5th Grade Curriculum Guide-Updated

Bridgeton Public School District
Grade Level/Content 5/Mathematics 5

Date: August 2018
Fifth Grade Curriculum Guide

Part I
Part 1 is a guide to the curriculum. It serves as an overview of the standards, pacing, assessments
and resources for the entire course. Additionally, the guide outlines the modifications necessary
to ensure all learners are academically successful.
Marking Period 1: Marking Period 2: Marking Period 3: Marking Period 4:

Chapter 1: 15 days Chapter 4: 5 days Chapter 6: 15 days Chapter 8: 5 days
*Geometry (NJSLA) *Graphing (NJSLA) *Metric System (NJSLA)
Chapter 9: 13 days
Chapter 3: 10 days Chapter 2: 17 days Chapter 7: 17 days
*Volume (NJSLA) *Algebraic Patterns (NJSLA) Chapter10: 13 days
Chapter 8: 12 days
Chapter 4: 12 days Chapter 5: 17 days Chapter 11: 14 days
Pacing Guide
*Customary (NJSLA) *Complete one 3-Act Task

*Complete one 3-Act Task *Measurement (NJSLA) *Complete one 3-Act Task
Chapter 6: 2 days
*Complete one 3-Act Task NJSLA: 5 Days
37 instructional days 41 instructional days 44 instructional days 50 instructional days

5 flex days 1 flex day 1 flex days 1 flex days
42 total days 42 total days 45 total days 51 total days
Chpt. 2 Test Online Chpt. 7 Test Online Chpt. 9 Test Online
Date: August 2018
GO Math! K-5 Guidance Documents by AchievetheCore.org

“These documents provide guidance for implementing GO Math! K-5 in ways that best align to college- and career-ready standards. Each
document includes general guidance for teachers to support implementation of the program across all grades along with lightwe ight
grade-level-specific guidance, both across the year and for individual chapters. When supplementary resources are suggested, links are
provided to free lessons* or materials. Rationale for all of the suggestions is grounded in the instructional Shifts required to help students
learn mathematics for college and career readiness. Fluency guides are provided for each grade level to support students’ mas tery of the
required fluency standards in K-5.”
“Student Achievement Partners worked with districts across the country who appreciate the promise and potential of the GO Math! (K-
5) comprehensive mathematics program from Houghton Mifflin Harcourt and who sought to align GO Math! more closely to the
expectations of rigorous college- and career-ready standards. Student Achievement Partners worked with Houghton Mifflin Harcourt and
teams of teachers from these districts to create guidance documents that leverage the program's strongest elements, which when used
alongside GO Math!, provides teachers the resources to deliver aligned instruction in order to drive student outcomes.”
(Excerpts taken from https://achievethecore.org/page/2853/go-math-k-5-guidance-documents)
Use this link to access the GoMath! Guidance Document for Grade 5: https://achievethecore.org/page/2853/go-math-k-5-guidance-
documents
Please use this resource from Achieve the Core (https://achievethecore.org/) to guide you in your planning. At this time, you are not
required to add, modify, or delete the lessons as indicated in the document. However, you may do so as you see fit for your
learners.
Date: August 2018
5.OA.A.1 Use parentheses, 5.NBT.A.2 Explain patterns in the 5.NF.B.4 Apply and extend previous 5.OA.B.3 Generate two numerical
brackets, or braces in numerical number of zeros of the product understandings of multiplication to patterns using two given rules.
expressions, and evaluate when multiplying a number by multiply a fraction or whole number Identify apparent relationships
expressions with these symbols. powers of 10, and explain patterns in by a fraction. between corresponding terms. Form
5.OA.A.2 Write simple expressions the placement of the decimal point 5.NF.B.4.a Interpret the product ordered pairs consisting of
that record calculations with when a decimal is multiplied or (a/b) × q as a parts of a partition of q corresponding terms from the two
numbers, and interpret numerical divided by a power of 10. Use whole- into b equal parts; equivalently, as patterns, and graph the ordered
expressions without evaluating number exponents to denote the result of a sequence of pairs on a coordinate plane.
them. powers of 10. operations a × q ÷ b. 5.G.A.1 Use a pair of perpendicular
5.NBT.A.1 Recognize that in a multi- 5.NBT.B.6 Find whole-number 5.NF.B.4.b Find the area of a number lines, called axes, to define
digit number, a digit in one place quotients of whole numbers with up rectangle with fractional side lengths a coordinate system, with the
represents 10 times as much as it to four-digit dividends and two-digit by tiling it with unit squares of the intersection of the lines (the origin)
represents in the place to its right divisors, using strategies based on appropriate unit fraction side arranged to coincide with the 0 on
and 1/10 of what it represents in the place value, the properties of lengths, and show that the area is each line and a given point in the
place to its left. operations, and/or the relationship the same as would be found by plane located by using an ordered
5.NBT.A.2 Explain patterns in the between multiplication and division. multiplying the side lengths. Multiply pair of numbers, called its
number of zeros of the product Illustrate and explain the calculation fractional side lengths to find areas coordinates. Understand that the
when multiplying a number by by using equations, rectangular of rectangles, and represent fraction first number indicates how far to
Standards
powers of 10, and explain patterns arrays, and/or area models. products as rectangular areas. travel from the origin in the
in the placement of the decimal 5.NBT.B.7 Add, subtract, multiply, 5.NF.B.5.a Comparing the size of a direction of one axis, and the
point when a decimal is multiplied and divide decimals to hundredths, product to the size of one factor on second number indicates how far to
or divided by a power of 10. Use using concrete models or drawings the basis of the size of the other travel in the direction of the second
whole-number exponents to denote and strategies based on place value, factor, without performing the axis, with the convention that the
powers of 10. properties of operations, and/or the indicated multiplication. names of the two axes and the
5.NBT.A.3 Read, write, and relationship between addition and 5.NF.B.5.b Explaining why coordinates correspond (e.g., x-axis
compare decimals to thousandths. subtraction; relate the strategy to a multiplying a given number by a and x-coordinate, y-axis and y-
5.NBT.A.3.a Read and write written method and explain the fraction greater than 1 results in a coordinate).
decimals to thousandths using base- reasoning used. product greater than the given 5.G.A.2 Represent real world and
ten numerals, number names, and 5.NF.B.3 Interpret a fraction as number (recognizing multiplication mathematical problems by graphing
expanded form, e.g., 347.392 = 3 × division of the numerator by the by whole numbers greater than 1 as points in the first quadrant of the
100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 denominator (a/b = a ÷ b). Solve a familiar case); explaining why coordinate plane, and interpret
× (1/100) + 2 × (1/1000). word problems involving division of multiplying a given number by a coordinate values of points in the
5.NBT.A.3.b Compare two decimals whole numbers leading to answers fraction less than 1 results in a context of the situation.
to thousandths based on meanings in the form of fractions or mixed product smaller than the given 5.G.B.3 Understand that attributes
of the digits in each place, using >, =, numbers, e.g., by using visual number; and relating the principle of belonging to a category of two-
and < symbols to record the results fraction models or equations to fraction equivalence a/b = (n × a)/(n dimensional figures also belong to
of comparisons. represent the problem. × b) to the effect of multiplying a/b all subcategories of that category.
5.NBT.A.4 Use place value 5.NF.A.1 Add and subtract fractions by 1. For example, all rectangles have
understanding to round decimals to with unlike denominators (including 5.NF.B.6 Solve real world problems four right angles and squares are
any place mixed numbers) by replacing given involving multiplication of fractions
Date: August 2018
5.NBT.B.5 Fluently multiply multi- fractions with equivalent fractions in and mixed numbers, e.g., by using rectangles, so all squares have four
digit whole numbers using the such a way as to produce an visual fraction models or equations right angles.
standard algorithm. equivalent sum or difference of to represent the problem. 5.G.B.4 Classify two-dimensional
5.NBT.B.6 Find whole-number fractions with like denominators. 5.NF.B.7 Apply and extend previous figures in a hierarchy based on
quotients of whole numbers with up 5.NF.A.2 Solve word problems understandings of division to divide properties.
to four-digit dividends and two-digit involving addition and subtraction of unit fractions by whole numbers and 5.MD.A.1 Convert among different-
divisors, using strategies based on fractions referring to the same whole numbers by unit fractions. sized standard measurement units
place value, the properties of whole, including cases of unlike 5.NF.B.7.a Interpret division of a within a given measurement system
operations, and/or the relationship denominators, e.g., by using visual unit fraction by a non-zero whole (e.g., convert 5 cm to 0.05 m), and
between multiplication and division. fraction models or equations to number, and compute such use these conversions in solving
Illustrate and explain the calculation represent the problem. Use quotients. multi-step, real world problems.
by using equations, rectangular benchmark fractions and number 5.NF.B.7.b Interpret division of a 5.MD.B.2 Make a line plot to
arrays, and/or area models. sense of fractions to estimate whole number by a unit fraction, and display a data set of measurements
5.NBT.B.7 Add, subtract, multiply, mentally and assess the compute such quotients. in fractions of a unit (1/2, 1/4, 1/8).
and divide decimals to hundredths, reasonableness of answers. 5.NF.B.7.c Solve real world Use operations on fractions for this
using concrete models or drawings problems involving division of unit grade to solve problems involving
and strategies based on place value, fractions by non-zero whole information presented in line plots.
properties of operations, and/or the numbers and division of whole 5.MD.C.3 Recognize volume as an
relationship between addition and numbers by unit fractions, e.g., by attribute of solid figures and
subtraction; relate the strategy to a using visual fraction models and understand concepts of volume
written method and explain the equations to represent the problem. measurement.
reasoning used. 5.MD.C.3.a A cube with side length
1 unit, called a "unit cube," is said to
have "one cubic unit" of volume,
and can be used to measure
volume.
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.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 problems involving
volume.
Date: August 2018
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
× 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.
5.MD.C.5.c Recognize volume as
additive. Find volumes of solid
figures composed of two non-
overlapping right rectangular prisms
by adding the volumes of the non-
overlapping parts, applying this
technique to solve real world
problems.
Date: August 2018
Formative Assessments Formative Assessments Summative Assessments Formative Assessments

• Imagine Math • Imagine Math • Chapter 6 Test • Imagine Math
Benchmark #1 Benchmark #2 • Chapter 7 Test Benchmark #3
Summative Assessments Summative Assessments Alternative Assessments Summative Assessments
• Chapter 1 Test • Chapter 4 Test • Chapter 8 Test
Benchmark Assessments
• Performance Task
• Chapter 3 Test • Chapter 2 Test Chapter 6 • Chapter 9 Test
Alternative Assessments • Chapter 5 Test • Performance Task • Chapter 10 Test
• Performance Task Alternative Assessments Chapter 7 • Chapter 11 Test
Chapter 1 • Performance Task Alternative Assessments
• Performance Task Chapter 4 • Performance Task
Chapter 3 • Performance Task Chapter 8
Chapter 2 • Performance Task
• Performance Task Chapter 9
Chapter 5 • Performance Task
Chapter 10
• Performance Task
Chapter 11
Date: August 2018
District Required: District Required: District Required: District Required:

• Imagine Math • Imagine Math • Imagine Math • Imagine Math
• Go Math Print Resources • Go Math Print Resources • Go Math Print Resources • Go Math Print Resources
• Go Math Online Resources • Go Math Online Resources • Go Math Online Resources • Go Math Online Resources
(PMT) (PMT) (PMT) (PMT)
• https://gfletchy.com/3- • https://gfletchy.com/3- • https://gfletchy.com/3- • https://gfletchy.com/3-
act-lessons/ act-lessons/ act-lessons/ act-lessons/
District Required Resources
• Gizmos • Gizmos • Gizmos • Gizmos

• Sprints • Sprints • Sprints • Sprints
• NJSLA/PARCC Released • NJSLA/PARCC Released • NJSLA/PARCC Released • NJSLA/PARCC Released
items and resources items and resources items and resources items and resources
Additional: Additional: Additional: Additional:

• http://studyjams.scholasti • http://studyjams.scholasti • http://studyjams.scholasti • http://studyjams.scholasti
c.com/studyjams/ c.com/studyjams/ c.com/studyjams/ c.com/studyjams/
• https://njctl.org/account/r • https://njctl.org/account/r • https://njctl.org/account/r • https://njctl.org/account/r
egister/ egister/ egister/ egister/
• Teachers Pay Teachers • Teachers Pay Teachers • Teachers Pay Teachers • Teachers Pay Teachers
• Pinterest • Pinterest • Pinterest • Pinterest
• Guided Math resources • Guided Math resources • Guided Math resources • Guided Math resources
• See additional resources • See additional resources • See additional resources • See additional resources
list in curriculum list in curriculum list in curriculum list in curriculum
folder/binder folder/binder folder/binder folder/binder
Date: August 2018
● Modify activities/assignments/projects/assessments
Modifications for At-Risk Students
● Breakdown activities/assignments/projects/assessments into manageable units

● Additional time to complete activities/assignments/projects/assessments
● Provide an option for alternative activities/assignments/projects/assessments
● Modify Content
● Modify Amount
● Adjust Pacing of Content
● Small Group Intervention/Remediation
● Individual Intervention/Remediation
● Additional Support Materials
● Lower-Level Text
● Guided Notes
● Graphic Organizers
● See “Using Formative Assessment to Address the Specific Learning Needs of ELLs, Low Achieving Students,
Students with Disabilities, and High Achieving Students in K-12 Mathematics” Document
Modifications for
Gifted Students
● Modify Content
● Small Group Enrichment
● Individual Enrichment
● Higher-Level Text
Date: August 2018
All WIDA Can Do Descriptors can be found at this link: https://wida.wisc.edu/teach/can-do/descriptors

Grade appropriate WIDA Can Do Descriptors:
Modifications for
English Learners
● Listening
● Speaking
● Reading
● Writing
● Oral Language
Modifications for Special Education & 504
● Breakdown activities/assignments/projects/assessments into manageable units

● Additional time to complete activities/assignments/projects/assessments
● Modify Content
● Modify Amount
● Small Group Intervention/Remediation
● Individual Intervention/Remediation
● Additional Support Materia
● Lower-Level Text
● Guided Notes
● Graphic Organizers
● Other Modifications for Special Education as indicated by the IEP
● Other Modifications & Accommodations as indicated by the 504 Plan
Date: August 2018
• Global Awareness
21st Century
• Financial, Economic, Business and Entrepreneurial Literacy
Themes
• Civic Literacy
• Health Literacy
• Environmental
Required 21st Century Life and Careers Standards

Career Ready Practices:
● CRP1: Act as a responsible and contributing citizen and employee.
● CRP2: Apply appropriate academic and technical skills.
● CRP3: Attend to personal health and financial well-being.
● CRP4: Communicate clearly and effectively and with reason.
● CRP5: Consider the environmental, social and economic impacts of decisions.
● CRP6: Demonstrate creativity and innovation.
● CRP7: Employ valid and reliable research strategies.
● CRP8: Utilize critical thinking to make sense of problems and persevere in solving them.
● CRP9: Model integrity, ethical leadership and effective management.
● CRP10: Plan education and career paths aligned to personal goals.
● CRP11: Use technology to enhance productivity.
● CRP12: Work productively in teams while using global competence.
Date: August 2018
9.1 Personal Financial Literacy - Income And Careers 9.2 Career Awareness, Exploration, And Preparation -
Career Awareness
By the end of grade 8, SWBAT: By the end of grade 8, SWBAT:
● 9.1.8.A.2 Relate how career choices, education choices, skills, • 9.2.8.B.1 Research careers within the 16 Career Clusters® and
entrepreneurship, and economic conditions affect income. determine attributes of career success.
● 9.1.8.A.3 Differentiate among ways that workers can improve • 9.2.8.B.2 Develop a Personalized Student Learning Plan with the
earning power through the acquisition of new knowledge and assistance of an adult mentor that includes information about
skills. career areas of interest, goals and an educational plan.
● 9.1.8.A.4 Relate earning power to quality of life across cultures. • 9.2.8.B.3 Evaluate communication, collaboration, and leadership
● 9.1.8.A.5 Relate how the demand for certain skills determines skills that can be developed through school, home, work, and
an individual’s earning power. extracurricular activities for use in a career.
● 9.1.8.A.6 Explain how income affects spending decisions. • 9.2.8.B.4 Evaluate how traditional and nontraditional careers have
● 9.1.8.B.1 Distinguish among cash, check, credit card, and debit evolved regionally, nationally, and globally.
card. • 9.2.8.B.5 Analyze labor market trends using state and federal labor
● 9.1.8.B.2 Construct a simple personal savings and spending plan market information and other resources available online.
based on various sources of income. • 9.2.8.B.6 Demonstrate understanding of the necessary preparation
● 9.1.8.B.3 Justify the concept of “paying yourself first” as a and legal requirements to enter the workforce.
financial savings strategy. • 9.2.8.B.7 Evaluate the impact of online activities and social media
● 9.1.8.B.4 Relate the concept of deferred gratification to on employer decisions.
[investment,] meeting financial goals, and building wealth.
● 9.1.8.B.5 Explain the effect of the economy on personal
income, individual and family security, and consumer decisions.
● 9.1.8.B.6 Evaluate the relationship of cultural traditions and
historical influences on financial practice.
● 9.1.8.B.7 Construct a budget to save for long-term, short-term,
and charitable goals.
● 9.1.8.B.8 Develop a system for keeping and using financial
records.
● 9.1.8.B.9 Determine the most appropriate use of various
financial products and services (e.g., ATM, debit cards, credit
cards, check books).
● 9.1.8.B.10 Justify safeguarding personal information when using
credit cards, banking electronically, or filing forms.
Date: August 2018
Interdisciplinary Connections
Chapter ELA Standards Science Standards

1 RI.5.1, RI.5.4, RI.5.7, RI.5.10, W.5.1, W.5.7, W.5.8, W.5.9, SL.5.1, SL.5.5 5-PSI-1-4, 5-PS2-1-2, 5-ESS1-1-2
3 RI.5.1, RI.5.4, RI.5.7, RI.5.10, W.5.1, W.5.7, W.5.8, W.5.9, SL.5.1, SL.5.5 5-ESS2-1
4 RI.5.1, RI.5.4, RI.5.7, RI.5.10, W.5.1, W.5.7, W.5.8, W.5.9, SL.5.1, SL.5.5 5-PS2-1, 5-ESS1-1-2
2 RI.5.1, RI.5.4, RI.5.7, RI.5.10, W.5.1, W.5.7, W.5.8, W.5.9, SL.5.1, SL.5.5 3-5-ETS1-1, 3-5-ETS1-2, 5-PSI-2
5 RI.5.1, RI.5.4, RI.5.7, RI.5.10, W.5.1, W.5.7, W.5.8, W.5.9, SL.5.1, SL.5.5 5-PS2-1, 5-ESS1-1-2
6 RI.5.1, RI.5.4, RI.5.7, RI.5.10, W.5.1, W.5.7, W.5.8, W.5.9, SL.5.1, SL.5.5 5-ESS3-1, 5-ESS2-1
7 RI.5.1, RI.5.4, RI.5.7, RI.5.10, W.5.1, W.5.7, W.5.8, W.5.9, SL.5.1, SL.5.5 5-ESS2-1
8 RI.5.1, RI.5.4, RI.5.7, RI.5.10, W.5.1, W.5.7, W.5.8, W.5.9, SL.5.1, SL.5.5 5-PSI-1-4
10 RI.5.1, RI.5.4, RI.5.7, RI.5.10, W.5.1, W.5.7, W.5.8, W.5.9, SL.5.1, SL.5.5 5-PS3-1, 5-LS1-1, 5-LS2-1
Infusion of Technology Standards:

Personal Math Trainer, Imagine Math, ThinkCentral, other online resources as listed in Curriculum Guide
8.1.P.A.1 Use an input device to select an item and navigate the screen
8.1.P.A.2 Navigate the basic functions of a browser
8.1.P.A.3 Use digital devices to create stories with pictures, numbers, letters and words
8.1.P.A.4 Use basic technology terms in the proper context in conversation with peers and teachers (e.g., camera, tablet, Internet, mouse,
keyboard and printer)
8.1.P.A.5 Demonstrate the ability to access and use resources on a computing device
8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. Games, museums)
8.1.P.E.1 Use the Internet to explore and investigate questions with a teacher’s support
8.1.2.E.1 Use digital tools and online resources to explore a problem or issue
Date: August 2018
Instructional Planning Guide

Part II
Part II is a guide to teaching the curriculum outlined in Part 1. Each lesson is outlined and
should be utilized when writing individual, classroom lesson plans.
Chapter 1: Place Value, Multiplication, and Expressions
• There is a 10 to 1 relationship among place-value positions.

Understandings
• You can use properties of operations to solve expressions.

Enduring
• You can use patterns when using exponents and multiplying or dividing by 10.
• You can use exponents and powers of 10 to multiply by 2-digit numbers.
• You can use place value, regrouping and partial products to multiply by multi-digit numbers.
• Multiplication and division are inverse operations.
• You can write and interpret expressions that record calculations with numbers.
• The order of operations must be followed in order to arrive at a correct answer.
• How can you describe the relationship between two place-value positions?
• How can you use properties of operations to solve problems?
Questions
Essential
• How can you use an exponent to show powers of 10?

• How can you use basic facts and number patterns to multiply with 2-digit numbers?
• How can you multiply by multi-digit numbers?
• How can you use multiplication to solve a division problem?
• How can you use a numerical expression to describe a situation?
• Why is it important to follow the order of operations?
Date: August 2018
Component/Rationale/Recommended Resources
Lesson Plans: Content and Language Objectives Language Objectives:
Rationale • Students illustrate and describe the relationship between two place-value
• Language objectives are essential to support the linguistic development of positions.
students. • Students explain to a partner the best way to read, write, and represent whole
• They should be based on the four domains in language: Speaking, Listening, numbers through hundred millions.
Reading and Writing • Students explain to a partner how to use properties of operations to solve
Recommended Resources: problems.
• Please refer to WIDA Can Do Descriptors https://wida.wisc.edu/teach/can- • Students write an explanation for how an exponent shows the powers of 10.
do/descriptors • Students work in pairs to create a set of instructions on how to use a basic fact
The WIDA Can Do Descriptors, Key Uses Edition is organized by grade-level bands (K, and a pattern to multiply by a 2-digit number.
1, 2–3, 4–5, 6–8, and 9–12) that correspond to those in ACCESS for ELLs 2.0. Within • Students work in teams to write an illustrated guide for multiplying by 1-digit
each grade-level band, the descriptors are organized by Key Use (Recount, Explain, numbers.
Argue and Discuss) and within each Key Use, there are example descriptors for • Students use their own words to tell a partner how to multiply by multi-digit
WIDA’s six levels of language proficiency (ELP Levels 1–6). numbers.
• Students complete the sentence frame to explain, Multiplication is used to
solve division problems by______________.
• Students demonstrate and explain how solving a simpler problem can help them
solve a division problem.
• Students discuss in pairs how you can describe a real situation using a numerical
expression.
• Students discuss with partner what happens when they don’t the follow the
order of operations.
• Students design a step-by-step chart show the order in which operations must
be evaluated to find a solution to a problem.
Date: August 2018
Teaching Academic Vocabulary: Cognates Vocabulary:

Rationale Base
• The explicit instruction of academic vocabulary, specifically cognates, is key to Distributive Property
improve comprehension in English. Evaluate
• Cognates are words in two languages that share a similar meaning, spelling, Exponent
and pronunciation. While English may share very few cognates with a language Inverse Operations
like Chinese, approximately 50% of the academic vocabulary in English have a Numerical Expressions
related word in Spanish. Order of Operations
Recommended Resources Period
• When teaching vocabulary in an explicit manner, teachers must choose 5 to 10
Tier II words that students will need to have a solid grasp of key terms, which
they will use to understand content in multiple areas of their learning. Teachers
must use visuals, semantic, and mnemonic strategies. Explicit instruction must
take place, three times per week, for a period of fifteen minutes per day.
• The majority of Tier III words are cognates. However, Tier III words are content
specific, and therefore, they should be taught "in the moment" because they
need a quick explanation with heavy context. They should be taught naturally,
without a separate instructional section.
Multiple links to list of cognates will be provided soon, but for now, please refer to
the following link for a sample list: http://www.esdict.com/English-Spanish-
Cognates.html#.Wvezm4WcGS4
Background Knowledge Prerequisite Knowledge:
Rationale • Model multiplication using arrays.
• Background knowledge is essential to become an expert in a subject. However, • Make a table of multiplication facts.
such back knowledge becomes useless if language or culture makes it
impossible to link knowledge to a task. Common Misconceptions:
Recommended Resources • Students may confuse directions to finding place values.
• Concepts should be directly linked to students’ background experience. This • Students may misinterpret bases and exponents.
experience can be personal, cultural or academic. • When the Distributive Property is used to divide, the sum of the products is not
• Links should be explicitly made between past learning and new concepts equal to the dividend.
• Key vocabulary is emphasized. New vocabulary is presented in context. The • Expressions are evaluated from left to right without consideration of the type of
number of vocabulary items is limited. operation.
Date: August 2018
Resources: Scaffolds, Charts Diagrams and Technology Differentiation:

Rationale • Guided Math/Small Groups/Split Instruction
• Students learn by using scaffolds and strategies that lower the language • Adaptive Software
complexity of the content they experience in the classroom, but keeping the • Centers
rigor and the integrity of the material. • Cross Curricular Application/STEM
• Students need to learn to use complex language, but to do so they need
scaffolds and support. As English Learners transition through the various
stages of the language acquisition process, scaffolds should gradually diminish.
Eventually students become proficient and independent, and consequently,
able to utilize scaffolds on their own.
Recommended Resources
• The NJDOE Curricular Framework offers charts, and other resources aligned to
the New Jersey Learning Standards.
http://www.state.nj.us/education/cccs/frameworks/
• At the moment, the NJDOE has not finalized the specific English Learners
scaffolding section for each unit of the New Jersey Learning Standards.
However, the archives of the Model Curriculum are still available. They offer
scaffolds associated to specific standards, as well as ELA exemplar units for
English Learners. Please refer to the following sample links:
• http://www.state.nj.us/education/modelcurriculum/ela/ellscaffolding/2u2.pdf
http://www.state.nj.us/education/modelcurriculum/ela/exemplars/
Date: August 2018
Lessons
Standard/Objective Materials Instructional Strategies
Throughout Chapter 1, embed the standard Lessons 11.1, 11.2, 11.3, and 11.4
5.MD.C.3; 5.G.B.3; 5.G.B.4 (Geometry). Personal Math Trainer
Chapter Introduction Personal Math Trainer (Show What You Know - Chapter 1),
Personal Math Trainer Chapter 1 (1 Day) Vocabulary Builder
Lesson 1.1 (2 Day) MathBoard, base-ten blocks Suggested:

5.NBT.A.1 SWBAT Recognize the 10 to 1 • Guided Math
relationship among place-value positions. Digital Resources: • Centers/Small Group
iStudent Edition, eTeacher Edition, Personal Math Trainer, Instruction
Math on the Spot Video, iTools • Gradual Release
• Model
Print Resources: • Videos
Student Edition, Reteach, Enrich, Grab-and-Go Centers Kit
Lesson 1.2 (1 Day) MathBoard Suggested:
5.NBTA.A.1 SWBAT Read and write whole • Guided Math
numbers through hundred millions. Digital Resources: • Centers/Small Group
Math on the Spot Video, iTools, HMH Mega Math, Animated • Gradual Release
Math Models • Model
• Think Pair Share
Print Resources:
Date: August 2018

5.OA.A.1 SWBAT Use properties to solve • Guided Math
problems. Digital Resources: • Centers/Small Group
Math on the Spot Video, iTools, Animated Math Models • Gradual Release
• Model
Print Resources: • Peer Tutoring
Lesson 1.4 (1 Day) MathBoard, Base-ten blocks Suggested:

5.NBT.A.2 SWBAT Write and evaluate • Guided Math
repeated factors in exponent form. Digital Resources: • Centers/Small Group
• Turn, Talk, & Write
Print Resources:
5.NBT.A.2 SWBAT Use a basic fact and a • Guided Math
pattern to multiply mentally by multiples of Digital Resources: • Centers/Small Group
10, 100, and 1,000. iStudent Edition, eTeacher Edition, Personal Math Trainer, Instruction
Math on the Spot Video, Animated Math Models • Gradual Release
• Model
Print Resources: •
Date: August 2018

5.NBT.B.5 SWBAT Multiply by 1-digit numbers. • Guided Math
Digital Resources: • Centers/Small Group
• One on One
Print Resources:
5.NBT.B.5 SWBAT Multiply by multi-digit • Guided Math
numbers. Digital Resources: • Centers/Small Group
Math on the Spot Video, HMH Mega Math • Gradual Release
• Model
Print Resources: • Collaborative Groups
5.NBT.B.6 SWBAT Use multiplication to solve • Guided Math
division problems. Digital Resources: • Centers/Small Group
Math on the Spot Video • Gradual Release
• Model
Print Resources: • Videos
Date: August 2018

5.NBT.B.6 SWBAT Use the strategy solve a • Guided Math
simpler problem to solve problems. Digital Resources: • Centers/Small Group
• Model
Print Resources: • Peer Tutoring

5.OA.A.1, 5.0A.A.2 SWBAT Write numerical • Guided Math
expressions. Digital Resources: • Centers/Small Group
Math on the Spot Video, iTools • Gradual Release
• Model
Print Resources: • Think, Pair, Share
5.OA.A.1 SWBAT Use the order of operations • Guided Math
to evaluate numerical expressions. Digital Resources: • Centers/Small Group
Math on the Spot Video, HMH Mega Math, Animated Math • Gradual Release
Models • Model
• One on One
Print Resources:
Date: August 2018

5.OA.A.1 SWBAT Evaluate numerical • Guided Math
expressions with parentheses, brackets, and Digital Resources: • Centers/Small Group
braces. iStudent Edition, eTeacher Edition, Personal Math Trainer, Instruction
• Model
Print Resources: • Collaborative Groups
Chapter 1 Review and Chapter 1 Review (Student Edition) and Chapter 1
Performance Task (1 Day) Performance Task
Chapter 1 Test Chapter 1 Test (Chapter Resources Book, pages 1-51 to 1-55)
Formative Assessments Exemplar Lessons

• Teacher Created Quizzes
• Mid-Chapter Checkpoint (Lessons 1.1-1.5) *Alternate 3-Act recording sheet can be found in Curriculum Resources folder
• PMT Report/Assessments
• Teacher Created Projects/Real World Project page 1-2 * Chose at least one 3-Act Task listed in Chapter 3 to complete during Marking
• Center Outcomes/Rubrics Period 1.
• Anecdotal Notes
• Imagine Math Report/Assessments
• Quick Checks
• Essential Question
• Math Journal
Date: August 2018

Part II
Part II is a guide to teaching the curriculum outlined in Part 1. Each lesson is outlined and
should be utilized when writing individual, classroom lesson plans.
Chapter 3: Add and Subtract Decimals
• A decimal can be written in standard, word and expanded form. The place of the last digit determines the name of the
Understandings
decimal.
• You can compare decimals by lining up the decimal points of the numbers or by using a place-value chart and compare the
Enduring
digits in each place-value position.

• You can use base-ten blocks to model each addend and as you add/subtract them, regroup as needed.
• Aligning the place values of decimals before adding or subtracting helps you add/subtract hundredths to hundredths, tenths to
tenths, ones to ones and so on.
• To describe an addition/subtraction pattern, analyze the differences between terms; to create a pattern, use the rule
provided.
• How do you read, write, and represent decimals through thousandths?

Questions
Essential
• How can you use place value to compare and order decimals?
• How can you use base-ten blocks to model decimal addition and subtraction?
• How can place value help you add and subtract decimals?
• How can you use addition or subtraction to describe a pattern or create a sequence with decimals?
Date: August 2018
Rationale • Student partners describe the relationship between two decimal
• Language objectives are essential to support the linguistic development of students. place-value positions to another pair.
• They should be based on the four domains in language: Speaking, Listening, Reading and • Students use a Mathboard to show a partner how to read, write, and
Writing represent and example of decimals through thousandths.
Recommended Resources: • Student teams make a 3-panel poster to show how you can use place
• Please refer to WIDA Can Do Descriptors https://wida.wisc.edu/teach/can-do/descriptors value to compare and order decimals.
The WIDA Can Do Descriptors, Key Uses Edition is organized by grade-level bands (K, 1, 2–3, 4– • Students explain in their Math Journal how you can use place value to
5, 6–8, and 9–12) that correspond to those in ACCESS for ELLs 2.0. Within each grade-level round decimals to a given place.
band, the descriptors are organized by Key Use (Recount, Explain, Argue and Discuss) and • Students explain, using a response frame, You use base-ten blocks to
within each Key Use, there are example descriptors for WIDA’s six levels of language proficiency model decimal addition by __________.
(ELP Levels 1–6). • Students write in their math journal, I have learned that place value
helps you subtract decimals by________.
• Students explain by completing the sentence frame, The way you
estimate decimal sums and differences is first to _____.
• Students listen to a partner and rephrase how to use place value to
help add decimals.
• Students show a partner an example of how you can use place value
to help you subtract decimals.
• Students complete the sentence frame, You can use addition or
subtraction to describe a pattern or create a sequence with decimals
by _________.
• Students explain to a partner the advantages of using the strategy
make a table to help organize and keep track of a bank account
balance.
• Student teams discuss and compare methods for finding a decimal
sums and differences.
Date: August 2018
Teaching Academic Vocabulary: Cognates Vocabulary

Rationale Sequence
• The explicit instruction of academic vocabulary, specifically cognates, is key to improve Term
comprehension in English. Thousandth
• Cognates are words in two languages that share a similar meaning, spelling, and Benchmark
pronunciation. While English may share very few cognates with a language like Chinese, Estimate
approximately 50% of the academic vocabulary in English have a related word in Spanish. Hundredth
Recommended Resources Round
• When teaching vocabulary in an explicit manner, teachers must choose 5 to 10 Tier II Tenth
words that students will need to have a solid grasp of key terms, which they will use to
understand content in multiple areas of their learning. Teachers must use visuals,
semantic, and mnemonic strategies. Explicit instruction must take place, three times per
week, for a period of fifteen minutes per day.
• The majority of Tier III words are cognates. However, Tier III words are content specific,
and therefore, they should be taught "in the moment" because they need a quick
explanation with heavy context. They should be taught naturally, without a separate
instructional section.
Multiple links to list of cognates will be provided soon, but for now, please refer to the
following link for a sample list: http://www.esdict.com/English-Spanish-
Background Knowledge Prerequisite Knowledge
Rationale • Find a sum by regrouping below the addends.
• Background knowledge is essential to become an expert in a subject. However, such • Find a sum by regrouping above the addends.
back knowledge becomes useless if language or culture makes it impossible to link
knowledge to a task. Common Misconceptions
• Students do not graph numbers in sensible locations when
• Concepts should be directly linked to students’ background experience. This experience
benchmarks have different number of decimal place values.
can be personal, cultural or academic.
• Students do not align place values correctly.
• Links should be explicitly made between past learning and new concepts
• When writing a sequence given a rule, students start at a zero instead
• Key vocabulary is emphasized. New vocabulary is presented in context. The number of
of starting at the value.
vocabulary items is limited.
Date: August 2018

• Students learn by using scaffolds and strategies that lower the language complexity of • Adaptive Software
the content they experience in the classroom, but keeping the rigor and the integrity of • Centers
the material. • Cross Curricular Application/STEM
• Students need to learn to use complex language, but to do so they need scaffolds and
support. As English Learners transition through the various stages of the language
acquisition process, scaffolds should gradually diminish. Eventually students become
proficient and independent, and consequently, able to utilize scaffolds on their own.
• The NJDOE Curricular Framework offers charts, and other resources aligned to the New
Jersey Learning Standards. http://www.state.nj.us/education/cccs/frameworks/
• At the moment, the NJDOE has not finalized the specific English Learners scaffolding
section for each unit of the New Jersey Learning Standards. However, the archives of the
Model Curriculum are still available. They offer scaffolds associated to specific standards,
as well as ELA exemplar units for English Learners. Please refer to the following sample
links:
Date: August 2018
Lessons
Throughout Chapter 3, embed the standard Lessons 11.6, 11.8, and 11.9
5.MD.C.3b; 5.MD.C.4; 5.MD.C.5a; Personal Math Trainer
5.MD.C.5b (Volume).
Chapter Introduction Personal Math Trainer
Personal Math Trainer Chapter 3 (Show What You Know - Chapter 3)
Lesson 3.1 (1 Day) MathBoard, color pencils, straightedge Suggested:

5.NBT.A.1 SWBAT model, read, and write • Guided Math
decimals to thousandths. Digital Resources: • Centers/Small Group Instruction
iStudent Edition, eTeacher Edition, Personal Math • Gradual Release
Trainer, Math on the Spot Video, Animated Math • Model
Models • Act It Out
Print Resources:
Student Edition, Reteach, Enrich, Grab-and-Go
Centers Kit
5.NBT.A.3a SWBAT read and write • Guided Math
decimals through thousandths. Digital Resources: • Centers/Small Group Instruction
Trainer, Math on the Spot Video, HMH Mega Math, • Model
Animated Math Models • Math Journals
Print Resources:
Centers Kit
Date: August 2018

5.NBT.A.3b SWBAT Compare and order • Guided Math
decimals to thousandths using place value. Digital Resources: • Centers/Small Group Instruction
Animated Math Models • Games
Print Resources:
Centers Kit
5.NBT.A.4 SWBAT round decimals to any place. • Guided Math
Digital Resources: • Centers/Small Group Instruction
Trainer, Math on the Spot Video, HMH Mega Math • Model
• Videos
Print Resources:
Centers Kit
5.NBT.B.7 SWBAT model decimal addition • Guided Math
using base-ten blocks. Digital Resources: • Centers/Small Group Instruction
Trainer, Math on the Spot Video • Model
• Collaborative Groups
Print Resources:
Centers Kit
Date: August 2018

5.NBT.B.7 SWBAT model decimal subtraction • Guided Math
using base-ten blocks. Digital Resources: • Centers/Small Group Instruction
Print Resources:
Centers Kit
5.NBT.B.7 SWBAT make reasonable estimates • Guided Math
of decimal sums and differences. Digital Resources: • Centers/Small Group Instruction
Models • Turn, Talk, & Write
Print Resources:
Centers Kit
5.NBT.B.7 SWBAT add decimals using place • Guided Math
value. Digital Resources: • Centers/Small Group Instruction
• One on One
Print Resources:
Centers Kit
Date: August 2018

5.NBT.B.7 SWBAT subtract decimals using • Guided Math
place value. Digital Resources: • Centers/Small Group Instruction
Models • One on One
Print Resources:
Centers Kit
5.NBT.B.7 SWBAT identify, describe, and create • Guided Math
numeric patterns with decimals. Digital Resources: • Centers/Small Group Instruction
Models • Collaborative Groups
Print Resources:
Centers Kit
5.NBT.B.7 SWBAT Solve problems using the • Guided Math
strategy make a table. Digital Resources: • Centers/Small Group Instruction
Trainer, Math on the Spot Video, iTools, Animated • Model
Math Models, Real World Video • Math Journaling
Print Resources:
Centers Kit
Date: August 2018

5.NBT.B.7 SWBAT choose a method to find a • Guided Math
decimal sum or difference. Gizmos Lesson • Centers/Small Group Instruction
Sums and Differences with Decimals • Gradual Release
• Model
Digital Resources: • Think, Pair, Share
iStudent Edition, eTeacher Edition, Personal Math
Trainer, Math on the Spot Video, Animated Math
Models
Print Resources:
Centers Kit
Chapter 3 Review and Chapter 3 Review (Student Edition) and Chapter 3
Performance Task (1 Day) Performance Task
Chapter 3 Test Chapter 3 Test (Chapter Resources Book, pages 3-35
(1 Day) to 3-39)
• Teacher Created Quizzes 3-Act Task “The Water Boy” (NBT.7)

• Mid-Chapter Checkpoint https://gfletchy.com/the-water-boy/
(Lessons 3.1-3.6)
• PMT Report/Assessments 3-Act Task “Final Lap” (NBT.3)
• Center Outcomes/Rubrics https://gfletchy.com/final-lap/
• Anecdotal Notes
• Imagine Math Report/Assessments 3-Act Task “Chasing Gold” (NBT.3)
• Teacher Created Projects/Real World https://gfletchy.com/chasing-gold/
Projects
*Alternate 3-Act recording sheet can be found in Curriculum Resources folder
• Quick Checks
*Chose at least one 3-Act Task from Chapter 1 or Chapter 3 to complete during Marking Period 1.
• Math Journal
Date: August 2018

Part II
Part II is a guide to teaching the curriculum outlined in Part 1. Each lesson is outlined and should be
utilized when writing individual, classroom lesson plans.
Chapter 4: Multiplying Decimals
• For each increasing power of ten, move the decimal one place to the right; for each decreasing power of ten, move the decimal on
Understandings
place to the left.

•
Enduring
You can model multiplication of a whole number and a decimal with diagrams of decimal squares, base-ten blocks or bar models.
• You can use properties to find partial products and their sums and use place value to convert decimal multiplication to whole-number
multiplication.
• You can use expanded form to draw an area model and add partial products.
• Multiply decimals like whole numbers and then move the decimal one place to the left in the product for each decimal place in the
factors.
• How can patterns help you place the decimal point in a product?
Questions
Essential
• How can you use a model to multiply a whole number and a decimal?
• How can you use properties and place value to multiply a decimal and a whole number?
• How can you use expanded form to multiply a decimal and a whole number?
• What strategy can you use to place a decimal point in a product?
Date: August 2018
Lesson Plans: Content and Language Language Objectives
Objectives • Students complete the sentence frame in their Math Journal, Patterns help you place the decimal point in a
Rationale product by ___________.
• Language objectives are essential to support the • Student partners complete the sentence frame, The way you use a model to multiply a whole number and
linguistic development of students. a decimal is _____________.
• They should be based on the four domains in • Students explain to another student how you can use properties and place value to multiply a decimal and a
language: Speaking, Listening, Reading and Writing whole number.
Recommended Resources: • Students use the textbook to show a partner how you can use expanded form and place value to multiply a
• Please refer to WIDA Can Do Descriptors decimal and a whole number.
https://wida.wisc.edu/teach/can-do/descriptors • Student partners draw and explain how the strategy draw a diagram helps you solve a decimal multiplication
The WIDA Can Do Descriptors, Key Uses Edition is problem.
organized by grade-level bands (K, 1, 2–3, 4–5, 6–8, and • Students demonstrate and explain the way to use a model to multiply decimals.
9–12) that correspond to those in ACCESS for ELLs 2.0. • Students summarize in their Math Journal using the sentence frame, Two strategies you can use to place a
Within each grade-level band, the descriptors are decimal point in a product are ___________ and ____________.
organized by Key Use (Recount, Explain, Argue and • Students show and tell how you know you have the correct number of decimal places in your product.
Discuss) and within each Key Use, there are example
descriptors for WIDA’s six levels of language proficiency
(ELP Levels 1–6).
Date: August 2018

Rationale Decimal
• The explicit instruction of academic vocabulary, specifically cognates, is key to Expanded form
improve comprehension in English. Hundredths
• Cognates are words in two languages that share a similar meaning, spelling, and Multiplication
pronunciation. While English may share very few cognates with a language like Ones
Chinese, approximately 50% of the academic vocabulary in English have a related Pattern
word in Spanish. Place value
Recommended Resources Product
• When teaching vocabulary in an explicit manner, teachers must choose 5 to 10 Tenths
Tier II words that students will need to have a solid grasp of key terms, which Thousandths
Rationale • Write repeated addition equations with decimals.
• Background knowledge is essential to become an expert in a subject. However, • Review decimals as part of a whole.
such back knowledge becomes useless if language or culture makes it impossible
to link knowledge to a task. Common Misconceptions:
• Students move the decimal point the wrong number of places when
• Concepts should be directly linked to students’ background experience. This
multiplying by a power of 10.
experience can be personal, cultural or academic.
• Students may incorrectly write the expanded form of the decimal value when
multiplying using an area model.
• Key vocabulary is emphasized. New vocabulary is presented in context. The
• Students count all of the shaded squares in a decimal square.
number of vocabulary items is limited.
Date: August 2018

stages of the language acquisition process, scaffolds should gradually
diminish. Eventually students become proficient and independent, and
consequently, able to utilize scaffolds on their own.
• The NJDOE Curricular Framework offers charts, and other resources aligned
to the New Jersey Learning Standards.
• http://www.state.nj.us/education/modelcurriculum/ela/ellscaffolding/2u2.p
df
Date: August 2018
Lessons
5.MD.B.2; 5.G.A.1; 5.A.2 (Graphing). Personal Math Trainer

Personal Math Trainer Chapter 4 (1 Day) (Show What You Know - Chapter 4)
Lesson 4.1 (1 Day) MathBoard, decimal models Suggested:

5.NBT.A.2 SWBAT Find patterns in products when • Guided Math
multiplying by powers of 10. Digital Resources: • Centers/Small Group Instruction
• Think, Pair, Share
Print Resources:
Centers Kit
Lesson 4.2 (2 Day) MathBoard, decimal models, color pencils Suggested:
5.NBT.B.7 SWBAT Model multiplication of whole • Guided Math
numbers and decimals. Digital Resources: • Centers/Small Group Instruction
Trainer, Math on the Spot Video, iTools • Model
• Peer Tutoring
Print Resources:
Centers Kit
Date: August 2018

5.NBT.B.7 SWBAT Multiply a decimal and a whole • Guided Math
number using properties and place value. Digital Resources: • Centers/Small Group Instruction
• Videos
Print Resources:
Centers Kit
5.NBT.A.2 SWBAT Use expanded form and place • Guided Math
value to multiply a decimal and a whole number. Digital Resources: • Centers/Small Group Instruction
• Turn, Talk, and Write
Print Resources:
Centers Kit
5.NBT.B.7 SWBAT Solve problems using the • Guided Math
strategy draw a diagram to multiply money. Digital Resources: • Centers/Small Group Instruction
• Cooperative Groups
Print Resources:
Centers Kit
Date: August 2018
Lesson 4.6 (2 Day) MathBoard, decimal models(hundredths), color Suggested:

5.NBT.B.7 SWBAT Model multiplication of pencils • Guided Math
decimals. • Centers/Small Group Instruction
Gizmos Lesson: • Gradual Release
Multiplying with Decimals • Model
• Accountable Talk
Digital Resources:
Trainer, Math on the Spot Video, iTools, HMH
Mega Math, Animated Math Models
Print Resources:
Centers Kit
5.NBT.B.7 SWBAT Place the decimal point in • Guided Math
decimal multiplication. Digital Resources: • Centers/Small Group Instruction
Trainer, Math on the Spot Video, iTools, HMH • Model
Mega Math, Animated Math Models • Act It Out
Print Resources:
Centers Kit
5.NBT.B.7 SWBAT Multiply decimals with zeros in • Guided Math
the product. Digital Resources: • Centers/Small Group Instruction
Models, Real World Video • Cooperative Grouping
Print Resources:
Date: August 2018

Centers Kit
Chapter 4 Review & Performance Task (1 Day) Chapter 4 Review (Student Edition) & Performance
Task Chapter 4
Chapter 4 Test Chapter 4 Test (Chapter Resources)
(1 Day)

• Teacher Created Quizzes 3-Act Task "Straighten Up” (NBT.7)
• Mid-Chapter Checkpoint https://gfletchy.com/straighten-up/
(Lessons 4.1-4.5)
• PMT Report/Assessments *Alternate 3-Act recording sheet can be found in Curriculum Resources folder
• Center Outcomes/Rubrics
• Anecdotal Notes *Chose at least one 3-Act Task from Chapter 4, Chapter 2, or Chapter 5 to complete during
• Imagine Math Report/Assessments Marking Period 2.
• Teacher Created Projects/Real World
Projects
• Quick Checks
• Math Journal
Date: August 2018

Part II
Part II is a guide to teaching the curriculum outlined in Part 1. Each lesson is outlined and should
be utilized when writing individual, classroom lesson plans.
Chapter 2: Divide Whole Numbers

Understandings
• You can place the first digit in the quotient by estimating, using compatible numbers and using place value.
• You can find whole-number quotients using strategies based on place value, properties of operations, partial quotients and the
Enduring
relationship between multiplication and division.

• You can check your quotient for correctness by multiplying the quotient by the divisor and adding the remainder.
• You can model division using base-ten blocks, equations, rectangular arrays and area models.
• The context of a division problem will determine whether you should write the remainder as a fraction or not.
• How can you tell where to place the first digit of a quotient without dividing?
•
Questions
How do you solve division problems?

Essential
• How do you check your quotient?

• How can you model division?
• When solving a division problem, when do you write the reminder as a fraction?
Date: August 2018
Lesson Plans: Content and Language Language Objectives:
Objectives • Students rephrase what they learned about how you can tell where to place the first digit of a quotient
Rationale without dividing.
• Language objectives are essential to support the • Students share their best advice on how to solve and check division problems.
linguistic development of students. • Students write a note to another student explaining how you can use base-ten blocks to model and
• They should be based on the four domains in understand division of whole numbers.
language: Speaking, Listening, Reading and Writing • Students demonstrate and tell how you can use partial quotients to divide by 2-digit divisors.
Recommended Resources: • Students summarize in their math journals how you can use compatible numbers to estimate quotients.
• Please refer to WIDA Can Do Descriptors • Students list the sequence for how to divide by 2-digit divisors.
https://wida.wisc.edu/teach/can-do/descriptors • Students draft a rule for when to write a remainder as a fraction.
The WIDA Can Do Descriptors, Key Uses Edition is • Students describe the process to adjust the quotient if your estimate is too high or too low.
organized by grade-level bands (K, 1, 2–3, 4–5, 6–8, and • Students work in pairs to draft an email to an absent student explaining how drawing a diagram can help them
9–12) that correspond to those in ACCESS for ELLs 2.0. solve a division problem.
Within each grade-level band, the descriptors are
organized by Key Use (Recount, Explain, Argue and
(ELP Levels 1–6).
Date: August 2018

Rationale Compatible Numbers
• The explicit instruction of academic vocabulary, specifically cognates, is key to Estimate
improve comprehension in English. Inverse Operations
• Cognates are words in two languages that share a similar meaning, spelling, and Remainder
pronunciation. While English may share very few cognates with a language like
Chinese, approximately 50% of the academic vocabulary in English have a related
word in Spanish.
• When teaching vocabulary in an explicit manner, teachers must choose 5 to 10 Tier
II words that students will need to have a solid grasp of key terms, which they will
use to understand content in multiple areas of their learning. Teachers must use
visuals, semantic, and mnemonic strategies. Explicit instruction must take place,
three times per week, for a period of fifteen minutes per day.
specific, and therefore, they should be taught "in the moment" because they need a
quick explanation with heavy context. They should be taught naturally, without a
separate instructional section.
Rationale • Make an area model to divide whole numbers.
• Background knowledge is essential to become an expert in a subject. However, • Use a quick picture to model division.
such back knowledge becomes useless if language or culture makes it impossible to
link knowledge to a task. Common Misconceptions:
Recommended Resources • Students do not place a zero in the quotient.
• Concepts should be directly linked to students’ background experience. This • When dividing, subtraction produces a number that is greater than or equal
experience can be personal, cultural or academic. to the divisor.
• Links should be explicitly made between past learning and new concepts • When dividing, subtraction produces a number that is greater than or equal
• Key vocabulary is emphasized. New vocabulary is presented in context. The number to the divisor.
of vocabulary items is limited. • Students do not connect the division algorithm to the place value.
• Students do not recognize an estimate as too high.
Date: August 2018

Date: August 2018
Lessons
5.OA.B.3 (Algebraic Patterns). Personal Math Trainer


5.NBT.B.6 SWBAT place the first digit in the • Guided Math
quotient by estimating or using place value. Digital Resources: • Centers/Small Group Instruction
Math Models, Real World Video • Accountable Talk
Print Resources:
Centers Kit
5.NBT.B.6 SWBAT divide 3 and 4 digit • Guided Math
dividends by 1 digit divisors. Digital Resources: • Centers/Small Group Instruction
Trainer, Math on the Spot Video, iTools, HMH Mega • Model
Math, Animated Math Models • Math Journaling
Print Resources:
Centers Kit
Date: August 2018

5.NBT.B.6 SWBAT model division with 2-digit • Guided Math
divisors using base-ten blocks. Digital Resources: • Centers/Small Group Instruction
• Collaborative Grouping
Print Resources:
Centers Kit
5.NBT.B.6 SWBAT use partial quotients to • Guided Math
divide by 2 digit divisors. Digital Resources: • Centers/Small Group Instruction
• Peer Tutoring
Print Resources:
Centers Kit
5.NBT.B.6 SWBAT estimate quotients using • Guided Math
compatible numbers. Digital Resources: • Centers/Small Group Instruction
Models • Turn, Talk, and Write
Print Resources:
Centers Kit
Date: August 2018

5.NBT.B.6 SWBAT divide by 2-digit divisors. • Guided Math
Animated Math Models • Visual Representations
Print Resources:
Centers Kit
5.NF.B.3 SWBAT solve division problems and • Guided Math
decide when to write a remainder as a fraction. Digital Resources: • Centers/Small Group Instruction
Math • Collaborative Grouping
Print Resources:
Centers Kit
5.NF.B.6 SWBAT adjust the quotient if the • Guided Math
estimate is too high or too low. Digital Resources: • Centers/Small Group Instruction
Models • Talk It Out
Print Resources:
Centers Kit
Date: August 2018

5.NBT.B.6 SWBAT solve problems by using the • Guided Math
strategy draw a diagram. Digital Resources: • Centers/Small Group Instruction
• Visual Representation
Print Resources:
Centers Kit
Chapter 2 Review & Performance Task (1 Day) Chapter 2 Review (Student Edition) Performance
Task Chapter 2 (Chapter Resources)
Chapter 2 Test Online Chapter 2 Test Online

(1 Day)

• Mid-Chapter Checkpoint
(Lessons 2.1-2.4)
• Anecdotal Notes *Chose at least one 3-Act Task from Chapter 4, Chapter 2, or Chapter 5 to complete during
• Imagine Math Report/Assessments Marking Period 2.
Projects
• Quick Checks
• Math Journal
Date: August 2018

Part II
Chapter 5: Divide Decimals

Enduring Understandings
• To place a decimal point in a quotient, use the pattern where the decimal point moves one place to the left each time the divisor
increases by a power of ten.
• You can use base-ten blocks or other decimal models to show the dividend, then share the blocks equally among the number of
groups shown in the divisor.
• When dividing decimals by whole numbers, I can estimate with compatible numbers first, then place the decimal point above the
decimal in the dividend.
• When dividing with decimals, multiply the divisor and the dividend by the same power of ten so that the divisor is a whole number.
Then place the decimal directly above the decimal point in the dividend.
Questions
•
Essential
How can power of ten patterns help you place the decimal point in a quotient?
• How can you use a model to divide with decimals?
• How can you divide decimals by whole numbers?
• How can you place the decimal point in the quotient when dividing by a decimal?
Date: August 2018
Rationale • Students express an opinion in their Math Journal about how they think patterns help
• Language objectives are essential to support the linguistic you place the decimal point in a quotient.
development of students. • Students give an example of how you can use a model to divide a decimal by a whole
• They should be based on the four domains in language: Speaking, number.
Listening, Reading and Writing • Students use a response frame, This is what I know about how to estimate decimal
Recommended Resources: quotients:________________
• Please refer to WIDA Can Do Descriptors • Students share with a partner the key to divide decimals by whole numbers.
https://wida.wisc.edu/teach/can-do/descriptors • Students explain in a note to the teacher the advantage of using a model to divide by a
The WIDA Can Do Descriptors, Key Uses Edition is organized by grade-level decimal.
bands (K, 1, 2–3, 4–5, 6–8, and 9–12) that correspond to those in ACCESS for • Students show and tell a partner how you can place the decimal point in the quotient.
ELLs 2.0. Within each grade-level band, the descriptors are organized by Key • Students draft a brief explanation on when to write a zero in the dividend to find a
Use (Recount, Explain, Argue and Discuss) and within each Key Use, there quotient.
are example descriptors for WIDA’s six levels of language proficiency (ELP • Student pairs illustrate and deliver a 4-picture narrative on how to use the strategy work
Levels 1–6). backward to solve multistep decimal problems.

Rationale Compatible Numbers
• The explicit instruction of academic vocabulary, specifically cognates, Decimal
is key to improve comprehension in English. Decimal Point
• Cognates are words in two languages that share a similar meaning, Dividend
spelling, and pronunciation. While English may share very few Division
cognates with a language like Chinese, approximately 50% of the Divisor
academic vocabulary in English have a related word in Spanish. Estimate
Recommended Resources Hundredth
• When teaching vocabulary in an explicit manner, teachers must Quotient
choose 5 to 10 Tier II words that students will need to have a solid Tenth
grasp of key terms, which they will use to understand content in
multiple areas of their learning. Teachers must use visuals, semantic,
and mnemonic strategies. Explicit instruction must take place, three
times per week, for a period of fifteen minutes per day.
• The majority of Tier III words are cognates. However, Tier III words
are content specific, and therefore, they should be taught "in the
moment" because they need a quick explanation with heavy context.
They should be taught naturally, without a separate instructional
section.
Date: August 2018
Multiple links to list of cognates will be provided soon, but for now, please
refer to the following link for a sample list: http://www.esdict.com/English-
Spanish-Cognates.html#.Wvezm4WcGS4

Rationale • Use models to divide one whole.
• Background knowledge is essential to become an expert in a subject. • Use models to represent decimal numbers.
However, such back knowledge becomes useless if language or culture
makes it impossible to link knowledge to a task. Common Misconceptions:
• Students may move the decimal point to the right instead of to the left when dividing by
• Concepts should be directly linked to students’ background
powers of 10.
experience. This experience can be personal, cultural or academic.
• Students may use the whole-number part of the decimal to estimate even when it is less
• Links should be explicitly made between past learning and new
than the divisor.
concepts
• Students may not make the same number of groups based on the divisor.
• Key vocabulary is emphasized. New vocabulary is presented in
• Students may incorrectly label the boxes on flowcharts.
context. The number of vocabulary items is limited.
• Students learn by using scaffolds and strategies that lower the • Adaptive Software
language complexity of the content they experience in the classroom, • Centers
but keeping the rigor and the integrity of the material. • Cross Curricular Application/STEM
• Students need to learn to use complex language, but to do so they
need scaffolds and support. As English Learners transition through the
various stages of the language acquisition process, scaffolds should
gradually diminish. Eventually students become proficient and
independent, and consequently, able to utilize scaffolds on their own.
• The NJDOE Curricular Framework offers charts, and other resources
aligned to the New Jersey Learning Standards.
• At the moment, the NJDOE has not finalized the specific English
Learners scaffolding section for each unit of the New Jersey Learning
Standards. However, the archives of the Model Curriculum are still
available. They offer scaffolds associated to specific standards, as well
as ELA exemplar units for English Learners. Please refer to the
following sample links:
• http://www.state.nj.us/education/modelcurriculum/ela/ellscaffolding
/2u2.pdf
Date: August 2018
Lessons
5.MD.A.1 (Customary Measurement). Personal Math Trainer


5.NBT.A.2 SWBAT Find patterns in quotients • Guided Math
when dividing by powers of 10. Digital Resources: • Centers/Small Group Instruction
Models • Turn and Talk
Print Resources:
Centers Kit
Lesson 5.2 (2 Day) MathBoard, Base-ten blocks, decimal models, color Suggested:
5.NBT.B.7 SWBAT Model division of decimals pencils • Guided Math
by whole numbers. • Centers/Small Group Instruction
Digital Resources: • Gradual Release
iStudent Edition, eTeacher Edition, Personal Math • Model
Trainer, Math on the Spot Video • Peer Tutoring
Print Resources:
Centers Kit
Date: August 2018

5.NBT.B.7 SWBAT Estimate decimal quotients. • Guided Math
• Talk It Out
Print Resources:
Centers Kit
5.NBT.B.7 SWBAT Divide decimals by whole • Guided Math
numbers. Digital Resources: • Centers/Small Group Instruction
Animated Math Models • Peer Tutoring
Print Resources:
Centers Kit
Lesson 5.5 (2 Day) MathBoard, decimal models, color pencils Suggested:
5.NBT.B.7 SWBAT Model division by decimals. • Guided Math
• Videos
Print Resources:
Centers Kit
Date: August 2018

5.NBT.B.7 SWBAT Place the decimal point in • Guided Math
decimal division. Digital Resources: • Centers/Small Group Instruction
• Videos
Print Resources:
Centers Kit
Lesson 5.7 (1 Day) MathBoard, decimal models Suggested:
5.NBT.B.7 SWBAT Write a zero in the dividend • Guided Math
to find a quotient. Digital Resources: • Centers/Small Group Instruction
Math, Animated Math Models • Think Aloud
Print Resources:
Centers Kit
5.NBT.B.6 SWBAT Solve multistep decimal • Guided Math
problems using the strategy work backward. Digital Resources: • Centers/Small Group Instruction
Trainer, Math on the Spot Video, Real World Video • Model
• Task Cards
Print Resources:
Centers Kit
Date: August 2018
Chapter 5 Review & Performance Task Chapter 5 Review (Student Edition) and Performance
(1 Day) Task Chapter 5
Chapter 5 Test (1 Day) Chapter 5 Test (Chapter Resources)

• Teacher Created Quizzes 3-Act Task "Hanging By a Hair” (NBT.7; OA.2)
• Mid-Chapter Checkpoint https://gfletchy.com/hanging-by-a-hair/
(Lessons 5.1-5.4)
• PMT Report/Assessments 3-Act Task "Gassed” (NBT.7)
• Anecdotal Notes https://gfletchy.com/gassed/
• Imagine Math Report/Assessments 3-Act Task "Tomato Tomato” (NBT.6)
https://gfletchy.com/tomato-tomato/
Projects
3-Act Task "Sugar Cubes” (NBT.6; NBT.7)
• Quick Checks
https://gfletchy.com/sugar-cubes/
• Math Journal
*Chose at least one 3-Act Task from Chapter 4, Chapter 2, or Chapter 5 to complete during
Marking Period 2.
Date: August 2018

Part II
Chapter 6: Add and Subtract Fractions with Unlike Denominators
•
Understandings
You can use fractions strips to model equivalent fractions and common denominators to add and subtract fractions.
• You can use benchmark numbers and rounding to find reasonable estimates of fractional sums and differences.
Enduring
• You can find common denominators by multiplying the given denominators or by finding the common multiple of each
denominator. Then rewrite the numerators with the common denominators.
• You can rewrite mixed numbers with equivalent fractions using common denominators. Then add/subtract the fractions and
add/subtract the whole numbers.
• You can work backwards, write equations and use visual fraction models to solve word problems with fractions.
• How can you model addition and subtraction of fractions that have different denominators?
Questions
Essential
• How do you know if the sum or difference of fractions is reasonable?

• How can you rewrite a pair of fractions so that they have a common denominator?
• How can you add and subtract mixed numbers with unlike denominators?
• What strategies can you use to solve word problems with addition and subtraction of fractions?
Date: August 2018
Rationale • Students demonstrate to a partner how you can use models to add fractions
• Language objectives are essential to support the linguistic development of that have different denominators.
students. • Students explain to a partner how to use models to subtract fractions that
• They should be based on the four domains in language: Speaking, Listening, have different denominators.
Reading and Writing • Students offer their best advice to a partner on how to make reasonable
Recommended Resources: estimates of fraction sums and differences.
• Please refer to WIDA Can Do Descriptors https://wida.wisc.edu/teach/can- • Students explain to a partner the process to use to rewrite a pair of fractions
do/descriptors so that they have a common denominator.
The WIDA Can Do Descriptors, Key Uses Edition is organized by grade-level bands (K, 1, • Students write out a rule in their math journal for how you can use a common
2–3, 4–5, 6–8, and 9–12) that correspond to those in ACCESS for ELLs 2.0. Within each denominator to add and subtract fractions with unlike denominators.
grade-level band, the descriptors are organized by Key Use (Recount, Explain, Argue • Students write in their math journal the meaning of the term unlike
and Discuss) and within each Key Use, there are example descriptors for WIDA’s six denominators and whisper to a partner how you can add and subtract mixed
levels of language proficiency (ELP Levels 1–6). numbers with unlike denominators.
• Students draw a four-panel pictorial showing how to use renaming to find the
difference of two mixed numbers.
• Students find examples in this lesson and use them to rephrase how to use
addition or subtraction to describe a pattern or create a sequence with
fractions.
• Students write clear, simple instructions for an absentee student on how the
strategy work backward can help you solve a problem with fractions that
involves addition and subtraction.
• Students complete the sentence frame, Properties can help you add fractions
with unlike denominators by _________________________.

Rationale Common Denominator
• The explicit instruction of academic vocabulary, specifically cognates, is key to Common Multiple
improve comprehension in English. Equivalent Fractions
• Cognates are words in two languages that share a similar meaning, spelling, and Mixed Number
pronunciation. While English may share very few cognates with a language like Simplest Form
Chinese, approximately 50% of the academic vocabulary in English have a
related word in Spanish.
Date: August 2018

Rationale • Use a number line to model like fraction sums.
• Background knowledge is essential to become an expert in a subject. However, • Use fraction strips to model like fractions sums and differences.
such back knowledge becomes useless if language or culture makes it impossible
to link knowledge to a task. Common Misconceptions:
Recommended Resources • Students use fractions strips with different denominators to model a sum.
• Concepts should be directly linked to students’ background experience. This • Students cannot recognize when a fraction is in simplest form.
experience can be personal, cultural or academic. • Students may misinterpret the question in a story problem.
• Links should be explicitly made between past learning and new concepts • Students assume that the Associative Property of Addition can be used in
• Key vocabulary is emphasized. New vocabulary is presented in context. The subtraction situations.
scaffolds and support. As English Learners transition through the various stages
of the language acquisition process, scaffolds should gradually diminish.
Eventually students become proficient and independent, and consequently, able
to utilize scaffolds on their own.
Date: August 2018

Date: August 2018
Lessons
5.MD.A.1 (Metric System). Personal Math Trainer

Lesson 6.1 (2 Day) MathBoard, fraction strips Suggested:

5.NF.A.1,2 SWBAT use models to add fractions • Guided Math
with unlike denominators. Digital Resources: • Centers/Small Group Instruction
Math • Think Pair Share
Print Resources:
Centers Kit
5.NF.A.2 SWBAT use models to subtract • Guided Math
fractions with unlike denominators. Digital Resources: • Centers/Small Group Instruction
Math, Animated Math Models • Cooperative Grouping
Print Resources:
Centers Kit
Date: August 2018

5.NF.A.2 SWBAT make reasonable estimates of • Guided Math
fraction sums and differences. Digital Resources: • Centers/Small Group Instruction
Trainer, Math on the Spot Video, Real World Videos • Model
HMH Mega Math, Animated Math Models • Talk It Out
Print Resources:
Centers Kit
5.NF.A.1 SWBAT find a common denominator • Guided Math
or a least common denominator to write Digital Resources: • Centers/Small Group Instruction
equivalent fractions. iStudent Edition, eTeacher Edition, Personal Math • Gradual Release
Math • Video
Print Resources:
Centers Kit
5.NF.A.1 SWBAT use equivalent fractions to • Guided Math
add and subtract fractions. Digital Resources: • Centers/Small Group Instruction
Math, Animated Math Models • Peer Tutoring
Print Resources:
Centers Kit
Date: August 2018

5.NF.A.1 SWBAT add and subtract mixed • Guided Math
numbers with unlike denominators. Digital Resources: • Centers/Small Group Instruction
Animated Math Models • Collaborative Groups
Print Resources:
Centers Kit
5.NF.A.1 SWBAT rename to find the difference • Guided Math
of two mixed numbers. Digital Resources: • Centers/Small Group Instruction
Models • Peer Tutoring
Print Resources:
Centers Kit
5.NF.A.1 SWBAT identify, describe, and create • Guided Math
numeric patterns with fractions. Digital Resources: • Centers/Small Group Instruction
Math • Think, Pair, Share
Print Resources:
Centers Kit
Date: August 2018

5.NF.A.2 SWBAT solve problems using the • Guided Math
strategy work backward. Digital Resources: • Centers/Small Group Instruction
Math • Collaborative Grouping
Print Resources:
Centers Kit
5.NF.A.1 SWBAT add fractions and mixed • Guided Math
numbers with unlike denominators using the Digital Resources: • Centers/Small Group Instruction
properties. iStudent Edition, eTeacher Edition, Personal Math • Gradual Release
Math • Think, Pair, Share
Print Resources:
Centers Kit
Chapter 6 Review & Performance Task (1 Day) Chapter 6 Review (Student Edition) & Performance
Task Chapter 6 (Chapter Resources)

Date: August 2018

• Teacher Created Quizzes Adding Unlike Fractions (NF.A.1)
• Mid-Chapter Checkpoint http://www.mde.k12.ms.us/docs/elementary-education-and-reading-library/math-grade-5-
(Lessons 6.1-6.5) lesson-2_20170612.pdf?sfvrsn=2
• Teacher Created Projects/Real World Using Benchmark Fractions (NF.A.2)
Project pages 347-348 http://www.mde.k12.ms.us/docs/elementary-education-and-reading-library/math-grade-5-
• Center Outcomes/Rubrics lesson-3_20170612.pdf?sfvrsn=2
• Anecdotal Notes
• Imagine Math Report/Assessments Finding Equivalent Fractions (NF.A.1)
• Quick Checks http://www.mde.k12.ms.us/docs/elementary-education-and-reading-library/math-grade-5-
• Essential Question lesson-4_20170612.pdf?sfvrsn=2
• Math Journal
Fraction Scoot (NF.A.1-2)
http://www.mde.k12.ms.us/docs/elementary-education-and-reading-library/math-grade-5-
lesson-4_20170612.pdf?sfvrsn=2
Adding and Subtracting Unlike Fractions (NF.A.2)

http://www.mde.k12.ms.us/docs/elementary-education-and-reading-library/math-grade-5-
lesson-6_20170612.pdf?sfvrsn=2
Marking Period 3.
Date: August 2018

Part II
Chapter 7: Multiplying Fractions
• When you multiply a whole number by a fraction you are finding the fractional part of a group.
Understandings
• To find the product of a whole number and a fraction you can use a model to find the fractional part or multiply the whole number
Enduring
and the numerator and write the product over the denominator. Simplify.
• You can model the product of two fractions using an area model.
• You can use unit tiles to model the area of a rectangle with fractional side lengths.
• When you multiply a fraction by: 1 the product is equal to that fraction, less than 1 the product is less than either fraction, greater
than 1 the product will be greater than that fraction but less than 1.
• To multiply fractions, multiply numerator by numerator and denominator by denominator. Simplify. Turn mixed numbers into
fractions then multiply and simplify.
• What does it mean to multiply a whole number by a fraction?

Questions
•
Essential
How do you find the product of a fraction and a whole number?

• How can you model the product of two fractions?
• How do you model the area of a rectangle with fractional side lengths?
• How does the size of the product compare to the size of one factor when multiplying fractions?
• How do you multiply fractions or mixed numbers?
Date: August 2018
Rationale • Student teams role play how you can find a fractional part of a group.
• Language objectives are essential to support the linguistic development of • Student pairs create and use a model to show the product of a fraction and a
students. whole number.
• They should be based on the four domains in language: Speaking, Listening, • Students write in their math journal, step-by-step instructions on how to find
Reading and Writing the product of a fraction and a whole number without using a model.
Recommended Resources: • Students complete the sentence frame, if the size of a given factor is
• Please refer to WIDA Can Do Descriptors https://wida.wisc.edu/teach/can- _________ 1, the product will be _______.
do/descriptors • Student pairs write a page for a how-to manual on multiplying fractions.
The WIDA Can Do Descriptors, Key Uses Edition is organized by grade-level bands (K, • Student pairs narrate and demonstrate how you can use a unit tile to find the
1, 2–3, 4–5, 6–8, and 9–12) that correspond to those in ACCESS for ELLs 2.0. Within area of a rectangle with fractional side lengths.
each grade-level band, the descriptors are organized by Key Use (Recount, Explain, • Students explain to a partner how the size of the product compares to the size
Argue and Discuss) and within each Key Use, there are example descriptors for of one factor when multiplying fractions greater than one.
WIDA’s six levels of language proficiency (ELP Levels 1–6). • Student pairs formulate a rule for how to multiply mixed numbers.
• Students show an example of how you can use the strategy guess, check, and
revise to solve problems with fractions.
Rationale Denominator
• The explicit instruction of academic vocabulary, specifically cognates, is key to Equivalent Fractions
improve comprehension in English. Mixed Number
• Cognates are words in two languages that share a similar meaning, spelling, Numerator
and pronunciation. While English may share very few cognates with a language Product
like Chinese, approximately 50% of the academic vocabulary in English have a Simplest Form
related word in Spanish.
Date: August 2018

Rationale • Use fraction strips to write fractions in simplest form.
• Background knowledge is essential to become an expert in a subject. However, • Relate mixed numbers and fractions greater than 1.
such back knowledge becomes useless if language or culture makes it
impossible to link knowledge to a task. Common Misconceptions:
• Students may confuse the numerator and denominator when making equal
• Concepts should be directly linked to students’ background experience. This
groups.
experience can be personal, cultural or academic.
• Students may incorrectly find 2/3 of one, not 2/3 of the whole.
• Students may incorrectly find a fraction of the whole when modeling the first
• Key vocabulary is emphasized. New vocabulary is presented in context. The
factor.
• Students may multiply instead of adding whole numbers and fractions when
breaking apart mixed numbers.
• Students confuse whether multiplying by fractions less than 1 or greater than 1
result in a product greater than the factor.
• Students multiply the whole numbers and then multiply the fractions.
Date: August 2018
Lessons
Lesson 7.1 (1 Day) MathBoard, counters Suggested:

5.NF.B.4a SWBAT model to find the fractional • Guided Math
part of a group. Digital Resources: • Centers/Small Group Instruction
Real World Video, iTools • Turn and Talk
Print Resources:
Centers Kit
Lesson 7.2 (2 Day) MathBoard, fraction strips, fraction circles Suggested:
5.NF.B.4a SWBAT model the product of a • Guided Math
fraction and a whole number. Digital Resources: • Centers/Small Group Instruction
Math Models • Turn and Talk
Print Resources:
Centers Kit
Date: August 2018
Lesson 7.3 (1 Day) MathBoard, index cards Suggested:

5.NF.B.4a SWBAT multiply fractions and whole • Guided Math
numbers. Digital Resources: • Centers/Small Group Instruction
Math Models • Peer Tutoring
Print Resources:
Centers Kit
5.NF.B.4a,b SWBAT multiply fractions using • Guided Math
models. Gizmos Lesson: • Centers/Small Group Instruction
Multiplying Fractions • Gradual Release
• Model
Digital Resources: • Act It Out
Trainer, Math on the Spot Video, iTools, Animated
Math Models
Print Resources:
Centers Kit
5.NF.B.4a,b SWBAT relate the size of the • Guided Math
product compared to the size of one factor Digital Resources: • Centers/Small Group Instruction
when multiplying fractions. iStudent Edition, eTeacher Edition, Personal Math • Gradual Release
• Math Journaling
Print Resources:
Centers Kit
Date: August 2018

5.NF.B.4a,b SWBAT multiply fractions. • Guided Math
Math Models, HMH Mega Math • Peer Tutoring
Print Resources:
Centers Kit
5.NF.B.4b SWBAT use a model to multiply two • Guided Math
mixed numbers and find the area of a Digital Resources: • Centers/Small Group Instruction
rectangle. iStudent Edition, eTeacher Edition, Personal Math • Gradual Release
• Math Journaling
Print Resources:
Centers Kit
5.NF.B.4a,b SWBAT relate the size of the • Guided Math
product to the factors when multiplying Digital Resources: • Centers/Small Group Instruction
fractions greater than one. iStudent Edition, eTeacher Edition, Personal Math • Gradual Release
Print Resources:
Centers Kit
Date: August 2018

5.NF.B.6 SWBAT multiply mixed numbers. • Guided Math
Print Resources:
Centers Kit
5.NF.B.6 SWBAT solve problems using the • Guided Math
strategy guess, check, and revise. Digital Resources: • Centers/Small Group Instruction
Print Resources:
Centers Kit
Chapter 7 Review & Performance Task Chapter 7 Review (Student Edition) & Performance
(1 Day) Task Chapter 7 (Chapter Resources)
Chapter 7 Online Test Chapter 7 Test (Online)

(1 Day)
Date: August 2018

• Teacher Created Quizzes 3-Act Task "How Much Dew” (NF.6; MD.1)
• Mid-Chapter Checkpoint https://gfletchy.com/how-much-dew/
(Lessons 7.1-7.6)
• Center Outcomes/Rubrics 3-Act Task "The Big Pad” (NF.6)
• Anecdotal Notes https://gfletchy.com/the-big-pad/
• Teacher Created Projects/Real World *Alternate 3-Act recording sheet can be found in Curriculum Resources folder.
Projects
• Quick Checks *Chose at least one 3-Act Task from Chapter 6, Chapter 7, or Chapter 8 to complete during
• Essential Question Marking Period 3.
• Math Journal
Date: August 2018

Part II
Chapter 8: Divide Fractions

Understandings
•
Enduring
You can model division with whole numbers and fractions using a fraction strip, number line, equations, story problems or by
drawing visual models.
• A fraction can be interpreted as division of the numerator by the denominator.
• You can write division problems as related multiplication problems.
Questions
Essential
• How do you represent division with whole numbers and fractions?

• How does a fraction represent division?
• How is division with fractions related to multiplication?
Date: August 2018
Rationale • Student partners take turns explaining to one another how you divide a whole
• Language objectives are essential to support the linguistic development of number by a fraction and divide a fraction by a whole number.
students. • Students discuss and decide on a reason to explain how the strategy draw a
• They should be based on the four domains in language: Speaking, Listening, diagram helps you solve division problems by writing a multiplication sentence.
Reading and Writing • Students use their Mathboard to demonstrate to a partner how a fraction
Recommended Resources: represents division.
• Please refer to WIDA Can Do Descriptors https://wida.wisc.edu/teach/can- • Student pairs draw to represent the concept that you can divide fractions by
do/descriptors solving a related multiplication sentence.
The WIDA Can Do Descriptors, Key Uses Edition is organized by grade-level bands • Students work in teams of three and take turns explaining how you can use
(K, 1, 2–3, 4–5, 6–8, and 9–12) that correspond to those in ACCESS for ELLs 2.0. diagrams, equations, and story problems to represent division.
Within each grade-level band, the descriptors are organized by Key Use (Recount,
Explain, Argue and Discuss) and within each Key Use, there are example descriptors
for WIDA’s six levels of language proficiency (ELP Levels 1–6).
Rationale Dividend
• The explicit instruction of academic vocabulary, specifically cognates, is key Equation
to improve comprehension in English. Fraction
• Cognates are words in two languages that share a similar meaning, spelling, Quotient
and pronunciation. While English may share very few cognates with a Whole Number
language like Chinese, approximately 50% of the academic vocabulary in
English have a related word in Spanish.
• When teaching vocabulary in an explicit manner, teachers must choose 5 to
10 Tier II words that students will need to have a solid grasp of key terms,
which they will use to understand content in multiple areas of their learning.
Teachers must use visuals, semantic, and mnemonic strategies. Explicit
instruction must take place, three times per week, for a period of fifteen
minutes per day.
• The majority of Tier III words are cognates. However, Tier III words are
content specific, and therefore, they should be taught "in the moment"
because they need a quick explanation with heavy context. They should be
taught naturally, without a separate instructional section.
Date: August 2018

Rationale • Discuss the relationship between division and multiplication.
• Background knowledge is essential to become an expert in a • Model dividing by fractions.
subject. However, such back knowledge becomes useless if
language or culture makes it impossible to link knowledge to a task. Common Misconceptions:
• Students do not understand how multiplication and division are inverse operations. They
• Concepts should be directly linked to students’ background
divide a fraction by a whole number by multiplying the fraction by the whole number.
experience. This experience can be personal, cultural or academic.
• When dividing a whole number by a unit fraction, students write the number of equal-size
• Links should be explicitly made between past learning and new
pieces as the denominator.
concepts
• Students reverse the dividend and the divisor when writing a division problem to represent
• Key vocabulary is emphasized. New vocabulary is presented in
a real-world situation.
context. The number of vocabulary items is limited.
language complexity of the content they experience in the • Centers
classroom, but keeping the rigor and the integrity of the material. • Cross Curricular Application/STEM
need scaffolds and support. As English Learners transition through
the various stages of the language acquisition process, scaffolds
should gradually diminish. Eventually students become proficient
and independent, and consequently, able to utilize scaffolds on their
own.
Learners scaffolding section for each unit of the New Jersey
Learning Standards. However, the archives of the Model Curriculum
are still available. They offer scaffolds associated to specific
standards, as well as ELA exemplar units for English Learners. Please
refer to the following sample links:
• http://www.state.nj.us/education/modelcurriculum/ela/ellscaffoldi
ng/2u2.pdf
Date: August 2018
Lessons
Chapter Introduction Personal Math Trainer (Show what you know -
Personal Math Trainer Chapter 8 (1 Day) Chapter 8)

5.NF.B.7a SWBAT divide a whole number by a • Guided Math
fraction and divide fraction by a whole Digital Resources: • Centers/Small Group Instruction
number. iStudent Edition, eTeacher Edition, Personal Math • Gradual Release
Math, Animated Math Models • Collaborative Grouping
Print Resources:
Centers Kit
5.NF.B.7b SWBAT solve problems using the • Guided Math
strategy draw a diagram. Digital Resources: • Centers/Small Group Instruction
Models • Think, Pair, Share
Print Resources:
Centers Kit
Date: August 2018

5.NF.B.3 SWBAT interpret a fraction as • Guided Math
division and solve whole number division Digital Resources: • Centers/Small Group Instruction
problems that result in a fraction or mixed iStudent Edition, eTeacher Edition, Personal Math • Gradual Release
number. Trainer, Math on the Spot Video, HMH Mega Math • Model
• Peer Tutoring
Print Resources:
Centers Kit
5.NF.B.7 SWBAT divide a whole number by a • Guided Math
fraction and divide a fraction by a whole Digital Resources: • Centers/Small Group Instruction
number. iStudent Edition, eTeacher Edition, Personal Math • Gradual Release
Trainer, Math on the Spot Video, Real World Video, • Model
Animated Math Models • Turn and Talk
Print Resources:
Centers Kit
5.NF.B.7a SWBAT represent division by • Guided Math
drawing diagrams and writing story problems Digital Resources: • Centers/Small Group Instruction
and equations. iStudent Edition, eTeacher Edition, Personal Math • Gradual Release
Animated Math Models • Math Journaling
Print Resources:
Centers Kit
Date: August 2018

• Teacher Created Quizzes 3-Act Task “The Kool Aid Kid” (6.NS.1)
• Mid-Chapter Checkpoint https://gfletchy.com/the-kool-aid-kid/
(Lessons 8.1-8.3)
• PMT Report/Assessments 3-Act Task “Nectarine” (NF.7)
• Center Outcomes/Rubrics https://gfletchy.com/the-nectarine/
• Anecdotal Notes
• Imagine Math Report/Assessments *Alternate 3-Act recording sheet can be found in Curriculum Resources folder
Projects *Chose at least one 3-Act Task from Chapter 6, Chapter 7, or Chapter 8 to complete during
• Quick Checks Marking Period 3.
• Math Journal
Date: August 2018

Part II
Chapter 9: Algebra: Patterns and Graphing

Understandings
• You can use line plots to display a data set and find averages.
• You can use the x- and y-coordinates to find or describe the distance of a point from the origin.
Enduring
• You can represent problems by using the first quadrant to graph points and interpret the coordinate values of points in the context
of the situation.
• You can find a rule to write the first few terms in each sequence, then use the sequences to write number pairs and find a rule to
relate one sequence to the other to identify a relationship between two numerical patterns.
Questions
•
Essential
How can you use line plots to solve problems?

• How can you identify and plot points on a coordinate grid?
• How can you represent real world and mathematical problems by graphing in the coordinate plane?
• How can you identify a relationship between two numerical patterns?
Date: August 2018
Lesson Plans: Content and Language Objectives Language Objectives :
Rationale • Students draw a line plot in their math journal and write their own explanation for how it
• Language objectives are essential to support the linguistic can help you find an average with data given in fractions.
development of students. • Students listen to a partner explain, then rephrase the explanation in their own words,
• They should be based on the four domains in language: Speaking, how to identify and plot points on a coordinate grid.
Listening, Reading and Writing • Student pairs use a real-world example of how you can use a coordinate grid to display
Recommended Resources: data collected in an experiment.
• Please refer to WIDA Can Do Descriptors • Student partners scan the lesson and look for examples of how you can use a line graph
https://wida.wisc.edu/teach/can-do/descriptors to display and analyze real-world data.
The WIDA Can Do Descriptors, Key Uses Edition is organized by grade-level • Students explain the word relationship in their own words and then tell a partner how to
bands (K, 1, 2–3, 4–5, 6–8, and 9–12) that correspond to those in ACCESS for identify a relationship between two numerical patterns.
ELLs 2.0. Within each grade-level band, the descriptors are organized by Key • Student partners prepare an explanation for a new student to help you solve a problem
Use (Recount, Explain, Argue and Discuss) and within each Key Use, there with patterns.
are example descriptors for WIDA’s six levels of language proficiency (ELP • Students examine and define each of the words in the essential question and then
Levels 1–6). explain how you can write and graph ordered pairs on a coordinate grid using two
numerical patterns.
Rationale Dividend
• The explicit instruction of academic vocabulary, specifically cognates, Equation
is key to improve comprehension in English. Fraction
• Cognates are words in two languages that share a similar meaning, Quotient
spelling, and pronunciation. While English may share very few Whole Number
cognates with a language like Chinese, approximately 50% of the
academic vocabulary in English have a related word in Spanish.
• When teaching vocabulary in an explicit manner, teachers must
choose 5 to 10 Tier II words that students will need to have a solid
grasp of key terms, which they will use to understand content in
multiple areas of their learning. Teachers must use visuals, semantic,
and mnemonic strategies. Explicit instruction must take place, three
times per week, for a period of fifteen minutes per day.
• The majority of Tier III words are cognates. However, Tier III words
are content specific, and therefore, they should be taught "in the
moment" because they need a quick explanation with heavy context.
They should be taught naturally, without a separate instructional
section.
Date: August 2018

Rationale • Analyze data in a table.
• Background knowledge is essential to become an expert in a subject. • Construct a line plot.
Recommended Resources • Students may perform division with fractions incorrectly, and then record the incorrect
• Concepts should be directly linked to students’ background number of X’s in the line plot.
experience. This experience can be personal, cultural or academic. • Students may mix up one coordinate in an ordered pair when the ordered pair is a word
• Links should be explicitly made between past learning and new rather than a number. They may not associate a listing of days of the week with time and
concepts may incorrectly label the axes.
• Key vocabulary is emphasized. New vocabulary is presented in • Students may not identify a rule that works to describe how the numbered pairs are
context. The number of vocabulary items is limited. related.
language complexity of the content they experience in the classroom, • Centers
but keeping the rigor and the integrity of the material. • Cross Curricular Application/STEM
need scaffolds and support. As English Learners transition through the
various stages of the language acquisition process, scaffolds should
gradually diminish. Eventually students become proficient and
independent, and consequently, able to utilize scaffolds on their own.
Learners scaffolding section for each unit of the New Jersey Learning
Standards. However, the archives of the Model Curriculum are still
available. They offer scaffolds associated to specific standards, as well
as ELA exemplar units for English Learners. Please refer to the
following sample links:
• http://www.state.nj.us/education/modelcurriculum/ela/ellscaffolding
/2u2.pdf
Date: August 2018
Lessons

5.MD.B.2 SWBAT make and use line plot with • Guided Math
fractions to solve problems. Digital Resources: • Centers/Small Group Instruction
Print Resources:
Centers Kit
5.G.A.1 SWBAT graph and name points on a • Guided Math
coordinate grid using ordered pairs. Gizmos Lesson: • Centers/Small Group Instruction
City Tour (Coordinates) • Gradual Release
• Model
Digital Resources: • Math Journaling
Trainer, Math on the Spot Video, iTools, Real World
Video, Animated Math Models
Print Resources:
Centers Kit
Date: August 2018
Lesson 9.3 (1 Day) MathBoard, paper cup, water, Fahrenheit, Suggested:

5.G.A.2 SWBAT collect and graph data on a thermometer, ice cubes, stopwatch • Guided Math
coordinate grid. • Centers/Small Group Instruction
Trainer, Math on the Spot Video, iTools, HMH Mega • Turn and Talk
Math
Print Resources:
Centers Kit
5.G.A.2 SWBAT analyze and display data in a • Guided Math
line graph. Digital Resources: • Centers/Small Group Instruction
Math, Animated Math Models • Collaborative Grouping
Print Resources:
Centers Kit
5.OA.B.3 SWBAT use two rules to generate a • Guided Math
numerical pattern and identify the Digital Resources: • Centers/Small Group Instruction
relationship between the corresponding terms iStudent Edition, eTeacher Edition, Personal Math • Gradual Release
in the patterns. Trainer, Math on the Spot Video, iTools • Model
• Math Journaling
Print Resources:
Centers Kit
Date: August 2018

5.OA.B.3 SWBAT solve problems using the • Guided Math
strategy solve a simpler problem. Digital Resources: • Centers/Small Group Instruction
Math • Act It Out
Print Resources:
Centers Kit
5.OA.B.3 SWBAT graph and relationship • Guided Math
between two numerical patterns on a Digital Resources: • Centers/Small Group Instruction
coordinate grid. iStudent Edition, eTeacher Edition, Personal Math • Gradual Release
Math Models • Turn and Talk
Print Resources:
Centers Kit

Date: August 2018

• Mid-Chapter Checkpoint
(Lessons 9.1-9.4)
Projects pages 529-530
Marking Period 4.
• Anecdotal Notes
• Quick Checks
• Math Journal
Date: August 2018

Part II
Chapter 10: Convert Units of Measure

Understandings
•
Enduring
Use division to convert the smaller unit to the larger unit and use multiplication to convert the larger unit to the smaller unit. Use
the symbols <, >, and = to compare the units.
• Use powers of ten when multiplying or dividing to convert metric units.
• You can use multiplication or division and a relationship like 1 hour = 60 min to convert units of time.
Questions
Essential
• How can you compare and convert customary units of length, capacity & weight?
• How can you compare and convert metric units?
• How can you solve elapsed time problems by converting units of time?
Date: August 2018
Rationale • Students work in small teams to practice and explain how you can compare
• Language objectives are essential to support the linguistic development of students. and convert customary units of length.
• They should be based on the four domains in language: Speaking, Listening, Reading • Students list some customary units of capacity and work with a partner to
and Writing explain how you can compare and convert customary units of capacity.
Recommended Resources: • Students draw and label in their Math Journal the process for how you can
• Please refer to WIDA Can Do Descriptors https://wida.wisc.edu/teach/can- compare and convert customary units of weight.
do/descriptors • Students brainstorm with a team some possible procedures for solving
The WIDA Can Do Descriptors, Key Uses Edition is organized by grade-level bands (K, 1, 2– multistep problems that include measurement conversions.
3, 4–5, 6–8, and 9–12) that correspond to those in ACCESS for ELLs 2.0. Within each • Students use a sports example to show how you can compare and convert
grade-level band, the descriptors are organized by Key Use (Recount, Explain, Argue and metric units.
Discuss) and within each Key Use, there are example descriptors for WIDA’s six levels of • Students find an example in the lesson to explain how you can use the
language proficiency (ELP Levels 1–6). strategy make a table to help solve problems about customary and metric
conversions.
• Students discuss how you can solve elapsed time problems by converting
units of time.

Rationale Capacity
• The explicit instruction of academic vocabulary, specifically cognates, is key to Decimeter
improve comprehension in English. Dekameter
• Cognates are words in two languages that share a similar meaning, spelling, and Milligram
pronunciation. While English may share very few cognates with a language like Milliliter
Chinese, approximately 50% of the academic vocabulary in English have a related Weight
word in Spanish.
• When teaching vocabulary in an explicit manner, teachers must choose 5 to 10 Tier
II words that students will need to have a solid grasp of key terms, which they will
use to understand content in multiple areas of their learning. Teachers must use
visuals, semantic, and mnemonic strategies. Explicit instruction must take place,
three times per week, for a period of fifteen minutes per day.
specific, and therefore, they should be taught "in the moment" because they need a
quick explanation with heavy context. They should be taught naturally, without a
separate instructional section.
Date: August 2018

Rationale • Use patterns of zeros to multiply and divide.
• Background knowledge is essential to become an expert in a subject. However,
such back knowledge becomes useless if language or culture makes it impossible to Common Misconceptions:
link knowledge to a task. • Students use division to change a larger unit to a smaller unit.
Recommended Resources • Students use multiplication to change a smaller unit to a larger unit.
• Concepts should be directly linked to students’ background experience. This • Students do not understand the concept of a.m. and p.m. when finding
experience can be personal, cultural or academic. elapsed time.
• Key vocabulary is emphasized. New vocabulary is presented in context. The number
of vocabulary items is limited.
• Students learn by using scaffolds and strategies that lower the language complexity • Adaptive Software
of the content they experience in the classroom, but keeping the rigor and the • Centers
integrity of the material. • Cross Curricular Application/STEM
• Students need to learn to use complex language, but to do so they need scaffolds
and support. As English Learners transition through the various stages of the
language acquisition process, scaffolds should gradually diminish. Eventually
students become proficient and independent, and consequently, able to utilize
scaffolds on their own.
• The NJDOE Curricular Framework offers charts, and other resources aligned to the
New Jersey Learning Standards.
• At the moment, the NJDOE has not finalized the specific English Learners scaffolding
section for each unit of the New Jersey Learning Standards. However, the archives
of the Model Curriculum are still available. They offer scaffolds associated to
specific standards, as well as ELA exemplar units for English Learners. Please refer
to the following sample links:
Date: August 2018
Lessons

5.MD.A.1 SWBAT Compare, contrast, and • Guided Math
convert customary units of length. Digital Resources: • Centers/Small Group Instruction
Print Resources:
Centers Kit
convert customary units of capacity. Digital Resources: • Centers/Small Group Instruction
Print Resources:
Centers Kit
Date: August 2018

customary units of weight. Digital Resources: • Centers/Small Group Instruction
Trainer, Math on the Spot Video, iTools, Real World • Model
Video, Animated Math Models • Collaborative Grouping
Print Resources:
Centers Kit
5.MD.A.1 SWBAT Convert measurement units • Guided Math
to solve multistep problems. Digital Resources: • Centers/Small Group Instruction
Math, Animated Math Models • Turn, Talk, and Write
Print Resources:
Centers Kit
convert metric units. Digital Resources: • Centers/Small Group Instruction
Math, Animated Math Models • Think, Pair, Share
Print Resources:
Centers Kit
Date: August 2018

5.MD.A.1 SWBAT Solve problems about • Guided Math
customary and metric conversions using the Digital Resources: • Centers/Small Group Instruction
strategy make a table. iStudent Edition, eTeacher Edition, Personal Math • Gradual Release
Math, Animated Math Models • Graphic Representations
Print Resources:
Centers Kit
5.MD.A.1 SWBAT Convert units of time to • Guided Math
solve elapsed time problems. Digital Resources: • Centers/Small Group Instruction
Math, Animated Math Models • Peer Tutoring
Print Resources:
Centers Kit

Date: August 2018

• Teacher Created Quizzes Measurement and Data:
• Mid-Chapter Checkpoint Customary Length: pgs. 1-26
(Lessons 10.1-10.4) Metric: pgs. 27-47 (MD.A.1)
• Center Outcomes/Rubrics https://njctl.org/courses/math/5th-grade-math/measurement-and-
• Anecdotal Notes data/attachments/measurement-data-3/
• Teacher Created Projects/Real World *Chose at least one 3-Act Task from Chapter 9, Chapter 10, or Chapter 11 to complete during
Projects Marking Period 4.
• Quick Checks
• Math Journal
Date: August 2018

Part II
Chapter 11: Geometry and Volume
• You can name and classify polygons based on: the number of side/angles it has, if all sides/angles are congruent, the measure of its
Understandings
sides/angles and/or the relationships shared by its sides/angles.

Enduring
• To find the volume of a rectangular prism, you can find the number of unit cubes it takes to fill the base and then multiply that
number by how many units high the prism is. Volume is expressed in cubic units.
• V = l × w × h and V = b × h
• You can find the volume of combined prisms by either adding the volume of each prism or finding the greatest total volume and
subtracting the empty space.
Questions
•
Essential
How can you identify and classify polygons?

• How can you use unit cubes to find the volume of a rectangular prism?
• What is the formula for the volume of a rectangular prism?
• How can you find the volume of rectangular prisms that are combined?
Date: August 2018
Lesson Plans: Content and Language Language Objectives:
Objectives • Students use the sentence frame; you can identify and classify polygons in the following ways: ________.
Rationale • Students design a flipbook that include a picture, a definition, and an example sentence to classify triangles.
• Language objectives are essential to support the • Students discuss with a partner and draw an example of how you can classify and compare quadrilaterals.
linguistic development of students. • Students brainstorm describing words associated with three-dimensional figures that they can use to
• They should be based on the four domains in identify, describe, and classify three-dimensional figures.
language: Speaking, Listening, Reading and Writing • Students explain verbally and with pictures to identify what a unit cube is and how you can use it to build a
Recommended Resources: solid figure.
• Please refer to WIDA Can Do Descriptors • Students work in teams to analyze how you can use unit cubes to find the volume of a rectangular prism.
https://wida.wisc.edu/teach/can-do/descriptors • Students write a brief step-by-step summary of how you can find the volume of a rectangular prism.
The WIDA Can Do Descriptors, Key Uses Edition is • Students explain to a partner how you can use a formula to find the volume of a rectangular prism.
organized by grade-level bands (K, 1, 2–3, 4–5, 6–8, and • Student partners review the lessons to support their explanation of how you can use the strategy make a
9–12) that correspond to those in ACCESS for ELLs 2.0. table to compare different rectangular prisms with the same volume.
Within each grade-level band, the descriptors are • Student teams develop a written explanation of how you can find the volume of rectangular prisms that are
organized by Key Use (Recount, Explain, Argue and combined.
(ELP Levels 1–6).
Date: August 2018

Rationale Base
• The explicit instruction of academic vocabulary, specifically cognates, is Congruent
key to improve comprehension in English. Lateral Face
• Cognates are words in two languages that share a similar meaning, Polygon
spelling, and pronunciation. While English may share very few cognates Polyhedron
with a language like Chinese, approximately 50% of the academic Prism
vocabulary in English have a related word in Spanish. Regular Polygon
Recommended Resources Unit Cube
• When teaching vocabulary in an explicit manner, teachers must choose 5 Volume
to 10 Tier II words that students will need to have a solid grasp of key
terms, which they will use to understand content in multiple areas of
their learning. Teachers must use visuals, semantic, and mnemonic
strategies. Explicit instruction must take place, three times per week, for
a period of fifteen minutes per day.
• The majority of Tier III words are cognates. However, Tier III words are
content specific, and therefore, they should be taught "in the moment"
because they need a quick explanation with heavy context. They should
be taught naturally, without a separate instructional section.
Rationale • Identify and describe polygons.
• Background knowledge is essential to become an expert in a subject. • Make rectangular prisms with a given volume.
Recommended Resources • Students may confuse lateral faces with bases and name polyhedrons by the shape of
• Concepts should be directly linked to students’ background experience. the lateral faces.
This experience can be personal, cultural or academic. • Students may incorrectly count the number of faces and not the number of unit cubes
• Links should be explicitly made between past learning and new concepts used to build each solid figure.
• Key vocabulary is emphasized. New vocabulary is presented in context. • Students may not understand how to find the volume when the area of the base has
The number of vocabulary items is limited. been found.
• Students may incorrectly identify dimensions of rectangular prisms in composite
figures.
Date: August 2018

complexity of the content they experience in the classroom, but keeping • Centers
the rigor and the integrity of the material. • Cross Curricular Application/STEM
stages of the language acquisition process, scaffolds should gradually
diminish. Eventually students become proficient and independent, and
consequently, able to utilize scaffolds on their own.
However, the archives of the Model Curriculum are still available. They
offer scaffolds associated to specific standards, as well as ELA exemplar
units for English Learners. Please refer to the following sample links:
• http://www.state.nj.us/education/modelcurriculum/ela/ellscaffolding/2u2
.pdf
Date: August 2018
Lessons
Chapter Introduction ● Personal Math Trainer

5.G.B.3-4 SWBAT identify and classify • Guided Math
polygons. Digital Resources: • Centers/Small Group Instruction
Math, Animated Math Models • Graphic Representations
Print Resources:
Centers Kit
Lesson 11.2 (1 Day) MathBoard, centimeter ruler, protractor Suggested:
5.G.B.3-4 SWBAT classify and draw triangles • Guided Math
using their properties. Digital Resources: • Centers/Small Group Instruction
Math, Animated Math Models • Videos
Print Resources:
Centers Kit
Date: August 2018
Lesson 11.3 (1 Day) MathBoard, quadrilaterals, scissors Suggested:

5.G.B.3-4 SWBAT classify and compare • Guided Math
quadrilaterals using their properties. Digital Resources: • Centers/Small Group Instruction
Print Resources:
Centers Kit
5.MD.C.3 SWBAT identify, describe, and • Guided Math
classify three-dimensional figures. Digital Resources: • Centers/Small Group Instruction
Trainer, Math on the Spot Video, iTools, Real World • Model
Video, Animated Math Models • Turn and Talk
Print Resources:
Centers Kit
Lesson 11.5 (1 Day) MathBoard, centimeter cubes Suggested:
5.MD.C.3a SWBAT understand unit cubes and • Guided Math
how they can be used to build a solid figure. Digital Resources: • Centers/Small Group Instruction
Print Resources:
Centers Kit
Date: August 2018
Lesson 11.6 (1 Day) (1 Day) MathBoard, Rectangular Prism Net A, centimeter Suggested:
5.MD.C.3b, 4 SWBAT count unit cubes that fill cubes • Guided Math
a solid figure to find volume. • Centers/Small Group Instruction
Trainer, Math on the Spot Video, HMH Mega Math • Act It Out
Print Resources:
Centers Kit
Lesson 11.7 (1 Day) MathBoard, Rectangular Prism Net B, 2 different- Suggested:
5.MD.C.3b, 4 SWBAT count unit cubes that fill sized boxes • Guided Math
a solid figure to find volume. • Centers/Small Group Instruction
Trainer, Math on the Spot Video, iTools, HMH Mega • Act It Out
Math, Animated Math Models
Print Resources:
Centers Kit
5.MD.C.5a-b SWBAT find the volume of a • Guided Math
rectangular prism. Digital Resources: • Centers/Small Group Instruction
• Math Journaling
Print Resources:
Centers Kit
Date: August 2018

5.MD.C.5a-b SWBAT use a formula to find • Guided Math
volume of a rectangular prism. Digital Resources: • Centers/Small Group Instruction
Print Resources:
Centers Kit
5.MD.C.5b SWBAT use the strategy make a • Guided Math
table to compare volumes. Digital Resources: • Centers/Small Group Instruction
Animated Math Models • Graphic Representations
Print Resources:
Centers Kit
Lesson 11.11 (2 Days) MathBoard Suggested:
5.MD.C.5c SWBAT find the volume of • Guided Math
combined rectangular prisms. Digital Resources: • Centers/Small Group Instruction
Animated Math Models • Math Journaling
Print Resources:
Centers Kit
Date: August 2018

• Teacher Created Quizzes 3-Act Task "Overflow” (MD.3; MD.4; MD.5)
• Mid-Chapter Checkpoint https://gfletchy.com/overflow/
(Lessons 11.1-11.4)
• PMT Report/Assessments 3-Act Task "The Fish Tank” (MD.1)
• Center Outcomes/Rubrics https://gfletchy.com/the-fish-tank/
• Anecdotal Notes
• Imagine Math Report/Assessments 3-Act Task "Packing Sugar” (MD.3; MD.4; MD.5)
• Teacher Created Projects/Real World https://gfletchy.com/packing-sugar/
Projects
• Quick Checks 3-Act Task "Got Cubes” (MD.3; MD.4)
• Essential Question https://gfletchy.com/got-cubes/
• Math Journal
Marking Period 4.
Date: August 2018
PART III
Lesson Plans
Part III consists of the lesson plans developed by the classroom teacher. When
developing lesson plans, teachers are to consider the unique needs of learners within
their classroom. Lesson plans should consist of instructional strategies that are
engaging, include high order thinking, promote student discussion, and provide support
for all students. The recommended template for lesson planning is the Gradual Release
of Responsibility. http://www.acpsk12.org/pl/coachs-cuts/gradual-release-model/
Lesson Plans must be uploaded to Genesis.

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Bridgeton Public School District

Grade Level/Content 5/Mathematics 5

Fifth Grade Curriculum Guide

Marking Period 1: Marking Period 2: Marking Period 3: Marking Period 4:

*Customary (NJSLA) *Complete one 3-Act Task

*Complete one 3-Act Task NJSLA: 5 Days

37 instructional days 41 instructional days 44 instructional days 50 instructional days

GO Math! K-5 Guidance Documents by AchievetheCore.org

5.MD.C.5.a Find the volume of a

Formative Assessments Formative Assessments Summative Assessments Formative Assessments

District Required: District Required: District Required: District Required:

• Gizmos • Gizmos • Gizmos • Gizmos

Additional: Additional: Additional: Additional:

● Breakdown activities/assignments/projects/assessments into manageable units

All WIDA Can Do Descriptors can be found at this link: https://wida.wisc.edu/teach/can-do/descriptors

● Breakdown activities/assignments/projects/assessments into manageable units

Required 21st Century Life and Careers Standards

Chapter ELA Standards Science Standards

Infusion of Technology Standards:

Instructional Planning Guide

Chapter 1: Place Value, Multiplication, and Expressions

• There is a 10 to 1 relationship among place-value positions.

• You can use properties of operations to solve expressions.

• How can you use an exponent to show powers of 10?

Teaching Academic Vocabulary: Cognates Vocabulary:

Resources: Scaffolds, Charts Diagrams and Technology Differentiation:

Lesson 1.1 (2 Day) MathBoard, base-ten blocks Suggested:

Lesson 1.3 (1 Day) MathBoard Suggested:

Lesson 1.4 (1 Day) MathBoard, Base-ten blocks Suggested:

Lesson 1.6 (1 Day) MathBoard Suggested:

Lesson 1.9 (2 Day) MathBoard Suggested:

Lesson 1.10 (1 Day) MathBoard Suggested:

Lesson 1.12 (1 Day) MathBoard Suggested:

Formative Assessments Exemplar Lessons

Instructional Planning Guide

Chapter 3: Add and Subtract Decimals

digits in each place-value position.

• How do you read, write, and represent decimals through thousandths?

Teaching Academic Vocabulary: Cognates Vocabulary

Resources: Scaffolds, Charts Diagrams and Technology Differentiation:

Lesson 3.1 (1 Day) MathBoard, color pencils, straightedge Suggested:

Lesson 3.3 (1 Day) MathBoard Suggested:

Lesson 3.6 (1 Day) MathBoard, Base-ten blocks Suggested:

Lesson 3.9 (1 Day) MathBoard Suggested:

Lesson 3.12 (2 Day) MathBoard Suggested:

Formative Assessments Exemplar Lessons

• Teacher Created Quizzes 3-Act Task “The Water Boy” (NBT.7)

Instructional Planning Guide

Chapter 4: Multiplying Decimals

place to the left.

Teaching Academic Vocabulary: Cognates Vocabulary:

Resources: Scaffolds, Charts Diagrams and Technology Differentiation:

Chapter Introduction Personal Math Trainer

Lesson 4.1 (1 Day) MathBoard, decimal models Suggested:

Lesson 4.3 (1 Day) MathBoard Suggested:

Lesson 4.6 (2 Day) MathBoard, decimal models(hundredths), color Suggested:

Student Edition, Reteach, Enrich, Grab-and-Go

Chapter 4 Test Chapter 4 Test (Chapter Resources)

Formative Assessments Exemplar Lessons

Instructional Planning Guide

Chapter 2: Divide Whole Numbers

relationship between multiplication and division.

How do you solve division problems?

• How do you check your quotient?

Customary (NJSLA) Complete one 3-Act Task