FIFTH GRADE - Pasco School District...multiples of 10. Use Algebra Note, pg. 87 TE. 5.1.B Determine quotients for multiples of 10 and 100 by applying knowledge of place value and properties

1 Updated: Friday, December 17, 2010

Mathematics Curricular Guide

FIFTH GRADE

2010-2011 SCHOOL YEAR

Pasco School District 5th Grade 2010-2011 School Year


MATHEMATICS SCOPE & SEQUENCE

Unit - Concept Dates Page

1. Book 3 – Whole Number Subtraction........................ August – September (8 days) ................................................................. 3

2. Book 1 – Factors, Multiples, Division ...................... September – October (19days) ............................................................... 6

3. Book 7 – Word Problems, Division, Mean .............. November – December (22 days)............................................................ 12

4. Book 6 – Adding and Subtracting Decimals* ............ December – January (19 days) .............................................................. 18

5. Book 4 – Adding and Subtracting Fractions* ............. January – February (23 days) ............................................................... 26

6. Book 5 – Geometry and Area* ...................................... March – April (39 days) ................................................................... 33

7. Book 8 – Patterns/Line Graphs1...................................... April – May (18 days) ..................................................................... 45

8. Book 2 – Area (Surface Area and Volume) ....................... May – June (8 days) ...................................................................... 52

*Investigations 2 book is supplemented with a custom book from Pearson Custom Publishing



Unit Name: Book 3 Thousands of Miles, Thousands of Seats Start: August End: September

Standards Lesson & objective

Formative Assessments/ Assignments

Alignment Notes

Unit 3

Day 1

5.1.E Mentally divide two-digit numbers by one-digit divisors and explain the strategies used.

Ten Minute Math Replace TMM with “Minilessons for Extending Multiplication and Division” by Fosnot

These lessons are intended to

provide students with an

opportunity to master

subtraction for use later in

division and decimals. 5.2.F Fluently and accurately add and subtract decimals.

1.4 .2 Subtract fluently.

Unit 3

Day 2



Goal is all students to be

proficient in the standard

subtraction algorithm in

preparation for the standard

long division algorithm. The

following lessons will provide

practice problems to build

fluency and accuracy.

2.4.1, 2 and 2a Solve subtraction using the standard algorithm.

Unit 3

Day 3



5.2.H Solve single- and multi-step word problems involving addition and subtraction of whole numbers, fractions (including mixed numbers), and decimals, and verify the solutions.

2.1 Activity 1, 2, and 3





Alignment Notes

Unit 3

Day 4



2.2 Solve subtraction using the standard algorithm.

Unit 3

Day 5



Unit 3

Day 6

5.1.D Estimate quotients to approximate solutions and determine reasonableness of answers in problems involving up to two-digit divisors.

Ten Minute Math Closest Estimate M11, problems 4-6


3.2 Solve word problems.

Unit 3

Day 7


Ten Minute Math Closest Estimate M12, problems 10-12







Alignment Notes

Unit 3

Day 8


3.4 Ten Minute Math Closest Estimate M13, problems 15-17



End of Unit Assessment



Unit Name: Book 1: Number Puzzles and Multiple Towers Start: September End: October

Day Standard Lesson & objective Formative

Assessments/ Assignments

Alignment Notes

Unit 1

Day 1 and 2


Lesson 1.1.1 Use multiplication to write division equations.

Have students write the division equation to go with the quick images in order to

meet the standard.

5.2.D Determine the greatest common factor and the least common multiple of two or more whole numbers.

Lesson 1.1.2 Identify factors of numbers using arrays. Define factors and multiples.

Finding factors in this lesson will help students in later lessons find the greatest

common factor. 1.1.3 Find an unknown number using clues.

Unit 1

Day 3


Ten Minute Math: Quick Images Use multiplication to write division equations.

5.5.A Classify numbers as prime or composite.

1.2.1 Determine if a number is prime or composite.

Do several examples of prime numbers. Review odd and even. Square numbers are useful, but not a fifth grade standard.

5.2.D Determine the greatest common factor and the least common multiple of two or more whole numbers. 5.5.A Classify numbers as prime or composite.

1.2.2 Use two clues to determine an unknown number.

Define “wide” for a rectangle or array.

1.2.3 Determine if one number is a factor or multiple of a given number.





Alignment Notes

Unit 1

Day 4




1.3.1 and 2 Use 4 clues to determine an unknown number.

Number Puzzles: Use only Puzzles 1, 2, 3, 4, 7, and 8. These solutions are numbers less than 100, which are MSP testable. Additional puzzles can be given for advanced students when done.


1.3.3 Find common factors.

Follow up after students complete by having students circle common products. List factors of those products and determine which factors are common.

Unit 1

Day 5




1.4.1 Find the greatest common factor of 18 and 180.

After guiding students through finding the factors, using known factors and divisibility rules, find the GCF. Additional workshop time for number puzzles.

Unit 1

Day 6




1.5.1, 2, and 3 Determine an unknown number using clues.

Continue to use puzzles 1, 2, 3, 4, 7, and 8, but add puzzles 13 and 14.





Alignment Notes

Unit 1

Day 7



5.5.A Classify numbers as prime or composite. 5.2.D Determine the greatest common factor and the least common multiple of two or more whole numbers.

1.7.1 and 2 Find the factors of a number. List prime factors of a number.

See Mathematics Assessment Updates for 2011 sample item 5.2.D

Unit 1

Day 8



5.4.C Write algebraic expressions that represent simple situations and evaluate the expressions, using substitution when variables are involved. Note: Standards notes include use of parentheses.

2.3.1 and 2 Use known facts to multiply by multiples of 10.

Use Algebra Note, pg. 87 TE.

5.1.B Determine quotients for multiples of 10 and 100 by applying knowledge of place value and properties of operations.

2.3.3 Write division equations from known multiplication equations.

Extend the given activity to match the standards by having students write the division equations that can be written from the multiplication equations.

Unit 1

Day 9




Supplemental Lesson Divisibility Rules for 1, 5, 10, and 2 Determine if 1,2, 5, or 10 is a factor of a given number.





Alignment Notes

Unit 1

Day 10




Supplemental Lesson Divisibility Rules for 3, and 9. Determine if 3 or 9 is a factor of a given number.

Student sheet—Activity 2 Master from Pearson Online (gap) lessons

Unit 1

Day 11




Supplemental Lesson Divisibility Rules for 6 and 4. Determine if 6 or 4 is a factor of a given number.

Unit 1

Day 12 and 13


3.1 Ten Minute Math Replace TMM with “Minilessons for Extending Multiplication and Division” by Fosnot

5.1.A Represent multi-digit division using place value models and connect the representation to the related equation.

3.1.1 Need an additional lesson(s) day

classroom activity from a different

source

Source: _____________

Note: Lesson from investigation includes representing, but is not based on place value.





Alignment Notes

Unit 1

Day 14




3.2.1, 2, 3 Use multiple towers to divide.

Unit 1

Day 15



5.1.F Solve single- and multi-step word problems involving multi-digit division and verify the solutions.

3.3.1 Write and solve division story problems.

Have students verify the solution using multiplication. Do their groups and number in each group make sense to the story problem?


3.3.2 Have students explain which strategies were used for division.

Unit 1

Day 16



3.4.1 Use multiple towers to solve division.


3.4.2 Use equations to represent division.





Alignment Notes

Unit 1

Day 17




3.5.1 and 2 Use clusters of 10 and 100 to solve division problems.

Make up additional clusters problems to model/do whole group before students try on their own. Teacher help on clusters found on page 165 TE.

Unit 1

Day 18



5.1.D Estimate quotients to approximate solutions and determine reasonableness of answers in problems involving up to two-digit divisors. 5.1.B Determine quotients for multiples of 10 and 100 by applying knowledge of place value and properties of operations.

3.6.1 and 2 Use divisors of 10 and 100 to compare quotients.

Unit 1

Day 19


Unit Assessment



Unit Name: Book 7 How Many People? How Many Teams? Start: November End: December

Standard Lesson & objective


Alignment Notes

Unit 7

Day 1


Ten Minute Math Number Puzzles

1.1.1 Use doubling and halving to solve multiplication.

Unit 7

Day 2



1.2.1 and 2 Use tripling and thirds to solve multiplication.

Unit 7

Day 3



5.4.C Write algebraic expressions that represent simple situations and evaluate the expressions, using substitution when variables are involved.

1.3.1 and 2 Use number properties to write equivalent expressions.

Unit 7

Day 4



5.1.A Represent multi-digit division using place value models and connect the representation to the related equation. 5.4.C Write algebraic expressions that represent simple situations and evaluate the expressions, using substitution when variables are involved.

1.4.1 and 2 Write equivalent division expressions and represent expressions created.





Alignment Notes

Unit 7

Day 5, 6 and

7

5.5.B Determine and interpret the mean of a small data set of whole numbers.

Day 5: Blocks lesson Day 6: Division strategy Day 7: Practice for mastery Determine the mean of a set of data

Unit 7

Day 8


Ten Minute Math Closest Estimate M7 #15, M8 #22

Be sure to use place value models in your

teaching poster. Base ten blocks should be used to depict place

value model. A blackline master of base

ten blocks will allow students to “publish” their representations.

5.1.A Represent multi-digit division using place value models. 5.1.C Fluently and accurately divide up to a four-digit number by one- or two-digit divisors using the standard long-division algorithm.

3.1.1 and 2 Represent multi-digit division with place value models.

Unit 7

Day 9


Ten Minute Math Closest Estimate M9 #25-26

These strategies will

transition to standard

algorithm in future

lessons. 5.1.C Fluently and accurately divide up to a four-digit number by one- or two-digit divisors using the standard long-division algorithm.

3.2.1 Solve multi-digit division.

5.1.F Solve single- and multi-step word problems involving multi-digit division and verify the solutions. 5.1.B Determine quotients for multiples of 10 and 100.

3.2.2 and 3 Solve word problems involving division.

Have students verify their answer using multiplication and

connect their groups and number in each group to the word

problem.





Alignment Notes

Unit 7

Day 10 and 11


Ten Minute Math Closest Estimate M9 #27-29 Estimate the quotient

5.1.C Fluently and accurately divide up to a four-digit number by one- or two-digit divisors using the standard long-division algorithm. 5.1.B Determine quotients for multiples of 10 and 100.

3.3.1, 2, and 3 Use groups of 100 and 10 to divide. Pearson Online (Gap) Lesson: US Standard Algorithm Activity 59 Divide whole numbers using the standard long-division algorithm.

Activity 59 Master

Guide students into using the largest groups while dividing. Can we

do 300 groups of X instead of doing 100

three times? Important: Math note on page 74. Teachers are encouraged to put the standard algorithm

side by side with the students’ chosen

division strategy for the rest of the unit.


3.3.2 Solve work problems involving division.

Be sure to directly discuss what remainders mean and how they affect answers to a word problem.

Unit 7

Day 12


Ten Minute Math Closest Estimate M10 #32-33 Estimate the quotient

5.1.C Fluently and accurately divide up to a four-digit number by one- or two-digit divisors using the standard long-division algorithm. 5.1.F Solve single- and multi-step word problems involving multi-digit division and verify the solutions.

3.4.1 and 2 Solve division word problems.





Alignment Notes

Unit 7

Day 13


Ten Minute Math: Number Puzzles

5.1.C Fluently and accurately divide up to a four-digit number by one- or two-digit divisors using the standard long-division algorithm. 5.1.F Solve single- and multi-step word problems involving multi-digit division and verify the solutions.

3.5.1 and 2 Solve single and multi-step word problems involving division. (M28)

Clearly define the steps needed to solve the problem.

Unit 7

Day 14



5.1.C Fluently and accurately divide up to a four-digit number by one- or two-digit divisors using the standard long-division algorithm. 5.1.F Solve single- and multi-step word problems

involving multi-digit division and verify the solutions.

3.6.1 and 2 Solve single and multi-step word problems involving division.

Unit 7

Day 15



5.1.C Fluently and accurately divide up to a four-digit number by one- or two-digit divisors using the standard long-division algorithm.

3.7

Assessment 3.7





Alignment Notes

Unit 7

Day 16




4.1.1 and 2 Solve single and multi-step word problems.

Unit 7

Day 17





Unit 7

Day 18





Unit 7

Day 19


Ten Minute Math: Long Division Divide up to 4 digit numbers by 1 or 2 digits.

Have students solve division problems. For example, 556 ÷8







Alignment Notes

Unit 7

Day 20



Have students solve division problems. For example, 657 ÷14


4.5

4.5 Assessment

Unit 7

Day 21



Have students solve division problems. For example, 4,526 ÷23

5.6.B Identify information that is given in a problem and decide whether it is essential or extraneous to the solution of the problem.

Online (Gap) Lesson: Activity 90: Extra Information

Activity 90 Master

Unit 7

Day 22



Have students solve division problems. For example, 5,190 ÷16

5.6.C Determine whether additional information is needed to solve a problem.

Online (Gap) Lesson: Activity 91: Missing Information

Activity 91 Master



Unit Name: Book 6 Decimals on Grids and Number Lines Start: December End: January



Alignment Notes

Decimals

Day 1

5.2.B Represent addition and subtraction of decimals using place value models, and connect the representations to the related equations.

Ten Minute Math Practice Place Value Write the standard form when hearing a decimal number read aloud.


1.1.2 and 3 Represent decimals on grids.

Decimals

Day 2



In future lessons,

students will need to

represent addition and

subtraction on number

lines knowing where to

place decimals on the

number line will build

them toward the

standard.

5.2.B Represent addition and subtraction of decimals using place value models, and connect the representations to the related equations. (Standards notes include number lines.)

1.3.2 Represent decimals on number lines.

Decimals

Day 3




2.1 Represent decimals addition on grids and write the related equation.





Alignment Notes

Decimals

Day 4



Note : Decimals In Between Game does NOT meet 5th grade standard.

5.2.B Represent addition and subtraction of decimals using place value models, and connect the representations to the related equations. 5.2.H Solve single and multi-step word problems involving addition and subtraction of whole numbers, fractions (including mixed numbers) and decimals, and verify the solutions.

2.2 Represent decimals addition on grids and write the related equation.

See 2007 Released Items, Grade 4, Item number 6 for 5.2.H – adding decimals. Also 2006 RI, grade 5 item 3.

Decimals

Day 5



5.2.B Represent addition and subtraction of decimals using place value models, and connect the representations to the related equations. 5.2.F Fluently and accurately add and subtract decimals.

2.3.1 and 2 Represent decimals addition on grids and write the related equation.

Only use card set A. (Remove all thousandths cards if they are mixed.)



Day Standard Lesson & objective Formative Assessments/

Assignments Alignment Notes

Decimals

Day 6



5.2.B Represent addition and subtraction of decimals using place value models, and connect the representations to the related equations. 5.2.F Fluently and accurately add and subtract decimals.

Online Lesson Activity 84 Represent subtraction equations on grids

5.2.F Fluently and accurately add and subtract decimals.

Supplemental Lesson: “First to One” Origo game from the Red Fundamentals book. And/or Decimal Double Compare And/Or Fill Two, Close to 1

Decimals

Day 7



Play Differentiation of Fill Two Game: “Empty Two” found on the bottom of Activity 84 Teacher Lesson. 5.2.B Represent addition and subtraction of

decimals using place value models, and connect the representations to the related equations. 5.2.F Fluently and accurately add and subtract decimals.

Online Lesson Activity 85 Represent subtraction equations on grids


Supplemental Lesson: “First to One” Origo game from the Red Fundamentals book. And/or Decimal Double Compare And/Or Fill Two, Close to 1





Decimals

Day 8

5.2.F Fluently and accurately add and subtract decimals. 5.2.B Represent addition and subtraction of decimals using place value models, and connect the representations to the related equations.

Ten Minute Math Add or Subtract Decimals

Turn over two cards from Bag A or Fill

Two Game and have students find the sum/difference.

Pearson Custom Book Lesson 1, Activity 1 and 2 Represent addition and subtraction of decimals.

Pearson Custom Book Lesson 1 activity sheets

Additional Practice page Activity Master

84 (Online Gap Lesson)

Decimals

Day 9





5.2.G Estimate sums and differences of fractions, mixed numbers, and decimals to approximate solutions to problems and determine reasonableness of answers.


5.2.H Solve single and multi-step word problems involving addition and subtraction of whole numbers, fractions (including mixed numbers) and decimals, and verify the solutions.

Pearson Custom Book Lesson 2, Activity 1 Estimate sums Add decimals

Pearson Custom Book Lesson 2 Activity 1 sheet





Decimals

Day 10








2006 Released Items Grade 6 Item number 3 meets 5.6.1 as well as 5.2.H. Pearson Custom Book Lesson 2 Activity 2 sheet

Decimals

Day 11






Online (Gap) Lesson Activity 33

Activity 33 Master Teachers will need to explicitly teach students to round, round to a specific

place, and pose estimation problems

for addition and subtraction in

addition to those provided in the

lesson.





Decimals

Day 12





5.2.H Solve single and multi-step word problems involving addition and subtraction of whole numbers, fractions (including mixed numbers) and decimals, and verify the solutions. 5.2.F Fluently and accurately add and subtract decimals.



Pearson Custom Book Lesson 3 Activity 1 sheet Encourage students

to check addition problems using

subtraction and vice versa and compare

those to the original word problem to verify solutions.

Decimals

Day 13








Pearson Custom Book Lesson 3 Activity 2 sheet

Encourage students to check addition problems using

subtraction and vice versa and compare

those to the original word problem to verify solutions.





Decimals

Day 14



Turn over two cards from Bag A or Fill Two

Game and have students find the sum/difference.

5.2.F Fluently and accurately add and subtract decimals. 5.4.A Describe and create a rule for numerical and geometric patterns and extend the patterns.

Pearson Custom Book Lesson 4, Activity 1 Use patterns to add or subtract tenths and hundredths

Pearson Custom Book Lesson 4, Activity 1 sheet

Decimals

Day 15



Turn over two cards from Bag A or Fill Two

Game and have students find the sum/difference.

5.2.F Fluently and accurately add and subtract decimals. 5.4.A Describe and create a rule for numerical and geometric patterns and extend the patterns.

Pearson Custom Book Lesson 4, Activity 2 Use patterns to add or subtract tenths and hundredths


Additional Practice page Activity Master 85 (Online Gap Lesson)

Decimals

Day 16

5.4.A Describe and create a rule for numerical and geometric patterns and extend the patterns.

Ten Minute Math Number Patterns

Have students write the rule and extend the pattern. 0.2, 0.4, 0.6, __,__


Pearson Custom Book Lesson 5, Activity 1 Solve word problems involving decimals


Encourage students to check addition problems using subtraction and vice versa and compare those to the original word problem to verify solutions.





Decimals

Day 17



Have students write the rule and extend the pattern. 0.75, 0.63,0.51, __, __ etc.


Pearson Custom Book Lesson 5, Activity 2 Solve word problems involving decimals

Pearson Custom Book Lesson 5, Activity 2 sheet Quiz

Encourage students to check addition problems using subtraction and vice versa and compare those to the original word problem to verify solutions.

Decimals

Day 18



Have students write the rule and extend the pattern. 0.55, 0.48, 0.41, etc.

Reteaching Based on Quiz results

Decimals

Day 19



Have students write the rule and extend the pattern. 0.23, 0.43, 0.63, etc.




Unit Name: Book 4 Investigations: What’s the Portion? and Pearson Custom Book

Start: January End: February



Alignment Notes

Fractions

Day 1

4.2.G Simplify fractions using common factors. Note: Though this is a 4th grade standard, it will be important for students to put their answers to addition or subtraction problems in simplest form so this practice will be necessary.

Ten Minute Math Write the simplest form.

Show colored blocks under document

camera. Have students write the fraction in simplest

form. Etc. What fraction of the blocks

is yellow?

5.2.E Fluently and accurately add and subtract fractions, including mixed numbers.

Pearson Custom Book Lesson 1, Activity 1 Add and Subtract Like Denominator Fractions


Teachers should intentionally reteach

vocabulary in this lesson: mixed

number, improper fraction,

denominator, and numerator.

Note: Fraction Track game is mentioned in the teacher’s guide.

It will come later.





Fractions

Day 2



. Show colored blocks under document

camera. Have students write the fraction in simplest form. Etc.

What fraction of the blocks are yellow?

5.2.H Solve single-and multi-step word problems involving addition and subtraction of whole numbers, fractions (including mixed numbers), and decimals, and verify the solution.

Pearson Custom Book, Lesson 1 Activity 2 Solve word problems involving fractions with like denominators

Pearson Custom Book, Lesson 1 Activity 2 sheet

Continue to work on vocabulary and simplest

form.

Fractions

Day 3






5.2.A Represent addition and subtraction of fractions (including mixed numbers) using visual and numerical models, and connect the representation to the related equation.

Unit 4, 3.1 Add fractions with unlike denominators using models

Unlabeled models/manipulatives

can be used by students during MSP testing.

Encourage their independent use

throughout this unit so students will use that strategy during MSP.



Fractions

Day 4



Show colored blocks under document




3.2 Add fractions with unlike denominators using models


can be used by students during MSP testing.

Encourage their independent use

throughout this unit so students will use that strategy during MSP.

Fractions

Day 5









can be used during MSP testing. Encourage their

independent use throughout this unit so students will use them

during MSP.





Fractions

Day 6

5.1.C Fluently and accurately divide up to a four-digit number by one- or two-digit divisors using the standard long division algorithm.

Ten Minute Math Divide up to 4 digits by 1 or 2-digits

. Practice problems for 3-and 4-digits divided by 1

or 2-digits.



Playing Fraction Track Game to 1 is addition of

fractions. Playing Fraction Track Game to 2 is also adding mixed

numbers.

Fractions

Day

7, 8, and

9

5.1.C Fluently and accurately divide up to a four-digit number by one- or two-digit divisors using the standard long division algorithm.

Ten Minute Math Divide up to 4 digits by 1 or 2-digits

. Practice problems for 3-and 4-digits divided by 1

or 2-digits.

5.2.A Represent addition and subtraction of fractions (including mixed numbers) using visual and numerical models, and connect the representation to the related equation. 5.2.E Fluently and accurately add and subtraction fractions, including mixed numbers.

3.7, 3.8, 3.9 Add fractions with unlike denominators using models

Time is given here for students to develop

sense about fractions during fraction problems

and games. Students should have had many

experiences where they used 4/6 and 2/3

interchangeably. They will then be ready for

procedural computation of fractions.





Fractions

Day 10

4.2.C Convert a mixed number to a fraction and vice versa, and visually represent the number. Note: Though this is a 4th grade standard, it will be important for students to fluently convert between improper and mixed number in order to simplify answers or regroup during subtraction so this practice will be necessary.

Ten Minute Math Convert an improper fraction to a mixed number.

Write an improper fraction (or represent

one with fraction manipulatives) and have

students write the mixed number. Or vice

versa.


Pearson Custom Book, Lesson 2, Activity 1 and 2 Determine the Least Common Multiple

Reteaching materials if needed: Online Activity

(Pearson Gap Lesson: Activity 6: Least

Common Multiple)

Fractions

Day 11

and 12

4.2.C Convert a mixed number to a fraction and vice versa, and visually represent the number. Note: Though this is a 4th grade standard, it will be important for students to fluently convert between improper and mixed number in order to simplify answers or regroup during subtraction so this practice will be necessary.





versa.

5.2.E Fluently and accurately add and subtraction fractions, including mixed numbers. 5.2.H Solve single-and multi-step word problems involving addition and subtraction of whole numbers, fractions (including mixed numbers), and decimals, and verify the solution.

Pearson Custom Book, Lesson 3 Add fractions with unlike denominators.





Fractions

Day 13

Note: Though this is a 4th grade standard, it will be important for students to fluently convert between improper and mixed number in order to simplify answers or regroup during subtraction so this practice will be necessary.





versa.


Online Lesson (Pearson Gap Lesson): Unit 4 Activity 8: Greatest Common Factor

If this lesson is review, this may be a great assessment check point.

This may be review at this time, but it is also a direct opportunity for application of skills.

Fractions

Day

14, 15,

and 16

Ten Minute Math Select skill needed by students


Pearson Custom Book, Lesson 4 Add and Subtract fractions and mixed numbers Solve word problems involving addition of fractions and mixed numbers

2007 Released Items Grade 5 Item 1 covers 5.2.H for adding of mixed fractions





Fractions

Day

17, 18,

19, 20,

and 21

Ten Minute Math Select skill needed by students


Pearson Custom Book, Lesson 5 Subtract fraction and mixed numbers Solve word problems involving subtraction of fractions and mixed numbers Pearson Custom Book Quiz

Practice Pages Quiz

It may be helpful to use fraction manipulatives

or drawings while teaching subtraction

with regrouping. Refer back to the work on

converting from fraction to mixed number and

vice versa.

Fractions

Day 22

Ten Minute Math Select skill needed by students Reteach based on quiz results

Fractions

Day 23

End of unit Assessment



Unit Name: Book 5 Measuring Polygons, Pearson Custom Book, and CMP: Covering and Surrounding

Start: March End: April



Note: This unit of teaching and learning will use 3 major sources for lessons and student materials: Investigations Unit 5, a custom made book published by Pearson hereafter called “Pearson Custom Book,” and parts of a CMP unit formerly taught in 6th grade, “Covering and Surrounding.” Every effort has been made to preserve continuity, a logical sequence of instruction, and clarity in this document of which materials are being used. Please reference the Lesson and Objective Column for each day to note which material and which lesson is intended. The creators of this document intentionally tried to make as many consecutive lessons from the same materials as possible, but the sequence best for student learning was the paramount duty of the creators.

Geo/Mea

Day 1

5.3.A Classify quadrilaterals. 5.3.B Identify, sketch, and measure acute, right, and obtuse angles.

Ten Minute Math:2-D quick images Identify triangles and quadrilaterals by attribute.

The discussion of the attributes is how the standard is covered.

5.3.B Identify, sketch, and measure acute, right, and obtuse angles.

Pearson Custom Book Lesson 1: Launch, Explore, Apply Estimate the measure of an angle.

Pearson Custom Book Activity 1 Student Page

Emphasize vocabulary: acute, obtuse, right angle

Geo/Mea

Day 2 and 3



The discussion of the attributes is how the standard is covered.


Pearson Custom Book Lesson 1: Explore, Apply, Summarize Measure angles using a protractor; identify acute, obtuse, and right angles; sketch acute, obtuse, and right angles.


An extra day is given for students to practice

measuring angles using a protractor. Give students

Power Polygons to estimate first, then measure the angles.

FREE: Optional: http://www.amblesideprimary.com/ambleweb/mentalmaths/protractor.html Optional online activity: This website has a virtual protractor for students to use to measure angles and immediately says right or wrong. Teachers can ask students to practice to the nearest 10, 5, or 1 degree.





Geo/Mea

Day 4



The discussion of the attributes of how the

students remembered the images is how these standards will be hit.


Pearson Online (Gap) Lesson Unit 5, Activity 14 Estimate and measure angles in a polygon.

Activity 14 student sheet (Pearson online lesson) Note: have students use a real protractor rather than cutting out the paper protractor.

Make connections for students between

“angles” and corner. Some students might be

confused how to measure now that the angle is inside the polygon.

Geo/Mea

Day 5 and6



The discussion of the attributes of how the

students remembered the images is how these standards will be hit.

5.3.C Identify, describe, and classify triangles by angle measure and number of congruent sides.

Day 5--Investigations 1.1 Activities 1 and 2 Use attributes to describe and compare triangles Stop this lesson at Teacher’s Edition pg 27. Chart: Attributes of Triangles *have 3 sides, *have 3 angles, * closed figure, * angles can be greater than 90, less than 90 or equal to 90.

Student workbook page: Unit 5 page 1.

Today is about attributes. Have students use right, obtuse, and acute angles to describe the attributes

of various triangles.

Day 6--Investigations 1.1, Activity 2 and 3 Identify triangles by name.

Student workbook pgs. Unit 5, 2-3

Create Chart on Teacher’s Edition pg. 29 (or similar) to

teach triangle names. Use only the triangles for

Guess My Rule





Geo/Mea

Day 7

5.3.B Identify, sketch, and measure acute, right, and obtuse angles. 5.3.C Identify, describe, and classify

triangles by angle measure and number of

congruent sides.

Ten Minute Math: Guess My Rule (triangles only)

Today is focused practice

on using angle measures

to name triangles: acute,

right, and obtuse.

Pearson Custom Book Lesson 2, Activity 1: Launch, Explore, Apply Identify, describe, and classify triangles by angle measure


Geo/Mea

Day 8

5.3.B Identify, sketch, and measure acute, right, and obtuse angles. 5.3.C Identify, describe, and classify

triangles by angle measure and number of

congruent sides.


Today is focused practice

on using side lengths to

name triangles:

equilateral, isosceles,

scalene.

Pearson Custom Book Lesson 2, Activity 2: Explore, Apply, Summarize Identify, describe, and classify triangles by side length


Geo/Mea

Day 9

5.3.B Identify, sketch, and measure acute, right, and obtuse angles. 5.3.C Identify, describe, and classify triangles by angle measure and number of congruent sides.


5.3.A Classify quadrilaterals.

Pearson Custom Book Lesson 3, Activity 1: Launch, Explore, Apply Classify quadrilaterals based on attributes.


This concept continues in the days ahead, giving

students additional opportunities for mastery.





Geo/Mea

Day 10

5.3.B Identify, sketch, and measure acute, right, and obtuse angles. 5.3.C Identify, describe, and classify triangles by angle measure and number of congruent sides.



Pearson Custom Book Lesson 3, Activity 2Explore, Apply, Summarize Classify quadrilaterals based on attributes.


This concept continues in the days ahead, giving

students additional opportunities for mastery.

Geo/Mea

Day 11 and 12

5.3.A Classify quadrilaterals. Ten Minute Math: Guess My Rule (quadrilaterals only)

Include all quadrilaterals listed in the item specs:

parallelograms, kites, squares, rhombi,

trapezoids, squares, and rectangles.

Use TE pg. 137-138 and the Student Math

Handbook. Math Handbook pages

can be projected through

your LCD by logging into

the Pearson website.

Day 11--Investigations 1.2, Activity 1 Compare attributes of quadrilaterals.

Unit 5, student workbook pages 5-6

Day 12-- Investigations 1.2, Activities 2 Classify quadrilaterals based on attributes.

Shape Cards and Unit 5 student workbook page 7

Geo/Mea

Day 13


Ten Minute Math: Guess My Rule (quadrilaterals only)

As time always, students can play Guess My Rule with Shape Cards for either triangles or quadrilaterals.

Investigations 1.3, Activity 2 Compare quadrilaterals using attributes.

Unit 5, student workbook pages 8-10





Geo/Mea

Day 14

5.3.A Classify quadrilaterals. 5.3.B Identify, sketch, and measure acute, right, and obtuse angles. 5.3.C Identify, describe, and classify triangles by angle measure and number of congruent sides.

Ten Minute Math: 2-D quick images As you debrief with students review vocab by asking: what type of triangle was in the image? Is there another name for this quadrilateral? Etc.

5.3.A Classify quadrilaterals. 5.3.C Identify, describe, and classify triangles by angle measure and number of congruent sides.

Investigations 1.4, Activity, 2 and 3 Use attributes to classify polygons. (Standard says 5th graders need to focus on triangles and quadrilaterals.)

Check for understanding of parallel—Unit 5 student workbook pg. 15.

Teach “regular” as an attribute. A square is a regular polygon as is an equilateral triangle. Great visual in Student Math Handbook.

Geo/Mea

Day 15 and 16


1.5 Ten Minute Math 2-D quick images

As you debrief with students review vocab by asking: what type of triangle was in the image? Is there another name for this quadrilateral? Etc.

5.6.I Summarize mathematical information, draw conclusions, and explain reasoning.

Investigations 1.5, Activity 1, 2, and 4 and 1.6 Activity 1 Determine angle measurements using reasoning.

Unit 5, Student Workbook pgs 17-19

Have students check their answer by estimating first, then using a protractor to verify.

Geo/Mea

Day 17


1.6 Ten Minute Math 2-D quick images


5.3.B Identify, sketch, and measure acute, right, and obtuse angles. and process

1.6.1 and 2A Determine angle measurements using reasoning.

Assessments 1.7 (M17) It may be helpful to have students label the 4 angles on M17.





Geo/Mea

Day 18


Ten Minute Math 2-D quick images



Quiz (Student workbook pgs 25 and 34)

Quiz--Student Workbook pgs 25 and 34

Geo/Mea

Day 19


Ten Minute Math 2-D quick images

Choose images to reteach/reinforce the concepts students struggled with on yesterday’s quiz.

5.3.H Determine the number and location of lines of symmetry in triangles and quadrilaterals.

Online (Gap) Lesson: Symmetry Activity 27 Determine location and number of lines of symmetry.

Activity 27 Master

To meet the standard students need to show mastery with triangles and quadrilaterals.

Geo/Mea

Day 20


Ten Minute Math: Symmetry Show a quadrilateral or triangle Power Polygon and have students determine the number of lines of symmetry. Under your document camera, lay a Power Polygon over a drawn straight line to verify.

5.3.D Determine the formula for the area of a parallelogram by relating it to the area of a rectangle.

Investigations 2.3, Activity 1 Determine the area of a rectangle.





Geo/Mea

Day 21 and 22



5.3.D Determine the formula for the area of a parallelogram by relating it to the area of a rectangle

Investigation 2.4 (all) Determine the area of rectangles

The “rearrange” and “cut” ideas in this lesson are important. Students will cut and move parallelograms to determine the area and this lesson is foundation for the students’ conceptual understanding of the area formula for parallelograms.

The final 16 lessons of the Geo/Mea unit will be lessons from CMP. Student Editions and Teacher Editions are available electronically on the S: drive. Look for District Mathematics. Folder inside called Curriculum Guides. The Teacher Lessons are listed as TE. You may print and highlight for your preparation to teach. Transparencies and labsheets that may need to be sent to print shop are also located there. The student edition is in the file, marked as SE. There is no need to print shop the student edition. Project the Student Edition and ACE questions through the LCD projector as there is no need for every student to have a copy. There are many ACE and/or practice questions listed with each lesson. You may want to pick and choose from the questions listed. Print shop plenty of grid paper, as typically students are asked to draw the figure shown and show how they got their answer.





Geo/Mea

Day 23 and 24



5.3.F Determine the perimeters and areas of triangles and parallelograms.

Item Specs Note: Items assessing 5.3.F may include side measures or may require students to measure sides of figures.

CMP Covering and Surrounding Begin Inv. 3, Lesson 3.1—Question A Measure sides to determine perimeter of triangles. Determine the area of a triangle by counting sq. centimeters on the grid.

Labsheet 3.1 Additional Practice Triangles, Question #1 ACE 1-6

Geo/Mea

Day

25 and 26

5.3.G Draw quadrilaterals and triangles from given information about sides and angles.

Ten Minute Math: Drawing Polygons Draw polygons based on attributes given.

Give clues: Three acute angles Closed figure

5.3.E Determine the formula for the area of a triangle by relating it to the area of a parallelogram. 5.3.F Determine the perimeters and areas of triangles and parallelograms.

CMP Covering and Surrounding Inv. 3.1—Question B and C Determine the smallest surrounding rectangle for a triangle. Compare the area of a triangle to its surrounding rectangle.

Labsheet 3ACE 1-6 ACE 26-31





Geo/Mea

Day

27 and 28



Give clues: One pair of parallel sides, Four angles

5.3.E Determine the formula for the area of a triangle by relating it to the area of a parallelogram. 5.3.F Determine the perimeters and areas of triangles and parallelograms. 5.3.I Solve single- and multi-step word problems involving perimeters and areas of quadrilaterals and triangles and verify the solutions.

CMP Covering and Surrounding Inv. 3.2 Identify the base and height of a triangle to determine the area.

ACE 7-20, 32-34

Geo/Mea

Day

29 and 30



Give clues: Three sides One right angle Closed figure


CMP Covering and Surrounding 3.3 Determine the perimeter and area of triangles.

See the Mathematics Assessment Updates 2011 Sample item 5.3.F Additional Practice Triangles, Question # 2-4





Geo/Mea

Day

31 and 32



Give clues: Four equal sides No right angles Closed figure

5.3.F Determine the perimeters and areas of triangles and parallelograms. 5.3.G Draw quadrilaterals and triangles from given information about sides and angles. 5.3.I Solve single- and multi-step word problems involving perimeters and areas of quadrilaterals and triangles and verify the solutions.

CMP Covering and Surrounding 3.4 Determine the perimeter and area of triangles. Draw triangles given attributes.

Labsheet3 ACE 26 -31 ACE 23-25, 39, 40

Students would break the quadrilaterals into triangles and find the area of each. Then add the triangles’ areas together to determine the area of the quadrilateral. (Multi-step)

Geo/Mea

Day 33 and 34



Give clue: Four sides Exactly two right angles Closed figure


CMP Covering and Surrounding Begin Inv. 4, Lesson 4.1 Determine the perimeter and area of parallelograms.

2006 Released Items Grade 6 Item 1 meets 5.3.I (rectangle is parallelogram used for this question) ACE 1-8, 32

Additional Practice pages: Labsheet4 ACE 1-7 Labsheet 4 ACE 14-19. Students will need to use a cm ruler for ACE 14-19.





Geo/Mea

Day 35 and 36

5.2.E Fluently and accurately add and subtract fractions, including mixed numbers. 5.2.F Fluently and accurately add and subtract decimals.

Ten Minute Math “Minilessons for Operations with Fractions, Decimals, and Percents” by Fosnot, or review long division as needed

5.3.F Determine the perimeters and areas of triangles and parallelograms. 5.3.E Determine the formula for the area of a triangle by relating it to the area of a parallelogram. (vice versa in this lesson) 5.3.I Solve single- and multi-step word problems involving perimeters and areas of quadrilaterals and triangles and verify the solutions.

CMP Covering and Surrounding Inv. 4.2 Determine the perimeter and area of parallelograms.

Para applications, Question # 1-7 Para applications, Question # 8 ACE 9-21, 33-35

Geo/Mea

Day 37 and 38



5.3.F Determine the perimeters and areas of triangles and parallelograms. 5.3.E Determine the formula for the area of a triangle by relating it to the area of a parallelogram. (vice versa in this lesson) 5.3.G Draw quadrilaterals and triangles from given information about sides and angles. 5.3.I Solve single- and multi-step word problems involving perimeters and areas of quadrilaterals and triangles and verify the solutions.

CMP Covering and Surrounding Inv. 4.3 Determine the base and height of parallelograms. Determine the perimeter and area of parallelograms. Draw parallelograms based on given attributes.

Additional Practice 1-7 ACE 22-31, 38, 39





Geo/Mea

Day 39



Give clues: No equal sides Three angles Closed figure Now name the figure.




Unit Name: Book 8 Growth Patterns Start: April End: May

Days Standard Lesson & objective Formative Assessments/


Unit 8

Day 1



5.5.C Construct and interpret line graphs. 5.4.D Graph ordered pairs in the coordinate plane for two sets of data related by linear rule and draw the line they determine.

1.1. Activity 2 and 3 Construct line graphs

For a review/ preassessment of 5.4.A see 2007 Released Items for Grade 3 Item number 5. This entire lesson is intended to be formative assessment.

Write the ordered pairs before you graph to meet standard 5.4.D

Unit 8

Day 2




1.2 (all) Construct and interpret line graphs.






Unit 8

Day 3



5.4.C Write algebraic expressions that represent simple solutions and evaluate the expressions, using substitution when variables are involved. 5.4.D Graph ordered pairs in the coordinate plane for two sets of data related by linear rule and draw the line they determine. 5.5.C Construct and interpret line graphs.

1.3 (all) Write an expression to represent a simple situation; Interpret line graphs.

Write the ordered pairs before you graph to meet standard 5.4.D Teachers should draw their own line graphs and have more discourse with students about interpreting the data shown.

Unit 8

Day 4 and 5




1.4 (all) Analyze and interpret line graphs. Note: The book refers to an analysis term, “constant change.” Constant change is when the difference from equal data points is the same. WA standards use the mathematical term “linearly related.” Where there is constant change there is a linear relationship.

1.4 Assessment checkpoint

It may be helpful to use the cloze paragraph (1.4 cloze) to support students learning of the analyzing and comparative language for the data, prior to students completing Assessment 1.4.





Unit 8

Day 6



5.4.B Write a rule to describe the relationship between two sets of data that are linearly related. 5.4.C Write algebraic expressions that represent simple solutions and evaluate the expressions, using substitution when variables are involved.

Online (Gap) Lesson: Activity 43 Function Tables Write a rule to describe the relationship between two sets of data.

Activity Sheet Master 43

Unit 8

Day 7



5.4.A Describe and create a rule for numerical and geometric patterns and extend the patterns. 5.4.D Graph ordered pairs in the coordinate plane for two sets of data related by a linear rule and draw the line they determine. 5.5.C Construct and interpret line graphs.

1.5 All Activity 1 Describe and extend a (numerical) pattern. Construct a line graph.

5.5.C Construct and interpret line graphs. Activity 2 Analyze line graphs.





Unit 8

Day 8



5.4.C Write algebraic expressions that represent simple solutions and evaluate the expressions, using substitution when variables are involved.

Online (Gap) Lesson: Equations Activity 65

Activity Master 65

Unit 8

Day 9



5.4.A Describe and create a rule for numerical and geometric patterns and extend the patterns. 5.4.C Write algebraic expressions that represent simple solutions and evaluate the expressions, using substitution when variables are involved.

2.1 (all) Determine the rule for a geometric pattern; write the rule using a variable.

Math Notes on TE pg. 70 are helpful regarding variables.

Unit 8

Day 10



5.4.C Write algebraic expressions that represent simple solutions and evaluate the expressions, using substitution when variables are involved.

2.2 Activity 1 Determine the rule for a geometric pattern; write the rule using a variable.


5.4.A Describe and create a rule for numerical and geometric patterns and extend the

2.2.2 and 3 Write algebraic expressions that

TE 139-140 is helpful. Note: focus on the



patterns. 5.4.C Write algebraic expressions that represent simple solutions and evaluate the expressions, using substitution when variables are involved.

represent a simple situation. pattern and the algebra, not perimeter and area.



Unit 8

Day 11 and 12



5.4.A Describe and create a rule for numerical and geometric patterns and extend the patterns. 5.4.C Write algebraic expressions that represent simple solutions and evaluate the expressions, using substitution when variables are involved. 5.5.C Construct and interpret line graphs.

2.3 Activity 1 Determine the rule for a geometric pattern; write the rule using a variable. Activity 2 and 3 Analyze line graphs; describe a geometric pattern and the rule it follows.

Note: focus on the pattern and the algebra, not perimeter and area.

Unit 8

Day 13 and 14




2.4 Activity 1 Interpret line graphs. Activity 2 and 3 Determine the rule for a numerical pattern; write the rule using a variable.





Unit 8

Day 15




2.5 (all) Determine the rule for a numerical pattern; describe the rule. Construct and interpret line graphs.

Unit 8

Day 16




2.6 Determine the rule for a geometric pattern; describe the rule. Construct the line graphs.

See 2006 Released Items for Grade 4 – Item #2 meets 5.4.A





Unit 8

Day 17




2.7 Determine the rule for a geometric pattern; describe the rule. Construct the line graphs.

Please see Mathematics Assessment Updates for 2011 sample item 5.5.C (line graph)

Unit 8

Day 18

Unit Assessment



Unit Name: Unit 2: Prisms and Pyramids Start: End of MSP End: June

Days Standard Lesson & objective Formative Assessments/


Unit 2

Day 1

6.4.D Recognize and draw two-dimensional representations of three-dimensional figures.

Ten Minute Math: 3-D quick images Recognize 3-D figures from 2-D drawings.

Students are building rather than drawing.

6.4.E Determine the surface area and volume of rectangular prisms using appropriate formulas and explain why the formulas work.

1.1.Activity 2 and 3 Determine the volume of a rectangular prism.

Unit 2

Day 2





1.2 (all) Determine the volume of a rectangular prism.

Unit 2

Day 3




6.4.E Determine the surface area and volume of rectangular prisms using appropriate formulas and explain why the formulas work. 5.4.A Describe and create a rule for numerical or geometric patterns and extend the pattern.






Unit 2

Day 4





1.4 Activity 2 and 3 Determine the volume of a rectangular prism.

Unit 2

Day 5





1.5 Activity 1A, 1B, 2, 3, and 4 Determine the volume of a rectangular prism.

Unit 2

Day 6




5.4.A Describe and create a rule for numerical or geometric patterns and extend the pattern. 6.4.E Determine the surface area and volume of rectangular prisms using appropriate formulas and explain why the formulas work.

1.6 Activity 1A, 1B, 2, and 3





Unit 2

Day 7




6.4.E Determine the surface area and volume of rectangular prisms using appropriate formulas and explain why the formulas work. 6.6.I Summarize mathematical information, draw conclusions, and explain reasoning.

1.7 (all) Determine the dimensions of a box that would hold a specific volume.

Unit 2

Day 8






Documents

FIFTH GRADE - Pasco School District...multiples of 10. Use Algebra Note, pg. 87 TE. 5.1.B Determine quotients for multiples of 10 and 100 by applying knowledge of place value and properties