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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


QUICK CHAPTER REFERENCE GUIDE

CHAPTER PAGE CHAPTER PAGE

CHAPTER 1

Planning Resources………………………………….….8

Digital Supports………………..………..........…….…..9

Literature and Journal Ideas…….………………………10

CHAPTER 7




CHAPTER 2




CHAPTER 8




CHAPTER 3




CHAPTER 9




CHAPTER 4




CHAPTER 10




CHAPTER 5




CHAPTER 11




CHAPTER 6





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


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


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BEEN LEFT BLANK

INTENTIONALLY


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


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.


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


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

http://www.calicocookie.com/mathjournal.html


PLANNING RESOURCES

Critical Area #2: Operations with Fractions 5.NF

Teaching

for Depth

Mathematical

Practices

Professional

Development

Podcast Videos

Prerequisite


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


how to teach the next chapter. What fraction is in its lowest

form?

What fraction is in

its simplest form?


DIGITAL SUPPORTS


How Do We Teach It?


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




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.




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


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


how to teach the next chapter. corner vertex


DIGITAL SUPPORTS

Critical Area #3: Geometry and Measurement 5.OA, 5.MD, and 5.G

How Do We Teach It?


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



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.


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