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Week 1

Week 1

5 days

Aug 27–31

Major Concepts:

· Patterns exist within the Place Value System: there is a repeating one, ten, hundred pattern in each period of the system

· There is a 10 to 1 relationship between the values of closest positions within the place value system

· A base ten system can be used to write whole numbers

· Whole numbers have multiple representations

· Place value is the value given to a digit based on its position in a number

· The relative size of whole numbers can be compared

· A number line is a geometric graphic designed to amplify the size of numbers by emphasizing the distances between them

· The further to the right of the number line, the larger the number and the further to the left of the number line, the smaller the number

What is covered:

· Whole number Place Value through Hundred Billions Place

· Read, Write, Compare and Order Whole Numbers

· Greater than/ Less than

· Standard and Expanded form

· Number Lines

Learning Standards:

· (5.1) Number, operation, and quantitative reasoning. The student uses place value to represent whole numbers and decimals

· (5.6) Patterns, relationships, and algebraic thinking. The student describes relationships mathematically

· (5.14) Underlying processes and mathematical tools. The student applies Grade 5 mathematics to solve problems connected to everyday experiences and activities in and outside of school

Processes:

· Understand the relationships that exist among one, tens, hundreds, and so on

· Express whole numbers (through billion) in standard form, word form, and expanded form

· Use a place value chart to name the value of digits in whole numbers

· Use place value to compare whole numbers

· Compare whole numbers on a number line and use greater than, less than, and equal to symbols to express comparison

· Order whole numbers through the millions

Learning Standards

Instruction

Resources

Stations

Assessments

Products/Projects

5.1A Use place value to read, write, compare, and order whole numbers through999,999,999,999

Underlying Process

Key Vocabulary: place value, place value chart, period, standard form, expanded form, word form, compare, order, less than, greater than, equal to, whole number, model, represent

The first week of school the teacher will:

· Introduce Kim Sutton’s Creative Math. This will be used daily for the entire year.

· Introduce Number of the Day. This will be used daily for the first six weeks, then once weekly after that.

· Build a community of learners. This will be accomplished by using Van de Walle’s philosophy of Mathematical Communities of Learners by teaching students:

· All ideas are important. They can learn from the ideas of other students.

· Ideas should be shared with others. Ideas should be respected and generate discussion.

· Trust must be established and it’s OK to make mistakes. Mistakes are opportunities for learning and growth. All ideas must be treated with respect.

· Students must come to understand that math makes sense. The correctness or validity of results resides in the math itself.

· The teacher should refrain from stating that an answer is correct or no that the answer is wrong. Let students make sense of the math through their attempts and discussion. The teacher’s role is to facilitate the learning.

· Transitions must be seamless and fast. This will take practice, practice, practice. Do not skip this step; it sets the tone for the year.

· Teach the problem solving model. The problem solving model is on page xi of the student edition. (Read and Understand, Plan and Solve, Look Back and Check.). Practice this model with several problems daily the first week to ensure students are familiar with the process and your expectations for following the process and showing their work.

· Introduce the problem solving rubric for grades 3 – 5 from Region 4 or develop one of your own with the students. This should be posted in the room so students can track their learning progress.

Monday:

· Read The Math Curse to students. Follow up by discussing how they use math in their everyday life. Create a poster or bulletin board reflecting math in their lives.

· Teach students the daily rules and routine. Students will need to know:

1. They will have a warm up to begin immediately upon entering the classroom daily. The warm-up may consist of number of the day, question of the day, or a workbook page depending on time of year.

2. They will participate in Kim Sutton’s Creative Math daily to build their fact fluency. Make sure students understand that learning their multiplication and division facts is essential! Encourage students to begin working now to learn these…it will not go away!

3. They will have a math journal for vocabulary, notes, and problem solving strategies. This journal should only be written in if directed by the teacher. This journal will later turn into a STAAR study guide.

· Set up Math Journals

1. Give each student a spiral

2. Have students personalize the cover

3. Set up the Table of Contents

4. Number each Page

· Introduce Kim Sutton’s Creative Math

Tuesday-Thursday:

· Introduce whole number place value

· Teach students to change numbers between standard, and expanded forms

· Students will complete Number of the Day as a warm-up daily

Whole Number Place Value:

· FYI: Students were taught Whole Number Place Value through the Hundred Millions in Grade 4 but do not assume they internalized or remember this.

· Use base 10 blocks to ensure students have a concrete grasp of our number system. Explain in detail the place value system using base ten blocks and the place value chart.

· Based on individual progress begin moving from concrete to abstract by removing the use of manipulatives. (Students will progress at different rates)

· Teacher should have students create a foldable- place value chart (using sentence strips- fill in ones through hundred billions, but also leave room for tenths, hundredths, and thousandths to be added in week 2) Chart should look similar to this:

Billions

Millions

Thousands

Ones

hundred

billions

ten

billions

billions

hundred

millions

ten millions

millions

hundred

thousands

ten thousands

thousands

hundreds

tens

ones

· Have students recognize and describe the patterns that exist within the place value system: one, ten, hundred repeating pattern through each period

· Do not just point out the patterns to the students. Make sure they discover the patterns on their own and find a way to verbally describe it on their own. This would be a good time to use “THINK, PAIR, SHARE”

· Ensure that students understand the 10 to 1 relationship between the values of closest positions. When this relational understanding is developed, students have the ability to make generalizations that contribute to the development of number sense.

· Practice using the foldable place value chart can include the following:

1. Give students two sets of number squares with digits 0-9. Tell students to create the largest number they can with their digits. Tell students to create the smallest number they can with their digits. Tell students to create the largest number they can if there is a 3 in the ten millions place, etc.

2. Have students work in pairs. Each student will roll 12 dice to create a 12 digit number to put on the place value chart. Students will compare their numbers to their partners and determine who has the larger or smaller number. (This can also be done with playing cards, just make sure to take out the face cards)

· Other practice can include the following:

1. Envision lessons 1-1 and 1-2

2. Roll several dice to create a multi-digit number, then using a place value chart, have students express the number in as many ways as they can.

Ex: 134 can be expressed in the following ways:

Hundreds

Tens

Ones

1

3

4

13

4

134

1

34

Place Value: Whole Numbers

Read and write whole numbers

through 999,999,999,999.

Use a model to recognize patterns in

representations of place value.

Example:

Relate patterns in model to place value

chart.

Example:

Relate patterns in models to similar patterns in standard form and word form of whole numbers.

The first three models (cube, long, flat) represent the three digits in the units period, the next three models (cube, long, flat) represent the three digits of the thousands period, and so on.

The models of ones, tens, hundreds are repeated in each

period.

A comma follows the name of each period in word form.

Example:

Ask the students, “How can we read the number 4,035,895,208?”

Prompt the students to place the digits of the number 4,035,895,208 in the place value chart.

Answer: “Four billion, thirty-five million, eight hundred ninety-five thousand, two hundred eight.”

Use an instructional strategy such as a place value chart to write whole numbers.

Example:

Ask the students, “How is the number 64,392,776 written in words?” Prompt the students to place the digits of the number 64,392,776 in the place value chart.

Prompt the students to

identify and name the periods.

Answer: “Sixty-four million, three hundred ninety-two thousand, seven hundred seventy-six.”

Expanded Notation

· Explain that depending on where a digit is placed within a number it has a different value. Relate this concept to the students’ lives. Ask them to list all the roles they play in their lives. For example, at school they are students. At home they are brothers, sister, or children. In a swimming pool they are swimmers, etc. Tell students that if a 9 is in the ones place it does not have the same value as it does when its in the hundreds place. In the ones place it is 9 ones. In the hundreds place, it is 9 hundreds or 900. (Use base ten to clearly illustrate this concept)

· Have students analyze numbers to find the value of each digit

· Explain that when a number is broken into expanded notation you are finding the value of each digit

· Make sure that students realize that when the value of each digit is added together, it is equal the number in standard form

· Activities using expanded notation can include:

1. Give/show students a number, then ask them to determine which digit has the greatest or smallest value.

· 0 will always be the smallest value because it is worth 0 regardless of where it is within the number

· Other than 0 the next smallest value will be the digit in the smallest place. (Ex: a 9 in the ones place has a smaller value than a 1 in the tens place)

· The digit in the highest place will have the greatest value unless it is a 0. (Ex: a 1 in the billions place has a greater value than a 9 in the millions place)

2. Give students two numbers then tell them to write the sum in expanded notation. Tell students not to regroup until after initially adding the digits in each place. (Ex: 124 + 757….4 ones and 7 ones equals 11 ones. 5 tens and 2 tens equals 7 tens. 1 hundred and 7 hundreds equals 8 hundreds) After students work the problem that way, then they can regroup. This will show them the concept behind regrouping in a way they have not seen before.

Use expanded notation to represent numbers and the individual values of the digits within a number.

Example:

Ask the students, “How can we write the number 25,803,756 in expanded form?”

Prompt the students to use 1-inch grid paper to organize the digits.

Prompt the students to cut the grid paper into strips and arrange the strips to represent the number horizontally.

(Do not use strips with a value of 0.

Answer: 20,000,000 + 5,000,000 +

800,000 + 3,000 + 700 + 50 + 6

Use an instructional strategy such as a place value chart to write expanded numbers in standard form.

Example:

Ask the students, “How can we write 200,000 + 4,000 + 300 + 8 in standard form?”

Prompt the students to place the 2 in the hundred thousands place on the place value chart, the 4 in the thousands place on the place value chart, the 3 in the hundreds place on the place value chart, and the 8 in the ones place on the place value chart.

Prompt the students to write the number’s digits on grid paper and to align the digits using the ones place

Answer: 204,308

Use an instructional strategy such as a place value chart to determine the value of a given digit in a number.

Prompt the students to determine that the digit 8 is in the hundreds place of the millions period.

Answer: The value of the digit 8 is 800,000,000.

Friday:

· Introduce number lines

· Have students use greater than and less than to compare two numbers

Compare Whole Numbers Using

Greater Than or Less Than

· Explain that every number can be placed on a number line. Have students discover that the further to the right of the number line, the larger the number and the further to the left of the number line, the smaller the number.

· Use an open number line to familiarize students with the idea that numbers are evenly spaced on a number line.

1. Use a strand of Christmas lights to create an open number line. Slide various numbers over the bulbs and have students determine what number(s) the empty bulbs represent. (Begin simple, but make sure you progress to more difficult questions that require students to skip count by numbers like 6, 7, or 13)

2. As you work with the number line, make sure you and the students are using the words “greater than and less than”

· Once students have a basic understanding of number lines, begin comparing whole numbers. Students should use greater than and less than to describe comparisons. They should also be able to explain that the “greater” numbers will be further right on a number line, while the smaller number will be further left.

· In addition to using the number line as a scaffold, have student use the place value chart to align the whole numbers vertically; have students translate the numbers into their expanded form or have students use base-ten blocks to make comparisons

· Begin with smaller numbers, then work up to comparing numbers through the billions place.

Compare whole numbers through the billions place.

Use an instructional strategy such as a place value chart to compare numbers.

Example:

Ask the students, “How can we compare the numbers 25,750,089 and 25,750,809?”

Prompt the students to place the digits of the numbers 25,750,089 and 25,750,809 in the place value chart.

Prompt the students to examine each digit, starting with the largest place value, the ten-millions place.

Both numbers have the same values in the ten-millions place, the millions place, the hundred-thousands place, the ten thousands place, and the thousands place. The number 25,750,809 has a greater digit in the hundreds place.

Prompt the students to compare the number by looking at each period.

The millions period is equal (25 = 25).

The thousands period is equal (750 = 750).

The units period is different (89 < 809).

Answer: 25,750,809 is larger than

25,750,089.

41,031,840

50,452,890

Answer: 50,452,890 > 41,031,840

In-School:

enVision Math Textbook:

Lesson 1-1: Place Value

Lesson 1-2: Comparing and Ordering

enVision eTools

Manipulatives:

Base ten blocks

Number Squares

Dice

Playing Cards

Number Lines

Open Number Lines

Possibly a strand of Christmas Lights

Literature :

Teaching Mathematics with Foldables by Dinah Zike, M. Ed.

Concept: Math foldables for teachers

The Math Curse by Jon Scieszka

Concept: Math in Everyday Life

WebPages:

Base ten Representation of ones through billions

http://www.schooltube.com/video/11702520c7e440a9916b/

Mathematics TEKS Toolkit from University of Texas at Austin

http://www.utdanacenter.org/mathtoolkit

Stations

You will not need to begin stations until week 3; however, some of the activities used now can be placed in the station rotation when it begins. You want to make sure students have had experience with the activities before asking them to complete it on their own in a station. Those activities include:


· Each student will roll 9-12 dice or draw 9-12 playing cards to create a 9-12 digit number. Record and compare the numbers, then circle the larger or smaller number. Students should use their place value charts as a scaffold

· With a partner roll 12 dice or draw 12 playing cards. Create a number with the digits, then write the number in standard, expanded and word form. Students should use their place value charts as a scaffold

· Have students roll dice to form two multi-digit numbers then tell them to write the sum in expanded notation. Tell students not to regroup until after initially adding the digits in each place. (Ex: 124 + 757….4 ones and 7 ones equals 11 ones. 5 tens and 2 tens equals 7 tens. 1 hundred and 7 hundreds equals 8 hundreds) After students work the problem that way, then they can regroup

· Roll several dice to create a multi-digit number, then using a place value chart, have students express the number in as many ways as they can.

Ex: 134 can be expressed in

the following ways:

Hundreds

Tens

Ones

1

3

4

13

4

134

1

34

Basic Math Facts:

· Students each draw a playing card, then multiply the digits together to find the product.

· One student draw two cards and multiply the digits to find the product. The other student draw one card and divide student 1’s product with the digit drawn.

· Roll two dice. Students will skip count by die 1’s digit die 2’s amount of times. Ex: if you roll a 3 and a 4, students will count by 3, 4 times…3, 6, 9, 12.

· Using Flash Cards, have one student explain their thought process of finding the product or quotient. Ex: 6X 7…student may say: I knew that 5 times 7 is 35, then I added one more set of 7, so 35+7=42. That means 6 X 7=42

Assessments

Pre-Assessment

Product/Project

Math Curse Poster reflecting math in their lives.

Journals

Foldable Place Value Chart

Graphed Pre-Assessment Results

Weeks 2-3

9 days

Sept 4 – 14

Monday, September 3 is Labor Day

Major Concepts:

· A base-ten system is used to write decimals

· Problem solving involves the active use of knowledge, analysis, and application

· The relative size of whole numbers and decimal numbers can be compared

· Fractions and decimals can be used to express the same quantity


What is Covered:

· Decimal Place Value through the Thousandths Place

· Read, Write, Compare and Order Whole Numbers and Decimals

· Number Lines

· Convert Decimals to Fractions

· Problem Solving/ Missing or Extra Information

· Perimeter

Learning Standards:

· (5.1) Number, operation, and quantitative reasoning. The student uses place value to represent whole numbers and decimals

· (5.2) Number, operation, and quantitative reasoning. The student uses fractions in problem-solving situations.

· (5.6) Patterns, relationships, and algebraic thinking. The student describes relationships mathematically.

· (5.10) Measurement. The student applies measurement concepts involving length (including perimeter), area, capacity/volume, and weight/ mass to solve problems.

· (5.14) Underlying processes and mathematical tools. The student applies Grade 5 mathematics to solve problems connected to everyday experiences and activities in and outside of school.

· (5.15) Underlying processes and mathematical tools. The student communicates about Grade 5 mathematics using informal language.

· (5.16) Underlying processes and mathematical tools. The student uses logical reasoning.

Processes:

· Understand the relationships that exist among one, tens, hundreds, and so on

· Express decimal and whole numbers in standard form, word form, and expanded form

· Use a place value chart to name the value of digits in whole numbers

· Use place value to compare decimal and whole numbers

· Compare and order decimal and whole numbers on a number line and use greater than, less than, and equal to symbols to express comparison

· Use models to connect decimals to fractions

· Represent fractions that name tenths, hundredths, and thousandths as decimals

· Read and write decimals (through the thousandths) in standard form, word form and expanded form

· Implement the West Orange Problem Solving Model when solving story problems

· Apply problem solving strategies such as guess and check, drawing a picture, acting it out, etc

Learning Standards

Instruction

Resources

Interventions

Extensions and Stations

Assessments

Products/Projects

5.1A Use place value to read, write, compare, and order whole numbers through999,999,999,999

Underlying Process

5.1B

Use place value to read, write,

compare, and order decimals

through the thousandths place.

Underlying Process

5.2D

Use models to relate decimals to

fractions that name tenths,

hundredths, and thousandths

Underlying Process

5.14B Use a problem-solving model, with guidance, that incorporates understanding the problem, making a plan, carrying out the plan, and

evaluating the solution for reasonableness.

Supporting Standard

5.14C Select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking

for a pattern, systematic guessing and checking, acting it out, making a table, working a

Supporting Standard

5.10B

Connect models for perimeter, area, and volume with their respective formulas.

Supporting Standard

5.10C

Select and use appropriate units and formulas to

measure length, perimeter, area, and volume.

Readiness Standard

5.6A

Select from and use diagrams and equations such as y = 5 + 3 to represent meaningful problem situations.

Supporting Standard

Key Vocabulary: value, digit, place value, whole number, decimal, equivalent decimals, decimal point, tenths, hundredths, thousandths, length, perimeter

During Weeks 2 and 3:

· Complete number of the day as a daily warm-up

· Participate daily in Kim Sutton’s Creative Math

Tuesday-Wednesday:

· Review Place Value from Week 1 using the Place Value Charts that students made

1. Review patterns within the Chart

2. Review the idea that the value of a digit changes as it is moved from one place value to another (i.e. the value increases or decreases by a power of ten).

3. Review how to find the value of a given digit

4. Review standard and expanded form as whole group using one of the dice activities from week 1

· Add tenths, hundredths, and thousandth to the foldable place value chart created in week 1

· FYI: Students learned place value through the hundredths in Grade 4 however, you will need to reteach this concept in detail using base 10 blocks, models, and a number line.

· Ask students what patterns exist between places before and after the decimal point.

· Use base ten blocks to illustrate the size relations between places. When working with decimals, the base ten flat will become the “whole number/ones place”

· Relate the concept to real life situations:

1. If I cut a pizza into 10 pieces and eat one piece I could write that as 0.1 (one tenth)

2. There are 100 pennies in a dollar. If I have 3 pennies, then I would write it as $0.03 (3 cents or 3 hundredths of a dollar)…30 cents would be 3 tenths

· Make sure students understand that tenths are larger than hundredths and thousandths, and thousandths are smaller than tenths and hundredths

· Extra practice with decimal place value can be found in Lesson 1-3 in enVision textbook

· Ensure that students understand that the further right you go on a number line the smaller the value and the further left you go on a number line the greater the value.

· Have students begin converting decimals to fractions. Make sure you use base ten to teach this concept.

· Extra practice with converting decimals to fractions and fractions to decimals can be found in Lesson 7-4 in enVision textbook

· Place Value practice using Base 10:

1. Split students into groups of 4-5. Provide each student with a numbered baggie containing base ten blocks. Each baggie should have a different value. Each member of the group will count the contents of their baggie and record the value next to the appropriate number on their paper (coordinates with baggie number). Next students pass their baggie to the right and repeat the process. After passing the bags around the entire group, students can then compare and order the numbers, find the sum of all 4-5 baggies, etc. To extend this activity and check for understanding, ask students to subtract certain amounts.

2. Each group will write a word problem that can be solved using their baggie of blocks. Students will challenge other groups to solve their problem.

Place Value: Decimals

Read and write decimals through the thousandths place.

Use an instructional strategy such as a place value chart to read decimal numbers.

Example:

Ask the students, “How can we read the decimal number 2.56?”

Prompt the students to place the digits of the decimal number 2.56 in the place value chart.

Answer: “Two and fifty-six hundredths.”

Use an instructional strategy such as a place value chart to write decimal numbers in words.

Example:

Ask the students, “How can the decimal number 68.073 be written in words?”


Tens Ones • Tenths Hundredths Thousandths

6 8 • 0 7 3

Answer: “Sixty-eight and seventy-three thousandths.”

Prompt the students to use an instructional strategy such as a place value chart to write decimal numbers in expanded form.

Example:

Ask the students, “How can the decimal number 3.807 be recorded in expanded notation?”


Ones • Tenths Hundredths Thousandths

3 • 8 0 7

Answer: 3 + 0.8 + 0.007

Prompt the students to use an instructional strategy such as a place value chart to write an expanded decimal number in standard form.

Example:

Ask the students, “How can we write 8 + 0.02 + 0.006 in standard form?”

Prompt the students to place each value of 8 + 0.02 + 0.006 in the correct place in the place value chart.


8 • 0 2 6

Answer: 8.026

Prompt the students to use an instructional strategy such as a place value chart to describe the value of individual digits in a decimal number.

Example:

Ask the students, “What is the value of the digit 7 in the decimal number 23.087?”

Prompt the students to place the decimal number 23.087 in the place value chart.

Tens Ones • Tenths Hundredths Thousandths

2 3 • 0 8 7

Answer: 7 thousandths

Relate Decimals to Fractions

Identify the decimal represented by fraction models of tenths, hundredths, and thousandths.

Example:

Ask the students, “What part of the model

is shaded?”

Answer: 0.4

Example:

Ask the students, “What part of the model is shaded?”

Answer: 0.34

Example:

Ask the students, “What part of the model is shaded?”

Answer: 0.025

Thursday:

· Compare and order decimals numbers through the thousandths place along with whole numbers.

1. Students should be able to determine which number is “greater or less” than by using base ten blocks

2. Students should also be able to “line them up, make it fair, then compare” numbers using paper and pencil. Students can use Graph Paper on STAAR, so have them practice this on Graph Paper! Using this method, students should write numbers one on top of the other with the place values lined up. To “make it fair” students will fill in any empty spaces with 0s, then students will compare beginning with the largest place value. Ex: To compare 6.085, 6.85 and 6.805 students would write the following:

3. After comparing and ordering numbers, have students place the numbers on an open number line and give an explanation on how they determined how to place and space the numbers.

4. Extra practice on comparing and ordering decimal numbers can be found in Lesson 1-4 in enVision textbook

Compare and order decimals through the thousandths place.

Prompt the students to use an instructional strategy such as a place value chart to compare decimal numbers.

Example:

Ask the students, “Which number is greater, 5.087 or 5.078?”

Prompt the students to place the digits of the number 5.087 and the number 5.078 in the place value chart.


5 • 0 8 7

5 • 0 7 8

8 > 7

Prompt the students to look at the values of the digits in each place and compare the values.

Answer: 5.087 > 5.078.

Prompt the students to use an instructional strategy such as comparing the value of digits in decimal numbers in order to compare and order the decimal numbers.

Example:

Arrange the following numbers from least to greatest:

6.085 6.850 6.805

Prompt the students to align the numbers vertically and examine each place value, starting with the largest place value.

In the ones place, all three numbers have the same value.

Prompt the students to look at the next largest place value.

In the tenths place, the first number has the smallest value; therefore, it is the smallest number.

Since the other two numbers have the same value in the tenths place, prompt the students to look at the next largest place value.

In the hundredths place, the second number has a greater value. Therefore, it is the second largest number, leaving the last number the least number.

Answer: 6.085; 6.805; 6.850

Friday:

· Introduce the RU BADD Problem Solving Model

· Give students an RU BADD handout outlining the model, and have them glue them into their math journals.

· Make sure students know they are to use this process every time they are given a word problem. Explain that using a problem-solving model helps with understanding problems and working through them.

· Tell students that during music, they will learn a song that will coordinate, and during PE, they will learn a dance. Then during the second six weeks, they will be creating a music video using the song and dance. Make sure students realize that to be in the music video, they must be able to successfully use the Problem Solving Model.

· For the remainder of the day, demonstrate using the RU BADD Problem Solving Model and have students practice using Lesson 4-6 in the enVision textbook

1. This lesson focuses on missing or extra information

2. Make sure students understand how to pick out the important information within a word problem

Monday-Tuesday:

· Continue working on decimal and whole number place value, comparing and ordering numbers, standard and expanded form, number lines, and problem solving as needed.

· Begin Stations!

Wednesday-Thursday:

· Introduce perimeter and continue working on addition of decimal and whole numbers.

· Mark off a rectangular space in your room and tell students that you need to make a fence to go around it. Have students brainstorm ideas for determining how much fencing you will need to buy to go around the space. THINK, PAIR, SHARE

· Encourage students to find various ways to solve this problem, and then as they share ideas, record them on the board.

· Tell students that the distance around an object is called its perimeter. (Record on Word Wall)

· Have students work backwards to solve for a side. Give students the perimeter and

· Perimeter Practice can include:

1. enVision Lesson 15-3

2. Give each student a polygonal figure made from construction paper. Have each side labeled with measurements (use decimal and whole numbers). On the back of each figure, place a number so students can record the measurements next to the correct number. After students have had enough time to find the perimeter of their figure, have each student pass their figure to the next student. Repeat until students have found the perimeter for all figures.

Measurement: Perimeter

Measure to solve problems involving length and perimeter.

Example:

Prompt the students to measure to find the perimeter of the door.

Ask the students, “What expression could represent the situation in the problem?”

Possible Answer: “If p represents the perimeter of the door, then

p(782)(302)

=´+´

or

p78783030

=+++

.”

Ask the students, “How could we use this expression to create a formula for finding the perimeter of a rectangle?”

Possible Answer: “Since 78 inches represents the length of the door and

30 inches represents the width of the door, we can use variables to represent those dimensions. So one possible formula for finding the perimeter of a rectangle could be:

p = (2 × l)+ (2 × w).

The perimeter of the door is 216 inches.

Example:

Prompt the students to measure to find the perimeter of the square.

Ask the students, “What expression could be used to represent the situation in the problem?”

Possible Answer: “If p represents the perimeter of the square, then

p = 3 + 3 + 3 + 3 or

p = 4 × 3."

Ask the students, “How could we use this expression to create a formula for finding the perimeter of a square?

Possible Answer: “Since the square represents sides with equal groups of units for their length, we can use the variable s to represent the length of a side. So possible formulas for finding the perimeter of a square could be

p = s + s + s + s or

=´

p4s

The perimeter of the square is

12 centimeters.”

Example:

Prompt the students to measure to find the missing length of the trapezoid with a perimeter of 140 inches.

p = 140 – (28+34+28)

p= 50 inches

Friday:

· Assess students on decimal and whole number place value, comparing and ordering numbers, standard and expanded form, number lines, perimeter and problem solving.

In-School:

enVision Math Textbook

Lesson 1-3 Decimal Place Value

Lesson 1-4 Comparing and Ordering

Lesson 2-1 Mental Math

enVision eTools

Manipulatives

Base Ten Blocks

Place Value Chart

Number Squares

Number Lines

Open Number Lines

Graph Paper

Literature:

The 500 Hats of Bartholomew Cubbins by Dr. Seuss

Concept: Place Value

Can You Count to a Googol by Robert E. Wells

Concept: Counting/Place Value

(This is also a great time to

Introduce Google and how it got

its name)

How Much is a Million by David Schwartz

Concept: Addition and Subtraction

Chickens on the Move by Pam Pollack

Concept: Perimeter

Racing Around by Stuart J. Murphy

Concept: Perimeter

Spaghetti and Meatballs for All: A Mathematical Story by Marilyn Burns

Concept: Perimeter

Webpages:

Mathematics TEKS Toolkit from University of Texas at Austin

http://www.utdanacenter.org/mathtoolkit

Stations

You will not need to begin stations until week 3; however, some of the activities used now can be placed in the station rotation when it begins. You want to make sure students have had experience with the activities before asking them to complete it on their own in a station. Those activities include:


· Each student will roll 9-12 dice or draw 9-12 playing cards to create a 9-12 digit number. Record and compare the numbers, then circle the larger or smaller number. Students should use their place value charts as a scaffold





the following ways:

Hundreds

Tens

Ones

1

3

4

13

4

134

1

34

Basic Math Facts:





Perimeter:

1. Place several polygonal figure made from construction paper in the station. Have each side labeled with measurements (use decimal and whole numbers). Have students find the perimeter each figure.

Place Value

1. Provide students with numbered baggies containing base ten blocks. Each baggie should have a different value. Students will count the contents of their baggie and record the value next to the appropriate number on their paper (coordinates with baggie number). Students will repeat the process until they have used all baggies. Next, students can then compare and order the numbers, find the sum of all baggies, etc. To extend this activity and check for understanding, ask students to subtract certain amounts.

Assessment:

Teacher made assessment

Products/ Projects:

Foldable place value chart

Weeks 4-5

10 days

Sept 17-28

Major Concepts:

· Spacing on a number line is evenly spaced

· Thermometers are similar to number lines


· Multiplication is repeated addition

· Division is the inverse of multiplication

· Division is separating items into equal groups

Concepts Covered:

· Number Lines

· Temperature

· Multiplying and Dividing by 10 and 100

· Problem Solving

Learning Standards:

· (5.3) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve meaningful problems.

· (5.5)Patterns, relationships, and algebraic thinking. The student makes generalizations based on observed patterns and relationships.

· (5.11) Measurement. The student applies measurement concepts. The student measures time and temperature.

· (5.14) Underlying processes and mathematical tools. The student applies Grade 5 mathematics to solve problems connected to everyday experiences and activities in and outside of school.

· (5.15)Underlying processes and mathematical tools. The student communicates about Grade 5 mathematics using informal language.

Processes:

· Implement the West Orange Problem Solving Model when solving story problems

· Apply problem solving strategies such as guess and check, drawing a picture, acting it out, etc

Learning Standards

Instruction

Resources

Interventions

Extensions and Stations

Assessments

Products/Projects

5.3 B Use multiplication to solve problems involving whole numbers

Readiness Standard

5.5 A Describe the relationship between sets of data in graphic organizers such as lists, tables, charts, and diagrams.

Readiness Standard

5.11A

Solve problems involving changes in temperature.

Supporting Standard

Key Vocabulary: product, array, multiple, quotient, temperature, thermometer

During Weeks 4 and 5:

· Complete number of the day as a daily warm-up

· Participate daily in Kim Sutton’s Creative Math

· Participate in Stations several times a week

Monday-Tuesday:

· Introduce input/ output charts with additive patterns

· Make sure students understand that they MUST check at least two sets of data in the input/ output charts to insure the rule is repeating. For example: the rule for input 2/ output 4 could be multiply by two or add two. Students must check the next set of data to insure which rule is repeating.

· After introducing input/output with additive patterns and having students practice independently, show students a chart with the rule “multiply by 10”

· Once students recognize the rule, move into a discussion about multiplying by 10 (your role as teacher is to guide the discussion, not to simply tell the rules)

· Ask students:

· What are the multiples of ten? (record as students give you multiples)

· What do all the multiples of ten have in common?

· Why is this?

· As students explain why all multiples of ten end in zero, ask them to demonstrate this with base ten blocks

· If you skip count by tens to count the base ten blocks, your are just adding a zero to the number you are multiplying by ten

· Will this work with large numbers? (like 24 X 10 or 2,456 X 10)

· Why?

· After students have a good understanding of multiplying by 10, ask them to relate the generalization that you can just add a zero when you multiply by ten to division

· Ask students:

· If multiplication and division are exact opposites, how can we use the “just add a zero” in multiplying by ten to help us with dividing by ten?

· Practice multiplying and dividing by ten (allow students to use base ten blocks as a scaffold if needed)

· Show students several ways to use chart paper to multiply by ten

· Have students practice input/ output charts with additive and multiplicative (times 10 and divided by 10) patterns.

· Multiplication Practice can include:

1. In this activity, students will look for patterns to help them multiply mentally. Have students work in groups, but provide each student with a calculator. Have students use the calculator to find

41; 410; 4100; 41000; 4010; 40100

´´´´´´

. Have them discuss the patterns that they see. Repeat the activity using these problems:

46; 460;

´´

EMBED Equation.DSMT4

4600; 46000; 4060; 40600

´´´´

. Again, have students discuss any patterns they see. Ask questions such as these: How can you tell how many zeros the product will have? What is an easy way to multiply

4060

´

? If I multiply

4600

´

, how many hundreds do I get? (24 hundreds) Is there another name for this answer? (2 thousand 4 hundred) Now have students find the answers to the following problems:

205; 2005; 20005;

¸¸¸

20050; 200050

¸¸

. Ask students to describe the patterns they see. Ask questions similar to the ones asked for multiplication. You may want to do this part of the activity when you get to division.

Describe Relationships Between Sets of Data

Describe relationships in graphic organizers.

Example:

Look at the table below. How could the relationship between the numbers in Column A and the corresponding number in Column B be described?

A

B

5

12

7

14

9

16

13

20

Possible Answer: The numbers in Column B are 7 more than the number in Column A.

Example:

Look at the table below. How could the relationship between the numbers in Column A and the corresponding number in Column B be described?

A

B

8

80

9

90

10

100

11

110

Possible Answer: The numbers in Column B are equal to the number in Column A times 10

Wednesday-Friday:

· Introduce solving problems involving change in temperature

· Make sure students know how to read a thermometer. You can relate the thermometer to a number line. Sometimes the thermometer hash marks should increase by ones and other times, they should skip count by other numbers

· The focus in grade 5 should be finding the change in temperature

· Temperature practice may include:

· Lesson 18-3 in the enVision textbook

· Pair students and give them each a thermometer that they can manipulate the temperature on. (This can be made out of construction paper…see journaling CD from Kay Olds) Have each student set the temperature on their thermometer anywhere they want without showing their partner. After both students have set a temperature, have students reveal their thermometers to one another and find the difference. Students should record both temperatures and show their work when finding the difference. You may even want to allow students to check their work with a calculator.

Measurement: Temperature

Solve problems involving changes in temperature.

Example:

At 5:00 A.M., the temperature on Mr. Luis’s thermometer read 48ºF. At lunchtime, the temperature rose to 72ºF. What was the change in the temperature?

Answer:

24°F

Monday-Friday (Week 5):

· Review/Reteach as needed

· CBA #1

· Review answers and strategies used on assessment with students on Friday

In-School:

enVision Math Textbook

enVision eTools

Manipulatives:

Calculators

Thermometers

Number Lines

Base Ten Blocks

Literature :

Ten Times Better by Richard Michelson

Concept:: Multiplication

WebPages:

Multiplication Games

http://www.multiplication.com/

Interactive Multiplication Tablewww.mathcats.com/explore/multiplicationtable.html

Online "Cuisenaire rods”

http://www.mathcats.com/microworlds/

multiplicationrods_overview.html

Timed Facts

http://www.oswego.org/ocsd-web/games/Mathmagician/mathsmulti.html

Multiplication Granny Prix

http://www.multiplication.com/

flashgames/GrannyPrix.htm

Stations:


· Each student will roll 9-12 dice or draw 9-12 playing cards to create a 9-12 digit number. Record and compare the numbers, then circle the larger or smaller number. Students should use their place value charts

· as a scaffold

The student with the largest number wins the round. Another variation is for students to add each round up through 5 rounds and the one with the greatest number wins. Another variation could do the same but the goal is the smallest number.





the following ways:

Hundreds

Tens

Ones

1

3

4

13

4

134

1

34

Decimal Place Value

· Provide students with numbered baggies containing base ten blocks. Each baggie should have a different value. Students will count the contents of their baggie and record the value next to the appropriate number on their paper (coordinates with baggie number). Students will repeat the process until they have used all baggies. Next, students can then compare and order the numbers, find the sum of all baggies, etc. To extend this activity and check for understanding, ask students to subtract certain amounts.

Basic Math Facts:





Perimeter:

· Place several polygonal figure made from construction paper in the station. Have each side labeled with measurements (use decimal and whole numbers). Have students find the perimeter each figure.

Temperature:

· Pair students and give them each a thermometer that they can manipulate the temperature on. (This can be made out of construction paper…see journaling CD from Kay Olds) Have each student set the temperature on their thermometer anywhere they want without showing their partner. After both students have set a temperature, have students reveal their thermometers to one another and find the difference. Students should record both temperatures and show their work when finding the difference. You may even want to allow students to check their work with a calculator.

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