Grade 5 Math - Trenton Public Schools Grade5 121917.pdfFarmer Jim solves a problem (Eureka Math 5th grade, Module 1 – Topic A) Farmer Jim keeps 12 hens in every coop. If Farmer Jim

TRENTON PUBLIC SCHOOLS

Grade 5 Math

Curriculum Framework

CURRICULUM OFFICES – TRENTON BOARD OF EDUCATION 108 N. Clinton Avenue 3rd Floor ~ Room 301

Lucy Feria, Interim Superintendent of Schools

Dr. Josue Falaise, Interim Chief Academic Officer Michael Tofte, STEM Supervisor

Adopted August 29, 2016

Web links updated August 27, 2017

TRENTON PUBLIC SCHOOLS SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM)

MISSION AND GUIDING PRINCIPLES OF STEM OFFICE

The mission of the Trenton Public Schools STEM Office is to increase the number of students who are college and career ready. The STEM Office seeks to meet this goal by:

• providing students with courses and strategies that will improve student achievement on standardized

tests required for high school graduation and college entrance exams • providing students with the opportunity to earn college credit by via dual credit STEM courses • exposing students to STEM careers via guest speakers, field trips, career fairs and the development of

partnerships • providing teachers with professional development on strategies on increasing student achievement and

helping students develop the skills they need to graduate and prepare for life after high school

CAR©2009

Unittitle:5thgrademathUnderstandingPlaceValue~Unit1GradeLevel:5

Timeframe:MarkingPeriod1

45Days(9weeks)~Septemberthroughmid-November8+weeksMAJORcontent + incorporateadditionalcontentinto3instructionaldays

5.NBT.A.1,5.NBT.A.2,5.NBT.B.5,5.NBT.B.6,5.NBT.A.3,5.NBT.A.4 + 5.OA.A.1+5.OA.A.2

UnitFocusandEssentialQuestions

Unit1Focus• Understandtheplacevaluesystem• Performoperationswithmulti-digitwholenumbersandwithdecimalstohundredths• Writeandinterpretnumericalexpressions

EssentialQuestions:• Howdoes“placevalue”relatetothevalueofeachdigit?• Inanumberwhereallthedigitsarethesame,howdoeseachidenticaldigitrepresentadifferentvalue?• Howdo8penniescompareto8dimes?Howdo7dimescompareto7onedollarbills?Howdo9tendollarbillscompare

to9onedollarbills?Howdo6hundreddollarbillscompareto6tendollarbills?• Whendodigitsrepresentdifferentamountsofthesamething?• Howcandigitsrepresentthesameamountofdifferentthings?• Whatnumberrepresentsfivetens?8tens?8hundreds?Fivehundreds?• Howdoesonehundreddifferfromonethousand?Howdoesonehundreddifferfromoneten?Theyallhave1’s&0’s.• Whichdigitofanumbertellsusthelargestamountofsome-thing?• Whichdigitrepresentsthesmallestamountofsome-thing?• Whenwewritemultipledigitsbesideeachother,howcanweknowthevalueeachdigitrepresents?• Whenweaddthevaluesrepresentedbyeachdigit,whatdoweget?• Whatvaluedoesthefirstdigittotherightofadecimalpointrepresent?• Adigittotheimmediateleftofadecimalpointrepresentswhatvalue?

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• Howdoesanumber’sstandardformcomparetoitsexpandedform? • Howdoesanumber’swrittenformcomparetoitsstandardform? · Whatvaluedodigitstwoplacestotherightofadecimalpointrepresent? · Whenaddingorsubtractingquantities,whydoesitmakesensetogroupthesamevaluesrepresentedbyeachdigit? · Whenmultiplyingasingledigitnumberwithamulti-digitnumber,whydoesitmakesenseaddsimilarvaluesrepresented

bytheproductsofeachdigit? · Whenmultiplyingadoubledigitnumberwithanothermulti-digitnumber,howdowecombinetheproductsrepresented

bythevaluesofeachdigit?NewJerseyStudentLearningStandards

Standards/Cumulative Progress Indicators (Taught and Assessed):

5.NBT.A.1-8days**Recognizethatinamulti-digitnumber,adigitinoneplacerepresents10timesasmuchasitrepresentsintheplacetoitsrightand1/10ofwhatitrepresentsintheplacetoitsleft. Left # Right

x10 x1/10

(10)10 (1)10 (1/10)103,160 316 31.6100 10 1

5.NBT.A.2*-8days**Explainpatternsinthenumberofzerosoftheproductwhenmultiplyinganumberbypowersof10,andexplainpatternsintheplacementofthedecimalpointwhenadecimalismultipliedordividedbyapowerof10.Usewhole-numberexponentstodenotepowersof10.

5.NBT.B.5*-5daysFluentlymultiplymulti-digitwholenumbersusingthestandardalgorithm.

5.NBT.B.6*-5daysFindwhole-numberquotientsofwholenumberswithuptofour-digitdividendsandtwo-digitdivisors,usingstrategiesbasedonplacevalue,thepropertiesofoperations,and/ortherelationshipbetweenmultiplicationanddivision.Illustrateandexplainthecalculationbyusingequations,rectangulararrays,and/orareamodels.

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5.NBT.A.3-8days**Read,write,andcomparedecimalstothousandths.

5.NBT.A.3a.Readandwritedecimalstothousandthsusingbase-tennumerals,numbernames,andexpandedform,e.g.,347.392=3×100+4×10+7×1+3×(1/10)+9×(1/100)+2×(1/1000).

1 1/10 1/100 1/1000or or or or1000 100 10 1

5.NBT.A.3b.Comparetwodecimalstothousandthsbasedonmeaningsofthedigitsineachplace,using>,=,and<symbolstorecordtheresultsofcomparisons.

5.NBT.A.4-8days**Useplacevalueunderstandingtorounddecimalstoanyplace.

5.OA.A.1-1day(integrateintomajorcontent,,i.e.,5.NBT.A.3)Useparentheses,brackets,orbracesinnumericalexpressions,andevaluateexpressionswiththesesymbols.

5.OA.A.2-2days(integrateintomajorcontent,,i.e.,5.NBT.B.5,5.NBT.A.3)Write simpleexpressions that record calculationswithnumbers, and interpretnumerical expressionswithout evaluating them.For example,expressthecalculation“add8and7,thenmultiplyby2”as2×(8+7).Recognizethat3×(18932+921)isthreetimesaslargeas18932+921,withouthavingtocalculatetheindicatedsumorproduct.

Key:Green=MajorClusters;Blue=Supporting;Yellow=AdditionalClusters

CAR©2009

*NJStatebenchmarkedstandard**OPTIONAL(notrequired)–entireinstructionaltopicsdoNOThavetobetaughtconsecutively:considerSpacingLearningOverTime(S.L.O.T.)http://dwwlibrary.wested.org/media/learning-together-about-spacing-learning-over-time

21stCenturySkillsStandardandProgressIndicators:Thinklikeamathematician&the8MathematicalPractices(8MPs)!TheCommonCoreStateStandardsformathematicalpractice(8MPs)describehabitsofmindstudentsinternalizewithpractice:

1. Makesenseofproblemsandpersevereinsolvingthem 2. Reasonabstractlyandquantitatively 3. Constructviableargumentsandcritiquethereasoningofothers* 4. Modelwithmathematics** 5. Useappropriatetoolsstrategically 6. Attendtoprecision 7. Lookforandmakeuseofstructure 8. Lookforandexpressregularityinrepeatedreasoning

Real-worldproblemsolvingisavital21stcenturyskillallstudentsneedtocompeteglobally.MP4(modeling/application)Sub-ClaimD(18%ofrawpoints)inPARCCmathclaimsstructure–only3tasksonPARCC.MP3andMP6(expressingmathematicalreasoning)fallunderSub-ClaimC(22%ofrawpoints)inPARCCmathclaimsstructure–only4tasksonPARCC.

Communicationandteamworkarevital21stcenturyskillsstudentsallstudentsshoulddevelop.Constructivist,team-building,cooperativelearningroutinesinclude:

o Think-pair-shareo Groupconferenceo Bounceideasoffeachothero Stateyourclaimo Respectfullydisagreeo Eachoneteachoneo Grouppresentationo Teamspokesman/spokeswoman

Metacognitionandinquiry-basedteamworkhelpsstudentsbecomeself-directedlearners,asproblemsolvingandcommunicationskillsdevelopandstudentstakeownershipoftheirownthinking(andhence,learning).Challengingstudentsto“explain”theirreasoninghelpstheirmetacognition–abilitytopaycloseattentiontotheirownthinking:

o What(exactly)amIdoingnow?WhyamIdoingit?o HowdoIknow?Doesthisreallymakesense?Whyorwhynot?

PARCCReleaseditems:http://tinyurl.com/gr5PARCCreleaseditems2016

CAR©2009

PARCCEvidenceStatements:http://parcc-assessment.org/assessments/test-design/mathematics/math-test-specifications-documentsPARCCModelContentFrameworks:http://parcc-assessment.org/resources/educator-resources/model-content-frameworks Suggestedperformancetasksfromhttps://illustrativemathematics.org:5.NBT.A.1 Which number is it? 5.NBT.A.1 Millions and Billions of People 5.NBT.2 Marta’s Multiplication Error: https://www.illustrativemathematics.org/content-standards/5/NBT/A/2/tasks/1524 5.NBT.B.5 Elmer's Multiplication Error 5.NBT.A.3 Placing Thousandths on the Number Line 5.NBT.A.4 Rounding to Tenths and Hundredths 5.OA.A.1 Using Operations and Parentheses 5.OA.A.1 Watch out for Parentheses 1

AdditionalperformancetasksfromNCDepartmentofPublicInstruction:http://3-5cctask.ncdpi.wikispaces.net/Fifth+Grade+Tasks

Reasoning task: 5.C.7-4/4.NBT (2015 PARCC PBA released item 13)

Units: tens, hundreds, thousands & millions Part A Write this number in expanded form: 670,503

Part B Show or explain how to write 8,523 in expanded form using 15 hundreds.

Part C A student used 80 ten thousands in the expanded form of the number 6,807,590.

Show or explain how 6 hundred thousands, 80 ten thousands, 7 thousands, 5 hundreds and 9 tens can or cannot be used to represent 6,807,590.

If it cannot be used, show how you would correct it and still use 80 ten thousands.

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Modeling task: 5.D.1/5.NBT.5, 5.NBT.6 (2014 PARCC PBA practice test item 16)

Greg’s water bottles

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Reasoning task: 5.C.4-3/5.NBT.6 (Smarter Balanced sample item 1890, claim 3)

Jasmine’s area model equation

Help Jasmine find the number which equals 363 when divided by 4.

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Modeling task: 5.D.1/5.NBT, 5.OA.2 (2015 PARCC PBA released item 14)

Katie’s jewelry Katie went to a craft store to purchase supplies she needs to make two types of jewelry. This table shows the cost of the supplies Katie needed.

This table shows the supplies needed to make each piece of jewelry.

Katie purchased the exact amount of supplies to make 1 bracelet and 2 necklaces.

Part A Write an expression to determine the cost of supplies to make 1 bracelet.

Part B Write an expression to determine the cost of supplies to make 2 necklaces. Part C Katie started with $40. How much did she have left after purchasing the supplies?

CAR©2009

Reasoning task: 5.C.4-3/5.NBT.6 (2014 PARCC PBA practice test item 15)

A division & multiplication area model

CAR©2009

Reasoning & Modeling Task: 5.C.4-3, 5.D.1/5.NBT.6 (McGraw-Hill benchmark task)

Division model problem

Nowwriteabriefstoryorscenariowhichusesthenumbersyouputintoyourdivisionproblem.Besureyourstory’sconclusionrelatestoyoursolutiontothedivisionproblemmodeled.

Farmer Jim solves a problem (Eureka Math 5th grade, Module 1 – Topic A) Farmer Jim keeps 12 hens in every coop. If Farmer Jim has 20 coops, how many hens does he have in all? If every hen lays 9 eggs, how many eggs will Farmer Jim collect? Explain your reasoning using words, numbers, or pictures.

InstructionalPlan StandardsBasedAssessmentCumulative Pre-Assessment Diagnostic Assessment - MI

Standard/SWBAT StudentStrategiesBasedonInstructionalFramework

FormativeAssessment

ActivitiesandResources StandardsBasedAssessment

CAR©2009

NJSLS.MATH.CONTENT.5.NBT.1

5.NBT.A.1 - 8 days** 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. (MAJOR content)

----------------------------------- Claim: students understand the quantitative relationships between digits in the place value positions of a multi-digit number.

Evidence: students can EXPLAIN that a digit in one place represents:

a. 1/10 of what it represents in the place to its left.

And b. ten times what it represents in

the place to its right.

Tasks: may compare a digit in the tenths position to a:

• Thousandths digit • Or a Tens digit

littletono“context”

Performance: students soon use whole number exponents to denote powers of 10 and compare them when expressed exponentially (i.e.10⁴> 10² or 10³ < 10⁴). Extend the concept to multiple

places…………………………..

NumberTalkDirectInstruction• Option1-EngageNY• Option2–NJCTL

presentation• Option3-MyMathCenters(rotating)• TeacherCenter–teacher

worksw/1-4students• StandardsBasedProblem

Center–Studentsworkingroupstosolvetaskslikethoseinstandards-basedassessments

• IndividualCenter–Studentsfocusonskillsbasedon,EdConnect,andPARCCdata.UseAchievetheCoreCoherenceMaptoguideremediation.

• TechnologyCenter–Math

• ManipulativeCenter–Studentsusetools,suchasbase10blocks.

• InterdisciplinaryCenter–Studentssolveinterdisciplinarymath;writetheirownnumberstories;listentomusic/singsongstohelplearnthecontent.

• Recordmetacognitivethinkinginstudentjournals

ReviewClassworkExitTicketPARCCReleasedItems2016,

Item#3http://tinyurl.com/2016PARCCr

eleaseditems

Duringgradelevelmeetings,teacherPLCsagreeoncommonclasswork/questions.Selectedtasksmostcloselymatchassessmentquestionsincolumn5.

Additionally,teachersencouragemetacognition–studentsself-assessduring“waittime”:“whatamIdoingnow?”“whyamIdoingit?”“howdoIknow…?”“doesthisanswermakesense?”Personalmastery(out-doyourself)

Howisthe2in542differentfromthevalueofthe2in324?

Whatdoes2digitrepresentin2897?

Howaboutin1.026?

EngageNY,2016,Module1,TopicA(lessons1-2)

https://www.engageny.org/resource/grade-5-mathematics-module-1-topic-lesson-1


https://www.engageny.org/resource/math-studio-talk-common-core-instruction-5nbt

NJCTLDecimalConceptsPresentation2015-11-16,(slides15-40)

https://njctl.org/courses/math/5th-grade-math/decimal-concepts/attachments/unit-

1-decimal-concepts/PARCCReleasedItems2016,Item#3

http://tinyurl.com/2016PARCCreleaseditems

PARCCReleasedItems2015,PBAItem#1,http://tinyurl.com/gr5PARCC-

PBAreleased2015

PARCCEOYItem#28http://tinyurl.com/gr5PARCC-

EOYreleased2015

IllustrativeMathematics5.NBT.A.1 Which number is it?

5.NBT.A.1 Millions and Billions of People AchievetheCoreCoherenceMaphttp://achievethecore.org/coherence-

map/#5/22

NJCTLMathLabs–RAFTresources…http://www.raftbayarea.org/readpd

f?isid=600

MyMath(Teacherloginavailable)Ch.1Lesson1PlaceValueMillionswww.connected.mcgraw-hill.com

(10)10 (1)10 (1/10)10 3,160 316 31.6 100 10 1 1hundred 1ten 1one

The“Touchpoint”standardsbasedassessments(quizzes)areinedConnectnj.Grade5Math-Touchpoint–5.NBT.1--------------------------------------------------

Buildtheconcept:

Thearrowsindicatethevalueis

1/10 of the 5 to the left and 10 times the 5 to the right

--------------------------------------------------

--34.567Intheabovenumber,comparetheplacewhichthe5digitrepresentstotheplacerepresentedbythe:

a. 7 digit b. 3 digit

Explainthesizeofeachplacecomparedtothe5’splace.

Whatvaluedoeseachdigitrepresentinthisnumber?Explain.

CAR©2009

NJSLS.MATH.CONTENT.5.NBT. 2

5.NBT.A.2* - 8 days** Explain patterns in the number of zeros of a 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. (MAJOR content)

--------------------------------------------------------------------

Claim: students understand exponents & scientific notation; students write powers of 10 using whole number exponents.

Evidence: students reasonabouttheplacevaluesystem(itself)

andusewholenumberexponentstodenotepowersoften.

Tasks: focus specifically on place value; do not serve another goal- multiplying multi-digit numbers. Reasoning 5.C.3

Performance: students clearly communicate well-organized, complete responses; evaluate and justify conclusions; critique other responses; show counterexamples.

MathPractices7,3&6

NumberTalk

DirectInstruction• Option1-EngageNY• Option2–NJCTL• Option3-MyMathCenters(rotating)• TeacherCenter–Teacher

workswith1-4students.• StandardsBasedProblem

Center–Studentsworkingroupstosolvetaskslikethoseinstandards-basedassessments(Benchmark;PARCC;etc.).

• IndividualCenter–StudentsfocusonskillsbasedonEdConnect,andPARCCdata.UseAchievetheCoreCoherenceMaptoguideremediation.

• TechnologyCenter• ManipulativeCenter–

Studentsusetools,suchasbase10blocks.

• InterdisciplinaryCenter–Studentscompletemathproblemsinterconnectedwithanothersubject&writetheirownnumberstories;theylistentomusic/singsongstohelplearnthecontent.

ReviewClassworkExitTicket

PARCCReleasedItems,EOYItem#9http://tinyurl.com/gr5PARCC

-EOYreleased2015

Duringgradelevelmeetings,teacherPLCsagreeoncommonclassworkquestions.Selectedtasksmostcloselymatchassessmentquestionsincolumn5.

Metacognitivethinking–studentsself-assessduring“waittime”:“whatamIdoingnow?”“whyamIdoingit?”“howdoIknow…?”“doesthisanswermakesense?”Personalmastery(out-doyourself)

Record

metacognitivethinkinginstudent

journals

EngageNY2016Module1,TopicA(lesson3)

https://www.engageny.org/resource/grade-5-mathematics-module-1-topic-lesson-3Module2,TopicA(lesson2)

https://www.engageny.org/resource/grade-5-mathematics-module-2-topic-lesson-2Module2,TopicB(lesson24)

https://www.engageny.org/resource/grade-5-mathematics-module-2-topic-g-lesson-24

https://www.engageny.org/resource/grade-5-mathematics-module-2

NJCTLDivisionPresentation2015-11-25,

(PatternsinMult.&Division:slides26-88)https://njctl.org/courses/math/5th-grade-math/division/attachments/unit-3-division/

PARCCReleasedItems2016,Item#4http://tinyurl.com/2016PARCCreleaseditems

AchievetheCoreCoherenceMap

http://achievethecore.org/coherence-map/#5/22

MyMath(Teacherloginavailable)Ch.1Lesson5UnderstandingPlaceValuewww.connected.mcgraw-hill.com

523 x 103 = 523,000 The place value of 523 is increased by 3 places. 5.223 x 102 = 522 The place value of 5.223 is increased by 2 places.

52.3 ÷ 101 = 5.23 The place value of 52.3 is decreased by one place.

Multiplying0.4by1,000shiftsthepositionofthedigitstotheleftthreeplaces,changingthedigits’relationshipstothedecimalpointandproducingaproductwithavaluethatis10×10×10aslarge(400.0).Eachshifttotheleftincreases10timesthepreviousposition;1thousand=1,000=10³

ThestandardsassessmentsbelowareinEdConnect.Thesearethequiz/testforthatstandard.

Grade5Math–Touchpoint–5.NBT.2

IllustrativeMathematics:

Marta’smultiplicationerrorhttps://www.illustrativemathematics.

org/content-standards/5/NBT/A/2/tasks/1524

Multiplying by 104 is multiplying by 10 four times

102 which is 10 x 10=100 103 = 10 x 10 x 10=1,000

Connect the pattern of zeros when you multiplying by powers of 10.

Decimalmovesright…2.5 x 103 = 2.5 x (10 x 10 x 10) = 2.5 x 1,000 = 2,500.

Decimalmovesleft…350. ÷ 103 = 350 ÷ 1,000 = 0.350 = 0.35

Divideby10=multiplyby1/10350/10 = 35 35 /10=3.5

3.5 /10 =.0.35, or 350 x 1/10, 35 x 1/10,

350 x 1/10 = 35 x 1/10 = 3.5 x 1/10 =

36 x 10 = 36 x 101 = 360 36 x 10 x 10= 36x 102 = 3600

36 x 10 x 10 x 10 = 36 x 103 = 36,000

36 x 10 x 10 x 10 x 10 = 36 x 104 = 360,000

Seepatternswithzeros

CAR©2009

NJSLS.MATH.CONTENT.5.NBT. 5 5.NBT.B.5* - 5 days** Fluently multiply multi- digit whole numbers using the standard algorithm. (MAJOR content)

-------------------------------------- Claim: students use the standard algorithm to fluently multiply multi-digit whole numbers.

Evidence: students can fluently multiply multi-digit whole numbers using the standard algorithm;

Tasks: untimed & assess accuracy, using up to 3 digit x 4 digit numbers; pure mental strategy not obvious – written work required; littletono“context”

Performance: students (use place value to) assess reasonableness of products from multi-digit numbers after using standard algorithm. ----------------------------------------------------------

Buildtowardstandardalgorithma. Area model of multiplication b. Partial products (left to right) c. Partial products (right to left) d. Standard w/ regroupinghttp://achievethecore.org/page/1032/multi-digit-multiplication-using-the-standard-

algorithm-mini-assessment

2639x29=?, 3051x882=?

826x3569=?

NumberTalk

DirectInstruction• Option1-EngageNY• Option2–NJCTL• Option3-MyMathCenters• TeacherCenter–The

teacherworksgroupsof1-4students.

• StandardsBasedProblemCenter–Studentsworkingroupstosolvetaskslikethoseinstandards-basedassessments(Benchmark;PARCC;etc.).2639x29=?3051x882=?826x3569=?

• IndividualCenter–StudentsfocusonskillsbasedonEdConnectandPARCCdata.UseAchievetheCoreCoherenceMaptoguideremediation.

• TechnologyCenter• ManipulativeCenter–

Studentsusetools,suchasbase10blocks

• InterdisciplinaryCenter–Students completemathproblemsinterconnectedwithanothersubject

ReviewClasswork

ExitTicketPARCCReleasedItems2016,


eleaseditems

Duringgradelevelmeetings,teacherPLCsagreeoncommonclassworkquestions,referringtocolumn5.



5.NBT.B.5 Elmer's Multiplication Error

EurekaMath,2016,Module2,TopicB(lessons3-8)

https://www.engageny.org/resource/grade-5-mathematics-module-2-topic-b-lesson-8

PARCCReleasedItemsEOY#1,3&17http://tinyurl.com/gr5PARCC-

EOYreleased2015 IllustrativeMathematics:

5.NBT.B.5 Elmer's Multiplication Error

AchievetheCoreCoherenceMaphttp://achievethecore.org/coherence-

map/#5/22

MyMath(Teacherloginavailable)Ch.2Lessons6-10UsePartialProducts…www.connected.mcgraw-hill.com

ThePartialProductsalgorithmhttps://www.sophia.org/search?q=Par

tial%20products%20algorithmWhylearnthepartialproductsalgorithm?1. Studentsarestilldevelopingasenseof

placevalue,andpartialproductshelpsstudentsbetterunderstandplacevaluethanthestandardalgorithm.

2. Thepartialproductsalgorithmcloselymatcheswayspeoplethinkaboutnumbers;mentalcomputationeasy.

3. Thepartialproductsalgorithmisclearlyconnectedtothedistributivepropertya(b+c)=ab+ac.

4. Thepartialproductsalgorithmclosely alignswiththewayspeoplehandlealgebraicexpressions.

Grade5Math-Touchpoint-5.NBT.5

A book company printed 452 books. Each book had 150 pages. How many pages did the book company print?

There are 225 dozen cookies in the bakery.

How many cookies are there?

CAR©2009


5.NBT.B.6 - 5 days 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 calculating using equations, rectangular arrays, and/or area models. (MAJOR content) Claim: Students use division strategies based on place value, properties of operations and the relationship between multiplication & division to find quotients of whole numbers with up to 4-digit dividends and 2-digit divisors Evidence: Students represent and explain calculations w/ equations, rectangular arrays & area models. Connect diagrams of concrete referents to symbolic expressions. Tasks: involve 3- or 4-digit dividends & 1- or 2- digit divisors. Performance: students check reasonableness of answers using multiplication or area models/arrays

NumberTalks

DirectInstruction• Option1EngagneNY• Option2NJCTL• Option3MyMathCenters• TeacherCenter–The


• StandardsBasedProblemCenter–Studentsworkingroups to solve taskslikethose in standards-basedassessments(benchmarks,PARCC,etc)

• Individualworkcenter

• Technologycenter• Review

Classwork

• ExitTicket

PARCCReleasedItems2016,Item#18b

http://tinyurl.com/2016PARCCreleaseditems

DuringPLCmeetings,teachersagreeoncommonclassworkquestionssimilartoonesincolumn5.

Metacognitivethinking–studentsself-assessduringwaittime.doesthisanswermakesense?”Personalmastery(out-doyourself)

NJCTLDivisionPresentation2015-11-25,(PatternsinMult&Division:slides124-184)https://njctl.org/courses/math/5th-grade-math/division/attachments/unit-3-division/

EngageNY2016,Module2,TopicsE&F(lessons17-23)Multi-digitwholenumberdivision

Mentalstrategies(1-2days)https://www.engageny.org/resource/grade-5-mathematics-module-2-topic-e-overview

Partialquotients(3-4days)https://www.engageny.org/resource/grade-5-mathematics-module-2-topic-f-overviewMyMath(Teacherloginavailable)Ch.3Lessons7&8,Ch.4Lessons1-6www.connected.mcgraw-hill.comAchievetheCoreCoherenceMaphttp://achievethecore.org/coherence-map/#5/22

2682 ÷ 25 = (2000 + 600 + 80 + 2) ÷ 25

25 x n = 2682 25 x 100 = 2500 2682-2500 = 182

25 x m=182 25 x 7 = 175

182-175= 7 remainder… So 25 x 107 = 2500+175 + 7

1,716 students participate in Field Day. Each team has 16 students.How many

teams get created? What to do with any left over students?

There are 100 16’s in 1,716


PARCCReleasedItemsEOY#12http://tinyurl.com/gr5PARCC-

EOYreleased2015 Eachticketforaconcertcost$14.Theamountofticketsalesfortheconcertwas$8,792.Howmany ticketsweresold?

CommonCoreSheetshttp://www.commoncoresheets.com/SortedByGrade.php?Sorted=5nbt6

9984 ÷ 6

1716 -1600

100

116 80

5

36 -32

2

4

CAR©2009


5.NBT.A.3 - 8 days** Read, write, and compare decimals to thousandths. (MAJOR content)

• 5.NBT.A.3a. Read and write decimals to thousandths using base- ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).

• 5.NBT.A.3b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, & < symbols to record the results of comparisons.

-------------------------------------------------------------------------------------

Claim: students compare two decimals to thousandths using >, =, and < in expanded form, number names and/or base 10 numerals. Evidence: students use >, =, and < symbols to represent numbers to the thousandths in multiple (different) forms, including base 10 numerals, expanded form & number names. Tasks: mixture of #representations reflects conceptual understanding. Performance: students read, write & compare decimals to any place using >, =, <, expanded form, number names and numerals.

NumberTalk



• StandardsBasedProblemCenter–Studentsworkingroupstosolvetaskslikethoseinstandards-basedassessments(Benchmark;PARCC;etc.).

• IndividualCenter–StudentsfocusonskillsbasedonEdConnect,andPARCCdata.UseAchievetheCoreCoherenceMaptoguideremediation.

• TechnologyCenter–• ManipulativeCenter–

Studentsusetools,suchasbase10blocks&etc.,tosolveproblems.



Items#5&6http://tinyurl.com/2016PARCCr

eleaseditems




5.NBT.A.3 Placing Thousandths on the

Number Line

EngageNY2016Module1,TopicB(lessons5-6)

https://www.engageny.org/resource/grade-5-mathematics-module-1-topic-b-overview

NJCTLDecimalConceptsPresentation2015-11-16,(slides56-93&94-126)


1-decimal-concepts/

MyMath(Teacherloginavailable)Ch.1Lesson6PlaceValuethroughthe

Thousandthswww.connected.mcgraw-hill.com

IllustrativeMathematics:5.NBT.A.3 Placing Thousandths on the

Number Line


map/#5/22Usethesameblocks2differentways:

Thousands Hundreds Tens

1000 100 10(100)10 (10)10 (1)10

1000(1/1000) 10(1/100) 100(1/10)1 1/10 1/1001.0 0.1 0.01

One One-tenth One-hundredth


CAR©2009


5.NBT.A.4 - 8 days** Use place value understanding to round decimals to any place. (MAJOR content)

------------------------------------------ Claim: students round decimals to any place value.

Evidence: students use understanding of place value to round decimals to any place.

Tasks: have thin or no context.

Performance: students round decimals to any place and choose appropriate context given a rounded number.

NumberTalk

DirectInstruction• Option1-EurekaMath

modules• Option2–SMART

PresentationNJCTL• Option3-MyMathCenters• TeacherCenter–The





• ManipulativeCenter–Studentsusetools,suchasbase10blocks&etc.,tosolveproblems.






5.NBT.A.4 Rounding to Tenths

and Hundredths

EngageNY,2016Module1,TopicC(lessons7-8)

https://www.engageny.org/resource/grade-5-mathematics-module-1-topic-c-overview

NJCTLDecimalConceptsPresentation2015-11-16,(slides127-178)


1-decimal-concepts/

PARCCReleasedItems,EOYItem#28https://prc.parcconline.org/assessments/p

arcc-released-items

MyMath(Teacherloginavailable)Ch.5Lesson1RoundingDecimals

www.connected.mcgraw-hill.com

IllustrativeMathematics5.NBT.A.4 Rounding to Tenths and

Hundredths


map/#5/22

CommonCoreSheetshttp://www.commoncoresheets.com/Sorte

dByGrade.php?Sorted=5nbt4

MyMath(Teacherloginavailable)Ch.LessonPl


NJCTLMathLabshttps://njctl.org/courses/math/5th-grade-

math/decimal-concepts/attachments/round-jack

Gr5Math-Touchpoint-5.NBT.4

CAR©2009

NJSLS.MATH.CONTENT.5.OA.1

5.OA.A.1 - 1 day (integrate into major content, i.e., 5.NBT.A.3, 5.NBT.B.5) Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. (Additional content)

Claim: students evaluate numerical expressions containing parentheses, brackets and braces.

Evidence: students can use nested grouping symbols (parentheses, brackets or braces) to evaluate numerical expressions: for example 3 x [5 + (7 - 3)].

Tasks: Depth of nested grouping symbols no greater than two; e.g. 3 x [6-(2+4)] ok because it has only two sets of parenthesis or brackets. However, 3 x [6-(2+{5-1})] has three sets of grouping symbols, so it is not ok.

Performance: students write and evaluate numerical expressions w/ parentheses, brackets or braces of no greater depth than two.

NumberTalk

DirectInstruction• Option1-EngageNY• Option2–SMART











Are weworkingfrom theinside-out?

IllustrativeMathematics

5.OA.A.1 Using Operations and

Parentheses

5.OA.A.1 Watch out for Parentheses 1

Incorporatethisstandardintomajorcontentduringoneinstructionalsession.

EngageNY,2016Module4,TopicD(lesson10)

https://www.engageny.org/resource/grade-5-mathematics-module-4-topic-d-lesson-10

NJCTLAlgebraicConceptsPresentation2015-11-16,(slides24-57)

https://njctl.org/courses/math/5th-grade-math/algebraic-

concepts/attachments/algebraic-concepts-2/

2 x (8 + 7) means:

“add 8 and 7, then multiply by 2” or “2 times the quantity of 8 & 7.”

3 x (18932 + 921) means:

“three times as large as 18932 + 921”

MyMath(Teacherloginavailable)Ch.7Lesson2OrderofOperationswww.connected.mcgraw-hill.com


5.OA.A.1 Using Operations and

ParenthesesD

5.OA.A.1 Watch out for Parentheses 1


map/#5/24

Gr5Math-Touchpoint-5.OA.1

Hint:pinchyourfingerstogether,thenslowly open them apart. This is howwe work from the “inside” of anexpression“out.”

CAR©2009

NJSLS.MATH.CONTENT.5.OA.2

5.OA.A.2 - 2 days (incorporate into major content,

i.e., 5.NBT.B.5, 5.NBT.6) Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

(Additional content) ------------------------------------------ Claim: students write simple numerical expressions when given verbal descriptions or word problems, without evaluating (simplifying) them.

Evidence: students can write simple expressions which record calculations with numbers.

Tasks: to express the calculation, “add 5 and 6, then multiply by 3,” students write 3x(5+6). integrated into major content, where possible.

Performance: Students interpret numerical expressions without evaluating them.

NumberTalk

DirectInstruction• Option1–EngageNY• Option2–NJCTL• Option3-MyMathCenters• TeacherCenter–The



• IndividualCenter–Studentsfocusonskills.UseAchievetheCoreCoherenceMaptoguideremediation.


• ManipulativeCenter–Studentsusetools,suchasbase10blocksetc.,tosolveproblems.

• InterdisciplinaryCenter–Studentscompletemathproblemsinterconnectedwithanothersubject&writetheirownnumberstories.



eleaseditems



Incorporatethisstandardintomajorcontentinstructionoverthecourseof2days.

EngageNY,2016Module2,TopicB(lesson6)

https://www.engageny.org/resource/grade-5-mathematics-module-2-topic-

b-lesson-6

NJCTLAlgebraicConceptsPresentation2015-11-16,(slides58-92)

https://njctl.org/courses/math/5th-grade-math/algebraic-

concepts/attachments/algebraic-concepts-2/

MyMath(Teacherloginavailable)Ch.7Lessons3&4NumericalExpressionswww.connected.mcgraw-hill.com


map/#5/24

“double five and then add 26”

(2x5) +26 = 2x5 + 26

5(10 x 10) “5 groups of (10 x 10)”

3(100) + 3(10) + 3(1)

3(100 + 10 + 1)

2(5+13)

Gr5Math-Touchpoint-5.OA.1Grade5Math––5.OA.1

CAR©2009

SummativeWrittenAssessments

QuarterlyAssessmentinEdConnect SummativePerformanceAssessment

QuarterlyConstructedResponseinEdConnect

CAR©2009

Unittitle:5thgrMathUnderstandingVolumeandOperationsonFractionsUnit2

GradeLevel:5Timeframe:MarkingPeriod2

Timeframe:45Days(9weeks)~mid-NovembertoearlyFebruary~ALLMAJORcontent


Unit2Focus• Understand concepts of volume • Perform operations with multi-digit whole numbers and with decimals to hundredths • Use equivalent fractions as a strategy to add and subtract fractions • Apply and extend previous understandings of multiplication and division EssentialQuestions:

• Howdoestheconceptofvolumerepresenttheideaofspaceinsideofsomething?• Inwhatwayscanwemeasuretheamountofspaceoccupiedbyasolid?• Howcanwerepresentvolumesascollectionsofunitcubeswhichwecancountand/ormeasure?• Cubicunitsrepresenthowmanydimensionsoflength?• Howmanydimensionsoflengthdo“squareunits”represent?• Whydoesvolumerepresent“cubicunits”inasimilarwayarearepresents“squareunits?”• Howdoesarearelatetovolumemathematically?• Whydostacking“flats”andarrangingcubesbothrepresentvolumedifferently?• Howdofractionsrepresentdivisionandmultiplication?

CAR©2009

CommonCoreStandards

Standards/Cumulative Progress Indicators (Taught and Assessed):

5.MD.C.3-4days**Recognizevolumeasanattributeofsolidfiguresandunderstandconceptsofvolumemeasurement.• 5.MD.C.3a.Acubewithsidelength1unit,calleda“unitcube,”issaidtohave“onecubicunit”ofvolume,&canbeusedtomeasurevolume.• 5.MD.C.3b.Asolidfigurewhichcanbepackedwithoutgapsoroverlapsusingnunitcubesissaidtohaveavolumeofncubicunits.

5.MD.C.4-4days**Measurevolumesbycountingunitcubes,usingcubiccm,cubicin,cubicft,andnon-standardunits.

5.MD.C.5-11days**Relatevolumetotheoperationsofmultiplicationandadditionandsolverealworldandmathematicalproblemsinvolvingvolume.• 5.MD.C.5a.Findthevolumeofarightrectangularprismwithwhole-numbersidelengthsbypackingitwithunitcubes,andshowthatthe

volumeisthesameaswouldbefoundbymultiplyingtheedgelengths,equivalentlybymultiplyingtheheightbytheareaofthebase.Representthreefoldwhole-numberproductsasvolumes,e.g.,torepresenttheassociativepropertyofmultiplication.

• 5.MD.C.5b.ApplytheformulasV=l×w×handV=B×hforrectangularprismstofindvolumesofrightrectangularprismswithwholenumberedgelengthsinthecontextofsolvingrealworldandmathematicalproblems.

• 5.MD.C.5c.Recognizevolumeasadditive.Findvolumesofsolidfigurescomposedoftwonon-overlappingrightrectangularprismsbyaddingthevolumesofthenon-overlappingparts,applyingthistechniquetosolverealworldproblems.

5.NF.A.1-10days**Addandsubtractfractionswithunlikedenominators(includingmixednumbers)byreplacinggivenfractionswithequivalentfractionsinsuchawayastoproduceanequivalentsumordifferenceoffractionswithlikedenominators.

Forexample,2/3+5/4=8/12+15/12=23/1(ingeneral,a/b+c/d=(ad+bc)/bd).

5.NF.A.2-10days**Solvewordproblemsinvolvingadditionandsubtractionoffractionsreferringtothesamewhole,includingcasesofunlikedenominators,e.g.,byusingvisualfractionmodelsorequationstorepresenttheproblem.Usebenchmarkfractionsandnumbersenseoffractionstoestimatementallyandassessthereasonablenessofanswers. Forexample,recognizeanincorrectresult2/5+1/2=3/7,byobservingthat3/7<1/2.

5.NF.B.3-3days**Interpretafractionasdivisionofthenumeratorbythedenominator(a/b=a÷b).Solvewordproblemsinvolvingdivisionofwholenumbersleadingtoanswersintheformoffractionsormixednumbers,e.g.,byusingvisualfractionmodelsorequationstorepresenttheproblem.Forexample,interpret3/4astheresultof

dividing3by4,notingthat3/4multipliedby4equals3,andthatwhen3wholesaresharedequallyamong4peopleeachpersonhasashareofsize3/4.If9

peoplewanttosharea50-poundsackofriceequallybyweight,howmanypoundsofriceshouldeachpersonget?Betweenwhattwowholenumbersdoesyour

answerlie?

CAR©2009

5.NF.B.4-2days**Applyandextendpreviousunderstandingsofmultiplicationtomultiplyafractionorwholenumberbyafraction.

• 5.NF.B.4a.Interprettheproduct(a/b)×qasapartsofapartitionofqintobequalparts;equivalently,astheresultofasequenceofoperationsa×q÷b.Forexample,useavisualfractionmodeltoshow(2/3)×4=8/3,andcreateastorycontextforthisequation.Dothesamewith(2/3)×(4/5)=8/15.(Ingeneral,(a/b)×(c/d)=ac/bd.)

• 5.NF.B.4b.Findtheareaofarectanglewithfractionalsidelengthsbytilingitwithunitsquaresoftheappropriateunitfractionsidelengths,andshowthattheareaisthesameaswouldbefoundbymultiplyingthesidelengths.Multiplyfractionalsidelengthstofindareasofrectangles,andrepresentfractionproductsasrectangularareas.

5.NBT.B.5*-1day**Fluentlymultiplymulti-digitwholenumbersusingthestandardalgorithm.Key:

Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters

*NJStatebenchmarkedstandard

**Spacelearningovertime(S.L.O.T.)http://dwwlibrary.wested.org/media/learning-together-about-spacing-learning-over-time*NJStatebenchmarkedstandard**OPTIONAL(notrequired)–entireinstructionaltopicsdoNOThavetobetaughtconsecutively:considerSpacingLearningOverTime(S.L.O.T.)http://dwwlibrary.wested.org/media/learning-together-about-spacing-learning-over-time

21stCenturySkillsStandardandProgressIndicators:Thinklikeamathematician&the8MathematicalPractices(8MPs)!TheCommonCoreStateStandardsformathematicalpractice(8MPs)describehabitsofmindstudentsinternalizewithpractice:

1. Makesenseofproblemsandpersevereinsolvingthem2. Reasonabstractlyandquantitatively3. Constructviableargumentsandcritiquethereasoningofothers*4. Modelwithmathematics**5. Useappropriatetoolsstrategically6. Attendtoprecision7. Lookforandmakeuseofstructure8. Lookforandexpressregularityinrepeatedreasoning

CAR©2009

Real-worldproblemsolvingisavital21stcenturyskillallstudentsneedtocompeteglobally.MP4(modeling/application)Sub-ClaimD(18%ofrawpoints)inPARCCmathclaimsstructure–only3tasksonPARCC.MP3andMP6(expressingmathematicalreasoning)fallunderSub-ClaimC(22%ofrawpoints)inPARCCmathclaimsstructure–only4tasksonPARCC.



Metacognitionandinquiry-basedteamworkhelpsstudentsbecomeself-directedlearners,asproblemsolvingandcommunicationskillsdevelopandstudentstakeownershipoftheirownthinking(andhence,learning).Challengingstudentsto“explain”theirreasoninghelpstheirmetacognition–abilitytopaycloseattentiontotheirownthinking:


PARCCReleaseditems:http://tinyurl.com/gr5PARCCreleaseditems2016PARCCEvidenceStatements:http://parcc-assessment.org/assessments/test-design/mathematics/math-test-specifications-documentsPARCCModelContentFrameworks:http://parcc-assessment.org/resources/educator-resources/model-content-frameworks

Unit2focus:• Understand concepts of volume • Perform operations with multi-digit whole numbers and with decimals to hundredths • Use equivalent fractions as a strategy to add and subtract fractions • Apply and extend previous understandings of multiplication and division

Suggestedperformancetasksfromhttps://illustrativemathematics.org:5.MD.C.5 Breaking Apart Composite Solids 5.MD.C.5a using Volume to Understand the Associative Property of Multiplication 5.MD.C.5b Cari's Aquarium 5.MD.C Box of Clay 5.NF.A.1 Making S'Mores

CAR©2009

5.NF.A.2 Do These Add Up? 5.NF.A Measuring Cups 5.NF.B.3 How Much Pie? 5. NF.B.4b Chavone's Bathroom Tiles Modeling Task: 5.D.2/4.OA, 4.MD (2015 PARCC PBA released item 16)

Maria’s kite Maria bought wood, paper and string to make one kite. The list shows the amount and the unit cost of each item she bought.

• $12 square feet of paper at least $1 per square foot • 4 feet of wood at $3 per foot • 14 yards of string at $2 per yard

Part A What was the total cost of the items Maria bought? Show all the steps you took to find your answer. Be sure to label your answer. Part B Maria will make 4 more kites for her friends. Determine how much paper, wood and string are needed and the total cost to make the 4 kites. Show all the steps you took to find your answer. Be sure to label your answer.

CAR©2009

Reasoning Task: 5.C.6/5.MD.C (2015 PARCC PBA released item #10)

Jake & Tom’s Blocks

Part A Jake built a figure out of centimeter cubes. What is the volume of Jake’s figure? Write your answer in cubic centimeters. Part B Tom also made a figure. The length of his figure is 9 centimeters, the width is 2 centimeters and the height is 1 centimeter. What is the volume of Tom’s figure? Write your answer in cubic centimeters. Part C What is the total volume for both Tom and Jake’s figures? Show your work and explain how you found the total volume.

CAR©2009

Modeling task: 5.D.1/5.NF (2015 PARCC PBA released item 15)

Joshua’s garden Joshua planted carrots and peas in his garden.

Use the model to write and solve an equation that shows how much larger the pea section of the garden is than the carrot section of the garden.

CAR©2009

Reasoning Task: 5.C.7-3/5.NF.1 (2015 PARCC PBA released item 11)

Leah’s fractions Leah incorrectly added the fractions 2/3, 1/2 and 5/12. She said that to add fractions with different denominators, you use the common denominator and add the numerators. Leah’s work is shown.

• What is Leah’s mistake?

• Find the correct value of

• Show your work and explain your answer.

CAR©2009

Modeling Task: 5.D.2/4.MD.3 (2014 PARCC PBA practice test item 14)

Shannon’s Garden Shannon is building a rectangular garden that is 18 feet wide and 27 feet long. Part A Write an equation that represents the area of Shannon’s garden. In your equation, let g represent the area of Shannon’s garden. Then solve your equation. Part B Shannon is putting a fence around the garden, except where there is a gate that is 3 feet wide. One foot of the fence costs $43. The cost of the gate is $128. Write an expression that represents the total cost of the fence and the gate. Explain how you determined your expression. Part C Use your expression from Part B to find the total cost, in dollars, of the fence and the gate.

CAR©2009

Reasoning Task: 5.C.1-3/5.MD.5a (2014 PARCC PBA practice test item 13 )

A right rectangular prism

CAR©2009

Modeling Task: 5.D.1/5.MD.C, 5.NBT.7 (Smarter Balanced sample item 1894, claim 4)

Lighten the load

CAR©2009

Reasoning Task: 5.C.5-1/5.NF.2 (2014 PARCC PBA practice test item 8 )

Craig’s bike rides

InstructionalPlan StandardsBasedAssessmentPre-Assessment: Diagnostic Assessment Diagnostic Assessment

CStandard/SWBAT StudentStrategiesBasedonInstructionalFramework

FormativeAssessment ActivitiesandResources StandardsBasedAssessment

CAR©2009

NJSLS.MATH.CONTENT.5.MD.3

5.MD.C.3 - 4 days Recognizevolumeasanattributeofsolidfiguresandunderstandconceptsofvolumemeasurement.(MAJORcontent)

5.MD.C.3a.Acubewithsidelength1unit,calleda“unitcube,”issaidtohave “one cubic unit” of volume,andcanbeusedtomeasurevolume.5.MD.C.3b.Asolidfigurewhichcanbepackedwithoutgapsoroverlapsusingnunitcubes issaidtohaveavolumeofncubicunits.---------------------------------------------------------------------------------------

Claim: Students measurevolume–thespaceinsideasolid(3-D)figure-by counting the number of unitcubes(ofsidelengthone)neededtofill the figure without gaps oroverlaps. n unit cubes producevolumesofncubicunits.

Evidence: students recognizevolume as an attribute of solidfiguresandcana.useunitcubesofside length 1 unit and volumes of“one cubic unit” tob.pack a solidfigurehavingvolumeofncubicunitswithnunitcubes;countthem.

Tasks: wholecubiccentimetersorwholecubicinches.

Performance: represent volumeas“n”cubicunits&writeequationsillustratingtheunitcubepattern.

NumberTalk






• ManipulativeCenter–Studentsusetools,suchasbase10blocks.

• InterdisciplinaryCenter–

Studentscompletemathproblemsinterconnectedwithanothersubject&writetheirownnumberstories;theylistentomusic/singsongstohelplearnthecontent.




EngageNY2016Module5,TopicA(lessons1-2)

https://www.engageny.org/resource/grade-5-mathematics-module-5-topic-overview

Module5,TopicB(lesson5)https://www.engageny.org/resource/grade-5-

mathematics-module-5-topic-b-lesson-5

NJCTLPresentation2016-04-08,(slides48-53,96-101)

https://njctl.org/courses/math/5th-grade-math/measurement-and-

data/attachments/measurement-data-3/

IllustrativeMathematics:5.MD.C Box of Clay


map/#5/21

Usebase10blocks,unitcubes&emptyboxes

V=1000cubes

=10flatsof100cubes=100stacksof10cubes

Measurevolumein:cubicunits(cuunits)

cubiccentimeters(cucm)cubicinches(cuin)

Justcountthecubes!!!!

Grade5Math-Touchpoint-

5.MD.C.3

CAR©2009


5.MD.C.4 - 4 days Measure volumes by countingunitcubes,usingcubiccm,cubicin, cubic ft, and non-standardunits. (MAJORcontent)-------------------------------------------- Claim: studentsdetermineasolid’svolumebycountingunitcubesofmultipledimensions,includingcm,inand/orotherunits.

Evidence: students can measurevolumes by counting unit cubes,usingcubiccm,cubicin,cubicft,andimprovisedunits.

Tasks: assess students’ conceptualunderstandingofvolumeappliedtospecific situations, without use offormulas.

Performance: students represent volume of a solid figure as “n” cubic units – cubic cm, cubic in, cubic ft or other improvised cubic units.

NumberTalk



PresentationNJCTL• Option3-MyMathCenters

• TeacherCenter–Theteacherworksgroupsof1-4students.


• IndividualCenter–StudentsfocusonskillsbasedonMathInventory,EdConnect,andPARCCdata.UseAchievetheCoreCoherenceMaptoguideremediation.







EngageNY,2016Module5,TopicA(lesson3)


NJCTLMeasurement&DataPresentation

2016-04-08,(slides54-76)https://njctl.org/courses/math/5th-grade-

math/measurement-and-data/attachments/measurement-data-3/

Usebase10blocks:

Thousands Hundreds Tens1000cuft. 100 cuin 10cucm(100)10 (10)10 (1)10


map/#5/21


5.MD.C.4

CAR©2009


5.MD.C.5 - 10 days Relatevolumetotheoperationsof multiplication and additionand solve real world andmathematical problemsinvolvingvolume.

5.MD.C.5a. Find the volume of arightrectangularprismwithwhole-number side lengths by packing itwithunitcubes,andshowthat thevolume is the same as would befound by multiplying the edgelengths,equivalentlybymultiplyingtheheightbytheareaofthebase.Represent threefoldwhole-numberproducts as volumes, e.g., torepresent the associative propertyofmultiplication.

5.MD.C.5b.ApplytheformulasV=l×w×handV=B×hforrectangularprisms to find volumes of rightrectangular prisms with wholenumberedgelengthsinthecontextof solving real world andmathematicalproblems.

5.MD.C.5c. Recognize volume asadditive. Find volumes of solidfigures composed of two non-overlappingrightrectangularprismsby adding the volumes of the non-overlapping parts, applying thistechnique to solve real worldproblems.

NumberTalk




• IndividualCenter–• TechnologyCenter–• ManipulativeCenter–


• InterdisciplinaryCenter–Makeasculptureusingboxes,andcomputethesculpture’svolume.

ReviewClassworkExitTicketPARCCReleasedItems2016,Items

#2,17http://tinyurl.com/2016PARCCreleasedit

ems



EvidenceofmasteryHowdoesvolumerelatetoaddition?

Howcanwerelatevolumeto

multiplication?

V=BhorV=lwh

Studentsmeasureedgelengthstothenearestcm,mmorin

Usetheseskillstosolvecontextual,realworldproblems.

Wecanaddvolumesoffigurestogettotal

largervolumes.

EngageNY,2016Module5,TopicB(lessons4-9)


NJCTLMeasurement&DataPresentation

2016-04-08,(slides77-95,102-115)https://njctl.org/courses/math/5th-grade-

math/measurement-and-data/attachments/measurement-data-3/


5.MD.C Box of Clay 5.MD.C.5 Breaking Apart Composite Solids

5.MD.C.5a using Volume to Understand the Associative Property of Multiplication

5.MD.C.5b Cari's Aquarium



Grade5Math-Touchpoint-5.MD.C.5

Claim: students use formulas V=l×w×horV=B×htocountalltheunitcubesinfindingvolumeofarightrectangularprism,insolvingrealworldproblems,includingcompositevolumeoftworightrectangularprismsaddedtogether.Evidence: students multiply the lengths of right rectangular prisms or multiplying the prism’s base area times the height– both formulas are the same as counting cubes (i.e. in layers for height). Students solve real world problems including composite figures. Tasks: untimed

CAR©2009


5.NBT.B.5* - 1 day** Fluently multiply multi- digit whole numbers using the standard algorithm. (MAJOR content)

-------------------------------------- Claim: students use the standard algorithm to fluently multiply multi-digit whole numbers.

Evidence: students can fluently multiply multi-digit whole numbers using the standard algorithm;

Tasks: untimed & assess accuracy, using up to 3 digit x 4 digit numbers; pure mental strategy not obvious – written work required; littletono“context”

Performance: students (use place value to) assess reasonableness of products from multi-digit numbers after using standard algorithm. ----------------------------------------------------------

2639x29=?, 3051x882=?

826x3569=?

NumberTalk





• StandardsBasedProblemCenter–Studentsworkingroupstosolvetaskslikethoseinstandards-basedassessments


• TechnologyCenter–• ManipulativeCenter–


• InterdisciplinaryCenter–Students completemathproblemsinterconnectedwithanothersubject

ReviewClasswork

ExitTicket



EngageNY,2016Module2,TopicB(lesson9)


PARCCReleasedItemsEOY#17http://tinyurl.com/gr5PARCC-

EOYreleased2015

IllustrativeMathematics:5.NBT.B.5 Elmer's Multiplication Error



MyMath(Teacherloginavailable) Ch.2Lessons7-10


Running Relay Races

In a relay race each runner runs 200 yards each. Their individual times are below.


Multi-DigitMultiplicationUsingtheStandardAlgorithmMini-Assessment

http://achievethecore.org/page/1032/multi-digit-multiplication-using-

the-standard-algorithm-mini-assessment

PARCCReleasedItems2016,Item#7

http://tinyurl.com/2016PARCCreleas

editems

Team A Team B

Sandra 19.54 seconds Paula 19.61 seconds

Lisette 20.07 seconds Linda 19.92 seconds

Maria 19.46 seconds Sierra 20.09 seconds

Monica 19.44 seconds Frida 19.48 seconds

1) Rounded to the nearest second, which team was faster? How much faster was the first place team than the second place team?

2) Which team was faster, rounded to the nearest

tenth of a second, and by how much?

3) Based on the actual times, which team finished first, and by how much were they faster?

4) Explain why the answers for the 3 questions

above are different.

CAR©2009

NJSLS.MATH.CONTENT.5.NF.1 5.NF.A.1-10days**

Add and subtract fractionswithunlike denominators (includingmixed numbers) by replacinggiven fractions with equivalentfractions in such a way as toproduce an equivalent sum ordifference of fractions with likedenominators.

Forexample,2/3+5/4=8/12+15/12 = 23/1 (in general, a/b +c/d=(ad+bc). ---------------------------------------------- Claim: addandsubtractfractions(includingmixednumbers)withunlikedenominatorsbyreplacingthemw/equivalentfractionshavinglikedenominators.

Evidence: students replace unlikedenominator fractions to makeequivalent sums or differences oflikedenominator fraction.Studentsaddorsubtractfractionswithunlikedenominators by replacing themwith equivalent fractions to makesumsordifferencesoffractionswithlikedenominators.2/3+5/4= 8/12+ 15/12 = 23/12. ( generally, a/b +c/d=(ad+bc)/bd.)

Tasks:w/nocontext; intermediateequivalentfractionstepshown.

Performance: students createequivalent sums or differences offractions.

NumberTalk






• ManipulativeCenter–Studentsusetools,suchasfractiontiles&etc.,tosolveproblems.

• InterdisciplinaryCenter–Studentscompletemathproblemsinterconnectedwithanothersubject&writetheirownnumberstories;.


Items#9&10http://tinyurl.com/2016PARCCr

eleaseditems




Usefractontiles:


https://www.engageny.org/resource/grade-5-mathematics-module-3-topic-b-overviewModule3,TopicC(lessons8-12)


Visualfractionmodelshttps://www.engageny.org/resource/grade-5-math-visual-model-representations-tape-diagram-and-area-model-5nf1-and-5nf4a

NJCTLFractionOps.pt1~2016-04-08,(sl#54-64,68-75,79-87,94-104,109-121)https://njctl.org/courses/math/5th-grade-math/fraction-operations-part-1-addition-subtraction/attachments/unit-5-fraction-

operations-part-1/

IllustrativeMathematics:5.NF.A.1 Making S'Mores

MyMath(Teacherloginavailable)Ch.9Lessons4-7



map/#5/23


5.NF.1Multiplicativeidentityproperty:A*1=1*A=A

Multiplicativeinverseproperty:B*1/B=1or(1/B)*B=1

Equivalentfractions:

Whyishalfapanofcornbread=2piecesofcornbreadoutof4pieces…

CAR©2009

NJSLS.MATH.CONTENT.5.NF.2

5.NF.A.2-10days**Solvewordproblemsinvolvingaddition and subtraction offractionsreferringtothesamewhole,includingcasesofunlikedenominators,e.g.,byusingvisual fractionmodels orequations to represent theproblem. Use benchmarkfractionsandnumbersenseoffractionstoestimatementallyandassessthereasonablenessofanswers.For example, recognize anincorrect result 2/5+1/2=3/7,byobservingthat3/7<1/2.-----------------------------------------------------------------------------------------------

Claim: students solve wordproblems by adding or subtractingfractionswithunlikedenominators.Evidence:Insolvingwordproblemsinvolving addition and subtractionof fractions, students representcalculations and solutions withvisual fraction models, estimateanswers using benchmark fractionsand explainwhether the answer isreasonable.

Tasks:involvefractionsgreaterthan1, including mixed numbers; maydrawvisualfractionmodels.

Performance: describe model torepresent word problem by usingvisualfractionmodelsorequations;assesses/justifiesreasonablenessofanswer using number sense &benchmarkfractions.

NumberTalk




• IndividualCenter–Studentsfocusonskills.UseAchievetheCoreCoherenceMaptoguideremediation.


• ManipulativeCenter–Studentsusetools,suchasfractiontilesetc.,tosolveproblems.





Usefractiontiles

EngageNY,2016Module3,TopicB(lessons7)


Module3,TopicD(lessons13-16)https://www.engageny.org/resource/grade-5-

mathematics-module-3-topic-d-overview

NJCTLFractionOps.pt1~2016-04-08,(sl#65-67,76-78,88-93,105-107,122-138)https://njctl.org/courses/math/5th-grade-math/fraction-operations-part-1-addition-subtraction/attachments/unit-5-fraction-

operations-part-1/

IllustrativeMathematics:5.NF.A.2 Do These Add Up?

5.NF.A Measuring Cups

AchievetheCoreCoherenceMaphttp://achievethecore.org/coherence-map/#5/23

MyMath(Teacherloginavailable)Ch.9Lessons8-10


Grade5Math-Touchpoint-5.NF.2Stella mixed 1/2 gallon of bluepaint with 3/16 gallon of whitepaint. Show whether eachfractionisareasonableestimateornot a reasonableestimate ofthe total amount of paint afterStellamixedthetwocolors.ReasonableorNotreasonable:

CAR©2009


5.NF.B.3-3daysAdd Interpret a fraction as divisionof the numerator by thedenominator (a/b = a ÷ b). Solvewordproblems involvingdivisionofwholenumbersleadingtoanswersinthe form of fractions or mixednumbers, e.g., by using visualfraction models or equations torepresenttheproblem.

For example, interpret 3/4 as theresultofdividing3by4,notingthat3/4 multiplied by 4 equals 3, andthat when 3 wholes are sharedequallyamong4peopleeachpersonhas a shareof size 3/4. If 9 peoplewant to share a 50-pound sack ofrice equally by weight, how manypounds of rice should each personget? Between what two wholenumbersdoesyouranswerlie?

Claim: Students interpret fractionsas dividing numerator bydenominator: a/b= a ÷ b; visualfraction models &/or equationsusedinsolvingrealworldproblems.Evidence: Students use visualfraction models &/or equations torepresentwholenumberdivisionw/answersexpressedasfractions.Tasks: students may draw visualfraction models as a strategy forsolving2-prompttasks.Performance: Identify or describemodels for situations, interpretingfractionasitsnumeratordividedbydenominator.

NumberTalk










eleaseditems



Usefractiontiles:



Applicationproblemshttps://www.engageny.org/resource/grade-5-math-use-measurement-system-and-fractions-

solve-application-problems-5md1-5nf3

NJCTLFractionOps.pt2~2015-11-13,(slides94-112)


1-decimal-concepts/

MyMath(Teacherloginavailable)Ch.8Lesson1,Ch.10Lesson1


IllustrativeMathematics:5.NF.B.3 How Much Pie?


http://achievethecore.org/coherence-map/#5/23/227/227

Ofthesandwichesmadeintheschoollunchroom,4/9ofthesandwichesareturkeyand2/6ofthesandwichesareham.

PartA:Which of the following fractions isequivalent to 4/9,which are equivalent to2/6andwhichareequivalenttoneither?

PartB:Whatfractionofthesandwichesareeitherturkeyorham?


5.NF.3

CAR©2009


5.NF.B.4-2days**Apply and extend previousunderstandings of multiplicationto multiply a fraction or wholenumberbyafraction.

• 5.NF.B.4a. Interpret theproduct(a/b)×qasapartsofapartitionofq intobequalparts; equivalently, as theresult of a sequence ofoperations a × q ÷ b. Forexample, use a visualfractionmodeltoshow(2/3) ×4=8/3,andcreateastorycontextforthisequation.Dothesamewith(2/3)×(4/5)=8/15. (In general, (a/b) ×(c/d)=ac/bd.)

· 5.NF.B.4b.Findtheareaofa

rectanglewithfractionalsidelengths by tiling itwith unitsquares of the appropriateunit fraction side lengths,andshowthattheareaisthesame aswould be found bymultiplyingtheside lengths.Multiply fractional sidelengths to find areas ofrectangles, and representfraction products asrectangularareas.

NumberTalk











Usefractiontiles:

EngageNY,2016Module4,TopicC(lessons6-7)


Module5,TopicC(lessons10-12)https://www.engageny.org/resource/grade-5-mathematics-module-5-topic-c-overview

NJCTLFractionOps.pt2~2015-11-13,(slides4-13,40,74-93)

https://njctl.org/courses/math/5th-grade-math/decimal-concepts/attachments/unit-1-decimal-

concepts/

MyMathCh.10Lesson5www.connected.mcgraw-hill.com



5.NF.4

IllustrativeMathematics:5.NF.B.4b Chavone's Bathroom

Tiles Claim: students interpret theproduct(a/b)xqasapartsofawhole partitioned into b equalpartsaddedqtimes(e.g.usingavisualfractionmodel).

Evidence:studentscreateastorycontextshowingrectangleswithunit fraction squares equalingthe multiplied side lengths forthe rectangle’s area (e.g,showinghow(2/5)x3equals(2x3)÷5).

Tasks: Using a visual fractionmodel,(3/4)x5representedas3parts,afterpartitioning5objectsinto 4 equal parts. Also,rectangularmodels relating twofractions and a product,interpreted as finding arectangle’s area, given its twodimensions.Givena3¼inchx7¾ inch rectangle, tile therectangleusing¼inchtiles.

Performance: Students describeequations and visual fractionmodels (rectangular areas) torepresent and solve real worldproblems and to interpretproducts/quotients of fractions(incl.mixednumbers).

CAR©2009


QuarterlyAssessmentinEdConnect

Inaddition:PARCCTypeI2015EOYReleasedItem#33,5.MD.5c

SummativePerformanceAssessment

QuarterlyConstructedResponseinEdConnect

Inaddition:

CAR©2009

**Addendum:Tomaximizestudentretention,considerSpacingLearningOverTime(SLOT)–optional(notrequired)

Days

CCSS

Cycle1(5wks)

Cycle2(4wks)

Days

CCSSCycle1(5wks)

Cycle2(2.5wks)

Cycle3(2wks)

8 5.NBT.A.1 4 4 4 5.MD.C.3 2 1 1

8 5.NBT.A.2 5 3 4 5.MD.C.4 2 1 1

6 5.NBT.B.5* 4 2 11 5.MD.C.5 5 3 3

4 5.NBT.B.6 4 10 5.NF.A.1 4 3 3

8 5.NBT.A.3 4 4 10 5.NF.A.2 5 3 2

8 5.NBT.A.4 5 3 3 5.NF.B.3 3

1 5.OA.A.1 1 2 5.NF.B.4 2

2 5.OA.A.2 2 1 5.NBT.B.5* 1

45 Unit1 29 16 45 Unit2 24 11 10

Days

CCSS

Cycle1(7wks)

Cycle2(1wk)

Cycle3(1wk)

Wanthelpyourstudentsmaximizelearning?Considerspacinglearning

overtime(SLOT)!

4 5.NF.B.4b 3 1

4 5.NF.B.5 3 1

6 5.NF.B.6 5 1

10 5.NF.B.7 7 3

4 5.NBT.A.2 4

10 5.NBT.B.7* 7 3

2 5.NBT.B.5* 2

3 5.MD.A.1 3

2 5.MD.B.2 2

45 Unit3 36 6 3

swappriortoPARCC

Days

CCSS

Cycle1(2wks)

Cycle2(3wks)

Days

CCSSCycle3(3wks)

2 5.G.A.1 1 1 2 5.NBT.2 2

4 5.G.A.2 2 2 1 5.NBT.A.1 1

5 5.OA.B.3 3 2 2 5.NBT.A.3 2

2 5.G.A.3 1 1 1 5.NBT.A.4 1

4 5.G.A.4 2 2 2 5.NBT.B.6 2

3 5.NBT.B.7* 3 1 5.NF.A.1 1

2 5.NBT.B.5* 2 2 5.NF.A.2 2

3 5.MD.B.2 3 1 5.NF.B.3 1 2 5.NF.B.4 2 2 5.MD.C.5 2 1 5.MD.C.4 1 1 5.MD.C.3 1 1 5.OA.A.1 1 1 5.OA.A.2 1

25 Unit4 9 16 20 ReviewM.C 20 StartinglastfullweekofMay(beforeMemorialDay)

http://dwwlibrary.wested.org/media/learning-together-about-spacing-learning-over-time

CAR©2009

Unittitle:MoreOperationsonFractionsUnit3GradeLevel:5

MarkingPeriod3UnitFocusandEssentialQuestions

UnitFocus• Applyandextendpreviousunderstandingsofmultiplicationanddivision• Understandtheplacevaluesystem• Performoperationswithmulti-digitwholenumbersandwithdecimalstohundredths• ConvertlikemeasurementunitswithinagivenmeasurementsystemEssentialQuestions• Howdoesmultiplyingfractionsrelatetorealworldproblems?• Howdoesthepositionofadigitinanumberrelatetoitsvalue?• Howdowesolveproblemswithwholenumbersanddecimals?• Howdoweconvertmeasurementswithinsystems?

NewJerseyStudentLearningStandardsStandards/Cumulative Progress Indicators (Taught and Assessed):

5.NF.B.4b - 6 days 5.NF.B.5 - 7 days 5.NF.B.6 - 8 days 5.NF.B.7* - 7 days 5.NBT.A.2 - 4 days

5.NBT.B.7* - 7 days 5.NBT.B.5* - 2 days

Incorporate supporting content into first 8 weeks of instruction (5 days or less) 5.MD.A.1 - 3 days

CAR©2009

The following Unit 4 Standards will be tested on the PARCCKey: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters

5.G.A.1 5.G.A.2 5.OA.B.3 5.G.A.3 5.G.A.4

• 5.MD.B.2 *NJStatebenchmarkedstandard**Spacelearningovertime(S.L.O.T.)http://dwwlibrary.wested.org/media/learning-together-about-spacing-learning-over-timeReal-worldproblemsolvingisavital21stcenturyskillallstudentsneedtocompeteglobally.MP4(modeling/application)Sub-ClaimD(18%ofrawpoints)inPARCCmathclaimsstructure–only3tasksonPARCC.MP3andMP6(expressingmathematicalreasoning)fallunderSub-ClaimC(22%ofrawpoints)inPARCCmathclaimsstructure–only4tasksonPARCC.



Metacognitionandinquiry-basedteamworkhelpsstudentsbecomeself-directedlearners,asproblemsolvingandcommunicationskillsdevelopandstudents

takeownershipoftheirownthinking(andhence,learning).Challengingstudentsto“explain”theirreasoninghelpstheirmetacognition–abilitytopaycloseattentiontotheirownthinking:


PARCCReleaseditems:http://tinyurl.com/gr5PARCCreleaseditems2016PARCCEvidenceStatements:http://parcc-assessment.org/assessments/test-design/mathematics/math-test-specifications-documentsPARCCModelContentFrameworks:http://parcc-assessment.org/resources/educator-resources/model-content-frameworks

CAR©2009

Standard/SWBAT StudentStrategiesBasedonInstructionalFramework

FormativeAssessment

ActivitiesandResources StandardsBasedAssessment

NJSLS.MATH.CONTENT.5.NF.B45.NF.B.4b.–6daysFindtheareaofarectanglewithfractionalsidelengthsbytilingitwithunitsquaresoftheappropriateunitfractionsidelengths,andshowthattheareaisthesameaswouldbefoundbymultiplyingthesidelengths.Multiplyfractionalsidelengthstofindareasofrectangles,andrepresentfractionproductsasrectangularareas• multiplyfractionalsidelengthstofindareasofrectangles.• representfractionproductsasrectangularareas.• multiplyafractionbyawholenumber.• multiplyafractionbyafraction,ingeneral,ifqisafractionc/d,then(a/b)x(c/d)=a(1/b)×c(1/d)=ac×(1/b)(1/d)=ac(1/bd)=ac/bd.

.

NumberTalkhttps://elementarynumberta

lks.wordpress.com/3rd-4th-and-5th-grade-number-talks/

DirectInstruction• Option1EngageNY,• Option2–NJCTL• OPTION3–MyMath• Option4–LearnzillionCenters• TeacherCenter1-4students.• StandardsBasedProblemsCenter–

Studentsworkinagrouptosolvethestyleofproblemstheassessments(Benchmark;PARCC;etc.)willusetomeasurethatstandard.

• IndividualCenter–individualskillbasedondata.AchievetheCoreCoherenceMaptoguideremediation.• TechnologyCenter

http://gregtangmath.com/games• ManipulativeCenter–areamodels,

visualfractionsetc.• InterdisciplinaryCenter–Students

writeandsolvetheirownwordproblemsrelatingtoconcepts

Teacherswillagreeoncommonclassworkproblemsintheirprofessionallearningcommunitiesorgradelevelmeetings.Problemsshouldbeselectedthatmostcloselymatchtheassessmentsincolumn5.

EngageNY2016Module5,TopicC(lessons12-13)

https://www.engageny.org/resource/grade-5-mathematics-module-5-topic-c-

overviewModule4,TopicC(lessons8-9)https://www.engageny.org/resource/grade-5-mathematics-module-4-topic-c-

overviewNJCTLSMARTNBPresentationhttps://njctl.org/courses/math/5th-

grade-math/fractions-operations-part-2-multiplication-division-with-unit-

fractions-line-plots/AchievetheCoreCoherenceMap


PARCCReleased2015,PBAItem#2,http://tinyurl.com/gr5PARCC-

PBAreleased2015

PerformanceBasedTaskshttps://www.illustrativemathematics.org/5.NF5.NF.B.4b New

Park

MyMathLessons:10.5-6www.connected.mcgraw-hill.comTeacherloginpageforallonline

resourcesavailableLearnzillionLessonPlans[Units

5,7,8,12]https://learnzillion.com/resourc

es/64467-5th-grade-math


5.NF.4-Touchpoint

CAR©2009

NJSLS.MATH.CONTENT.5.NF.B.5a5.NF.B.5a–2days 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.

• compare the size of a product to the size of one of its factors, considering the size of the other factor (at least one factor is a fraction).

NJSLS.MATH.CONTENT.5.NF.B.5b5.NF.B.5b–5days

Explainingwhymultiplyingagivennumberbyafractiongreaterthan1resultsinaproductgreaterthanthegivennumber(recognizingmultiplicationbywholenumbersgreaterthan1asafamiliarcase);explainingwhymultiplyingagivennumberbyafractionlessthan1resultsinaproductsmallerthanthegivennumber;andrelatingtheprincipleoffractionequivalencea/b=(n×a)/(n×b)totheeffectofmultiplyinga/bby1.• explainwhymultiplyingagivennumberbyafractiongreaterthan1resultsinaproductgreaterthanthegivennumber.• explainwhymultiplyingagivennumberbyafractionlessthan1resultsinaproductsmallerthanthegivennumber.• explainthatmultiplyingagivennumberbyafractionequivalentto1doesnotchangetheproduct.



DirectInstruction• Option 1 – EngageNY • Option 2 – NJCTL Presentation • Option 3 – Learnzillion Lessons • Option 4 – MyMath

Centers• TeacherCenter–Theteacher

worksinasmallgroupwith1-4students.

• StandardsBasedProblemsCenter–Studentsworkingroups

• IndividualCenterskillsbasedondatarefertocoherencemapforremediation.

• TechnologyCenterhttp://gregtangmath.com/game

s• ManipulativeCenter–area

models,visualfractionsetc.• InterdisciplinaryCenter

• StudentslistentoMultiplyingFractionsSong-

https://www.flocabulary.com/unit/multiply-fractions/video


Teacherswillagreeoncommonclassworkproblemsintheirgradelevelmeetings.Problemsshouldbeselectedthatmostcloselymatchtheassessmentsincolumn5.

EngageNY2016,Module4,TopicFLessons21-23

https://www.engageny.org/resource/grade-5-mathematics-module-4-

topic-f-overview

NJCTLSMARTNBPresentationhttps://njctl.org/courses/math/5th-grade-math/fractions-operations-

part-2-multiplication-division-with-unit-fractions-line-

plots/attachments/unit-6-fraction-operations-part-2/


PARCCReleasedItems,EOYItem#6http://tinyurl.com/gr5PARCC-

EOYreleased2015

IllustrativeMathperformancetasks

5.NF.B.5 Comparing Heights of Buildings

5.NF.B.5 Grass Seedlings

5.NF.B.5b Mrs. Gray's Homework Assignment

MyMath

www.connected.mcgraw-hill.com8.3,8.6,8.7,8.8,10.6,10.8

Learnzillionlessons

https://learnzillion.com/resources/64467-5th-grade-math


5.NF.5-Touchpoint

CAR©2009

NJSLS.MATH.CONTENT.5.NF.B.65.NF.B.6–8daysSolverealworldproblemsinvolvingmultiplicationoffractionsandmixednumbers,e.g.,byusingvisualfractionmodelsorequationstorepresenttheproblem.SWBAT• multiplyfractionsandmixednumbersinordertosolverealworldproblems.• represent the solution tothese real world problemswith visual fraction modelsandequations.



DirectInstruction• Option1–EngageNY• Option2–NJCTLPresentation• Option3–LearnzillionLessons• Option4–MyMathCenters• TeacherCenter1-4students.

• StandardsBasedProblemsCenter–Studentsworkinagrouptosolvethestyleofproblemstheassessments(Benchmark;PARCC;etc.)willusetomeasurethatstandard.

• IndividualCenter–individualskill

basedondata.AchievetheCoreCoherenceMaptoguideremediation.

• TechnologyCenterhttp://gregtangmath.com/games

• ManipulativeCenter–areamodels,

visualfractionsetc.

• InterdisciplinaryCenter–LiteratureActivity:“EarlyAmericanSettlements”p.19-20,MyMath

ReviewClasswork

ExitTicket

Teachersagreeoncommonclassworkproblemsinprofessionallearningcommunitymeetings.Problemsshouldbeselectedthatmostcloselymatchtheassessmentsincolumn5.

EngageNY2016,Module4,TopicDLessons11-12


topic-d-lesson-12NJCTL–FractionOperationspt2

https://njctl.org/courses/math/5th-grade-math/fractions-operations-part-2-multiplication-division-with-unit-

fractions-line-plots/

AchievetheCoreCoherenceMaphttp://achievethecore.org/coherence-map/#5/23/239/239

2015EOYPARCCReleasedItem#16

http://tinyurl.com/gr5PARCC-EOYreleased2015

PerformanceBasedTasks-IllustrativeMathematicshttps://www.illustrativemathematics.org/5.NF.B.6

CommonCoreSheets

http://www.commoncoresheets.com/SortedByGrade.php?Sorte

d=5nf6LearnzillionLessonPlans(units5,7,

8,12)https://learnzillion.com/resources/64467-5th-grade-math

MyMathwww.connected.mcgraw-hill.comTeacherloginavailableforonlineLessons:10.1-4,10.6,10.7,10.8,

10.12

Thestandards-basedassessmentsin

edConnectnjcontainquizzesforeach

standards

Thisisaquizforthatstandard.

5.NF.6-Touchpoint

CAR©2009

NJSLS.MATH.CONTENT.5.NF.B.75.NF.B.7–7daysApplyandextendpreviousunderstandingsofdivisiontodivideunitfractionsbywholenumbersandwholenumbersbyunitfractions.

5.NF.B.7a.Interpretdivisionofaunitfractionbyanon-zerowholenumber,andcomputesuchquotients.Forexample,createastorycontextfor(1/3)÷4,anduseavisualfractionmodeltoshowthequotient.Usetherelationshipbetweenmultiplicationanddivisiontoexplainthat(1/3)÷4=1/12because(1/12)×4=1/3.

5.NF.B.7b.Interpretdivisionofawholenumberbyaunitfraction,andcomputesuchquotients.Forexample,createastorycontextfor4÷(1/5),anduseavisualfractionmodeltoshowthequotient.Usetherelationshipbetweenmultiplicationanddivisiontoexplainthat4÷(1/5)=20because20×(1/5)=4.

5.NF.B.7c.Solverealworldproblemsinvolvingdivisionofunitfractionsbynon-zerowholenumbersanddivisionofwholenumbersbyunitfractions,e.g.,byusingvisualfractionmodelsandequationstorepresenttheproblem.Forexample,howmuchchocolatewilleachpersongetif3peopleshare1/2lbofchocolateequally?Howmany1/3-cupservingsarein2cupsofraisins?



DirectInstruction• Option1–EngageNY• Option2–NJCTLPresentation• Option3–LearnzillionLessons• Option4–MyMath

Centers• TeacherCenter-1-4students.

• StandardsBasedProblems

Center-Studentsworkinagrouptosolvemathematicallyrigorousproblems.

• IndividualCenter–Studentswork

onskillsbasedonindividualedConnectdata;useAchievetheCoreCoherenceMaptoguideremediation.


• ManipulativeCenter–areamodels&visualfractiontiles,etc.

• InterdisciplinaryCenter–MyMathRealWorldProblemSolvingReaders:AGrowingNation”

• ReviewClasswork

• ExitTicket

Teacherswillagreeoncommonclassworkproblemsintheirprofessionallearningcommunitiesorgradelevelmeetings.Selectproblemswhichmostcloselymatchassessmentsincolumn5.

EngageNY2016,Module4,TopicGLessons


topic-d-lesson-12

NJCTL–FractionOperationspt2https://njctl.org/courses/math/5th-grade-

math/fractions-operations-part-2-multiplication-division-with-unit-

fractions-line-plots/

PARCCReleasedItems,EOYItem#8&15http://tinyurl.com/gr5PARCC-

EOYreleased2015


PBAreleased2015

PerformanceBasedTaskshttps://www.illustrativemat

hematics.org/5.NF.B.7

5.NF.B.7 Banana Pudding

AchievetheCoreCoherenceMaphttp://achievethecore.org/coherenc

e-map/#5/23

CommonCoreSheetshttp://www.commoncoresheets.com/SortedByGrade.php?Sorte

d=5nf7aMyMath

www.connected.mcgraw-hill.comTeacherloginpageforallonlineresourcesavailableforMyMathLessons:10.9,10.10,10.11,10.12

5.NBT.7–TouchpointInedConnectNJQuizfor5.NBT.7

Activities

• useastorycontexttointerpretdivisionofaunitfractionbyawholenumber.

• divideofaunitfractionbyawholenumberandrepresentwithvisualfractionmodels.

• useastorycontexttointerpretdivisionofawholenumberbyaunitfraction.

• divide of a wholenumber by a unitfractionandrepresentwith visual fractionmodels.

• divideunitfractionsbywholenumberstosolvereal-worldproblems,usingvisualfractionmodelsandequationstorepresenttheproblem.

• dividewholenumbersbyunitfractionstosolvereal-worldproblems,usingvisualfractionmodelsandequationstorepresenttheproblem.

CAR©2009

NJSLS.MATH.CONTENT.5.NBT.A.25.NBT.A.2* - 4 daysExplainpatternsinthenumberofzerosoftheproductwhenmultiplyinganumberbypowersof10,andexplainpatternsintheplacementofthedecimalpointwhenadecimalismultipliedordividedbyapowerof10.Usewhole-numberexponentstodenotepowersof10.

SWBAT• explainpatternsintheplacementofthedecimalpointwhenmultiplyingordividingadecimalbypowersof10.• writepowersof10usingwhole-numberexponents.

NumberTalk DirectInstruction• Option1–EngageNY• Option2–NJCTLPresentation• Option3–MyMath• Option4–LearnzillionLessons

Centers• TeacherCenter-1-4

students.

• StandardsBasedProblemsCenter-Studentsworkinagrouptosolvemathematicallyrigorousproblems.

• IndividualCenter–StudentsworkonskillsbasedonindividualedConnectdata;useAchievetheCoreCoherenceMaptoguideremediation.


• ManipulativeCenter–area

models&visualfractiontiles,etc.


• ReviewClasswork

• ExitTicket

Teacherswillagreeoncommonclassworkproblemsintheirprofessionallearningcommunitymeetings.Problemsmostcloselymatchtheassessmentsincolumn5.

EngageNY2016Module2,TopicG(lesson24,25&27)https://www.engageny.org/resource/grade-5-

mathematics-module-2-topic-g-overview

Module1,TopicD(lesson9)https://www.engageny.org/resource/grade-5-

mathematics-module-1-topic-d-lesson-9

Module1,TopicE(lessons11&12)https://www.engageny.org/resource/grade-5-

mathematics-module-1-topic-e-overview

NJCTLPresentation&MathLabshttps://njctl.org/courses/math/5th-grade-math/decimal-

computation/


map/#5/22


EOYreleased2015

IllustrativeMathPerformanceBasedTasks

https://www.illustrativemathematics.org/content-standards/5/NBT/A/2

\

CommonCoreSheetshttp://www.commoncoresheets.com/Sorte

dByGrade.php?Sorted=5nbt2

MyMathwww.connected.mcgraw-hill.comLessons:2.3,2.4,2.5,6.6,6.9,

6.14 LearnzillionLessonPlans[Units4,6]



5.NBT.2-Touchpoint

CAR©2009

5NJSLS.MATH.CONTENT.5.NBT.B.75.NBT.B.7*- 2 daysAdd,subtract,multiply,anddividedecimalstohundredths,usingconcretemodelsordrawingsandstrategiesbasedonplacevalue,propertiesofoperations,and/ortherelationshipbetweenadditionandsubtraction;relatethestrategytoawrittenmethodandexplainthereasoningused.*(benchmarked)

SWBAT• addandsubtractdecimalstohundredthsusingconcretemodelsanddrawings.• multiplyanddividedecimalstohundredthsusingconcretemodelsanddrawings.• add,subtract,multiply,anddivide• decimalstohundredthsusingstrategiesbasedonplacevalue,propertiesofoperations,and/ortherelationshipbetweenadditionandsubtraction.• relatethestrategytothewrittenmethodandexplainthereasoningused.



DirectInstruction• Option1–EngageNY• Option2–NJCTLPresentation• Option3–MyMath• Option4–LearnzillionLessons









• ReviewClasswork

• ExitTicket

Teacherswillagreeoncommonclassworkproblemsintheirprofessionallearningcommunitiesorgradelevelmeetings.Problemsmostcloselymatchtheassessmentsincolumn5.

EngageNY2016Module2,TopicCLesson11

https://www.engageny.org/resource/grade-5-mathematics-module-2-topic-c-lesson-11

Module1,TopicFLesson14-16https://www.engageny.org/resource/grade-5-mathematics-module-1-topic-f-overview

Module4,TopicELesson17-18https://www.engageny.org/resource/grade-5-mathematics-module-4-topic-e-lesson-17

NJCTLPresentation&MathLabhttps://njctl.org/courses/math/5th-grade-math/decimal-computation/

AchievetheCoreCoherenceMaphttp://achievethecore.org/coheren

ce-map/#5/22

PARCCReleasedItems,EOYItems#5,23http://tinyurl.com/gr5PARCC-

EOYreleased2015

PerformanceBasedTaskshttps://www.illustrativemathematics.org/content-standards/5/NBT/

5.NBT.B.7 The Value of Education

CommonCoreSheetshttp://www.commoncoresheets.com/SortedByGrade.php?Sorted=5nbt7

MyMathwww.connected.mcgraw-hill.comLessons:5.4-10,6.2-8,6.10-14

LearnzillionLessonPlans[Units2,9,10]



5.NBT.7-Touchpoint

CAR©2009

NJSLS.MATH.CONTENT.5.MD.A.15.MD.A.1*- 3 daysConvertamongdifferent-sizedstandardmeasurementunitswithinagivenmeasurementsystem(e.g.,convert5cmto0.05m),andusetheseconversionsinsolvingmulti-step,realworldproblems.

• SWBATconvertfromonemeasurementunittoanotherwithinagivenmeasurementsystem(e.g.,convert5cmto0.05m,convertminutestohours).solvemulti-step,realworldproblemsthatrequireconversions.












• ReviewClasswork

• ExitTicket

Teacherswillagreeoncommonclassworkproblemsintheiprofessionallearningcommunities

EngageNY2016Module2,TopicD,Lesson15,13&14https://www.engageny.org/resource/grade-5-

mathematics-module-2-topic-d-lesson-15

Module4TopicE,Lesson19https://www.engageny.org/resource/grade-5-

mathematics-module-4-topic-e-lesson-19

NJCTLPresentation&MathLabshttps://njctl.org/courses/math/5th-grade-math/measurement-and-data/


map/#5/21MyMathLessons:11.1-7,11.9-13www.connected.mcgraw-hill.com

PARCCReleasedItemEOYItem#29http://tinyurl.com/gr5PARCC-

EOYreleased2015

PerformanceBasedTaskshttps://www.illustrativemathe

matics.org/content-standards/5/MD

LearnzillionLessonPlans

[Unit10]https://learnzillion.com/resources/64467-5th-grade-math

CommonCoreSheetshttp://www.commoncoresheets.com/SortedByGrade.php?Sorte

d=5md1


5.MD.1–Touchpoint

Grade 5 Math: Use the Measurement System and Fractions to Solve Application Problems

5.MD.1, 5.NF.3https://www.engageny.org/resource/grade-5-

math-use-measurement-system-and-fractions-solve-application-

problems-5md1-5nf3

CAR©2009


QuarterlyAssessment3inEdConnect


Quarterly3inEdConnect

CAR©2009

Unittitle:CoordinateGeometry,ClassifyingFiguresUnit4 GradeLevel:5


UnitFocus• Graph points on the coordinate plane to solve real-world and mathematical problems • Analyze patterns and relationships • Classify two dimensional figures into categories based on their properties • Represent and interpret data • Perform operations with multi-digit whole numbers and with decimals to hundredths • Apply and extend previous understanding of multiplication and division

EssentialQuestions

• What are some ways you can add, subtract, multiply and divide decimals. • How can you represent a mathematical expression? • How do we graph ordered pairs? • How are patterns used to solve problems? • How does geometry help me solve problems in everyday life?

CommonCoreStandards

Standards/Cumulative Progress Indicators (Taught and Assessed):Key Green = Major Clusters Blue = Supporting Yellow = Additional Clusters 5.NBT.B.7*: 5.NBT.B.5* 5.NF.B.7*

5.MD.B.2 5.G.A.2 5.OA.B.3 5.G.A.3 5.G.A.4 5.G.A.1 *NJStatebenchmarkedstandard

**Spacelearningovertime(S.L.O.T.)http://dwwlibrary.wested.org/media/learning-together-about-spacing-learning-over-time

CAR©2009

InstructionalPlan

StandardsBasedAssessment

Standard/SWBAT StudentStrategiesBasedonInstructional

FrameworkFormativeAssessment

ActivitiesandResources

NJSLS.MATH.CONTENT.5.NBT.B.55.NBT.B.5*- 4 days

Fluently multiply multi-digit whole numbers using the standard algorithm. *(benchmarked) SWBAT• multiplymulti-digitwholenumberswithaccuracyandefficiency.



DirectInstruction• Option1–EngageNY• Option2–NJCTLPresentation• Option3–MyMath• Option4–LearnzillionLessonsCenters• TeacherCenter-1-4students.

• StandardsBasedProblemsCenter

-Studentsworkinagrouptosolvemathematicallyrigorousproblems.



• ManipulativeCenter–areamodels

&visualfractiontiles,etc.• InterdisciplinaryCenter–My

MathRealWorldProblemSolvingReaders:AGrowingNation”

• ReviewClasswork

• ExitTicket

Teacherswillagreeoncommonclassworkproblemsintheirprofessionallearningcommunitiesorgradelevelmeetings.Problemsshouldbeselectedthatmostcloselymatchtheassessmentsincolumn5.

EngageNY



map/#5/22

PARCCEOYReleasedItems#1,3,17http://tinyurl.com/gr5PARCC-

EOYreleased2015

IllustrativeMathPerformanceBasedTasks

5.NBTElmer'sMultiplicationError

CommonCoreSheets

http://www.commoncoresheets.com/SortedByGrade.php?Sorted=5nbt5

MyMathLessons:2.6-10,6.1,6.8,6.9,

8.4www.connected.mcgraw-hill.com

LearnzillionLessonPlans[Units

2,9,10,15]https://learnzillion.com/resources/6

4467-5th-grade-math


5.NBT.5-

CAR©2009

NJSLS.MATH.CONTENT.5.NBT.B.75.NBT.B.7*- 4 daysAdd,subtract,multiply,anddividedecimalstohundredths,usingconcretemodelsordrawingsandstrategiesbasedonplacevalue,propertiesofoperations,and/ortherelationshipbetweenadditionandsubtraction;relatethestrategytoawrittenmethodandexplainthereasoningused.*(benchmarked)

SWBAT• addandsubtractdecimalstohundredthsusingconcretemodelsanddrawings.• multiplyanddividedecimalstohundredthsusingconcretemodelsanddrawings.• add,subtract,multiply,anddividedecimalstohundredthsusingstrategiesbasedonplacevalue,propertiesofoperations,and/ortherelationshipbetweenadditionandsubtraction.• relate the strategy to thewrittenmethodandexplainthereasoningused.







• IndividualCenter–Studentswork

onskillsbasedonindividualedConnectdata;useAchievetheCoreCoherenceMaptoguideremediation.



&visualfractiontiles,etc.• InterdisciplinaryCenter–My

MathRealWorldProblemSolvingReaders:AGrowingNation”

• ReviewClasswork

• ExitTicket


EngageNY2016Module2,TopicCLesson11

https://www.engageny.org/resource/grade-5-mathematics-module-2-topic-c-lesson-11

Module1,TopicFLesson14-16https://www.engageny.org/resource/grade-5-

mathematics-module-1-topic-f-overview

Module4,TopicELesson17-18https://www.engageny.org/resource/grade-5-

mathematics-module-4-topic-e-lesson-17



map/#5/22

PARCCReleasedItems,EOYItems#5,13http://tinyurl.com/gr5PARCC-

EOYreleased2015

PerformanceBasedTaskshttps://www.illustrativemathematics.or

g/content-standards/5/NBT/

5.NBT.B.7 The Value of Education

CommonCoreSheetshttp://www.commoncoresheets.com/Sort

edByGrade.php?Sorted=5nbt7

MyMathwww.connected.mcgraw-hill.com

Lessons:5.2-10,6.2-8,6.2-14

LearnzillionLessonPlans[Units2,9,10]https://learnzillion.com/resources/6

4467-5th-grade-math


5.NBT.7-Touchpoint5.NBT.7-

CAR©2009

NJSLS.MATH.CONTENT.5NF.B.75.NF.B.7*- 7 daysApply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.*(benchmarked)

5.NF.B.7c.Solverealworldproblemsinvolvingdivisionofunitfractionsbynon-zerowholenumbersanddivisionofwholenumbersbyunitfractions,e.g.,byusingvisualfractionmodelsandequationstorepresenttheproblem.Forexample,howmuchchocolatewilleachpersongetif3peopleshare1/2lbofchocolateequally?Howmany1/3-cupservingsarein2cupsofraisins?• useastorycontexttointerpretdivisionofaunitfractionbyawholenumber.

• useastorycontexttointerpretdivisionofawholenumberbyaunitfraction.

• divideunitfractionsbywholenumberstosolverealworldproblems,usingvisualfractionmodelsandequationstorepresenttheproblem.

• dividewholenumbersbyunitfractionstosolverealworldproblems,usingvisualfractionmodels……










&visualfractiontiles,etc.

• InterdisciplinaryCenter–MyMathRealWorldProblemSolvingReaders:RealWorldProblemSolvingReaders:“Nature’sDelicateBalance”.

• ReviewClasswork

ExitTicket


EngageNY2016,Module4,TopicGLessons25-29

https://www.engageny.org/resource/grade-5-mathematics-module-4-topic-d-

lesson-12

NJCTL–FractionOperationspt2https://njctl.org/courses/math/5th-grade-

math/fractions-operations-part-2-multiplication-division-with-unit-fractions-line-plots/

PARCCReleasedItems,EOYItem#8&15http://tinyurl.com/gr5PARCC-

EOYreleased2015


PBAreleased2015

PerformanceBasedTaskshttps://www.illustrativemathem

atics.org/5.NF.B.7


map/#5/23

CommonCoreSheetshttp://www.commoncoresheets.com/S

ortedByGrade.php?Sorted=5nf7c

MyMathwww.connected.mcgraw-hill.comTeacherloginpageforallonlineresourcesavailableforMyMathLessons:10.9,10.10,10.11,10.12

LearnzillionLessonPlans[Units5,7,8,9,12]https://learnzillion.com/resources/64467-5th-grade-math


5.NF.7-Touchpoint

CAR©2009

NJSLS.MATH.CONTENT.5.MD.B25.MD.B.2*- 5 daysMake a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

SWBAT use measurement information to create a line plot. • using measurement information

presented in line plots, add, subtract, multiply and divide fractions in order to solve problems.










&visualfractiontiles,etc.

• InterdisciplinaryCenterRealWorldProblemSolvingReaders:“HowBigistheSolarSystem”.

• ReviewClasswork

ExitTicket

Teacherswillagreeoncommonclassworkproblemsintheirgradelevelmeetings.Problemsshouldbeselectedthatmostcloselymatchtheassessmentsincolumn5

EngageNY2016,Module4,Lesson1https://www.engageny.org/resource/grade-5-

mathematics-module-4-topic-lesson-1

NJCTLPresentation&MathLabhttps://njctl.org/courses/math/5th-grade-

math/fractions-operations-part-2-multiplication-division-with-unit-fractions-line-plots/attachments/unit-6-fraction-

operations-part-2/

AchievetheCoreCoherenceMaphttp://achievethecore.org/coherence

-map/#5/21


EOYreleased2015

PARCCReleased2015,PBAItem#3http://tinyurl.com/gr5PARCC-

PBAreleased2015

PerformanceBasedTaskshttps://www.illustrativemathem

atics.org/5.MD5.MD.B.2 5.NF.A.1 Fractions on

a Line Plot

CommonCoreSheetshttp://www.commoncoresheets.com/SortedByGrade.php?Sorted=5md2

MyMathLessons:11.8


Learnzillionhttps://learnzillion.com/resources/6

4467-5th-grade-math


5.MD.2-Touchpoint

CAR©2009

NJSLS.MATH.CONTENT.5.OA.B.35.OA.B.3*- 4 daysGenerate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

SWBAT• usetworulestocreatetwonumericalpatterns.• comparecorrespondingterms(e.g.comparethefirsttermsineachlist,comparethesecondtermsineachlist,etc).• identifytherelationshipbetweencorrespondingtermsandwriteorderedpairs.graphtheorderedpairs.




Centers• TeacherCenter-1-4

students.

• StandardsBasedProblemsCenter-Studentsworkinagrouptosolvemathematicallyrigorousproblems.



• ManipulativeCenter–graph

papercoordinateplane

• InterdisciplinaryCenterRealWorldProblemSolvingReaders:“InsideaScienceMuseum”.

• ReviewClassworkExitTicket


EngageNY2016Module6,TopicBLessons10,8-9,11-12

https://www.engageny.org/resource/grade-5-mathematics-module-6-topic-b-

lesson-10

MathSMARTPresentationhttps://njctl.org/courses/math/5th-grade-

math/algebraic-concepts/attachments/algebraic-concepts-2/




EOYreleased2015

PerformanceBasedTaskshttps://www.illustrativemathe

matics.org/5.OA5.OA.B.3 Sidewalk Patterns

CommonCoreSheetshttp://www.commoncoresheets.com/SortedByGrade.php?Sorted=5oa3

MyMath

www.connected.mcgraw-hill.comTeacherloginpageforallonlineresourcesavailableforMyMath

Lessons:7.5,7.6,7.9

LearnzillionLessonPlans[Unit14]https://learnzillion.com/resources/64467-5th-grade-math


5.OA.3–Touchpoint

CAR©2009

NJSLS.MATH.CONTENT.5.G.A.15.G.A.1*- 3 daysUseapairofperpendicularnumberlines,calledaxes,todefineacoordinatesystem,withtheintersectionofthelines(theorigin)arrangedtocoincidewiththe0oneachlineandagivenpointintheplanelocatedbyusinganorderedpairofnumbers,calleditscoordinates.Thefirstnumberindicateshowfartotravelfromtheorigininthedirectionofoneaxis,andthesecondnumberindicateshowfartotravelinthedirectionofthesecondaxis,withtheconventionthatthenamesofthetwoaxesandthecoordinatescorrespond(e.g.,x-axisandx-coordinate,y-axisandy-coordinate).

NJSLS.MATH.CONTENT.5.G.A.25.G.A.2*- 4 daysRepresentrealworldandmathematicalproblemsbygraphingpointsinthefirstquadrantofthecoordinateplane,andinterpretcoordinatevaluesofpointsinthecontextofthesituation.• graphpointsdefinedbywholenumbercoordinatesinthefirstquadrantofthecoordinateplaneinordertorepresentrealworldandmathematicalproblems.Interpretcoordinatesincontext.

NumberTalk

https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-

grade-number-talks/DirectInstruction• Option1–EngageNY• Option2–NJCTLPresentation• Option3–MyMath• Option4–LearnzillionLessons




• IndividualCenter–Students

workonskillsbasedonindividualedConnectdata;useAchievetheCoreCoherenceMaptoguideremediation.




• InterdisciplinaryCenterRealWorldProblemSolvingReaders:“InsideaScienceMuseum”.

• ReviewClasswork

ExitTicket


EngageNY2016Module6,TopicALessons1-6

TopicDLessons19,20&31https://www.engageny.org/resource/grade-5-mathematics-module-6-topic-

overview

NJCTLPresentation&MathLabhttps://njctl.org/courses/math

/5th-grade-math/geometry/attachments/g

eometry-2/

AchievetheCoreCoherenceMaphttp://achievethecore.org/coheren

ce-map/#5/20

PARCCReleasedItems,EOYItem#24,26,31


IllustrativeMathTaskshttps://www.illustrativemathem

atics.org/5.G/

5.G.A.1 Battle Ship Using Grid Paper

5.G.A.2 Meerkat Coordinate Plane Task

MyMathLessons:7.7,7.8,7.9www.connected.mcgraw-hill.com

CommonCoreSheetshttp://www.commoncoresheets.com/So

rtedByGrade.php?Sorted=5g1

http://www.commoncoresheets.com/SortedByGrade.php?Sorted=5g2

LearnzillionLessonPlans[Unit14]



5.G.1-Touchpoint

5.G.2-Touchpoint

CAR©2009

NJSLS.MATH.CONTENT5.G.B.35.G.B.3*- 1 daysUnderstandthatattributesbelongingtoacategoryoftwo-dimensionalfiguresalsobelongtoallsubcategoriesofthatcategory.Forexample,allrectangleshavefourrightanglesandsquaresarerectangles,soallsquareshavefourrightangles.

NJSLS.MATH.CONTENT.5G.B.4

5.G.B.4*- 4 daysClassifytwo-dimensionalfiguresinahierarchybasedonproperties.

SWBAT• classifytwo-dimensionalfigures(triangles,quadrilaterals)basedonsharedattributes(e.g.parallelsides,numberofsides,anglesize,sidelength,etc.).• arrangethecategories/subcategoriesoffigures(e.g.squares,rectangles,trapezoids,etc)inahierarchybasedonattributes.identifyattributesofatwo-dimensionalshapebasedonattributesofthecategoriestowhichitbelongs











• InterdisciplinaryCenterRealWorldProblemSolvingReaders:“Flags:ShapingHistory”.

• ReviewClasswork

ExitTicket


EngageNY2016Module5TopicDLessons16-19,20-21

https://www.engageny.org/resource/grade-5-mathematics-module-5-topic-d-

overview

NJCTLPresentation&Labshttps://njctl.org/courses/math/5th

-grade-math/geometry/attachments/geo

metry-2/

AchievetheCoreCoherenceMaphttp://achievethecore.org/coher

ence-map/#5/20 PARCCReleasedItemsPARCCReleased

Items,EOYItem#21&27


IllustrativeMathPerformance

BasedTasks5.G.B.3 Always, Sometimes,

Never 5.G.B.4 What is a Trapezoid? (Part 2)

CommonCoreSheets



MyMathLessons:12.1–5


LearnzillionLessonPlans[Unit11]https://learnzillion.com/resources/6

4467-5th-grade-math


5.G.3-Touchpoint

5.G.4-Touchpoint

CAR©2009


QuarterlyAssessment4inEdConnect


Quarterly4inEdConnect

Documents

Grade 5 Math - Trenton Public Schools Grade5 121917.pdfFarmer Jim solves a problem (Eureka Math 5th grade, Module 1 – Topic A) Farmer Jim keeps 12 hens in every coop. If Farmer Jim