five apples. How many apples does Lucy have?

(Version with “fewer”): Lucy has three fewer apples than Julie. Julie has five apples. How many apples does Lucy have?

5 – 3 = ?, ? + 3 = 5

Addition Strategies Name Clarification Work Sample

Counting All

Student counts every number

Students are not yet able to add on from either addend, they must mentally build every number

8 + 9 1,2,3,4,5,6,7,8,9,10,11,12,13

Counting On

Transitional strategy

Student starts with 1 number and counts on from this point

8 + 9 8…9,10,11,12,13,14,15

Doubles/

Near Doubles

Student recalls sums for many doubles 8 + 9 8 + (8 + 1) (8 + 8) + 1 16 + 1 = 17

Making Tens

Student uses fluency with ten to add quickly 8 + 9 (7 + 1) + 9 7 + (1 + 9) 7 + 10 = 17

Making Friendly

Numbers/ Landmark Numbers

Friendly number are number 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

23 + 48 23 + (48 + 2) 23 + 50 = 73 73 -2 =71

Compensation

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

8 + 6 8 -1 =7 6 + 1 = 7 7 + 7 =14

Breaking Each

Number into its Place Value

Strategy used as soon as students understand place value

Student breaks each addend into its place value (expanded notations) and like place value amounts are combined

Student works left to right to maintain the magnitude of the numbers

24 + 38 (30 + 4) + (30 + 8) 20 + 30 = 50 4 + 8 = 12 50 + 12 = 62

Adding up in

Chunks

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

45 + 28 45 + ( 20 + 8) 45 + 20 = 65 65 + 8 = 73

Subtraction Strategies Name Clarification Sample

Adding up

Student adds up from the number being subtracted to the whole

The larger the jumps, the more efficient the strategy

Student uses knowledge of basic facts, doubles, making ten, and counting on

14 – 7 7… 8,9,10,11,12,13,14 (+1 each jump)

7 + 3= 10 10 + 4= 14

Counting Back

Strategy used by students who primarily view subtraction as taking away

Student starts with the whole and removes the subtracting in parts

Student needs the ability to decompose numbers in east to remove parts

65 – 32 65 – (10 + 10 + 10 + 2) 65, 55, 45, 35, 33 65 – (30 + 2) 65 – 30 = 35

35 – 2 = 33

Place Value

Student breaks each number into its place value (expanded notation)

Student groups like place values and subtracts

999 – 345 (900 + 90 + 9) – (300 + 40 + 5) 900 – 300 = 600 90 – 40 = 50 9 – 5 = 4 600 + 50 + 4 = 654

Keeping a Constant

Difference

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

123 – 59 123 + 1 = 124 59 + 1 = 60 124 – 60 = 64

Adjusting the

Create and Easier Number

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

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.

Common Multiplication and Division Situations

Unknown Product 3 X 6 = ?

Group Size Unknown (How many in each group)

Number of Groups Unknown (How many groups?)

Equal Groups

There are 3 bags with 6 plums in each bag. How many plums are there in all? Measurement example: You need 3 lengths of string, each 6 inches long. How much string will you need altogether?

If 18 plums are shared equally into 3 bags, then how many plums will be in each bag? Measurement example: You have 18 inches of string, which you will cut into 3 equal pieces. How long will each piece of string be?

If 18 plums are to be packed 6 to a bag, then how many bags are needed? Measurement example: You have 18 inches of string, which you will cut into pieces that are 6 inches long. How many pieces of string will you have?

Arrays, Area

There are 3 rows of apples with 6 apples in each row. How many apples are there? Area example: What is the area of a 3 cm by 6cm rectangle?

If 18 apples are arranged into 3 equal rows, how may apples will be in each row? Area example: A rectangle has area 18 square centimeters. If one side is 3 cm long, how long is a side next to it?

If 18 apples are arranged into equal rows of 6 apples, how many rows will there be? Area example: A rectangle has area 18 square centimeters. If one side is 6cm long, how long is a side next to it?

Compare

A blue hat costs $6. A red hat cost 3 times as much as the blue hat. How much does the red hat cost? 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?

A red hat costs $18 and that is 3 times as much as a blue hat costs. How much does the blue bat cost? Measurement example: A rubber band is stretched to be 18 cm long and that is 3 times as long as it was at first. How long was the rubber band at first?

A red hat costs $18 and a blue hat costs $6. How many times as much does the red hat cost as the blue hat? Measurement example: A rubber band was 6 cm long at first. Now it is stretched to be 18 cm long. How many times as long is the rubber band now as it was at first?

General a x b = ? a x ? = p and p ÷ a = ? ? x b = p and p ÷ b =?

Multiplication Strategies Name Clarification Student Work Sample

Repeated Addition/Skip

Counting

Beginning strategy for students who are just learning multiplication

Connection to an array model provides an essential visual model 6 × 15 15+15+15+15+15+15 = 90 2 × 15 = 30 2 × 15 = 30 2 × 15 = 30 30 + 30 + 30 = 90

Friendly Numbers/Landmark

Numbers

Students who are comfortable multiplying by multiples of 10 9 × 15 Add 1 group of 15 10 × 15 = 150 We must now take off 1 group of 15. 150 – 15 = 135

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 u se friendlier numbers to solve more difficult problems

12 × 15 12 × (10 + 5) 12 × 10 = 120 12 × 5 = 60 120 + 60 =180

Breaking Factors into Smaller Factors

Strategy relies on students’ understand of breaking factors into smaller factors

Associate property

12 × 25 (3 × 4) × 25 3 × (4 × 25) (4 × 25) + (4 × 25) + (4 × 25) = 300

Doubling and

Halving

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

8 × 25 8÷2 = 4 25 × 2 = 50 4 × 50 = 200

Division Strategies Name Clarification Student Work Sample

Repeated Subtraction/Sharing

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

30 ÷ 5 30 – 5 = 25 25 – 5 = 20 20 = 5 = 15 15 – 5 = 10 10 – 5 = 5 5 – 5 = 0 I took out 6 groups of 5

30 ÷ 5 = 6

Multiplying Up

Strategy is a natural progression from repeated subtraction

Student uses strength in multiplication to multiply up to reach the dividend

Students relying on smaller factors and multiples will benefit from discussions related to choosing more efficient factors

384 ÷ 16 10 × 16 = 160 384 – 160 = 224 10 × 16 = 160 224 – 160 = 64 2 × 16 = 32 64 – 32 = 32 2 × 16 = 32 32 – 32 = 0

10 + 10 + 2 + 2 = 24

Partial Quotients

Maintains place value

Allows students to work their way toward the quotient by using friendly numbers such as ten, five, and two

As the student chooses larger numbers, the strategy becomes more efficient

384 ÷ 16 _____ 16) 384 -160 224 -160 64 -32 32 -32

0

Proportional

Reasoning

Students who have a strong understand of factors, multiples, and fractional reasoning

Students’ experiences with doubling and halving to solve multiplication problems can launch an investigation leading to the idea that you can divide the dividend and the divisor by the same number to create a friendlier problem

384 ÷ 16 384 ÷ 16 ÷2 ÷2 192 ÷ 8 ÷2 ÷2 96 ÷ 4 ÷2 ÷2 48 ÷ 2 = 24 384 ÷ 16 = 24

Problem Solving Strategies Focus

By Grade Level

Grade Level Strategies Kindergarten Use Objects

First Review Previous Grades

Draw a Picture

Use a Number Sentence

Second Review Previous Grades

Find a Pattern

Make a Table

Third Review Previous Grades

Work Backwards

Make It Simpler

Fourth Review Previous Grades

Make an Organized List

Guess and Check

Fifth Review Previous Grades

Use Logical Reasoning

Sixth: Students should know all strategies that will be used all

year.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade 2-dimensional 3-dimensional Addition Array Attributes Compose Decompose Edges Equal sign Equation Greater than Least Less Less than Mental images Missing number More Most Number Number line Number word Numeral Object Patterned arrangement Place value Rectangular array Solve Sort Subtraction Symbol Tally marks Vertices Whole number Write

Analog clock Attributes Composite shape Counting on Data Decompose Defining attribute Digit Digital clock Equal sign Equation Equivalent Face Find mentally Fourths/quarters Halves Non-defining Non-standard unit Number pattern Numeral Operations Ordinal number Partition Place Value Properties of Strategy Sum Symbol Unknown number Value Whole number

Analog clock Arrays Associative prop of addition Bar graph Commutative prop of addition Compose Cube Data set Decompose Digit Equation Equivalent Estimate Even Expanded form Extend Face Fluently Fourths Halves Identical wholes Investigate Length Measure Models Number line Odd Ordered set Ordinal numbers Partition Picture graph Place value Plot Predict Prism Reasonable Represent Right rectangular Rule Side Standard form Sum Symbol Thirds Unit Value Vertex Volume Whole number Word form

Analog clock Area Area model Array Attribute Endpoint Equal-sized groups Equivalent Equivalent fraction Expanded form Fluently Frequency table Interval Inverse Line plot

Mass Models Multiplicative identity of 1 Multiplicative property Of 0 Number line Partitioned Perimeter Place value Polygon Property of 0 in division Property of 1 in division Quantity Quotient Scaled bar graph Scaled picture graph Standard from Tools Unit fraction Volume Whole number Word form

Algorithmic approach Area Circle graph Decompose Decompose a fraction Denominator Equivalent Equivalent fraction Expanded form Fluently Fraction Improper fraction Inverse operation Line plot Mass Mixed numbers Model Numerator Parallel line Parallelogram Perimeter Perpendicular line Place value Quadrilateral Quotient Ray Rhombus Standard form Symmetry Trapezoid Triangle Volume Whole number Word form

Acute triangle Algorithmic approach Coordinate plane Coordinates Diameter Equation Equilateral triangle Equivalence Estimate Experiment Expression Fluently Isosceles triangle Mean Median Mode Number line Number sense Observations Obtuse triangle Ordered pairs Origin Percent Place value Polygon Product Quadrant Quotient Radius Right triangle Scalene triangle Solid figure Survey Unit fraction Volume

Absolute value Algorithmic approach Box plots Center Complex shape Composing Composite numbers Constraint Decomposing Dependent variable Distribution Double number line Fluently Greatest common factor Histograms Independent variable Integer number system Interquartile range

Least common multiple Line plot Magnitude Mean Median Net Prime numbers Proportional relationship Quotient Range Rate Ratio Rational number Spread Surface area Tables of equivalent ratio Tape diagrams Unit rate Variability Volume

Test 1: Weeks 1-4 Week 1 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach.

5.C.3: Compare the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

Week 2 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.C.2: Find whole-number quotients and remainders 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. Describe the strategy and explain the reasoning used.

Week 3 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.AT.1: Solve real-world problems involving multiplication and division of whole numbers (e.g. by using equations to represent the problem). In division problems that involve a remainder, explain how the remainder affects the solution to the problem. 5.NS.4: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

Week 4 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.C.2: Find whole-number quotients and remainders 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. Describe the strategy and explain the reasoning used. 5.AT.1: Solve real-world problems involving multiplication and division of whole numbers (e.g. by using equations to represent the problem). In division problems that involve a remainder, explain how the remainder affects the solution to the problem.


5.NS.2: Explain different interpretations of fractions, including: as parts of a whole, parts of a set, and division of whole numbers by whole numbers. 5.NS.1: Use a number line to compare and order fractions, mixed numbers, and decimals to thousandths (decimals will be week 16). Write the results using >, =, and < symbols.

Week 6 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.C.4: Add and subtract fractions with unlike denominators, including mixed numbers. 5.AT.2: Solve real-world problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators (e.g., by using visual fraction models and equations to represent the problem). Use benchmark fractions and number sense of fractions to estimate mentally and assess whether the answer is reasonable.




5.C.4: Add and subtract fractions with unlike denominators, including mixed numbers. 5.C.5: Use visual fraction models and numbers to multiply a fraction by a fraction or a whole number.

Week 10 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.AT.3: Solve real-world problems involving multiplication of fractions, including mixed numbers (e.g., by using visual fraction models and equations to represent the problem).

5.C.6: Explain why multiplying a positive number by a fraction greater than 1 results in a product greater than the given number. Explain why multiplying a positive number by a fraction less than 1 results in a product smaller than the given number. Relate the principle of fraction equivalence, a/b = (n × a)/(n × b), to the effect of multiplying a/b by 1.

Week 11 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.AT.3: Solve real-world problems involving multiplication of fractions, including mixed numbers (e.g., by using visual fraction models and equations to represent the problem). 5.C.6: Explain why multiplying a positive number by a fraction greater than 1 results in a product greater than the given number. Explain why multiplying a positive number by a fraction less than 1 results in a product smaller than the given number. Relate the principle of fraction equivalence, a/b = (n × a)/(n × b), to the effect of multiplying a/b by 1.


5.C.7: Use visual fraction models and numbers to divide a unit fraction by a non-zero whole number and to divide a whole number by a unit fraction. 5.AT.4: 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).

Week 13 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.C.7: Use visual fraction models and numbers to divide a unit fraction by a non-zero whole number and to divide a whole number by a unit fraction. 5.AT.4: 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).

Week 14 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.C.8: Add, subtract, multiply, and divide decimals to hundredths, using models or drawings and strategies based on place value or the properties of operations. Describe the strategy and explain the reasoning. 5.NS.3: Recognize the relationship 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 inversely, a digit in one place represents 1/10 of what it represents in the place to its left.


5.C.8: Add, subtract, multiply, and divide decimals to hundredths, using models or drawings and strategies based on place value or the properties of operations. Describe the strategy and explain the reasoning.

Week 16 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.NS.6: Understand, interpret, and model percents as part of a hundred (e.g. by using pictures, diagrams, and other visual models). Review of all decimal operations. 5.NS.5: Use place value understanding to round decimal numbers up to thousandths to any given place value.

Week 17 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.AT.5: Solve real-world problems involving addition, subtraction, multiplication, and division with decimals to hundredths, including problems that involve money in decimal notation (e.g. by using equations to represent the problem).

5.NS.1: Use a number line to compare and order fractions, mixed numbers, and decimals to thousandths. Write the results using >, =, and < symbols.


5.G.2: Identify and classify polygons including quadrilaterals, pentagons, hexagons, and triangles (equilateral, isosceles, scalene, right, acute and obtuse) based on angle measures and sides. Classify polygons in a hierarchy based on properties. 5.G.1: Identify, describe, and draw triangles (right, acute, obtuse) and circles using appropriate tools (e.g., ruler or straightedge, compass and technology). Understand the relationship between radius and diameter.

Week 19 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.M.1: Convert among different-sized standard measurement units within a given measurement system, and use these conversions in solving multi-step real-world problems.

Week 20 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.M.3: Develop and use formulas for the area of triangles, parallelograms and trapezoids. Solve real-world and other mathematical problems that involve perimeter and area of triangles, parallelograms and trapezoids, using appropriate units for measures.

Week 21 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.M.3: Develop and use formulas for the area of triangles, parallelograms and trapezoids. Solve real-world and other mathematical problems that involve perimeter and area of triangles, parallelograms and trapezoids, using appropriate units for measures.


5.M.2: Find the area of a rectangle with fractional side lengths by modeling 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.

Week 23 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.M.4: 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 or multiplying the height by the area of the base. 5.M.5: Apply the formulas V = l × w × h and V = B × h for right rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths to solve real-world problems and other mathematical problems. 5.M.6: Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real-world problems and other mathematical problems.

Week 24 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.M.4: 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 or multiplying the height by the area of the base. 5.M.5: Apply the formulas V = l × w × h and V = B × h for right rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths to solve real-world problems and other mathematical problems. 5.M.6: Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real-world problems and other mathematical problems.


5.DS.2: Understand and use measures of center (mean and median) and frequency (mode) to describe a data set.

Week 26 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.DS.1: Formulate questions that can be addressed with data and make predictions about the data. Use observations, surveys, and experiments to collect, represent, and interpret the data using tables (including frequency tables), line plots, bar graphs, and line graphs. Recognize the differences in representing categorical and numerical data.

Week 27 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.AT.6: Graph points with whole number coordinates on a coordinate plane. Explain how the coordinates relate the point as the distance from the origin on each 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 y-coordinate). 5.AT.7: Represent real-world problems and equations by graphing ordered pairs in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

Week 28 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.AT.8: Define and use up to two variables to write linear expressions that arise from real-world problems, and evaluate them for given values.

5.C.9: Evaluate expressions with parentheses or brackets involving whole numbers using the commutative properties of addition and multiplication, associative properties of addition and multiplication, and distributive property.


Week 30 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach.

Week 31

5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach.

Week 32






Weeks 1-3:

Problem Solving: Should be embedded within daily instruction:

Make sense of problems and persevere in

solving them.

PS.1

Reason

abstractly and quantitatively

PS.2

Construct viable arguments and

critique the reasoning of

others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6

Look for and make sure of

structure

PS. 7

Look for and

express regularity in repeated reasoning.

PS.8

DOK (Depth of Knowledge)

Level 1: identify, list, label, illustrate,

measure, state, tell, use, match

Level 2: graph, classify, cause/effect,

estimate, compare, infer, construct, summarize, interpret,

estimate

Level 3: Revise, critique, construct, investigate, cite evidence,

conclusions, assess

Level 4: Design, connect, synthesize, critique,

analyze, create, prove, apply concepts

Standards: Spiral Review of Current Curriculum 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.C.3: Compare the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

5.C.2: Find whole-number quotients and remainders 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. Describe the strategy and explain the reasoning used.

5.AT.1: Solve real-world problems involving multiplication and division of whole numbers (e.g. by using equations to represent the problem). In division problems that involve a remainder, explain how the remainder affects the solution to the problem.

4.C.4: Multiply fluently within 100. 4.C.3: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Describe the strategy and explain the reasoning. 4.AT.2: Recognize and apply the relationships between addition and multiplication, between subtraction and division, and the inverse relationship between multiplication and division to solve real-world and other mathematical problems. 4.AT.4: Solve real-world problems with whole numbers involving multiplicative comparison (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem), distinguishing multiplicative comparison from additive comparison. [In grade 4, division problems should not include a remainder.]

Week 1:

Benchmarks to be taught:

Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.C.3: Compare the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

Students will: (memory of all multiplication facts is a third grade standard)

Multiply numbers fluently

Compare size of a product with another

Use correct comparison symbols

Resources:

Algorithmic approach Compare Equal to

Factors Fluently Greater than Less than Multiply Number sense Product

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj21fz-udLLAhUll4MKHYRZCJcQjRwIBw&url=https://stopcommoncorewa.wordpress.com/2014/04/08/common-core-state-standards-for-mathematics-does-it-add-up-or-down-part-2/&bvm=bv.117218890,d.amc&psig=AFQjCNHiOJjWsrQEdtDE00fezz4UC4Y6RQ&ust=1458672856852780

Week 2:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.C.2: Find whole-number quotients and remainders 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. Describe the strategy and explain the reasoning used. Students will:

Determine quotients

Determine quotients with remainders

Divide by 1 digit

Divide by 2 digits

Use strategies based upon place value

Use strategies based upon properties of operations

Understand the relationship between multiplication and division

Describe the strategy that was used

Explain the reasoning

Resources: Use Your Head

Dividend Divisor Fluently Number sense Operations Place value Properties Quotient Reasoning Strategy

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjykNbrudLLAhVlnIMKHcyXC3oQjRwIBw&url=http://www.skanschools.org/districtpage.cfm?pageid%3D398&bvm=bv.117218890,d.amc&psig=AFQjCNEK5DAGFQRGmUYTT7PqkHbqqYbwxg&ust=1458672784472964

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiYpdOryqrZAhUL2VMKHT00C88QjRwIBw&url=http://dirlook.info/three-digit-long-division/&psig=AOvVaw1UdzmwWaTl7CAQJVj22R9i&ust=1518875504876059

Week 3:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.AT.1: Solve real-world problems involving multiplication and division of whole numbers (e.g. by using equations to represent the problem). In division problems that involve a remainder, explain how the remainder affects the solution to the problem. Students will:

Solve real-world multiplication problems of whole numbers

Solve real-world division problems of whole numbers (week 4)

Use equations to represent problem

Explain how remainder affects the solution (week 4)

Resources:

Dividend Division Divisor Equation Factor Fluently Multiplication Number sense Product Quotient Remainder

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjnl8u0y6rZAhUP0FMKHdL6DHkQjRwIBw&url=https://study.com/academy/lesson/what-is-the-product-in-math-definition-lesson-quiz.html&psig=AOvVaw3s7qsQaRGzE5k3qJa2O72A&ust=1518875745937798

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi2gunIy6rZAhXMuFMKHQRuDtcQjRwIBw&url=http://smathsmarts.com/arrays-top-5-things-to-know-about-using-arrays-to-model-multiplication-division/&psig=AOvVaw3s7qsQaRGzE5k3qJa2O72A&ust=1518875745937798

Weeks 4-6:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess



Standards: Spiral Review of Current Curriculum 5.AT.1: Solve real-world problems involving multiplication and division of whole numbers (e.g. by using equations to represent the problem). In division problems that involve a remainder, explain how the remainder affects the solution to the problem.

5.NS.2: Explain different interpretations of fractions, including: as parts of a whole, parts of a set, and division of whole numbers by whole numbers.


5.NS.2: Explain different interpretations of fractions, including: as parts of a whole, parts of a set, and division of whole numbers by whole numbers.



4.C.5: Add and subtract fractions with common denominators. Decompose a fraction into a sum of fractions with common denominators. Understand addition and subtraction of fractions as combining and separating parts referring to the same whole. 4.C.6: Add and subtract mixed numbers with common denominators (e.g. by replacing each mixed number with an equivalent fraction and/or by using properties of operations and the relationship between addition and subtraction). 4.AT.5: Solve real-world problems involving addition and subtraction of fractions referring to the same whole and having common denominators (e.g., by using visual fraction models and equations to represent the problem).

Week 4:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.AT.1: Solve real-world problems involving multiplication and division of whole numbers (e.g. by using equations to represent the problem). In division problems that involve a remainder, explain how the remainder affects the solution to the problem. Students will:

Solve real-world multiplication problems of whole numbers

Solve real-world division problems of whole numbers

Use equations to represent problem

Explain how remainder affects the solution

Resources:

Dividend Division Divisor Equation Factor Fluently Multiplication Number sense Product Quotient Remainder

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjQoY6cutLLAhXItoMKHQOSDhUQjRwIBw&url=https://www.wyzant.com/resources/lessons/math/elementary_math/long_division/long_division_with_remainders&bvm=bv.117218890,d.amc&psig=AFQjCNH65TyDr_vD2sTr9OKd2LunhQ_gBg&ust=1458672916048934

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjR9OOGyqrZAhUO7VMKHRuTC6UQjRwIBw&url=https://o0spacegirl0o.live/2017/11/29/long-division-with-remainders/&psig=AOvVaw19f0e5xiHa1ajWIvysZEWz&ust=1518875411570893

Week 5:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach.

5.NS.2: Explain different interpretations of fractions, including: as parts of a whole, parts of a set, and division of whole numbers by whole numbers. 5.NS.1: Use a number line to compare and order fractions, mixed numbers, and decimals to thousandths. Write the results using >, =, and < symbols. Students will:

Explain different interpretations of fractions

Explain fractions as parts of a whole

Explain fractions as parts of a set

Explain division of whole numbers by whole numbers

Use a number line to compare fractions

Use a number line to order fraction

Use a number line to compare mixed numbers

Use a number line to compare decimals (week 11)

Use a number line to order mixed numbers

Use a number line to order decimals (week 11)


Resources: Deducing Decimals

Dealing With Decimals

Compare Denominator Division Equal to

Fluently Fraction Greater than Interpretations Less than Mixed number Number line Number sense Numerator Order Part of set Part to whole Whole numbers

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwitlLyvutLLAhXinYMKHVUzAt0QjRwIBw&url=http://luminouslearning.weebly.com/blog1/teaching-tip-2-tackling-those-dreaded-fractions&bvm=bv.117218890,d.amc&psig=AFQjCNGQKbpcbaXzxX2_hiOodYyEcbNWrA&ust=1458672958445549

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi74bOjyarZAhXJ61MKHTo8BnQQjRwIBw&url=http://www.dominatethegre.com/2015/11/comparing-fractions-on-gre-quantitative-comparisons/&psig=AOvVaw27r_Iv2aj2d-L3EPXRKYg_&ust=1518875202934011

Week 6:



5.NS.2: Explain different interpretations of fractions, including: as parts of a whole, parts of a set, and division of whole numbers by whole numbers. 5.NS.1: Use a number line to compare and order fractions, mixed numbers, and decimals to thousandths. Write the results using >, =, and < symbols. **Decimals will be taught during week 15** Students will:

Explain different interpretations of fractions

Explain fractions as parts of a whole

Explain fractions as parts of a set

Explain division of whole numbers by whole numbers

Use a number line to compare fractions

Use a number line to order fraction

Use a number line to compare mixed numbers

Use a number line to compare decimals (week 15)


Use a number line to order decimals (week 15)


Resources: Deducing Decimals

Dealing With Decimals

Compare Denominator Division Equal to

Fluently Fraction Greater than Interpretations Less than Mixed number Number line Number sense Numerator Order Part of set Part to whole Whole numbers

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjAo93XyKrZAhUCslMKHQt4AZkQjRwIBw&url=https://www.homeschoolmath.net/teaching/f/fraction-mixed-number.php&psig=AOvVaw1i3rnha3hp1BftKrmDqIVB&ust=1518875038670398

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiYraPryKrZAhVPvlMKHWJjCogQjRwIBw&url=http://weclipart.com/decimal%2Bnumber%2Bline%2Bclip%2Bart&psig=AOvVaw1i3rnha3hp1BftKrmDqIVB&ust=1518875038670398

Weeks 7-9:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess



Standards: Spiral Review of Current Curriculum 5.C.4: Add and subtract fractions with unlike denominators, including mixed numbers.

5.AT.2: Solve real-world problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators (e.g., by using visual fraction models and equations to represent the problem). Use benchmark fractions and number sense of fractions to estimate mentally and assess whether the answer is reasonable.

5.C.5: Use visual fraction models and numbers to multiply a fraction by a fraction or a whole number.


4.C.5: Add and subtract fractions with common denominators. Decompose a fraction into a sum of fractions with common denominators. Understand addition and subtraction of fractions as combining and separating parts referring to the same whole. 4.AT.5: Solve real-world problems involving addition and subtraction of fractions referring to the same whole and having common denominators (e.g., by using visual fraction models and equations to represent the problem).

Week 7:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.C.4: Add and subtract fractions with unlike denominators, including mixed numbers.


Students will:

Add fraction with unlike denominators

Add mixed numbers with unlike denominators

Subtract fractions with unlike denominators

Subtract mixed numbers with unlike denominators

Solve real-world problems involving addition of fractions

Solve real-world problems involving subtraction of fractions

Use a visual fraction model to represent the problem

Use equations to represent the problem

Use benchmark fraction to estimate answer

Assess whether the answer is reasonable when adding fractions

Assess whether the answer is reasonable when subtracting fractions

Resources: Fraction Time

Royal Rugs

Fractions With Pattern Blocks

Part 4: Fraction Action 54-72



Benchmark fraction Denominator Equation Estimate Fluently Fraction Mixed number Model Number sense Numerator Reasonable Unit fraction Visual fraction

https://www.google.com/imgres?imgurl=http://www.helpingwithmath.com/images/fra_ex9.gif&imgrefurl=http://www.helpingwithmath.com/by_subject/fractions/fra_adding.htm&docid=09euEMSowTZ5WM&tbnid=JFvMGBu0Wd6rKM:&w=413&h=256&safe=strict&ei=SUTwVq_xH8qpjgS9n7G4DQ

Week 8:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.C.4: Add and subtract fractions with unlike denominators, including mixed numbers.


Students will:

Add fraction with unlike denominators




Solve real-world problems involving addition of fractions

Solve real-world problems involving subtraction of fractions

Use a visual fraction model to represent the problem


Use benchmark fraction to estimate answer

Assess whether the answer is reasonable when adding fractions

Assess whether the answer is reasonable when subtracting fractions


Royal Rugs





Benchmark fraction Denominator Equation Estimate Fluently Fraction Mixed number Model Number sense Numerator Reasonable Unit fraction Visual fraction

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi5yoWLvKrZAhUH2VMKHasRAhcQjRwIBw&url=http://www.createwebquest.com/webquest/addingsubtracting-fractions-webquest&psig=AOvVaw0Hv2of0WWVpfgqjCoCVSad&ust=1518871416770434

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi6k4SvvKrZAhUF11MKHeDlAa8QjRwIBw&url=https://www.clipartpig.com/subtracting-fractions-clipart-301791&psig=AOvVaw0Hv2of0WWVpfgqjCoCVSad&ust=1518871416770434

Week 9:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.C.4: Add and subtract fractions with unlike denominators, including mixed numbers. 5.C.5: Use visual fraction models and numbers to multiply a fraction by a fraction or a whole number. Students will:

Add fractions with unlike denominators




Use visual fraction models to multiply a fraction by a fraction

Use visual fraction models to multiply a fraction by a whole number


Royal Rugs





Denominator Fluently Fraction Mixed number Multiply Number sense Numerator Visual fraction model

https://www.google.com/imgres?imgurl=https://s-media-cache-ak0.pinimg.com/236x/53/e9/76/53e976fffe9e5279f62180dc6bb2e5fc.jpg&imgrefurl=https://www.pinterest.com/dingmanc/fractions-5th-grade/&docid=MyIkfzxISzNhJM&tbnid=QOw-rt31P1id7M:&w=236&h=238&safe=strict&ei=lETwVsWqHuHqjgTi8Y24Bw

Weeks 10-12:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess



Standards Spiral Review of Current Curriculum 5.AT.3: Solve real-world problems involving multiplication of fractions, including mixed numbers (e.g., by using visual fraction models and equations to represent the problem). 5.C.6: Explain why multiplying a positive number by a fraction greater than 1 results in a product greater than the given number. Explain why multiplying a positive number by a fraction less than 1 results in a product smaller than the given number. Relate the principle of fraction equivalence, a/b = (n × a)/(n × b), to the effect of multiplying a/b by 1. 5.AT.4: 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). 5.C.7: Use visual fraction models and numbers to divide a unit fraction by a non-zero whole number and to divide a whole number by a unit fraction. 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach.

Week 10:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.AT.3: Solve real-world problems involving multiplication of fractions, including mixed numbers (e.g., by using visual fraction models and equations to represent the problem). 5.C.6: Explain why multiplying a positive number by a fraction greater than 1 results in a product greater than the given number. Explain why multiplying a positive number by a fraction less than 1 results in a product smaller than the given number. Relate the principle of fraction equivalence, a/b = (n × a)/(n × b), to the effect of multiplying a/b by 1. Students will:

Solve real-world problems involving multiplication of fractions

Solve real-world problems involving multiplication of mixed numbers

Use visual fraction models to represent a problem

Use equations to represent a problem

Explain why multiplying a positive number by a fractions great than 1 results in a product great than the given number

Explain why multiplying a positive number by a fraction less than 1 results in a product smaller than the given number

Understand fraction equivalence


Royal Rugs Fair Squares and Cross

Products


Denominator Equation Equivalence Explain Fluently Fraction Mixed number Number sense Numerator Product Represent Visual fraction model

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwit3vbdx6rZAhVMt1MKHaztBc4QjRwIBw&url=http://www.clipartpanda.com/clipart_images/10-6-equivalent-fractions-11635002&psig=AOvVaw0MqxtBEDqXbdK2LHwUO7Eh&ust=1518874808796400

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi7uZ7zx6rZAhXDzFMKHYrKA9IQjRwIBw&url=http://www.clipartmasters.com/equivalent-fractions-clipart-E21K6e.html&psig=AOvVaw0MqxtBEDqXbdK2LHwUO7Eh&ust=1518874808796400

Week 11:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.AT.3: Solve real-world problems involving multiplication of fractions, including mixed numbers (e.g., by using visual fraction models and equations to represent the problem). 5.C.6: Explain why multiplying a positive number by a fraction greater than 1 results in a product greater than the given number. Explain why multiplying a positive number by a fraction less than 1 results in a product smaller than the given number. Relate the principle of fraction equivalence, a/b = (n × a)/(n × b), to the effect of multiplying a/b by 1. Students will:

Solve real-world problems involving multiplication of fractions

Solve real-world problems involving multiplication of mixed numbers

Use visual fraction models to represent a problem

Use equations to represent a problem

Explain why multiplying a positive number by a fractions great than 1 results in a product great than the given number

Explain why multiplying a positive number by a fraction less than 1 results in a product smaller than the given number

Understand fraction equivalence


Royal Rugs Fair Squares and Cross

Products


Denominator Equation Equivalence Explain Fluently Fraction Mixed number Number sense Numerator Product Represent Visual fraction model

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwie9e6AvqrZAhUE2lMKHZyWB0YQjRwIBw&url=https://www.pinterest.com/pin/74872412527122171/&psig=AOvVaw1HVHsI0cvi_T-zeIBEVSge&ust=1518872184084531

Week 12:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.AT.4: 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). 5.C.7: Use visual fraction models and numbers to divide a unit fraction by a non-zero whole number and to divide a whole number by a unit fraction. Students will:

Solve real-world problems in division of fractions

Solve real-world problems in division of whole numbers by unit fractions

Use visual fraction models to represent the problem


Use visual fraction models to divide fractions

Resources: Divide and Conquer

Dividend Division Divisor Equation Fluently Non-zero whole number Number sense Quotient Unit fraction

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjJ2fjtu9LLAhXm74MKHSvADL8QjRwIBw&url=http://www.visualfractions.com/DivideEasy/dividelines.html&psig=AFQjCNHFUBFuIZKZ0fywoTeB24u9k361TA&ust=1458673358263240

Weeks 13-15:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess



Standards: Spiral Review of Current Curriculum 5.C.8: Add, subtract, multiply, and divide decimals to hundredths, using models or drawings and strategies based on place value or the properties of operations. Describe the strategy and explain the reasoning. 5.NS.3: Recognize the relationship 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 inversely, a digit in one place represents 1/10 of what it represents in the place to its left. 5.NS.6: Understand, interpret, and model percents as part of a hundred (e.g. by using pictures, diagrams, and other visual models). 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach.

4.NS.1: Read and write whole numbers up to 1,000,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 1,000,000. 4.NS.6: Write tenths and hundredths in decimal and fraction notations. Use words, models, standard form and expanded form to represent decimal numbers to hundredths. Know the fraction and decimal equivalents for halves and fourths (e.g., 1/2 = 0.5 = 0.50, 7/4 = 1 3/4 = 1.75).

Week 13:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. Review of all fractions Students will:

Add fractions with unlike denominators




Use a number line to order fractions


Multiply fractions

Divide fractions

Resources:

Denominator Fluently Fraction Mixed number Number sense Numerator

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiGmILDvqrZAhVF21MKHbrNAT4QjRwIBw&url=https://math.tutorvista.com/number-system/like-fractions.html&psig=AOvVaw3308fFP6qMPEJ7R2FA4g3x&ust=1518872334574489

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwicza7VvqrZAhUCq1MKHcQCA88QjRwIBw&url=https://www.tes.com/lessons/RDkb4CqtzrFWxw/adding-subtracting-and-multiplying-fractions&psig=AOvVaw3308fFP6qMPEJ7R2FA4g3x&ust=1518872334574489

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjzoc_uvqrZAhXSzlMKHVQTDdwQjRwIBw&url=https://www.onlinemath4all.com/fraction.html&psig=AOvVaw3JiCdO-k9OAi7J7LWOi6WK&ust=1518872411731984

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwisq7fwwqrZAhURvlMKHaZUAuoQjRwIBw&url=http://www.instructables.com/id/Dividing-Fractions-1/&psig=AOvVaw2S4-wR2L1EglCLJCdaSYZs&ust=1518872477516264

Week 14:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.C.8: Add, subtract, multiply, and divide decimals to hundredths, using models or drawings and strategies based on place value or the properties of operations. Describe the strategy and explain the reasoning. 5.NS.3: Recognize the relationship 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 inversely, a digit in one place represents 1/10 of what it represents in the place to its left. Students will:

Add decimals to hundredths

Subtract decimals to hundredths

Multiply decimals to hundredths

Divide decimals to hundredths

Use various strategies for illustration of operation

Use strategies based on place values

Describe the strategy used to solve the problem

Use reasoning to justify answer

Understand relationship of place value of decimal

Resources: Use Your Head

Pack and Post

Operation: Decimals

Operation: Decimals

Addition Decimals Division Fluently Hundredth Models Multiplication Number sense Operations Place value Property Reasoning Represents Strategy Subtraction

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj0oLKfvNLLAhUkvIMKHWMjDhgQjRwIBw&url=http://www.cimt.plymouth.ac.uk/projects/mepres/book8/bk8i4/bk8_4i2.htm&bvm=bv.117218890,d.amc&psig=AFQjCNEHNRMv1ykMZXcBVDiBJyTJImNPSA&ust=1458673461894617

Week 15:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.C.8: Add, subtract, multiply, and divide decimals to hundredths, using models or drawings and strategies based on place value or the properties of operations. Describe the strategy and explain the reasoning. 5.NS.6: Understand, interpret, and model percents as part of a hundred (e.g. by using pictures, diagrams, and other visual models). Students will:

Add decimals to hundredths

Subtract decimals to hundredths

Multiply decimals to hundredths

Divide decimals to hundredths

Use models to represent decimals

Use drawings to represent decimals

Describe strategy used when computing decimals

Model percents as part of a hundred

Resources:

Addition Decimal Difference Divide Fluently Hundredths Models Multiply Number sense Place value Product Properties Quotient Strategy Subtraction Sum

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiAyfPfwbfaAhWK2FMKHY1-DjsQjRx6BAgAEAU&url=http://www.scimathmn.org/stemtc/frameworks/412b-decimals&psig=AOvVaw3HXaRtERUCkh2bg6vZyCsV&ust=1523717889534202

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjDnfztwbfaAhUMrFMKHdxEDUMQjRx6BAgAEAU&url=http://slideplayer.com/slide/8526770/&psig=AOvVaw3HXaRtERUCkh2bg6vZyCsV&ust=1523717889534202

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiglv2KwrfaAhUGulMKHcLkCicQjRx6BAgAEAU&url=http://www.enchantedlearning.com/math/decimals/addingdecimals/&psig=AOvVaw09RHY8BJw08w8i0hch_e5l&ust=1523718014830754

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiUxs6WwrfaAhXGulMKHWGxCUUQjRx6BAgAEAU&url=http://www.enchantedlearning.com/math/decimals/subtractingdecimals/&psig=AOvVaw0Kp1geC5leJJzYBsvLpTKn&ust=1523718039816258

https://www.mathwizz.com/decimals/help/help4.htm

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiLl9K4wrfaAhXQoFMKHWzFAzcQjRx6BAgAEAU&url=http://www.coolmath.com/prealgebra/02-decimals/09-decimals-dividing-by-whole-number-02&psig=AOvVaw26RTBjfA3jRlY0hywyxp9E&ust=1523718100370930

Weeks 16-18:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess



Standards Spiral Review of Current Curriculum 5.NS.6: Understand, interpret, and model percent as part of a hundred (e.g. by using pictures, diagrams, and other visual models). 5.NS.5: Use place value understanding to round decimal numbers up to thousandths to any given place value. Review of all decimal and percent operations.

5.AT.5: Solve real-world problems involving addition, subtraction, multiplication, and division with decimals to hundredths, including problems that involve money in decimal notation (e.g. by using equations to represent the problem). 5.NS.1: Use a number line to compare and order fractions, mixed numbers, and decimals to thousandths. Write the results using <, >, and = symbols. 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach.

4.NS.6: Write tenths and hundredths in decimal and fraction notations. Use words, models, standard form and expanded form to represent decimal numbers to hundredths. Know the fraction and decimal equivalents for halves and fourths (e.g., 1/2 = 0.5 = 0.50, 7/4 = 1 3/4 = 1.75). 4.NS.9: Use place value understanding to round multi-digit whole numbers to any given place value. 4.NS.5: Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark, such as 0, 1/2, and 1). Recognize comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model).

Week 16:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.NS.6: Understand, interpret, and model percent as part of a hundred (e.g. by using pictures, diagrams, and other visual models). 5.NS.5: Use place value understanding to round decimal numbers up to thousandths to any given place value. Review of all decimal and percent operations. Students will:

Understand percent as part of a hundred

Interpret percent as part of a hundred

Model percent as part of a hundred

Use visual models to display percent

Solve real-world problems with addition of decimals to hundredths

Solve real-world problems with subtraction of decimals hundredths

Solve real-world problems with division of decimals hundredths

Solve real-world problems with multiplication of decimals hundredths

Solve real-world problems of addition of decimals using money

Solve real-world problems with subtraction of decimals using money

Solve real-world problems with division of decimals using money

Solve real-world problems with multiplication of decimals using money

Use place value to round decimal numbers up to thousandths

Resources:

Decimal Display Equivalent Fluently Fraction Model Number sense Percent

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjVmbvLvNLLAhWCtoMKHVnvBDgQjRwIBw&url=http://www.teacherswithapps.com/app_reviews-visual-fractions-decimals-and-percentages/&bvm=bv.117218890,d.amc&psig=AFQjCNFPRQVmPSv5Vpo4W8qyHegywomsow&ust=1458673555422133

http://slideplayer.com/slide/5274845/

Week 17:



5.AT.5: Solve real-world problems involving addition, subtraction, multiplication, and division with decimals to hundredths, including problems that involve money in decimal notation (e.g. by using equations to represent the problem). 5.NS.1: Use a number line to compare and order fractions, mixed numbers, and decimals to thousandths. Write the results using <, >, and = symbols. Students will:

Solve real-world decimal problems

Compute all operations of decimals

Use money

Use number line to compare fractions

Use a number line to order fractions

Use number line to compare mixed numbers


Use a number line to compare decimals to thousandths

Use a number line to order decimals to thousandths

Use comparison symbols

Resources:

Addition Compare Decimals Division Fluently Hundredths Mixed numbers Money Multiplication Number line Number sense Order Subtraction Symbols Thousandths

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiQ4NLqw7faAhUFv1MKHVlpACgQjRx6BAgAEAU&url=https://study.com/academy/lesson/add-subtract-multiply-divide-decimals.html&psig=AOvVaw3Plcl9XMewl9fZ88CiMFVV&ust=1523718478197561

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwi-mprzw7faAhWEvFMKHdXsCjYQjRx6BAgAEAU&url=https://www.wyzant.com/resources/lessons/math/elementary_math/money/adding_and_subtracting_money&psig=AOvVaw3Plcl9XMewl9fZ88CiMFVV&ust=1523718478197561

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjcoOqHxLfaAhWHzFMKHVCeDzgQjRx6BAgAEAU&url=https://www.teacherspayteachers.com/Product/Menu-Math-Practice-Adding-Subtracting-and-Multiplying-Decimals-Activity-2690172&psig=AOvVaw1VGO3tRYWsDuY6XmPpZOY2&ust=1523718544891742

Weeks 18-21:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess



Standards Spiral Review of Current Curriculum 5.G.2: Identify and classify polygons including quadrilaterals, pentagons, hexagons, and triangles (equilateral, isosceles, scalene, right, acute and obtuse) based on angle measures and sides. Classify polygons in a hierarchy based on properties. 5.G.1: Identify, describe, and draw triangles (right, acute, obtuse) and circles using appropriate tools (e.g., ruler or straightedge, compass and technology). Understand the relationship between radius and diameter. 5.M.1: Convert among different-sized standard measurement units within a given measurement system, and use these conversions in solving multi-step real-world problems. 5.M.3: Develop and use formulas for the area of triangles, parallelograms and trapezoids. Solve real-world and other mathematical problems that involve perimeter and area of triangles, parallelograms and trapezoids, using appropriate units for measures. 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach.

4.G.5: Classify triangles and quadrilaterals based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles (right, acute, obtuse). 4.G.1: Identify, describe, and draw parallelograms, rhombuses, and trapezoids using appropriate tools (e.g., ruler, straightedge and technology). 4.G.3: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint. 4.M.2: Know relative sizes of measurement units within one system of units, including km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec. Express measurements in a larger unit in terms of a smaller unit within a single system of measurement. Record measurement equivalents in a two-column table. 4.M.4: Apply the area and perimeter formulas for rectangles to solve real-world problems and other mathematical problems. Recognize area as additive and find the area of complex shapes composed of rectangles by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts; apply this technique to solve real-world problems and other mathematical problems involving shapes.

Week 18:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.G.2: Identify and classify polygons including quadrilaterals, pentagons, hexagons, and triangles (equilateral, isosceles, scalene, right, acute and obtuse) based on angle measures and sides. Classify polygons in a hierarchy based on properties. 5.G.1: Identify, describe, and draw triangles (right, acute, obtuse) and circles using appropriate tools (e.g., ruler or straightedge, compass and technology). Understand the relationship between radius and diameter. Students will:

Identify polygons

Classify polygons based on properties

Identify types of triangles

Describe the types of triangles

Draw the types of triangles

Draw circles using appropriate tools

Understand radius

Understand diameter

Understand the relationship between radius and diameter

Resources: Classifying Quadrilaterals

Acute angle Acute triangle Categorize Classify Compass Diameter Equilateral triangle Fluently Hexagon Hierarchy Isosceles triangle Obtuse angle Obtuse triangle Pentagon Polygon Properties Protractor Quadrilateral Radius Right angle Right triangle Scalene triangle Solid figure Straightedge Triangle

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjPxZCavdLLAhXGxIMKHVdVDv4QjRwIBw&url=https://www.pinterest.com/pin/237213105349060848/&bvm=bv.117218890,d.amc&psig=AFQjCNFMRPIPMMqdQVpYXE49TE1-oSk58A&ust=1458673701695716

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiwla62xarZAhXE6lMKHbKpC5IQjRwIBw&url=https://www.tes.com/teaching-resource/sorting-2d-shapes-6172371&psig=AOvVaw03Ufb0KOMlie9vonXn9TAu&ust=1518874176013006

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjunOboxarZAhWGzFMKHbqrBTkQjRwIBw&url=https://www.tes.com/lessons/Htn7gbItEQjSmg/quadrilaterals-polygons&psig=AOvVaw3psFg0tqb5ItKaV9m4_YPZ&ust=1518874247650371

Week 19:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.M.1: Convert among different-sized standard measurement units within a given measurement system, and use these conversions in solving multi-step real-world problems. Students will:

Convert different-sized standard measurement units

Solve multi-step problems

Resources: Straw Planes

Conversions Convert Fluently Standard measurement

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiUxfa_vdLLAhWiw4MKHdJaBacQjRwIBw&url=http://www.inchcalculator.com/unit-conversion/from/inch/to/foot/&bvm=bv.117218890,d.amc&psig=AFQjCNGp6PbnUguouhe-o6humlLr2XpJPA&ust=1458673798332893

http://strongarmor.blogspot.com/2012/06/fun-with-metric-conversions.html

Week 20:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.M.3: Develop and use formulas for the area of triangles, parallelograms and trapezoids. Solve real-world and other mathematical problems that involve perimeter and area of triangles, parallelograms and trapezoids, using appropriate units for measures. Review Perimeter (grades 3 and 4) Students will:

Develop formulas for area of triangles

Develop formulas for area of parallelograms

Develop formulas for area of trapezoids

Use formulas for area of triangles

Use formulas for area of parallelograms

Use formulas for area of trapezoids

Solve real-world problems with perimeter

Solve real-world problems with area

Use appropriate units for measures

Resources:

Area Fluently Formulas Parallelogram Perimeter Trapezoid Triangle Unit

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjF8PvfvdLLAhVqt4MKHbNtC-wQjRwIBw&url=http://www.ck12.org/geometry/Triangle-Area/lesson/Triangle-Area-Grade-7/&bvm=bv.117218890,d.amc&psig=AFQjCNGNn6F4DQFmAuh39h8RFUzr2sfpvg&ust=1458673848272185

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj1osXpvdLLAhWkvIMKHUFiCdgQjRwIBw&url=http://dandumitrache.com/area-parallelogram/&bvm=bv.117218890,d.amc&psig=AFQjCNFOFFIRhkPwoWoXm8M0lJngZYZbCw&ust=1458673886410177

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiMh4j8vdLLAhUKsoMKHVUDAkQQjRwIBw&url=http://dandumitrache.com/area-trapezoid/&bvm=bv.117218890,d.amc&psig=AFQjCNH369PnYc7Vkw_43UNu1k_M8J68nA&ust=1458673917406997

Week 21:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.M.3: Develop and use formulas for the area of triangles, parallelograms and trapezoids. Solve real-world and other mathematical problems that involve perimeter and area of triangles, parallelograms and trapezoids, using appropriate units for measures. Review Perimeter (grades 3 and 4) Students will:

Develop formulas for area of triangles

Develop formulas for area of parallelograms

Develop formulas for area of trapezoids

Use formulas for area of triangles

Use formulas for area of parallelograms

Use formulas for area of trapezoids

Solve real-world problems with perimeter

Solve real-world problems with area

Use appropriate units for measures

Resources:

Area Fluently Formulas Parallelogram Perimeter Trapezoid Triangle Unit

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjF8PvfvdLLAhVqt4MKHbNtC-wQjRwIBw&url=http://www.ck12.org/geometry/Triangle-Area/lesson/Triangle-Area-Grade-7/&bvm=bv.117218890,d.amc&psig=AFQjCNGNn6F4DQFmAuh39h8RFUzr2sfpvg&ust=1458673848272185

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj1osXpvdLLAhWkvIMKHUFiCdgQjRwIBw&url=http://dandumitrache.com/area-parallelogram/&bvm=bv.117218890,d.amc&psig=AFQjCNFOFFIRhkPwoWoXm8M0lJngZYZbCw&ust=1458673886410177

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiMh4j8vdLLAhUKsoMKHVUDAkQQjRwIBw&url=http://dandumitrache.com/area-trapezoid/&bvm=bv.117218890,d.amc&psig=AFQjCNH369PnYc7Vkw_43UNu1k_M8J68nA&ust=1458673917406997

Weeks 22-24:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess



Standards Spiral Review of Current Curriculum 5.M.2: Find the area of a rectangle with fractional side lengths by modeling 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. 5.M.4: 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 or multiplying the height by the area of the base. 5.M.5: Apply the formulas V = l × w × h and V = B × h for right rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths to solve real-world problems and other mathematical problems. 5.M.6: Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real-world problems and other mathematical problems.


4.M.4: Apply the area and perimeter formulas for rectangles to solve real-world problems and other mathematical problems. Recognize area as additive and find the area of complex shapes composed of rectangles by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts; apply this technique to solve real-world problems and other mathematical problems involving shapes.

Week 22:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.M.2: Find the area of a rectangle with fractional side lengths by modeling 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:

Find area of a rectangle

Find area of a rectangle with fractional side

Show the area is same by multiplying

Represent fraction products as rectangular areas

Resources:

Area Fluently Fractional side Length Modeling Product Rectangle Unit squares

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjVrMnz2rvMAhXssYMKHUqnD84QjRwIBw&url=https://www.youtube.com/watch?v%3D4JtcIEJclRA&bvm=bv.121070826,d.amc&psig=AFQjCNGX-UG9y675JGEoxxvsnV6c6lFfYg&ust=1462289435079145

Week 23:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.M.4: 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 or multiplying the height by the area of the base. 5.M.5: Apply the formulas V = l × w × h and V = B × h for right rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths to solve real-world problems and other mathematical problems. 5.M.6: Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real-world problems and other mathematical problems. Students will:

Find the volume of a right rectangular prism

Show volume is same by multiplying side lengths

Apply formula to find volume

Find volume of sold figures of two prisms

Resources: Luggage Limits

Essential Math:

Measurement of

Rectangular Solids

book

Base Edge Face Fluently Height Length Non-overlapping Right rectangular prism Solid Unit cubes Vertex Vertices Volume Whole number

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiZipvbvtLLAhXqtYMKHfBnCYAQjRwIBw&url=http://www.skillsyouneed.com/num/volume.html&bvm=bv.117218890,d.amc&psig=AFQjCNEI8RbFiBNPQ3oUzdDmH6lb-F6ErA&ust=1458674113242212

https://www.google.com/imgres?imgurl=http://1.bp.blogspot.com/-Qxex7QG4zWI/Vf3crMrSHhI/AAAAAAAAB-U/PH44jDG8KXg/s1600/Screen%2BShot%2B2015-09-19%2Bat%2B6.07.00%2BPM.png&imgrefurl=http://awheelerfes.blogspot.com/2015/09/september-21st-25th-dont-have-time-to.html&docid=JAIo4K97z6htMM&tbnid=65Rp6gUCnkkYNM:&w=803&h=451&safe=strict&bih=622&biw=1366&ved=0ahUKEwiY546K27vMAhVos4MKHaszCPU4ZBAzCBgoFTAV&iact=mrc&uact=8

Week 24:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.M.4: 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 or multiplying the height by the area of the base. 5.M.5: Apply the formulas V = l × w × h and V = B × h for right rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths to solve real-world problems and other mathematical problems. 5.M.6: Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real-world problems and other mathematical problems. Students will:

Find the volume of a right rectangular prism

Show volume is same by multiplying side lengths

Apply formula to find volume

Find volume of sold figures of two prisms

Resources: Luggage Limits

Essential Math:

Measurement of

Rectangular Solids book

Base Edge Face Fluently Height Length Non-overlapping Right rectangular prism Solid Unit cubes Vertex Vertices Volume Whole number

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiGobuzxqrZAhXNyVMKHY5NDpwQjRwIBw&url=http://moziru.com/explore/Cereal clipart rectangle object/&psig=AOvVaw3_Oo7Y9aTTTka_OizGu3qY&ust=1518874446344057

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi71vTHxqrZAhVPzFMKHaGnDRMQjRwIBw&url=http://gwenbeads.blogspot.com/2014/11/more-on-puff-beads-design-for-beaded.html&psig=AOvVaw2tqnunteUrgrQz9vxTk2tR&ust=1518874480277684

Weeks 25-27:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess



Standards: Spiral Review of Current Curriculum 5.DS.2: Understand and use measures of center (mean and median) and frequency (mode) to describe a data set. 5.DS.1: Formulate questions that can be addressed with data and make predictions about the data. Use observations, surveys, and experiments to collect, represent, and interpret the data using tables (including frequency tables), line plots, bar graphs, and line graphs. Recognize the differences in representing categorical and numerical data.

5.AT.6: Graph points with whole number coordinates on a coordinate plane. Explain how the coordinates relate the point as the distance from the origin on each 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 y-coordinate) 5.AT.7: Represent real-world problems and equations by graphing ordered pairs in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

4.DA.1: Formulate questions that can be addressed with data. Use observations, surveys, and experiments to collect, represent, and interpret the data using tables (including frequency tables), line plots, and bar graphs.

Week 25:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.DS.2: Understand and use measures of center (mean and median) and frequency (mode) to describe a data set. Students will:

Understand mean to describe a data set

Understand median to describe a data set

Understand mode to describe a data set

Resources:

Data Data set Fluently Frequency Mean Median Mode

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwior8LwvtLLAhWCtoMKHVnvBDgQjRwIBw&url=http://www.funinroom4b.com/2012/04/mean-median-mode-and-range-foldable.html&bvm=bv.117218890,d.amc&psig=AFQjCNHob9KXEWTxz5zRWk_gqj_xky-6ZQ&ust=1458674167256210

Week 26:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.DS.1: Formulate questions that can be addressed with data and make predictions about the data. Use observations, surveys, and experiments to collect, represent, and interpret the data using tables (including frequency tables), line plots, bar graphs, and line graphs. Recognize the differences in representing categorical and numerical data. Students will:

Formulate questions that can be addressed with data

Make predictions about data

Use observations to interpret the data

Use surveys to interpret the data

Use experiments to collect data

Use experiments to represent data using tables

Understand the types of graphs

Recognize the differences in categorical data

Recognize the differences in numerical data

Resources:

Bar graph Categorical data Data Experiment Fluently Formulate Frequency Frequency table Interpret Line graph Line plot Numerical data

Observations Predictions Represent Survey Tables

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiSqqfj27vMAhXGmoMKHR2RCD4QjRwIBw&url=http://www.classroomcapers.co.uk/maths-graphs-school-poster.html&bvm=bv.121070826,d.amc&psig=AFQjCNEqZMezIHDBCbmglxPwXntJS67egA&ust=1462289699945140

Week 27:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.AT.6: Graph points with whole number coordinates on a coordinate plane. Explain how the coordinates relate the point as the distance from the origin on each 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 y-coordinate) 5.AT.7: Represent real-world problems and equations by graphing ordered pairs in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. Students will:

Graph ordered pairs on a coordinate plane

Explain how coordinates relate distance from the origin

Understand the x-axis and y-axis

Understand the x-coordinate and y-coordinate

Represent real-world problems by graphing ordered pairs in first quadrant

Represent equations by graphing ordered pairs in the first quadrant

Interpret coordinate values of points

Resources: Mark My Words

Space Shuttle Coordinates

Captain Kid’s Grid

Hurkle Hide and Seek

Plotting Planes Willie the Wheel Man

Sticking Around

Just Drop It!

Coordinate Coordinate plane Equation Fluently Ordered pair Origin Quadrant Points Value x-axis x-coordinate y-axis y-coordinate

https://www.google.com/imgres?imgurl=http://www.mathsideas.com/resources/1347130506-1 quadrant grid.bmp&imgrefurl=http://www.danasrhj.top/quadrant-coordinate-plane/&docid=G00nCT8YlO6WsM&tbnid=xB-eUg0ZB9FRhM:&w=635&h=491&safe=strict&bih=622&biw=1366&ved=0ahUKEwjbtOSx3LvMAhWBuIMKHVX6CJkQMwhHKCMwIw&iact=mrc&uact=8

Weeks 28-30:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess



Standards: Spiral Review of Current Curriculum 5.AT.8: Define and use up to two variables to write linear expressions that arise from real-world problems, and evaluate them for given values. 5.C.9: Evaluate expressions with parentheses or brackets involving whole numbers using the commutative properties of addition and multiplication, associative properties of addition and multiplication, and distributive property. 5.NS.4: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach.

4.AT.6: Understand that an equation, such as y = 3x + 5, is a rule to describe a relationship between two variables and can be used to find a second number when a first number is given. Generate a number pattern that follows a given rule. 4.NS.1: Read and write whole numbers up to 1,000,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 1,000,000.

Week 28:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.AT.8: Define and use up to two variables to write linear expressions that arise from real-world problems, and evaluate them for given values. Students will:

Define two variables to write linear expressions

Use two variables to write linear expressions

Solve real-world problems using linear expressions

Evaluate expressions for given values

Resources:

Define Evaluate

Expression Fluently Linear Expression Variable

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Week 29:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.C.9: Evaluate expressions with parentheses or brackets involving whole numbers using the commutative properties of addition and multiplication, associative properties of addition and multiplication, and distributive property. 5.NS.4: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Students will:

Evaluate expressions with parentheses

Evaluate expressions with brackets

Use the commutative property of addition

Use the commutative property of multiplication

Use associative property of addition

Use associative property of multiplication

Use distributive property

Explain patterns in number of zeros by multiplying by power of 10

Explain patterns of the decimal point when it is multiplied by power of 10

Use whole number exponents for powers of 10

Resources:

Associative property Bracket Commutative property Cubed Distributive property Exponent Expression Fluently Order of operation Parentheses Power Product Squared

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Week 30:


Standards: 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. Students will:

Resources:

Weeks 31-33:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess



Standards: Spiral Review of Current Curriculum 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach.

Week 31:



Resources:

Week 32:



Resources:

Week 33:



Resources:

Weeks 34-36:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess



Standards: Spiral Review of Current Curriculum


Week 34:



Resources:

Week 35:



Resources:

Week 36:



Resources:


Activities

Vocabulary

Standards: Students will:

AIMS: Internet Resources:

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