Number and Operations Fractions 47 52%

5th grade 2014-2015 Curriculum Map

E.O.G. Domain % Grade 5

Number and Operations—Fractions 47–52%

Number and Operations in Base Ten 22–27%

Measurement and Data 10–15%

Operations and Algebraic 5–10%

Geometry 2–7%

Total 100%

Introduction to 5th grade:

Common Core Tools and Unpacking Documents:

Common Core worksheets by standard:

5th grade Cluster Focus:

Vocabulary Link

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9 Week Schedule

1st Quarter: August 25- October 28

2nd Quarter: October 29-January 16

3rd Quarter: January 21-March 26

4th Quarter: March 27-June 9

5th grade 2014-2015 Curriculum Map

1st Quarter: (EnVision Topics 1-4)

Introduction to 5th grade:

Common Core Tools and Unpacking Documents:

Common Core worksheets by standard:

5th grade Cluster Focus:

Resources to support 1st Quarter:

Expectation is to utilize the envision MATH Common Core (Realize Platform) as your primary resource

I-Ready- Utilize this program for your intervention and enrichment (Do The Math Schools will use this program for intervention and enrichment.)

School Net

NCDPI Wiki Activities

Vocabulary Link:

Number & Operations in Base Ten / NCDPI 5th grade TASK

Understand the place value system.(5.NBT.1-5.NBT.4)(5.NBT.)

NCDPI: Lessons for Learning Task:

Lesson # 6 “ Window Time” (5.NBT.5)

1Q

Number & Operations in Base Ten

Understand the place value system.

CCSS.MATH.CONTENT.5.NBT.A.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 its right and 1/10 of what it represents in the place to its left.
CCSS.MATH.CONTENT.5.NBT.A.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 10. Use whole-number exponents to denote powers of 10.
CCSS.MATH.CONTENT.5.NBT.A.3
Read, write, and compare decimals to thousandths. (Bring in the connection that a fraction is another form of a decimal that means the same thing.)
CCSS.MATH.CONTENT.5.NBT.A.3.A
Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).(Bring in the connection that a fraction is another form of a decimal that means the same thing.)
CCSS.MATH.CONTENT.5.NBT.A.3.B
Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.(Bring in the connection that a fraction is another form of a decimal that means the same thing.)
CCSS.MATH.CONTENT.5.NBT.A.4
Use place value understanding to round decimals to any place.

1Q

Perform operations with multi-digit whole numbers and with decimals to hundredths.

CCSS.MATH.CONTENT.5.NBT.B.5
Fluently multiply multi-digit whole numbers using the standard algorithm.
CCSS.MATH.CONTENT.5.NBT.B.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 arrays, and/or area models.
CCSS.MATH.CONTENT.5.NBT.B.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.

Unit/Problems / Content Standards (CCSS)
Intro Unit (5 days)nt
Picture This (NCTM)
Would You Rather - Change (John)
Chocolate (NRICH)
How Many More Miles (NRICH) / 5-NBT.1
Lot of Cookies (YummyMath)
UNIT: Whole Number Operations / 5-OA.2, 5-NBT.2,5,6, 5-NF.7, 5-G.4
Where Can We Visit? (NRICH) / 5-OA.2, NBT.5
Make 100 (NRICH) / 5-OA.2, NBT.5,6
Repetitiously (NRICH) / 5-NBT.2
Number Line Dancing (NCTM) / 5-NBT.5
Multiply and Conquer (NCTM) / 5-NBT.2, 5-OA.1
How Many Sheets Do You Need to Break Out of Prison? (Robert) / 5-NBT.6

5th grade 2014-2015 Curriculum Map

2nd Quarter Standards Covered: (Envision Topics 5-9) skip 8

Number and Operations in Base Ten 22–27%

Introduction to 5th grade:

Common Core Tools and Unpacking Documents:

Common Core worksheets by standard:

5th grade Cluster Focus:

Begin reviewing fraction concepts from 4th grade daily in warm-ups

Resources to support 2nd Quarter:

Expectation is to utilize the envision MATH Common Core (Realize Platform) as your primary resource

I-Ready- Utilize this program for your intervention and enrichment (Do The Math Schools will use this program for intervention and enrichment.)

School Net

Vocabulary Link:

NCDPI Wiki Activities

Number & Operations in Base Ten/ NCDPI 5th grade TASK

Perform operations with multi-digit whole numbers and with decimals to hundredths.(5.NBT.5-5.NBT.7)

DPI Lessons For Learning Task:

Fraction Review with Fractions from 4th grade

“Fraction Card Games” (Lesson 6)

Common Core Standard: Extend understanding of fraction equivalence and ordering. 4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

“Give ‘Em Chocolate!” (7th lesson)

Common Core Standard

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

Lesson 2 “Building Powers of Ten” (5.NBT.2)
Lesson 3 “Decimal Clue Conundrum” (5.NBT.3)

School Net/ ClassScape lessons that correlate with the standards. Utilize to deepen understanding of standards. Questions mirror the benchmark/ EOG questions at the end of the year.

Number & Operations in Base Ten/ NCDPI 5th grade TASK

Perform operations with multi-digit whole numbers and with decimals to hundredths.(5.NBT.5-5.NBT.7)

DPI Lessons For Learning Task:



Fraction Review with Fractions from 4th grade

“Fraction Card Games” (Lesson 6)

“Give ‘Em Chocolate!” (7th lesson)

Common Core Standard

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

Lesson 2 “Building Powers of Ten” (5.NBT.2)
Lesson 3 “Decimal Clue Conundrum” (5.NBT.3)

School Net/ ClassScape lessons that correlate with the standards. Utilize to deepen understanding of standards. Questions mirror the benchmark/ EOG questions at the end of the year.

Number & Operations—Fractions

Use equivalent fractions as a strategy to add and subtract fractions.

CCSS.MATH.CONTENT.5.NF.A.1
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
CCSS.MATH.CONTENT.5.NF.A.2
Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2

2Q

Understand the place value system.

CCSS.MATH.CONTENT.5.NBT.A.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 10. Use whole-number exponents to denote powers of 10.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

CCSS.MATH.CONTENT.5.NBT.B.5
Fluently multiply multi-digit whole numbers using the standard algorithm.
CCSS.MATH.CONTENT.5.NBT.B.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 arrays, and/or area models.
CCSS.MATH.CONTENT.5.NBT.B.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.

UNIT: Decimals and Operations / 5-NBT.6,7, 5-OA.1
Sports Numbers (NCTM) / 5-NF.3,6,7
Getting the Decimal Point With Blocks (NCTM) / 5-NBT.6
Division and Interpreting Remainders (Teresa) / 5-NBT.1,6
Minutes and Days (Illustrative Mathematics) / 5-MD.1, 5-MBT.6
What Should the Freeway Sign Show? (Robert) / 5-NBT.7, 4-MD.2
UNIT: Applied Decimals and Fractions / 5-NBT.2,4,7, 5-NF.6,7
Class Attributes (NCTM) / 5-NF.3,6,7
Ratio and Dilutions (NRICH) / 5-NF.5,6,7
Oil,Oil Everywhere (NCTM) / 5-NF.3,7
A Brownie Bake (NCTM) / 5-NF.5,6
Triathlon and Fitness (NRICH) / 5-NF.5,6,7, 5-NBT.3,7
Interdisciplinary Project
National Population Projections (NCTM)
UNIT: Fraction and Decimal Concepts / 5-NBT.1,3,4, 5-NF.3,5
Largest Product (NRICH) / 5-NBT.4
How Do You Write a Check to Pay For Something? (Robert) / 5-NBT.3a
A Meter of Candy (NCTM) / 5-NF.3
Eggsactly with a dozen eggs (NCTM) / 5-NF.3
Eggsactly with 18 eggs (NCTM) / 5-NF.3
Eggsactly Equivalent (NCTM) / 5-NF.3
Pizza Party (YummyMath) / 5-NF.3
Post-Office Numbers (NCTM) / 5-NF.3
Describing Designs (NCTM) / 5-NF.3
Another Look at the Set Model with Attribute Pieces (NCTM) / 5-NF.3
Virtual Pattern Blocks (NCTM) / 5-NF.3
Investigating Fractions with Pattern Blocks (NCTM) / 5-NF.3
Fraction Feud (NCTM) / 5-NF.3

5th grade 2014-2015 Curriculum Map

3rd Quarter Standards Covered: Envision Topics: (Cont. 9- 13)

Number and Operations—Fractions 47–52%

Introduction to 5th grade:

Common Core Tools and Unpacking Documents:

Common Core worksheets by standard:

5th grade Cluster Focus:

Resources to support Curriculum

Expectation is to utilize the envision MATH Common Core (Realize Platform) as your primary resource

I-Ready- Utilize this program for your intervention and enrichment (Do The Math Schools will use this program for intervention and enrichment.)

School Net

Vocabulary Link:

NCDPI Wiki Activities

NCPDP Performance Task:

Performance Task /Number & Operations-Fractions

Use equivalent fractions as a strategy to add and subtract fractions.(5.NF.1-5.NF.2)
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.(5.NF.3-5.NF.7)

5th grade Lessons for Learning:

NCDPI Lessons For Learning: “Review from 4th grade

Lesson 8 “Unit Fractions “
Lesson 9 “Show What You Know: Multiple Representations of Decimals and Fractions
Lesson 10 “Running the Race” Extend understanding of fraction equivalence and ordering.

School Net lessons that correlate with the standards

3Q

Use equivalent fractions as a strategy to add and subtract fractions.

CCSS.MATH.CONTENT.5.NF.A.1
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
CCSS.MATH.CONTENT.5.NF.A.2
Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

Apply and extend previous understandings of multiplication and division.

CCSS.MATH.CONTENT.5.NF.B.3
Interpret a fraction as division of the numerator by the denominator (a/b=a÷b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
CCSS.MATH.CONTENT.5.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
CCSS.MATH.CONTENT.5.NF.B.4.A
Interpret the product (a/b) ×qas a parts of a partition ofqintobequal parts; equivalently, as the result of a sequence of operationsa×q÷b.For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)

CCSS.MATH.CONTENT.5.NF.B.4.B
Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
CCSS.MATH.CONTENT.5.NF.B.5
Interpret multiplication as scaling (resizing), by:
CCSS.MATH.CONTENT.5.NF.B.5.A
Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
CCSS.MATH.CONTENT.5.NF.B.5.B
Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalencea/b= (n×a)/(n×b) to the effect of multiplyinga/bby 1.
CCSS.MATH.CONTENT.5.NF.B.6
Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
CCSS.MATH.CONTENT.5.NF.B.7
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1
CCSS.MATH.CONTENT.5.NF.B.7.A
Interpret division of a unit fraction by a non-zero whole number, and compute such quotients.For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.

CCSS.MATH.CONTENT.5.NF.B.7.B
Interpret division of a whole number by a unit fraction, and compute such quotients.For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
CCSS.MATH.CONTENT.5.NF.B.7.C
Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem.For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?

UNIT: Fractions and Operations / 5-NF.1,2,4,5c,6
Paper Cuts (Andrew via 101qs) / 5-NF.4, 4-MD.3
Keep it Simple (NRICH) / 5-NF.1
Egyptian Fractions (NRICH) / 5-NF.1
The Greedy Algorithm (NRICH) / 5-NF.1
Fractions Jigsaw (NRICH) / 5-NF.1,2
Peaches Today, Peaches Tomorrow… (NRICH) / 5-NF.1,2,3,4
How Tall Is Mini Me? (Robert) / 5-NF.5,5a,5c
Another Look at Fractions of a Set (NCTM) / 5-NF.4,5
Pizza With Friends (Teresa) / 5-NF.1,2,4
Where are the Cookies (Teresa) / 5-NF.4, 4a, 4b,6
Fractions on a Line Plot (Illustrative Mathematics) / 5-NF.1,5-MD.2
Ben’s Game (NRICH) / 5-NF2,3

The objectives for Measurement and Data (Some of this will be covered in 4th Quarter)

Convert like measurement units within a given measurement system.

CCSS.MATH.CONTENT.5.MD.A.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 conversions in solving multi-step, real world problems.

Represent and interpret data.

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

Geometric measurement: understand concepts of volume.

CCSS.MATH.CONTENT.5.MD.C.3
Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
CCSS.MATH.CONTENT.5.MD.C.3.A
A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume.
CCSS.MATH.CONTENT.5.MD.C.3.B
A solid figure which can be packed without gaps or overlaps usingnunit cubes is said to have a volume ofncubic units.
CCSS.MATH.CONTENT.5.MD.C.4
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
CCSS.MATH.CONTENT.5.MD.C.5
Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
CCSS.MATH.CONTENT.5.MD.C.5.A
Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.
CCSS.MATH.CONTENT.5.MD.C.5.B
Apply the formulasV=l×w×handV=b×hfor rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
CCSS.MATH.CONTENT.5.MD.C.5.C
Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.

UNIT: Measurement / 5-MD.1,2,4,5
How Fast Can You Throw a Baseball? (Robert) / 5-MD.1
Converting Fractions of a Unit into a Smaller Unit (Illustrative Mathematics) / 5-NF.3, 5-MD.1
You Can Multiply Three Numbers in Any Order (Illustrative Mathematics) / 5-MD.5, 5-OA.3
What’s a Typhoon (Yummymath) / 5-MD.1
Aluminum Cans (NCTM) / 5-MD.2
How Big of a Problem are Littered Cigarette Butts? (Robert) / 5-MD.3,4,5
How Big Is the 2010 Guatemalan Sinkhold? (Robert) / 5-MD.3,4,5
The Slow Forty (Dan) / 5-MD.1
Box of Clay (Illustrative Mathematics) / 5-MD.5
Using Volume to Understand the Associative Property of Multiplication (Illustrative Mathematics) / 5-MD.5
Carl’s Aquarium (Illustrative Mathematics) / 5-MD.5
[remediation, extension, assessment, skill practice]