fifth grade math curriculum course description...opener, or make print or digital posters of:...

Proposed to Board of Education 4/13/17

1

Fifth Grade Math Curriculum

Course Description:

This curriculum has been written to align with the revised MO Learning Standards for Math (approved by the state board of education in April of 2016). Pearson’s enVision Math continues to be our primary math resource, and this curriculum has been written as a guide for utilizing this resource to teach the revised MO Learning Standards for Math.

Scope and Sequence:

Unit Topics Timeframe

1 Numbers and Operations in Base Ten

1-7 14 weeks

2 Operations and Algebraic Thinking

8 3 weeks

3 Numbers and Operations: Fractions

9-11 8 weeks

4 Measurement and Data 12-14 7 weeks

6 Geometry 15-16 4 weeks


2

Unit 1: Numbers and Operations in Base Ten

(Number Sense and Operations in Base Ten)

Subject: Math

Grade: 5th Grade

Name of Unit: Numbers and Operations in Base Ten

Length of Unit: Approximately 70 Days

Mid-August to Mid-December

Overview of Unit: Students will use understanding of place value to fluently add, subtract,

multiply, and divide whole numbers and decimals.

Topic 1: Place Value

Suggested Length of Time: 9 Days

Essential Questions: How are whole numbers and decimals expressed?

How are numbers and decimals compared and ordered?

Enduring Understanding:

Numbers can be expressed using number names (word form, standard notation,

exponential notation, and expanded notation).

Place value can be used to compare and order whole numbers and decimals.

Standards Addressed: Priority:

5.NBT.A.1: Read, write and identify numbers from billions to thousandths using

number names, base ten numerals and expanded form.

5.NBT.A.2: Compare two numbers from billions to thousandths using the

symbols >, = or <, and justify the solution.

Supporting:

5.NBT.A.3: Understand that in a multi-digit number, a digit represents 1/10

times what it would represents in the place to its left.

5.NF.A.2: Convert decimals to fractions and fractions to decimals.

5.NF.A.3: Compare and order fractions and/or decimals to the thousandths place

using the symbols >, = or <, and justify the solution.


3

Priority

Standard

Unwrapped Concepts

(Students need to know)

Unwrapped Skills

(Students need to

be able to do)

Bloom’s

Taxonomy

Levels

Webb’s

DOK

5.NBT.A.1 numbers from billions to

thousandths using number

names, base ten numerals

and expanded form

read, write,

interpret

Understand 1

5.NBT.A.2 two numbers from billions

to thousandths using the

symbols >, = or <, and

justify the solution.

compare Understand 1

Topic Vocabulary:

Academic Cross-Curricular

Words

Content/Domain Specific

compare, order digits, value, standard form, expanded form, word form,

equivalent decimals

Detailed Description/Instructions:

Standard Lesson Suggested

# of Days

Notes

Topic

Introduction

1 There are many options available for the topic

opening day: pretest, making place value charts,

introducing place value games, inquiry activity

to order whole numbers on index cards,

researching sports statistics to identify decimals,

numbers mystery game, reading Keeping

Records, getting to know your math book,

which is the topic opener. (see Topic 1, pg. 2-I

to p. 3)

5.NBT.A.1 Lesson 1-1:

Place Value

1

5.NBT.A.1 5.NF.A.2

5.NBT.A.3

Lesson 1-2:

Tenths and

Hundredths

1


4

5.NBT.A.1 5.NF.A.2

5.NBT.A.3

Lesson 1-3:

Thousandths

1


Decimal Place

Value

1

5.NBT.A.2

5.NF.A.3

Lesson 1-5:

Comparing and

Ordering

Decimals

1

5.NBT.A.2

5.NF.A.3

Lesson 1-6:

Look for a

Pattern

1

Review Day 1

Assessment 1 *Lessons 1-1, 1-2, 1-3, and 1-4 address the

priority standard read, write and identify

numbers from billions to thousandths using

number names, base ten numerals and expanded

form

*Lessons 1-5 and 1-6, address the priority

standard compare two numbers from billions to

thousandths using the symbols >, =, <, and

justify the solution

Topic 2: Adding and Subtracting Decimals

Suggested Length of Time: 11 days

Essential Questions: How can sums and differences of decimals be estimated?

What are the standard procedures for adding and subtracting whole numbers and

decimals?


Sums and differences can be estimated using compatible numbers and rounding.

Whole numbers and decimals can be added and subtracted using an appropriate

strategy and justifying the solution.


5


5.NBT.A.6: Add and subtract multi-digit whole numbers and decimals to the

thousandths place, and justify the solution.

Supporting:

5.NBT.A.5: Round numbers from billions to thousandths place.

5.NF.B.4: Estimate results of sums, differences and products with fractions and

decimals to the thousandths

o Assessment will only asses estimating results of sums and differences with

decimals to the thousandths, fraction multiplication will be assessed later.

Priority

Standard

Unwrapped Concepts

(Students need to

know)

Unwrapped Skills

(Students need to be

able to do)

Bloom’s

Taxonomy

Levels

Webb’s

DOK

5.NBT.A.6 multi-digit whole

numbers and decimals to

the thousandths place,

Add, subtract Apply 1

5.NBT.A.6 The solution Justify Evaluate 4

Topic Vocabulary:


Words


commute, associate,

compensate, compatible

Commutative Property, Associative Property,

compensation, compatible numbers, rounding



# of Days

Notes

Topic

Introduction


opening day: pretest, make example number line to

demonstrate rounding, teach compatible

numbers/compensation/multiplication properties,

review place value and estimation strategies, read

Destination Hawaii, or make print or digital

multiplication properties poster, or topic opener.

(see Topic 2, pg. 27B-27)


Mental Math

1


6


Rounding

Whole

Numbers and

Decimals

1

5.NBT.A.6 5.NBT.A.5

5.NF.B.4

Lesson 2-3:

Estimating

Sums and

Differences

1 Students will be estimating sums and differences

with decimals. The standard includes fractions,

which will be taught later in the year.


Modeling

Addition and

Subtraction of

Decimals

1


Draw a

Picture and

Write an

Equation

1


Adding

Decimals

1


Subtracting

Decimals

1


Multiple-Step

Problems

1

Review Day 1

Assessment 1


7

Topic 3: Multiplying Whole Numbers


Essential Questions: How can products of whole numbers be estimated?

What are the standard procedures for multiplying whole numbers?


Products can be estimated using compatible numbers, rounding, and an

understanding of place value.

Whole numbers can be multiplied using an appropriate strategy and justifying the

solution.


5.NBT.A.7: Multiply multi-digit whole numbers and decimals to the hundredths

place, and justify the solution.

o Assessment will only assess multi-digit whole number multiplication for

this topic, decimal multiplication will be assessed later.

Supporting:

5.NBT.A.4: Evaluate the value of powers of 10 and understand the relationship to

the place value system.


Priority

Standard

Unwrapped Concepts

(Students need to

know)

Unwrapped Skills


able to do)

Bloom’s

Taxonomy

Levels

Webb’s

DOK



the hundredths place

Multiply Apply 1

Topic Vocabulary:

Academic

Cross-

Curricular

Words


factors,

compatible

numbers

Commutative Property, Associative Property, Identity Property, Zero

Property, Distributive Property, product, multiple, overestimate,

underestimate, partial product, base, exponent, power, exponential,

expanded, standard, squared, cubed


8



# of Days

Notes

Topic

Introduction


opening day: pretest, explain and give examples

to show “repeated addition” or “joining equal

groups” shows multiplication, read Keeping

Records, STEM math project on birds and

insects wingbeats per second/minute/hour, topic

opener, or

make print or digital posters of:

arrays/area models/”jumps” on a

number line

multiplication properties

exponents/base

expanded algorithm

Distributive Property

factors/multiples

(see Topic 3, pg. 61A-61)


Multiplication

Properties

1 *Encourage students to use multiplication

properties to justify their solution(s).


Using Mental

Math to Multiply

1

5.NBT.A.7 5.NBT.A.5

Lesson 3-3:

Estimating

Products

1 *Encourage students to use estimation to justify

their solution(s).

5.NBT.A.7 5.NBT.A.4

Lesson 3-4:

Exponents

1


Distributive

Property

1 *Encourage students to use multiplication

properties to justify their solution(s).


Multiplying by 1-

Digit Numbers

1


9


Multiplying 2-

Digit by 2-Digit

Numbers

1


Multiplying

Greater Numbers

1


Draw a Picture

and Write an

Equation

1

Review Day 1

Assessment 1

Topic 4/5: Dividing by 1-Digit and 2- Digit Divisors


Essential Questions: How can quotients be estimated?

What are the standard procedures for dividing whole numbers?


Quotients can be estimated using compatible numbers, rounding, and an


Whole numbers can be divided using an appropriate strategy and justifying the

solution.


5.NBT.A.8: Divide multi-digit whole numbers and decimals to the hundredths

place using up to two-digit divisors and four-digit dividends, and justify the

solution.

o Assessment will only asses multi-digit whole number division for this

topic, decimal division will be assessed later.

Supporting:


Priority

Standard

Unwrapped Concepts


Unwrapped Skills

(Students need to

be able to do)

Bloom’s

Taxonomy

Levels

Webb’s

DOK


10

5.NBT.A.8 multi-digit whole numbers and

decimals to the hundredths

place using up to two-digit

divisors and four-digit

dividends

Divide Apply 1


Topic Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

dividend, divisor, quotient, remainder



# of Days

Notes

Topic Introduction 1 There are many options available for the

topic opening day: pretest, reviewing “steps

of division,” review “compatible numbers,

multiples, and quotients,” read Everest

Adventures, STEM math project on desert

animals, topic opener, or


dividend

divisor

quotient

remainder

(see Topic 4, pg. 89C-89)


Dividing Multiples

of 10 and 100

1

5.NBT.A.8 5.NBT.A.5

Lesson 4-2:

Estimating

Quotients

1


Reasonableness

1


11


Connecting Models

and Symbols

1


Dividing by 1-Digit

Divisors

1

5.NBT.A.8 Lesson 4-6: Zeros

in the Quotient

1

5.NBT.A.8 Lesson 4-7: Draw a

Picture and Write

an Equation

1

5.NBT.A.8 Lesson 5-1: Using

Patterns to Divide

1

5.NBT.A.8 5.NBT.A.5

Lesson 5-2:

Estimating

Quotients with 2-

Digit Divisors

1


Connecting Models

and Symbols

1


Dividing by

Multiples of 10

1

5.NBT.A.8 Lesson 5-5: 1-Digit

Quotients

1

5.NBT.A.8 Lesson 5-6: 2-Digit

Quotients

1

5.NBT.A.8 5.NBT.A.5

Lesson 5-7:

Estimating and

Dividing with

Greater Numbers

1


Missing or Extra

Information

1

Review Day 1

Assessment 1


12

Topic 6: Multiplying Decimals


Essential Questions: How can products of decimals be estimated?

What are the standard procedures for multiplying decimals?


Products can be estimated using compatible numbers, rounding, an understanding

of place value, and relationships.

Decimals can be multiplied using an appropriate strategy and justifying the

solution.


5.NBT.A.7: Multiply multi-digit whole numbers and decimals to the hundredths

place, and justify the solution.

Supporting:



5.NF.B.4: Estimate the results of sums, differences and products with fractions

and decimals to the thousandths.

o Assessment will only asses estimating products of decimals to the

thousandths, fraction multiplication will be assessed later.

5.NF.B.5.A: Estimate the size of the product based on the size of the two factors.

Priority

Standard

Unwrapped Concepts

(Students need to

know)

Unwrapped Skills


able to do)

Bloom’s

Taxonomy

Levels

Webb’s

DOK



the hundredths place

Multiply Apply 1

Topic Vocabulary:


Scaling, product, factor



# of Days

Notes


13

Topic Introduction 1 There are many options available for

the topic opening day: pretest, use coins to

show concrete illustrations for multiplying

decimal amounts, work with students to

create written step-by-step directions for

multiplying decimals, make a chart to

demonstrate multiplying by powers of 10,

work with students to create powers of 10

riddle problems with missing power of 10

factors, make an anchor chart to show the

product of two decimals with two decimal

places will be a decimal with four decimal

places, read Everest Adventures, STEM

math project on Fibonacci sequence or topic

opener.


5.NBT.A.7 5.NBT.A.4

Lesson 6-1:

Multiplying

Decimals by 10,

100, or 1,000

1

5.NBT.A.7 5.NF.B.4

Lesson 6-2:

Estimating the

Product of a

Decimal and a

Whole Number

1


Decimal

Multiplication

1

5.NBT.A.7 Lesson 6-4: Models

for Multiplying

Decimals

1


Multiplying a

Decimal by a

Whole Number

1

5.NBT.A.7 5.NF.B.5.A.

Lesson 6-6:

Multiplying Two

Decimals

1 In this lesson, you will be teaching that the

size of the product is based on the size of

the two factors. This is a portion of the

standard 5.NF.B.5.


14


Multiple-Step

Problems

1

Review Day 1

Assessment 1

Topic 7: Dividing Decimals


Essential Questions: How can quotients of decimals be estimated?

What are the standard procedures for dividing decimals?


Quotients can be estimated using compatible numbers, rounding, and an


Decimals can be divided using an appropriate strategy and justifying the solution.


5.NBT.A.8: Divide multi-digit whole numbers and decimals to the hundredths

place using up to two-digit divisors and four-digit dividends, and justify the

solution.

Supporting:



Priority

Standard

Unwrapped Concepts


Unwrapped Skills

(Students need to

be able to do)

Bloom’s

Taxonomy

Levels

Webb’s

DOK

5.NBT.A.8 multi-digit whole numbers and

decimals to the hundredths

place using up to two-digit

divisors and four-digit

dividends

Divide Apply 1


Topic Vocabulary:


15




# of Days

Notes

Topic

Introduction


opening day: pretest, use coins to show concrete

illustrations for dividing decimal amounts,

review division steps, work with students to

create written step-by-step directions for

dividing decimals, make a chart to demonstrate

dividing by powers of 10, work with students to

create powers of 10 riddle problems with

missing power of 10 divisors, review the

difference of rounding and compatible numbers,

read Cruising and Caribbean, STEM math

project on roller coasters or topic opener.


5.NBT.A.8 5.NBT.A.4

Lesson 7-1:

Dividing

Decimals by 10,

100, or 1,000

1

5.NBT.A.8

Lesson 7-2:

Estimating

Decimal

Quotients

1 *Estimating decimal quotients is not part of a

standard, but students can use estimation as a

way to justify their solution.


Decimal

Division

1


Dividing by a

Whole Number

1


Dividing a

1


16

Whole Number

by a Decimal


Dividing a

Decimal by a

Decimal

1


Multiple-Step

Problems

1

Review Day 1

Assessment 1


17

Unit 2: Operations and Algebraic Thinking

(Relations and Algebraic Thinking)

Subject: Math

Grade: Fifth Grade

Name of Unit: Operations and Algebraic Thinking (Relations and Algebraic Thinking)


Mid-December to Mid-January

Overview of Unit: Students will be able to write, evaluate and interpret numeric expressions

using the order of operations, as well as translate written expressions into algebraic expressions.

Topic 8: Numerical Expressions, Patterns, and Relationships


Essential Questions: How are the values of an algebraic expression found?

How are numerical expressions simplified?


Values of an algebraic expression are found using patterns, relationships, and

computational procedures.

To simplify a numerical expression, follow the order of operations. First, compute

within parentheses. Second, evaluate all terms with exponents. Then do any

multiplication and division calculations from left to right followed by any addition

and subtraction calculations from left to right.


5.RA.B.3: Write, evaluate and interpret numeric expressions using the order of

operations.

5.RA.B.4: Translate written expressions into algebraic expressions. Supporting:

5.RA.A.2: Write a rule to describe or explain a given numeric pattern.

5.RA.A.1: Investigate the relationship between two numeric patterns.

Priority

Standard

Unwrapped Concepts

(Students need to

know)

Unwrapped Skills


able to do)

Bloom’s

Taxonomy

Levels

Webb’s

DOK


18

5.RA.B.3 numeric expressions

using the order of

operations.

Write Apply 1


using the order of

operations.

Evaluate Apply 1


using the order of

operations.

Interpret Apply 1

5.RA.B.4 written expressions

into algebraic

expressions

Translate Apply 2

Topic Vocabulary:

Academic Cross-

Curricular Words


variable, algebraic expression, corresponding, sequence,

term, order of operations



# of Days

Notes

Topic

Introduction


opening day: pretest, teach “History of

Expressions” (p. 191B), show how tables can be

used to find a rule, values, and relationship (p.

191B), make an anchor chart for computations

and corresponding word phrases, read Keeping

Records, STEM math project on crabs or topic

opener.

(see Topic 8, pg. 191B-191)

5.RA.B.4 Lesson 8-1: Using

Variables to Write

Expressions

1


19

5.RA.B.3 Lesson 8-2: Order

of Operations

1

5.RA.B.3 Lesson 8-3:

Simplifying

Expressions

1


Evaluating

Expressions

1 This lesson addresses performing the order of

operations using decimal values. The standard

does not specify whether or not students need to

be able to perform order of operations with

decimals. However, this lesson is meant for

additional practice with order of operations.

5.RA.A.2

5.RA.A.1

Lesson 8-5:

Addition and

Subtraction

Expressions

1 In this lesson, you will be teaching how to

generate two numeric patterns given two rules

and how to identify the relationship between

two numeric patterns. This is a portion of the

standards 5.RA.A.2 and 5.RA.A.1.

5.RA.A.2

5.RA.A.1

Lesson 8-6:

Multiplication

and Division

Expressions






5.RA.A.2

5.RA.A.1

Lesson 8-7:

Extending Tables







Variables and

Expressions

1 This lesson is a spiral back to the first lesson in

the topic.

5.RA.B.4 Lesson 8-9: Act It

Out and Use

Reasoning

1

Review Day 1

Assessment 1 *Lessons 8-1 and 8-8 address the priority

standard to translate written expressions into

algebraic expressions.

*Lessons 8-2, 8-3, and 8-4 address the priority

standard to write, evaluate, and interpret


20

numerical expressions use the order of

operation.

*Lessons 8-5, 8-6, and 8-7 address the

supporting standard to investigate the

relationship between two numeric patterns and

write a rule to describe or explain a given

numeric pattern.


21

Unit 3: Number and Operations - Fractions

(Number Sense and Operations in Fractions)

Subject: Math

Grade: Fifth Grade

Name of Unit: Number and Operations - Fractions


Mid-January to Mid-March

Overview of Unit: Students will fluently add, subtract, multiply, and divide fractions and mixed

numbers.

Topic 9: Adding and Subtracting Fractions


Essential Questions: How can parts of a whole be expressed?

What strategies can be used to add and subtract fractions with unlike denominators?

How are sums and differences of fractions estimated?


Parts of a whole can be expressed as fractions and/or decimals.

Fractions with unlike denominators can be added or subtracted by renaming

fractions with equivalent fractions with like denominators.

Fraction sums and differences can be estimated by replacing fractions with the

closest half or whole.


5.NF.B.6: Solve problems involving addition and subtraction of fractions and

mixed numbers with unlike denominators, and justify the solution.

Supporting:

5.NF.A.1: Understand that parts of a whole can be expressed as fractions and/or

decimals.

5.NF.A.4: Estimate results of sums, differences, and products with fractions and

decimals to the thousandths.


fractions, fraction multiplication will be assessed later.

5. NF.B.5.d: Explain why multiplying the numerator and denominator by the

same number is equivalent to multiplying the fraction by 1.

5.RA.C.5: Solve and justify multi-step word problems involving variables, whole

numbers, fractions and decimals.


22

Priority

Standard

Unwrapped Concepts


Unwrapped Skills

(Students need to

be able to do)

Bloom’s

Taxonomy

Levels

Webb’s

DOK

5.NF.B.6 problems involving addition

and subtraction of fractions

and mixed numbers with

unlike denominators

Solve Apply 2

5.NF.B.6 The solution Justify Evaluate 4

Topic Vocabulary:

Academic Cross-

Curricular Words


equivalent fractions, simplest form, benchmark fractions, common

multiples, least common multiple (LCM), common denominator,

least common denominator (LCD)



# of Days

Notes

Topic Introduction 1 There are many options available for the topic

opening day: pretest, review multiples, review

numerators and denominators, introduce

proper fractions and improper fractions, create

fraction strips, read The Mighty Mekong,

STEM math project on spiders or topic

opener.

(see Topic 9, pg. 219A-219)

5.NF.A.1

5. NF.B.5

Lesson 9-1:

Equivalent

Fractions


explain why multiplying the numerator and

denominator by the same number is the

equivalent to multiplying the fraction by 1.

This is a portion of the standard 5.NF.B.5.

5.NF.A.1 Lesson 9-2:

Fractions in

Simplest Form

1


23

5.NF.A.1 Lesson 9-3: Writing

to Explain

1


Estimating Sums

and Differences of

Fractions

1

5. NF.B.5 Lesson 9-5:

Common Multiples

and Least Common

Multiples






5. NF.B.5 Lesson 9-6: Finding

Common

Denominators






5.NF.B.6 Lesson 9-7: Adding

Fractions with

Unlike

Denominators

1

5.NF.B.6 Lesson 9-8:

Subtracting

Fractions with

Unlike

Denominators

1

5.NF.B.6 Lesson 9-9: More

Adding and

Subtracting

Fractions

1

5.NF.B.6 5.RA.C.5

Lesson 9-10: Draw

a Picture and Write

an Equation

1

Review Day 1

Assessment 1


24

Topic 10: Adding and Subtracting Mixed Numbers


Essential Questions: What strategies can be used to add and subtract mixed numbers?

How are sums and differences of mixed numbers estimated?


Models, number lines, regrouping, and equivalent fractions with like denominators

can be used to add and subtract mixed numbers.

Sums and differences of mixed numbers can be estimated by rounding each mixed

number to the nearest whole or half.


5.NF.B.6: Solve problems involving addition and subtraction of fractions and

mixed numbers with unlike denominators, and justify the solution.

Supporting:

5.NF.A.1: Understand that parts of a whole can be expressed as fractions and/or

decimals.

5.NFA.4: Estimate results of sums, differences, and products with fractions and

decimals to the thousandths.


fractions, fraction multiplication will be assessed later.



Priority

Standard

Unwrapped Concepts


Unwrapped Skills

(Students need to

be able to do)

Bloom’s

Taxonomy

Levels

Webb’s

DOK

5.NF.B.6 problems involving addition

and subtraction of fractions

and mixed numbers with

unlike denominators

Solve Apply 2

5.NF.B.6 The solution Justify Evaluate 4

Topic Vocabulary:

Academic Cross-

Curricular Words



25

Common least common multiple, common multiple, least common

denominator, prime factorization, improper fraction, mixed

number, proper fraction, factor



# of Days

Notes

Topic

Introduction


opening day: pretest, use fraction strips to

visualize models of improper fractions and

mixed numbers, practice estimating with mixed

numbers, go over process of converting mixed

number to improper fraction and vice versa,

look at halves, fourths, and eighths on rulers,

review finding common denominators, read

Cruising the Caribbean, STEM math project on

bats, topic opener, or make print or digital

posters of:

improper fractions

mixed numbers

(see Topic 10, pg. 249A-249)


Improper

Fractions and

Mixed Numbers

1


Estimating Sums

and Differences

of Mixed

Numbers

1


Modeling

Addition and

Subtraction of

Mixed Numbers

1


Adding Mixed

Numbers

1


26


Subtracting

Mixed Numbers

1


More Adding and

Subtracting

Mixed Numbers

1

5.NF.B.6 5.RA.C.5

Lesson 10-7:

Draw a Picture

and Write and

Equation

1

Review Day 1

Assessment 1

Topic 11: Multiplying and Dividing Fractions and Mixed

Numbers


Essential Questions: What are the standard procedures for multiplying fractions and mixed numbers?

What are the standard procedures for dividing fractions and mixed numbers?

How are quotients and products of mixed numbers and fractions estimated?


Fractions and mixed numbers can be multiplied using an appropriate strategy.

Fractions and mixed numbers can be divided using an appropriate strategy.

Rounding, compatible numbers, and an understanding of relationships can be used

to estimate the product and quotient of fractions and mixed numbers and justify

reasonableness.


5.NF.B.7: Extend the concept of multiplication to multiply a fraction or whole

number by a fraction.

5.NF.B.8: Extend the concept of division to divide unit fractions and whole

numbers by using visual fraction models and equations.

Supporting:

5.NFA.4: Estimate results of sums, differences, and products with fractions and

decimals to the thousandths

5.NF.B.5: Justify the reasonableness of a product when multiplying with fractions


27



Priority

Standard

Unwrapped Concepts

(Students need to

know)

Unwrapped Skills


able to do)

Bloom’s

Taxonomy

Levels

Webb’s

DOK

5.NF.B.7 the concept of

multiplication Extend Analyze 2

5.NF.B.7 a fraction or whole

number by a fraction Multiply Apply 1

Topic Vocabulary:


resizing, scaling, reciprocal



# of Days

Notes

Topic Introduction 1 There are many options available for the topic

opening day: pretest, explain the three cases

for multiplying fractions (p. 273A), use shaded

models to represent multiplying fractions (p.

273B), practice converting mixed numbers to

improper fractions, read The Mighty Mekong,

STEM math project on weight, topic opener, or


improper fractions

Mixed numbers

(see Topic 11, pg. 273A-273)

Lesson 11-1:

Fractions and

Division

1 *This is an optional lesson that reviews the

relationship between division and fractions.


Multiplying

Fractions and

Whole Numbers


calculate and interpret the product of a fraction

by a whole number and a whole number by a


28

fraction. This is a portion of the standard

5.NF.B.7.

5.NF.B.5

5.NFA.4

Lesson 11-3:

Estimating

Products

1


Multiplying Two

Fractions


calculate and interpret the product of two

fractions less than one. This is a portion of the

standard 5.NF.B.7.

5.NF.B.7 Lesson 11-5: Area

of a Rectangle


recognize the relationship between multiplying

fractions and finding the areas of rectangles

with fractional side lengths. This is a portion of

the standard 5.NF.B.7.


Multiplying Mixed

Numbers

1


Multiplication as

Scaling

1

5.RA.C.5 Lesson 11-8:

Multiple-Step

Problems

1


Dividing Whole

Numbers by Unit

Fractions


calculate and interpret the quotient of a whole

number by a unit fraction. This is a portion of

the standard 5.NF.B.8.


Dividing Unit

Fractions by Non-

Zero Whole

Numbers


calculate and interpret the quotient of a unit

fraction by a non-zero whole number. This is a

portion of the standard 5.NF.B.8.

5.RA.C.5 Lesson 11-11:

Draw a Picture and

Write an Equation

1

Review Day 1


29

Assessment 1 *Lessons 11-2, 11-4, 11-5, and 11-6 address

the priority standard to extend the concept of

multiplication to multiply a fraction or whole

number by a fraction.

*Lessons 11-9 and 11-10 address the priority

standard to extend the concept of division to

divide unit fractions and whole numbers by

using visual fraction models and equations.

*Lessons 11-3, 11-7, 11-8, and 11-11 address

the supporting standards for this topic.


30

Unit 4: Measurement and Data

(Geometry and Measurement) - Topics 12, 13

(Data and Statistics) - Topic 14

Subject: Math

Grade: Fifth Grade

Name of Unit: Measurement and Data (Geometry and Measurement)

Length of Unit: Approximately 36 days

Mid-March to End of April

Overview of Unit: Students will find the volume of rectangular prisms, convert units of measure

in a given measurement system, and create line plots to represent data that can be analyzed.

Topic 12: Volume of Solids


Essential Questions: How can three-dimensional shapes be represented and analyzed?

What does the volume of a rectangular prism mean and how can it be found?


Properties of prisms and pyramids can be analyzed by describing them by the

number of edges, faces or vertices as well as the figure of bases.

The volume of a rectangular prism can be found by identifying cubic units and

using the formulas, V=l x w x h and V=B x h.


5.GM.B.5: Apply the formulas V=l x w x h and V= B x h for volume of right

rectangular prisms with whole number edge lengths.

Supporting:

5.GM.B.4: Understand the concept of volume and recognize that volume is

measured in cubic units.

5.GM.A.3: Analyze and describe the properties of prisms and pyramids.

Priority

Standard

Unwrapped Concepts


Unwrapped Skills

(Students need to

be able to do)

Bloom’s

Taxonomy

Levels

Webb’s

DOK

5.GM.B.5 the formulas V=l x w x h and

V= B x h for volume of right

rectangular prisms with whole

number edge lengths

Apply Apply 1


31

Topic Vocabulary:

Academic Cross-

Curricular Words


three-dimensional shape, cube, edge, face, vertex (plural:

vertices), cone, cylinder, prism, pyramid, volume, cubic unit



# of Days

Notes

Topic

Introduction


opening day: pretest, draw pictures/label and

define three-dimensional solid figures (p. 305A),

use cubic units to demonstrate the formula for

volume, have students build or sketch model

prisms and find the volume, read Cruising the

Caribbean, topic opener, or make print or digital

posters of:

face

edge

vertex (vertices)

rectangular prism

(see Topic 12, pg. 305A-305)

5.GM.A.3 Lesson 12-1:

Solids

1 *Lesson 12-2: Views of Solids was removed

because it was not aligned to a specific standard.

*Lesson 12-3: Problem Solving: Use

Objects to Solve a Simpler Problem was removed

because it was not aligned to a specific standard.

5.GM.B.4 Lesson 12-4:

Models and

Volume

1 In this lesson, you will be teaching that a cube with

edge length 1 unit is called a “unit cube” and is

said to have “one cubic unit” of volume and can be

used to measure volume. This is a portion of the

standard 5.GM.B.4.

In this lesson, you will be teaching students to

understand that the volume of a right rectangular

prism can be found by packing the prism with

cubes or stacking multiple layers of the base. This

is a portion of the standard 5.GM.B.4.


32


Volume

1


Combining

Volumes

1


Use Objects

and Reasoning

1

Review Day 1

Assessment 1

Topic 13: Units of Measure

Suggested Length of Time: 10 Days

Essential Questions: What are measurement units and how are they converted in customary and metric

systems?


Relationships exist that enable you to convert between units of measure by

multiplying and dividing.


5.GM.D.8: Convert measurements of capacity, length, and weight within a given

measurement system.

Supporting:

5.GM.D.9: Solve multi-step problems that require measurement conversions.

Priority

Standard

Unwrapped Concepts


Unwrapped Skills

(Students need to

be able to do)

Bloom’s

Taxonomy

Levels

Webb’s

DOK

5.GM.D.8 measurements of capacity,

length, and weight within a

given measurement system.

Convert Apply 1

Topic Vocabulary:


33


measurement, length, weight, capacity customary unit, metric unit



# of Days

Notes

Topic

Introduction


opening day: pretest, go over the difference

between weight and mass, research history of

customary pound (p. 329B), teach metric

measurement prefixes (p. 329B), identify

benchmark items for each unit of measure, find

capacity and weight of various items, bring

various customary capacity containers for

students to view and use, read Destination

Hawaii, STEM math project on fish records,

topic opener, or make print or digital posters of

measurement conversions.

(see Topic 13, pg. 329A-329)

5.GM.D.8 Lesson 13-1:

Converting

Customary Units

of Length

1


Converting

Customary Units

of Capacity

1


Converting

Customary Units

of Weight

1


Converting

Metric Units of

Length

1


Converting

1


34

Metric Units of

Capacity


Converting

Metric Units of

Mass

1


Multiple-Step

Problems

1

Review Day 1

Assessment 1

Topic 14: Data


Essential Questions: How can a line plot represent a data set?

How can analyzing a line plot help solve problems?


A line plot organizes data on a number line and is useful for showing visually how a

set of data is distributed. Data could include fractions or decimals.

Line plots can be analyzed to recognize outliers, generate median, and answer

questions.


5.DS.A.2: Create a line plot to represent a given or generated data set, and

analyze the data to answer questions and solve problems, recognizing the outliers

and generating the median.

Supporting:

Priority

Standard

Unwrapped Concepts


Unwrapped Skills

(Students need to

be able to do)

Bloom’s

Taxonomy

Levels

Webb’s

DOK

5.DS.A.2 a line plot to represent a

given or generated data set Create Analyze 2


35

5.DS.A.2 the data to answer questions

and solve problems,

recognizing the outliers and

generating the median

Analyze Analyze 2

Topic Vocabulary:


Words


data, frequency table, line plot, outlier, sample,

survey



# of Days

Notes

Topic

Introduction


opening day: pretest, practice making line plots,

go over the meaning of “sample.” teach when to

use each type of graph, make a list of information

that could be represented in a line plot, make a

class line plot for favorite reading genres, read

Cracking the Code, STEM math project on

tornado safety tips, or topic opener.

(see Topic 14, pg. 351A-351)

5.DS.A.2 Lesson 14-1:

Line Plots

1 *New change to standard- generate the median.


Data from

Surveys

1


Making Line

Plots



Measurement

Data



36


Writing to

Explain

1

Review Day 1

Assessment 1


37

Unit 5: Geometry

(Geometry and Measurement)

Subject: Math

Grade: Fifth Grade

Name of Unit: Geometry (Geometry and Measurement)


End of April to End of May

Overview of Unit: Students will classify figures in a hierarchy based on properties. Students will

plot and interpret points in the first quadrant of a coordinate grid.

Topic 15: Classifying Plane Figures


Essential Questions: How are polygons, triangles, and quadrilaterals described, classified and named?


Polygons, triangles, and quadrilaterals are classified based on properties of angle

measures and side lengths. Attributes belonging to a category of two-dimensional or

three-dimensional geometric shapes also belong to all subcategories of that category.

(All rectangles have four right angles and squares are rectangles, so all squares have

four right angles.)


5.GM.A.2: Classify figures in a hierarchy based on properties.

Supporting:

5.GM.A.1: Understand that attributes belonging to a category of figures also

belong to all subcategories.

Priority

Standard

Unwrapped Concepts

(Students need to

know)

Unwrapped Skills


able to do)

Bloom’s

Taxonomy

Levels

Webb’s

DOK

5.GM.A.2 figures in a hierarchy

based on properties Classify Analyze 2


38

Topic Vocabulary:

Academic Cross-

Curricular Words


polygon, regular polygon, triangle, quadrilateral, pentagon,

hexagon, octagon, equilateral triangle, isosceles triangle, scalene

triangle, right triangle, acute triangle, obtuse triangle,

parallelogram, trapezoid, rectangle, rhombus, square,

generalization



# of Days

Notes

Topic

Introduction


opening day: pretest, draw and label types of

triangles (p. 369B), create a Venn Diagram to

show how quadrilaterals relate to one another (p.

369B), show concrete examples for points/line

segments/rays/lines/planes and have students

find five concrete examples of each (p. 369C),

read Go Fly a Kite!, topic opener, or make print

or digital posters of:

acute angle

right angle

obtuse angle

straight angle

perpendicular lines

right angle

1 pair of parallel lines

2 pairs of parallel lines

(see Topic 15, pg. 369B-369)

5.GM.A.2 15-1: Polygons

5.GM.A.2 15-2: Triangles

5.GM.A.2 15-3: Properties

of Quadrilaterals

5.GM.A.2 15-4: Special

Quadrilaterals


39

5.GM.A.1 15-5: Classifying

Quadrilaterals

5.GM.A.2 15-6: Make and

Test

Generalizations

Review Day 1

Assessment 1

Topic 16: Coordinate Geometry


Essential Questions: How are points graphed?

How can we show the relationship between numeric patterns?


The x-value and y-value give an exact location for the point on a flat coordinate

plane. The x-value tells how far to the right or left the point is from the origin. The

y-value tells how far up or down the point is from the origin.

Mathematical relationships represented by rules can also be represented by a graph

of the rule. Ordered pairs that satisfy the rule can be used to graph the data. To

graph a rule, students will first make a table of x- and y-values representing

solutions to the rule.


5.GM.C.7: Plot and interpret points in the first quadrant of the Cartesian

coordinate plane.

Supporting:

5.GM.C.6: Define a first quadrant Cartesian coordinate system.

5.RA.A.1: Investigate the relationship between two numeric patterns.

5.DS.A.1: Create a line graph to represent a data set, and analyze the data to

answer questions and solve problems.

Priority

Standard

Unwrapped Concepts

(Students need to

know)

Unwrapped Skills


able to do)

Bloom’s

Taxonomy

Levels

Webb’s

DOK

5.GM.C.7 points in the first

quadrant of the Plot

Apply 2


40

Cartesian coordinate

plane

5.GM.C.7 points in the first

quadrant of the

Cartesian coordinate

plane

Interpret Analyze 2

Topic Vocabulary:


Words


coordinate grid, x-axis, y-axis, origin, ordered pair, x-

coordinate, y-coordinate



# of Days

Notes

Topic

Introduction


opening day: pretest, read Go Fly a Kite!, STEM

math project on maps, topic opener, or make

print or digital posters of:

point

vertical

horizontal

location

axis

y-axis

x-axis

origin

ordered pair

coordinate grid

x-coordinate

y-coordinate

(see Topic 16, pg. 389C-389)

5.GM.C.7 5.GM.C.6

16-1: Ordered

Pairs

16-2: Distances

on a Coordinate

Plane

Optional: This lesson is not aligned to a specific

standard.


41

16-3: Solve a

Simpler

Problem

Optional: This lesson is not aligned to a specific

standard.

5.DS.A.1

5.RA.A.1

16-4: Patterns

and Graphing

In this lesson, you will teach students to translate

two numeric patterns into two sets of ordered

pairs and to graph numeric patterns on the

Cartesian coordinate plane. This is a portion of

the standard 5.DS.A.1 and 5.RA.A.1.

5.DS.A.1

5.RA.A.1

16-5: More

Patterns and

Graphing

16-6: Work

Backward

Review Day 1

Assessment 1

fifth grade math curriculum course description...opener, or make print or digital posters of:...

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