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Curriculum and Instruction – Office of Mathematics3rd Nine Weeks 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

In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-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 Ready Standards are 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 Standards call for a greater focus in mathematics. 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 - information 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.

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Curriculum and Instruction – Office of Mathematics3rd Nine Weeks Grade 5

While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.

These standards emphasize thinking, problem-solving and creativity through next generation assessments that go beyond multiple-choice tests to increase college and career readiness among Tennessee students. In addition, assessment blueprints (http://www.tn.gov/education/article/tnready-blueprints) have been designed to show educators a summary of what will be assessed in each grade, including the approximate number of items that will address each standard. Blueprints also detail which standards will be assessed on Part I of TNReady and which will be assessed on Part II.

Our collective goal is to ensure our students graduate ready for college and career. The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation and connections.

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Problem Solving

Reasoning and Proof

CommunicationRepresentation

Connection

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The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations) procedural fluency

(skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics and sensible, useful and worthwhile, coupled with a belief in diligence and one’s own efficacy). Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

The TNCore 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 each respective grade level.

Mathematical Teaching Practiceshttps://mathprojectsjournal.files.wordpress.com/2015/05/nctm-teaching-practices.pdf

NCTM – Mathematics Teaching Practices

How to Use the Mathematics Curriculum Maps

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. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts, as described above, in instruction for Mathematics.

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 standards and teaching practices that teachers should consistently access:

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Mathematical Practices

Make sense of problems and persevere in solving them

Reason abstractly and quatitatively

Construct viable arguments and

critique the reasoning of

others

Model with mathematics

Use appropriate tools

strategically

Attend to precision

Look for and make use of

structure

Look for and express

regularity in repeated reasoning

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Curriculum Maps:

Locate the TDOE Standards in the left column. Analyze the language of the standards and match each standard to a learning target in the second column.

Each standard is identified as the following: Major Work, Supporting Content or Additional content. In any single grade, students and teachers should spend the majority of their time on the major work of the grade. Consult your enVision Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Plan your weekly and daily objectives, using the learning target statements to help. Best practices tell us that making objectives

measureable increases student mastery. Include daily fluency practice. Study the suggested performance assessments (tasks) and match them to your objectives. Review the CLIP Connections found in the right hand column. Make plans to address the Academic Vocabulary in your instruction. Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard. Using your enVision TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template.

Remember to include differentiated activities to address the needs of all students.

Resources to Help Prepare Students for the TNReady Assessments

The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments: The Item Sampler (MICA) can be found here: https://micatime.com/ TDOE TNReady Practice Tools homepage : A summary of TNReady practice tools Classroom Chronicles: Using MICA to prepare for TNReady : Hear how other teachers in TN are using MICA! Ten Things to Know about TNReady from the TDOE

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TNReady Blueprints: Blueprints provide a summary of what will be assessed in each grade, including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task. This webpage also includes the calculator policy and reference sheets for Grades 5-8.

Overview

Grade 5: Quarter 3

Engageny Module 4: Multiplication and Divisions of Fractions Topic E Topic F Topic G

Engageny Module 5: Addition and Multiplication with Volume and Area Topic A: Concepts of Volume Topic B: Volume and the Operations of Multiplication and Addition Topic C: Area of Rectangular Figures with Fractional Side Lengths

TN Ready Assessment Part 1 Topic D: Drawing, Analysis, and Classification of Two-Dimensional Shapes

Topic 6: Variables and Expressions/Topic 15: Solving and Writing EquationsTopic 14: Measurement Units

Overview

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Students will continue their progression of working with fractions in Quarter 3. Building on their prior learning with addition and subtraction of fractions, an introduction to multiplying fractions concluded the work of Quarter 2. Engageny will be used as a resource throughout most of this quarter. This resource provides a progression of student learning that will lead to a more in depth conceptual understanding of multiplying and dividing fractions. This understanding is essential as students continue to find the area of a rectangle with fractional side lengths (4.NF.4b). Please note that not all lessons will be utilized at this time. This is intentional so that appropriate time is given to cover all major work of the grade prior to TNReady Part 1. According to the 10/1/15 revision of the blueprint, the performance task will include the following standards: 5.NBT.B, 5.NF.B, 5.MD.C. There will also be additional questions on these standards as well as other. Please see the blueprint here.

The quarter begins with Engageny Module 4: Topic E. This topic introduces students to multiplication of fractions by fractions (5.NF.4a). The topic starts with multiplying unit fraction by a unit fraction, and progresses to multiplying two non-unit fractions. Students use area models, rectangular arrays, and tape diagrams to model the multiplication. These familiar models help students draw parallels between whole number and fraction multiplication, as well as solve word problems. Students will connect fraction-by-fraction multiplication to multiply fractional units-by-fractional unit.

Students interpret multiplication in Grade 3 as equal groups, and in Grade 4 students begin understanding multiplication as comparison. Here, in Topic F, students once again extend their understanding of multiplication to include scaling (5.NF.5). Students compare the product to the size of one

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Express 534 ft as inches.

534 ft = (5 × 12) inches + (

34 × 12)

inches= 60 + 9 inches

= 69 inches

34 ×

34 of a foot =

34 × 12 inches

1 foot = 12 inches

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factor, giving the size of the other factor (5.NF.5a) without calculation (e.g., 486 × 1,327.45 is twice as large as 243 × 1,327.45 because 486 = 2 × 243). This reasoning, along with the other work of this module, sets the stage for students to reason about the size of products when quantities are multiplied by numbers larger than 1 and smaller than 1. Students relate their previous work with equivalent fractions to interpreting multiplication by nn as multiplication by 1 (5.NF.5b). Students will apply the concepts of the topic to real world, multi‐step problems (5.NF.6).

Topic G begins the work of division with fractions. Students use tape diagrams and number lines to reason about the division of a whole number by a unit fraction and a unit fraction by a whole number (5.NF.7). Students reason about how many fourths are in 5 when considering such cases as 5 ÷ 14 . They also reason about the size of the unit when

14 is partitioned into 5 equal parts:

14 ÷ 5.

Quarter 3 then transitions to Engageny Module 4 where students use their previous knowledge of addition and multiplication to work with volume and area. In this 25-day module, students work with two- and three-dimensional figures. Volume is introduced to students through concrete exploration of cubic units and culminates with the development of the volume formula for right rectangular prisms. The second half of the module turns to extending students’ understanding of two-dimensional figures. Students combine prior knowledge of area with newly acquired knowledge of fraction multiplication to determine the area of rectangular figures with fractional side lengths. They then engage in hands-on construction of two-dimensional shapes, developing a foundation for classifying the shapes by reasoning about their attributes. This module fills a gap between Grade 4’s work with two-dimensional figures and Grade 6’s work with volume and area.In Topic A, students extend their spatial structuring to three dimensions through an exploration of volume. Students come to see volume as an attribute of solid figures and understand that cubic units are used to measure it (5.MD.3). Using improvised, customary, and metric units, they build three-dimensional shapes, including right rectangular prisms, and count units to find the volume (5.MD.4). By developing a systematic approach to counting the unit cubes, students make connections between area and volume. They partition a rectangular prism into layers of unit cubes and reason that the number of unit cubes in a single layer corresponds to the number of unit squares on a face. They begin to conceptualize the layers themselves, oriented in any one of three directions, as iterated units. This understanding allows students to reason about containers formed by nets, reasonably predict the number of cubes required to fill them, and test their prediction by packing the container. Concrete understanding of volume and multiplicative reasoning (5.MD.3) come together in Topic B as the systematic counting from Topic A leads naturally to formulas for finding the volume of a right rectangular prism (5.MD.5). Students solidify the connection between volume as packing and volume as filling by comparing the amount of liquid that fills a container to the number of cubes that can be packed into it. This connection is formalized as students see that 1 cubic centimeter is equal to 1 milliliter. Complexity increases as students use their knowledge that volume is additive to partition and calculate the total volume of solid figures composed of non-overlapping, rectangular prisms. Word problems involving the volume of rectangular prisms with whole number edge lengths solidify understanding and give students the opportunity to reason about scaling in the context of volume. Topic B concludes with a design project that gives students the opportunity to apply the concepts and formulas they have learned throughout Topics A and B to create a sculpture of a specified volume composed of varied rectangular prisms with parameters given in the project

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description.In Topic C, students extend their understanding of area as they use rulers and set squares to construct and measure rectangles with fractional side lengths and find their areas. Students apply their extensive knowledge of fraction multiplication to interpret areas of rectangles with fractional side lengths (5.NF.4b) and solve real world problems involving these figures (5.NF.6), including reasoning about scaling through contexts in which volumes are compared. Visual models and equations are used to represent the problems through the Read-Draw-Write (RDW) protocol.In Topic D, students draw two-dimensional shapes to analyze their attributes and use those attributes to classify them. Familiar figures, such as parallelograms, rhombuses, squares, trapezoids, etc., have all been defined in earlier grades and, in Grade 4, students have gained an understanding of shapes beyond the intuitive level. Grade 5 extends this understanding through an in-depth analysis of the properties and defining attributes of quadrilaterals. Grade 4’s work with the protractor is applied to construct various quadrilaterals. Using measurement tools illuminates the attributes used to define and recognize each quadrilateral (5.G.3). Students see, for example, that the same process they used to construct a parallelogram will also produce a rectangle when all angles are constructed to measure 90°. Students then analyze defining attributes and create a hierarchical classification of quadrilaterals (5.G.4).

The TN Ready test will be administered sometime during Module 5 Topic D. It is highly recommended that high level instruction continue throughout the testing window, in order to ensure student mastery in all required work of the grade.

Topic 6 and 15 then focus on helping students translate real-world situations to algebraic expressions and equations. Students look at the quantities in the real-world situation and make sense of how those quantities are related. Students will use the Distributive Property as well as the Order of Operations to evaluate and solve numerical expressions. The unit also includes generating two numerical patterns using two giving rules. (5.OA.A.1, 5.OA.A.2, 5.OA.B.3). Specific Engageny lessons have been attached as supplemental lessons. Teachers are encouraged to use these resources to help build student understanding.

The quarter concludes with Topic 14, as students use their prior knowledge of multiplication to convert different-sized standard measurement units within a given measurement system. They will then use the conversions to solve multi-step, real world problems (5.MD.A.1). Lessons from Engageny Module 4 are a strong supplement to the enVisions resource. Students start by comparing line plots and explain how changing the accuracy of the unit measure affects distribution points. This is foundational to the understanding that measurement is inherently imprecise because it is limited by the accuracy of the tool at hand. Students use their knowledge of fraction operations to explore questions that arise from the plotted data. Students will think find fractional parts of customary measurements and measurement conversion (5.MD.1). Students convert smaller units to fractions of a larger unit. While it would have been optimal to include these lessons in Module 4, pacing dictated that we cover these topics after part I of the TN Ready Assessment.

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(Note: Related Foundational Standards are noted in parenthesis after standard)

Cluster 5.NF.B: Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. (4.NF.B.4) 5.NF.B.4.a Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a ×

q ÷ b. (4.NF.B.4) 5.NF.B.5 Interpret multiplication as scaling (resizing) (3.OA.A.1, 3.OA.A.2, 4.MD.A.2, 4.NF.A.1, 4.OA.A.1, 4.OA.A.2, 5.NF.B.4) 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. (3.OA.A.1, 3.OA.A.2, 4.MD.A.2, 4.NF.A.1, 4.OA.A.1, 4.OA.A.2, 5.NF.B.4) 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 equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1. (3.OA.A.1, 3.OA.A.2, 4.MD.A.2, 4.NF.A.1, 4.OA.A.1, 4.OA.A.2, 5.NF.B.4)

5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers. (3.OA.A.1, 3.OA.A.2, 4.MD.A.2, 4.OA.A.1, 4.OA.A.2)

5.NF.B.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (3.MD.A.2, 3.NF.A.1, 3.OA.B.6, 4.NF.B.4)

5.NF.B.7.b Interpret division of a whole number by a unit fraction, and compute such quotients. (3.MD.A.2, 3.NF.A.1, 3.OA.B.6, 4.NF.B.4) 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. (3.MD.A.2, 3.NF.A.1, 3.OA.B.6, 4.NF.B.4)

Cluster 5.MD.A: Convert like measurement units within a given measurement system 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. (4.OA.A.2, 4.MD.A.1, 4.MD.A.2, 5.NBT.B.7)

Cluster 5.MD.C: Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. 5.MD.C.3 Recognize volume as an attribute of solid figures and understands concepts of volume measurement. (3.MD.C.5) 5.MD.C.3.b A solid figure, which can be packed without gaps or overlaps using n unit cubes, is said to have a volume of n cubic units. (3.MD.C.5)5.MD.C.4 Measure volumes by counting unit cubes using cubic cm, cubic in, cubic ft, and improvised units. (5.MD.C.3)5.MD.C.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. (3.OA.B.5, 4.MD.A.3, 5.MD.C.3, 5.MD.C.4)

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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. (3.OA.B.5, 4.MD.A.3, 5.MD.C.3, 5.MD.C.4)

5.MD.C.5.b Apply the formulas V=l x w x h and V = b x h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real world and mathematical problems. (3.OA.B.5, 4.MD.A.3, 5.MD.C.3, 5.MD.C.4)

Cluster: 5.NBT.B: Perform operations with multi-digit whole numbers and with decimals to hundredths. 5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm. (4.NBT.B.4, 4.NBT.B.5, 5.NBT.A.1) 5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models. (4.NBT.B.4, 5. NBT.A.1, 5.NF.A.1, 5.NF.B.4, 5.NF.B.7) 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. (4.NBT.B.4, 4.NBT.B.6, 5.NBT.A.1, 5.NBT.B.5)

Cluster 5.OA.A: Write and interpret numerical expressions. 5.OA.A.1 : Use parentheses, brackets or braces in numerical expressions, and evaluate expressions with these symbols. (Introductory skill) 5.OA.A.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

(5.OA.A.1)

Cluster 5.OA.B: Analyze patterns and relationships. 5.OA.B.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered

pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. (4.OA.C.5)

Cluster 5.G.B.3: Classify two-dimensional figures into categories based on their properties 5.G.B.3 Understand the attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. 3.G.A.1,

4.G.A.2, 4.MD.C.4) 5.G.B.4 Classify two-dimensional figures in a hierarchy based on properties. (5.G.B.3)

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Foundational StandardsCluster 3.OA.A: Represent and solve problems involving multiplication and division. 3.OA.A.1 Interpret products of whole numbers.

Cluster 3.OA.A: Represent and solve problems involving multiplication and division. 3.OA.A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are

partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. (2.OA.C.4, 2.NBT.A.2, 3.OA.A.1)

Cluster 3.OA.B: Understand properties of multiplication and the relationship between multiplication and division. 3.OA.B.5 Apply properties of operations as strategies to multiply and divide.

Cluster 3.OA.B: Understand properties of multiplication and the relationship between multiplication and division. 3.OA.B.6 Understand division as an unknown-factor problem. (3.OA.A.1, 3.OA.A.2)

Cluster 3.NF.A: Develop the understanding of fractions as numbers. 3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is portioned into b equal parts; understand a fraction a/bas the

quantity formed by a parts of size 1/b. (1.G.A.3, 2.G.A.3)

Cluster 3.MD.A: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. 3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add,

subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

Cluster 3.MD.C: Geometric measurement: understand concepts of area and relate area to multiplication and to addition. 3.MD.C.5 Recognize area as an attribute of plane figures and understand concepts of area measurement. (1.G.A.2) 3.MD.C.5.a A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. (1.G.A.2) 3.MD.C.5.b A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. (1.G.A.2)

Cluster 3.G.A: Reason with shapes and their attributes.

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3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. (1.G.A.1, 2.G.A.1)

Cluster 4.NBT.B Use place value understanding and properties of operations to perform multi-digit arithmetic.

4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (3.OA.A.1, 3.OA.B.5, 3.OA.C.7)

4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-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. (3.OA.A.2, 3.OA.B.5, 3.OA.C.7)

Cluster 4.OA.A Use the four operations with whole numbers to solve problems. 4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times

as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. (3.NBT.A.2, 3.OA.A.1, 3.NBT.A.3) 4.OA.A.2 Multiply or divide to solve word problems involving multiplicative comparison. (3.NBT.A.2, 3.OA.A.1, 3.OA.A.2, 3.OA.A.3)

Cluster 4.OA.C: Generate and Analyze Patterns 4.OA.C.5 : Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule

itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

CCSS Cluster (4.MD.A): Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a

single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), …

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4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Cluster 4.MD.A Solve problems involving measurement and conversion of measurements. 4.MD.A.3: Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.CCSS Cluster (4.NF.B): Build fractions from unit fractions by applying and extending previous understandings of operations on whole

numbers. 4.NF.B.4.a Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4),

recording the conclusion by the equation 5/4 = 5 × (1/4). 4.NF.B.4.b Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example,

use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) 4.NF.B.4.c Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

Fluency Practice

NCTM Position

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 practice in ways that get their adrenaline flowing. Automaticity is critical so that students avoid using up too many of their attention resources with 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. It should be high-paced and energetic, celebrating improvement and focusing on recognizing patterns and connections within the material. Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency.

Standards for Mathematical Practice

The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course, K-12.  The Standards for Mathematical Practice describe the varieties of expertise, habits of minds, and productive dispositions that educators seek to develop in all students.

Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

Resources:

https://www.engageny.org/resource/grade-2-mathematics https://www.pearsonsuccessnet.com/snpapp/iText/getTeacherHomepage.do?newServiceId=6000&newPageId=10100

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

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TN State Standards Essential Understandings Content & Tasks CLIP Connections

Engageny: Module 4: Multiplication and Divisions of Fractions(Allow 2 weeks for instruction, review and assessment – continued from Quarter 2)

Cluster 5.OA.A: Write and interpret numerical expressions. 5.OA.A.1 : Use parentheses, brackets or

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

Cluster 5.NF.B: Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 5.NF.B.4 Apply and extend previous

understandings of multiplication to multiply a fraction or whole number by a fraction.

5.NF.B.4.a Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b.

5.NF.B.5 Interpret multiplication as scaling (resizing)

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.

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

Enduring Understandings1. Fractions can be interpreted as division.2. Equal sharing with area models provides

opportunities to understand division of whole numbers with answers in the form of fractions or mixed numbers.

3. Fractions and decimals allow for quantities to be expressed with greater precision than with just whole numbers.

Essential Questions1. How do mathematical ideas interconnect

and build on one another to produce a coherent whole?

2. Why express quantities, measurements, and number relationships in different ways?

Learning Targets I can multiply unit fractions by unit

fractions. (Topic E: Lesson 13)(5.NF.4a, 5.NF.6)

I can multiply unit fractions by non-unit fractions. (Topic E: Lesson 14)(5.NF.4a, 5.NF.6)

I can multiply non-unit fractions by non-unit fractions. (Topic E: Lesson 15)(5.NF.4a, 5.NF.6)

I can solve word problems using tape

Please use the following Engage NY Lessons from Module 4:

https://www.engageny.org/resource/grade-5-mathematics-module-4(Note: Due to time limitations before TN

Ready Part 1 use ONLY the following lessons to stay on pace)

Topic E: (5.NF.4a, 5.NF.6)Lesson 13Lesson 14Lesson 15Lesson 16

Topic F: (5.NF.5, 5.NF.6)Lesson 21Lesson 22

Topic G: (5.OA.1, 5.NF.7)Lesson 25Lesson 26Lesson 27Lesson 28

Coordinating i-Ready Lessons Multiplying a whole Number and a

Fraction Multiply Fractions to Find Area Understand Multiplication as Scaling

Academic Vocabularyfraction, numerator, denominator, operations, multiplication/multiply, division/divide,mixed numbers, product, quotient, partition, equal parts, equivalent, factor, unit fraction, area, side lengths, fractional sides lengths, comparing, scaling

Exit Ticket: Please see exit tickets located at the end of every lesson. These exit tickets usually require a written response.

Tasks: The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable.

Literature ConnectionsWorldScapes Readers: The Mighty Mekong

Additional Literature ConnectionsApple Fractions Jerry PallottaFraction Action Loreen LeedyFraction Fun David A. Adler

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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsby a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.

5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers.

5.NF.B.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

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

5.NF.B.7.b Interpret division of a whole number by a unit fraction, and compute such quotients.

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.

diagrams and fraction-by-fraction multiplication. (Topic E: Lesson 16)(5.NF.4a, 5.NF.6)

I can explain the size of the product, and relate fraction and decimal equivalence to multiplying a fraction by 1.(Topic F: Lesson 21)(5.NF.5, 5.NF.6)

I can compare the size of the product to the size of the factors. .(Topic F: Lesson 22)(5.NF.5, 5.NF.6)

I can divide a whole number by a unit fraction. (Topic G: Lesson 25) (5.NF.7)

I can divide a unit fraction by a whole number. (Topic G: Lesson 26) (5.NF.7)

I can solve problems involving fraction division. (Topic G: Lesson 27) (5.OA.1, 5.NF.7)

I can write equations and word problems corresponding to tape and number line diagrams. (Topic G: Lesson 25) (5.OA.1, 5.NF.7)

Multiplying Fractions Understand Division with Unit

Fractions Divide Unit Fractions in Word

Problems

Suggested Tasks:Task Bank (TNCore 5th Grade Task Arc)http://tncore.org/math/instructional_resources/grades/grade5.aspx

Gretchen’s Garden Multiplication with Fractions: Finding

Portions of Numbers

Cluster 5.NBT.B: Perform operations with multi-digit whole numbers and with decimals to hundreths

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

Fluency Practice Daily

It is recommended that students participate in fluency practice daily. It should be high-paced and energetic, celebrating improvement and focusing on recognizing patterns and

Fluency Resources:http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks(See Grade 5 - Sprints – Grade 5 – Module 4)

http://biloxischools.schoolwires.net/

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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsconnections within the material.

Fluency lessons are part of all Engageny

Lessons. The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students.

Page/5285

http://maccss.ncdpi.wikispaces.net/5th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)

Engage NY Module 5 Addition and Multiplication with Volume and Area (Topics A,B and C)Note: Volume will be assessed in Part 1 in the Performance Task (5.NBT.B, 5.NF.B, 5.MD.C)

(Allow 3 week for instruction, review and assessment)Cluster 5.MD.C: Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. 5.MD.C.3 Recognize volume as an

attribute of solid figures and understands concepts of volume measurement.

5.MD.C.3 a a cube with side length of 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.

5.MD.C.3.b A solid figure, which can be packed without gaps or overlaps using n unit cubes, is said to have a volume of n cubic units.

5.MD.C.3 Recognize volume additive. Find volumes of solid figures composed of two no-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.

5.MD.C.4 Measure volumes by counting unit cubes using cubic cm, cubic in, cubic ft, and improvised units.

5.MD.C.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical

Enduring Understanding1. Everyday objects have a variety of

attributes, each of which can be measured in many ways.

2. What we measure affects how we measure it.

3. Measurements can be used to describe, compare, and make sense of the world around them.

Essential Questions1. How does how we measure influence

what we conclude?2. How does what we measure influence

how we measure?3. How can measurements be used to solve

problems?

Learning Targets I can explore volume by building with and

counting unit cubes. (Topic A: Lesson 1)(5.MD.3, 5.MD.4)

I can find the volume of a right rectangular prism by packing with cubic units and counting. (Topic A: Lesson 2)(5.MD.3, 5.MD.4)

I can compose and decompose right

Please use the following lessons from Engage ny Module 5:

Topic A: Concepts of Volume (5.MD.3, 5.MD.4)Lesson 1Lesson 2Lesson 3

Topic B: Volume and the Operations of Multiplication and Addition (5.MD.3, 5.MD.5)Lesson 4Lesson 5Lesson 6Lesson 7Lesson 8Lesson 9

Complete Mid Module Assessment

Topic C: Area of Rectangular Figures with Fractional Side Lengths (5.NF.4b, 5.NF.6)Lesson 10Lesson 11Lesson 12Lesson 13Lesson 14

Academic Vocabularymeasurement, attribute, volume, solid figure, right rectangular prism, unit, unit cube, gap, overlap, cubic units (cubic cm, cubic in., cubic ft., nonstandard cubic units), multiplication, addition, edge lengths, height, area of base

Exit Ticket: Please see exit tickets located at the end of every lesson. These exit tickets usually require a written response.

Tasks: The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable.

Literature ConnectionsWorldScapes Readers: Cruising the Caribbean

Additional Literature ConnectionsPerimeter, Area, and Volume - A Monster Book of Dimensions David Adler

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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsproblems involving volume.

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.

5.MD.C.5.b Apply the formulas V=l x w x h and V = b x h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real world and mathematical problems.

rectangular prisms using layers. (Topic A: Lesson 3)(5.MD.3, 5.MD.4)

I can use multiplication to calculate volume. (Topic B: Lesson 4)(5.MD.3, 5.MD.5)

I can use multiplication to connect volume as packing with volume as filling. (Topic B: Lesson 5)(5.MD.3, 5.MD.5)

I can Find the total volume of solid figures composed of two non-overlapping rectangular prisms. (Topic B: Lesson 6)(5.MD.3, 5.MD.5)

I can solve word problems involving the volume of rectangular prisms with whole number edge lengths. (Topic B: Lesson 7)(5.MD.3, 5.MD.5)

I can apply concepts of formulas of volume to design a sculpture using rectangular prisms withing given parameters. (Topic B: Lesson 8-9)(5.MD.3, 5.MD.5)

I can Find the area of rectangles with whole-by-mixed and whole-by-fractional number side lengths by tiling, record by drawing, and relate to fraction multiplication. (Topic C: Lesson 10)(5.NF.4b, 5.NF.6)

I can find the area of rectangles with mixed-by-mixed and fraction-by-fraction side lengths by tiling, record by drawing, and relate to fraction multiplication. (Topic C: Lesson 11)(5.NF.4b, 5.NF.6)

I can measure to find the area of rectangles with fractional side lengths. (Topic C: Lesson 12)(5.NF.4b, 5.NF.6)

I can multiply mixed number factors, and relate to the distributive property and the area model. (Topic C: Lesson 13)(5.NF.4b, 5.NF.6)

Lesson 15

Coordinating i-Ready Lessons Understand and Measure Volume Find Volume of Rectangular Prisms

Using Formulas Review Volume

Task Bankhttp://www.illustrativemathematics.org/5MD: Box of Clay

http://3-5cctask.ncdpi.wikispaces.net/5.MD.3-5.MD.5

Supplemental enVision Resources:Topic 11:11-3A – Area of a rectangle

Topic 13:13-3 – Surface Area13-5 – Volume13-5A – Models and Volume13-6 – Irregular Shapes and Solids13-6A Combining Volumes

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TN State Standards Essential Understandings Content & Tasks CLIP Connections I can solve real world problems involving

are of figures with fractional side lengths using visual models and/or equations. (Topic C: Lesson 14-15)(5.NF.4b, 5.NF.6)

Cluster 5.NBT.B: Perform operations with multi-digit whole numbers and with decimals to hundreths

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

Fluency Practice Daily

It is recommended that students participate in fluency practice daily. It should be high-paced and energetic, celebrating improvement and focusing on recognizing patterns and connections within the material.

Fluency lessons are part of all Engageny

Lessons. The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students.

Fluency Resources:http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks(See Grade 5 - Sprints – Grade 5 – Module 4)

http://biloxischools.schoolwires.net/Page/5285

http://maccss.ncdpi.wikispaces.net/5th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)

TN Ready TestingPart 1

(Allow 1 week for assessment)Note: Please continue to teach topics as shown in curriculum maps

Engage NY Module 5 Topic D: Drawing, Analysis, and Classification of Two Dimensional Shapes (Topic D) (Allow 1 1/2 weeks for instruction, review and assessment)

Cluster (5.G.B): Classify two- dimensional figures into categories based on their properties. 5.G.B.3 Understand that attributes

belonging to a category of two-dimensional figures also belong to all

Enduring Understandings1. Geometric properties can be used to

construct geometric figures.2. Geometric relationships provide a means

Please use the following lessons from Engage ny Module 5:

Topic D: Drawing, Analysis, and Classification of Two-Dimensional Shapes

Academic VocabularyAttribute, face, kite, parallel lines, parallelogram, perpendicular, perpendicular bisector, plane, polygon, quadrilateral, rectangle, rectangular prism, rhombus, right angle, right rectangular prism, solid figure,

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TN State Standards Essential Understandings Content & Tasks CLIP Connections

subcategories of that category. 5.G.B.4 Classify two-dimensional figures

in a hierarchy based on properties.

to make sense of the world around them.

Essential Questions1. How can spatial relationships be

described by careful use of geometric language?

2. How do geometric relationships help in solving problems and/or make sense of the world?

Learning Targets:

I can draw trapezoids to clarify their attributes, define trapezoids based on those attributes. (Topic D: Lesson 16) (5.G.3)

I can draw parallelograms to clarify their attributes, and define parallelograms based on those attributes. (Topic D: Lesson 17) (5.G.3)

I can draw rectangles and rhombuses to clarify their attributes, and define rectangles and rhombuses based on those attributes. (Topic D: Lesson 18) (5.G.3)

I can draw kites and squares to clarify their attributes, and define kites and squares based on those attributes. (Topic D: Lesson 19) (5.G.3)

I can classify two-dimensional figures in a hierarchy based on properties. (Topic D: Lesson 20) (5.G.4)

I can draw and identify varied two-dimensional figures from given attributes. (Topic D: Lesson 21) (5.G.3, 5.G.4)

Lesson 16Lesson 17Lesson 18Lesson 19Lesson 20Lesson 21

End of Module Assessment

Coordinating i-Ready Lessons Quadrilaterals Classifying Triangles Classifying Two-Dimensional

Figures Classifying Polygons Quadrilaterals Classifying Triangles

Suggested Taskshttp://3-5cctask.ncdpi.wikispaces.net/5.G.3-5.G.4

three-dimensional figures, trapezoid, two-dimensional figures.

Exit Ticket: Please see exit tickets located at the end of every lesson. These exit tickets usually require a written response.

Tasks: The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable.

Literature ConnectionWorldScapes Readers: Go Fly a Kite

Additional Literature ConnectionsThe Greedy Triangle by Marilyn BurnsMummy Math – by Cindy Neuschwander If You Were a Quadilateral by Molly Baisdell

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TN State Standards Essential Understandings Content & Tasks CLIP Connections

Cluster 5.NBT.B: Perform operations with multi-digit whole numbers and with decimals to hundreths

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

Fluency Practice Daily

It is recommended that students participate in fluency practice daily. It should be high-paced and energetic, celebrating improvement and focusing on recognizing patterns and connections within the material.

Fluency lessons are part of all Engageny

Lessons. The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students.

Fluency Resources:http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks(See Grade 5 - Sprints – Grade 5 – Module 5)

http://biloxischools.schoolwires.net/Page/5285

http://maccss.ncdpi.wikispaces.net/5th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)

Topic 6: Variables & Expressions/Topic 15: Solving and Writing Equations and Inequalities(Allow 2 weeks for instruction, review and assessment)

Cluster: 5.NBT.B: Perform operations with multi-digit whole numbers and with decimals to hundredths.

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.

Cluster 5.OA.A: Write and interpret numerical expressions. 5.OA.A.1 : Use parentheses, brackets or

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

5.OA.A.2: Write simple expressions that record calculations with numbers, and

Enduring Understandings1. Identification of patterns can be used to

determine the reasonableness of answers.

1. Algebraic representation can be used to generalize patterns and relationships.

2. Patterns and relationships can be represented graphically, numerically, symbolically, or verbally.

3. The symbolic language of algebra is used to communicate and generalize the patterns in mathematics.

Essential Questions

1. How can change be best represented mathematically?

2. How can patterns, relations, and functions be used as tools to best

Topic 6:6-1 Variables and Expressions6-2 Patterns and Expressions6-4A Extending Tables6-4 Distributive Property6-5 Order of Operations6.6B: Addition and Subtraction Expressions6.6C: Multiplication and Division Expressions

Topic 15:15-4 Patterns and Equations

enVision lessons with a letter following the lesson number can be found in the Transitions to Common core lessons.

Coordinating i-Ready Lessons Division of Whole Numbers Write and Evaluate Expressions Numerical Expressions and Order of

Academic VocabularyAlgebraic expression, variable, Distributive Property, order of operations, equation, parentheses, brackets, braces, numerical expressions, expression

Explain Your Thinking• Do You Understand? (see Guided Practice)

• Writing to Explain (See Problem Solving Section of each lesson)

Tasks: The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable.

Reading Comprehension and Problem Solving

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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsinterpret numerical expressions without evaluating them.

Cluster 5.OA.B: Analyze patterns and relationships. 5.OA.B.3 Generate two numerical

patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

describe and help explain real- life situations?

3. How are patterns of change related to the behavior of functions?

Learning Targets I can translate words into algebraic

expressions. (Lesson 6-1) (5.NBT.B.6, 5.OA.A.2)

I can use patterns to show relationships and evaluate algebraic expressions. (Lesson 6-2) (5.NBT.B.6, 5.OA.A.2)

I can extend patterns in a table using given rules and will then find the relationship between corresponding terms in the sequences. (Lesson 6-4A) (5.OA.B.3, 5.OA.A.2)

I can use the Distributive Property to simplify expressions and solve equations. (Lesson 6-4) (5.NBT.B.6)

I can use given values for variables to evaluate numerical or algebraic expressions with three or more numbers and two or more operations. (Lesson 6-5) (5.NBT.B.6)

I can use the order of operations to evaluate expressions with whole numbers and decimals. (Lesson 6A) (5.OA.A.1)

I can study completed tables to determine a rule and write an expression. (Lesson 6B – 6C) (5.OA.B.3)

I can complete a table of values for an equation to describe the relationship between pairs of numbers in a table. (Lesson 15-4) (5.OA.B.3)

Operations Algebraic Expressions Analyze Patterns and Relationships

Task Bankhttps://www.illustrativemathematics.org/5.OA.A.1Bowling for Numbers

http://3-5cctask.ncdpi.wikispaces.net/5.OA.1-5.OA.2

http://3-5cctask.ncdpi.wikispaces.net/5.OA.3

https://www.illustrativemathematics.org/5.OA.A.1Watch Out for Parentheses 1

Supplemental Engage NY Activitieshttps://www.engageny.org/resource/grade-5-mathematics-module-4

Topic DLesson 10Lesson 11Lesson 12

Topic HLesson 32Lesson 33

Teaching Tool 1

Literature ConnectionsWorldScapes Readers: Keeping Records

Additional Literature ConnectionsA Gebra Named Al Wendy IsdellThe Number Devil Hans EnzensbergerThe Quilting Bee Gail Gibbons

Cluster 5.NBT.B: Perform operations with multi-digit whole numbers and with decimals to hundreths

Fluency Practice Daily

It is recommended that students participate in fluency practice daily. It should be high-

Fluency Resources:http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks

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TN State Standards Essential Understandings Content & Tasks CLIP Connections 5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

paced and energetic, celebrating improvement and focusing on recognizing patterns and connections within the material.

Fluency lessons are part of all Engageny

Lessons. The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students.

(See Grade 5 - Sprints – Grade 5 – Module 4)

http://biloxischools.schoolwires.net/Page/5285

http://maccss.ncdpi.wikispaces.net/5th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)

Topic 14: Measurement Units(Allow 1 week for instruction, review and assessment)

Cluster 5.MD.A: Convert like measurement units within a given measurement system 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.

Cluster 5.MD.B: Represent and interpret data

5.MD.B.2 Make a line plot display a data set of measurements in fractions of a unit (1/2, ¼, 1/8). Use operations on fraction 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.

Enduring Understandings1. Relationships between measurement units

of length, between units of capacity, and between units of weight/mass can be expressed as a ratio and used to convert between units.

Essential Questions1. How can the collection, organization,

interpretation, and display of data be used to answer questions?

2. How can numbers be used to prove certain data sets?

Learning Targets I can convert (change) measurement units

within the same measurement system (e.g. 24 inches to 2 feet). (Lesson 14-4, 14-5) (5.MD.1)

I can convert measures involving whole numbers, and solve multi-step word problems. (Topic E: Lesson 19) (5.NBT.7, 5.MD.1)

I can convert mixed unit measurements, and solve multi-step word problems.

MeasurementEngageny Lessons:https://www.engageny.org/resource/grade-5-mathematics-module-4Topic A: Line Plots of Fraction MeasurementsLesson 1

14-4 Converting Customary Units14-5 Converting Metric Units

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

Topic E:Lesson 19Lesson 20

Coordinating i-Ready Lessons Solve Word Problems Involving

Conversions Interpreting Line Plots Line Plots with Fractions

Task Bank

Academic Vocabularyconversion/convert, metric and customary measurement, relative size, liquid volume, mass, length, kilometer (km), meter (m), centimeter (cm), kilogram (kg), gram (g), liter (L),milliliter (mL), inch (in), foot (ft), yard (yd), mile (mi), ounce (oz), pound (lb), cup (c), pint (pt), quart (qt), gallon (gal), hour, minute, second

Explain Your Thinking• Do You Understand? (see Guided Practice)

• Writing to Explain (See Problem Solving Section of each lesson)

Tasks: The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable.

Reading Comprehension and Problem SolvingTeaching Tool 1

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Subject to revision Major Content Supporting Content Additional Content

Curriculum and Instruction – Office of Mathematics3rd Nine Weeks Grade 5

TN State Standards Essential Understandings Content & Tasks CLIP Connections(Topic E: Lesson 20) (5.NBT.7, 5.MD.1)

https://www.illustrativemathematics.org/5.MD.A.1 Minutes and Dayshttp://3-5cctask.ncdpi.wikispaces.net/5.MD.1

Literature ConnectionsWorldScapes Readers: Destination Hawaii

Additional Literature ConnectionsWhat's Faster than a Speeding Cheetah Robert E. WellsIs a Blue Whale the Biggest Thing There Is? Robert WellsPigs on the Blanket Amy AxelrodThe Hershey’s Milk Chocolate Weights and Measures Jerry Pallotta

Cluster 5.NBT.B: Perform operations with multi-digit whole numbers and with decimals to hundredths. 5.NBT.B.7 Add, subtract, multiply, and

divide decimals to hundredths, using concrete models.

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

Fluency Practice DailyIt is recommended that students participate in fluency practice daily. It should be high-paced and energetic, celebrating improvement and focusing on recognizing patterns and connections within the material.

Fluency lessons are part of all Engageny

Lessons. The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students.

Fluency Resources:http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks(See Grade 5 - Sprints – Grade 5 – Module 4)http://biloxischools.schoolwires.net/Page/5285http://maccss.ncdpi.wikispaces.net/5th+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)

RESOURCE TOOLBOX

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Curriculum and Instruction – Office of Mathematics3rd Nine Weeks Grade 5

Textbook ResourcesPearsonSupport for Special Needs

CalculatorTexas Instruments

CCSS/PARCCCore StandardsTNCoreCommon Core ToolsMARSCommon Core LessonsEngage NY MathCommon Core onlineArizona Common Core MathDana CenterPARCC GamesInside MathematicsCommon Core Sheets

Additional SitesDiscovery Education AssessmentIllustrative MathematicsNCTMTouchable Math TechnologyMath Dictionary and ChartsMath TasksCollection of Math websitesK-5 Teaching Math ResourcesMath PowerpointsSCS All Things Math

NCTM: Common Core Videoshttp://www.nctm.org/Standards-and-Positions/Common-Core-State-Standards/Teaching-and-Learning-Mathematics-with-the-Common-Core/TNCore: Videos for the TN State Standardshttp://tn.pbslearningmedia.org/collection/professional-learning-common-core/?topic_id=1078Achieve the Corehttp://achievethecore.org

Interactive ManipulativesEduplaceStem ResourcesIlluminationsInternet4ClassroomsMath ToolsIXL Math ActivitiesThinking BlocksVirtual Manipulatives

VideosTeacher TubeTech Coach Corner Powerpoints and ResourcesTeaching ChannelAchieve the CoreScholastic Math Study JamsMath TVLearn ZillionKhan Academy

Children’s LiteratureStuart J. MurphyMath WireElementary Math LiteratureThe Reading Nook

Achieve the Core Mini-Assessmentshttp://achievethecore.org/page/858/annotated-mini-assessmentsAchieve the Core: Aligned Instructional Materialshttp://achievethecore.org/aligned/?utm_source=Aligned%20Launch%20expanded%20partners_claires_email&utm_medium=email&utm_campaign=Aligned

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