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Grade 5 Overview
Operations and Algebraic Thinkingo Write and interpret numerical expressions.
o Analyze patterns and relationships.
Number and Operations in Base Teno Understand the place value system.
o Perform operations with multi-digit whole numbers and with decimals to hundredths.
Number and Operations—Fractionso Use equivalent fractions as a strategy to add and subtract fractions.
o Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Measurement and Datao Convert like measurement units within a given measurement system.
o Represent and interpret data.
o Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
Geometryo Graph points on the coordinate plane to solve real-world and mathematical problems.
o Classify two-dimensional figures into categories based on their properties.
Mathematical Practices1. 1. Make sense of problems and persevere in solving them.
2. 2. Reason abstractly and quantitatively.
3. 3. Construct viable arguments and critique the reasoning of others.
4. 4. Model with mathematics.
5. 5. Use appropriate tools strategically.
6. 6. Attend to precision.
7. 7. Look for and make use of structure.
8. 8. Look for and express regularity in repeated reasoning.
Operations and Algebraic Thinking
Write and interpret numerical expressions.
5.OA.1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
5.OA.2. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
Analyze patterns and relationships.
5.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. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
Numbers and Operations in Base-Ten
Understand the place value system.
5.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.
5.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.
5.NBT.3. Read, write, and compare decimals to thousandths.
o 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).
o Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
5.NBT.4. Use place value understanding to round decimals to any place.
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.5. Fluently multiply multi-digit whole numbers using the standard algorithm.
5.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.
5.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.
Numbers and Operations - Fractions
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?
1 Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division
Measurement and Data
Convert like measurement units within a given measurement system.
5.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.
Represent and interpret data.
5.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. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
5.MD.3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
o 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.
o 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.
5.MD.4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
o 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, e.g., to represent the associative property of multiplication.
o 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.
o 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.
Geometry
Graph points on the coordinate plane to solve real-world and mathematical problems.
5.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 (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
5.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.
Classify two-dimensional figures into categories based on their properties.
5.G.3. Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
5.G.4. Classify two-dimensional figures in a hierarchy based on properties.
Grade 5 Chapter 1:
Use Place Value
Instructional Timeline: 9 Days
Target Skills in
Math ConnectsCommon Core Standards
Learning Outcomes or Objectives
Assessments
Curriculum Resources
Introduce the Chapter
Real World: Lining Up
Key Vocabulary: Place Value, standard form, expanded form, is greater than, is
Lesson 1-1
Numbers and Operations in Base-Ten
Lesson 1-1
Read and write whole numbers in standard form expanded form, word form, and short word form
Diagnostic Assessment: Chapter 1 Pretest
Formative Assessment:
Teacher Support:
Volume 1 Teacher’s Edition
less than
Foldable Study Organizer
Chapter 1 Pretest: Are You Ready for Chapter 1? On Level, Above/Beyond-Level, Strategic Intervention, Intensive Intervention
Math at Home
Chapter 1 Project: Map It!
Lesson 1-1
PLACE VALUE THROUGH BILLIONS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: place-value chart, period, place, place value, standard form, expanded form
Introduce, Teach, Practice, and Assess: Place Value Through Billions
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 1-2
COMPARE WHOLE NUMBERS
Whole Group Instruction
Understand the place value system.
5.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.
5.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.
5.NBT.3. Read, write, and compare
decimals to thousandths.
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).
Lesson 1-2
Numbers and Operations in Base-Ten
Understand the place value system.
5.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.
Lesson 1-2
Compare whole numbers
Lesson 1-3
Use the four-step plan to solve a problem
Lesson 1-4
Day 1: Use models to relate decimals to fractions
Day 2: Represent fractions that name tenths, hundredths, and thousandths as decimals
Lesson 1-5
Read and write decimals in standard form, expanded form, word form, and short word form
Lesson 1-6
Compare decimals
Lesson 1-7
Order whole numbers and decimals
Lesson 1-8
Solve problems by using the guess and check strategy
Mid-Chapter Test
Summative Assessment: Chapter 1 Test
Chapter 1 Resource Masters
Transparency
Flip Chart
Student Support
Student Edition
Workmats: Workmat 2: Place-Value Chart , number lines, tenths grid, hundredths grid, 10 by 10 grid
Leveled Worksheets
Manipulatives: spinner, coins, counter
Internet Resources
Lesson 1-1
www.macmillanmh.com
http://www.math-
Daily Routine
Building Math Vocabulary: equation, inequality
Introduce, Teach, Practice, and Assess: Compare Whole Numbers
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Test Practice
Homework Practice
Lesson 1-3
PROBLEM SOLVING STRATEGY: THE FOUR STEP PLAN
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: The Four Step Plan
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 1-4
REPRESENT DECIMALS
5.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.
5.NBT.3. Read, write, and compare decimals to thousandths.
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).
Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Lesson 1-3
Numbers and Operations in Base-Ten
Understand the place value system.
5.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.
5.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.
5.NBT.3. Read, write, and compare
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Lesson 1-2
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Lesson 1-3
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MATH ACTIVITY FOR LESSON 1-4
Whole Group Instruction
Daily Routine
Building Math Vocabulary: decimal, fraction
Introduce, Teach, Practice, and Assess: Represent Decimals
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Mid-Chapter Check
Foldable
Homework Practice
Lesson 1-5
PLACE VALUE THROUGH THOUSANDTHS
Whole Group Instruction
Daily Routine
Review Math Vocabulary: place value
Introduce, Teach, Practice, and Assess: Place Value through Thousandths
Small Group Differentiated Instruction
Small Group: Above Level Activity,
decimals to thousandths.
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).
Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Lesson 1-4
5.NBT.3. Read, write, and compare decimals to thousandths.
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).
Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Lesson 1-5
Numbers and Operations in Base-Ten
Understand the place value system.
5.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.
5.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
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Lesson 1-4
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http://www.free-training-tutorial.com/decimal-games.html
Lesson 1-5
www.macmillanmh.com
http://www.free-training-tutorial.com/decimal-games.html
Lesson 1-6
www.macmillanmh.com
http://www.decimalsquares.com/
Lesson 1-7
www.macmillanmh.com
http://www.bbc.co.uk/education/mathsfile/
ELL, Reteach, Skills Practice, Enrich Independent Work: Early Finishers,
Problem-Solving Practice
Homework Practice
Lesson 1-6
COMPARE DECIMALS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: equivalent decimals
Introduce, Teach, Practice, and Assess: Compare Decimals
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Test Practice
Problem-Solving in Science
Homework Practice
Lesson 1-7
ORDER WHOLE NUMBERS AND DECIMALS
Whole Group Instruction
Daily Routine
divided by a power of 10. Use whole-number exponents to denote powers of 10.
5.NBT.3. Read, write, and compare decimals to thousandths.
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).
Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
5.NBT.4. Use place value understanding to round decimals to any place.
Lesson 1-6
5.NBT.3. Read, write, and compare decimals to thousandths.
Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Lesson 1-7
Numbers and Operations in Base-Ten
Understand the place value system.
5.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.
5.NBT.2. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain
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Lesson 1-8
www.macmillanmh.com
http://library.thinkquest.org/4471/learn.htm
Math Vocabulary Review: decimal
Introduce, Teach, Practice, and Assess: Order Whole Numbers and Decimals
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Game Tine
Lesson 1-8
PROBLEM SOLVING STRATEGY: GUESS AND CHECK
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Guess and Check
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Study Guide and Review
Chapter 1 Test
patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
5.NBT.3. Read, write, and compare decimals to thousandths.
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).
Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Lesson 1-8
Numbers and Operations in Base-Ten
Understand the place value system.
5.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.
5.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.
5.NBT.3. Read, write, and compare decimals to thousandths.
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).
Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Grade 5 Chapter 2
Add and Subtract Whole Numbers and Decimals
Instructional Timeline: 10 Days
Target Skills in
Math ConnectsCommon Core Standards
Learning Outcomes or Objectives
Assessments
Curriculum Resources
Introduce the Chapter
Real World: The Grocery Store
Key Vocabulary: round, estimate, compatible Numbers, compensation
Foldable Study Organizer
Chapter 2 Pretest: Are You Ready for Chapter 2? On Level, Above/Beyond-Level, Strategic Intervention, Intensive Intervention
Math at Home
Lesson 2-1
Numbers and Operations in Base-Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.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
Lesson 2-1
Round whole numbers and decimals
Lesson 2-2
Estimate sums and differences by rounding and using compatible numbers
Lesson 2-3
Solve problems by using the work backward strategy
Diagnostic Assessment: Chapter 2 Pretest
Formative Assessment:
Mid-Chapter Test
Summative Assessment: Chapter 2 Test
Teacher Support:
Volume 1 Teacher’s Edition
Chapter 2 Resource Masters
Transparency
Flip Chart
Chapter 2 Project: Collection Connection
Lesson 2-1
ADD AND SUBTRACT WHOLE NUMBERS AND DECIMALS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: round, estimate, compatible numbers, compensation
Introduce, Teach, Practice, and Assess: Add and Subtract Whole Numbers and Decimals
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 2-2
ESTIMATE SUMS AND DIFFERENCES
Whole Group Instruction
Daily Routine
Building Math Vocabulary: estimate
Introduce, Teach, Practice, and Assess: Estimate Sums and Differences
method and explain the reasoning used.
Lesson 2-2
Numbers and Operations in Base-Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.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
Lesson 2-3
Numbers and Operations in Base-Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.5. Fluently multiply multi-digit whole numbers using the standard algorithm.
5.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,
Lesson 2-4
Add and subtract multi-digit numbers
Lesson 2-5
Determine if a problem needs an estimate or an exact answer
Lesson 2-6
Day 1: Use models to represent addition and subtraction of decimals
Day 2: Add and Subtract decimals through thousandths
Lesson 2-7
Use Associative and Commutative Properties to add whole numbers and decimals mentally
Lesson 2-8
Use the compensation strategy to add and subtract whole numbers and decimals mentally
Student Support
Student Edition
Leveled Worksheets
Manipulatives: base-ten blocks, counters, play money, clocks
Internet Resources
Lesson 2-1
www.macmillanmh.com
http://www.free-training-tutorial.com/decimal-games.html
http://www.mrnussbaum.com/rounding.htm
Lesson 2-2
www.macmillanmh.com
http://www.mathsisfun.com/numbers/estimation-game.php
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Test Practice
Lesson 2-3
PROBLEM-SOLVING STRATEGY: WORK BACKWARD
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Work Backward
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 2-4
ADD AND SUBTRACT WHOLE NUMBERS
Whole Group Instruction
Daily Routine
rectangular arrays, and/or area models.
5.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
Lesson 2-4
Numbers and Operations in Base-Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.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
Lesson 2-5
Numbers and Operations in Base-Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and
www.mrnussbaum.com/golf/index.html
Lesson 2-3
www.macmillanmh.com
http://condor.admin.ccny.cuny.edu/~ha1485/index.htm
http://www.studyzone.org/testprep/math4/d/workbacks4p.cfm
Lesson 2-4
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index2.htm l
Lesson 2-5
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http://www.eduplace.com/kids/mhm/testquest/flash/4_5b_s.swfhttp://www.studyzone.org/testprep/math4/d/estimaterealworldl.cfm
Review Math Vocabulary: expanded form
Introduce, Teach, Practice, and Assess: Add and Subtract Whole Numbers
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Mid-Chapter Check
Lesson 2-5
PROBLEM SOLVING INVESTIGATION: ESTIMATE OR EXACT ANSWER
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Estimate or Exact Answer
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice, Real-World Math
Problem Solving in Social Studies
Homework Practice
Lesson 2-6
ADD AND SUBTRACT DECIMALS
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
Lesson 2-6
Numbers and Operations in Base-Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.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
Lesson 2-7
Numbers and Operations in Base-Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.5. Fluently multiply multi-digit whole numbers using the standard algorithm.
5.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
Lesson 2-6
www.macmillanmh.com
http://www.quia.com/cb/148453.html
Lesson 2-7
www.macmillanmh.com
http://www.321know.com/pro74ax2.htm#section2
Lesson 2-8
www.macmillanmh.com
http://www.sheppardsoftware.com/mathgames/fruitshoot/fruitshoot_addition.htm
http://www.sheppardsoftware.com/mathgames/fruitshoot/fruitshoot_subtraction.htm
Whole Group Instruction
Daily Routine
Review Math Vocabulary: addend, sum, difference
Introduce, Teach, Practice, and Assess: Add and Subtract Decimals
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Game Time
Lesson 2-7
ADDITION PROPERTIES
Whole Group Instruction
Daily Routine
Review Math Vocabulary: Associative Property, Commutative Property, Identity Property
Introduce, Teach, Practice, and Assess: Addition Properties
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
calculation by using equations, rectangular arrays, and/or area models.
5.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
Lesson 2-8
Numbers and Operations in Base-Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.5. Fluently multiply multi-digit whole numbers using the standard algorithm.
5.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.
5.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
Homework Practice
Lesson 2-8
ADD AND SUBTRACT MENTALLY
Whole Group Instruction
Daily Routine
Building Math Vocabulary: compensation
Introduce, Teach, Practice, and Assess: Add and Subtract Mentally
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Study Guide and Review
Chapter 2 Test
method and explain the reasoning used
Grade 5 Chapter 3:
Multiply Whole Numbers
Instructional Timeline: 11 Days
Target Skills in
Math ConnectsCommon Core Standards
Learning Outcomes or Objectives
Assessments
Curriculum Resources
Introduce the Chapter
Real World: How Tall in All?
Key Vocabulary: Distributive Property, factor, product
Foldable Study Organizer
Chapter 3 Pretest: Are You Ready for Chapter 3? On Level, Above/Beyond-Level, Strategic Intervention, Intensive Intervention
Math at Home
Chapter 3 Project: About How Much?
Lesson 3-1
MULTIPLICATION PATTERNS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: product, factor
Introduce, Teach, Practice, and Assess: Multiplication Patterns
Small Group Differentiated Instruction
Lesson 3-1
Numbers and Operations in Base-Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.5. Fluently multiply multi-digit whole numbers using the standard algorithm
Lesson 3-2
Numbers and Operations in Base-Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.5. Fluently multiply multi-digit whole numbers using the standard algorithm.
5.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.
Lesson 3-1
Use basic facts and patterns to multiply multiples of 10, 100, and 1,000 mentally
Lesson 3-2
Day 1: Mentally multiply a one-digit factor by a two-digit factor
Day 2: Use the Distributive Property to multiply mentally
Lesson 3-3
Estimate products by using rounding and compatible numbers
Lesson 3-4
Multiply up to a three-digit number by a one-digit number
Lesson 3-5
Solve problems by
Diagnostic Assessment: Chapter 3 Pretest
Formative Assessment:
Mid-Chapter Test
Summative Assessment: Chapter 3 Test
Teacher Support:
Volume 1 Teacher’s Edition
Chapter 3 Resource Masters
Transparency
Flip Chart
Student Support
Student Edition
Leveled Worksheets
Manipulatives:Spinner labeled 1-9, base-ten blocks, money, two-
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 3-2
THE DISTUBUTIVE PROPERTY
Whole Group Instruction
Daily Routine
Building Math Vocabulary: Distributive property
Introduce, Teach, Practice, and Assess: The Distributive Property
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Math Activity for 3.2
Homework Practice
Lesson 3-3
ESTIMATE PRODUCTS
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Estimate Products
Lesson 3-3
Numbers and Operations in Base-Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.5. Fluently multiply multi-digit whole numbers using the standard algorithm.
5.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.
5.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
Lesson 3-4
Numbers and Operations in Base-Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.5. Fluently multiply multi-digit whole numbers using the standard algorithm
drawing a picture
Lesson 3-6
Multiply up to a three-digit number by a two-digit number
Lesson 3-7
Use the associative and commutative properties to multiply
Lesson 3-8
Multiply to solve problems involving money and greater numbers
Lesson 3-9
Identify extra information or missing information to solve a problem
colored counters, rulers
Internet Resources
Lesson 3-1
www.macmillanmh.com
http://www.slideshare.net/mralfonso/4-5-5312547
Lesson 3-2
www.macmillanmh.com
http://www.homeschoolmath.net/teaching/md/distributive.php
Lesson 3-3
www.macmillanmh.com
http://www.softschools.com/quizzes/math/estimation_multiplication/quiz691.html
Lesson 3-4
www.macmillanmh.com
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice, Real World Math
Homework Practice
Lesson 3-4
MULTIPLY BY ONE-DIGIT NUMBERS
Whole Group Instruction
Daily Routine
Review Math Vocabulary: factor, product
Introduce, Teach, Practice, and Assess: Multiply by One-Digit Numbers
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Mid-Chapter Check
Lesson 3-5
PROBLEM SOLVING STRATEGY: DRAW A PICTURE
Whole Group Instruction
Daily Routine
Lesson 3-5
Numbers and Operations in Base-Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.5. Fluently multiply multi-digit whole numbers using the standard algorithm.
5.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.
5.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
Lesson 3-6
Numbers and Operations in Base-Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.5. Fluently multiply multi-digit whole numbers using the standard algorithm
http://www.funbrain.com/brain/MathBrain/Games/GameOpaque.html?GameName=MathBasketball&Brain=math&Grade=5&Language=en_us&GameNumber=4&Color=FFCC33&HardCoded=false&ReturnTo=kidscenter
Lesson 3-5
www.macmillanmh.com
http://thesingaporemaths.com/stratf.html
Lesson 3-6
www.macmillanmh.com
http://www.prongo.com/math/multiplication.html
http://www.dositey.com/2008/muldiv/mul1ss534.htm
http://www.dositey.com/2008/muldiv/mul1regss34.htm
Introduce, Teach, Practice, and Assess: Draw a Picture
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 3-6
MULTIPLY BY TWO-DIGIT NUMBERS
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Multiply by Two-Digit Numbers
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Game Time
Lesson 3-7
MULTIPLICATION PROPERTIES
Whole Group Instruction
Daily Routine
Lesson 3-7
Numbers and Operations in Base-Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.5. Fluently multiply multi-digit whole numbers using the standard algorithm.
5.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.
5.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
Lesson 3-8
Numbers and Operations in Base-Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.5. Fluently multiply multi-digit whole numbers using the standard algorithm.
Lesson 3-7
www.macmillanmh.com
http://www.math-play.com/math-basketball-properties-of-multiplication/math-basketball-properties-of-multiplication.html
Lesson 3-8
www.macmillanmh.com
http://cemc2.math.uwaterloo.ca/mathfrog/english/kidz/decMulti6.shtml
Lesson 3-9
www.macmillanmh.com
http://www.internet4classrooms.com/grade_level_help/identify_missing_information_math_fifth_5th_grade.htm
Review Math Vocabulary: Associative Property, Commutative Property, Identity Property
Introduce, Teach, Practice, and Assess: Multiplication Properties
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Problem Solving in Health
Lesson 3-8
EXTENDING MULTIPLICATION
Whole Group Instruction
Daily Routine
Review Math Vocabulary: decimal, estimate
Introduce, Teach, Practice, and Assess: Extending Multiplication
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
5.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.
5.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
Lesson 3-9
Numbers and Operations in Base-Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.5. Fluently multiply multi-digit whole numbers using the standard algorithm.
5.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.
5.NBT.7. Add, subtract, multiply, and divide decimals to hundredths, using
Lesson 3-9
PROBLEM SOLVING STRATEGY:EXTRA OR MISSING INFORMATION
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Extra or Missing Information
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Study Guide and Review
Chapter 3 Test
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
Grade 5 Chapter 4:
Divide Whole Numbers
Instructional Timeline: 11 Days
Target Skills in
Math ConnectsCommon Core
StandardsLearning
Outcomes or Objectives
Assessments
Curriculum Resources
Introduce the Chapter
Real World: Art Projects
Key Vocabulary: quotient, dividend, divisor
Foldable Study Organizer
Chapter 4 Pretest: Are You Ready for Chapter 4? On Level, Above/Beyond-Level, Strategic Intervention, Intensive Intervention
Math at Home
Chapter 4 Project: Plan a Field Trip
Lesson 4-1
DIVISION PATTERNS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: quotient, dividend, divisor
Introduce, Teach, Practice, and Assess: Division Patterns
Lesson 4-1
Numbers and Operations in Base-Ten
Understand the place value system.
5.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.
5.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.
Lesson 4-2
Numbers and Operations in Base-Ten
Understand the place value system
5.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.
Lesson 4-1
Use basic facts and patterns to divide multiples of 10, 100, and 1,000 mentally
Lesson 4-2
Estimate quotients using rounding and compatible numbers
Lesson 4-3
Day 1: Divide using models
Day 2: Divide up to a three-digit number by a one-digit number
Lesson 4-4
Divide up to a three-digit number by a two-digit number
Lesson 4-5
Solve problems using the act it out strategy
Lesson 4-6
Day 1: Interpret the
Diagnostic Assessment: Chapter 4 Pretest
Formative Assessment:
Mid-Chapter Test
Summative Assessment: Chapter 4 Test
Teacher Support:
Volume 1 Teacher’s Edition
Chapter 4 Resource Masters
Transparency
Flip Chart
Student Support
Student Edition
Leveled Worksheets
Manipulatives: Red counters, base-ten blocks, Work Mat 2: place value chart,
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 4-2
ESTIMATE QUOTIENTS
Whole Group Instruction
Daily Routine
Review Math Vocabulary: compatible numbers
Introduce, Teach, Practice, and Assess: Estimate Quotients
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 4-3
DIVIDE BY ONE-DIGIT NUMBERS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: remainder
5.NBT.3. Read, write, and compare decimals to thousandths.
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).
Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
5.NBT.4. Use place value understanding to round decimals to any place.
Lesson 4-3
Numbers and Operations in Base-Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.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
Lesson 4-4
Numbers and Operations in Base-Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
remainder in a division problem
Day 2: Interpret the remainder in a division problem
Lesson 4-7
Choose the best strategy to solve a problem
Lesson 4-8
Estimate quotients of decimals and greater numbers
Lesson 4-8
Choose the best strategy to solve a problem
two color counters, ruler, play money, centimeter cubes
Internet Resources
Lesson 4-1
www.macmillanmh.com
http://interactive.onlinemathlearning.com/dec_divbyexp.php?action=generate&numProblems=10
Lesson 4-2
www.macmillanmh.com
http://www.studyzone.org/mtestprep/math8/e/estimatingquotient5p.cfm
Lesson 4-3
www.macmillanmh.com
Day 1: Divide using models http://
Introduce, Teach, Practice, and Assess: Divide by One-Digit Numbers
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 4-4
DIVIDE BY TWO-DIGIT NUMBERS
Whole Group Instruction
Daily Routine
Review Math Vocabulary: dividend, divisor, quotient
Introduce, Teach, Practice, and Assess: Divide by Two-Digit Numbers
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Mid Chapter Check
Lesson 4-5
PROBLEM SOLVING STRATEGY: ACT IT OUT
5.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
Lesson 4-5
Numbers and Operations in Base-Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.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
Lesson 4-6
Numbers and Operations in Base-Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.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
www.learner.org/courses/learningmath/number/session4/part_b/division_manip.htmlhttp://www.learner.org/courses/learningmath/number/session4/part_b/division_model.html
Day 2: Divide up to a three-digit number by a one-digit number http://www.kidsnumbers.com/long-division.php
http://www.mrnussbaum.com/mathdrills/divisiondrills/div3d1dr10.htm
http://www.kidsnumbers.com/long-division.php
Lesson 4-4
www.macmillanmh.com
http://www.mrnussbaum.com/draggable/index2.html
http://www.mathisfun.com/
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Act It Out
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 4-6
INTERPRET THE REMAINDER
Whole Group Instruction
Daily Routine
Review Math Vocabulary: remainder
Introduce, Teach, Practice, and Assess: Interpret the Remainder
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 4-7
subtraction; relate the strategy to a written method and explain the reasoning used
Lesson 4-7
Numbers and Operations in Base-Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.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
Lesson 4-8
Numbers and Operations in Base-Ten
Understand the place value system.
5.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.
5.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.
5.NBT.3. Read, write, and compare
long_division2.html
http://www.mathopolis.com/questions/q.php?id=1651&site=1&ref=/long_division2.html&qs=1651_1652_1653_1654_1655_1656_3437_3438_3439_3440
Lesson 4-5
www.macmillanmh.com
Lesson 4-6
www.macmillanmh.com
http://www.mathplayground.com/TB_MD/tb_md5_iFrame.html
Lesson 4-7
www.macmillanmh.com
Lesson 4-8
www.macmillanmh.com
http://www.studyzone.org/mtestprep/math8/e/estimatingquotient5p.cf
EXTENDING DIVISION
Whole Group Instruction
Daily Routine
Review Math Vocabulary: decimal,, decimal point
Introduce, Teach, Practice, and Assess: Extending Division
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Game Time
Problem solving in Social Studies
Lesson 4-8
PROBLEM SOLVING INVESTIGATION: CHOOSE THE BEST STRATEGY
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Choose the Best Strategy
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
decimals to thousandths.
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).
Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
5.NBT.4. Use place value understanding to round decimals to any place.
m
Homework Practice
Study Guide and Review
Foldable
Chapter 4 Project
Chapter 4 Test
Grade 5 Chapter 5:
Use Algebraic Expressions
Instructional Timeline: 9 Days
Target Skills in
Math ConnectsCommon Core Standards
Learning Outcomes or Objectives
Assessments
Curriculum Resources
Introduce the Chapter
Real World: Playing Games
Key Vocabulary: variable, expression, evaluate function, order of operations
Foldable Study Organizer
Chapter 5 Pretest: Are You Ready for Chapter 5? On Level, Above/Beyond-Level, Strategic Intervention, Intensive Intervention
Math at Home
Lesson 5-1
Operations and Algebraic Thinking
Write and interpret numerical expressions.
5.OA.1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
5.OA.2. Write simple expressions that record calculations with numbers, and interpret numerical expressions without
Lesson 5-1
Write and evaluate addition expressions
Lesson 5-2
Solve problems by solving a simpler problem
Lesson 5-3
Write and evaluate multiplication
Diagnostic Assessment: Chapter 5 Pretest
Formative Assessment:
Mid-Chapter Test
Summative Assessment: Chapter 5 Test
Teacher Support:
Volume 1 Teacher’s Edition
Chapter 5 Resource Masters
Transparency
Flip Chart
Chapter 5 Project: Make a Game
Lesson 5-1
ADDITION EXPRESSIONS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: variable, expression, evaluate
Introduce, Teach, Practice, and Assess: Addition Expressions
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 5-2
PROBLEM SOLVING STRATEGY: SOLVE A SIMPLER PROBLEM
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Solve a Simpler Problem
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
Analyze patterns and relationships.
5.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. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
Lesson 5-2
Cumulative Review
Lesson 5-3
Operations and Algebraic Thinking
Write and interpret numerical expressions.
5.OA.1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
5.OA.2. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express
expressions
Lesson 5-4
Evaluate algebraic expressions
Lesson 5-5
Choose the best strategy to solve a problem
Lesson 5-6
Day 1: Illustrate functions using function machines
Day 2: Complete function tables
Day 3: Use technology to create function tables to solve problems
Lesson 5-7
Use order of operations to evaluate expressions
Student Support
Student Edition
Leveled Worksheets
Manipulatives: counters , cups
Internet Resources
Lesson 5-1
www.macmillanmh.com
http://math123xyz.com/Nav/Algebra/Variable_Machine.php
Lesson 5-2
www.macmillanmh.com
Lesson 5-3
www.macmillanmh.com
http://math123xyz.com/Nav/Algebra/Variable_Machine.php
http://
Lesson 5-3
MULTIPLICATION EXPRESSIONS
Whole Group Instruction
Daily Routine
Review Math Vocabulary: product
Introduce, Teach, Practice, and Assess: Multiplication Expressions
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice, Real World Math
Homework Practice
Lesson 5-4
MORE ALGEBRAIC EXPRESSIONS
Whole Group Instruction
Daily Routine
Review Math Vocabulary: sum, difference, product, quotient
Introduce, Teach, Practice, and Assess: More Algebraic Expressions
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Foldable
the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
Lesson 5-4
Operations and Algebraic Thinking
Write and interpret numerical expressions.
5.OA.1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
5.OA.2. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
Analyze patterns and relationships.
5.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. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
www.321know.com/equ723x2.htm
Lesson 5-4
www.macmillanmh.com
http://www.mathgoodies.com/lessons/vol7/expressions.html
Lesson 5-5
www.macmillanmh.com
Lesson 5-6
www.macmillanmh.com
http://www.mathplayground.com/functionmachine.html
http://teams.lacoe.edu/documentation/classrooms/amy/algebra/5-6/activities/functionmachine/functionmachine5_6.html
Challenge:http://math123xyz.com/Nav/Algebra/Functions.php
Lesson 5-7
Mid Chapter Check
Homework Practice
Lesson 5-5
PROBLEM SOLVING INVESTIGATION: CHOOSE A STRATEGY
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Choose a Strategy
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson5-6
FUNCTION TABLES
Whole Group Instruction
Daily Routine
Building Math Vocabulary: function, function table, input, output
Introduce, Teach, Practice, and Assess: Function Tables
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Lesson 5-5
Cumulative Review
Lesson 5-6
Operations and Algebraic Thinking
Analyze patterns and relationships.
5.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. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
Lesson 5-7
Operations and Algebraic Thinking
Write and interpret numerical expressions.
5.OA.1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
5.OA.2. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 ×
www.macmillanmh.com
http://www.funbrain.com/algebra/index.html
http://www.basic-mathematics.com/order-of-operations-game.html
Fraction to decimal
http://www.mrnussbaum.com/death_decimals/index.html
Coordinate Grid
www.oswego.org/ocsd-web/games/BillyBug2/bug2.html
http://www.oswego.org/ocsd-web/games/BillyBug/bugcoord.html
Fun website to review functions, linear equations, transformations
http://www.mathplayground.com/XDetectives/XDetectives.html
Fraction, Decimal,
Homework Practice
Problem Solving in Science
Lesson 5-7
ORDER OF OPERATIONS
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Order of Operations
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Game Time
Foldable
Chapter 5 Project
Study Guide and Review
Chapter 5 Test
(18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
Percent
http://www.mathplayground.com/Decention/Decention.html
Compare Fractions
http://www.mathplayground.com/HauntedFractions/HFGameLoader.html
Prime factorization
http://math123xyz.com/Nav/Pre-Algebra/Prime_Factorization.php
http://www.softschools.com/math/factors/factor_tree/
GCF
http://math123xyz.com/Nav/Pre-Algebra/Greatest_Common_Factor_Practice.php
Grade 5 Chapter 6:
Use Equations and Function Tables
Instructional Timeline: 11 Days
Target Skills in
Math ConnectsCommon Core Standards
Learning Outcomes or Objectives
Assessments
Curriculum Resources
Introduce the Chapter
Real World: How Old Will You Be?
Key Vocabulary: equation, solve, coordinate grid, ordered pair, graph
Foldable Study Organizer
Chapter 6 Pretest: Are You Ready for Chapter 6? On Level, Above/Beyond-Level, Strategic Intervention, Intensive Intervention
Math at Home
Chapter 6 Project: Recycling Rules
Lesson 6-1
ADDITION AND SUBTRACTION EQUATIONS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: defining the variable
Introduce, Teach, Practice, and Assess: Addition and Subtraction Equations
Lesson 6-1
Operations and Algebraic Thinking
Write and interpret numerical expressions.
5.OA.1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
5.OA.2. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
Analyze patterns and relationships.
5.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
Lesson 6-1
Day 1: Write and solve addition equations using models
Day 2: Write and solve addition and subtractions equations
Day 3: Use models to represent and solve simple addition and subtraction inequalities
Lesson 6-2
Day 1: Write and solve multiplication equations
Day 2: Write and solve multiplication equations
Lesson 6-3
Solve problems by making a table
Lesson 6-4
Diagnostic Assessment: Chapter 6 Pretest
Formative Assessment:
Mid-Chapter Test
Summative Assessment: Chapter 6 Test
Teacher Support:
Volume 1 Teacher’s Edition
Chapter 6 Resource Masters
Transparency
Flip Chart
Student Support
Student Edition
Leveled Worksheets
Manipulatives:cups, counters, play coins,
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 6-2
MULTIPLICATION EQUATIONS
Whole Group Instruction
Daily Routine
Review Math Vocabulary: equation, solve
Introduce, Teach, Practice, and Assess: Multiplication Equations
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 6-3
PROBLEM SOLVING STRATEGY: MAKE A TABLE
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Use Make a Table
patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
Lesson 6-2
Operations and Algebraic Thinking
Write and interpret numerical expressions.
5.OA.1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
5.OA.2. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
Analyze patterns and relationships.
5.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. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting
Name points on a coordinate grid
Lesson 6-5
Graph points n a coordinate grid
Lesson 6-6
Day 1: Find a function rule
Day 2: Use technology to create function tables and graph ordered pairs
Lesson 6-7
Choose the best strategy to solve a problem
play money
Internet Resources
Lesson 6-1
www.macmillanmh.com
http://www.bbc.co.uk/education/mathsfile/shockwave/games/postie.html
http://www.bbc.co.uk/schools/teachers/ks2_activities/maths/subtraction.shtml
http://www.bbc.co.uk/schools/teachers/ks2_activities/maths/addition.shtml
Lesson 6-2
www.macmillanmh.com
http://www.bbc.co.uk/education/mathsfile/shockwave/games/postie.html
Lesson 6-3
www.macmillanmh
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice,
Homework Practice
Lesson 6-4
GEOMETRY; ORDERED PAIRS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: coordinate grid, origin, ordered pair, x-coordinate, y-coordinate
Introduce, Teach, Practice, and Assess: Geometry: Ordered Pairs
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Mid Chapter Check
Lesson 6-5
ALGEBRA AND GEOMETRY; GRAPH FUNCTIONS
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Algebra and Geometry: Graph Functions
number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
Lesson 6-3
Cumulative Review
Lesson 6-4
Geometry
Graph points on the coordinate plane to solve real-world and mathematical problems.
5.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 (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
5.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.
Lesson 6-5
Geometry
.com
Lesson 6-4
www.macmillanmh.com
http://www.oswego.org/ocsd-web/games/BillyBug/bugcoord.html
http://nces.ed.gov/nceskids/createagraph/default.aspx
http://www.bbc.co.uk/schools/teachers/ks2_activities/maths/grids.shtml
Lesson 6-5
www.macmillanmh.com
http://nces.ed.gov/nceskids/createagraph/default.aspx
Lesson 6-6
www.macmillanmh.com
http://www.bbc.co.uk/education/mathsfile/shockwave/games/
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Problem Solving in Geography
Lesson 6-6
FUNCTIONS AND EQUATIONS
Whole Group Instruction
Daily Routine
Review Math Vocabulary: function
Introduce, Teach, Practice, and Assess: Functions and Equations
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Game Time
Lesson 6-7
PROBLEM SOLVING INVESTIGATION: CHOOSE A STRATEGY
Whole Group Instruction
Daily Routine
Graph points on the coordinate plane to solve real-world and mathematical problems.
5.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 (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
5.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
Lesson 6-6
Geometry
Graph points on the coordinate plane to solve real-world and mathematical problems.
5.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
postie.html
Introduce, Teach, Practice, and Assess: Choose a Strategy
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Foldable
Chapter Project
Study Guide and Review
Chapter 6 Test
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 (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
5.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
Lesson 6-7
Cumulative Review
Grade 5 Chapter 7:
Display and Interpret Data
Instructional Timeline: 10 Days
Target Skills in
Math ConnectsCommon Core Standards
Learning Outcomes or Objectives
Assessments
Curriculum Resources
Introduce the Chapter
Real World: what s Your Favorite Subject?
Key Vocabulary: line graph, mean, median, mode, range
Lesson 7-1
Measurement and Data
Convert like measurement units within a given measurement system.
Lesson 7-1
Find the median and mode of a set of data
Lesson 7-2
Diagnostic Assessment: Chapter 7 Pretest
Formative
Teacher Support:
Volume 1 Teacher’s Edition
Foldable Study Organizer
Chapter 7 Pretest: Are You Ready for Chapter 7? On Level, Above/Beyond-Level, Strategic Intervention, Intensive Intervention
Math at Home
Chapter 7 Project: What “Do We” Have in the Library?
Lesson 7-1
MEAN, MEDIAN AND MODE
Whole Group Instruction
Daily Routine
Building Math Vocabulary: data, mean, median, mode
Introduce, Teach, Practice, and Assess: Mean, Median, and Mode
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 7-2
PROBLEM SOLVING INVESTIGATION; CHOOSE A STRATEGY
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Choose a Strategy
5.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.
Represent and interpret data.
5.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. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
5.MD.3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
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.
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.
5.MD.4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
5. Relate volume to the operations of
Choose the best strategy to solve a problem
Lesson 7-3
Make and interpret line plots
Lesson 7-4
Make and interpret frequency tables
Lesson 7-5
Choose appropriate scales and intervals for frequency tables
Lesson 7-6
Make and interpret bar graphs and double bar graphs
Lesson 7-7
Make and interpret line graphs and double line graphs
Lesson 7-8
Day 1: Select and make an appropriate graph for presenting data
Day 2: Use technology to select and create graphs
Lesson 7-9
Solve problems by making a graph
Assessment:
Mid-Chapter Test
Summative Assessment: Chapter 7 Test
Chapter 7 Resource Masters
Transparency
Flip Chart
Student Support
Student Edition
Leveled Worksheets
Manipulatives: counters, rulers, thermometer
Internet Resources
Lesson 7-1
www.macmillanmh.com
http://www.bbc.co.uk/schools/ks2bitesize/maths/data/mode_median_mean_range/play.shtml
Lesson 7-2
www.macmillanmh.com
Lesson 7-3
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 7-3
LINE PLOTS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: line plot, range, outlier
Introduce, Teach, Practice, and Assess: Line Plots
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice, Real World Math
Homework Practice
Lesson 7-4
FREQUENCY TABLES
Whole Group Instruction
Daily Routine
Building Math Vocabulary: frequency table
Introduce, Teach, Practice, and Assess: Frequency Tables
multiplication and addition and solve real world and mathematical problems involving volume.
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, e.g., to represent the associative property of multiplication.
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.
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.
Lesson 7-2
Measurement and Data
Represent and interpret data.
5.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. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
www.macmillanmh.com
http://www.glencoe.com/sites/common_assets/mathematics/mc2/cim/interactive_labs/M2_02/M2_02_dev_100.html
http://www.eduplace.com/kids/mw/practice/templates/rules.jsp?ID=hmm05_ep/gr5/0802&GRADE=5&UNIT=3&CHAPTER=8&LESSON=2&UNIT_TITLE=Measurement/Data%20and%20Graphing&CHAPTER_TITLE=Data%20and%20Statistics
Lesson 7-4
www.macmillanmh.com
http://www.learner.org/courses/learningmath/data/session2/part_c/index.html
http://www.eduplace.com/kids/mw/practice/templates/rules.jsp?
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Mid Chapter Check
Lesson 7-5
SCALES AND INTERVALS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: scale, interval
Introduce, Teach, Practice, and Assess: Scales and Intervals
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 7-6
BAR GRAPHS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: bar graph, double bar graph
Lesson 7-3
Measurement and Data
Represent and interpret data.
5.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. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
Lesson 7-4
Measurement and Data
Represent and interpret data.
5.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. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
Lesson 7-5
Measurement and Data
Represent and interpret data.
ID=hmm05_ep/gr5/0804&GRADE=5&UNIT=3&CHAPTER=8&LESSON=4&UNIT_TITLE=Measurement/Data%20and%20Graphing&CHAPTER_TITLE=Data%20and%20Statistics
Lesson 7-5
www.macmillanmh.com
Lesson 7-6
www.macmillanmh.com
http://www.mrnussbaum.com/icgraphing.htm
Lesson 7-7
www.macmillanmh.com
http://www.eduplace.com/kids/mw/practice/templates/rules.jsp?ID=hmm05_ep/gr5/0703&GRADE=5&UNIT=3&CHAPTER=7&LESSON=3&UNIT_TITLE=Measurement/Data%20and%20Graphing&CHAPTE
Introduce, Teach, Practice, and Assess: Bar Graphs
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Problem Solving in Art
Lesson 7-7
LINE GRAPHS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: line graph, double line graph
Introduce, Teach, Practice, and Assess: Line Graphs
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Game Time
Lesson 7-8
USE AN APPROPRIATE GRAPH
5.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. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
Lesson 7-6
Measurement and Data
Represent and interpret data.
5.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. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
Lesson 7-7
Measurement and Data
Represent and interpret data.
5.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. For example, given different measurements of
R_TITLE=Graph%20Data
Lesson 7-8
www.macmillanmh.com
http://www.eduplace.com/math/mw/models/tm_5.html
Whole Group Instruction
Daily Routine
Building Math Vocabulary: pictograph
Introduce, Teach, Practice, and Assess: Use an Appropriate Graph
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Problem Solving in Art
Lesson 7-9
PROBLEM SOLVING STRATEGY; MAKE A GRAPH
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Make a Graph
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Study Guide and Review
liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
Lesson 7-8
Measurement and Data
Represent and interpret data.
5.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. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
Lesson 7-9
Measurement and Data
Represent and interpret data.
5.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. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
Chapter 7 Test
Grade 5 Chapter 8:
Develop Fraction Concepts
Instructional Timeline: 9 Days
Target Skills in
Math ConnectsCommon Core Standards
Learning Outcomes or Objectives
Assessments
Curriculum Resources
Introduce the Chapter
Real World: Parts of Pies
Key Vocabulary: fraction, mixed number, improper fraction
Foldable Study Organizer
Chapter 8 Pretest: Are You Ready for Chapter 8? On Level, Above/Beyond-Level, Strategic Intervention, Intensive Intervention
Math at Home
Lesson 8-1
Numbers and Operations - Fractions
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 =
Lesson 8-1
Represent division situations using fractions
Lesson 8-2
Day 1: Use models to represent mixed numbers and improper fractions
Day 2: Write improper fractions as mixed
Diagnostic Assessment: Chapter 8 Pretest
Formative Assessment:
Mid-Chapter Test
Summative Assessment:
Teacher Support:
Volume 1 Teacher’s Edition
Chapter 8 Resource Masters
Transparency
Chapter 8 Project: Fraction Party
Foldable
Lesson 8-1
FRACTIONS AND DIVISION
Whole Group Instruction
Daily Routine
Building Math Vocabulary: fraction, numerator, denominator
Introduce, Teach, Practice, and Assess: Fractions and Division
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 8-2
IMPROPER FRACTIONS
Whole Group Instruction
Daily Routine
Review Math Vocabulary: improper fraction, mixed number
Introduce, Teach, Practice, and Assess: Improper Fractions
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
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?
Lesson 8-2
Numbers and Operations - Fractions
numbers
Lesson 8-3
Solve problems by using logical reasoning
Lesson 8-4
Write mixed numbers as improper fractions
Lesson 8-5
Compare fractions and mixed numbers using a number line
Lesson 8-6
Round fractions to 0, ½, and 1 using a number line
Lesson 8-7
Choose the best strategy to solve a problem
Chapter 8 Test Flip Chart
Student Support
Student Edition
Leveled Worksheets
Manipulatives: fraction circles, counters, rulers, fraction tiles
Internet Resources
Lesson 8-1
www.macmillanmh.com
http://www.swiss-algebra-help.com/fractions-as-division.html
Lesson 8-2
www.macmillanmh.com
http://www.quia.com/cb/186132.html
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Game Time
Lesson 8-3
PROBLEM SOLVING STRATEGY: USE LOGICAL REASONING
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Use Logical Reasoning
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice, Real World Math
Homework Practice
Lesson 8-4
MIXED NUMBERS
Whole Group Instruction
Daily Routine
Review Math Vocabulary: numerator, denominator
Introduce, Teach, Practice, and Assess: Mixed Numbers
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.
Lesson 8-3
Numbers and Operations - Fractions
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.)
Lesson 8-3
www.macmillanmh.com
Lesson 8-4
www.macmillanmh.com
http://www.adaptedmind.com/p.php?tagId=642
http://www.mathplayground.com/fractions_mixed.html
http://www.sheppardsoftware.com/mathgames/fractions/memory_fractions1.htm
Lesson 8.5
www.macmillanmh.com
http://www.bgfl.org/custom/resources_ftp/client_ftp/ks2/maths/fractions/level4.htm
Lesson 8.6
www.macmillanmh.com
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Mid Chapter Check
Lesson 8-5
FRACTIONS ON A NUMBER LINE
Whole Group Instruction
Daily Routine
Review Math Vocabulary: number line, fraction, mixed number
Introduce, Teach, Practice, and Assess: Fractions on a Number Line
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Problem Solving in Geography
Lesson 8-6
ROUND FRACTIONS
Whole Group Instruction
Daily Routine
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.
Lesson 8-3
Numbers and Operations - Fractions
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
5.NF.7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1
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?
1 Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division
http://www.quia.com/cm/62065.html
Review Math Vocabulary: round, estimate
Introduce, Teach, Practice, and Assess: Round Fractions
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 8-7
PROBLEM SOLVING INVESTIGATION: CHOOSE A STRATEGY
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Choose a Strategy
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Foldable
Chapter 8 Project
Study Guide and Review
Chapter 8 Test
Lesson 8-4
Numbers and Operations - Fractions
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction
Lesson 8-5
Numbers and Operations - Fractions
Use equivalent fractions as a strategy to add and subtract fractions.
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
Lesson 8-6
Numbers and Operations - Fractions
Use equivalent fractions as a strategy to add and subtract fractions.
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
Lesson 8-7
Numbers and Operations - Fractions
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.7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1
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.
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.
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?
1 Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division
Grade 5 Chapter 9:
Use Factors and Multiples
Instructional Timeline: 11 Days
Target Skills in
Math ConnectsCommon Core Standards
Learning Outcomes or Objectives
Assessments
Curriculum Resources
Introduce the Chapter
Real World: Got Pizza!
Key Vocabulary: common factor, composite number, equivalent fractions, prime number, simplest form
Foldable Study Organizer
Chapter 9 Pretest: Are You Ready for Chapter 9? On Level, Above/Beyond-Level, Strategic Intervention, Intensive Intervention
Math at Home
Chapter 9 Project: A Portable Sieve
Lesson 9-1
COMMON FACTORS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: common factor, greatest common factor (GCF)
Lesson 9-1
Numbers and Operations - Fractions
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?
Lesson 9-1
Identify common factors of a set of whole numbers
Lesson 9-2
Day 1: Use objects or pictures to identify prime and composite numbers
Day 2: Identify prime and composite numbers
Lesson 9-3
Write a fraction that is equivalent to a given fraction
Lesson 9-4
Write a fraction in simplest form
Diagnostic Assessment: Chapter 9 Pretest
Formative Assessment:
Mid-Chapter Test
Summative Assessment: Chapter 9 Test
Teacher Support:
Volume 2 Teacher’s Edition
Chapter 9 Resource Masters
Transparency
Flip Chart
Student Support
Student Edition
Leveled Worksheets
Introduce, Teach, Practice, and Assess: Common Factors
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 9-2
PRIME AND COMPOSITE NUMBERS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: prime factorization
Introduce, Teach, Practice, and Assess: Prime and Composite Numbers
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 9-3
EQUIVALENT FRACTIONS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: equivalent fractions
5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction
Lesson 9-2
Outside common core state standards; however, necessary for leverage and endurance purposes
Lesson 9-3
Numbers and Operations - Fractions
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
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.)
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
Lesson 9-4
Lesson 9-5
Relate decimals to fractions
Lesson 9-6
Solve problems by looking for a pattern
Lesson 9-7
Identify common multiples of a set of whole numbers
Lesson 9-8
Choose the best strategy to solve a problem
Lesson 9-9
Day 1: Use technology to compare fractions
Day 2: Compare fractions using common denominators
Manipulatives: color tiles, counters, two-colored counters, square tiles, fraction tiles, fraction circles, connecting cubes, number line
Internet Resources
Lesson 9-1
www.macmillanmh.com
http://www.harcourtschool.com/activity/elab2004/gr6/4.html
Lesson 9-2
www.macmillanmh.com
http://www.harcourtschool.com/activity/elab2004/gr5/10.html
Lesson 9-3
www.macmillanmh.com
Introduce, Teach, Practice, and Assess: Equivalent Fractions
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice, Real World Math
Homework Practice
Game Time
Lesson 9-4
SIMPLEST FORM
Whole Group Instruction
Daily Routine
Building Math Vocabulary: simplest form
Introduce, Teach, Practice, and Assess: Simplest Form
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Mid Chapter Check
Lesson 9-5
DECIMALS AND FRACTIONS
Numbers and Operations - Fractions
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?
Lesson 9-5.Numbers and Operations in Base-Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.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.
http://www.sheppardsoftware.com/mathgames/fractions/equivalent_fractions_shoot.htm
http://www.learningplanet.com/sam/ff/index.asp
Lesson 9-4
www.macmillanmh.com
http://www.sheppardsoftware.com/mathgames/fractions/reduce_fractions_shoot.htm
http://e-learningforkids.org/Courses/EN/M1110/index.html
Lesson 9-5
www.macmillanmh.com
http://www.quia.com/jg/65724.html
Lesson 9-6
www.macmillanm
Whole Group Instruction
Daily Routine
Review Math Vocabulary: decimal, fraction
Introduce, Teach, Practice, and Assess: Decimals and Fractions
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 9-6
PROBLEM SOLVING STRATEGY; LOOK FOR A PATTERN
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Look for a Pattern
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 9-7
MULTIPLES
Whole Group Instruction
Lesson 9-6
Numbers and Operations - Fractions
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
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.
Lesson 9-7
Outside common core state standards; however, necessary for leverage and endurance purposes
Lesson 9-8
Numbers and Operations - Fractions
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
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.
Lesson 9-9
Numbers and Operations - Fractions
Apply and extend previous understandings of multiplication and
h.com
Lesson 9-7
www.macmillanmh.com
http://www.mathplayground.com/multiples.html
http://www.sheppardsoftware.com/mathgames/multiple/multiple_frenzy.htm
Lesson 9-8
www.macmillanmh.com
Lesson 9-9
www.macmillanmh.com
http://www.mathplayground.com/HauntedFractions/HFGameLoader.html
http://nlvm.usu.edu/en/nav/frames_asid_159_g_2_t_1.html
Daily Routine
Building Math Vocabulary: multiple, common multiple, least common multiple (LCM)
Introduce, Teach, Practice, and Assess: Multiples
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 9-8
PROBLEM SOLVING INVESTIGATION; CHOOSE THE BEST STRATEGY
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Choose the Best Strategy
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 9-9
COMPARE FRACTIONS
Whole Group Instruction
Daily Routine
division to multiply and divide fractions.
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.
Building Math Vocabulary: common denominators, least common denominator (LCD)
Introduce, Teach, Practice, and Assess: Compare Fractions
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Problem Solving in Social Studies
Study Guide and Review
Chapter 9 Test
Grade 5 Chapter 10:
Add and Subtract Fractions
Instructional Timeline: 14 Days
Target Skills in
Math ConnectsCommon Core Standards
Learning Outcomes or Objectives
Assessments
Curriculum Resources
Introduce the Chapter
Real World: Parts of Pie
Key Vocabulary: like fractions, unlike fractions
Foldable Study Organizer
Chapter 10 Pretest: Are You Ready for Chapter 10? On Level, Above/Beyond-Level, Strategic Intervention, Intensive Intervention
Math at Home
Chapter 10 Project: Number Line Rounding Race
Lesson 10-1
ADD LIKE FRACTIONS
Whole Group Instruction
Daily Routine
Review Math Vocabulary: simplest form
Introduce, Teach, Practice, and Assess: Add Like Fractions
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 10-2
SUBTRACT LIKE FRACTIONS
Lesson 10-1
Numbers and Operations - Fractions
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.
Lesson 10-2
Numbers and Operations - Fractions
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 +
Lesson 10-1
Day 1: Use models to add fractions with like denominators
Day 2: Add fractions with like denominators
Lesson 10-2
Day 1: Use models to subtract fractions with like denominators
Day 2: Subtract fractions with like denominators
Lesson 10-3
Day 1: Use models to add unlike fractions
Day 2: Add unlike fractions
Lesson 10-4
Day 1: Use models to subtract unlike fractions
Day 2: Subtract unlike fractions
Lesson 10-5
Solve problems by determining reasonable answers
Lesson 10-6
Estimate sums and differences of mixed
Diagnostic Assessment: Chapter 10 Pretest
Formative Assessment:
Mid-Chapter Test
Summative Assessment: Chapter 10 Test
Teacher Support:
Volume 2 Teacher’s Edition
Chapter 10 Resource Masters
Transparency
Flip Chart
Student Support
Student Edition
Leveled Worksheets
Manipulatives: fraction circles, fraction tiles, clocks, play money
Internet Resources
Lesson 10-1
www.macmillanmh.com
http://www.sheppardsoftware.com/mathgames/
Whole Group Instruction
Daily Routine
Review Math Vocabulary: greatest common factor (GCF), simplest form
Introduce, Teach, Practice, and Assess: Subtract Like Fractions
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 10-3
ADD UNLIKE FRACTIONS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: unlike fractions
Introduce, Teach, Practice, and Assess: Add Unlike Fractions
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 10-4
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.
Lesson 10-3
Numbers and Operations - Fractions
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.
numbers
Lesson 10-7
Add mixed numbers
Lesson 10-8
Subtract mixed numbers
Lesson 10-9
Choose a strategy to solve a problem
Lesson 10-10
Subtract mixed numbers
fractions/FruitShootFractionsAddition.htm
http://fen.com/studentactivities/MathSplat/mathsplat.htm
Lesson 10-2
www.macmillanmh.com
http://www.sheppardsoftware.com/mathgames/fractions/FruitShootFractionsSubtraction.htm
Lesson 10-3
www.macmillanmh.com
http://nlvm.usu.edu/en/nav/frames_asid_106_g_2_t_1.html
http://www.sheppardsoftware.com/mathgames/fractions/FruitShootFractionsAddition.htm
Lesson 10-4
www.macmillanmh
SUBTRACT UNLIKE FRACTIONS
Whole Group Instruction
Daily Routine
Review Math Vocabulary: unlike fractions
Introduce, Teach, Practice, and Assess: Find Subtract Unlike Fractions
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 10-5
PROBLEM SOLVING SKILL; DETERMINE REASONABLE ANSWERS
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Determine Reasonable Answers
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 10-6
ESTIMATE SUMS AND DIFFERENCES
Whole Group Instruction
Lesson 10-4
Numbers and Operations - Fractions
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.
Lesson 10-5
Numbers and Operations - Fractions
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
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.
.com
http://www.sheppardsoftware.com/mathgames/fractions/FruitShootFractionsSubtraction.htm
Lesson 10-5
www.macmillanmh.com
Lesson 10-6
www.macmillanmh.com
http://www.calculatorsoup.com/calculators/math/fractionsestimating.php
Lesson 10-7
www.macmillanmh.com
http://www.factmonster.com/math/knowledgebox/player.html?movie=sfw50952
Lesson 10-8
www.macmillanmh.com
http://www.quia.com/cb/95582.html
Daily Routine
Review Math Vocabulary: mixed number, estimate
Introduce, Teach, Practice, and Assess: Estimate Sums and Differences
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Mid Chapter Check
Lesson 10-7
ADD MIXED NUMBERS
Whole Group Instruction
Daily Routine
Review Math Vocabulary: whole number, fraction
Introduce, Teach, Practice, and Assess: Add Mixed Numbers
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 10-8
SUBTRACT MIXED NUMBERS
Lesson 10-6
Numbers and Operations - Fractions
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.
Lesson 10-7
Numbers and Operations - Fractions
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 +
Lesson 10-9
www.macmillanmh.com
Lesson 10-10
www.macmillanmh.com
http://www.homeschoolmath.net/teaching/f/sub_mixed-b.php
Whole Group Instruction
Daily Routine
Review Math Vocabulary: simplest form
Introduce, Teach, Practice, and Assess: Subtract Mixed Numbers
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice, Real World Math
Homework Practice
Game Time
Lesson 10-9
PROBLEM SOLVING INVESTIGATION; CHOOSE A STRATEGY
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Choose a Strategy
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice, Real World Math
Homework Practice
Lesson 10-10
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.
Lesson 10-8
Numbers and Operations - Fractions
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.
Lesson 10-9
SUBTRACTION WITH RENAMING
Whole Group Instruction
Daily Routine
Review Math Vocabulary: improper fraction
Introduce, Teach, Practice, and Assess: Subtraction with Renaming
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice, Real World Math
Homework Practice
Problem Solving in Science
Study Guide and Review
Chapter 10 Test
Numbers and Operations - Fractions
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
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.
Lesson 10-10
Numbers and Operations - Fractions
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.
Grade 5 Chapter 11:
Use Measures in the Customary System
Instructional Timeline: 9 Days
Target Skills in
Math ConnectsCommon Core Standards
Learning Outcomes or Objectives
Assessments
Curriculum Resources
Introduce the Chapter
Real World: Measuring Up
Key Vocabulary: length, customary units, weight, capacity, elapsed time
Foldable Study Organizer
Chapter 11 Pretest: Are You Ready for Chapter 11? On Level, Above/Beyond-Level, Strategic Intervention, Intensive Intervention
Math at Home
Chapter 11 Project: Stepping It Up
Lesson 11-1
UNITS OF LENGTH
Whole Group Instruction
Daily Routine
Building Math Vocabulary: customary units, foot, inch, yard, mile, convert
Lesson 11-1
Measurement and Data
Convert like measurement units within a given measurement system.
5.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.
Represent and interpret data.
5.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. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were
Lesson 11-1
Day 1: Convert customary units of length to the nearest half inch and quarter inch
Day 2: Choose an appropriate customary unit for measuring the length and convert customary units of length
Lesson 11-2
Solve problems by drawing a diagram
Lesson 11-3
Convert customary units of weight
Lesson 11-4
Convert customary
Diagnostic Assessment: Chapter 11 Pretest
Formative Assessment:
Mid-Chapter Test
Summative Assessment: Chapter 11 Test
Teacher Support:
Volume 2 Teacher’s Edition
Chapter 11 Resource Masters
Transparency
Flip Chart
Student Support
Student Edition
Leveled Worksheets
Introduce, Teach, Practice, and Assess: Units of Length
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Game Time
Lesson 11-2
PROBLEM SOLVING STRATEGY; DRAW A DIAGRAM
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Draw a Diagram
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 11-3
UNITS OF WEIGHT
Whole Group Instruction
Daily Routine
Building Math Vocabulary: weight, pound, ounce, ton
redistributed equally.
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
5.MD.3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
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.
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.
5.MD.4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
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, e.g., to represent the associative property of multiplication.
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
units of capacity
Lesson 11-5
Converts units of time
Lesson 11-6
Choose the best strategy to solve a problem
Lesson 11-7
Add and subtract measures of time
Manipulatives: rulers, capacity containers, demonstration clock
Internet Resources
Lesson 11-1
www.macmillanmh.com
http://www.mrnussbaum.com/sal/index.html
Lesson 11-2
www.macmillanmh.com
http://www.mathplayground.com/gsmbegin.html
Lesson 11-3
www.macmillanmh.com
http://www.sheppardsoftware.com/mathgames/measurement/MeasurementOunces.htm
Lesson 11-4
Introduce, Teach, Practice, and Assess: Units of Weight
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 11-4
UNITS OF CAPACITY
Whole Group Instruction
Daily Routine
Building Math Vocabulary: capacity, cup, fluid ounce, pint, quart, gallon
Introduce, Teach, Practice, and Assess: Units of Capacity
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Mid-Chapter Check
Lesson 11-5
UNITS OF TIME
Whole Group Instruction
Daily Routine
Review Math Vocabulary: units of time
problems.
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.
Lesson 11-2
Measurement and Data
Convert like measurement units within a given measurement system.
5.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.
Lesson 11-3
Measurement and Data
Convert like measurement units within a given measurement system.
5.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.
Lesson 11-4
Measurement and Data
www.macmillanmh.com
http://www.mrnussbaum.com/soda/index.html
http://www.quia.com/rr/138504.html
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/measures/index.htm
Lesson 11-5
www.macmillanmh.com
http://www.mrnussbaum.com/bedtime/index.html
Lesson 11-6
www.macmillanmh.com
http://www.mrnussbaum.com/bmf/index.html
Lesson 11-7
www.macmillanmh.com
http://nlvm.usu.edu/en/nav/frames_asid_318_g_3_t_4.html
Introduce, Teach, Practice, and Assess: Units of Time
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 11-6
PROBLEM SOLVING INVESTIGATION; CHOOSE THE BEST STRATEGY
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Choose the Best Strategy
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Problem Solving in Health
Lesson 11-7
ELAPSED TIME
Whole Group Instruction
Daily Routine
Building Math Vocabulary: elapsed time
Introduce, Teach, Practice, and Assess:
Convert like measurement units within a given measurement system.
5.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.
Lesson 11-5
Outside common core state standards; however, necessary for leverage and endurance purposes
Lesson 11-6
Measurement and Data
Convert like measurement units within a given measurement system.
5.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.
Lesson 11-7
Outside common core state standards; however, necessary for leverage and endurance purposes
http://www.shodor.org/interactivate/activities/ElapsedTime/
Elapsed Time
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Study Guide and Review
Chapter 11 Test
Grade 5 Chapter 12:
Use Measures in the Metric System
Instructional Timeline: 9 Days
Target Skills in
Math ConnectsCommon Core Standards
Learning Outcomes or Objectives
Assessments
Curriculum Resources
Introduce the Chapter
Real World: Metrics and Place Value
Key Vocabulary: metric system, mass, negative number, positive number, integer
Foldable Study Organizer
Chapter 12 Pretest: Are You Ready for Chapter 12? On Level, Above/Beyond-
Lesson 12-1
Measurement and Data
Convert like measurement units within a given measurement system.
5.MD.1. Convert among different-sized standard measurement units within a
Lesson 12-1
Day 1: Measure length to the nearest millimeter
Day 2: Choose an appropriate metric unit for measuring length and convert metric
Diagnostic Assessment: Chapter 12 Pretest
Formative Assessment:
Teacher Support:
Volume 2 Teacher’s Edition
Chapter 12 Resource Masters
Level, Strategic Intervention, Intensive Intervention
Math at Home
Chapter 12 Project: Morning, Noon, and Night
Lesson 12-1
UNITS OF LENGTH
Whole Group Instruction
Daily Routine
Building Math Vocabulary: metric system, centimeter, millimeter, meter, kilometer
Introduce, Teach, Practice, and Assess: Units of Length
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 12-2
PROBLEM SOLVING SKILL; DETERMINE REASONABLE ANSWERS
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Determine Reasonable Answers
Small Group Differentiated Instruction
given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
Lesson 12-2
Measurement and Data
Convert like measurement units within a given measurement system.
5.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.
Lesson 12-3
Outside common core state standards; however, necessary for leverage and endurance purposes
Lesson 12-4
Outside common core state standards; however, necessary for leverage and endurance purposes
Lesson 12-5
Geometry
Graph points on the coordinate plane to solve real-world and mathematical problems.
5.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
units of length
Lesson 12-2
Solve problems by determining reasonable answers
Lesson 12-3
Convert metric units of mass
Lesson 12-4
Convert metric units of capacity
Lesson 12-5
Use integers to represent real-life situations and graph them on number line
Lesson 12-6
Day 1: Use technology to make and explain line graphs
Day 2: Choose appropriate temperatures in degrees Fahrenheit and Celsius
Lesson 12-7
Choose the best strategy to solve a problem
Mid-Chapter Test
Summative Assessment: Chapter 12 Test
Transparency
Flip Chart
Student Support
Student Edition
Leveled Worksheets
Manipulatives: ruler, pan scale, scale, thermometers
Internet Resources
Lesson 12-1
www.macmillanmh.com
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/measures/index.htm
http://www.teachingmeasures.co.uk/length/dragdist/ruler30cm.html
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 12-3
UNITS OF MASS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: mass, gram, milligram, kilogram
Introduce, Teach, Practice, and Assess: Units of Mass
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 12-4
UNITS OF CAPACITY
Whole Group Instruction
Daily Routine
Building Math Vocabulary: liter, milliliter
Introduce, Teach, Practice, and Assess: Units of Capacity
Lesson 12-6
Outside common core state standards; however, necessary for leverage and endurance purposes
Lesson 12-7
Measurement and Data
Convert like measurement units within a given measurement system.
5.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.
Lesson 12-2
www.macmillanmh.com
http://www.sciencekids.co.nz/gamesactivities/math/problemsolving.html
Lesson 12-3
www.macmillanmh.com
http://www.mrnussbaum.com/probfair.htm
Lesson 12-4
www.macmillanmh.com
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/measures/index.htm
http://www.taw.org.uk/lic/itp/itps/measuringCylinder_1_2.swf
Lesson 12-5
www.macmillanmh
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Game Time
Mid Chapter Check
Lesson 12-5
INTEGERS AND GRAPHING ON NUMBER LINES
Whole Group Instruction
Daily Routine
Building Math Vocabulary: positive number, negative number, integer, negative integers, positive integers, opposite integers
Introduce, Teach, Practice, and Assess: Integers and Graphing on Number Lines
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 12-6
UNITS OF TEMPERATURE
Whole Group Instruction
.com
http://www.funbrain.com/cgi-bin/nl.cgi?A1=s&A2=3
Lesson 12-6
www.macmillanmh.com
http://www.neok12.com/Heat-Temperature.htm
Lesson 12-7
www.macmillanmh.com
http://www.mathplayground.com/wp_5A.html
Daily Routine
Introduce, Teach, Practice, and Assess: Unite of Temperature
Building Math Vocabulary: degrees, Celsius (C),Fahrenheit (F)
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Problem Solving in Social Studies
Lesson 12-7
PROBLEM SOLVING INVESTIGATION; CHOOSE A STRATEGY
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Choose a Strategy
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Study Guide and Review
Chapter 12 Test
Grade 5 Chapter 13:
Identify, Compare, and Classify Geometric Figures
Instructional Timeline: 11 Days
Target Skills in
Math ConnectsCommon Core Standards
Learning Outcomes or Objectives
Assessments
Curriculum Resources
Introduce the Chapter
Real World: Identify, Compare, and Classify Geometric Figures
Key Vocabulary: parallel lines, perpendicular lines, translation, reflection, rotation
Foldable Study Organizer
Chapter 13 Pretest: Are You Ready for Chapter 13? On Level, Above/Beyond-Level, Strategic Intervention, Intensive Intervention
Math at Home
Chapter 13 Project: Identify It!
Lesson 13-1
GEOMETRY VOCABULARY
Whole Group Instruction
Daily Routine
Building Math Vocabulary: point, line, ray, line segment, plane, intersecting lines,
Lesson 13-1
Geometry
Graph points on the coordinate plane to solve real-world and mathematical problems.
5.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 (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
5.G.2. Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate
Lesson 13-1
Identify and label basic geometric terms
Lesson 13-2
Solve problems by using logical reasoning
Lesson 13-3
Day 1: Use turns on circles to identify angles
Day 2: Identify characteristics of triangles
Lesson 13-4
Identify characteristics of quadrilaterals
Lesson 13-5
Choose the best strategy to solve a
Diagnostic Assessment: Chapter 13 Pretest
Formative Assessment:
Mid-Chapter Test
Summative Assessment: Chapter 13 Test
Teacher Support:
Volume 2 Teacher’s Edition
Chapter 2 Resource Masters
Transparency
Flip Chart
Student Support
Student Edition
Leveled Worksheets
Manipulatives: rulers,
perpendicular lines, parallel lines, congruent line segments
Introduce, Teach, Practice, and Assess: Geometry Vocabulary
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Game Time
Lesson 13-2
PROBLEM SOLVING STRATEGY; USE LOGICAL REASONING
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Use Logical Reasoning
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 13-3
TRIANGLES
Whole Group Instruction
Daily Routine
Building Math Vocabulary: isosceles
plane, and interpret coordinate values of points in the context of the situation.
Classify two-dimensional figures into categories based on their properties.
5.G.3. Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
5.G.4. Classify two-dimensional figures in a hierarchy based on properties.
Lesson 13-2
Geometry
Graph points on the coordinate plane to solve real-world and mathematical problems.
5.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.
Classify two-dimensional figures into categories based on their properties.
5.G.3. Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
Lesson 13-3
problem
Lesson 13-6
Sketch translations on a coordinate grid
Lesson 13-7
Sketch reflections on a coordinate grid
Lesson 13-8
Sketch rotations on a coordinate grid
Lesson 13-9
Identify translations
protractor, pattern blocks
Internet Resources
Lesson 13-1
www.macmillanmh.com
http://www.aplusmath.com/cgi-bin/games/geomatho
http://www.quia.com/cc/805.html
Lesson 13-2
www.macmillanmh.com
http://www.mathplayground.com/wp_5B.html
Lesson 13-3
www.macmillanmh.com
http://www.math-play.com/classifying-triangles/classifying-triangles.html
Lesson 13-4
www.macmillanmh.com
triangle, equilateral triangle, scalene triangle, acute triangle, right triangle, obtuse triangle
Introduce, Teach, Practice, and Assess: Triangles
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 13-4
QUADRILATERALS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: quadrilateral, parallelogram, rhombus, rectangle, square, trapezoid
Introduce, Teach, Practice, and Assess: Quadrilaterals
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Game Time
Mid Chapter Check
Homework Practice
Lesson 13-5
PROBLEM SOLVING INVESTIGATION;
Geometry
Classify two-dimensional figures into categories based on their properties.
5.G.3. Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
5.G.4. Classify two-dimensional figures in a hierarchy based on properties
Lesson 13-4
Geometry
Classify two-dimensional figures into categories based on their properties.
5.G.3. Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
5.G.4. Classify two-dimensional figures in a hierarchy based on properties
Lesson 13-5
Geometry
Graph points on the coordinate plane to solve real-world and mathematical problems.
5.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
http://teams.lacoe.edu/documentation/classrooms/amy/geometry/6-8/activities/quad_quest/quad_quest.html
http://www.xpmath.com/forums/arcade.php?do=play&gameid=84
http://www.mathsisfun.com/geometry/quadrilaterals-interactive.html
Lesson 13-5
www.macmillanmh.com
http://mathplayground.com/olympic_math1.html
Lesson 13-6
www.macmillanmh.com
http://www.mathsisfun.com/geometry/translation.html
Lesson 13-7
www.macmillanmh
CHOOSE A STRATEGY
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Choose a Strategy
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 13-6
TRANSLATIONS AND GRAPHS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: transformation, image, translation
Introduce, Teach, Practice, and Assess: Translations and Graphs
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 13-7
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 (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
5.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.
Lesson 13-6
Geometry
Graph points on the coordinate plane to solve real-world and mathematical problems.
5.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 (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
5.G.2. Represent real world and
.com
http://www.ixl.com/math/grade-6/reflections-graph-the-image
Lesson 13-8
www.macmillanmh.com
http://www.mathsisfun.com/geometry/translation.html
Lesson 13-9
www.macmillanmh.com
http://www.mathplayground.com/ShapeMods/ShapeMods.html
http://www.sciencekids.co.nz/gamesactivities/math/transformation.html
http://jmathpage.com/JIMSGeometrycoordinatestransformations.html
REFLECTIONS AND GRAPHS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: reflection, line of reflection
Introduce, Teach, Practice, and Assess: Reflections and Graphs
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice, Real World Math
Homework Practice
Lesson 13-8
ROTATIONS AND GRAPHS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: rotation
Introduce, Teach, Practice, and Assess: Rotations and Graphs
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice, Real World Math
Homework Practice
Lesson 13-9
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
Lesson 13-7
Geometry
Graph points on the coordinate plane to solve real-world and mathematical problems.
5.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 (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
5.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
Lesson 13-8
Geometry
Graph points on the coordinate plane to solve real-world and mathematical problems.
5.G.1. Use a pair of perpendicular number
IDENTIFY TRANSFORMATIONS
Whole Group Instruction
Daily Routine
Review Math Vocabulary: transformations, translation, reflection, rotation
Introduce, Teach, Practice, and Assess: Identify Transformations
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice, Real World Math
Homework Practice
Problem Solving in Art
Study Guide and Review
Chapter 13 Test
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 (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
5.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
Lesson 13-9
Geometry
Classify two-dimensional figures into categories based on their properties.
5.G.3. Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
5.G.4. Classify two-dimensional figures in a hierarchy based on properties
Grade 5 Chapter 14:
Measure Perimeter, Area, and Volume
Instructional Timeline: 14 Days
Target Skills in
Math ConnectsCommon Core Standards
Learning Outcomes or Objectives
Assessments
Curriculum Resources
Introduce the Chapter
Real World: Fence it In
Key Vocabulary: area, perimeter, polygon, prism, three-dimensional figure
Foldable Study Organizer
Chapter 14 Pretest: Are You Ready for Chapter 14? On Level, Above/Beyond-Level, Strategic Intervention, Intensive Intervention
Math at Home
Chapter 14 Project: It’s Your Area
Lesson 14-1
PERIMETERS OF POLYGONS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: polygon, perimeter
Introduce, Teach, Practice, and Assess: Perimeter of Polygons
Lesson 14-1
Measurement and Data
Convert like measurement units within a given measurement system.
5.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.
Represent and interpret data.
5.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. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
Lesson 14-1
Day 1: Use models to find the perimeters of rectangles
Day 2: Find the perimeters of polygons
Lesson 14-2
Find and estimate the areas of figures by counting squares
Lesson 14-3
Day 1: Find the areas of rectangles
Day 2: I will use models to find the area of a parallelograms
Lesson 14-4
Identify characteristics of three-dimensional figures
Lesson 14-5
Diagnostic Assessment: Chapter 14 Pretest
Formative Assessment:
Mid-Chapter Test
Summative Assessment: Chapter 14 Test
Teacher Support:
Volume 2 Teacher’s Edition
Chapter 14 Resource Masters
Transparency
Flip Chart
Student Support
Student Edition
Leveled Worksheets
Manipulatives: Square tiles, square pattern bocks, base-
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 14-2
AREAS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: area
Introduce, Teach, Practice, and Assess: Areas
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 14-3
AREAS OF RECTANGLES AND SQUARES
Whole Group Instruction
Daily Routine
Review Math Vocabulary: rectangle, square
Introduce, Teach, Practice, and Assess: Areas of Rectangles and Squares
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
5.MD.3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
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.
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.
5.MD.4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
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, e.g., to represent the associative property of multiplication.
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.
Solve problems by making a model
Lesson 14-6
Day 1: use models to find the volumes of prisms
Day 2: Find the volume of rectangular prisms
Lesson 14-7
Day 1: Use models to find the surface areas of rectangular prisms
Day 2: Find the surface areas of rectangular prisms
Lesson 14-8
Select and use appropriate units and formulas to measure length, perimeter
Lesson 14-9
Choose the best strategy to solve a problem
ten blocks, geo boards, centimeter cubes, coins, two-colored counters, connecting cubes
Internet Resources
Lesson 14-1
www.macmillanmh.com
http://www.funbrain.com/cgi-bin/poly.cgi
http://www.bbc.co.uk/schools/gcsebitesize/maths/geometry/areaandperimeteract.shtml
Lesson 14-2
www.macmillanmh.com
http://www.shodor.org/interactivate/activities/ShapeExplorer/
http://pbskids.org/cyberchase/videos/area-alert/
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Game Time
Mid Chapter Check
Lesson 14-4
THREE-DIMENSIONAL FIGURES
Whole Group Instruction
Daily Routine
Building Math Vocabulary: three-dimensional figure, polyhedron, prism, base, face, edge, vertex, rectangular prism, triangular prism, cylinder , cone
Introduce, Teach, Practice, and Assess: Three-Dimensional Figures
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 14-5
PROBLEM SOLVING STRATEGY; MAKE A MODEL
Whole Group Instruction
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.
Lesson 14-2
Measurement and Data
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
5.MD.3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
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.
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.
5.MD.4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
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, e.g.,
Lesson 14-3
www.macmillanmh.com
http://www.mathplayground.com/area_perimeter.html
Lesson 14-4
www.macmillanmh.com
http://www.softschools.com/math/geometry/shapes/solids/games/
Lesson 14-5
www.macmillanmh.com
Lesson 14-6
www.macmillanmh.com
http://illuminations.nctm.org/ActivityDetail.aspx?ID=70
Lesson 14-7
www.macmillanmh.com
http://www.teacherled.com/
Daily Routine
Introduce, Teach, Practice, and Assess: Make a Model
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 14-6
VOLUMES OF PRISMS
Whole Group Instruction
Daily Routine
Building Math Vocabulary: volume
Introduce, Teach, Practice, and Assess: Volumes of Prisms
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Problem Solving in Science
Lesson 14-7
SURFACE AREA OF PRISMS
Whole Group Instruction
Daily Routine
to represent the associative property of multiplication.
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.
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.
Lesson 14-3
Measurement and Data
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
5.MD.3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
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.
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.
5.MD.4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
resources/isoexplode/isoexplodeload.html
Lesson 14-8
www.macmillanmh.com
http://www.proteacher.org/c/321_area_and_perimeter.html
Lesson 14-9
www.macmillanmh.com
Building Math Vocabulary: surface area
Introduce, Teach, Practice, and Assess: Surface Area of Prisms
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 14-8
SELECT APPROPRIATE MEASUREMENT FORMULAS
Whole Group Instruction
Daily Routine
Review Math Vocabulary: formula
Introduce, Teach, Practice, and Assess: Select Appropriate Measurement Formulas
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 14-9
PROBLEM SOLVING INVESTIGATION; CHOOSE A STRATEGY
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess:
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, e.g., to represent the associative property of multiplication.
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.
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.
Lesson 14-4
Measurement and Data
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
5.MD.3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
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.
A solid figure which can be packed without gaps or overlaps using n unit cubes is said
Choose a Strategy
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Study Guide and Review
Chapter 14 Test
to have a volume of n cubic units.
5.MD.4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
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, e.g., to represent the associative property of multiplication.
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.
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.
Lesson 14-5
Measurement and Data
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
5.MD.3. Recognize volume as an attribute
of solid figures and understand concepts of volume measurement.
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.
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.
5.MD.4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
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, e.g., to represent the associative property of multiplication.
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.
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.
Lesson 14-6
Measurement and Data
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
5.MD.3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
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.
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.
5.MD.4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
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, e.g., to represent the associative property of multiplication.
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.
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.
Lesson 14-7
Measurement and Data
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
5.MD.3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
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.
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.
5.MD.4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
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, e.g., to represent the associative property of multiplication.
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.
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.
Lesson 14-8
Measurement and Data
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
5.MD.3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
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.
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.
5.MD.4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
5. Relate volume to the operations of
multiplication and addition and solve real world and mathematical problems involving volume.
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, e.g., to represent the associative property of multiplication.
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.
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.
Lesson 14-9
Measurement and Data
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
5.MD.3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
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.
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.
5.MD.4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
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, e.g., to represent the associative property of multiplication.
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.
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.
Grade 5 Chapter 15:
Use Probability to Make Predictions
Instructional Timeline: 7 Days
Target Skills in
Math ConnectsCommon Core Standards
Learning Outcomes or Objectives
Assessments
Curriculum Resources
Introduce the Chapter
Real World: Likely or Not?
Key Vocabulary: probability, outcome, probability experiment, tree diagram
Foldable Study Organizer
Chapter 15 Pretest: Are You Ready for Chapter 15? On Level, Above/Beyond-Level, Strategic Intervention, Intensive Intervention
Math at Home
Chapter 15 Project: Probability Preferences
Lesson 15-1
PROBABILITY
Whole Group Instruction
Daily Routine
Building Math Vocabulary: probability, certain, impossible, equally likely, outcome, probability experiment
Introduce, Teach, Practice, and Assess: Probability
Lesson 15-1
Outside common core state standards; however, necessary for leverage and endurance purposes
Lesson 15-2
Outside common core state standards; however, necessary for leverage and endurance purposes
Lesson 15-3
Outside common core state standards; however, necessary for leverage and endurance purposes
Lesson 15-4
Outside common core state standards; however, necessary for leverage and endurance purposes
Lesson 15-5
Outside common core state standards; however, necessary for leverage and endurance purposes
Lesson 15-1
Determine the likelihood of an event
Lesson 15-2
Day 1: Use the probability to make a prediction
Day 2: Use fractions to describe probability
Day 3: Use technology to describe probability as a fraction
Lesson 15-3
Solve problems by working backward
Lesson 15-4
Day 1: use models to add decimals
Day 2: Add decimals
Lesson 15-5
Choose the best strategy to solve a
Diagnostic Assessment: Chapter 15 Pretest
Formative Assessment:
Mid-Chapter Test
Summative Assessment: Chapter 15 Test
Teacher Support:
Volume 2 Teacher’s Edition
Chapter 15 Resource Masters
Transparency
Flip Chart
Student Support
Student Edition
Leveled Worksheets
Manipulatives: connecting cubes, pennies, number cube labeled 1-6,
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Problem Solving in Science
Lesson 15-2
PROBABILITY AS A FRACTION
Whole Group Instruction
Daily Routine
Building Math Vocabulary: favorable outcome
Introduce, Teach, Practice, and Assess: Probability as a Fraction
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Lesson 15-3
PROBLEM-SOLVING STRATEGY: MAKE AN ORGANIZED LIST
Whole Group Instruction
Daily Routine
Introduce, Teach, Practice, and Assess: Make an Organized List
problem
Lesson 15-6
Day 1: Use models to subtract decimals
Day 2: Use models to subtract decimals
spinner
Internet Resources
Lesson 15-1
www.macmillanmh.com
http://www.mrnussbaum.com/cardsharks/index.html
http://www.subtangent.com/maths/coindice.php
Lesson 15-2
www.macmillanmh.com
http://jmathpage.com/JIMSProbabilitypage.html
Lesson 15-3
www.macmillanmh.com
Lesson 15-4
www.macmillanmh.com
http://www.mrnussbaum.com/probfair.htm
Lesson 15-5
Small Group Differentiated Instruction
Small Group: Above Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Mid Chapter Check
Lesson 15-4
COUTING OUTCOMES
Whole Group Instruction
Daily Routine
Building Math Vocabulary: tree diagram
Introduce, Teach, Practice, and Assess: Counting Outcomes
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Game Time
Lesson 15-5
PROBLEM SOLVING INVESTIGATION: CHOOSE A STRATEGY
Whole Group Instruction
Daily Routine
www.macmillanmh.com
Introduce, Teach, Practice, and Assess: Problem Solving Investigation: Choose a Strategy
Small Group Differentiated Instruction
Small Group: Below Level Activity, ELL, Reteach, Skills Practice, Enrich
Independent Work: Early Finishers, Problem-Solving Practice
Homework Practice
Study Guide and Review
Chapter 15 Test