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Math 5 CCSS Curriculum Map First Nine Weeks CHAPTER 1: Place Value, Multiplication & Expressions LESSON 1: Place Value & Patterns Common Core State Standard(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. Students’ Learning Target(s) 1. Recognize the 10 to 1 relationship among place-value positions. Instructional Strategies / Learning Activities Manipulatives base-ten blocks place value chart Content Breakdown relationship of the digit value to the decimal point 10x greater than the value to the right (vice versa) Mathematical Practice Standard Standard 4: Model with mathematics. Vocabulary place value multiples pattern Formative Assessment Options: Summarize – How can you describe the relationship between two place-value positions? Literacy Standard Time Frame: 1 day Page 1 of 168 Revised 4/25/2013

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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

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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

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on

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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?

Lite

racy

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anda

rd

Time Frame:

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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?

Lite

racy

St

anda

rd

Time Frame:

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CHAPTER 3: Add & Subtract Decimals LESSON 3: Compare & Order DecimalsCo

mm

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?

Lite

racy

St

anda

rd

Time Frame:

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CHAPTER 3: Add & Subtract Decimals LESSON 4: Round DecimalsCo

mm

on

Core

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?

Lite

racy

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anda

rd

Time Frame:

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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?

Lite

racy

St

anda

rd

Time Frame:

Page 26 of 102 Revised 4/25/2013

Math 5 CCSSCurriculum Map

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?

Lite

racy

St

anda

rd

Time Frame:

Page 27 of 102 Revised 4/25/2013

Math 5 CCSSCurriculum Map

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?

Lite

racy

St

anda

rd

Time Frame:

Page 28 of 102 Revised 4/25/2013

Math 5 CCSSCurriculum Map

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?

Lite

racy

St

anda

rd

Time Frame:

Page 29 of 102 Revised 4/25/2013

Math 5 CCSSCurriculum Map

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?

Lite

racy

St

anda

rd

Time Frame:

Page 30 of 102 Revised 4/25/2013

Math 5 CCSSCurriculum Map

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?

Lite

racy

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anda

rd

Time Frame:

Page 31 of 102 Revised 4/25/2013

Math 5 CCSSCurriculum Map

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?

Lite

racy

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anda

rd

Time Frame:

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?

Lite

racy

St

anda

rd

Time Frame:

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?

Lite

racy

St

anda

rd

Time Frame:

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?

Lite

racy

St

anda

rd

Time Frame:

Page 35 of 102 Revised 4/25/2013

Math 5 CCSSCurriculum Map

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?

Lite

racy

St

anda

rd

Time Frame:Page 36 of 102 Revised 4/25/2013

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?

Lite

racy

St

anda

rd

Time Frame:

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

racy

St

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

St

anda

rd

Time Frame:

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Math 5 CCSSCurriculum Map

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?

Lite

racy

St

anda

rd

Time Frame:Page 40 of 102 Revised 4/25/2013

Math 5 CCSSCurriculum Map

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?

Lite

racy

St

anda

rd

Time Frame:

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?

Lite

racy

St

anda

rd

Time Frame:

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

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anda

rd

Time Frame:CHAPTER 7: Multiply Fractions LESSON 6: Fraction MultiplicationPage 64 of 102 Revised 4/25/2013

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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

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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?

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rd

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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?

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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

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rd

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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?

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rd

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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?

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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?

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rd

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CHAPTER 8: Divide Fractions LESSON 4: Fraction & Whole-Number DivisionCo

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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?

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anda

rd

Page 73 of 102 Revised 4/25/2013

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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

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anda

rd

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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?

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CHAPTER 9: Algebra ~ Patterns & Graphing LESSON 2: Ordered PairsCo

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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?

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CHAPTER 9: Algebra ~ Patterns & Graphing LESSON 3: Graph DataCo

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on

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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?

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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?

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CHAPTER 9: Algebra ~ Patterns & Graphing LESSON 5: Numerical PatternsCo

mm

on

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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?

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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?

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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?

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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?

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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?

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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?

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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?

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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?

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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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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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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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CHAPTER 11: Geometry & Volume LESSON 2: TrianglesCo

mm

on

Core

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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CHAPTER 11: Geometry & Volume LESSON 3: QuadrilateralsCo

mm

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?

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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?

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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?

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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?

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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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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?

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CHAPTER 11: Geometry & Volume LESSON 9: Volume of Rectangular PrismsCo

mm

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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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?

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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?

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Time Frame:

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CHAPTER 11: Geometry & Volume LESSON 12: Find Volume of Composed FiguresCo

mm

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

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Math 5 CCSSCurriculum Map

Page 102 of 102 Revised 4/25/2013