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Scott County Public Schools
TO CREATE A COLLABORATIVE CULTURE WITH A FOCUS ON STUDENT LEARNING
2011-2012 5th
Mathematics Grade
Pacing Guide and Curriculum Map
Scott County Public Schools
TO CREATE A COLLABORATIVE CULTURE WITH A FOCUS ON STUDENT LEARNING
Introduction Scott County Elementary Teachers, It is my hope that this new pacing guide and curriculum map for the Kentucky Core Academic Standards (KCAS)
will provide you with a wealth of instructional material to ensure at least one year’s worth of growth for every single
child that you come into contact with over the course of the school year. As you begin to look through the document, you
will first see that it is designed differently than what we have used before. Please allow me to describe each of the
different sections in detail.
Pacing Guide Each grade level and content area will begin with a one-page pacing guide overview for the year. This pacing guide is
designed with a few different purposes in mind: a) Provide continuity within all elementary schools in Scott County so
that students who transfer from school to school will not miss large chunks of instruction, b) Allow each school to have
the flexibility to group concepts within a specific 9 weeks in a sequence that is most appropriate for them. You will
notice that for each 9 weeks, the specific clusters (math) and strands/clusters (ELA) that the students need to learn are
listed. The strands and clusters are listed in a suggested order for each 9 weeks, however, as long as all concepts are
covered within that specific 9 week period, each school may determine a slightly different sequence within the 9 weeks.
This, hopefully, will allow schools to continue, as necessary, any specific scope and sequence within a strong
instructional program that has proven success in raising student achievement (Everyday Math, etc.). The pacing guide
provides a broad overview of when during the year, specific concepts should be taught.
Curriculum Map The curriculum map is a much more specific piece of the document. The curriculum map provides each standard
deconstructed into smaller learning targets. Each of these learning targets has then been rewritten in student friendly
language and, in some cases, has success criteria added. The purpose of having the specific learning targets in student
friendly language with success criteria is to communicate it to the students at the beginning of each lesson (verbally and by
posting on the board) in order to help them take more ownership and accountability for their own learning. Words and
phrases that show up in parentheses in the student friendly targets are teacher information and can be removed before
posting on the board.
You will notice that in some cases, a specific standard shows up in multiple 9 week blocks. When that happens, please
pay special attention as it may mean that the intent is to review previously learned content or it may mean that different
targets within that standard are being taught each time.
Within the curriculum map you will also see additional columns that have been intentionally left blank for the 2011-2012
school year. Please use the columns for assessments, resources, and differentiation to record what you do for each during
this school year. At the end of the year, we will begin to add them to the district document.
As always, please keep in mind that this is a living, breathing document and as such will never be “finished.” We will
continually work to improve it as we collaborate together for the benefit of our students.
- Matt Thompson, Director of Elementary Schools 6/24/11
This document would not have been possible without the tireless efforts of the following teachers and administrators: Thank you so much for all your work!!!
Anne Mason Eastern Garth Northern Southern Stamping Ground Western Ruthie Adams
Maria Bennett
Amy Brannock
Crissy Ellison
Elizabeth Gabehart
Jessica Grant
Missie Hickey
Christa Kelly
Robin Lowe
Ashlee McCullough
Carla Prather
Paula Richey
Leah Riney
Annie Starnes
Ashley Beckett
Dana Boggs
Andrea Caudill
Stephanie Chenault
Ed Denney
Amanda Ford
Meghan Hillman
Lori Beth Mays
Jaime Moore
Rebecca Sargent
Morganne Vance
Rusty Andes
Ginny Barnes
Lori Bergman
Donna Cox
Amanda Featherston
Lisa Hanson
Rachel Lukacsko
Melissa Mullins
Angela Perkins
Misty Portwood
Theresa Shoup
Mary Frances Watts
Lori Wise
Kelley Bush
Monica Campbell
Melissa Chandler
Stephanie Foley
Debra Hunley
Judi Hunter
Wanda Johnson
Micah Rumer
Brittany Thomas
Marcie Ward
Tracey Werkheiser
Olivia Winkle
Dana Young
Bryan Blankenship
Laura Brock
Brooke Donovan
Marsha Downey
Jennifer Fraley
Jean Gillespie
Lori Graves
Judy Halasek
Shannon Marshall
Tammy Moore
Angela Schmidt
Angie Wallace
Robyn Bays
Stacey Carpenter
Kim Duncan
Betsy Fredericks
Amy Fryman
Wendy Holbrook
Jill Ingram
Paul Krueger
Bettie Ann Monroe
Jessica Napier
Kendle Nicholson
Sarah Price
Debbie Walker
Amy Baker
Corbie Bennett
Tammy Bisotti
Cari Bradley
Shannon Christopher
Peggy Cullen
Dorothy Daley
Cathy Gaebler
Deborah Haddad
Laura Johnson
Jeanne Keller
Amy McGuire
Heidi Mullins
Janet Parker
Lerin Parker
Terri Sutton
Page 2 of 40
Domain Key CC OA NBT NF MD G
Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations – Fractions Measurement and Data Geometry
Scott County Pacing Guide
Fifth Grade Mathematics
1Nine
Weeks
st 5.OA: Write and interpret numerical expressions
• 5.OA.1 • 5.OA.2
5.OA: Analyze patterns and relationships • 5.OA.3
5.NBT: Perform operations with multi-digit whole numbers and with decimals to hundredths
• 5.NBT.5 • 5.NBT.6
5.NBT: Understand the place value system • 5.NBT.1 • 5.NBT.2 • 5.NBT.3a • 5.NBT.3b • 5.NBT.4
2Nine
Weeks
nd 5.NBT: Perform operations with multi-digit whole numbers and with decimals to hundredths
• 5.NBT.7
5.NF: Use equivalent fractions as a strategy to add and subtract fractions
• 5.NF.1
5.NF: Apply and extend previous understandings of multiplication and division to multiply and divide fractions
• 5.NF.3 • 5.NF.5b
5.NF: Use equivalent fractions as a strategy to add and subtract fractions
• 5.NF.1 • 5.NF.2
5.NF: Apply and extend previous understandings of multiplication and division to multiply and divide fractions
• 5.NF.4a • 5.NF.4b • 5.NF.5a • 5.NF.5b
3Nine
Weeks
rd 5.NF: Apply and extend previous understandings of multiplication and division to multiply and divide fractions
• 5.NF.6 • 5.NF.3 • 5.NF.7
5.MD: Convert like measurement units within a given measurement system
• 5.MD.1
5.MD: Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition
• 5.MD.3ab • 5.MD.4 • 5.MD.5a • 5.MD.5b • 5.MD.5c
4Nine
Weeks
th 5MD: Represent and interpret data
• 5.MD.2 5.G: Graph points on the coordinate plane to solve real-world and mathematical problems
• 5.G.1 • 5.G.2
5.G: Classify two-dimensional figures into categories based on their properties
• 5.G.3 • 5.G.4
Page 3 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 5.OA.1 K R S P
Domain Standard Operations and Algebraic Thinking Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
Cluster Write and interpret numerical expressions
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Use order of operations including parentheses, brackets, or braces.
I can use multiplication/division and addition/subtraction to solve basic problems.
Order of operations
parenthesis
brackets
braces
numerical
expression
evaluate
interpret
2 K I can use parentheses in the order of operations to solve basic problems.
3 K I can use brackets in the order of operations to solve basic problems.
4 K I can use braces in the order of operations to solve basic problems.
5 R Evaluate expressions using the order of operations (including using parentheses, brackets, or braces).
I can evaluate equations using the order of operations. (Including parentheses, brackets, or braces)
This means I can solve equations using the algorithm: PBBEMDAS (Please Brother Bob Excuse My Dear Aunt Sally) Parentheses, Brackets, Braces, Exponents, Multiplication or Division, Addition or Subtraction.
Page 4 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 5.OA.2 K R S P
Domain Standard Operations and Algebraic Thinking 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 x (8+7). Recognize that 3 x (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum of product.
Cluster Write and interpret numerical expressions
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Write numerical expressions for given numbers with operation words.
I can write numerical expressions for given numbers with operation words.
operation words
numerical
expressions
interpret
2 K Write operation words to describe a given numerical expression.
I can write operation words to describe a given numerical expression (addition, subtraction, multiplication, division).
3 R Interpret numerical expressions without evaluating them.
I can interpret key words to tell what operation to use and write a numerical expression.
This means I can read a word problem and then combine number and operation signs (+, -, x, ÷) to show the problem. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 x (8+7). Recognize that 3 x (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum of product.
Page 5 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 5.OA.3 K R S P
Domain Standard Operations and Algebraic Thinking Generate two numerical patterns using two given rules. Identify apparent relationships between
corresponding terms. From ordered pairs consisting of corresponding terms for two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule, “Add 3” and the starting number 0, and the given rule “Add 6” and the starting number 0, generate the 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.
Cluster Analyze patterns and relationships
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Generate two numerical patterns using two given rules.
I can generate (create) two numerical patterns using two given rules.
generate
numerical patterns
corresponding
terms
coordinate grid
(graph)
ordered pairs
x-coordinate
y-coordinate
x-axis
y-axis
2
K
From ordered pairs consisting of corresponding terms for the two patterns
I can define corresponding terms.
3 I can form ordered pairs consisting of corresponding terms for the two patterns.
This mean I can write an ordered pair in the (x,y) pattern.
4
K Graph generated ordered pairs on a coordinate plane.
I can generate ordered pairs on a coordinate plane.
5 I can graph ordered pairs on a coordinate plane.
7
R
Analyze and explain the relationship between corresponding terms in the two numerical patterns.
I can analyze the relationships between corresponding terms in the two numerical patterns.
This means I can find the rule in a series of numbers, write the ordered pairs, and then graph the values on a coordinate plane.
8 I can explain the relationship between corresponding terms in the two numerical patterns.
This means I can explain the relationship between at least two numbers.
Page 6 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 5.NBT.5 K R S P
Domain Standard Number and Operations in Base Ten Fluently multiply multi-digit whole numbers using the standard algorithm.
Cluster Perform operations with multi-digit whole numbers and with decimals to hundredths
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Fluently multiply multi-digit whole numbers using the standard algorithm
I can multiply four-digit by two-digit whole numbers using the standard algorithm (a step by step process).
This means I can use the steps to multiply starting with the ones place.
algorithm
product
factors
addends
distributive
property
equation
variable
partial product
Page 7 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 5.NBT.6 K R S P
Domain Standard Number and Operations in Base Ten 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.
Cluster Perform operations with multi-digit whole numbers and with decimals to hundredths
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors
I can divide up to four-digit dividends and two-digit divisors to find a quotient.
division
dividend
divisor
quotient/remainder
associative property
commutative
property
distributive property
inverse operation
rectangular array
equation
area models
mixed numbers
2
R
Use strategies based on place value, the properties of operations, and/or the relationship between multiplication and division to solve division problems
I can solve division problems using the inverse operation of multiplication.
3 I can solve division problems using the distributive property, associative property, commutative property, identity and property of zero.
4 R Illustrate and explain division calculations by using equations, rectangular arrays, and/or area models.
I can explain division problems by using equations, rectangular arrays, and/or area models.
This means I can use words or pictures to explain how I solved division problems.
Page 8 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 5.NBT.1 K R S P
Domain Standard Number and Operations in Base Ten 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. Cluster Understand the place value system
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K
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
I can identify the value of any digit based on its place value.
digit/multi-digit
I can understand that in a multi-digit whole number each digit is ten times the digit to the right.
This means I know the hundreds place is ten times greater than the tens place.
Page 9 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 5.NBT.2 K R S P
Domain Standard Number and Operations in Base Ten 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.
Cluster Understand the place value system
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Represent powers of 10 using whole number exponents
I can represent powers of 10 using whole number exponents.
decimal point
exponents
explain
2 K Fluently translate between powers of ten written as ten raised to a whole number exponent, the expanded form, and standard notation (103 = 10 x 10 x 10 = 1000)
I can fluently translate between powers of ten.
3 R Explain the patterns in the number of zeros of the product when multiplying a number by powers of 10.
I can explain the patterns in the number of zeros of the product when multiplying by 10.
This means I can explain how to multiply a whole number by a power of 10 (add on zeros at the end of the whole number. For example, 12 x 10 = 120, 12 x 100 = 1,200)
4 R Explain the relationship of the placement of the decimal point when a decimal is multiplied or divided by a power of 10.
I can explain the relationship of the placement of the decimal point when a decimal is multiplied or divided by a power of 10.
This means I can: • Decide which
direction to move the decimal point
• Find the number of places to move the decimal point in the product
• Write the product
Page 10 of 40
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 5.NBT.3a K R S P
Domain Standard
Number and Operations in Base Ten Read, write, and compare decimals to thousandths:
a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded
form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Cluster
Understand the place value system
Assessments Vocabulary Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Bold = First time ever
Plain = previously
introduced
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
Read and write decimals to
thousandths using base-ten
numerals, number names,
and expanded form
I can read and write
decimals to thousandths
using base-ten numerals in
standard form.
place value
decimals
decimal point
base ten system
base-ten numerals
(standard form)
number name
(word form)
expanded form
tenth
hundredth
thousandth
2 I can read and write
decimals to thousandths
using base-ten numerals in
word form.
3 I can read and write
decimals to thousandths
using base-ten numerals in
expanded form.
Page 11 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 5.NBT.3b K R S P
Domain Standard Number and Operations in Base Ten Read, write, and compare decimals to thousandths:
b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Cluster Understand the place value system
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Use >, =, and < symbols to record the results of comparisons between decimals.
I can compare decimals using >, =, and < symbols.
compare
place value
decimal point
decimal
greatest to least (>)
least to greatest (<)
equal to (=)
greatest place value
(<, >, =)
digits
2 R Compare two decimals to the thousandths on the place value of each digit
I can compare two decimals to the thousandths place.
This means I can align numbers with a decimal point and compare the digits starting with the greatest/least place value.
Page 12 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 5.NBT.4 K R S P
Domain Standard Number and Operations in Base Ten Use place value understanding to round decimals to any place.
Cluster Understand the place value system
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Use knowledge of base ten and place value to round decimals to any place
I can round decimals to the thousandths place using the base ten system.
place value
rounding
base ten system
Page 13 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 5.NBT.7 K R S P
Domain Standard Number and Operations in Base Ten 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.
Cluster Perform operations with multi-digit whole numbers and with decimals to hundredths.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K 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.
I can add decimals to hundredths using models and/or drawings.
concrete model grid hundredths thousandths inverse operation addition identity property of 0 commutative property of addition associative property of addition multiplicative identity property of 1 commutative property of multiplication associative property of multiplication
2 K I can subtract decimals to hundredths using models and/or drawings.
3 K I can multiply decimals to hundredths using models and/or drawings.
4 K I can divide decimals to hundredths using models and/or drawings.
5 K I can use the properties of operations and/or inverse operations to solve problems using decimals.
6 R Relate the strategy to a written method and explain the reasoning used to solve decimal operation calculations.
I can write and explain the strategy I used to solve operations using decimals.
This means I can draw, use words, or create a model to explain how to solve problems using decimals.
Page 14 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 5.NF.1 K R S P
Domain Standard Number and Operations – Fractions Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given
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)
Cluster Use equivalent fractions as a strategy to add and subtract fractions.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Generate equivalent fractions to find the like denominator
I can generate (create) equivalent fractions to find like denominators.
numerator denominator (like/unlike) common denominator least common denominator (LCD) least common multiple (LCM) fraction mixed number generate equivalent convert simplest form simplify Greatest Common Factor (GCF) improper fraction
2 R Solve addition and subtraction problems involving fractions (including mixed numbers) with like and unlike denominators using an equivalent fraction strategy
I can solve addition and subtraction problems involving fractions with like denominators.
3 R I can solve addition and subtraction problems involving fractions with unlike denominators.
This means I can convert fractions with unlike denominators to fractions with like denominators before adding and subtracting.
4 R I can solve addition and subtraction problems involving mixed numbers with like and unlike denominators.
This means I can convert a mixed number to an improper fraction, find a common denominator, and then solve.
Page 15 of 40
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 5.NF.3 K R S P
Domain Standard
Number Operations – Fractions 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 ¾ as the result of
dividing 3 by 4, noting that ¾ multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4
people each person has a share of size ¾. 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?
Cluster
Apply and extend previous understandings of multiplication and division to multiply an
divide fractions.
Assessments Vocabulary Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Bold = First time ever
Plain = previously introduced
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Interpret a fraction as
division of the numerator
by the denominator (a/b = a
÷ b).
I can interpret (show) that a
fraction is the numerator
divided by the
denominator.
interpret
fractions
numerator
denominator
inverse operation
Page 16 of 40
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 5.NF.5b K R S P
Domain Standard
Number and Operations-Fractions Interpret multiplication as scaling (resizing), by:
b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than
the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case);
explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the
given number; and relating the principle of fraction equivalence a/b = (n x a)/(n x b) to the effect of
multiplying a/b by 1
Cluster
Apply and extend previous understandings of multiplication and division to multiply and
divide fractions
Assessments Vocabulary Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Bold = First time ever
Plain = previously introduced
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K
Know that multiplying
whole numbers and
fractions result in products
greater than or less than
one depending upon the
factors
I can show that multiplying
whole numbers and
fractions results in products
greater than or less than
one depending on the
factors
This means if I multiply a
whole number by a proper
fraction, my answer will be
less than the whole
number.
conclusion
explain
This means if I multiply a
whole number by an
improper fraction, my
answer will be greater than
the whole number.
2 R Draw a conclusion
multiplying a fraction
greater than one will result
in a product greater than
the given number
I can explain that
multiplying a fraction by
anything greater than one
will give me a product
greater than my original
number
This means I can show that
when multiply a fraction y
a number greater than one
gets a number greater than
the original number by
using pictures, models, or
equations
3 R Draw a conclusion that
when you multiply a
fraction by one (which can
I can explain that when you
multiply a fraction by one
(can be represented by a
Page 17 of 40
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
be written as various
fraction, i.e. 2/2, 3/3, etc)
the resulting fraction is
equivalent
whole number or a
fraction) you will get an
equivalent fraction
4 R Draw a conclusion that
when you multiply a
fraction by a fraction, the
product will be smaller
than the given number
I can explain that when you
multiply two fractions
together you get a product
smaller than the given
factors.
Page 18 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 5.NF.1 K R S P
Domain Standard Number and Operations – Fractions Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given
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)
Cluster Use equivalent fractions as a strategy to add and subtract fractions.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Generate equivalent fractions to find the like denominator
I can generate (create) equivalent fractions to find like denominators.
numerator denominator (like/unlike) common denominator least common denominator (LCD) least common multiple (LCM) fraction mixed number generate equivalent convert simplest form simplify Greatest Common Factor (GCF) improper fraction
2 R Solve addition and subtraction problems involving fractions (including mixed numbers) with like and unlike denominators using an equivalent fraction strategy
I can solve addition and subtraction problems involving fractions with like denominators.
3 R I can solve addition and subtraction problems involving fractions with unlike denominators.
This means I can convert fractions with unlike denominators to fractions with like denominators before adding and subtracting.
4 R I can solve addition and subtraction problems involving mixed numbers with like and unlike denominators.
This means I can convert a mixed number to an improper fraction, find a common denominator, and then solve.
Page 19 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 5.NF.2 K R S P
Domain Standard Number and Operations – Fractions 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 + ½ = 3/7, by observing that 3/7 < ½.
Cluster Use equivalent fractions as a strategy to add and subtract fractions.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Generate equivalent fractions to find like denominators.
I can generate (create) equivalent fractions to find like denominators.
fractions
numerator
denominator
(like/unlike)
common
denominator
least common
denominator
benchmarks (0, ½,
1)
estimate
inverse operations
2 R Solve word problems involving addition and subtraction of fractions with unlike denominators referring to the same whole (e.g. by using visual fraction models or equations to represent the problem)
I can solve word problems using addition and subtraction of fractions with unlike denominators referring to the same whole.
This means I can illustrate a model or create equations to show how different size fractional parts fit together to equal a whole.
3 R Evaluate the reasonableness of an answer, using fractional number sense, by comparing it to a benchmark fraction.
I can evaluate a fraction and determine if it is closer to 0, ½, or 1.
Page 20 of 40
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 5.NF.4a K R S P
Domain Standard
Number and Operations – Fractions Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a
fraction.
a. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as a results of
a sequence of operations a x q / b. For example, use a visual fraction model to show (2/3) x 4 = 8/3, and
create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) =
ac/bd.)
Cluster
Apply and extend previous understandings of multiplication and division to multiply and
divide fractions.
Assessments Vocabulary Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Bold = First time ever
Plain = previously introduced
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Multiply fractions by
whole numbers.
I can multiply fractions by
whole numbers.
improper fractions
mixed number
2 R Interpret the product of a
fraction times a whole n
number as total number of
parts of the whole. (for
example ¾ x 3 = ¾ + ¾ +
¾ = 9/4)
I can explain a fraction by
a whole number to find the
product.
This means I can write an
equation for the problem,
rename the whole number
as an improper fraction,
multiply the numerators
and the denominators, use
models to check, and
convert the improper
fraction to a mixed number
in simplest form.
3 R Determine the sequence of
operations that result in the
total number of parts of the
whole (for example ¾ x 3
= (3x3) /4=9/4)
I can use the order of
operations to solve a
multiplication problem
using fractions as total
parts of a whole.
4 K Multiply fractions by
fractions
I can multiply fractions by
fractions.
5 R Interpret the product of a I can interpret if I multiply
Page 21 of 40
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
fraction times a fraction as
the total number of parts of
the whole.
two fractions together the
product will be a smaller
fraction.
6 R I can multiply mixed
fractions.
This means I can convert
mixed fractions to
improper fractions, then
multiply, and convert back
to a mixed fraction in
simplest form.
Page 22 of 40
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 5.NF.4b K R S P
Domain Standard
Number and Operations – Fractions Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a
fraction.
b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate
unit fraction side lengths, and show that the area is the same as would be found by multiplying the side
lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as
rectangular areas.
Cluster
Apply and extend previous understandings of multiplication and division to multiply and
divide.
Assessments Vocabulary Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Bold = First time ever
Plain = previously introduced
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Find area of a rectangle
with fractional side lengths
using different strategies.
(e.g. tiling with unit
squares of the appropriate
unit fraction side lengths,
multiplying side lengths)
I can multiply the
fractional length times the
fractional width to find the
area of a rectangle.
area of a rectangle
multiplicative
identity property
of 1
commutative
property of
multiplication
associative
property of
multiplication
model
tiling
2 R Represent fraction products
as rectangular areas.
I can create a model or
illustration of fractional
products as rectangular
areas.
3 R Justify multiplying
fractional side lengths to
find the area is the same as
tiling a rectangle with unit
squares of the appropriate
unit fraction side lengths.
I can justify area by
showing the multiplication
of fractional sides and
models.
This means I can show that
the picture and the
equation area equal.
4 S Model the area of
rectangles with fractional
side lengths with unit
I can create a model to
show the area of a
rectangle using fractional
This means I can…
Break into tiles based
on a fraction
Page 23 of 40
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
squares to show the area of
rectangles.
lengths. Find length and
width using
multiplication of
fractions
Find area of
rectangle
unit fraction
fraction model
fractional side
lengths
Page 24 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 5.NF.5a K R S P
Domain Standard Number and Operations – Fractions Interpret multiplication as scaling (resizing), by:
a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
Cluster Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Know that scaling (resizing) involves multiplication.
I can show that scaling (resizing) involves the multiplication of fractions. For example: 6 ½ x ¾ = 13/2 x ¾ = 13 x 3 2x4 = 39/8 =4 7/8
scaling/resizing
compare
product
factor
2 R Compare the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indication multiplication. For example, a 2x3 rectangle would have an area twice the length of 3.
I can compare the product of two whole numbers and know that it will be greater than the value of either of those factors. For example, a 2x3 rectangle would have an area twice the length of 3.
Page 25 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 5.NF.6 K R S P
Domain Standard Number and Operations – Fractions Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual
fraction. Cluster Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Represent word problems involving multiplication of fractions and mixed numbers (e.g., by using visual fraction models or equations to represent the problem.)
I can represent word problems with fractions and mixed numbers using pictures, models, and/or numbers.
represent visual models simplest forms convert properties of operations
2 R Solve real world problems involving multiplication of fractions and mixed numbers.
I can solve word problems by multiplying fractions and mixed numbers.
This means I can read the problem, decide what to multiply, solve the problem, and decide if my answer makes since using mathematical proof or illustrations.
Page 26 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 5.NF.3 K R S P
Domain Standard Number Operations – Fractions 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?
Cluster Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Interpret a fraction as division of the numerator by the denominator (a/b = a÷b).
I can interpret a fraction as a numerator divided by a denominator.
interpret
fractions
numerator
denominator
inverse operation
2 R Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers (e.g., using visual fraction models or equations to represent the problem.)
I can solve a word problem using division and show the answer as a fraction or mixed number.
This means I can use visual fraction models or equations to represent and solve a problem.
3 R Interpret the remainder as a fractional part of the problem.
I can explain how a remainder is a fractional part of the whole.
Page 27 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 5.NF.7abc K R S P
Domain Standard Number and Operations –Fractions Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole
numbers by unit fractions.* *Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade. a. 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) divided by 4, and use a visual fraction model to show the quotient. Use relationships between multiplication and division to explain that (1/3) ÷4 = 1/12 because (1/12) x 4 = 1/3. b. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5) = 20 because 20 x (1/5) =4. c. 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 ½ lb. of chocolate equally? How many 1/3 cup servings are in 2 cups of raisins?
Cluster Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Know the relationship between multiplication and division.
I can tell that division is the opposite of multiplication (fact families).
This means that I can solve problems such as 3 x 4 = 12 so therefore 12/3 = 4 and 12/4 = 3.
reciprocal
unit fraction
justify
2 K I can define reciprocal. 3 R Interpret division of a unit
fraction by a whole number and justify your answer using the relationship between multiplication and division, and by creating
I can divide a fraction by a whole number and prove the answer using multiplication.
This means I can prove my answer is correct by creating story problems, visual models, and/or other multiplication strategies by multiplying the quotient
Page 28 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
story problems, using visual models, and relationship to multiplication, etc.
and divisor.
4 R Interpret division of a whole number by a unit fraction and justify your answer using the relationship between multiplication and division, and by representing the quotient with a visual fraction model.
I can divide a whole number by a fraction with an equation and a fraction model.
This means I can…… *write an equation for the problem. *write the reciprocal. *multiply by the reciprocal. *create a fraction model to show the quotient.
5 R Solve real world problems involving division of unit fractions by whole numbers other than 0 and division of whole numbers by unit fractions using strategies such as visual fractions models and equations.
I can solve a word problem involving division of unit fractions by whole numbers.
This means I can use models and equations to solve division problems with fractions.
Page 29 of 40
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 5.MD.1 K R S P
Domain Standard
Measurement and Data Convert among different-sized standard measurement units within a given measurement system (e.g.,
convert 5cm to 0.05m), and use these conversions in solving multi-step, real world problems. Cluster
Convert like measurement units within a given measurement system.
Assessments Vocabulary Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Bold = First time ever Plain = previously
introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize units of
measurement within the
same system.
I can identify units of
measurement within the
same system.
convert
Measurement
System
customary units
metric units
capacity
length
weight (mass)
2 K Divide and multiply to
change units.
I can divide and multiply to
change units.
This means I can multiply
by powers of 10 and move
the decimals as necessary.
3 R Convert units of
measurement within the
same system.
I can convert metric
lengths and weights.
This means that I can
convert between metric
units (m, cm, mm, kg, ml,
etc) by multiplying or
dividing.
4 R I can convert customary
lengths and weights.
This means that I can
convert between inches,
feet, yards, ounces, pounds
and miles and pints,
gallons, quarts, cups, etc.,
by multiplying or dividing.
5 R Solve multi-step, real
world problems that
involve converting units.
I can solve multi-step word
problems that involve
converting units.
Page 30 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 5.MD.3ab K R S P
Domain Standard Measurement and Data Recognize volume as an attribute of solid figures and understands concepts of volume measurement.
a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.
b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
Cluster Geometric measurement: understand concepts of volume and relate volume and relate volume to multiplication and to addition.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K
Recognize that volume is the measurement of the space inside a solid three-dimensional figure.
I can define volume as the space inside of a solid 3D shape.
volume
attribute
cubic unit
cube
rectangular prism
gaps
overlaps
3-deminsional
Unit cube
2 K
Recognize a unit cube has 1 cubic unit of volume and is used to measure volume of three-dimensional shapes.
I can identify that a unit cube is the same as 1 cubic unit of volume in a 3D shape.
3 K
Recognize any solid figure packed without gaps or overlaps and filled with (n) “unit cubes” indicates the total cubic units or volume.
I can find the volume of any solid figure by counting the number of unit cubes.
I can identify the volume is the same as the number of total “unit cubes”.
Page 31 of 40
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 5.MD.4 K R S P
Domain Standard
Measurement and Data Measure volumes by counting unit cubes, using cubic cm, cubic in., cubic ft., and improvised units.
Cluster
Geometric measurement: understand concepts of volume and relate volume to
multiplication and to addition.
Assessments Vocabulary Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Bold = First time ever Plain = previously
introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Measure volume by
counting unit cubes, cubic
cm, cubic in., cubic ft., and
improvised units.
I can measure the volume
of a solid by counting the
units and recording it as
units cubes.
unit cubes
cubed
cubic units of
measure (cm., in.,
ft., etc.)
improvised unit
(non-standard)
Page 32 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 5.MD.5a K R S P
Domain Standard Measurement and Data Relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume. a. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit
cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number procedures as volumes, e.g., to represent the associative property of multiplication.
Cluster Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
Assessments Vocabulary Resources Differentiation
Target #
Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify a right rectangular prism.
I can identify a right rectangular prism by its characteristics.
volume
right rectangular
prism
volume (length x
width x height =
volume cubed)
2 R Develop volume formula for a rectangle prism by comparing volume when filled with cubes to volume by multiplying the height by the area of the base, or when multiplying the edge lengths (LxWxH).
I can develop a formula to find volume.
This means I can fill a 3D shape with cubes and then count the number of cubes in the height, width, and length to find the formula (This will lead to LxWxH).
3 K Multiply the three dimensions in any order to calculate volume (Commutative and associative properties).
I can calculate the volume of a three dimensional shape by using the formula: LxWxH (associative and commutative properties of multiplication)
4 S Find the volume of a right rectangular prism with whole number side lengths by packing it with unit cubes.
I can find the volume of a right rectangular prism using the formula LxWxH and compare it to the number of cubes I counted.
Page 33 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 5.MD.5b K R S P
Domain Standard Measurement and Data Relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume. b. Apply the formula V = l x w x h and V = B x h for rectangular prisms to find volume of right rectangular prisms with whole-number lengths in the context of solving real world and mathematical problems.
Cluster Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Know that “B” is the area of the Base
I know that “B” stands for the area of the base.
This means to find “B” I calculate L x W.
base = area
squared (length x
width = area
squared)
volume formula:
(base x height =
volume cubed)
apply
2
R
Apply the following formulas to right rectangular prisms having whole number edge lengths in the context of real world mathematical problems: Volume = length x width x height Volume = area of base x height
I can find the volume of a right rectangular prism using length x width x height.
3 I can find the volume of a right rectangular prism using area of base x height.
Page 34 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 5.MD.5c K R S P
Domain Standard Measurement and Data Relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume. c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.
Cluster Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize volume as additive
I can identify when you add base on base on base that your volume is increasing.
This means if I have a base of 10 and I add 3 more bases to the original – my volume is 40 cubic units.
additive
decomposing
2 R Solve real world problems by decomposing a solid figure into two non-overlapping right rectangular prisms and adding their volumes
I can decompose a 3D shape into 2 separate right rectangular prisms and add their volumes together.
This means I can take a shape apart, find the volume of each piece and then add the volumes together to get a total.
Page 35 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 5.MD.2 K R S P
Domain Standard Measurement and Data Make a line plot to display a data set of measurements in fractions of a unit (1/2. 1/4. 1/8). Use operations
of 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.
Cluster Represent and Interpret Data
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify benchmark fractions (1/2, 1/4, 1,8).
I can identify benchmark fractions (1/2, 1/4, 1,8).
line plot
benchmark
fractions (0, ½, 1)
identify
2 K Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4 , 1/8).
I can make a line plot between 0 and 1 using benchmark fractions.
3 R Solve problems involving information presented in line plots which use fractions of a unit (1/2, 1/4 , 1/8) by adding, subtracting, multiplying, and dividing fractions.
I can solve computational problems using fractions on a line plot.
This means I can read a line plot and correctly use addition, subtraction, multiplication, and/or division with fractions and/or whole numbers.
Page 36 of 40
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 5.G.1 K R S P
Domain Standard
Geometry 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.
Cluster
Graph points on the coordinate plane to solve real-world and mathematical problems.
Assessments Vocabulary Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Bold = First time ever
Plain = previously introduced
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Define the coordinate
system.
I can define the coordinate
system.
perpendicular
number lines
axis
coordinate system
intersection
origin
locate
coordinates (ordered
pairs)
x-axis
y-axis
corresponding
coordinates
given point in a plane
(exact location)
2 K Identify the x- and y- axis. I can identify the x and y
axis.
3 K Locate the origin on the
coordinate system.
I can identify and locate
the origin as (0,0) on the
coordinate plane.
4 K Identify coordinates of a
point on a coordinate
system.
I can identify the ordered
pairs of numbers for a
point on a coordinate
plane.
5 K Recognize and describe the
connection between the
ordered pair and the x- and
y- axis (from the origin).
I can find a point on a
coordinate plane and
correctly go left/right then
up/down.
Page 37 of 40
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 5.G.2 K R S P
Domain Standard
Geometry 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. Cluster
Graph points on the coordinate plane to solve real-world and mathematical problems.
Assessments Vocabulary Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Bold = First time ever Plain = previously
introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Gap Skill I can locate the first
quadrant.
ordered pairs
graph
first quadrant
coordinate values
exact location
scale
coordinate grid
2 K Graph points in the first
quadrant.
I can graph points in the
first quadrant.
3 R Represent real world and
mathematical problems by
graphing points in the first
quadrant.
I can graph an ordered pair
in the first quadrant to
show real world
mathematical situations.
4 R Interpret coordinate values
of points in real world
context and mathematical
problems.
I can find distances from
one location to another on
a map or other real world
examples.
5 R I can find distances
between two locations
when given the coordinate
values on a map or other
real world.
Page 38 of 40
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 5.G.3 K R S P
Domain Standard Geometry 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.
Cluster Classify 2-dimensional figures into categories based on their properties.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize that some 2-dimensional shapes can be classified into more than one category based on their attributes.
I can identify 2D shapes based on their attributes.
2 – dimensional (2-D) plane figure Polygons:
triangle square pentagon hexagon heptagon octagon nonagon decagon circle
center point classify categories subcategories attributes angles parallel lines right angles degrees Quadrilateral:
parallelogram rhombus rectangle square trapezoid kite
2 K Recognize if a 2-dimensional shape is classified into a category, that it belongs to all subcategories of that category.
I can classify 2D shapes in all categories and subcategories. For example: a square is a quadrilateral, rhombus, parallelogram, and a rectangle.
This means I can identify all categories that a shape could be grouped in.
Page 39 of 40
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 5th Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 5.G.4 K R S P
Domain Standard
Geometry Classify two-dimensional figures in a hierarchy based on properties.
Cluster
Classify two-dimensional figures into categories based on their properties.
Assessments Vocabulary Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Bold = First time ever Plain = previously
introduced
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize the hierarchy of
2-dimensional shapes
based on their attributes.
I can identify the
*hierarchy of two-
dimensional shapes based
on attributes. (the more
categories a shape fits in ,
the higher up on the
hierarchy, the shape will
be)
This means I can place
shapes into categories and
subcategories based on
their attributes.
hierarchy
attributes/propert
ies
describe
Triangles:
scalene
isosceles
equilateral
Angles:
acute
obtuse
right
2 R Analyze properties of two-
dimensional figures in
order to place in to a
hierarchy.
I can analyze (compare) a
shape’s attributes (angles,
sides, etc.) to determine
where a shape fits in the
hierarchy of two-
dimensional shapes.
This means that I can tell
how shapes are alike based
on their traits (attributes).
3 R Classify two-dimensional
figures into categories
based on attributes.
I can classify shapes into
categories and/or sub-
categories based on
attributes and provide
support as why they are in
each category.
This means I can give at
least one reason why I
classified the shape in a
category.
Page 40 of 40
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