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Operations & Algebraic Thinking (OA)

5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

Write and interpret numerical expressions.

5.OA.1

Essential Skills o Use conventional order


for solving equations

Academic Vocabulary
o o o o o o o braces { } brackets [ ] evaluate expression order of operations parentheses ( ) symbol

Mathematical Practices & Explanations


Mathematical Practices 5.MP.1 Make sense of problems and persevere in solving them. 5.MP.5 Use appropriate tools strategically. 5.MP.8 Look for and express regularity in repeated reasoning. Explanation - Students need practice with a variety of expressions that use grouping symbols (parentheses, brackets, braces) to develop an understanding of how and when to use them. - Students will learn to understand the importance of evaluating expressions in conventional order and why the order is important.

o Compare equations that o


are grouped differently. Add, subtract, multiply and divide whole numbers, fractions and decimals.

Example(s)
o What is the value of this expression? Show your work. [24 + 9 (4 x 2) + 11] 2 [24 + 9 (8) + 11] 2 [24 + 9 (8) + 11] = 36 36 2 = 18 4 {5 [ 3 + (5 x 2) + 72 ] } = 1,700 Which statement is true? o You must have brackets and braces if you have parentheses in an expression. o You must have parentheses if you have brackets and braces in an expression. o If you have brackets, you must have braces.

o o

I Can Statements 5.OA.1 I can write and explain algebraic expressions that include symbols. I can solve algebraic expressions that include symbols. I can use order of operations when solving algebraic expressions.

Betsy Weigle

Classroom-Caboodle.com

Operations & Algebraic Thinking (OA)


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

Write and interpret numerical expressions.

5.OA.2

Essential Skills o Fluency with o o

Academic Vocabulary
o o o o calculation evaluate expression interpret

multiplication and division facts Use concrete materials, models and pictures to solve problems Use equations to explain real-world mathematical situations

Mathematical Practices & Explanations


Mathematical Practices 5.MP.1 Make sense of problems and persevere in solving them. 5.MP.2 Reason abstractly and quantitatively. 5.MP.7 Look for and make use of structure. 5.MP.8 Look for and express regularity in repeated reasoning. Explanation - Students use their understanding of operations and symbols for grouping to write their own expressions or explain what a numerical expression represents. - This standard gets at the meaning of individual expressions in students own language.

Example(s)
o o Write an expression for double 26 then add 19. (2 x 26) + 19 Describe how the expression 6(12 x 11) relates to 2 (12 x 11). The expression 6(12 x 11) is three times larger than the expression 2(12 x 11) because I know that 6(12 x 11) means I have six groups of (12 x 11) and that is three times as many groups of (12 x 11) as 2(12 x 11).

I Can Statements 5.OA.2 I can write and explain numerical expressions that include symbols. I can explain numerical expressions without solving.

Betsy Weigle

Classroom-Caboodle.com

Operations & Algebraic Thinking (OA)


5.OA.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.

Analyze patterns and relationships.

5.OA.3

Essential Skills o Fluency with all o o o


o

Academic Vocabulary
o o o o o o o o divide equation estimate multiply problem solving reasonable rounding symbol

mathematical operations Use concrete materials, models and pictures to solve problems Use equations to explain real-world mathematical situations Write equations to solve word problems

Mathematical Practices & Explanations


Mathematical Practices 5.MP.2 Reason abstractly and quantitatively. 5.MP.7 Look for and make use of structure. Explanation - This standard builds on work in fourth grade where students are given one rule to create a number pattern. In 5th grade, students are given two rules to make two numerical patterns. These number patterns are turned into line graphs.

Example(s)

I Can Statements 5.OA.3 I can create two number patterns using rules. I can make ordered pairs based on number patterns. I can make a line graph by plotting ordered pairs on a coordinate plane. I can compare line graphs in terms of data patterns.

Betsy Weigle

Classroom-Caboodle.com

Number & Operations in Base Ten (NBT)


5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

Understand the place value system.

5.NBT.1

Essential Skills o Apply knowledge of o

Academic Vocabulary
o o o o digit multi-digit place value value

place value from prior grades Compare value of digits in any number including decimals.

Mathematical Practices & Explanations


Mathematical Practices 5.MP.2 Reason abstractly and quantitatively. 5.MP.6 Attend to precision 5.MP.7 Look for and make use of structure. Explanation - Students will extend their understanding of place value of whole number to numbers that include decimals. - Students are expected to reason about the magnitude of digits in a given number. - Students should be able to use models or manipulatives to demonstrate understanding of a digits value.

Example(s)
o Which term can be placed in the blank to make the statement true? 5,000,000 = 500 __________ a) thousands b) hundreds c) ten thousands d) hundred thousands Which statements are true about 145,541? a) the 5 on the left is 10 times the 5 on the right b) the 4 on the left is 10 times the 4 on the right c) the 1 on the left is 1,000 times the 1 on the right d) the 1 on the left is 100,000 times the 1 on the right e) the 4 on the right is 1/100 of the 4 on the left f) the 4 on the right is 1/1,000 of the 4 on the left How many times greater is the 9 in 792,465 than the 9 in 275,491? 1,000 times greater How many times smaller is the 5 in 487.25 than the 5 in 456.31? 1,000 times smaller or 1/1000

10 10 10 5 5 . 5 tens ones tenths hundredths x10 x10 x10 5

o o

I Can Statements 5.NBT.1 I can compare the value of digits in a number that includes decimals. I can explain the value of digits in a number that includes decimals using place values. I can explain place values by comparing the size of each place.

Betsy Weigle

Classroom-Caboodle.com

Number & Operations in Base Ten (NBT)


5.NBT.2 Explain patterns in the number of zeroes 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.

Understand the place value system.

5.NBT.2

Essential Skills o Apply knowledge of o

Academic Vocabulary
o o o exponent pattern of zeroes power of 10

place value from prior grades Students will explain the pattern of zeros when working with exponents.

Mathematical Practices & Explanations


Mathematical Practices 5.MP.2 Reason abstractly and quantitatively. 5.MP.6 Attend to precision 5.MP.7 Look for and make use of structure. Explanation - This standard includes multiplying by multiples of 10 and powers of 10. Students will connect the number of zeroes with the power/exponent attached to a 10. Example: 103 is 10x10x10 or a 1 with three zeroes to hold place value: 1,000. - When dividing by powers of 10, the exponent tells how many places the decimal is moving to the left or how many times to divide by 10. - Students should be able to explain multiplication and division by powers of 10.

Example(s)
o 4.6 x 103 4.6 x (10x10x10) 4.6 x 1,000 = 4600.0 or 4,600 Student explains that the decimal is moving to the right by 3 places because each move of the decimal to the right makes the number 10 times larger. 750 103 750 (10x10x10) 750 1,000 = 0.75 Student explains that the decimal is moving to the left by 3 places because each move of the decimal to the left makes the number 1/10 the size. Select expressions equivalent to 0.82 a) 0.8 + 0.02 b) 0.8 + 0.2 c) 8/10 + 2/10 d) 8/10 + 2/100 e) (8 10) + (2 102) f) 820 103

I Can Statements 5.NBT.2 I can explain the powers of 10. I can explain the placement of a decimal using powers of 10. I can explain how to use zeroes when multiplying by powers of 10.

Betsy Weigle

Classroom-Caboodle.com

Number & Operations in Base Ten (NBT)


5.NBT.3 Read, write, and compare decimals to thousandths. 5.NBT.3a Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 100 + 4 10 + 7 1 + 3 (1/10) + 9 (1/100) + 2 (1/1000). 5.NBT.3b Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

Understand the place value system.

5.NBT.3

Essential Skills o Apply knowledge of o o

Academic Vocabulary
o o o o o o o compare decimal digit expanded form number name numeral place value

place value from prior grades Compare decimals to the thousandths place using place value Write numbers including decimals in any form

Mathematical Practices & Explanations


Mathematical Practices 5.MP.2 Reason abstractly and quantitatively. 5.MP.4 Model with mathematics 5.MP.5 Use appropriate tools strategically 5.MP.6 Attend to precision 5.MP.7 Look for and make use of structure. Explanation - Students will use experiences from 4th grade to read, write and compare decimals to the thousandths. - Students will use models and number lines to extend understanding of decimals. - When comparing decimals, students will compare to benchmarks such as 1/2 or 0.5 (also 0.50 and 0.500) and explain using place value.

Example(s)
o o Write the number for this expanded form: (5 x 1) + (3 x 1/10) + (0 x 1/100) + (8 x 1/1000) 5.308 Place a check next to the equivalent decimals. a) 0.06 b) 0.60 c) 6.06 d) 0.060 e) 00.06 Write the number name for 870.081 Eight hundred seventy and eighty-one thousandths Write the numeral for five hundred one and nine hundredths 501.09 Compare: 6.827 __>__ 6.809 Place the decimals in order smallest to largest: 6.05, 5.52, 6.005, 5.25, 6.502 5.25, 5.52, 6.005, 6.05, 6.502

o o o o

I Can Statements 5.NBT.3 I can read and write decimals to the thousandths place using numerals, number names and expanded form. I can compare decimals to the thousandths place using >, < or =.

Betsy Weigle

Classroom-Caboodle.com

Number & Operations in Base Ten (NBT)


5.NBT.4 Use place value understanding to round decimals to any place.

Understand the place value system.

5.NBT.4

Essential Skills o Round a decimal

Academic Vocabulary
o o o o decimal estimate place value round

identifying the benchmark numbers the decimal falls between.

Mathematical Practices & Explanations


Mathematical Practices 5.MP.2 Reason abstractly and quantitatively. 5.MP.6 Attend to precision 5.MP.7 Look for and make use of structure. Explanation - Students should be able to take their understanding of decimal place value and use it to round decimals to any place. - Students should have multiple opportunities to use number lines while rounding. Students need to identify the decimal on the number line and the two benchmark numbers it falls between.

Example(s)
o Sena has $74.82. She said she has about $75. Is she right? Explain. Yes, Sena is correct because 82 is close to $1 so $74.82 rounds to $75. Round 309.903 to the nearest hundredth. 309.90 Sam was making tacos. The recipe calls for one and a half ounces of taco seasoning. If Sam has a package of taco seasoning with 1.05 ounces, does he have enough to make tacos? No Sam does not have enough because one and a half ounces is 1.5 oz. Sams package has one and 5 hundredths not enough. Jamal has three piles of change: Pile 1) $3.73 $4 Pile 2) $7.32 $7 Pile 3) $6.89 $7 About how many dollars does Jamal have in all? $18

o o

18.335 is between 18.3 and 18.4, but closer to 18.3 because 35 thousandths is less than 50 thousandths so I will round down to 0 thousandths.

I Can Statements 5.NBT.4 I can round decimals to any place.

Betsy Weigle

Classroom-Caboodle.com

Number & Operations in Base Ten (NBT)


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

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

5.NBT.5

Essential Skills o Fluently and efficiently o

Academic Vocabulary
o o o multi-digit multiply standard algorithm

multiply multi-digit numbers. Multiply up to 3-digit by 2digit numbers using the standard algorithm.

Mathematical Practices & Explanations


Mathematical Practices 5.MP.2 Reason abstractly and quantitatively. 5.MP.6 Attend to precision 5.MP.7 Look for and make use of structure. 5.MP.8 Look for and express regularity in repeated reasoning. Explanation - Students first must automatically know their multiplication facts through 10x10. - Students apply 4th grade understanding of area model multiplication and partial product multiplication to their understanding of the standard algorithm. Students should be able to explain why we use the standard algorithm for multiplication (efficiency it is faster and takes less room on paper). - This standard takes repeated practice and application, but once the pattern is internalized, students can multiply ever-larger numbers. - The word algorithm comes from an Iranian mathematician named Musa al-Khwarizmi in the year 825.

Example(s)
o Hannah was trying to find the total number of students in her city. There are 34 schools and each school has 326 students. How many students are there altogether? Multiply using standard algorithm.

Fill in the missing numbers in the algorithm below.

I Can Statements 5.NBT.5 I can multiply multi-digit whole numbers using the standard algorithm.

Betsy Weigle

Classroom-Caboodle.com

Number & Operations in Base Ten (NBT)


5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

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

5.NBT.6

Essential Skills o Demonstrate and explain o o


the area model for division. Demonstrate and explain properties of operations Decompose numbers as strategy for division

Academic Vocabulary
o o o o o o o o area model array dividend divisor equation place value quotient remainder

Mathematical Practices & Explanations


Mathematical Practices 5.MP.2 Reason abstractly and quantitatively. 5.MP.3 Construct viable arguments and critique the reasoning of others. 5.MP.4 Model with mathematics 5.MP.5 Use appropriate tools strategically. 5.MP.7 Look for and make use of structure. Explanation o Students first must know their division facts through 10 x 10. o Next, students must be able to use place value concepts and math facts to decompose a number for dividing multi-digit numbers. o Students learn strategies for dividing such as the area model for division. They can then move to partial quotient division using known facts. o Students may learn the division algorithm/long division

Example(s)
o Area model division Partial Quotient Division

o o

If 14 people share 196 pennies, how many pennies would each get? (14 pennies each) There are 347 students at Harper School. If each table in the lunchroom seats 15 students, how many tables are needed for all students to eat lunch at the same time? Tell what to do if there is a remainder! (23 tables with 15 kids and 1 table with 2 kids) Jack was making treat bags for a party. He wanted to put 25 treats in each bag. Jack has 530 treats. How many bags can he make? Hint: Think money! (21 bags with 5 treats left over)

I Can Statements 5.NBT.6 I can divide large numbers using different strategies.

Betsy Weigle

Classroom-Caboodle.com

Number & Operations in Base Ten (NBT)


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

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

5.NBT.7

Essential Skills o Use the four operations o o

Academic Vocabulary
o o o o decimals four operations model place value

on numbers including decimals. Use models to explain/solve problems involving decimals. Use/explain properties of operations when calculating with decimals. If the cost for 5 slices of pizza is $8, what is the cost for 2 slices? $3.20

Mathematical Practices & Explanations


Mathematical Practices 5.MP.2 Reason abstractly and quantitatively. 5.MP.3 Construct viable arguments and critique the reasoning of others. 5.MP.4 Model with mathematics 5.MP.5 Use appropriate tools strategically. 5.MP.7 Look for and make use of structure. Explanation o Students first add, subtract, multiply and divide decimals using models and drawings. o Students should be able to estimate answers before calculating exact answers. o The algorithms for the four operations should not be introduced until students have a solid understanding and can explain the four operations on decimals.

Example(s)
o

Estimate the answer to 5.8 0.9 The answer is close to 7 because 5.8 is almost 6 and 0.9 is almost 1. The answer will be less than 7 because 5.8 is just less than 6 and 0.9 is just less than 1. Estimate the product of 5 x 7.4 The answer will be less than 40 but greater than 35 because 5x8=40 and 5x7=35. The answer will be closer to 35 than 40 because 7.4 is less than halfway between 7 and 8.

I Can Statements 5.NBT.7 I can add, subtract, multiply and divide decimals to the hundredths place using different strategies. I can explain how to use the four operations on decimals.

Betsy Weigle

Classroom-Caboodle.com

Number & Operations Fractions (NF)


5.NF.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.)

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

5.NF.1

Essential Skills Academic Vocabulary o Write equivalent fractions. o common denominator o Find common o difference
denominators. fractions.

Mathematical Practices & Explanations


Mathematical Practices 5.MP.2 Reason abstractly and quantitatively. 5.MP.4 Model with mathematics 5.MP.7 Look for and make use of structure. . Explanation o This standard has students adding and subtracting fractions with unlike denominators. Students first have to find a common denominator. o Common denominators are achieved by multiplying the denominators. For example:

o Add and subtract

o o o o

equivalent fraction sum unlike denominator

Example(s)
o o o 2/3 + 5/6 = 9/6 or 1 7/8 1/2 = 3/8 Contextual Problem: George ate 2/3 of his pizza. Gwen ate 5/8 of her pizza. How much pizza did they eat altogether?

Pizzas
o Contextual Problem: Kim had 1/2 a pizza left after dinner. She ate 3/8 of the leftovers for lunch the next day. How much pizza is still in the fridge?

Pizza

I Can Statements 5.NF.1 I can make equivalent fractions by multiplying the numerator and denominator by the same number. I can use equivalent fractions to add and subtract fractions with unlike denominators.

Betsy Weigle

Classroom-Caboodle.com

Number & Operations Fractions (NF)


5.NF.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.

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

5.NF.2

Essential Skills o Demonstrate and explain o

Academic Vocabulary
o o o o benchmark fraction estimate reasonable visual model

fractions and their values using models Estimate the answer to an addition or subtraction problem that includes fractions. Use problem solving strategies on contextual problems.

Mathematical Practices & Explanations


Mathematical Practices 5.MP.1 Make sense of problems and persevere in solving them. 5.MP.2 Reason abstractly and quantitatively. 5.MP.3 Construct viable arguments and critique the reasoning of others. 5.MP.4 Model with mathematics 5.MP.5 Use appropriate tools strategically. 5.MP.6 Attend to precision. 5.MP.7 Look for and make use of structure. 5.MP.8 Look for and express regularity in repeated reasoning. Explanation o This standard relies on students understanding of fractions on a number line, building on 4th grade skills. o This number sense with fractions includes using decimal equivalents and benchmark fractions to make sense of fraction sizes and equivalents. o Students use estimation to approximate an answer before solving. They should be able to determine if their estimate is reasonable and explain why.

Example(s)
o Andy ate 2/7 of a bag of chips. Tama ate 1/3 of the bag of chips. How much of the bag did Tama and Andy eat altogether? 2/7 + 1/3 = 6/21 + 7/21 13/21 of the bag Jaxon was making two kinds of cookies. One recipe called for 3/4 cup sugar. The second called for 2/3 cup sugar. How much sugar did Jaxon need in all? Estimate: Jaxon needs about 2 cups but less. Both recipes are close to a whole cup.

Sunny wants to run 3 miles in a week. On day 1, she ran 13/4 miles. How much farther does she have to run to reach her goal?

I Can Statements 5.NF.2 I can solve problems that add or subtract fractions with unlike denominators. I can estimate answers and explain how reasonable they are.

Betsy Weigle

Classroom-Caboodle.com

Number & Operations Fractions (NF)

Apply and extend previous understandings 5.NF.3 Interpret a fraction as division of the numerator by of multiplication the denominator (a/b = a b). Solve word problems involving division of whole numbers leading to answers in the and division.
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?

5.NF.3

Essential Skills o Use tools, models, words


numbers or pictures to explain a fraction as a division problem. Divide whole numbers leaving fractional answers.

Academic Vocabulary
o o o o denominator fraction numerator whole number

Mathematical Practices & Explanations


Mathematical Practices 5.MP.1 Make sense of problems and persevere in solving them. 5.MP.2 Reason abstractly and quantitatively. 5.MP.3 Construct viable arguments and critique the reasoning of others. 5.MP.4 Model with mathematics 5.MP.5 Use appropriate tools strategically. 5.MP.7 Look for and make use of structure. Explanation o This standard requires students to work with fractions flexibly depending on context. o Students should be able to explain that 3/5 is three parts out of five or 2/5 away from one whole. Students should also be able to explain that 3/5 is 3 divided by 5. o Students should also be able to estimate the size of a fraction by comparing it to whole numbers or benchmark fractions.

Example(s)
o Rename each fraction as a mixed number or whole number.

19 = 4
o o

43 4

42 = 7

If 5 kids share $37, how much money does each get? $37/5 = $7-2/5 or $7.40 4 classmates decide to share 15 donuts. How many donuts does each person get? 15/4 = 3-3/4 donuts or 3 donuts each with 3 donuts left over Josie has 6 pizzas for her party. Each pizza has 12 slices. Josie ate 2 slices before the party. How many twelfths does Josie have left? 70/12 How many pizzas does Josie have for the party? 5-10/12 or 5-5/6 pizzas j

I Can Statements 5.NF.3 I know a fraction is the numerator divided by the denominator and there may be a fractional remainder.

Betsy Weigle

Classroom-Caboodle.com

Number & Operations Fractions (NF)


5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. 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. For example, use a

Apply and extend previous understandings of multiplication and division.

5.NF.4a

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.)

Essential Skills o Multiply fractions,

Academic Vocabulary
o o o fraction product visual model

o o

improper fractions, mixed numbers and whole numbers. Explain product of fractions with models or drawings. Create a story to explain product of fractions.

Mathematical Practices & Explanations


Mathematical Practices 5.MP.1 Make sense of problems and persevere in solving them. 5.MP.2 Reason abstractly and quantitatively. 5.MP.3 Construct viable arguments and critique the reasoning of others. 5.MP.4 Model with mathematics 5.MP.5 Use appropriate tools strategically. 5.MP.6 Attend to precision. 5.MP.7 Look for and make use of structure. 5.MP.8 Look for and express regularity in repeated reasoning. Explanation o This standard builds on 4th grade decomposition of fractions. o Students should be able to show and explain multiplication of fractions and whole numbers as repeated addition. o Visual fraction models are important to developing the number sense and concrete understanding of the meaning of multiplication problems involving fractions.

Example(s)
o One-half of the cupcakes were chocolate. One-fourth of the chocolate cupcakes have sprinkles. What fraction of the cupcakes are chocolate with sprinkles?

o o

Hanson ran 1/4 mile each day for five days. How far did Hanson run in all? Bella had 5 presents. If she put 1/4 yard of ribbon on each one, how much ribbon would she use in all?

I Can Statements 5.NF.4a o I can explain the product of a whole number and a fraction using a model. o I can explain the product of two fractions using a model

Betsy Weigle

Classroom-Caboodle.com

Number & Operations Fractions (NF)


5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. 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.

Apply and extend previous understandings of multiplication and division.

5.NF.4b

Essential Skills o Apply formula for area


and explain why it works using visual model including tiling.

Academic Vocabulary
o o o o o area fractional product rectangle tiling

Mathematical Practices & Explanations


Mathematical Practices 5.MP.1 Make sense of problems and persevere in solving them. 5.MP.2 Reason abstractly and quantitatively. 5.MP.3 Construct viable arguments and critique the reasoning of others. 5.MP.4 Model with mathematics 5.MP.5 Use appropriate tools strategically. 5.MP.6 Attend to precision. 5.MP.7 Look for and make use of structure. 5.MP.8 Look for and express regularity in repeated reasoning.

Example(s)
o You have 3/4 pound of cheese. 2/3 of the cheese is cheddar. How much of your cheese is cheddar?

Explanation o When adding mixed numbers, students will tend to add the whole numbers first then work with the given fractions using pound of cheddar cheese strategies such as decomposing and adding or subtracting. Lora has a piece of paper that is 3.5 inches by 2.5 o It is important to use many visual inches. What is the total area of her paper? models of adding/subtracting mixed numbers so students understand and can explain why their strategies work.

I Can Statements 5.NF.4b o I can find the area of a rectangle with fractional side lengths.

Betsy Weigle

Classroom-Caboodle.com

Number & Operations Fractions (NF)

Apply and extend previous understandings 5.NF.5 Interpret multiplication as scaling (resizing), by: a. Comparing the size of a product to the size of one factor of multiplication on the basis of the size of the other factor, without and division.
performing the indicated multiplication.

5.NF.5a

Essential Skills o Compare fraction sizes o Interpret a multiplication


equation including fractions as a comparison of a factor and the product.

Academic Vocabulary
o o o compare factor product

Mathematical Practices & Explanations


Mathematical Practices 5.MP.2 Reason abstractly and quantitatively. 5.MP.4 Model with mathematics 5.MP.6 Attend to precision. 5.MP.7 Look for and make use of structure. Explanation o This standard requires students to think about what happens to the size of a product when multiplying fractions. This is done by comparing the product to the size of the factors. o Students should be able to rationalize about what the product will be without calculating.

Example(s)
o Tom, Tim and Peg are sharing a dozen cookies. Tom ate 1/2, Tim ate 1/3 and Peg ate 1/4 of the cookies. Who ate the most? Tom: 1/2 x 12 Tim: 1/3 x 12 Peg: 1/4 x 12 Tom ate the most because 1/2 is larger than 1/3 or 1/4. Tinas bedroom is 20 feet wide by 10 feet long. Toris bedroom is the same length, but half as wide. How do the dimensions and are of Toris room compare to Tinas? Tinas room is twice as big as Toris. Tinas room has 200 ft2 and Toris is 100 ft2. Which statement is true about the product of 5/12 x 7? a) The product is greater than each factor b) The product is less than each factor c) The product is greater than 5/12 but less than 7 d) The product is equal to one of the factors

I Can Statements 5.NF.5a o I can compare sizes of products by comparing the sizes of the factors.

Betsy Weigle

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Number & Operations Fractions (NF)


5.NF.5b Interpret multiplication as scaling (resizing), by: 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.

Apply and extend previous understandings of multiplication and division.

5.NF.5b

Essential Skills o Explain how numbers

Academic Vocabulary
o o o o equivalent factor fraction product

change when multiplying fractions.

Mathematical Practices & Explanations


Mathematical Practices 5.MP.2 Reason abstractly and quantitatively. 5.MP.4 Model with mathematics 5.MP.6 Attend to precision. 5.MP.7 Look for and make use of structure. Explanation o Students should be able to explain what happens to a product when multiplying by fractions: - when multiplying by a fraction greater than 1, the product is larger than the largest factor - when multiplying by a fraction less than one, the product is smaller than the largest factor o This standard is best not taught in isolation, but highlighted naturally as students are working on multiplying fractions.

Example(s)
o

I Can Statements 5.NF.5b o I can explain how numbers change when multiplying by fractions or mixed numbers.

Betsy Weigle

Classroom-Caboodle.com

Number & Operations Fractions (NF)


5.NF.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.

Apply and extend previous understandings of multiplication and division.

5.NF.6

Essential Skills o Use visual models to

Academic Vocabulary
o o o o equation fraction multiply visual model

demonstrate product of fractions and mixed numbers.

Mathematical Practices & Explanations


Mathematical Practices 5.MP.1 Make sense of problems and persevere in solving them. 5.MP.2 Reason abstractly and quantitatively. 5.MP.3 Construct viable arguments and critique the reasoning of others. 5.MP.4 Model with mathematics 5.MP.5 Use appropriate tools strategically. 5.MP.6 Attend to precision. 5.MP.7 Look for and make use of structure. 5.MP.8 Look for and express regularity in repeated reasoning. Explanation o Students need multiple opportunities to work with visual models when dealing with multiplication of fractions. o Sharing is important to highlight the many kinds of models that explain a contextual multiplication problem involving fractions.

Example(s)
o Tanner practices playing his recorder for 3/4 of an hour every day. How many hours does Tanner practice each week? (7 x 3/4 = 21/4 or 5-1/4 hours)In the example, 7 groups of 3/4 are drawn. Student moves some shaded portions to create wholes. Student circles the whole numbers and the fractional part left.

The distance from Mikes house to school is 3 miles. Mike walked 2/3 of the way when his shoe came untied. How far did Mike walk before he had to tie his shoe? 3 x 2/3 = 15/4 x 2/3 30/12 = 2 miles

I Can Statements 5.NF.6 o I can solve word problems that multiply fractions and mixed numbers using models and equations.

Betsy Weigle

Classroom-Caboodle.com

Number & Operations Fractions (NF)


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

Apply and extend previous understandings of multiplication and division.

5.NF.7a/c

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?

Essential Skills o Apply understanding of

Academic Vocabulary
o o o o o divide quotient unit fraction visual model whole number

division of fractions by a whole number in realworld problems. Use visual models to demonstrate & explain division of fractions and whole numbers in real world problems.

Mathematical Practices & Explanations


Mathematical Practices 5.MP.1 Make sense of problems and persevere in solving them. 5.MP.2 Reason abstractly and quantitatively. 5.MP.3 Construct viable arguments and critique the reasoning of others. 5.MP.4 Model with mathematics 5.MP.5 Use appropriate tools strategically. 5.MP.6 Attend to precision. 5.MP.7 Look for and make use of structure. 5.MP.8 Look for and express regularity in repeated reasoning. Explanation o Real-world problems should be familiar to students own lives. Students will continue to use models and drawings to solve and explain division problems that divide fractions by a whole number. o Students will identify unit fractions as any fraction with a 1 as the numerator. o Students should be able to use a variety of visual models to explain contextual division problems.

Example(s)
o Tumi has 1/8 of a bag of Skittles and wants to share among 3 friends. How much of the bag does each friend get? 1/24 of the bag of Skittles

I Can Statements 5.NF.7a/c o I can divide fractions by whole numbers. o I can use visual models to explain division of fractions. o I can solve story problems involving division of fractions by whole numbers.

Betsy Weigle

Classroom-Caboodle.com

Number & Operations Fractions (NF)


5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions b. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story

Apply and extend previous understandings of multiplication and division.

5.NF.7b/c

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.

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?

Essential Skills o Apply understanding of

Academic Vocabulary
o o o o o divide quotient unit fraction visual model whole number

division of whole numbers by a fraction in real-world problems. Use visual models to demonstrate & explain division of whole numbers and fractions in real world problems.

Mathematical Practices & Explanations


Mathematical Practices 5.MP.1 Make sense of problems and persevere in solving them. 5.MP.2 Reason abstractly and quantitatively. 5.MP.3 Construct viable arguments and critique the reasoning of others. 5.MP.4 Model with mathematics 5.MP.5 Use appropriate tools strategically. 5.MP.6 Attend to precision. 5.MP.7 Look for and make use of structure. 5.MP.8 Look for and express regularity in repeated reasoning. Explanation o Real-world problems should be familiar to students own lives. Students will continue to use models and drawings to solve and explain division problems that divide whole numbers by a fraction. o Students will identify unit fractions as any fraction with a 1 as the numerator. o Students should be able to use a variety of visual models to explain contextual division problems.

Example(s)
o Kips ice cream bowl holds 5 pints of ice cream. If he uses a scoop that holds 1/6 of a pint, how many scoops will Kip need to fill his bowl?

I Can Statements 5.NF.7b/c o I can divide whole numbers by fractions. o I can use visual models to explain division of fractions. o I can solve story problems involving division of fractions by whole numbers.

Betsy Weigle

Classroom-Caboodle.com

Measurement & Data (MD)


5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

Convert like measurement units within a given measurement system.

5.MD.1

Essential Skills o Use and explain

Academic Vocabulary
o o o o o o o o convert customary equivalent measurement metric multi-step problems standard unit

capacity, linear or mass units in metric and customary units. Convert larger to smaller units or vice versa within one measurement system. Solve multi-step realworld measurement problems

Mathematical Practices & Explanations


Mathematical Practices 5.MP.1 Make sense of problems and persevere in solving them. 5.MP.2 Reason abstractly and quantitatively. 5.MP.5 Use appropriate tools strategically. 5.MP.6 Attend to precision. Explanation o It is important for students to have realworld, hands-on experiences with all units of measure to create mental images and benchmarks for sizes of units. For example, students should know that a meter is about as tall as a chair and a gram is about as heavy as a paperclip. o Students should also understand the Greek roots that determine the meaning of metric measures. For example, kilo means one thousand and meter means measure. So the base unit of measure for metric distance is a meter and a kilometer is one thousand of those. o Students should know that the vast majority of the world uses metric, a base ten system. Only the U.S., Liberia and Myanmar (Burma) use the customary or U.S. standard system.

Example(s)
o o o o o o 2 km = ___ m (2,000 m) 8 mm = ___ m (0.008 m) 18,000 g = ___ kg (18 kg) If a puppy weighs 3 pounds, how many ounces does the puppy weigh? (48 oz) Lina drank 3 liters of water. How many milliliters did she drink? (3,000 ml) Toby read for 2-1/2 hours after school. How many minutes did Toby read? (150 min.) How many seconds did Toby read? (9,000 sec.) 5 miles = ___ feet (26,400 feet) Elsa jumped 2-1/2 yards. How many inches did she jump? (90 inches) Jennifers room is 15 feet long and 12 feet wide. How many square yards of carpet does she need? (20 yards2) Chen was making punch. He put in 3 pints of orange juice, 4 cups of pineapple juice and 1-1/2 quarts of soda. How many quarts of punch did Chen make? (4 quarts) How many gallons did he make? (1 gallon) 3 gallons = ___ pints (24 pints)

o o o o

I Can Statements 5.MD.1 o I can convert measurements in the customary system. o I can convert measurements in the metric system. o I can use measurement conversions to solve multi-step word problems.

Betsy Weigle

Classroom-Caboodle.com

Measurement & Data (MD)


5.MD.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,

Represent and interpret data.

5.MD.2

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.

Essential Skills o Create and explain line o

Academic Vocabulary
o o o o o data fractions line plot measurement data unit

plots as a data collection tool. Answer question using four operations and data found in a fractional line plot.

Mathematical Practices & Explanations


Mathematical Practices 5.MP.1 Make sense of problems and persevere in solving them. 5.MP.2 Reason abstractly and quantitatively. 5.MP.4 Model with mathematics 5.MP.5 Use appropriate tools strategically. 5.MP.6 Attend to precision. 5.MP.7 Look for and make use of structure. Explanation o Line plots are a data collection tool. Each x on the line plot represents one piece of data. The x-axis is expected to be segmented into fractional parts to 1/8. o Measuring a variety of items to the nearest 1/8, 1/4 or 1/2 inch provides simple data for building line plots. It is also good practice to use measuring tools. o The purpose of a line plot is to show the frequency of an item in a given data set. Adding all of the data on a line plot is not a practical application in the real world, but totaling the data in a table is appropriate.

Example(s)
o Fred and his friends measured their index fingers to the nearest 1/4 inch. Display the data Fred collected on a line plot. Answer the questions.

What is the difference between the longest and shortest fingers? (1-1/4 inches) What is the mode or the most common finger size? (2-3/4 in.) How many fingers are longer than 3 inches? (3 fingers) What is the total length of all fingers measured? (22-1/2 in.)

I Can Statements 5.MD.2 o I can make a line plot to show measurement data in fractions of a unit. o I can solve problems using data from a fractional line plot.

Betsy Weigle

Classroom-Caboodle.com

Measurement & Data (MD)


5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. 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.

Geometric measurement: understand concepts of volume.

5.MD.3a

Essential Skills o Describe 3D shapes o Explain volume is the o o

Academic Vocabulary
o o o o o o cube cubic units rectangular prism solid figure unit cube volume

Mathematical Practices & Explanations


Mathematical Practices 5.MP.2 Reason abstractly and quantitatively. 5.MP.4 Model with mathematics 5.MP.5 Use appropriate tools strategically. 5.MP.6 Attend to precision. 5.MP.7 Look for and make use of structure. Explanation o This standard is the first time students will experience volume of a shape. o With this standard, students are extending their understanding of area learned in 3rd & 4th grade. o Students need multiple opportunities to use manipulatives for layering before moving to visual models. o Students will understand that volume is measured in cubic units, represented by units3 (the 3 represents the three measures to calculate volume l x w x h)

amount of space within a 3D shape Explain how to measure a 3D shape Understand & apply formula for volume

Example(s)
o What are the dimensions of this cube? L _____ W _____ H ______ (5cm x 4cm x 10cm) How many centimeter cubes would fit in one layer of this rectangular prism? (4cm x 5cm = 20 centimeter cubes) How many unit layers are in this rectangular prism? (10 layers) How many centimeter cubes would fit in this rectangular prism? (200 cubes)

I Can Statements 5.MD.3a o I can explain the volume of a unit cube and use it to measure volume.

Betsy Weigle

Classroom-Caboodle.com

Measurement & Data (MD)


5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. 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.

Geometric measurement: understand concepts of volume.

5.MD.3b

Essential Skills o Describe 3D shapes o Explain volume is the o

Academic Vocabulary
o o o o o o cube cubic units rectangular prism solid figure unit cube volume

Mathematical Practices & Explanations


Mathematical Practices 5.MP.2 Reason abstractly and quantitatively. 5.MP.4 Model with mathematics 5.MP.5 Use appropriate tools strategically. 5.MP.6 Attend to precision. 5.MP.7 Look for and make use of structure. Explanation o Students need multiple opportunities to use manipulatives (connecting cubes, centimeter cubes, etc.) for layering before moving to visual models. o Students will understand that volume is measured in cubic units, represented by units3 (the 3 represents the three measures to calculate volume l x w x h) o Not only should students construct shapes to find the volume, but they should also decompose shapes to understand why the formula for volume works.

amount of space within a 3D shape Explain how to measure a 3D shape

Example(s)
o Find the volume of the figure below by decomposing layers. Write the equation for finding volume of this shape. Volume = 2 un x 3 un x 4 un

Write the number of cubic units in each layer then find the total volume by counting cubes. Layer 1: 3 cubic units Layer 2: 1 cubic unit Volume: 4 cubic units

I Can Statements 5.MD.3b o I can explain how to find the volume of a solid figure by packing unit cubes.

Betsy Weigle

Classroom-Caboodle.com

Measurement & Data (MD)


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

Geometric measurement: understand concepts of volume.

5.MD.4

Essential Skills o Students explain that

Academic Vocabulary
o o o cubic units measure volume

o o

same-sized units are needed for measuring volume. Students choose appropriate units for measuring volume. Students use visual models to simulate filling containers to measure volume.

Mathematical Practices & Explanations


Mathematical Practices 5.MP.2 Reason abstractly and quantitatively. 5.MP.4 Model with mathematics 5.MP.5 Use appropriate tools strategically. 5.MP.6 Attend to precision. Explanation o Given that this is a measurement standard, it is important to have students measure and calculate the volume of objects used in everyday life. o Students use different units to measure volume dice, cubic centimeters, blocks. Students should be able to explain that any cubic unit can be used to measure volume as long as only one type of unit is used for measuring. o Students should be able to choose appropriate units for measuring volume. For example, it makes more sense to use cubic yards to measure volume of a dump truck than cubic inches.

Example(s)
o Count the cubes to find the volume of each shape.

20 un3 14 un3 24 un3 What strategies can be used to determine the volume of the shapes based on the number of cubes in the bottom layer? Count the number of cubes in the bottom layer, then add the number in the second layer or subtract the missing number from the top layer. Choose the best unit of measure for each item.

I Can Statements 5.MD.4 o I can use cubic units to measure volume. o I can choose appropriate units for measuring volume.

Betsy Weigle

Classroom-Caboodle.com

Measurement & Data (MD)


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

Geometric measurement: understand concepts of volume.

5.MD.5a

Essential Skills o Demonstrate


understanding of the formula for volume using models and/or manipulatives.

Academic Vocabulary
o o o o o o o o area base formula height length rectangular prism unit cubes volume

Mathematical Practices & Explanations


Mathematical Practices 5.MP.1 Make sense of problems and persevere in solving them. 5.MP.2 Reason abstractly and quantitatively. 5.MP.3 Construct viable arguments and critique the reasoning of others. 5.MP.4 Model with mathematics 5.MP.5 Use appropriate tools strategically. 5.MP.6 Attend to precision. 5.MP.7 Look for and make use of structure. 5.MP.8 Look for and express regularity in repeated reasoning. Explanation o Students relate the formula for area to each layer of a rectangular prism. As additional layers are added students can see volume is repeated addition of area. o This standard takes steps to move students from concrete examples of volume to the mathematical formula for volume. o Students should be able to find volume of regular and irregular rectangular prisms using unit cubes.

Example(s)
o When given 12 cubes, what are all possible dimensions of a rectangular prism? 1 x 1 x 12 1 x 6 x 2 2x3x2 3x4x1 6x2x1 1x2x6 1 x 12 x 1 2 x 6 x 1 4x1x3 1x3x4 2x1x6 3x1x4 4x3x1 1x4x3 2x2x3 3x2x2 6x1x2 Label the dimensions of the shape. Find the volume. Volume: 3 x 4 x 2 4 (missing in 2nd layer) = 20 units3

2 units

3 units

4 units

I Can Statements 5.MD.5a o I can find the volume of a rectangular prism using unit cubes. o I can show volume of a rectangular prism by multiplying the height by the area of the base.

Betsy Weigle

Classroom-Caboodle.com

Measurement & Data (MD)


5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. b. Apply the formulas V = l w h and V = b 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.

Geometric measurement: understand concepts of volume.

5.MD.5b

Essential Skills o Use and explain formula o

Academic Vocabulary
o o o formula rectangular prism volume

for finding volume. Apply formula for volume in real-world problems.

Mathematical Practices & Explanations


Mathematical Practices 5.MP.1 Make sense of problems and persevere in solving them. 5.MP.2 Reason abstractly and quantitatively. 5.MP.3 Construct viable arguments and critique the reasoning of others. 5.MP.4 Model with mathematics 5.MP.5 Use appropriate tools strategically. 5.MP.6 Attend to precision. 5.MP.7 Look for and make use of structure. 5.MP.8 Look for and express regularity in repeated reasoning. Explanation o Students use the formula for volume. It is important that when using visual models, students label all sides of the shape to avoid confusion. o It may be challenging for students to draw a rectangular prism, especially an irregular rectangular prism. Students may benefit from lessons on how to draw these 3D shapes.

Example(s)
o Trevor has a wooden box for growing flowers. The box measures 3 feet long by 1.5 feet wide by 2 feet high. How many cubic feet of dirt does Trevor need to fill his flower box? (3 x 1.5 x 2 = 9 cubic feet of dirt) How much concrete is needed to make the steps pictured below? (24 ft3) o

I Can Statements 5.MD.5b o I can use formulas to find the volume of a solid figure.

Betsy Weigle

Classroom-Caboodle.com

Measurement & Data (MD)


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

Geometric measurement: understand concepts of volume.

5.MD.5c

Essential Skills o Use and explain formula o

Academic Vocabulary
o o o formula rectangular prism volume

for finding volume. Apply formula for volume in real-world problems.

Mathematical Practices & Explanations


Mathematical Practices 5.MP.1 Make sense of problems and persevere in solving them. 5.MP.2 Reason abstractly and quantitatively. 5.MP.3 Construct viable arguments and critique the reasoning of others. 5.MP.4 Model with mathematics 5.MP.5 Use appropriate tools strategically. 5.MP.6 Attend to precision. 5.MP.7 Look for and make use of structure. 5.MP.8 Look for and express regularity in repeated reasoning. Explanation o Students use the formula for volume. It is important that when using visual models, students label all sides of the shape to avoid confusion. o Students apply concepts of area of irregular rectangles to the volume of irregular rectangular prisms. The shapes can be decomposed into separate rectangular prisms and added to find total volume.

Example(s)
o Trevor has a wooden box for growing flowers. The box measures 3 feet long by 1.5 feet wide by 2 feet high. How many cubic feet of dirt does Trevor need to fill his flower box? (3 x 1.5 x 2 = 9 cubic feet of dirt) How much concrete is needed to make the steps pictured below? (24 ft3)

Mrs. Caruthers wants to find out the volume of water needed to fill her swimming pool. If you decompose her pool into two rectangular prisms, what is the volume of each? (14 x 10 x 5 = 700 ft3 and 6 x 5 x 5 = 150 ft3)What is the total volume? 850 ft3

I Can Statements 5.MD.5b o I can use formulas to find the volume of a solid figure. o I can find the volume of solid figures made up of two or more rectangular prisms.

Betsy Weigle

Classroom-Caboodle.com

Geometry (G)
5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and xcoordinate, y-axis and y-coordinate).

Graph points on the coordinate plane to solve real-world and mathematical problems.

5.G.1

Essential Skills o Identify the parts of a o


coordinate plane. Plot ordered pairs on coordinate plane by moving along the x-axis for the first number and along the y-axis for the second number. Explain real-world situations that use coordinate planes (graphing, maps, etc.)

Academic Vocabulary
o o o o o o o o o o coordinate plane coordinates ordered pairs origin perpendicular plot point quadrant x axis y axis

Mathematical Practices & Explanations


Mathematical Practices 5.MP.4 Model with mathematics 5.MP.6 Attend to precision. 5.MP.7 Look for and make use of structure. Explanation o This standard deals with the first quadrant of the coordinate plane so students are dealing only with positive numbers. As students master this, it is appropriate to introduce other quadrants and negative numbers. o It is important for students to identify the ordered pairs as (x,y) so they understand that the first number is along the x-axis and the second is along the y-axis.

Example(s)
o Plot points on coordinate plane.

Plot points on a coordinate plane, connect points and name the polygon created.

I Can Statements 5.G.1 o I can identify the parts of a coordinate plane. o I can plot points on the coordinate plane using ordered pairs.

Betsy Weigle

Classroom-Caboodle.com

Geometry (G)
5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

Graph points on the coordinate plane to solve real-world and mathematical problems.

5.G.2

Essential Skills o Students create graphs

Academic Vocabulary
o o o o o coordinate plane coordinate value first quadrant graph points ordered pair

by plotting points on coordinate plane using real-world data. Students read points on a coordinate plane and identify the ordered pair for each point on the plane.

Mathematical Practices & Explanations


Mathematical Practices 5.MP.1 Make sense of problems and persevere in solving them. 5.MP.2 Reason abstractly and quantitatively. 5.MP.4 Model with mathematics 5.MP.5 Use appropriate tools strategically. 5.MP.6 Attend to precision. 5.MP.7 Look for and make use of structure. Explanation o This standard has students use coordinate planes for real-world purposes such as graphing and mapping. o Students will read maps and identify the ordered pair for places on the map. Students will also be able to determine distances between points on a coordinate plane. o Students will create maps and graphs using real-world data. This can be a line graph where students graph patterns in a function box or other such mathematical data. Students can also create and use mapping data.

Example(s)

o o

Where is Rees house located? (9,2) Jim runs 8 minutes per mile. Pam runs 7 minutes per mile. Create ordered pairs for each person and plot on coordinate plane.

How long will it take Jim and Pam to run 7 miles? (Jim-56 minutes, Pam-49 minutes) I Can Statements 5.G.2 o I can use a coordinate plane to show and solve real world math problems. o

Betsy Weigle

Classroom-Caboodle.com

Geometry (G)
5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

Classify twodimensional figures into categories based on their properties.

5.G.3

Essential Skills o Students group shapes o

Academic Vocabulary
o o o o o o o angles attribute category classify lines symmetry two-dimensional

based on given attributes. Students reason about categories and subcategories of shapes.

Mathematical Practices & Explanations


Mathematical Practices 5.MP.2 Reason abstractly and quantitatively. 5.MP.6 Attend to precision. 5.MP.7 Look for and make use of structure. Explanation o Students need multiple experiences with discussing, sorting and drawing shapes that have specified attributes. o Students will be able to sort shapes by their attributes. It is more difficult to reverse the process and ask students to take specified attributes and provide shapes that fit them. This takes practice and discussion and is best worked on in a group until students feel confident they can work independently.

Example(s)
o Complete table.

Do all quadrilaterals have right angles? Explain using examples. (Not all quadrilaterals have right angles. Parallelograms and trapezoids have 0 right angles.

I Can Statements 5.G.3 o I can identify attributes of two-dimensional shapes. o I can give examples of shapes with specific attributes.

Betsy Weigle

Classroom-Caboodle.com

Geometry (G)
5.G.4 Classify two-dimensional figures in a hierarchy based on properties.

Classify twodimensional figures into categories based on their properties.

5.G.4

Essential Skills o Students create a

Academic Vocabulary
o o o o o o o o angles attribute category classify hierarchy lines symmetry two-dimensional

hierarchy of shapes based on given attributes or terms.

Mathematical Practices & Explanations


Mathematical Practices 5.MP.2 Reason abstractly and quantitatively. 5.MP.3 Construct viable arguments and critique the reasoning of others. 5.MP.5 Use appropriate tools strategically. 5.MP.6 Attend to precision. 5.MP.7 Look for and make use of structure. Explanation o This standard builds on the work done in fourth grade with classifying shapes used in prior grades: polygon, rhombus, rectangle, square, triangle, quadrilateral, pentagon, hexagon, cube, trapezoid, semicircle, circle, parallelogram. o Properties may include: - properties of sides: parallel, perpendicular, congruent, # of sides - properties of angles: types of angles, congruent o Triangles can be classified by: Angles: Right (one angle measures 90) Acute: all angles are < 90 Obtuse: one angle is >90 and <180 Sides: Equilateral: all sides same length Scalene: No sides same length Isosceles: At least 2 sides same length

Example(s)
o Create a hierarchy using the following terms: Polygons, quadrilaterals, rectangles, rhombi, square

I Can Statements 5.G.4 o I can classify two-dimensional shapes by their attributes.

Betsy Weigle

Classroom-Caboodle.com

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