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Math 5 CCSSCurriculum Map
First Nine Weeks
CHAPTER 1: Place Value, Multiplication & Expressions LESSON 1: Place Value & Patterns
Com
mon
Co
re S
tate
St
anda
rd(s
)
NBT #1: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Recognize the 10 to 1 relationship among place-value positions.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives base-ten blocks place value chart
Cont
ent
Brea
kdow
n
relationship of the digit value to the decimal point
10x greater than the value to the right (vice versa)
Mat
hem
atic
al
Prac
tice
St
anda
rd
Standard 4: Model with mathematics.Vo
cabu
lary
place value multiples pattern
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you describe the relationship between two place-value positions?
Lite
racy
St
anda
rd
Time Frame: 1 dayCHAPTER 1: Place Value, Multiplication & Expressions LESSON 2: Place Value of Whole NumbersPage 1 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
)NBT #1: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Read and write whole numbers through hundred millions.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es Game playing cards, place
value mat cooperative learning
Nonlinguistic Representation
Manipulatives base ten blocks
Cont
ent
Brea
kdow
n
relationship of the digit value to the decimal point
purpose of comma purpose of period
Mat
hem
atic
al
Prac
tice
St
anda
rd
Standard 7: Look for and make use of structure.
Voca
bula
ry period standard form expanded form word form diameter kilometer
Form
ativ
e As
sess
men
t
Options: Summarize – How do you
read, write, and represent whole numbers through hundred millions?
learning log
Lite
racy
St
anda
rd
Time Frame: 1 day
Page 2 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 1: Place Value, Multiplication & Expressions LESSON 3: PropertiesCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #6: Find whole-number quotients of whole
numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Use properties of operations to solve problems.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Jigsaw Activity review of properties
Similarities & Differences distributive vs. all
the others
Cont
ent
Brea
kdow
n
purpose of properties efficiency
Mat
hem
atic
al
Prac
tice
St
anda
rd
Standard 7: Look for and make use of structure.
Voca
bula
ry number property Commutative
Property Associative
Property Identity Property Inverse Property Distributive
Property
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use properties of operations to solve problems?
Lite
racy
St
anda
rd
Time Frame: 2 days
Page 3 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 1: Place Value, Multiplication & Expressions LESSON 4: Powers of Ten & ExponentsCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #2: 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.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Write and evaluate repeated factors in exponent form.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Testing & Generating Hypotheses
Manipulatives base ten blocks
Cont
ent
Brea
kdow
n
factors of ten exponents the “zero rule” using patterns to make
generalizations models
power of 2 – square power of 3 - cube
Mat
hem
atic
al
Prac
tice
St
anda
rd
Standard 8: Look for and express regularity in repeated reasoning.
Voca
bula
ry base exponent factors
Form
ativ
e As
sess
men
t
Options: Summarize – How can you
use an exponent to show powers of 10?
Lite
racy
St
anda
rd
Time Frame:
Page 4 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 1: Place Value, Multiplication & Expressions LESSON 5: Multiplication PatternsCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #2: 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.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Use a basic fact and a pattern to multiply mentally by multiples of 10, 100, and 1,000.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cues, Questions & Advance Organizers
Cont
ent
Brea
kdow
n factors of ten exponents the “zero rule” using patterns to make
generalizations connecting 10’s and exponents
Mat
hem
atic
al
Prac
tice
St
anda
rd
Standard 7: Look for and make use of structure.
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can you
use a basic fact and a pattern to multiply by a 2-digit number?
Lite
racy
St
anda
rd
Time Frame: 1 day
Page 5 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 1: Place Value, Multiplication & Expressions LESSON 6: Multiply by 1-Digit NumbersCo
mm
on
Core
Sta
te
Stan
dard
(s)
NBT #5: Fluently multiply multi-digit whole numbers using the standard algorithm.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Multiply by 1-digit numbers.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Direct Instruction Modeling Manipulatives
grid paper
Cont
ent
Brea
kdow
n
algorithm (standard procedure)
Mat
hem
atic
al
Prac
tice
St
anda
rd
Standard 8: Look for and express regularity in repeated reasoning.
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How do you
multiply by 1-digit numbers?
Lite
racy
St
anda
rd
Time Frame:
Page 6 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 1: Place Value, Multiplication & Expressions LESSON 7: Multiply by 2-Digit NumbersCo
mm
on
Core
Sta
te
Stan
dard
(s)
NBT #5: Fluently multiply multi-digit whole numbers using the standard algorithm.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Multiply 2-digit numbers.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Direct Instruction Modeling
Cont
ent
Brea
kdow
n
algorithm (standard procedure) multi-digit
Mat
hem
atic
al
Prac
tice
St
anda
rd
Standard 8: Look for and express regularity in repeated reasoning.
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How do you
multiply by 2-digit numbers?
Lite
racy
St
anda
rd
Time Frame:
CHAPTER 1: Place Value, Multiplication & Expressions LESSON 8: Relate Multiplication to DivisionPage 7 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
) NBT #6: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Use multiplication to solve division problems.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Similarities & Differences
Cont
ent
Brea
kdow
n
connect to distributive property check solution with multiplication show the relationship between
multiplication and division
Mat
hem
atic
al
Prac
tice
St
anda
rd
Standard 7: Look for and make use of structure.
Voca
bula
ry inverse
operations
Form
ativ
e As
sess
men
t
Options: Summarize – How is
multiplication used to solve a division problems?
Lite
racy
St
anda
rd
Time Frame: 2 days
Page 8 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 1: Place Value, Multiplication & Expressions LESSON 9: Problem Solving ~ Multiplication & DivisionCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #6: Find whole-number quotients of
whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Use the strategy” solve a simpler problem” to solve problems.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cooperative Learning
Cont
ent
Brea
kdow
n
show the relationship between multiplication and division
UPSC
Mat
hem
atic
al
Prac
tice
St
anda
rd
Standard 1: Make sense of problems and persevere in solving them.
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can you
use the strategy “solve a simpler problem” to help you solve a division problem?
Lite
racy
St
anda
rd
Time Frame:
Page 9 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 1: Place Value, Multiplication & Expressions LESSON 10: Numerical ExpressionsCo
mm
on
Core
Sta
te
Stan
dard
(s)
OA #2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Writing expressions in words and symbols.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
Look at math as being a language Connecting words to symbols
+ means add, increase,… – means subtract, take
away… x means multiply, times… ÷ means divide, group…
*When teaching this standard you are only writing.
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
numerical expressions
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use a numerical expression to describe a situation?
Lite
racy
St
anda
rd
Page 10 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
Time Frame:CHAPTER 1: Place Value, Multiplication & Expressions LESSON 11: Evaluate Numerical Expressions
Com
mon
Co
re S
tate
St
anda
rd(s
)
OA #1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Use grouping symbols to evaluate expressions.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
Using Order of Operations with grouping symbols addition subtraction division multiplication
*Note you do NOT use exponents.
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
evaluate Order of Operations
Form
ativ
e As
sess
men
t
Options: Summarize – In what
order must operations be evaluated to find the solution to a problem?
Lite
racy
St
anda
rd
Time Frame:Page 11 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 1: Place Value, Multiplication & Expressions LESSON 12: Grouping SymbolsCo
mm
on
Core
Sta
te
Stan
dard
(s)
OA #1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Use grouping symbols to evaluate expressions.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n Using Order of Operations with… Grouping symbols
parentheses brackets braces
*Note you do NOT use exponents.
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – In what
order must operations be evaluated to find a solution when there are parentheses within parentheses?
Lite
racy
St
anda
rd
Time Frame:
Page 12 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 2: Divide Whole Numbers LESSON 1: Place the First DigitCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #6: Find whole-number quotients of whole
numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Place the first digit in the quotient by estimating or using place value.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
long division multi-digit by one-digit
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry dividend divisor quotient remainder
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you tell where to place the first digit of a quotient without dividing?
Lite
racy
St
anda
rd
Time Frame:
Page 13 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 2: Divide Whole Numbers LESSON 2: Divide by 1-Digit DivisorsCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #6: Find whole-number quotients of
whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Divide 3- and 4- digit dividends by 1-digit divisors.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
long division multi-digit by one-digit
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
inverse operations
Form
ativ
e As
sess
men
t
Options: Summarize – How do you
solve and check division problems?
Lite
racy
St
anda
rd
Time Frame:
Page 14 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 2: Divide Whole Numbers LESSON 3: Division with 2-Digit DivisorsCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #6: Find whole-number quotients of
whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Model division with 2-digit divisors using base-ten blocks.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives base-ten blocks
Cont
ent
Brea
kdow
n
divide 4 digit number by a 2 digit number
modeling process with base ten blocks
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
partial quotients
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use base-ten blocks to model and understand division of whole numbers?
Lite
racy
St
anda
rd
Time Frame:
Page 15 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 2: Divide Whole Numbers LESSON 4: Partial QuotientsCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #6: Find whole-number quotients of
whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Use partial quotients to divide by 2-digit divisors.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
alternative methods of division remainders
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
partial quotients
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use partial quotients to divide by 2-digit divisors?
Lite
racy
St
anda
rd
Time Frame:
Page 16 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 2: Divide Whole Numbers LESSON 5: Estimate with 2-Digit DivisorsCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #6: Find whole-number quotients of whole
numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Estimate quotients using compatible numbers.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
alternative methods for division estimation
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry compatible
numbers estimate
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use compatible numbers to estimate quotients?
Lite
racy
St
anda
rd
Time Frame:
Page 17 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 2: Divide Whole Numbers LESSON 6: Divide by 2-Digit DivisorsCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #6: Find whole-number quotients of
whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Divide by 2-digit divisors
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
meaning of the remainder
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you divide by 2-digit divisors?
Lite
racy
St
anda
rd
Time Frame:
Page 18 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 2: Divide Whole Numbers LESSON 7: Interpret the RemainderCo
mm
on
Core
Sta
te
Stan
dard
(s) NF #3: Interpret a fraction as division of the
numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Solve division problems and decide when to write a remainder as a fraction.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
rounding divisors and dividends to estimate quotients
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – When solving
a division problem, when do you write the remainder as a fraction?
Lite
racy
St
anda
rd
Time Frame:
Page 19 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 2: Divide Whole Numbers LESSON 8: Adjust the QuotientsCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #6: Find whole-number quotients of whole
numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Adjust the quotient if the estimate is too high or too low.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
rounding divisors and dividends to estimate quotients
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you adjust the quotient if you estimate is too high or too low?
Lite
racy
St
anda
rd
Time Frame:
Page 20 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 2: Divide Whole Numbers LESSON 9: Problem Solving - DivisionCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #6: Find whole-number quotients of
whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Solve problems by using the strategy “draw a diagram.”
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
divide 4 digit number by a 2 digit number
check solution with multiplication show the relationship between
multiplication and division
Mat
hem
atic
al
Prac
tice
St
anda
rd
Standard 1: Make sense of problems and persevere in solving them.
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
the strategy “draw a diagram” help you solve a division problems?
Lite
racy
St
anda
rd
Time Frame:
Page 21 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 3: Add & Subtract Decimals LESSON 1: ThousandthsCo
mm
on
Core
Sta
te
Stan
dard
(s)
NBT #1: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Model, read, and write decimals to thousandths.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives base-ten blocks color pencils ruler
Similarities & Differences (vocabulary)
Cont
ent
Brea
kdow
n
relationship of the digit value to the decimal point
Mat
hem
atic
al
Prac
tice
St
anda
rd
Standard 2: Reason abstractly and quantitatively.
Voca
bula
ry place value tenths hundredths thousandths
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you describe the relationship between two decimal place-value positions?
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CHAPTER 3: Add & Subtract Decimals LESSON 2: Place Value of DecimalsCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #3: Read, write, and compare decimals to
thousandths.
a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Read and write decimals to the thousandths place.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives place value chart
Video Clips
Cont
ent
Brea
kdow
n
read and say decimals write the decimal
standard form expanded form
Mat
hem
atic
al
Prac
tice
St
anda
rd
Standard 2: Reason abstractly and quantitatively.
Voca
bula
ry standard form expanded form
Form
ativ
e As
sess
men
t
Options: Summarize – How do
you read, write, and represent decimals through thousandths?
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CHAPTER 3: Add & Subtract Decimals LESSON 3: Compare & Order DecimalsCo
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on
Core
Sta
te
Stan
dard
(s) NBT #3: Read, write, and compare decimals to
thousandths.
b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Compare and order decimals to the thousandths.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Similarities & Differences
Manipulatives place value chart
Cont
ent
Brea
kdow
n
symbols <, less than >, greater than =, equal to place values
Mat
hem
atic
al
Prac
tice
St
anda
rd
Standard 2: Reason abstractly and quantitatively.
Voca
bula
ry less than greater than
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use place value to compare and order decimals?
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CHAPTER 3: Add & Subtract Decimals LESSON 4: Round DecimalsCo
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on
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Sta
te
Stan
dard
(s)
NBT #4: Use place value understanding to round decimals to any place.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Round decimals to any place.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
IWB Chart Manipulatives
grid paper place value chart
Cont
ent
Brea
kdow
n
and separates the whole and the part
the concept of half
Mat
hem
atic
al
Prac
tice
St
anda
rd
Standard 2: Reason abstractly and quantitatively.
Voca
bula
ry
Rounding
Form
ativ
e As
sess
men
t
Options: Summarize – How can you
use place value to round decimals to a given place?
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CHAPTER 3: Add & Subtract Decimals LESSON 5: Decimal AdditionCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #7: Add, subtract, multiply, and divide
decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Model decimal addition using base-ten blocks.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives base-ten blocks
Cont
ent
Brea
kdow
n all operations with decimals relationships between and in
operations use various models and strategies give reason why for selection of
strategy
Mat
hem
atic
al
Prac
tice
St
anda
rd
Standard 2: Reason abstractly and quantitatively.
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use base-ten blocks to model decimal addition?
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CHAPTER 3: Add & Subtract Decimals LESSON 6: Decimal SubtractionCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #7: Add, subtract, multiply, and divide
decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Model decimal subtraction using base-ten blocks.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives base-ten blocks
Cont
ent
Brea
kdow
n all operations with decimals relationships between and in
operations use various models and strategies give reason why for selection of
strategy
Mat
hem
atic
al
Prac
tice
St
anda
rd
Standard 2: Reason abstractly and quantitatively.
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use base-ten blocks to model decimal subtraction?
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CHAPTER 3: Add & Subtract Decimals LESSON 7: Decimal Sums & DifferencesCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #7: Add, subtract, multiply, and divide
decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Make reasonable estimates of decimal sums and differences.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives number lines
Cont
ent
Brea
kdow
n
rounding to estimate
Mat
hem
atic
al
Prac
tice
St
anda
rd
Standard 2: Reason abstractly and quantitatively.
Voca
bula
ry
benchmark
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you estimate decimal sums and differences?
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CHAPTER 3: Add & Subtract Decimals LESSON 8: Add DecimalsCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #7: Add, subtract, multiply, and divide
decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Add decimals using place value.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Direct Instruction Manipulatives
grid paper base-ten blocks
Cont
ent
Brea
kdow
n all operations with decimals relationships between and in
operations use various models and strategies give reason why for selection of
strategy
Mat
hem
atic
al
Prac
tice
St
anda
rd
Standard 2: Reason abstractly and quantitatively.
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
place value help you add decimals?
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Page 29 of 102 Revised 4/25/2013
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CHAPTER 3: Add & Subtract Decimals LESSON 9: Subtract DecimalsCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #7: Add, subtract, multiply, and divide
decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Subtract decimals using place value.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Direct Instruction Manipulatives
base-ten blocks grid paper
Cont
ent
Brea
kdow
n all operations with decimals relationships between and in
operations use various models and strategies give reason why for selection of
strategy
Mat
hem
atic
al
Prac
tice
St
anda
rd
Standard 2: Reason abstractly and quantitatively.
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
place value help you subtract decimals?
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CHAPTER 3: Add & Subtract Decimals LESSON 10: Patterns with DecimalsCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #7: Add, subtract, multiply, and divide
decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Identify, describe, and create numeric patterns with decimals.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Interactive Flipchart
Cont
ent
Brea
kdow
n all operations with decimals relationships between and in
operations use various models and strategies give reason why for selection of
strategy
Mat
hem
atic
al
Prac
tice
St
anda
rd Standard 2: Reason abstractly and quantitatively.
Standard 7: Look for and make use of structure.
Voca
bula
ry
sequence term
Form
ativ
e As
sess
men
t
Options: Summarize – How can you
use addition or subtraction to describe a pattern or create a sequence with decimals?
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Page 31 of 102 Revised 4/25/2013
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CHAPTER 3: Add & Subtract Decimals LESSON 11: Add & Subtract MoneyCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #7: Add, subtract, multiply, and divide
decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Solve problems using the strategy “make a table.”
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives money grid paper
Cont
ent
Brea
kdow
n
connecting money to base 10
Mat
hem
atic
al
Prac
tice
St
anda
rd Standard 1: Make sense of problems and persevere in solving them.
Standard 4: Model with mathematics.Vo
cabu
lary
regroup balance deposit withdraw
Form
ativ
e As
sess
men
t
Options: Summarize – How can the
strategy “make a table” help you organize and keep track of your bank account balance?
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Page 32 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 3: Add & Subtract Decimals LESSON 12: Choose a MethodCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #7: Add, subtract, multiply, and divide
decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Choose a method to find a decimal sum or difference.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Direct Instruction
Cont
ent
Brea
kdow
n all operations with decimals relationships between and in
operations use various models and strategies give reason why for selection of
strategy
Mat
hem
atic
al
Prac
tice
St
anda
rd Standard 2: Reason abstractly and quantitatively.
Standard 7: Look for and make use of structure.
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – Which
method could you choose to find decimal sums and differences?
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Page 33 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
Second Nine Weeks
CHAPTER 4: Multiply Decimals LESSON 1: Multiplication Patterns with Decimals
Com
mon
Co
re S
tate
St
anda
rd(s
) NBT #2: 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.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Find patterns in products when multiplying by powers of 10.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es Video Clip Interactive Flipchart Inquiry Based
have students analyze patterns to determine that when multiply by a power of 10 you can simply move the decimal point
Cont
ent
Brea
kdow
n
factors of ten moving the decimal point… using patterns to make
generalizations
Mat
hem
atic
al
Prac
tice
St
anda
rd
Standard 7: Look for and make use of structure.
Voca
bula
ry decimal hundredths multiplication ones pattern place value product tenths thousandths
Form
ativ
e As
sess
men
t
Options: Summarize – How can
patterns help you place the decimal point in a product?
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anda
rd
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Page 34 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 4: Multiply Decimals LESSON 2: Multiply Decimals & Whole NumbersCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #7: Add, subtract, multiply, and divide
decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Model multiplication of whole numbers and decimals.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives color pencils
Cont
ent
Brea
kdow
n
decimal and whole number
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use a model to multiply a whole number and a decimal?
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anda
rd
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Page 35 of 102 Revised 4/25/2013
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CHAPTER 4: Multiply Decimals LESSON 3: Multiplication with Decimals & Whole NumbersCo
mm
on C
ore
Stat
e St
anda
rd(s
)NBT #2: 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.NBT #7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Multiply a decimal and a whole number using drawings and place value.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
use various models and strategies give reason why for selection of strategy
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use drawings and place value to multiply a decimal and a whole number?
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anda
rd
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Math 5 CCSSCurriculum Map
CHAPTER 4: Multiply Decimals LESSON 4: Multiply Using Expanded FormCo
mm
on C
ore
Stat
e St
anda
rd(s
)NBT #2: 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.NBT #7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Use expanded form and place value to multiply a decimal and a whole number.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n use various models and strategies give reason why for selection of strategy
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
expanded form
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use expanded form and place value to multiply a decimal and a whole number?
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Page 37 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 4: Multiply Decimals LESSON 5: Problem Solving – Multiply MoneyCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #7: Add, subtract, multiply, and divide
decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Solve problems using the strategy “draw a diagram” to multiply money.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n all operations with decimals relationships between and in
operations use various models and strategies give reason why for selection of
strategy
Mat
hem
atic
al
Prac
tice
St
anda
rd
Standard 1: Make sense of problems and persevere in solving them.
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can the strategy “draw a diagram” help you solve a decimal multiplication problem?
Lite
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anda
rd
Time Frame:
Page 38 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 4: Multiply Decimals LESSON 6: Decimal MultiplicationCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #7: Add, subtract, multiply, and divide
decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Model multiplication of decimals.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives color pencils 100 grid box
Cont
ent
Brea
kdow
n
decimal times a decimal physical models
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can you
use a model to multiply decimals?
Lite
racy
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anda
rd
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Page 39 of 102 Revised 4/25/2013
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CHAPTER 4: Multiply Decimals LESSON 7: Multiply DecimalsCo
mm
on C
ore
Stat
e St
anda
rd(s
)NBT #2: 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.NBT #7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Place the decimal point in decimal multiplication.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
decimal times a decimal traditional algorithm
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – What
strategies can you use to place a decimal point in a product?
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anda
rd
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CHAPTER 4: Multiply Decimals LESSON 8: Zeros in the ProductCo
mm
on C
ore
Stat
e St
anda
rd(s
)NBT #2: 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.NBT #7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Multiply decimals with zeros in the product.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
the “zero rule” using patterns to make generalizations use various models and strategies give reason why for selection of strategy
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How do you
know you have the correct number of decimal places in your product?
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racy
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anda
rd
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Page 41 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 5: Divide Decimals LESSON 1: Division Patterns with DecimalsCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #2: 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.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Find patterns in quotients when dividing powers of 10.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Inquiry Based have students analyze
patterns to determine that when multiply by a power of 10 you can simply move the decimal point
Cont
ent
Brea
kdow
n
factors of ten using patterns to make
generalizations
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry decimal decimal point dividend divisor exponent quotient
Form
ativ
e As
sess
men
t
Options: Summarize – How can
patterns help you place the decimal point in a quotient?
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anda
rd
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Page 42 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 5: Divide Decimals LESSON 2: Divide Decimals by Whole NumbersCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #7: Add, subtract, multiply, and divide
decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Model division of decimals by whole numbers.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives color pencils base-ten blocks
Cont
ent
Brea
kdow
n
use various models and strategies give reason why for selection of
strategy
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry hundredth tenth
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use a model to divide a decimal by a whole number?
Lite
racy
St
anda
rd
Time Frame:
Page 43 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 5: Divide Decimals LESSON 3: Estimate QuotientsCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #7: Add, subtract, multiply, and divide
decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Estimate decimal quotients.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
estimation use various models and strategies give reason why for selection of
strategy
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry compatible
numbers estimate
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you estimate decimal quotients?
Lite
racy
St
anda
rd
Time Frame:
Page 44 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 5: Divide Decimals LESSON 4: Division of Decimals by Whole NumbersCo
mm
on C
ore
Stat
e St
anda
rd(s
)NBT #2: 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.NBT #7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Divide decimals by whole numbers.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives base-ten blocks
Cont
ent
Brea
kdow
n
decimal by whole number traditional algorithm physical model
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you divide decimals by whole numbers?
Lite
racy
St
anda
rd
Time Frame:Page 45 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 5: Divide Decimals LESSON 5: Decimal DivisionCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #7: Add, subtract, multiply, and divide
decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Model division by decimals.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives color pencils base-ten blocks
Cont
ent
Brea
kdow
n
use various models and strategies give reason why for selection of
strategy
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use a model to divide by a decimal?
Lite
racy
St
anda
rd
Time Frame:
Page 46 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 5: Divide Decimals LESSON 6: Divide DecimalsCo
mm
on C
ore
Stat
e St
anda
rd(s
)
NBT #2: 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.NBT #7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Place the decimal point in decimal division.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n decimal by decimal
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can you
place the decimal point in the quotient?
Lite
racy
St
anda
rd
Time Frame:Page 47 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 5: Divide Decimals LESSON 7: Write Zeros in the DividendCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #7: Add, subtract, multiply, and divide
decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Write a zero in the dividend to find a quotient.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
needing the include extra zeros in the dividend
use various models and strategies give reason why for selection of
strategy
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
equivalent fractions
remainder
Form
ativ
e As
sess
men
t
Options: Summarize – When do you
write a zero in the dividend to find a quotient?
Lite
racy
St
anda
rd
Time Frame:
Page 48 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 5: Divide Decimals LESSON 8: Problem Solving ~ Decimal OperationsCo
mm
on
Core
Sta
te
Stan
dard
(s) NBT #7: Add, subtract, multiply, and divide
decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Solve multistep decimal problems using the strategy “work backward.”
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n all operations with decimals relationships between and in
operations use various models and strategies give reason why for selection of
strategy
Mat
hem
atic
al
Prac
tice
St
anda
rd
Standard 1: Make sense of problems and persevere in solving them.
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How do you
use the strategy “work backward” to solve multistep decimal problems?
Lite
racy
St
anda
rd
Time Frame:
Page 49 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 6: Add & Subtract Fractions with Unlike Denominators LESSON 1: Addition with Unlike DenominatorsCo
mm
on
Core
Sta
te
Stan
dard
(s) NF #2: Solve word problems involving
addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Use models to add fractions with unlike denominators.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives fraction strips
Cont
ent
Brea
kdow
n
focus on being able to describe and explain the process
physical models
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
sum
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use models to add fractions that have different denominators?
Lite
racy
St
anda
rd
Time Frame:
Page 50 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 6: Add & Subtract Fractions with Unlike Denominators LESSON 2: Subtraction with Unlike DenominatorsCo
mm
on
Core
Sta
te
Stan
dard
(s) NF #2: Solve word problems involving
addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Use models to subtract fractions with unlike denominators.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives fraction strips
Cont
ent
Brea
kdow
n
focus on being able to describe and explain the process
physical models
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
difference
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use models to subtract fractions that have different denominators?
Lite
racy
St
anda
rd
Time Frame:
Page 51 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 6: Add & Subtract Fractions with Unlike Denominators LESSON 3: Estimate Fraction Sums & DifferencesCo
mm
on
Core
Sta
te
Stan
dard
(s) NF #2: Solve word problems involving
addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Make reasonable estimates of fraction sums and differences.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives number lines
Cont
ent
Brea
kdow
n
knowing benchmarks (0, ½, 1) to help estimate with fractions
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
benchmark
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you make reasonable estimates of fraction sums and differences?
Lite
racy
St
anda
rd
Time Frame:
Page 52 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 6: Add & Subtract Fractions with Unlike Denominators LESSON 4: Common Denominators & Equivalent FractionsCo
mm
on
Core
Sta
te
Stan
dard
(s)
NF #1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Find a common denominator or a least common denominator to write equivalent fractions.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
multiple methods for finding common denominators
multiply denominators list multiples to find LCM
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry common
denominator common multiples equivalent fractions
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you rewrite a pair of fractions so that they have a common denominator?
Lite
racy
St
anda
rd
Time Frame:
Page 53 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 6: Add & Subtract Fractions with Unlike Denominators LESSON 5: Add & Subtract FractionsCo
mm
on
Core
Sta
te
Stan
dard
(s)
NF #1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Use equivalent fractions to add and subtract fractions.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
apply method of choice for finding common denominators
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
reduce simplest form
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use a common denominator to add and subtract fractions with unlike denominators?
Lite
racy
St
anda
rd
Time Frame:
Page 54 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 6: Add & Subtract Fractions with Unlike Denominators LESSON 6: Add & Subtract Mixed NumbersCo
mm
on
Core
Sta
te
Stan
dard
(s)
NF #1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Add and subtract missed numbers with unlike denominators.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
estimate before working add whole numbers, add fractions
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
mixed number
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you add and subtract mixed numbers with unlike denominators?
Lite
racy
St
anda
rd
Time Frame:
Page 55 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 6: Add & Subtract Fractions with Unlike Denominators LESSON 7: Subtracting with RenamingCo
mm
on
Core
Sta
te
Stan
dard
(s)
NF #1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Rename to find the difference of two mixed numbers.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
estimate before working subtraction fractions FIRST,
borrow from whole numbers if necessary
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use renaming to find the difference of two mixed numbers?
Lite
racy
St
anda
rd
Time Frame:
Page 56 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 6: Add & Subtract Fractions with Unlike Denominators LESSON 8: Patterns with FractionsCo
mm
on
Core
Sta
te
Stan
dard
(s)
NF #1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Identify, describe, and create numeric patterns with fractions.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
find patterns that involve fractions
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
pattern
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use addition or subtraction to describe a pattern or create a sequence with fractions?
Lite
racy
St
anda
rd
Time Frame:
Page 57 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 6: Add & Subtract Fractions with Unlike Denominators LESSON 9: Problem Solving ~ Addition & SubtractionCo
mm
on
Core
Sta
te
Stan
dard
(s) NF #2: Solve word problems involving
addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Solve problems using the strategy “work backwards.”
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
UPSC
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
the strategy “work backward” help you solve a problem with fractions that involves addition and subtraction?
Lite
racy
St
anda
rd
Time Frame:
Page 58 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 6: Add & Subtract Fractions with Unlike Denominators LESSON 10: Use Properties of AdditionCo
mm
on
Core
Sta
te
Stan
dard
(s)
NF #1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Add fractions and mixed numbers with unlike denominators using the properties.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
apply addition number properties to fractions
Associative Commutative
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Associative Property Commutative Property
Form
ativ
e As
sess
men
t
Options: Summarize – How can
properties help you add fraction with unlike denominators?
Lite
racy
St
anda
rd
Time Frame:
Page 59 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 7: Multiply Fractions LESSON 1: Find Part of a GroupCo
mm
on
Core
Sta
te
Stan
dard
(s) NF #4: Apply and extend previous
understandings of multiplication to multiply a fraction or whole number by a fraction.a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Model to find the fractional part of a group.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives counters
Cont
ent
Brea
kdow
n
draw pictures to group pieces of the whole
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
denominator numerator product
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you find a fractional part of a group?
Lite
racy
St
anda
rd
Time Frame:
CHAPTER 7: Multiply Fractions LESSON 2: Multiply Fractions & Whole NumbersPage 60 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
NF #4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Model the product of a fraction and a whole number.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives fraction strips fraction circles
Cont
ent
Brea
kdow
n
use physical models and drawings to multiply
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use a model to show the product of a fraction and a whole number?
Lite
racy
St
anda
rd
Time Frame:
CHAPTER 7: Multiply Fractions LESSON 3: Fraction & Whole Number MultiplicationPage 61 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
NF #4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Multiply fractions and whole numbers.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
an integer is a fraction over 1 multiply cross top and bottom
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you find the product of a fraction and a whole number without using a model?
Lite
racy
St
anda
rd
Time Frame:CHAPTER 7: Multiply Fractions LESSON 4: Multiply Fractions
Page 62 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
NF #4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Multiply fractions using models.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives color pencils
Cont
ent
Brea
kdow
n
multiply across top and bottom show models of multiplication
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
equivalent fraction
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use an area model to show the product of two fractions?
Lite
racy
St
anda
rd
Time Frame:CHAPTER 7: Multiply Fractions LESSON 5: Compare Fractions Factors & Products
Page 63 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
NF #5: Interpret multiplication as scaling (resizing), by:a. Comparing 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.b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Relate the size of the product compared to the size of one factor when multiplying with fractions.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives number lines
Cont
ent
Brea
kdow
n use pictures or numbers to aid in comparing
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How does
the size of the product compare to the size of one factor when multiplying fractions?
Lite
racy
St
anda
rd
Time Frame:CHAPTER 7: Multiply Fractions LESSON 6: Fraction MultiplicationPage 64 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
NF #4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Multiply fractions.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
multiply across top and bottom reduce fraction
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
reduce simplest form
Form
ativ
e As
sess
men
t
Options: Summarize – How do you
multiply fractions?
Lite
racy
St
anda
rd
Time Frame:CHAPTER 7: Multiply Fractions LESSON 7: Area & Mixed NumbersPage 65 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
NF #4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Use a model to multiply two mixed numbers and find the area of a rectangle.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives graph paper
Cont
ent
Brea
kdow
n
connect to area decompose figures to learn how to
multiply with mixed numbers
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
area mixed number
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use a unit tile to find the area of a rectangle with fractional side lengths?
Lite
racy
St
anda
rd
Time Frame:CHAPTER 7: Multiply Fractions LESSON 8: Compare Mixed Number Factors & Products
Page 66 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
NF #5: Interpret multiplication as scaling (resizing), by:a. Comparing 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.b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Relate the size of the product to the factors when multiplying fractions greater than one.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives number lines
Cont
ent
Brea
kdow
n
use models and/or number lines to help compare
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How does
the size of the product compare to the size of one factor when multiplying fractions greater than one?
Lite
racy
St
anda
rd
Time Frame:Page 67 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 7: Multiply Fractions LESSON 9: Multiply Mixed NumbersCo
mm
on
Core
Sta
te
Stan
dard
(s)
NF #6: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Multiply mixed numbers.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
learn different methods for multiplication
change mixed number to improper fraction
use distributive property
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
improper fraction
Form
ativ
e As
sess
men
t
Options: Summarize – How do you
multiply mixed numbers?
Lite
racy
St
anda
rd
Time Frame:
Page 68 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 7: Multiply Fractions LESSON 10: Problem Solving ~ Finding Unknown LengthsCo
mm
on C
ore
Stat
e St
anda
rd(s
) NF #5: Interpret multiplication as scaling (resizing), by:b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Solve problems using the strategy “guess, check, and revise.”
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n UPSC guess, check, and revise
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use the strategy “guess, check, and revise” to solve problems with fractions?
Lite
racy
St
anda
rd
Time Frame:Page 69 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
Third Nine Weeks
CHAPTER 8: Divide Fractions LESSON 1: Divide Fractions & Whole Numbers
Com
mon
Cor
e St
ate
Stan
dard
(s)
NF #7: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. b. Interpret division of a whole number by a unit fraction, and compute such quotientsc. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Divide a whole number by a fraction and divide a fraction by a whole number.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives fraction strips number lines
Cont
ent
Brea
kdow
n look for connections between multiplication and division
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
dividend fraction quotient whole number
Form
ativ
e As
sess
men
t
Options: Summarize – How do you
divide a whole number by a fraction and divide a fraction by a whole?
Lite
racy
St
anda
rd
Page 70 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
Time Frame:CHAPTER 8: Divide Fractions LESSON 2: Use Multiplication
Com
mon
Co
re S
tate
St
anda
rd(s
)
NF #7: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1b. Interpret division of a whole number by a unit fraction, and compute such quotients
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Solve problems using the strategy “draw a diagram.”
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
draw pictures to show how you can use multiplication instead of division
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
the strategy “draw a diagram” help you solve division problems by writing a multiplication sentence?
Lite
racy
St
anda
rd
Time Frame:
Page 71 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 8: Divide Fractions LESSON 3: Connect Fractions to DivisionCo
mm
on
Core
Sta
te
Stan
dard
(s) NF #3: Interpret a fraction as division of the
numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
Stud
ents
’ Lea
rnin
g Ta
rget
(s) 1. Interpret a fraction as
division and solve whole-number division problems that result in a fraction or mixed number.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
the fraction bar is another symbol for division
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How does a
fraction represent division?
Lite
racy
St
anda
rd
Time Frame:
Page 72 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 8: Divide Fractions LESSON 4: Fraction & Whole-Number DivisionCo
mm
on C
ore
Stat
e St
anda
rd(s
)NF #7: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. b. Interpret division of a whole number by a unit fraction, and compute such quotientsc. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Divide a whole number by a fraction and divide a fraction by a whole number.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
use models to represent
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you divide fractions by solving a related multiplication sentence?
Lite
racy
St
anda
rd
Page 73 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
Time Frame:CHAPTER 8: Divide Fractions LESSON 5: Interpret Division with Fractions
Com
mon
Cor
e St
ate
Stan
dard
(s)
NF #7: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. b. Interpret division of a whole number by a unit fraction, and compute such quotientsc. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Represent division by drawing diagrams and writing story problems and equations.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
multiple methods draw a diagram write an equation
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry equation
Form
ativ
e As
sess
men
t Options: Summarize – How can
you use diagrams, equations, and story problems to represent division?
Page 74 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 9: Algebra ~ Patterns & Graphing LESSON 1: Line PlotsCo
mm
on
Core
Sta
te
Stan
dard
(s)
MD #2: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Make and use line plots with fractions to solve problems.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
line plots WITH fractions
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
data line plot
Form
ativ
e As
sess
men
t
Options: Summarize – How can a
line plot help you find an average with data given in fractions?
Lite
racy
St
anda
rd
Time Frame:
Page 76 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 9: Algebra ~ Patterns & Graphing LESSON 2: Ordered PairsCo
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on C
ore
Stat
e St
anda
rd(s
) G #1: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Graph and name points on a coordinate grid using ordered pairs.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives coordinate plane
(Quadrant 1)
Cont
ent
Brea
kdow
n
work in Quadrant 1 ONLY
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry ordered pair origin x-axis y-axis x-coordinate y-coordinate
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you identify and plot points on a coordinate grid?
Lite
racy
St
anda
rd
Time Frame:
Page 77 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 9: Algebra ~ Patterns & Graphing LESSON 3: Graph DataCo
mm
on
Core
Sta
te
Stan
dard
(s)
G #2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Collect and graph data on a coordinate grid.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives paper cup water thermometer ice cubes stopwatch
Cont
ent
Brea
kdow
n
connect to previous day’s lesson plotting data points in Quadrant 1
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
degree Fahrenheit
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use a coordinate grid to display data collected in an experiment?
Lite
racy
St
anda
rd
Time Frame:
Page 78 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 9: Algebra ~ Patterns & Graphing LESSON 4: Line GraphsCo
mm
on
Core
Sta
te
Stan
dard
(s)
G #2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Analyze and display data in a line graph.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Similarities & Differences line plot vs. line
graph
Cont
ent
Brea
kdow
n
shows change over time create ordered pairs to plot data
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry interval line graph scale
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use a line graph to display and analyze real-world data?
Lite
racy
St
anda
rd
Time Frame:
Page 79 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 9: Algebra ~ Patterns & Graphing LESSON 5: Numerical PatternsCo
mm
on
Core
Sta
te
Stan
dard
(s) OA #3: Generate two numerical patterns
using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.
Stud
ents
’ Lea
rnin
g Ta
rget
(s) 1. Use two rules to
generate a numerical pattern and identify the relationship between the corresponding terms in the patterns.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
find patterns in lists and tables
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
patterns
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you identify a relationship between two numerical patterns?
Lite
racy
St
anda
rd
Time Frame:
Page 80 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 9: Algebra ~ Patterns & Graphing LESSON 6: Problem Solving ~ Find a RuleCo
mm
on
Core
Sta
te
Stan
dard
(s) OA #3: Generate two numerical patterns
using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Solve problems using he strategy “solve a simpler problem.”
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
UPSC deconstructing a problem
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use the strategy “solve a simpler problem” to help you solve a problem with patterns?
Lite
racy
St
anda
rd
Time Frame:
Page 81 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 9: Algebra ~ Patterns & Graphing LESSON 7: Graph & Analyze RelationshipsCo
mm
on
Core
Sta
te
Stan
dard
(s) OA #3: Generate two numerical patterns
using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Graph the relationship between numerical patterns on a coordinate grid.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
connect all content to be able to apply to problem situations
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you write and graph ordered pairs on a coordinate grid using two numerical patterns?
Lite
racy
St
anda
rd
Time Frame:
Page 82 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 10: Convert Units of Measure LESSON 1: Customary LengthCo
mm
on
Core
Sta
te
Stan
dard
(s)
MD #1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Compare, contrast, and convert customary units of length.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives ruler meter stick yard stick
Cont
ent
Brea
kdow
n
relationships between foot, inch, yard, mile
determine when to multiply or divide
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry foot inch mile yard
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you compare and convert customary units of length?
Lite
racy
St
anda
rd
Time Frame:
Page 83 of 102 Revised 4/25/2013
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CHAPTER 10: Convert Units of Measure LESSON 2: Customary CapacityCo
mm
on
Core
Sta
te
Stan
dard
(s)
MD #1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Compare, contrast, and convert customary units of capacity.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives containers to
represent various capacities
Cont
ent
Brea
kdow
n
relationships between cup, fluid ounce, pint, quart, gallon
determine when to multiply or divide
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry capacity cup fluid ounce gallon pint quart tablespoon teaspoon
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you compare and convert customary units of capacity?
Lite
racy
St
anda
rd
Time Frame:
Page 84 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 10: Convert Units of Measure LESSON 3: WeightCo
mm
on
Core
Sta
te
Stan
dard
(s)
MD #1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Compare, contrast, and convert customary units of weight.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives objects representing
various weights
Cont
ent
Brea
kdow
n
relationships between pound, ounce, ton
determine when to multiply or divide
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry ounce pound ton weight
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you compare and convert customary units of weight?
Lite
racy
St
anda
rd
Time Frame:
Page 85 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 10: Convert Units of Measure LESSON 4: Multistep Measurement ProblemsCo
mm
on
Core
Sta
te
Stan
dard
(s)
MD #1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Convert measurement units to solve multistep problems.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
given data in one unit and needing to change it for the final answer
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you solve multistep problems that include measurement conversions?
Lite
racy
St
anda
rd
Time Frame:
Page 86 of 102 Revised 4/25/2013
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CHAPTER 10: Convert Units of Measure LESSON 5: Metric MeasuresCo
mm
on
Core
Sta
te
Stan
dard
(s)
MD #1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Compare, contrast, and convert metric units.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Similarities & Differences Metric vs.
Customary Manipulatives
metric rulers
Cont
ent
Brea
kdow
n
metric system is based on the power of 10
prefixes and base units (gram, meter, liter)
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry meter gram liter prefixes
deka- mili- deci- kilo-
mass
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you compare and convert metric units?
Lite
racy
St
anda
rd
Time Frame:
Page 87 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 10: Convert Units of Measure LESSON 6: Problem Solving ~ Customary & Metric Conversions
Com
mon
Co
re S
tate
St
anda
rd(s
)
MD #1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Solve problems about customary and metric conversions using the strategy “make a table.”
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
UPSC using conversion tables stay within a single system
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use the strategy “make a table” to help solve problems about customary and metric conversions?
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Time Frame:
Page 88 of 102 Revised 4/25/2013
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CHAPTER 10: Convert Units of Measure LESSON 7: Elapsed TimeCo
mm
on
Core
Sta
te
Stan
dard
(s)
MD #1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Convert units of time to solve elapsed time problems.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives clocks
Cont
ent
Brea
kdow
n
time is base 60 when computing with time units
have to be the same
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
elapsed time
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you solve elapsed time problems by converting units of time?
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Time Frame:
Page 89 of 102 Revised 4/25/2013
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Third Nine Weeks
CHAPTER 11: Geometry & Volume LESSON 1: Polygons
Com
mon
Co
re S
tate
St
anda
rd(s
)
G #3: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Identify and classify polygons.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Sorting Shapes Lab Nonlinguistic
Representation showing relationship
between types of polygons
Word Study prefixes and roots
Cont
ent
Brea
kdow
n
identify number of angles, sides, vertices
polygons vs. non-polygons examples and non-examples
regular vs. not regular
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry congruent heptagon nonagon polygon regular polygon decagon hexagon octagon pentagon quadrilateral
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you identify and classify polygons?
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Time Frame:
Page 90 of 102 Revised 4/25/2013
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CHAPTER 11: Geometry & Volume LESSON 2: TrianglesCo
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on
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Sta
te
Stan
dard
(s)
G #3: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. G #4: Classify two-dimensional figures in a hierarchy based on properties.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Classify and draw triangles using their properties.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Sorting Shapes Lab Manipulatives
ruler protractor
Cont
ent
Brea
kdow
n type of polygon classify by sides or angles combine classification of side and
angles example: create an obtuse
scalene triangle
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry equilateral triangle isosceles triangle scalene triangle acute triangle obtuse triangle right triangle
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you classify triangles?
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anda
rd
Time Frame:
Page 91 of 102 Revised 4/25/2013
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CHAPTER 11: Geometry & Volume LESSON 3: QuadrilateralsCo
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on
Core
Sta
te
Stan
dard
(s)
G #4: Classify two-dimensional figures in a hierarchy based on properties.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Classify and compare quadrilaterals using their properties.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es Sorting Shapes Lab Similarities & Differences
trapezoid vs. parallelogram
Nonlinguistic Representation
show relationships between types of quadrilaterals
Cont
ent
Brea
kdow
n
type of polygon parallelograms vs. trapezoids
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry parallel lines parallelogram perpendicular lines rectangle rhombus trapezoid
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you classify and compare quadrilaterals?
Lite
racy
St
anda
rd
Time Frame:
Page 92 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 11: Geometry & Volume LESSON 4: Problem Solving ~ Properties of Two-Dimensional Figures
Com
mon
Co
re S
tate
St
anda
rd(s
)
G #3: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Solve problems using the strategy “act it out.”
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives tracing paper scissors
Cont
ent
Brea
kdow
n
UPSC create and manipulate shapes
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use the strategy “act it out” to approximate whether the sides of a figure are congruent?
Lite
racy
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anda
rd
Time Frame:
Page 93 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 11: Geometry & Volume LESSON 5: Three-Dimensional FiguresCo
mm
on
Core
Sta
te
Stan
dard
(s) MD #3: Recognize volume as an attribute of
solid figures and understand concepts of volume measurement.a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Indentify, describe, and classify three-dimensional figures.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Similarities & Differences polyhedron vs.
polygon prism vs. pyramid
Cont
ent
Brea
kdow
n polyhedrons example and non-examples
identify number of bases, faces, edges and vertices
name pyramids and prisms by their bases
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry base decagonal prism hexagonal prism lateral face octagonal prism pentagonal
pyramid polyhedron prism pyramid
Form
ativ
e As
sess
men
t
Options: Summarize – how can
you identify, describe, and classify three-dimensional figures?
Lite
racy
St
anda
rd
Time Frame:
Page 94 of 102 Revised 4/25/2013
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CHAPTER 11: Geometry & Volume LESSON 6: Unit Cubes & Solid FiguresCo
mm
on
Core
Sta
te
Stan
dard
(s)
MD #3: Recognize volume as an attribute of solid figures and understand concepts of volume measurement.a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Understand unit cubes and how they can be used to build a solid figure.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives centimeter cubes
Cont
ent
Brea
kdow
n
building up to the concept of volume
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
unit cube
Form
ativ
e As
sess
men
t
Options: Summarize – What is a
unit cube and how can you use it to build a solid figure?
Lite
racy
St
anda
rd
Time Frame:
Page 95 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 11: Geometry & Volume LESSON 7: Understand VolumeCo
mm
on
Core
Sta
te
Stan
dard
(s) MD #3: Recognize volume as an attribute of
solid figures and understand concepts of volume measurement.b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.MD #4: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Count unit cubes that fill a solid figure to find volume.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives centimeter cubes
Cont
ent
Brea
kdow
n
filling objects with unit cubes represents the volume
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
cubic unit volume
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use unit cubes to find the volume of a rectangular prism?
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racy
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anda
rd
Time Frame:
Page 96 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 11: Geometry & Volume LESSON 8: Estimate VolumeCo
mm
on
Core
Sta
te
Stan
dard
(s) MD #3: Recognize volume as an attribute of
solid figures and understand concepts of volume measurement.b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.MD #4: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Estimate the volume of a rectangular prism.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Manipulatives 2 boxes (different
sizes)
Cont
ent
Brea
kdow
n
estimating to continue to build the concept of volume
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use an everyday object to estimate the volume of a rectangular prism?
Lite
racy
St
anda
rd
Time Frame:
Page 97 of 102 Revised 4/25/2013
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CHAPTER 11: Geometry & Volume LESSON 9: Volume of Rectangular PrismsCo
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on C
ore
Stat
e St
anda
rd(s
)MD #5: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.a. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Find the volume of rectangular prisms.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Inquiry Based discover the
formula
Cont
ent
Brea
kdow
n
derive the formula for the volume of a rectangular prism
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you find the volume of a rectangular prism?
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racy
St
anda
rd
Time Frame:Page 98 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 11: Geometry & Volume LESSON 10: Apply Volume FormulasCo
mm
on
Core
Sta
te
Stan
dard
(s) MD #5: Relate volume to the operations of
multiplication and addition and solve real world and mathematical problems involving volume.b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Use a formula to find the volume of a rectangular prism.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
look at multiple formulas V = l x w x h V = B x h
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use a formula to find the volume of a rectangular prism?
Lite
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St
anda
rd
Time Frame:
Page 99 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 11: Geometry & Volume LESSON 11: Problem Solving ~ Compare VolumesCo
mm
on
Core
Sta
te
Stan
dard
(s) MD #5: Relate volume to the operations of
multiplication and addition and solve real world and mathematical problems involving volume.b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Use the strategy “make a table” to compare volumes.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
UPSC using table to record data changing a dimension of a figure…
will do what to a shape?
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you use the strategy “make a table” to compare different rectangular prisms with the same volume?
Lite
racy
St
anda
rd
Time Frame:
Page 100 of 102 Revised 4/25/2013
Math 5 CCSSCurriculum Map
CHAPTER 11: Geometry & Volume LESSON 12: Find Volume of Composed FiguresCo
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on C
ore
Stat
e St
anda
rd(s
)MD #5: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.c. Recognize volume as additive. 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.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Find the volume of combined rectangular prisms.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Cont
ent
Brea
kdow
n
composed figure breaking down the shape
Mat
hem
atic
al
Prac
tice
St
anda
rd
Voca
bula
ry
Form
ativ
e As
sess
men
t
Options: Summarize – How can
you find the volume of rectangular prisms that are combined?
Lite
racy
St
anda
rd
Time Frame:Page 101 of 102 Revised 4/25/2013