mathematics- fifth grade first nine...

Instructional Guide 2012-2013

Mathematics- Fifth Grade First Nine Weeks

Topic Lesson WEEKS 1-3

Place Value Comparing and Ordering Whole Numbers Decimal Place Value

1-1 1-2 1-3

Comparing and Ordering Whole Numbers Problem Solving: Look for a Pattern

1-4 1-5

Topic 1 Test

Mental Math Mixed Problem Solving Rounding Whole Numbers and Decimals Problem Solving- Drawing a Picture and Write an Equation

2-1 2-2 2-3 2-4

WEEKS 4-6

Adding and Subtracting Adding Decimals Subtracting Decimals Problem Solving: Multiple-Step Problems

2-5 2-6 2-7 2-8

Topic 2 Test Estimating Products Exponents Problem Solving- Drawing a Picture and Write an Equation Lessons 3.1 and 3.2 are omitted because lesson reinforces fourth grade SPIs which do not support the development of fifth grade skills.

COMMON CORE CONNECTIN: PREPARE FOR OCTOBER’S CRA CC Lesson 10-1A Estimating Sums and Differences of

Fractions CC Lesson 11-2A Estimating Products of Fractions

3-3 3-7 3-8

Topic 3 Test

Diving Multiples of 10 and 100 Estimating Quotients Problem Solving- Reasonableness Lessons 4.4 is omitted because lesson reinforces fourth grade SPIs which do not support the development of fifth grade skills.

4-1 4-2 4-3

WEEKS 6-9

Dividing by 1-digit Divisors Zeros in the Quotient Understanding Factors Prime and Composite Numbers Problem Solving- Drawing a Picture and Write an Equation Using Patterns to Divide Estimating Quotients with 2-Didigt Divisors Problem Solving- Multi-Step Problems Dividing by Multiples of 10

4-5 4-6 4-7 4-8 4-9

Topic 4Test

5-1 5-2 5-3 5-4

Expectations:

This map is intended to guide the instruction and encourages flexibility and differentiation within classrooms.

All content is to be taught within the respective nine week periods.

Students are to engage in mathematics learning centers (small group intervention, on-level or advanced center

activities) weekly.

In preparation for future full implementation of the Common Core State Standards (CCSS) in 2014-15, each grading

period teachers are to administer one free-response test, which is comparable to the how students will be assessed

according to the CCSS. Free-response Test Masters are included in Teacher’s Teaching Tool Masters envelope.

Please visit www.elementarymathmcs.weebly.com for additional instructional ideas, resources, and strategies.

AT A GLANCE PACING SCHEDULE All content is to be taught in the specified order and within the respective

nine week periods. The pacing allows for teachers to be able to cover the material in-depth and ensure student understanding.

http://www.elementarymathmcs.weebly.com/

Instructional Map- Common Core Connections Subject Mathematics Grade: Five Grading Period: 1st

Please note that all information is continually being revised and updated. Revised July 23, 2012

This map is intended to guide the instruction and encourages flexibility and differentiation within classrooms. Memphis City Schools

All content is to be taught within the respective nine week periods. of 14

Common Core Standards Connections are in GREEN The purpose of the map is to provide awareness to the Common Core Standards and the correlation to the TN State Standards. Students will be assessed based on the TN Diploma Standards until 2014-2015.

Use equivalent fractions as a strategy to add and subtract fractions. 5.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. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) 5.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. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2. Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 5.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. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? 5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

o 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.)

o 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.

5.NF.5. Interpret multiplication as scaling (resizing), by: o 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. o 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. 5.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. 5.NF.7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1 o Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship

between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3. o Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between

multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4. o Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For

example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?

Required Fluencies for Fifth Grade: • Multi-digit multiplication (5.NBT.5)

The Fifth Grade TNCore Focus Standards for the 2012-2013 school year are: Use equivalent fractions as a strategy to add and subtract fractions Apply and extend previous understanding of multiplication and division to multiply and divide fractions






Mathematical Practices 1. Make sense of problems and persevere in solving them. Mathematically proficient students interpret and make meaning of the problem looking for starting points. They solve problems by applying their understanding of

operations with whole numbers, decimals, and fractions including mixed numbers. They solve problems related to volume and measurement conversions. Fifth graders seek the meaning of a problem and look for efficient

ways to represent and solve it. They may check their thinking by asking themselves, “What is the most efficient way to solve the problem?” “Does this make sense?”, and “Can I solve the problem in a different way?”

2. Reason abstractly and quantitatively. Mathematically proficient fifth graders make sense of quantities and their relationships. They should recognize that a number represents a specific quantity. They connect quantities

to written symbols and create a logical representation of the problem at hand, considering both the appropriate units involved and the meaning of quantities. They extend this understanding from whole numbers to their work

with fractions and decimals. Students write simple expressions that record calculations with numbers and represent or round numbers using place value concepts.

3. Construct viable arguments and critique the reasoning of others. In fifth grade, students may construct arguments using concrete referents, such as objects, pictures, and drawings. They explain calculations based

upon models and properties of operations and rules that generate patterns. They demonstrate and explain the relationship between volume and multiplication. They refine their mathematical communication skills as they

participate in mathematical discussions involving questions like ―’How did you get that?’ and “Why is that true?” They explain their thinking to others and respond to others’ thinking.

4. Model with mathematics. Mathematically proficient students understand that models are a way to reason quantitatively and abstractly (able to decontextualize and contextualize). They apply the math they know to solve

problems in everyday life. Students experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, making a chart, list, or graph, creating

equations, etc. Students need opportunities to connect the different representations and explain the connections. They should be able to use all of these representations as needed. Fifth graders should evaluate their results

in the context of the situation and whether the results make sense. They also evaluate the utility of models to determine which models are most useful and efficient to solve problems.

5. Use appropriate tools strategically. Fifth graders consider the available tools (including estimation) when solving a mathematical problem and decide when certain tools might be helpful. For instance, they may use unit

cubes to fill a rectangular prism and then use a ruler to measure the dimensions. They use graph paper to accurately create graphs and solve problems or make predictions from real world data.

6. Attend to precision. Students continue to refine their mathematical communication skills by using clear and precise language in their discussions with others and in their own reasoning. Students use appropriate

terminology when referring to expressions, fractions, geometric figures, and coordinate grids. They are careful about specifying units of measure and state the meaning of the symbols they choose. For instance, when figuring

out the volume of a rectangular prism they record their answers in cubic units.

7. Look for and make use of structure. (Deductive Reasoning) In fifth grade, students look closely to discover a pattern or structure. For instance, students use properties of operations as strategies to add, subtract,

multiply and divide with whole numbers, fractions, and decimals. They examine numerical patterns and relate them to a rule or a graphical representation.

8. Look for and express regularity in repeated reasoning. (Inductive Reasoning) Fifth graders use repeated reasoning to understand algorithms and make generalizations about patterns. Students connect place value

and their prior work with operations to understand algorithms to fluently multiply multi-digit numbers and perform all operations with decimals to hundredths. Students explore operations with fractions with visual models and

begin to formulate generalizations.






To promote focus and give educators the opportunity to begin to explore the new standards (and the critically important accompanying Constructed Response Assessment), the State Department of Education decided to narrow the focus of the TCAP for the next two school years (2012-13 and 2013-14), by removing 15-25% of the SPIs in each grade in mathematics, grades 3-8.In selecting which SPIs to remove, the following was considered:

Which SPIs focused on content that will not be covered in the CCSSM? Which SPIs focused on content that will be covered in a meaningfully different way in the CCSSM?

Which SPIs shifted up grade levels in the Common Core? State Performance Indicators (SPIs) dropped from the 2012-2013 Mathematics Grades 3-8 TCAP

SPI CODE SPI Language SPI 0506.1.1 Given a series of geometric statements, draw a conclusion about the figure described. SPI 0506.2.2 Write the prime factorization of numbers through 50 using both exponential and standard notation. SPI 0506.4.3 Identify a three-dimensional object from two-dimensional representations of that object and vice versa. SPI 0506.4.6 Record measurements in context to reasonable degree of accuracy using decimals and/or fractions. SPI 0506.5.2 Make predictions based on various data representations, including double bar and line graphs.

The TCAP will remain similarly slimmed and narrowed in the 2013-2014 school year. In 2014-2015, PARCC assessments will replace all TCAP exams. In order to emphasize the importance of the Focus Standards and provide students and teachers feedback on readiness for the CCSSM, as well as prepare students for the types of extended, innovative item types they will likely see on PARCC exams, we will be expanding the Constructed Response Assessment (CRA) to all grades 3-8. The new CRA will only assess the TNCore Focus Standards in math. Students will take three CRA’s: the first assessment will be administered in a window from October 15, 2012 to October 25, 2012. (Source: www.TNCore.org)






The Common Core State Standards in Mathematics (CCSSM) present an opportunity to engage students more deeply in the types of problem solving and mathematical thinking that build the fundamental and adaptive math skills necessary for life after high school. Please find below information about the key instructional shifts called for by the CCSSM:

Instructional Shifts

1. Focus strongly where the Standards focus Focus: The Standards call for a greater focus in mathematics. Rather than racing to cover topics in today's mile-wide, inch-deep curriculum, teachers use the power of the eraser and significantly narrow and deepen the way time and energy is spent in the math classroom. They focus deeply on the major work * of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom.

2. Coherence: think across grades, and link to major topics* within grades

Thinking across grades: the Standards are designed around coherent progressions from grade to grade. Principals and teachers carefully connect the learning across grades so that students can build new understanding onto foundations built in previous years. Teachers can begin to count on deep conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning. Linking to major topics: Instead of allowing additional or supporting topics to detract from the focus of the grade, these topics can serve the grade level focus. For example, instead of data displays as an end in themselves, they support grade-level word problems.

3. Rigor: in major topics* pursue:

conceptual understanding,

procedural skill and fluency, and

application with equal intensity.

Conceptual understanding: The Standards call for conceptual understanding of key concepts, such as place value and ratios. Teachers support students' ability to access concepts from a number of perspectives so that students are able to see math as more than a set of mnemonics or discrete procedures. Procedural skill and fluency: The Standards call for speed and accuracy in calculation. Teachers structure class time and/or homework time for students to practice core functions such as single-digit multiplication so that students have access to more complex concepts and procedures. Application: The Standards call for students to use math flexibly for application. Teachers provide opportunities for students to apply math in context. Teachers in content areas outside of math, particularly science, ensure that students are using math to make meaning of and access content.

Source: Student Achievement Partners Revised (7.2.12) and www.TNCore.org






GLE 0506.2.1 Extend the understanding of place value through millions and millionths in various contexts and representations. GLE 0506.2.5 Develop fluency in solving multi-step problems using whole numbers, fractions, mixed numbers, and decimals.

Knowledge and Skills Outcomes

(Checks for Understanding) Resources and Instructional Strategies Assessments Intervention/Enrichment

Technology and Additional

Web Based Resources

SPI 0506.2.1 Read and write numbers from millions to millionths in various contexts. SPI 0506.2.9 Compare whole numbers, decimals and fractions using the symbols <, >, and =. Academic Vocabulary:

Digits Standard form Value Expanded form Word form Equivalent

decimals

0506.3.6 Recognize there are many numbers between any two whole numbers on the number line. .

EnVision Teacher’s Edition

Topic 1. pp 4a-11b

Lesson 1.1 Place Value Lesson 1.2 Comparing and Ordering Whole Numbers Lesson 1.3 Decimal Place Value

Placement Test - 18A-18B; Topic 1.1 -1.3; 2A-11B

EnVision Student’s Edition Topic 1: Numeration, pp 4-11 Problem Solving Handbook, SE pp.xviii- xxix

Interdisciplinary Connections

WorldScapes Readers, “Keeping Records” pp 10-11

Math Project p.3 Teacher–selected Pearson ancillary resources Daily Spiral Review

Problem of the Day

Interactive Learning Recording Sheet

Visual Learning Animation

Practice/Reteach Workbook

Enrichment

Quick Check

Center Activities

Home-School Connection

Vocabulary Cards

Etools electronic manipulatives

The Language of Math Topic 1 Tennessee Academic Vocabulary T180

Vocabulary Cards

Vocabulary Activities

Reading Comprehension and Problem Solving

Written and Oral Language in Math

WorldScapes Readers Keeping Records

Houghton Mifflin Everyday Counts Calendar Math Calendar, Counting Tape , Daily Depositor , Daily Decimal

Math Background for Teachers 2A-2B; 4A; 6A; 10A

Formative

Teacher Observations

Placement Test

Daily Spiral Review Master 1.1-

1.3

Close and Assess

1.1-1.3; TE5A, 7A, 11A

Quick Check 1.1-1.3

Common Core Connection:

High-level tasks (Please visit www.TNCORE.org, tasks will be posted beginning August 2012)

Teacher Generated Assessing/Advancing Questions

Please visit

www.elementarymathmcs.weebly.com for additional CCSSM instructional

resources and strategies.

Intervention Stanford Math ELL Visual Learning ELL Assessment Strategies Differentiated Centers RTI - Diagnostic and Intervention Systems Reteach Master 1.1-1.3 Differentiated Instruction TE2C-2D Enrichment Stanford Math Differentiated Centers Enrichment Master 1.1-1.3 Differentiated Instruction TE2C-2D

Stanford Math http://stanfordmathproxy.mcsk12.net/

www.pearsonsuccessnet.com

www.eduplace.com/math/mw

www.education.ti.com

www.tnelc.org/math

stemresources.com

illuminations.nctm.org/indes.aspx

elementary.nettrekker.com/subject/?ctgry_id=E102494

streaming.discoveryeducation.com/

www.internet4classrooms.com

www.sheppardsoftware.com

www.henryanker.com

www.woodlands-junior.kent.sch.uk/ Examples of High Rich Task

www.exemplars.com

www.TNCORE.org

www.teacherstask.org

enVision Math Technology Pouch: (all material on CD’s are included on-line except for Quiz Show)

Visual Learning Animations

Exam View

Electronic Teachers Edition

Electronic Student Edition

Electronic Manipulatives

enVision Student e-tools

www.pearsonsuccessnet.com – Under My Teacher Resources click Student Edition; click to open, click “e” to open e-tools

enVision Teacher e-tools

www.pearsonsuccessnet.com – Under My Teacher Resources click Teacher’s Edition; click to open, click “e” to open e-tools

Teachers should emphasize the use of calculators which students are permitted to use on the TCAP Assessment. Texas Instrument (TI) 15 is recommended.

Weeks 1 -3


http://stanfordmathproxy.mcsk12.net/

http://www.pearsonsuccessnet.com/

http://www.internet4classrooms.com/

http://www.sheppardsoftware.com/

http://www.henryanker.com/

http://www.woodlands-junior.kent.sch.uk/

http://www.exemplars.com/

http://www.tncore.org/








GLE 0506.2.1 Extend the understanding of place value through millions and millionths in various contexts and representations. GLE 0506.2.5 Develop fluency in solving multi-step problems using whole numbers, fractions, mixed numbers, and decimals.




Web Based Resources

SPI 0506.2.1 Read and write numbers from millions to millionths in various contexts. SPI 0506.2.9 Compare whole numbers, decimals and fractions using the symbols <,>, and =. Reviews SPI 0406.3.3 Represent and analyze patterns using words, function tables, and graphs.

0506.3.6 Recognize there are many numbers between any two whole numbers on the number line.

EnVision Teacher’s Edition Topic 1: pp12A-17B; Tennessee Handbook TN-1 Lesson 1.4 Comparing and Ordering Whole Numbers Lesson 1.5 Problem Solving: Look for a Pattern Tennessee Handbook- Lesson TN1 (Numbers on a Number Line)

EnVision Student’s Edition Topic 1: Numeration, pp 12-17 TN-1 Numbers on a Number Line, ppTN4-TN5 Problem Solving Handbook, SE pp xviii- xxix Interdisciplinary Connections

WorldScapes Readers, “Keeping Records” pp 10-11

Math Project p.3 Teacher–selected Pearson ancillary resources

Daily Spiral Review

Problem of the Day




Enrichment

Quick Check

Center Activities


Vocabulary Cards

Houghton Mifflin Everyday Counts Calendar Math Calendar, Counting Tape , Daily Depositor , Daily Decimal The Language of Math Topic

Tennessee Academic Vocabulary T180

Vocabulary Cards




Math Background for Teachers 12A; 14A

Formative


Placement Test

Quick Check 1.4-1.5

Daily Spiral Review Master 1.4-1.5

Close and Assess 1.4-1.5; TE13A; 17A

TN-1 Numbers on a Number Line pTN4

Summative

TCAP Test Prep pp18-19

TCAP Reteaching pp 20-21

Multiple Choice Test Master Topic 1

Alternative Assessments:

Free Response Test Master

Performance Assessment Master

TE19A-19B




Please visit

www.elementarymathmcs.weebly.com

for additional CCSSM instructional


Intervention Stanford Math ELL Visual Learning ELL Assessment Strategies Differentiated Centers RTI - Diagnostic and Intervention Systems Reteach Master 1.4-1.5

Enrichment Stanford Math Differentiated Centers Enrichment Master 1.4-1.5





www.tnelc.org/math

stemresources.com






www.henryanker.com

www.woodlands-junior.kent.sch.uk/

Examples of High Rich Task

www.exemplars.com

www.TNCORE.org




Exam View









Weeks 1 -3

















GLE 0506.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. GLE 0506.2.4 Develop fluency with addition and subtraction of proper and improper fractions and mixed numbers; explain and model the algorithm.




Web Based Resources

SPI 0506.2.5 Solve addition and subtraction problems involving both fractions and decimals. Common Core Connection: (To prepare for October’s Constructed Response Assessment on Focus Standards) : CCS: 5.NF.1 CCS. 5.NF 5a. CCS. 5.NF 5b. Academic Vocabulary: Commutative Proerty Associative Property Rounding Compatible Number

0506.1.3 Explore different methods of estimation including rounding and truncating. 0506.1.5 Solve problems in more than one way and explain why one process may be more effective than another. 0506.2.3 Use visual models, benchmarks, and equivalent forms to add and subtract commonly used fractions and decimals. 0506.2.5 Make reasonable estimates of fraction and decimal sums and differences.

EnVision Teacher’s Edition Topic 2: pp.23A - 37b Lesson 2.1 Mental Math Lesson 2.2 Mixed Problem Solving Lesson 2.3 Rounding Whole Numbers and Decimals Lesson 2.4 Problem Solving- Drawing a Picture and Write an Equation

EnVision Student’s Edition Topic 2: Add/Subtract Whole Numbers & Decimals, pp 23 -37

Problem Solving Handbook, SE pp.xviii- xxix Common Core Connections: enVision Transition to Common Core Lesson 10-1A pp 28-9 envision Transition to Common Core Lesson 11-2A pp 36-37

Interdisciplinary Connections WorldScapes Readers, “Cruising the Caribbean” p.6

Math Project p.3

Science: Mixed Problem Solving p27 Teacher–selected Pearson ancillary resources Daily Spiral Review

Problem of the Day




Enrichment

Quick Check

Center Activities


Vocabulary Cards


The Language of Math Tennessee Academic Vocabulary T180

Vocabulary Cards




WorldScapes Readers Cruising the Caribbean


Math Background for Teachers 22A-22B; 24A; 28A; 30A

Formative



Close and Assess 2.1-2.4; TE27A,

29A, 33A, 37A

Quick Check 2.1-2.4




Please visit

www.elementarymathmcs.weebly.com for additional CCSSM

instructional resources and strategies.

Intervention Stanford Math ELL Visual Learning ELL Assessment Strategies Differentiated Centers RTI - Diagnostic and Intervention Systems Reteach Master 2.1-2.4 Differentiated Instruction TE22C-22D

Enrichment Stanford Math Differentiated Centers Enrichment Master 2.1-2.3 Differentiated Instruction TE22C-22D





www.tnelc.org/math

stemresources.com






www.henryanker.com



www.exemplars.com

www.TNCORE.org




Exam View









Weeks 1 -3


















GLE 0506.2.4 Develop fluency with addition and subtraction of proper and improper fractions and mixed numbers; explain and model the algorithm. GLE 0606.2.2 Solve multi-step mathematical, contextual and verbal problems using fractions, mixed numbers, and decimals. GLE 0506.2.5 Develop fluency in solving multi-step problems using whole numbers, fractions, mixed numbers, and decimals.




Web Based Resources

SPI 0506.2.5 Solve addition and subtraction problems involving both fractions and decimals. Prepares for SPI 0606.2.3 Solve problems involving the addition, subtraction, multiplication, and division of decimals. Reviews SPI 0306.2.9 Solve contextual problems involving the addition (with and without regrouping) and subtraction (with and without regrouping) of two- and three digit whole numbers.

Common Core Connection: (To prepare for October’s Constructed Response Assessment on Focus Standards) : CCS: 5.NF.1

CCS. 5.NF 5a. CCS. 5.NF 5b.

0506.1.3 Explore different methods of estimation including rounding and truncating. 0506.1.5 Solve problems in more than one way and explain why one process may be more effective than another. 0606.2.1 Efficiently compare and order fractions, decimals and percents; determine their approximate locations on a number line. 0506.2.3 Use visual models, benchmarks, and equivalent forms to add and subtract commonly used fractions and decimals. 0506.2.5 Make reasonable estimates of fraction and decimal sums and differences.

EnVision Teacher’s Edition Topic 2: pp38a-49b Lesson 2.5 Adding and Subtracting Lesson 2.6 Adding Decimals Lesson 2.7 Subtracting Decimals Lesson 2.8 Problem Solving: Multiple-Step Problems EnVision Student’s Edition Topic 2: Add/Subtract Whole Numbers & Decimals, pp38-49 Problem Solving Handbook, SE pp.xviii- xxix

Common Core Connections: enVision Transition to Common Core Lesson 10-1A pp 28-9 envision Transition to Common Core Lesson 11-2A pp 36-37 Interdisciplinary Connections

WorldScapes Readers, “Cruising the Caribbean” p.6

Math Project p.3

Literature: Mixed Problem Solving p41 Teacher–selected Pearson ancillary resources

Daily Spiral Review

Problem of the Day




Enrichment

Quick Check

Center Activities


Vocabulary Cards

Etools electronic manipulatives The Language of Math


Vocabulary Cards



Written and Oral Language in Math Houghton Mifflin Everyday Counts Calendar Math Calendar, Counting Tape , Daily Depositor , Daily Decimal

Math Background for Teachers 38A, 42A, 44A, 46A, 48A

Formative


Quick Check 2.5-2.8;


Close and Assess 2.5-2.8; 41A, 43A,

45A, 49A

Mixed Problem Solving TE41

TCAP Reteaching 52-55

Summative

Topic 2 TCAP Test Prep pp50-51

TCAP Reteaching pp52-53


Alternative Assessments


Performance Assessment Master TE

51, 51A-51B




Please visit









www.tnelc.org/math

stemresources.com






www.henryanker.com



www.exemplars.com

www.TNCORE.org




Exam View




enVision Student e-tools www.pearsonsuccessnet.com – Under My Teacher Resources click Student Edition; click to open, click “e” to open e-tools enVision Teacher e-tools www.pearsonsuccessnet.com – Under My Teacher Resources click Teacher’s Edition; click to open, click “e” to open e-tools Teachers should emphasize the use of calculators which students are permitted to use on the TCAP Assessment. Texas Instrument (TI) 15 is recommended.

Weeks 4-6


















GLE 0506.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. GLE 0506.2.2 Write natural numbers (to 50) as a product of prime factors and understand that this is unique (apart from order). GLE 0506.3.3 Understand and apply the substitution property.


Resources and Instructional Strategies Assessments Intervention/Enrichment


Web Based Resources

Common Core Connection: (To prepare for October’s Constructed Response Assessment on Focus Standards) : CCS: 5.NF.1 CCS. 5.NF 5a. CCS. 5.NF 5b. Academic Vocabulary: Commutative Property of

Multiplication Associative Property of

Multiplication Identity Property of

Multiplication Zero Property of

Multiplication Factors Product Multiple Partial Product Exponent

0506.1.3 Explore different methods of estimation including rounding and truncating.

0506.3.2 Use variables appropriately to represent numbers whose values are not yet known.

0506.2.10 Use exponential notation to represent repeated multiplication of whole numbers.

EnVision Teacher’s Edition Topic 3: pp62a-77b Lesson 3.3 Estimating Products Lesson 3.7 Exponents Lesson 3.8 Problem Solving- Drawing a Picture and Write an Equation

EnVision Student’s Edition Topic 3: Multiplying Whole Numbers, pp 62-77 Problem Solving Handbook, SE pp xviii- xxix Common Core Connections: enVision Transition to Common Core Lesson 10-1A pp 28-9 envision Transition to Common Core Lesson 11-2A pp 36-37

Interdisciplinary Connections WorldScapes Readers, “Keeping Records” p14-15

Math Project p.3

Teacher–selected Pearson ancillary resources Daily Spiral Review

Problem of the Day




Enrichment

Quick Check

Center Activities


Vocabulary Cards



Vocabulary Cards




WorldScapes Readers Keeping Records Houghton Mifflin Everyday Counts Calendar Math Calendar, Counting Tape , Daily Depositor , Daily Decimal

Math Background for Teachers 62A, 72A, 74A

Formative


Daily Spiral Review Master 3.3,

3.7, 3.8

Close and Assess 3.3, 3.7, 3.8;

TE63A, 73A, 77A

Quick Check 3.3, 3.7, 3.8

Summative

Teacher Made Test using EXAM

VIEW for lessons 3.3, 3.7, and 3.8




Please visit



Intervention Stanford Math ELL Visual Learning ELL Assessment Strategies Differentiated Centers RTI - Diagnostic and Intervention Systems Reteach Master 3.3, 3.7, 3.8 Differentiated Instruction TE56C-56D

Enrichment Stanford Math Differentiated Centers Enrichment Master 3.3, 3.7, 3.8 Differentiated Instruction TE56C-56D





www.tnelc.org/math

stemresources.com






www.henryanker.com



www.exemplars.com

www.TNCORE.org




Exam View





Weeks 4-6


















GLE 0506.1.6 Read and interpret the language of mathematics and use written/oral communication to express mathematical ideas precisely. GLE 0506.2.3 Develop fluency with division of whole numbers. Understand the relationship of divisor, dividend, and quotient in terms of multiplication and division.




Web Based Resources

SPI 0506.1.3 Recognize the unit associated with the remainder in a division problem or the meaning of the fractional part of a whole given in either decimal or fraction form. Common Core Connection: (To prepare for October’s Constructed Response Assessment on Focus Standards) 0506.2.2 Write the prime factorization of numbers through 50 using both exponential and standard notation. SPI 0506.2.3 Select a reasonable solution to a real-world division problem in which the remainder must be considered. SPI 0506.2.4 Solve problems involving the division of two- and three-digit whole numbers by one- and two-digit whole numbers.

05061.3 Explore different methods of estimation including rounding and truncating.

0506.1.4 Explore problems in different contexts to interpret the meaning of remainders as discrete values or not.

0506.2.4 Use divisibility rules to factor numbers.

Academic Vocabulary: Remainder Prime Number Composite Number Prime factorization Factor Tree Dividend Divisor Quotient Factor Pair Divisible

EnVision Teacher’s Edition Topic 4: pp 83A - 116B Lesson 4-1 Diving Multiples of 10 and 100 Lesson 4-2 Estimating Quotients Lesson 4-3 Problem Solving- Reasonableness Lesson 4-5 Dividing by 1-digit Divisors Lesson 4-6 Zeros in the Quotient Tennessee Handbook- Lesson TN2 (Units for Remainders) Lessons 4.4 has been omitted because lesson reinforce fourth grade SPIs which does not support the development of fifth grade skills.

EnVision Student’s Edition Topic 4: Dividing by 1-digit Divisors pp 83-116 Problem Solving Handbook, SE pp xviii- xxix

Interdisciplinary Connections WorldScapes Readers, “Everest Adventures” p.16-17

Math Project p.83


Problem of the Day




Enrichment

Quick Check

Center Activities


Vocabulary Cards



Vocabulary Cards




Houghton Mifflin Everyday Counts Calendar Math Calendar, Counting Tape, Daily Depositor, Coin Counter Clock, Graph Math Background for Teachers 82A-82B; 84A, 86A, 88A, 90A, 98A

Formative


Quick Check 4.1-4.3, 4.6

Daily Spiral Review Master 4.1-4.3,

4.6

Close and Assess 4.1-4.3, 4.6;

TE85A, 87A, 89A, 101A

TN-2 Division: Units for

Remainders

Algebra Connections TE93




Please visit



Intervention Stanford Math ELL Visual Learning ELL Assessment Strategies Differentiated Centers RTI - Diagnostic and Intervention Systems Reteach Master 4.1-4.3 and 4.6 Differentiated Instruction TE82C-82D

Enrichment Stanford Math Differentiated Centers Enrichment Master 4.1-4.3 and 4.6 Differentiated Instruction TE82C-82D





www.tnelc.org/math

stemresources.com






www.henryanker.com



www.exemplars.com

www.TNCORE.org




Exam View





Weeks 4-6


















GLE 0506.2.2 Write natural numbers (to 50) as a product of prime factors and understand that this is unique (apart from order). GLE 0506.2.3 Develop fluency with division of whole numbers. Understand the relationship of divisor, dividend, and quotient in terms of multiplication and division.

Knowledge and Skills

Outcomes

(Checks for Understanding)

Resources and Instructional Strategies Assessments Intervention/Enrichment Technology and Additional

Web Based Resources

SPI 05061.3 Recognize the unit associated with the remainder in a division problem or the meaning of the fractional part of a whole given in either decimal or fraction form. SPI- 0506.2.3 Select a reasonable solution to a real-world division problem in which the remainder must be considered. SPI 0506.2.4 Solve problems involving the division of two- and three-digit whole numbers by one- and two-digit whole numbers.

05061.3 Explore different methods of estimation including rounding and truncating.

0506.1.4 Explore problems in different contexts to interpret the meaning of remainders as discrete values or not.

0506.2.1 Identify prime numbers up to 50.

0506.2.4 Use divisibility rules to factor numbers.

EnVision Teacher’s Edition Topic 4: pp 102A - 113B Lesson 4.7 Understanding Factors Lesson 4.8 Prime and Composite Numbers Lesson 4.9 Problem Solving: Draw a Picture and Write an Equation Tennessee Handbook- Lesson TN3 (Prime Factorization)

EnVision Student’s Edition

Topic 4: Dividing 1-Digit Divisors pp 102 – 113 Problem Solving Handbook, SE pp xviii- xxix


Math Project p.83

Teacher–selected Pearson ancillary resources

Daily Spiral Review

Problem of the Day




Enrichment

Quick Check

Center Activities


Vocabulary Cards


The Language of Math Topic Tennessee Academic Vocabulary T180

Vocabulary Cards




WorldScapes Readers Everest Adventure


Math Background for Teachers 102A, 106A, 110A

Formative


Quick Check 4.6-4.8


Close and Assess 4.7-4.8; TE101A,

105A, 109A, 113A

Algebra Connection TE105

TN3: Number: Prime actorization pTN8

Summative






Performance Assessment Master

TE115-115B

Cumulative Test Topics 1-4 Master

TE119A




Please visit



Intervention Stanford Math ELL Visual Learning ELL Assessment Strategies Differentiated Centers RTI - Diagnostic and Intervention Systems Reteach Master 4.7-4.9 Differentiated Instruction TE120C-120D

Enrichment Stanford Math Differentiated Centers Enrichment Master 4.7-4.9 Differentiated Instruction TE120C-120D





www.tnelc.org/math

stemresources.com






www.henryanker.com



www.exemplars.com

www.TNCORE.org




Exam View




enVision Student e-tools www.pearsonsuccessnet.com – Under My Teacher Resources click Student Edition; click to open, click “e” to open e-tools enVision Teacher e-tools www.pearsonsuccessnet.com – Under My Teacher Resources click Teacher’s Edition; click to open, click “e” to open e-tools Teachers should emphasize the use of calculators which students are permitted to use on the TCAP Assessment.

Texas Instrument (TI) 15 is recommended.

Weeks 7-9

















GLE 0506.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. GLE 0506.1.6 Read and interpret the language of mathematics and use written/oral communication to express mathematical ideas precisely.

Knowledge and Skills

Outcomes

Resources and Instructional Strategies Assessments Intervention/Enrichment Technology and Additional

Web Based Resources

SPI 0506.1.4 Identify missing information and/or too much information in contextual problems. SPI 0506.2.4 Solve problems involving the division of two- and three-digit whole numbers by one- and two- digit whole numbers.

SPI 0506.1.3 Recognize the unit associated with the remainder in a division problem or the meaning of the fractional part of a whole given in either decimal or fraction form.

0506.1.3 Explore different

methods of estimation

including rounding and

truncating.

0506.2.8 Understand that

division by zero is undefined.

EnVision Math Teacher’s Edition Topic 5. pp 121A-129A

Lesson 5.1 Using Patterns to Divide Lesson 5.2 Estimating Quotients with 2-Didigt Divisors Lesson 5.3 Problem Solving: Multiple-step Problems Lesson 5.4 Dividing by Multiples of 10 Tennessee Handbook- Lesson TN4 (Dividing by Zero)

EnVision Student’s Edition Topic 5: Dividing by 2-Digit Divisors pp 121-129 Problem Solving Handbook, SE pp xviii- xxix


Math Project p.121


Problem of the Day




Enrichment

Quick Check Center Activities


Vocabulary Cards



Vocabulary Cards



Written and Oral Language in Math \

Houghton Mifflin Everyday Counts Calendar Math Calendar, Counting Tape, Daily Depositor, Coin Counter, Clock , Graph Math Background for Teachers 120A-120B, 122A, 124A,

126A, 128A

Formative


Quick Check 5.1-5.4


Close and Assess 5.1-5.4, pp123A,

125A, 127A




Please visit

www.elementarymathmcs.weebly.com

for additional CCSSM instructional


Intervention Stanford Math ELL Visual Learning ELL Assessment Strategies Differentiated Centers RTI - Diagnostic and Intervention Systems Reteach Master 4.9; 5.1-5.4 Differentiated Instruction TE120C-120D

Enrichment Stanford Math Differentiated Centers Enrichment Master 4.9; 5.1-5.4 Differentiated Instruction TE120C-120D





www.tnelc.org/math

stemresources.com






www.henryanker.com



www.exemplars.com

www.TNCORE.org




Exam View





Weeks 7-9

















GLE 0506.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. GLE 0506.1.6 Read and interpret the language of mathematics and use written/oral communication to express mathematical ideas precisely.




Web Based Resources

SPI 0506.1.4 Identify missing information and/or too much information in contextual problems.

SPI 0506.2.4 Solve problems involving the division of two- and three-digit whole numbers by one- and two-digit whole numbers.

SPI 0506.1.3 Recognize the unit associated with the remainder in a division problem or the meaning of the fractional part of a whole given in either decimal or fraction form.

0506.1.3 Explore different methods of estimation including rounding and truncating.

0506.2.8 Understand that

division by zero is undefined.

EnVision Teacher’s Edition

Topic 5. pp 130A – 139B

Lesson 5-5 1-Digit Quotients Lesson 5-6 2-Digit Quotients Lesson 5-7 Estimating and Dividing with Greater Numbers Lesson 5-8 Problem Solving: Missing or Extra Information

EnVision Student’s Edition Topic 5: Dividing by 2-Digit Divisors pp. 130-139 Problem Solving Handbook, SE pp xviii- xxix


Math Project p.121 Teacher–selected Pearson ancillary resources

Daily Spiral Review

Problem of the Day




Enrichment

Quick Check

Center Activities


Vocabulary Cards


The Language of Math


Vocabulary Cards




Houghton Mifflin Everyday Counts Calendar Math Calendar, Counting Tape, Daily Depositor, Coin Counter, Clock , Graph

Math Background for Teachers 130A, 134A, 136A, 138A

Formative


Quick Check 5.5-5.8


Close and Assess 5.5-5.8 TE133A, 135A,

137A, 139A

Summative



Multiple Choice Test Master Topic

5



Performance Assessment Master TE141-

141B




Please visit









www.tnelc.org/math

stemresources.com






www.henryanker.com



www.exemplars.com

www.TNCORE.org




Exam View





Weeks 7-9












mathematics- fifth grade first nine...

Documents