Shelby County Schools’ mathematics instructional … -Revised-16-17... · Web viewmoves into the naming of decimal fraction numbers in expanded, unit (e.g., 4.23 = 4 ones 2 tenths

$Page 1: Shelby County Schools’ mathematics instructional … -Revised-16-17... · Web viewmoves into the naming of decimal fraction numbers in expanded, unit (e.g., 4.23 = 4 ones 2 tenths$
Major Content Supporting Content Additional Content

Curriculum and Instruction – Office of Mathematics Quarter 1 Grade 5

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity

Shelby County Schools 2016/2017Revised 7/19/16

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In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and career readiness is rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor.


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Focus

The TN Mathematics Content Standards call for a greater focus over fewer topics. Rather than racing to cover topics in a mile-wide, inch-deep curriculum, the Standards require us to significantly narrow and deepen the way time and energy is spent in the math classroom. We focus deeply on the major work of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom. For grades K–8, each grade's time spent in instruction must meet or exceed the following percentages for the major work of the grade. 85% or more time spent in instruction in each grade Kindergarten, 1, and 2 align exclusively to the major work of the grade. 75% or more time spent in instruction in each grade 3, 4, and 5 align exclusively to the major work of the grade. Supporting Content - informaiont that supports the understanding and implementation of the major work of the grade.Additional Content - content that does not explicitly connect to the major work of the grade yet it is required for proficiency.

Coherence

Thinking across grades:The Standards are designed around coherent progressions from grade to grade. Learning is carefully connected across grades so that students can build new understanding on to foundations built in previous years. Each standard is not a new event, but an extension of previous learning. Linking to major topics:Instead of allowing additional or supporting topics to detract from the focus of the grade, these concepts serve the grade level focus. For example, instead of data displays as an end in themselves, they are an opportunity to do grade-level word problems.

Rigor

Conceptual understanding: The Standards call for conceptual understanding of key concepts, such as place value and ratios. Students must be able to access concepts from a number of perspectives so that they are able to see math as more than a set of mnemonics or discrete procedures. Procedural skill and fluency: The Standards call for speed and accuracy in calculation. Students are given opportunities to practice core functions such as single-digit multiplication so that they have access to more complex concepts and procedures.Application: The Standards call for students to use math flexibly for applications in problem-solving contexts. In content areas outside of math, particularly science, students are given the opportunity to use math to make meaning of and access content.

It is important to understand that the shifts require us to pursue each component of rigor with EQUAL intensity.




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The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with

longstanding importance in mathematics education. Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025.


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Mathematical Practices

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quatitatively

3. Construct viable arguments and

crituqe the reasoning of

others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of

structure

8. Look for and express regularity

in repeated reasoning



To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts.

Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers should consistently access:


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The TN Mathematics StandardsThe Tennessee Mathematics Standards:https://www.tn.gov/education/article/mathematics-standards

Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at reach respective grade level.

Standards for Mathematical Practice


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https://www.tn.gov/education/article/mathematics-standards



Standards for Mathematical Practicehttps://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view

Teachers can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.


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https://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view



Purpose of Mathematics Curriculum MapsThis map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.


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The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each


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teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

Additional Instructional SupportShelby County Schools adopted our current math textbooks for grades K-5 in 2010-2011. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. We now have new standards, therefore, the textbook(s) have been vetted using the Instructional Materials Evaluation Tool (IMET). This tool was developed in partnership with Achieve, the Council


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of Chief State Officers (CCSSO) and the Council of Great City Schools. The review revealed some gaps in the content, scope, sequencing, and rigor (including the balance of conceptual knowledge development and application of these concepts), of our current materials. The additional materials purposefully address the identified gaps in alignment to meet the expectations of the CCR standards and related instructional shifts while still incorporating the current materials to which schools have access. Materials selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental resources (e.g., EngageNY), have been evaluated by district staff to ensure that they meet the IMET criteria.


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How to Use the Maps

OverviewAn overview is provided for each quarter. The information given is intended to aid teachers, coaches and administrators develop an understanding of the content the students will learn in the quarter, how the content addresses prior knowledge and future learning, and may provide specific examples of student work.


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Tennessee State StandardsTN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards the supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

Content


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Teachers are expected to carefully craft weekly and daily learning objectives/ based on their knowledge of TEM Teach 1. In addition, teachers should include related best practices based upon the TN State Standards, related shifts, and knowledge of students from a variety of sources (e.g., student work samples, MAP, performance in the major work of the grade). Support for the development of these lesson objectives can be found under the column titled content. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the learning targets/objectives provide specific outcomes for that standard(s). Best practices tell us that clearly communicating and making objectives measureable leads to greater student mastery.

Instructional ResourcesShelby County Schools 2016/2017

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District and web-based resources have been provided in the Instructional Resources column. At the end of each module you will find instructional/performance tasks, i-Ready lessons and additional resources that align with the standards in that module. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

Vocabulary and FluencyThe inclusion of vocabulary serves as a resource for teacher planning, and for building a common language across K-12 mathematics. One of the goals for CCSS is to create a common language, and the expectation is that teachers will embed this language throughout their daily lessons.


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In order to aid your planning we have included a list of fluency activities for each lesson. It is expected that fluency practice will be a part of your daily instruction. (Note: Fluency practice is NOT intended to be speed drills, but rather an intentional sequence to support student automaticity. Conceptual understanding MUST underpin the work of fluency.)

Grade 5 Quarter 1 OverviewModule 1: Place Value and Decimal FractionsModule 2: Multi- Digit Whole Number and Decimal Fraction Operations


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




Overview

In Module 1, students’ understandings of the patterns in the base ten system are extended from Grade 4’s work with place value to include decimals to the thousandths place. In Grade 5, students deepen their knowledge through a more generalized understanding of the relationships between and among adjacent places on the place value chart, e.g., 1 tenth times any digit on the place value chart moves the digit one place value to the right (5.NBT.1). Toward the module’s end, students apply these new understandings as they reason about and perform decimal operations through the hundredths place. Topic A opens the module with a conceptual exploration of the multiplicative patterns of the base ten system using place value disks and a place value chart. Students notice that multiplying by 1,000 is the same as multiplying by 10. 10. 10. Since each factor of 10 shifts the digits one place to the left, multiplying by 10. 10.


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10—which can be recorded in exponential form as 103 (5.NBT.2)—shifts the position of the digits to the left 3 places, thus changing the digits’ relationships to the decimal point (5.NBT.2). Application of these place value understandings to problem solving with metric conversions completes Topic A (5.MD.1). Topic B moves into the naming of decimal fraction numbers in expanded, unit (e.g., 4.23 = 4 ones 2 tenths 3 hundredths), and word forms and concludes with using like units to compare decimal fractions. Now, in Grade 5, students use exponents and the unit fraction to represent expanded form (e.g., 2 . 102 + 3 . (110) + 4. (1100) = 200.34) (5.NBT.3). Further, students reason about differences in the values of like place value units and express those comparisons with symbols (>, <, and =). Students generalize their knowledge of rounding whole numbers to round decimal numbers in Topic C, initially using a vertical number line to interpret the result as an approximation and then eventually moving away from the visual model (5.NBT.4). In the latter topics of Module 1, students use the relationships of adjacent units and generalize whole-number algorithms to decimal fraction operations ( 5.NBT.7).


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Topic D uses unit form to connect general methods for addition and subtraction with whole numbers to decimal addition and subtraction (e.g., 7 tens + 8 tens = 15 tens = 150 is analogous to 7 tenths + 8 tenths = 15 tenths = 1.5).

Topic E bridges the gap between Grade 4 work with multiplication and the standard algorithm by focusing on an intermediate step—reasoning about multiplying a decimal by a one-digit whole number. The area model, with which students have had extensive experience since Grade 3, is used as a scaffold for this work. Topic F concludes Module 1 with a similar exploration of division of decimal numbers


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by one-digit whole-number divisors. Students solidify their skills with an understanding of the algorithm before moving on to long division involving two-digit divisors in Module 2. In Module 1, students explored the relationships of adjacent units on the place value chart to generalize whole number algorithms to decimal fraction operations. In Module 2, students apply the patterns of the base ten system to mental strategies and the multiplication and division algorithms. Topics A through D provide a sequential study of multiplication. To link to prior learning and set the foundation for understanding the standard multiplication algorithm, students begin at the concrete–pictorial level in Topic A. They use place value disks to model multi-digit multiplication of place value units, for example, 42 . 10, 42 . 100, 42 . 1,000, leading to problems such as 42 . 30, 42 . 300, and 42 . 3,000 (5.NBT.1, 5.NBT.2). They then round factors in Lesson 2 and discuss the


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reasonableness of their products. Throughout Topic A, students evaluate and write simple expressions to record their calculations using the associative property and parentheses to record the relevant order of calculations (5.OA.1). In Topic B, place value understanding moves toward understanding the distributive property via area models, which are used to generate and record the partial products (5.OA.1, 5.OA.2) of the standard algorithm (5.NBT.5). Topic C moves students from whole numbers to multiplication with decimals, again using place value as a guide to reason and make estimations about products (5.NBT.7). In Topic D, students explore multiplication as a method for expressing equivalent measures. For example, they multiply to convert between meters and centimeters or ounces and cups with measurements in both whole number and decimal form ( 5.MD.1). Topics E through H provide a similar sequence for division. Topic E begins concretely with place value disks as an introduction to division with multi-digit whole numbers (5.NBT.6).


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In the same lesson, 420 ÷ 60 is interpreted as 420 ÷ 10 ÷ 6. Next, students round dividends and two-digit divisors to nearby multiples of 10 in order to estimate single-digit quotients (e.g., 431 ÷ 58 ≈ 420 ÷ 60 = 7) and then multi-digit quotients. This work is done horizontally, outside the context of the written vertical method.


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Overview recap

Focus Grade Level Standard Type of Rigor Foundational Standards

5.NBT.1 Conceptual 2.NBT.1, 4.NF.1, 4.NF.2, 4.NF.5, 4.NF.6, 4.NF.7, 4.NBT.1


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5.NBT.2 Conceptual 4.NBT.1, 4.NF.5, 4.NF.6, 5.NBT.1

5.NBT.3 Conceptual 4.NBT.1, 4.NF.2, 4.NF.6, 4.NF.5, 4.NBT.2, 4.NF.7, 5.NBT.1

5.NBT.4 Conceptual 3.NBT.1, 4.NBT.1, 4.NBT.2, 4.NF.5, 4.NF.6, 4.NF.7, 4.NBT.3, 5.NBT.1, 5.NBT.3


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5.NBT.5 Procedural Skill and Fluency 3.NBT.2, 4.NBT.1, 3.NBT.1, 3.OA.5, 4.NF.5, 4.NF.6, 4.NBT.4, 4.NBT.5, 5.NBT.1

5.NBT.6 Conceptual, Application 3.NBT.2, 4.NBT.1, 3.OA.5, 3.OA.7, 4.NF.5, 4.NF.6, 4.NBT.5, 4.NBT,4, 4.NBT,6, 5.NBT.1, 5.NBT,5, 5.NBT.2


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5.NBT.7 Procedural Skill and Fluency 3.NBT.2, 4.NBT.1, 4.NF.5, 4.NF.6, 4.NF.1, 4.NF.4, 3.NF.1, 3.OA.6, 4.NBT.4, 5.NBT.1, 5.F.1, 5.NF.4, 5.NF.7, 5.NF

5.OA.1 Conceptual Introductory

5.OA.2 Application 5.OA.1


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Fluency NCTM Position


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Procedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used procedures mathematically, to support and justify their choices of appropriate procedures, and to strengthen their understanding and skill through distributed practice.


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Fluency is designed to promote automaticity by engaging students in daily practice. Automaticity is critical so that students avoid using lower-level skills when they are addressing higher-level problems. The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways. Therefore, it is recommended that students participate in fluency practice daily using the resources provided in the curriculum maps. Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency.

The fluency standard for 5th grade listed below should be incorporated throughout your instruction over the course of the school year. The engage ny lessons include fluency exercises that can be used in conjunction with building conceptual understanding.


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5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

Note: Fluency is only one of the three required aspects of rigor. Each of these components have equal importance in a mathematics curriculum.

References:


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https://www.engageny.org/ http://www.corestandards.org/ http://www.nctm.org/ http://achievethecore.org/

TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONS

Module 1 Place Value and Decimal Fractions


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http://achievethecore.org/

http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/

http://www.corestandards.org/

https://www.engageny.org/




(Allow 5 weeks for instruction, review and assessment)Domain: Numbers and Operations in Base TenCluster: Perform operations with multi-digit whole numbers and with decimals to hundredths.5.NBT.1 Recognize that in a multi-digit

Enduring Understandings Place value can be used to compare and

order whole numbers and decimals as well as tell how many.

Understanding place value can lead to number sense and efficient strategies for

Allow the first two days to develop classroom math routines and habits that will contribute to student’s future success in mathematics. Please refer to the First Week Lesson Guide for suggestions/examples of Number Talks, Quick Writes, Accountable Talk Moves/Stems,

VocabularyExponents, Millimeter, Thousandths

Familiar Terms and Symbols>, <, = (greater than, less than, equal to),Base ten units (place value units), Bundling,


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http://www.corestandards.org/Math/Content/5/NBT/



TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONSnumber, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns

computing numbers.

Essential Questions How can counting, measuring, or labeling

help to make sense of the world around us?

How does a digit’s position affect its

and Mathematical Discussions/Math Messages, which are designed to allow students to develop expertise with the eight Mathematical Practices early in the school year.

engageny Module 1: Place Value and

making, renaming, changing, regrouping, trading, Centimeter, Digit, Expanded, Hundredths (as related to place value), Number line, Number sentence, Place value, Standard form, Tenths, Unbundling, breaking, renaming, changing, regrouping, trading, Unit form, Word form


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TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONSin the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.5.NBT.3 Read, write, and compare decimals to thousandths.a. Read and write decimals to thousandths using base-ten numerals, number names, and

value?

Objectives/Learning Targets:Topic ALesson 1: Reason concretely and pictorially using place value understanding to relate adjacent base ten units from millions to

Decimal FractionsTopic A: Multiplicative Patterns on the Place Value chartLesson 1Lesson 2Lesson 3

Fluency Practice:Please see engageNY full module download for suggested fluency pacing and activities.Lesson 1-Sprint: Multiply by 10


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https://www.engageny.org/resource/grade-5-mathematics-module-1-topic-lesson-3



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




TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONSexpanded form, e.g., 347.392 = 3 × _100 + 4 × _10 + 7 × _1 + 3 × _(1/10) + 9 × _(1/100) + 2 × _(1/1000).b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

thousandths. (5.NBT.1, 5.NBT.2, 5.MD.1)

Lesson 2: Reason abstractly using place value understanding to relate adjacent base ten units from millions to thousandths. (5.NBT.1, 5.NBT.2, 5.MD.1)

Lesson 3: Use exponents to name place

Lesson 4

Videos: Place value in decimals Use base ten blocks to

Rename the UnitsDecimal Place ValueLesson 2Skip CountingTake Out the TensBundle Ten and change Units


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http://learnzillion.com/lessons/2599-use-base-ten-blocks-to-understand-how-place-value-decreases-with-each-shift-to-the-right-in-a-multidigit-number

http://www.khanacademy.org/math/cc-fifth-grade-math/cc-5th-place-value-decimals-top/5th-cc-decimals-place-val/v/comparing-place-values-in-decimals




TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONS5.NBT.4 Use place value understanding to round decimals to any place.

Domain: Numbers and Operations in Base TenCluster: Perform operations with multi-digit whole numbers and with decimals to hundredths.

value units and explain patterns in the placement of the decimal point. (5.NBT.1, 5.NBT.2, 5.MD.1)

Lesson 4: Use exponents to denote powers of 10 with application to metric conversions. (5.NBT.1, 5.NBT.2, 5.MD.1)

understand how place value decreases with each shift to the right in a multi-digit number

Place value chart and number disks show how place value decreases when dividing

Recognize place value

Multiply and divide by TenLesson 3Sprint: Multiply by 3State the Unit as a DecimalMultiply by 10, 100, and 1,000Lesson 4


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http://learnzillion.com/lessons/2676-recognize-place-value-relationships-by-multiplying-and-dividing-by-ten

http://commoncore.org/maps/math/video-gallery/division-algorithms-using-number-disks








TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONS5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

relationships by multiplying and dividing by ten

Multiply and Divide Decimals by 10, 100, and 1,000Write the Unit as a DecimalWrite in Exponential FormConvert Units


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Domain: Measurement and DataCluster: Convert like measurement units within a given measurement system. 5.MD.1 Convert among different-sized

standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these

Topic BLesson 5: Name decimal fractions in expanded, unit, and word forms by applying place value reasoning. (5.NBT.3)

Lesson 6: Compare decimal fractions to the thousandths using like units, and express

Topic B: Decimal Fractions and Place Value Patterns

Lesson 5Lesson 6

Fluency Practice:Lesson 5Sprint:Multiply Decimals by 10, 100, and 1,000Multiply and Divide by ExponentsMultiply Metric Units


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https://www.engageny.org/resource/grade-5-mathematics-module-1-topic-b-lesson-6


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

http://www.corestandards.org/Math/Content/5/MD/



TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONSconversions in solving multi-step, real world problems.

comparisons with >, <, =. (5.NBT.3) Videos: Expanding out a decimal by place

value Comparing decimals using base

ten models and place value chart

Lesson 6Find the MidpointRename the UnitsMultiply by Decimal Fractions


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http://learnzillion.com/lessons/564-compare-decimals-using-base-ten-blocks

http://learnzillion.com/lessons/564-compare-decimals-using-base-ten-blocks

http://www.khanacademy.org/math/cc-fifth-grade-math/cc-5th-place-value-decimals-top/5th-cc-decimals-place-val/v/expanding-out-a-decimal-by-place-value

http://www.khanacademy.org/math/cc-fifth-grade-math/cc-5th-place-value-decimals-top/5th-cc-decimals-place-val/v/expanding-out-a-decimal-by-place-value




Topic CLessons 7–8: Round a given decimal to any place using place value understanding and the vertical number line. (5.NBT.4)

Topic C: Place Value and Rounding Decimal Fractions

Lesson 7Lesson 8

Fluency Practice:Lesson 7Sprint: Find the MidpointCompare Decimal FractionsRename the UnitsLesson 8


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https://www.engageny.org/resource/grade-5-mathematics-module-1-topic-c-lesson-8


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




Mid-Module Assessment

Videos Round decimals to any place Rounding on the Vertical

Number Line

Rename the UnitsRound to Different Place Values


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https://www.youtube.com/watch?v=dPxzQhY3IPE&feature=youtu.be

https://www.youtube.com/watch?v=dPxzQhY3IPE&feature=youtu.be

http://learnzillion.com/lessons/3522-round-decimals-to-any-place-





Topic DLesson 9: Add decimals using place value strategies and relate those strategies to a written method. (5.NBT.2, 5.NBT.3, 5.NBT.7)

Lesson 10: Subtract decimals using place value strategies and relate those strategies to

Topic D: Adding and Subtracting Decimals

Lesson 9Lesson 10

Videos

Fluency Practice:Lesson 9Sprint: Round to the Nearest OneDecompose the UnitRound to Different Place ValuesOne More Unit


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https://www.engageny.org/resource/grade-5-mathematics-module-1-topic-d-lesson-10


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




a written method. (5.NBT.2, 5.NBT.3, 5.NBT.7)

Adding decimals using base ten blocks

Adding decimals example 1 Adding decimals example 2 Adding decimals word problem Subtracting decimals using base

Fluency Practice:Lesson 10Take Out the UnitAdd DecimalsOne Less Unit


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http://learnzillion.com/lessons/547-subtract-decimals-using-baseten-blocks

http://www.khanacademy.org/math/arithmetic/decimals/adding_decimals/v/adding-decimals-word-problem

http://www.khanacademy.org/math/arithmetic/decimals/adding_decimals/v/adding-decimals-example-2

http://www.khanacademy.org/math/arithmetic/decimals/adding_decimals/v/adding-decimals-example-1

http://learnzillion.com/lessons/546-add-decimals-using-base-ten-blocks

http://learnzillion.com/lessons/546-add-decimals-using-base-ten-blocks



TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONSten blocks

Subtracting decimals Subtracting decimals word

problem

Topic E Topic E: Multiplying Decimals Fluency Practice:


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

http://www.khanacademy.org/math/arithmetic/decimals/adding_decimals/v/subtracting-decimals-word-problem

http://www.khanacademy.org/math/arithmetic/decimals/adding_decimals/v/subtracting-decimals-word-problem

http://www.khanacademy.org/math/arithmetic/decimals/adding_decimals/v/subtracting-decimals

http://learnzillion.com/lessons/547-subtract-decimals-using-baseten-blocks



TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONSLesson 11: Multiply a decimal fraction by single-digit whole numbers, relate to a written method through application of the area model and place value understanding, and explain the reasoning used. (5.NBT.2, 5.NBT.3, 5.NBT.7)

Lesson 11Lesson 12

Video Multiplying decimals – shown as

Lesson 11Take Out the UnitAdd and Subtract DecimalsLesson 12Sprint: Add DecimalsFind the Product


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http://learnzillion.com/lessons/556-multiply-decimals-by-whole-numbers-by-using-an-area-model

https://www.engageny.org/resource/grade-5-mathematics-module-1-topic-e-lesson-12





Lesson 12: Multiply a decimal fraction by single-digit whole numbers, including using estimation to confirm the placement of the decimal point. (5.NBT.2, 5.NBT.3, 5.NBT.7)

repeated addition using base ten models

Topic FLesson 13: Divide decimals by single-digit

Topic F: Dividing Decimals Fluency Practice:Lesson 13


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





TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONSwhole numbers involving easily identifiable multiples using place value understanding and relate to a written method. (5.NBT.3, 5.NBT.7)

Lesson 14: Divide decimals with a remainder using place value understanding and relate to a written method. (5.NBT.3, 5.NBT.7)

Lesson 13Lesson 14Lesson 15Lesson 16

End-of-Module Assessment

Sprint: Subtract decimalsFind The ProductCompare Decimal FractionsLesson 14Multiply and Divide by ExponentsRound to Different Place Values


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https://www.engageny.org/resource/grade-5-mathematics-module-1-topic-f-lesson-16






TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONSLesson 15: Divide decimals using place value understanding including remainders in the smallest unit. (5.NBT.3, 5.NBT.7)

Lesson 16: Solve word problems using decimal operations. (5.NBT.3, 5.NBT.7)

Video: Using Tape Diagram to solve

word problem Word Problems (Using tape

Find the quotientLesson 15Sprint: Multiply by ExponentsFind the QuotientLesson 16Divide by Exponents


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http://www.engageny.org/resource/word-problems-with-tape-diagrams

https://www.youtube.com/watch?v=GT4fEhfE_8E

https://www.youtube.com/watch?v=GT4fEhfE_8E



TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONSdiagrams) Find the Quotient

Coordinating I-Ready Lessons: Understand Place Value Read and Write Decimals Round Decimals

Literature ConnectionsCount to a Million by Jerry PallottaOne Hundred Ways to Get to 100 byJerry PallottaOn Beyond a Million by David M. SchwartzA Million Fish...More or Less by Patricia McKissack


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http://www.engageny.org/resource/word-problems-with-tape-diagrams




Divide Decimals Solve Word Problems involving

ConversionsTask Bank:Tree House Windows Task

The Blast Off Kid by Laura Driscoll

Other:Use this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.Pacing and Preparation Guide (Omissions)


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http://greatminds.net/maps/math/pacing-guides

http://tncore.org/sites/www/Uploads/Math_Tasks_July2013/Grade%205,%20place%20value%20blocks.pdf




Decimal Performance Task:http://www.insidemathematics.org/assets/common-core-math-tasks/decimals.pdf

Got Your NumberModule 2 Multi-Digit Whole Number and Decimal Fraction Operations


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http://www.insidemathematics.org/assets/problems-of-the-month/got%20your%20number.pdf

http://www.insidemathematics.org/assets/common-core-math-tasks/decimals.pdf

http://www.insidemathematics.org/assets/common-core-math-tasks/decimals.pdf



TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONS (Allow 4 weeks for instruction, review and assessment)

Domain: Operations and Algebraic ThinkingCluster: Write and interpret numerical expressions. 5.OA.1 Use parentheses, brackets, or

braces in numerical expressions, and evaluate expressions with these symbols.

Enduring Understandings Multiplication is related to both addition

and division. Computational fluency includes

understanding not only the meaning but also the appropriate use of numerical

engageny Module 2: Multi-Digit Whole Number and Decimal Fraction Operations

Topic A Mental Strategies for Multi-digit Whole Number MultiplicationLesson 1

Vocabulary

Conversion factor, Decimal fraction, Multiplier, Parentheses

Familiar Terms and SymbolsDecimal, digit, divisor, equation, equivalence,


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


http://www.corestandards.org/Math/Content/5/OA/



TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONS 5.OA.2 Write simple expressions that

record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by2” as 2x(8+7). Recognize that 3x(18932+ 921) is three times as large as

operations. The magnitude of numbers affects the

outcome of operations on them. Context is critical when using estimation.Essential Questions How does multiplication relate to the

other operations?

Lesson 2

Video: Multiplying by multiples of

equivalent, estimate, exponent, multiple, pattern, product, quotient, remainder, renaming, rounding, unit form

Fluency Practice:Please see engageNY full module download for suggested fluency pacing and activities.


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http://www.khanacademy.org/math/arithmetic/multiplication-division/multi_digit_multiplication/v/multiplying-by-multiples-of-10


http://www.corestandards.org/Math/Content/5/OA/



TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONS18932 + 921, without having to calculate the indicated sum or product.

Domain: Number and Operations in Base TenCluster: Understand the place value system.5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to

What makes a computational strategy both effective and efficient?

How does the size of the number affect the outcome of the operation?

How can we decide when to use an exact answer and when to use an estimate?

ten Lesson 1Multiply by 10, 100, and 1,000Place ValueRound to Different Place ValuesLesson 2Multiply by 10, 100, and 1,000


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http://www.khanacademy.org/math/arithmetic/multiplication-division/multi_digit_multiplication/v/multiplying-by-multiples-of-10




TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONSits right and 1/10 of what it represents in the place to its left.5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of

Learning TargetsTopic ALesson 1: Multiply multi-digit whole numbers and multiples of 10 using place value patterns and the distributive and associative properties. (5.NBT.1, 5.NBT.2, 5.OA.1)

Round to Different Place ValuesMultiply by Multiples of 10


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TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONS10. Use whole-number exponents to denote power of 10.Domain: Number and Operations in Base TenCluster: Perform operations with multi-digit whole numbers and with decimals to hundredths.5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

Lesson 2: Estimate multi-digit products by rounding factors to a basic fact and using place value patterns. (5.NBT.1, 5.NBT.2, 5.OA.1)Topic BLesson 3: Write and interpret numerical expressions, and compare expressions using

Topic B: The Standard Algorithm for Multi-Digit Whole Number Multiplication

Fluency Practice:Lesson 3Multiply by Multiples of 10


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




TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONS5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular

a visual model. (5.OA.1, 5.OA.2, 5.NBT.5)

Lesson 4: Convert numerical expressions into unit form as a mental strategy for multi-digit multiplication. (5.OA.1, 5.OA.2, 5.NBT.5)

Lesson 5: Connect visual models and the distributive property to partial products of the

Lesson 3Lesson 4Lesson 5Lesson 6- Lesson 7Lesson 8Lesson 9

Estimate ProductsDecompose a Factor: The distributive PropertyLesson 5Estimate Products by RoundingMultiply MentallyMultiply by Multiples of 100


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https://www.tn.gov/assets/entities/education/attachments/std_math_gr_5.pdf



TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONSarrays, and/or area models.5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

standard algorithm without renaming. (5.OA.1, 5.OA.2, 5.NBT.5)

Lessons 6–7: Connect area models and the distributive property to partial products of the standard algorithm with renaming. (5.OA.1, 5.OA.2, 5.NBT.5)

Videos: Use area model for

multiplication Multi-digit multiplication

(with array/area models) Multiplication Algorithm

Lesson 6-7Multiply using the Area ModelMultiply MentallyMultiply by Multiples of 100Sprint: Multiply by Multiples of TenMultiply Using the Area Model


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http://www.khanacademy.org/math/cc-fifth-grade-math/cc-5th-arith-operations/cc-5th-multiplication/v/multiplication-6--multiple-digit-numbers

http://www.engageny.org/resource/multiplication-with-arrayarea-models-and-the-rekenrek


http://learnzillion.com/lessons/4389-use-area-models-for-multiplication

http://learnzillion.com/lessons/4389-use-area-models-for-multiplication




TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONSDomain: Measurement and DataCluster: Convert like measurement units within a given measurement system. 5.MD.1 Convert among different-sized

standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these

Lesson 8: Fluently multiply multi-digit whole numbers using the standard algorithm and using estimation to check for reasonableness of the product. (5.OA.1, 5.OA.2, 5.NBT.5)

Lesson 9: Fluently multiply multi-digit whole numbers using the standard algorithm to solve

Lesson 8State in Exponential Form NameMultiply Using the Area Model with a Zero in One FactorLesson 9Multiply and Divide by Exponents


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http://www.corestandards.org/Math/Content/5/MD/




conversions in solving multi-step, real world problems.

multi-step word problems. (5.OA.1, 5.OA.2, 5.NBT.5)

Estimate Products by Rounding

Topic CLesson 10: Multiply decimal fractions with tenths by multi-digit whole numbers using place value understanding to record partial products. (5.NBT.7, 5.OA.1, 5.OA.2, 5.NBT.1)

Topic C: Decimal Multi-Digit MultiplicationLesson 10Lesson 11Lesson 12

Fluency Practice:Lesson 10Multiply then Divide by the Same NumberDecompose DecimalsLesson 11


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




Lesson 11: Multiply decimal fractions by multi-digit whole numbers through conversion to a whole number problem and reasoning about the placement of the decimal. (5.NBT.7, 5.OA.1, 5.OA.2, 5.NBT.1)

Video: Multiplying decimals as repeated

addition in a model Whole number times a decimal

fraction

Sprint: Multiply DecimalsMultiply then Divide by the Same NumberLesson 12Unit conversionsState the Decimal


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Lesson 12: Reason about the product of a whole number and a decimal with hundredths using place value understanding and estimation. (5.NBT.7, 5.OA.1, 5.OA.2, 5.NBT.1)

Multiplying Decimals by Multi-Digit

Whole Numbers

Topic D Topic D: Measurement Word Problems with Whole Number and Decimal Multiplication

Fluency Practice:Lesson 13


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

https://www.youtube.com/watch?v=0M7qJqq88nA&feature=youtu.be

https://www.youtube.com/watch?v=0M7qJqq88nA&feature=youtu.be



TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONSLesson 13: Use whole number multiplication to express equivalent measurements. (5.NBT.5, 5.NBT.7, 5.MD.1, 5.NBT.1, 5.NBT.2)

Lesson 14: Use fraction and decimal multiplication to express equivalent measurements. (5.NBT.5, 5.NBT.7, 5.MD.1,

Lesson 13Lesson 14Lesson 15

Mid-Module Assessment

Divide by 10, 100, and 1,000Multiply Using the Area ModelUnit ConversionsLesson 14Divide Multiples of TenUnit Conversions


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TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONS5.NBT.1, 5.NBT.2)

Lesson 15: Solve two-step word problems involving measurement conversions. (5.NBT.5, 5.NBT.7, 5.MD.1, 5.NBT.1, 5.NBT.2)

Video: Converting feet to inches Converting in a real-life

problem

Multiply Unit FractionsLesson 15Sprint: Convert Inches to Feet and InchesDivide by Multiples of 10 and 100


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http://learnzillion.com/lessons/3456-solve-real-life-problems-involving-multiple-unit-conversions

http://learnzillion.com/lessons/3456-solve-real-life-problems-involving-multiple-unit-conversions

http://learnzillion.com/lessons/3501-solve-real-world-distance-problems-with-unit-conversions




Topic ELesson 16: Use divide by 10 patterns for multi-digit whole number division. (5.NBT.1, 5.NBT.2, 5.NBT.6)

Lessons 17–18: Use basic facts to approximate quotients with two-digit divisors.

Topic E: Mental Strategies for Multi-digit Whole Number Division

Lesson 16Lesson 17- Lesson 18

Fluency Practice:Lesson 16Sprint: Divide using Divide by 10Round to the Nearest TenGroup Count by Multiples of 10Lesson 17-18


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



TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONS5.NBT.1, 5.NBT.2, 5.NBT.6) Video:

Estimation

Group Count by Multiples of 10Round to the Nearest TenDivide by Multiples of 10, 100, and 1,000

enVision Resource: (enVision may be used Literature Connections


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http://learnzillion.com/lessons/550-divide-4digit-dividends-by-2-digit-divisors-by-setting-up-an-equation




to support the needs of your students, but should not be used independently of the mathematics curriculum)

Numeration1-1 Place Value

1-2 Comparing and Ordering Whole Numbers

Betcha! By Stuart J. MurphyGreat Estimations by Bruce GoldstoneGreater Estimations by Bruce GoldstoneCounting on Frank by Rod ClementOther:Use this guide as you prepare to teach a


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TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONS1-3 Decimal Place Value1-4 Comparing and Ordering Decimals1-5 Problem Solving Look for a PatternNumber Sense2-1 Mental Math2-2 Rounding Whole Numbers and Decimals2-3 Estimating Sums and Differences2-4 Problem Solving – Draw a Picture and

module for additional guidance in planning, pacing, and suggestions for omissions.Pacing and Preparation Guide (Omissions)


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TN STATE STANDARDS CONTENT RESOURCES & TASKS CONNECTIONSWrite an Equation

2-5 Adding and Subtracting2-6 Adding Decimals2-7 Subtracting Decimals2-8 Problem Solving: Multiple- Step Problems

Coordinating I-Ready Lessons:


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Write and Evaluate Expressions Numerical Expressions and Order of

Operations Algebraic Expressions Understand Place Value Multiplying Two-Digit Numbers


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Division of Whole Numbers Divide Decimals

Task Bank: Illustrative MathElmer’s Multiplication Error


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https://www.illustrativemathematics.org/content-standards/5/NBT/B/5/tasks/1812

https://www.illustrativemathematics.org/content-standards/5/NBT/A/4/tasks/1804




The Value of Education


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https://www.illustrativemathematics.org/content-standards/5/NBT/B/7/tasks/1293




RESOURCE TOOLBOXThe Resource Toolbox provides additional support for comprehension and mastery of grade-level skills and concepts. These resources were chosen as an accompaniment to

modules taught within this quarter. Incorporated materials may assist educators with grouping, enrichment, remediation, and differentiation.NWEA MAP Resources: https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm - Sign in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum)


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https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm



https://support.nwea.org/khanrit - These Khan Academy lessons are aligned to RIT scores.

Textbook ResourcesengageNY Mathematics Modulesenvision Math

CCSSTennessee Math StandardsAchieve the Core

VideosTech C o a ch C o r n e r P o w e r P o int a n d R eso u r ces Te a ching C h a n n el Sch o lastic M a t h St u dy Jams Math TV

LearnZillion


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http://achievethecore.org/dashboard/300/search/1/2/0

http://tn.gov/education/article/mathematics-standards

https://support.nwea.org/khanrit



K h an Aca d e m y

Children’s LiteratureStuart J. MurphyM a t h Wi r e

Ele m e n t a r y M a t h Lit e r a t u re

Interactive Manipulativeshttp://www.eduplace.com/Illuminations Resources for Teaching Math Interactive Sites for EducatorsMath Playground: Common Core StandardsThinking Blocks: Computer and iPad based gamesPARCC Games

Additional Siteshttp://www.k-5mathteachingresources.com/5th-grade-number-activities.html

Edutoolbox Resources


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http://www.edutoolbox.org/tntools/list/grade/819/955/5#960

http://www.k-5mathteachingresources.com/5th-grade-number-activities.html

http://www.k-5mathteachingresources.com/5th-grade-number-activities.html

http://www.play2pass.com/?page_id=63

http://www.thinkingblocks.com/

http://www.mathplayground.com/common_core_state_standards_for_mathematics_grade_4.html

http://interactivesites.weebly.com/math.html

http://illuminations.nctm.org/

http://www.eduplace.com/

http://www.stuartjmurphy.com/

http://www.stuartjmurphy.com/



The Reading Nook IXL Math Virtual Manipulatives

OtherIllustrated Mathematics Dictionary for Kids

Other:


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https://www.mathsisfun.com/definitions/

http://nlvm.usu.edu/en/nav/grade_g_2.html

https://www.ixl.com/math/grade-4



Use this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.Pacing and Preparation Guide (Omissions)


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Documents

Shelby County Schools’ mathematics instructional … -Revised-16-17... · Web viewmoves into the naming of decimal fraction numbers in expanded, unit (e.g., 4.23 = 4 ones 2 tenths