Grade Five Mathematics Curriculum Map Module 1 - Place ...

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 1

Module 1 - Place Value/Base Ten

(Approximately 3 weeks)

Mathematical Practices

Florida Math Standard Students should be able to: Formative Assessments

Suggested Instructional Resources

MAFS.K12.MP.1.1: Make Sense of problems and persevere in solving them. Click here for video examples from Inside Mathematics MAFS.K12.MP.8.1: Look for and express regularity in repeated reasoning. Click here for video examples from Inside Mathematics

MAFS.5.NBT.1.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

● Recognize the 10 to 1 relationship among place-value positions

● Read write whole numbers through hundred millions

● Dylan’s Baseball Card Collection

● Five Tenths ● The Odometer ● Walking to School

Resources: ● Comparing Place Value Video ● Place Value Millionaire Game ● Comparing Decimal Place Value

Video CPALMS: ● Shift the Place, Shift the Value ● Place Value: From Models to

Number ● Predicting Place Value Patterns ● Understanding Place Value ● MEA: Wire We All Wet?

Go Math: ● Go Math: 1.1, 1.2, 3.1, 3.2

MAFS.5.NBT.1.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

● Write and evaluate repeated factors in exponent form

● Use a basic fact and a pattern to multiply mentally by multiples of 10, 100, and 1,000.

● Find patterns in products when multiplying by powers of 10

● Multiplying By Ten Three Times

● How Many Zeros? ● Using Whole Number

Exponents ● The Error

Resources: ● Powers of 10 Video ● Multiplying by Powers of 10

Videos ● Multiplying by Powers of 10

Kahoot Game CPALMS: ● MEA: X-Treme Roller Coasters

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 2

● Seeking Patterns Using Base 10 and Powers of 10

● Intro to Multiplying Decimals by 10, 100, and 1000

● What Happens When You Multiply by Powers of 10?

Go Math: ● Go Math: 1.4, 1.5, 4.1, 4.3, 4.4,

4.7, 4.8, 5.1, 5.4, 5.6,

Module 1 - Key Vocabulary

evaluate inverse operation base period exponent

Assessment

Resources

Module 1 Summative

Assessment Module 1 Summative

Assessment Answer Key

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 3

Module 2 - Order of Operations

(Approximately 3 weeks)

Mathematical Practices

Florida Math Standard Students should be able to: Formative Assessments

Suggested Instructional Resources

MAFS.K12.MP.1.1: Make Sense of problems and persevere in solving them. Click here for video examples from Inside Mathematics MAFS.K12.MP.8.1: Look for and express regularity in repeated reasoning. Click here for video examples from Inside Mathematics

MAFS.5.OA.1.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

● Use the order of operations to evaluate numerical expressions

● Evaluate numerical expressions with parentheses, brackets, and braces

● Place the Parentheses ● With and Without

Parentheses ● Evaluating Expressions ● More Expressions

Resources: ● Order of Operations Rap ● Order of Operations Game ● Order of Operations BINGO CPALMS: ● MEA: Fly Runners Order of

Operations ● Please Excuse My Dear Aunt Sally ● Late Delivery ● Exploring Krypto

Go Math: ● Go Math: 1.11, 1.12, 9.1

MAFS.5.OA.1.2 Write simple sum or product.

● Write numerical expressions

● Comparing Products ● How Much Greater is

the Product? ● Brayden’s Video Game ● Write the Expression

Resources: ● Writing Expressions Videos ● Interpreting Expressions Exercise

CPALMS: ● MEA: Sunshine Beach Hotel ● Gummy Vs. Gum ● Chairs Around the Table

Go Math: ● Go Math: 1.10

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 4

MASF.OA.2.3 expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

● Use two rules to generate a numerical pattern and identify the relationship between the corresponding terms in the pattern

● Solve problems using the strategy solve a simpler problem

● Graph the relationship between two numerical patterns on a coordinate grid

● Generating Two Patterns

● Exploring Related Patterns

● Comic Books ● Choo Choo Trains

Company

Resources: ● Number Patterns Videos ● Number Patterns Games ● Number Patterns Kahoot CPALMS: ● Cartesian Classroom ● Chameleon Graphing ● Cool School

Go Math: ● Go Math:9.5-9.7

Module 2 - Key Vocabulary

numerical expression evaluate order of operation

Assessment Resources

Module 2 Summative

Assessment Module 2 Summative

Assessment Answer Key

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 5

Module 3 - Multiplication and Division of Whole Numbers

(Approximately 2 weeks)

Mathematical Practices

Florida Math Standard Students should be able to: Formative Assessments

Suggested Instructional Resources

MAFS.K.12.MP.1.1:

Make sense of problems

and persevere in solving

them. Click here for video

examples from Inside

Mathematics

MAFS.K.12.MP.4.1:

Model with mathematics.

Click here for video

examples from Inside

Mathematics

MAFS.K.12.MP.7.1:

Look for and make use of

structure. Click here for

video examples from

Inside Mathematics

MAFS.5,NBT.2.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

● Multiply by one digit numbers ● Multiply by two digit numbers

● Find the Multiplication Error ● Multiplying Using the Standard

Algorithm ● Complete the Multiplication

Problem ● More Multiplication Using the

Standard Algorithm

Resources: ● Khan Academy: Multiplying

2-Digit by 2-digit ● Khan Academy:

Introduction to Long Division

● Multiplication Game ● Grand Slam Math:

Multiplication and Division Practice Game

CPALMS: ● MEA: Cameras on Campus ● MEA: Pioneering Places ● MEA: Beach on a Budget ● MEA: Tablets for Mrs.

Tomlinson’s Class ● Area Model of Multiplication

Using Base 10

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 6

Go Math: ● Go Math: 1.6, 1.7

MAFS.NBT.2.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

● Use properties of operations to solve problems ● Use multiplication to solve division problems ● Use the strategy solve a simpler problem to solve

problems ● Place the first digit in the quotient by estimating

or using place value ● Divide 3- and 4- digit dividends by 1-digit divisors ● Use partial quotients to divide by 2-digit divisors ● Estimate quotients using compatible numbers ● Divide by 2 digit divisors ● Solve division problems and decide when to write

a remainder as a fraction ● Solve problems by using the strategy draw a

diagram

● Analyzing and Applying Division ● Dividing Using Place Value with

Larger Divisors ● Dividing Using an Area Model

with Larger Divisors ● Driving to Alaska

CPALMS: ● MEA: Are You Ready for a

Hurricane? ● MEA: Which Sweets for

the Bakery? ● MEA: The Dazzling

Painting Co. ● What Are They Thinking?

Understanding Division ● Easy As Pie Division Go Math:

● 1.3, 1.8, 1.9, 2.1 - 2.9, 4.1

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 7

MAFS.K.12.MP.1.1:

Make sense of problems

and persevere in solving

them. Click here for

video examples from

Inside Mathematics

MAFS.K.12.MP.4.1:

Model with mathematics.

Click here for video

examples from Inside

Mathematics

MAFS.K.12.MP.7.1: Look

for and make use of

structure. Click here for

video examples from

Inside Mathematics

MAFS.5.NF.2.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

● Solve division problems and decide when to write a remainder of a fraction

● Sharing Pizzas ● Sharing Brownies ● Two Thirds ● Five Thirds

CPalms: ● MEA: Birds Now ● MEA: Wildlife Refuge ● Those Pesky Remainders ● Picture This! Fractions as

Division ● Sharing Fairly Go Math: ● Go Math: 2.7, 5.7, 8.3 1.3, 1.8, 1.9, 2.1 - 2.9, 4.1

Module 3 - Key Vocabulary

inverse operation compatible numbers estimate remainder

Assessment Resources

Module 3 Summative Assessment Module 3 Summative Assessment Answer Key

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 8

Module 4: Evaluating & Comparing Decimals

(Approximately 2 weeks)

Mathematical Practices

Florida Math Standard Students should be able to: Formative Assessments Suggested Instructional Resources

MAFS.K.12.MP.3.1:

Construct viable

arguments and critique

the reasonableness of

others. Click here for

video examples from

Inside Mathematics

MAFS.K.12.MP.8.1:

Look for and express

regularity in repeated

reasoning. Click here for

video examples from

Inside Mathematics

MAFS.NBT.1.3 (a,b) Read, write, and compare decimals to thousandths.

a. Read and write decimals to thousandths

using base-ten numerals, number names,

and expanded form, e.g., 347.392 = 3 × 100

+ 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) +

2 × (1/1000).

b. Compare two decimals to thousandths

based on meanings of the digits in each

place, using >, =, and < symbols to record

the results of comparisons.

● Model, read, write decimals to thousandths

● Compare and order decimals to thousandths using place value

● Writing and Reading Decimals ● Decimals in Word and

Expanded Form ● Decimals in Number Name ● Comparing Decimals ● Decimals in Expanded Form

Resources: ● Comparing Decimal Game ● Place Value Review ● Khan Academy: Expanding Place

Value ● Khan Academy: Comparing

Decimals ● Comparing Decimals Kahoot

(review game) CPALMS: ● MEA: Solar Cooking ● MEA: Camping Supply Innovators ● MEA: Vending Machine Snacks ● Decimal Place Value ● Secret Number Place Value Game ● Decimals Have a Point!

Go Math: ● Go Math: 3.1-3.3

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 9

MAFS.NBT.1.4 Use place value understanding to round decimals to any place.

● Round decimals to any place ● Rounding to the Nearest Whole Number

● Rounding to the Tenths Place ● Rounding to the Thousandths ● Shopping for Produce

CPalms: ● MEA: Beach on a Budget ● MEA: Getting Dry ● MEA: Which Cell Phone for Mia?

Go Math: ● Go Math: 3.4

Module 4 - Key Vocabulary

sequence tenth term thousandth benchmark hundredth round

Assessment Resources

Module 4 Summative Assessment Module 4 Summative Assessment Answer Key

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 10

Module 5: Adding, Subtracting, Multiplying, and Dividing Decimals

(Approximately 3 weeks)

Mathematical Practices

Florida Math Standard Students should be able to: Formative Assessments Suggested Instructional Resources

MAFS.K.12.MP.3.1:

Construct viable

arguments and critique

the reasonableness of

others.Click here for

video examples from

Inside Mathematics

MAFS.K.12.MP.4.1:

Model with

mathematics.Click here

for video examples

from Inside

Mathematics

MAFS.K.12.MP.7.1:

Look for and make use

of structure.Click here

for video examples

from Inside

Mathematics

MAFS.5.NBT.2.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

● model decimal addition using base-ten blocks ● model decimal subtraction using base-ten blocks ● make reasonable estimates of decimal sums and

differences ● add decimals using place value ● subtract decimals using place value ● identify, describe, and create numeric patterns with

decimals ● solve problems using the strategy Make a Table ● choose a method to find a decimal sum or difference ● use expanded form and place value to multiply a

decimal and whole number ● place the decimal point in decimal multiplication ● multiply decimals with zeros in the product ● model multiplication of whole numbers and decimals ● solve problems using the strategy Draw a Diagram to

multiply money ● model multiplication of decimals by decimals ● model division of decimals by whole numbers ● estimate decimal quotients ● model division of decimals by decimals ● add a zero to the dividend to find a quotient ● solve multistep decimal problems using the Strategy

work Backward

● Running A Race ● Tony’s Lunchbox ● Buying Candy Bars ● Running

Resources: ● Decimal Math Games ● + & - Decimals Video ● * & / Decimals Video

CPalms: ● MEA: Textbook Predicament ● MEA: Fast Food Decision ● MEA: How Many Gigabytes Does

Lathan Really Need? ● Florida Food Round Up! ● Deft Drawings for Decimal

Division Go Math: Go Math lessons: 3.5 - 3.12, 4.2 - 4.8, 5.2 - 5.8

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 11

MAFS.K.12.MP.8.1:

Look for and express

regularity in repeated

reasoning. Click here

for video examples

from Inside

Mathematics

MAFS.5.NBT.1.2 * Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

● finding patterns in products when multiplying by powers of 10

● multiply a decimal and a whole number ● use expanded form and place value to multiply a

decimal and whole number ● place the decimal point in decimal multiplication ● multiply decimals with zeros in the product ● find patterns in quotients when dividing by powers of

10 ● place the decimal point in decimal division

● Multiplying By Ten Three Times

● How Many Zeros? ● Using Whole Number

Exponents ● The Error

CPALMS: ● MEA: X-Treme Roller Coasters ● Seeking Patterns Using Base 10

and Powers of 10 ● Intro to Multiplying Decimals by

10, 100, and 1000 ● What Happens When You

Multiply by Powers of 10? Go Math: ● Go Math Lessons: 4.1, 4.3, 4.4,

4.7, 4.8, 5.1, 5.4, 5.6

Module 5 - Key Vocabulary

sequence term thousandths hundredths tenths round benchmark

estimate decimal expanded form sequence multiplication ones pattern

place value product compatible numbers decimal point dividend

Assessment Resources

Module 5 Summative Assessment Module 5 Summative Assessment Answer Key

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 12

Module 6 - Adding and Subtracting Fractions

(Approximately 3 weeks)

Mathematical Practices

Florida Math Standard Students should be able to: Formative Assessments Suggested Instructional Resources

MAFS.K.12.MP.2.1:

Reason abstractly and

quantitatively. Click here

for video examples from

Inside Mathematics

MAFS.K.12.MP.4.1:

Model with

mathematics. Click here

for video examples from

Inside Mathematics

MAFS.5.NF.1.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.

● use models to add fractions with unlike denominators

● use models to subtract with unlike denominators ● find a common denominator or at least common

denominator to write equivalent fractions ● use equivalent fractions to add and subtract fractions ● add and subtract mixed numbers with unlike

denominators ● rename to find the difference of two mixed numbers ● identify, describe, and create numeric patterns with

fractions ● solve problems using the strategy Work Backwards ● add fractions and mixed numbers with unlike

denominators using the properties

● Adding Fractions with Unlike Denominators

● Subtracting Fractions ● Adding More Fractions

with Unlike Denominators

● Subtracting More Fractions

Resources: ● + & - Mixed Numbers Video ● Fraction Games ● Equivalent Fraction Video

CPalms: ● MEA: Babysitter’s Club Fun

with Fractions ● Using Models to Add Fractions

with Unlike Denominators ● Discovering Common

Denominators ● Adding and Subtracting Mixed

Numbers with Unlike Denominators

Go Math: ● Go Math Lessons: 6.1, 6.2,

6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9, 6.10

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 13

MAFS.5.NF.1.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

● use models to subtract with unlike denominators ● make reasonable estimates of fraction sums and

differences (using benchmark fractions: 0, ½, 1) ● use equivalent fractions to add and subtract fraction. ● add and subtract mixed numbers with unlike

denominators ● rename to find the difference of two mixed numbers ● solve problems using the strategy Work Backwards

● Sarah’s Hike ● Maris Has a Party ● Just Run ● Baking Cakes

CPALMS: ● Let’s Have a Fraction Party! ● Fractions Make the Real World

Problems Go Round ● Aaron and Anya’s Discovery Go Math: ● Go Math Lessons: 6.1, 6.2,

6.3, 6.5, 6.6, 6.7, 6.9

MAFS.K.12.MP.2.1:

Reason abstractly and

quantitatively. Click here

for video examples from

Inside Mathematics

MAFS.K.12.MP.4.1: Model with mathematics. Click here for video examples from Inside Mathematics

MAFS.5.OA.2.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

*review this standard during this module

● Generating Two Patterns

● Exploring Related Patterns

● Comic Books ● Choo Choo Trains

Company

CPALMS: ● Cartesian Classroom ● Chameleon Graphing ● Cool School Go Math: ● Go Math:9.5-9.7

Module 6 - Key Vocabulary

common denominator common multiple equivalent fraction mixed number simplest form

Assessment Resources

Module 6 Summative Assessment and Answer Key

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 14

Module 7 - Multiply and Divide Fractions

(Approximately 2 weeks)

Mathematical Practices

Florida Math Standard Students should be able to: Formative Assessments Suggested Instructional Resources

MAFS.K.12.MP.3.1: Construct viable arguments and critique the reasonableness of others. Click here for video examples from Inside Mathematics

MAFS.K.12.MP.5.1: Use appropriate tools strategically. Click here for video examples from Inside Mathematics

MAFS.5.NF.2.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

MAFS.5.NF.2.4.a Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)

MAFS.5.NF.2.4.b Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

● model to find the fraction part of a group ● model the product of a fraction and a whole

number ● multiply fraction and whole numbers ● multiply fractions using models ● multiply fractions ● use a model to multiply two mixed numbers and

find the area of a rectangle

● Multiplying Fractions by Fractions

● The Rectangle ● Using Visual Fraction Models ● Multiplying Fractions by Whole

Numbers

Resources: ● Brainpop - * / Fractions ● Review Fractions +,-,*,/

Jeopardy Game ● Introduction - * & / Fractions

Video ● Review of * / Fractions and

Mixed Numbers Video

CPALMS: ● Modeling Fraction

Multiplication ● Multiplying Fractions with

GeoGebra Using an Area Model

● Multiplying a Fraction by a Fraction

Go Math: ● Go Math Lessons: 7.1, 7.2,

7.3, 7.4, 7.6, 7.7

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 15

MAFS.K.12.MP.3.1: Construct viable arguments and critique the reasonableness of others. Click here for video examples from Inside Mathematics

MAFS.K.12.MP.5.1: Use appropriate tools strategically. Click here for video examples from Inside Mathematics

MAFS.5.NF.2.5 Interpret multiplication as scaling (resizing),

MAFS.5.NF.2.5.a Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

MAFS.5.NF.2.5.b Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/bby 1.

● relate the size of the product compared to the size of one factor when multiplying fractions

● multiply fractions ● relate the size of the product to the factors when

multiplying fractions greater than one ● solve problems using the strategy guess, check,

and revise

● Multiplying by a Fraction Less than One

● Multiplying by a Fraction Greater than One

● Estimating Products ● More Than or Less Than Two

Miles

CPALMS: ● Looking for Patterns in a

Sequence of Fractions ● Real World Fractions Go Math: ● Go Math Lessons: 7.5, 7.6,

7.8, 7.10

MAFS.5.NF.2.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

● multiply mixed numbers ● solve problems using the strategy Guess,

Check, and Revise

● Pizza Party ● Box Factory ● Half of a Recipe ● Candy at the Party

CPalms: ● MEA: Bill of Rights Billboard ● MEA: Wazzup Charter

Schools Playground Dilemma ● Garden Variety Fractions Go Math: ● Go Math: 7.9, 7.10

MAFS.5.NF.2.3* Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers

*standard address in module 3. See resources appropriate to this module

● Sharing Pizzas ● Sharing Brownies ● Two Thirds ● Five Thirds

CPALMS: ● MEA: Birds Now ● MEA: Wildlife Refuge ● Those Pesky Remainders ● Picture This! Fractions as

Division ● Sharing Fairly Go Math: ● Go Math Lesson: 8.3

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 16

MAFS.K.12.MP.3.1: Construct viable arguments and critique the reasonableness of others. Click here for video examples from Inside Mathematics

MAFS.K.12.MP.5.1: Use appropriate tools strategically. Click here for video examples from Inside Mathematics

MAFS.5.NF.2.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

MAFS.5.NF.2.7.a Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.

MAFS.5.NF.2.7.b Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.

MAFS.5.NF.2.7.c Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?

● divide a whole number by a fraction and divide a fraction by a whole number

● solve problems using the strategy Draw a Diagram

● represent division by drawing diagrams and writing story problems and equations

● Whole Numbers Divided by Fractions

● Fractions Divided by Whole Numbers

● Bags of Fudge

CPALMS: ● It’s My Party and I’ll Make

Dividing by Fractions Easier if I Want To!

Go Math: ● Go Math Lessons: 8.1, 8.2,

8.4, 8.5

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 17

Module 7 - Key Vocabulary

denominator numerator equivalent fraction mixed number product simplest form dividend

equation fraction quotient whole number

Assessment Resources

Module 7 Summative Assessment Answer Key Module 7 Summative Assessment

1.

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 18

Module 8 - Line Plot

(Approximately 1 week)

Mathematical Practices

Florida Math Standard Students should be able to: Formative Assessments Suggested Instructional Resources

MAFS.K.12.MP.4.1:

Model with

mathematics. Click here

for video examples from

Inside Mathematics

MAFS.K.12.MP.8.1:

Look for and express

regularity in repeated

reasoning. Click here for

video examples from

Inside Mathematics

MAFS.5.MD.2.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

● make and use line plots with fractions to solve problems

● Rock Measurements Part One

● Rock Measurements Part Two

● Bulk Candy Part One ● Bulk Candy Part Two

Resources: ● Line Plot Extra Practice

Sheets ● Input Output Game ● Khan Academy: Line

Plot Video ● Learn Zillion: Line Plot

Videos CPALMS: ● MEA: EuroTravel ● Line Plotting with

Fractions Chicago Pizza ● April Showers Bring May

Flowers ● What is in the PLOT? Go Math: ● Go Math Lesson: 9.1

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 19

MAFS.5.OA.2.3 * Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

● Use two rules to generate a numerical pattern and identify the relationship between the corresponding terms in the pattern

● Solve problems using the strategy solve a simpler problem

● Graph the relationship between two numerical patterns on a coordinate grid

*This Standard Covered in Module 2

● Generating Two Patterns ● Exploring Related Patterns ● Comic Books ● Choo Choo Trains Company

CPALMS: ● Cartesian Classroom ● Chameleon Graphing ● Cool School *See Module 2 for resources

Module 8 - Key Vocabulary

interval scale

Assessment Resources

Module 8 Summative Assessment Module 8 Summative Assessment Answer Key

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 20

Module 9: Coordinate Graphing

(Approximately 1 week)

Mathematical Practices

Florida Math Standard Students should be able to: Formative Assessments Suggested Instructional Resources

MAFS.K12.MP.4.1: Model with mathematics Click here for video examples from Inside Mathematics MAFS.K12.MP.8.1: Look for and express regularity in repeated reasoning Click here for video examples from Inside Mathematics

MAFS.5.G.1.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

● Graph and name points on a coordinate grid using ordered pairs

● What do the Coordinates Mean?

● Coordinates ● Understanding Coordinates ● Properties of Coordinate

Planes

Resources: ● Khan Academy:

Coordinate Graphing ● Coordinate Graphing

Tutorial ● Coordinate Graphing

Game ● Coordinate Graphing

Kahoot CPALMS: ● MEA: Property Picking

Pickle ● Human Ordered Pairs ● Hop on the Grid ● “Design a Town”

Coordinates ● Quadrant Shuffle

Go Math: ● Go Math: 9.2

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 21

MAFS.5.G.1.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

● Collect and graph data on a coordinate grid ● Analyze and display data in a line graph

● Name the Ordered Pair ● Mowing the Lawn ● Making Bracelets ● On the Coordinate Plane

CPALMS: ● Did You Slow the Flow,

Joe? ● Dig that Grid! ● Graphing Local

Temperatures as Continuous Data

Go Math: ● Go Math 9.3-4

Module 9 - Key Vocabulary

scale ordered pair origin x-axis y-axis x coordinate y coordinate

interval line graph

Assessment Resources

Module 9 Summative Assessment Module 9 Summative Assessment Answer Key

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 22

Module 10: Convert Units of Measurement

(Approximately 2 weeks)

Mathematical Practices

Florida Math Standard Students should be able to: Formative Assessments Suggested Instructional Resources

MAFS.K12.MP.1: Make sense of problems and persevere in solving them Click here for video examples from Inside Mathematics MAFS.K12.MP.7: Look for and make use of structure Click here for video examples from Inside Mathematics

MAFS.5.MD.1.1 Convert among different-sized standard measurement units (i.e., km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec) within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

● Compare, contrast, and convert customary units of length ● Compare, contrast, and convert customary units of

capacity ● Compare, contrast, and convert customary units of weight ● Compare, contrast, and convert metric units ● Convert measurement units to solve multistep problems ● Convert units of time to solve elapsed time problems

● Converting Metric Measurement Units

● Party Planning ● Candy and Ribbon ● Converting Customary

Measurement Units

Resources: ● Compare and Contrast

Customary Units Game CPALMS: ● MEA: Free Flight in

Return for Your Ranking! ● MEA: Pounds to Ounces:

Is there Profit? ● Conversion Excursion

Go Math: ● Go Math: 10.1-7

Module 10 - Key Vocabulary

capacity decimeter dekameter milligram milliliter millimeter

Assessment Resources

Module 10 Summative Assessment Module 10 Summative Assessment Answer Key

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 23

Module 11: Geometry

(Approximately 2 weeks)

Mathematical Practices Florida Math Standard Students should be able to: Performance Assessments Suggested Instructional Resources

MAFS.K12.MP.4: Model with mathematics Click here for video examples from Inside Mathematics MAFS.K12.MP.5: Use appropriate tools strategically Click here for video examples from Inside Mathematics

MAFS.5.G.2.3: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

● Identify and classify polygons ● Classify and draw triangles using their properties ● Solve word problems using two-dimensional figures

● Classifying Squares ● What Do You Know About

Rectangles? ● Guess My Shape ● Shape Clues

Resources: ● Classifying Polygons

Kahoot ● Geometry Read Aloud

Recommendations ● Classifying Shapes Venn ● Interactive Polygons ● Sorting Polygons ● Two and Three

Dimensional Shapes CPALMS: ● MEA :Bridge to

Perfection ● Calling All Quads! ● Triangles Are Plane

Easy Go Math: ● Go Math 11.1-4

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 24

MAFS.5.G.2.4: Classify and organize two-dimensional figures into Venn diagrams based on the attributes of the figures.

● Classify and draw triangles using their properties ● Classify and compare quadrilaterals using their properties ● Classify and compare two dimensional figures with

multiple sides

● Where Do They Belong? ● Classifying Shapes ● Classifying Quadrilaterals ● Trapezoids

CPALMS: ● Go TRI A Kite! ● Where in the Venn are

Quadrilaterals? Go Math: ● Go Math 11.1-4

Module 11 - Key Vocabulary

heptagon congruent regular polygon polygon nonagon

isosceles triangle scalene triangle equilateral triangle

Assessment Resources

Module 11 Summative Assessment Module 11 Summative Assessment Answer Key

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 25

Module 12: Volume

(Approximately 2 weeks)

Mathematical Practices

Florida Math Standard Students should be able to: Formative Assessments Suggested Instructional Resources

MAFS.K12.MP.4: Model with mathematics Click here for video examples from Inside Mathematics MAFS.K12.MP.5: Use appropriate tools strategically Click here for video examples from Inside Mathematics

MAFS.5.MD.3.3: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.

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.

● Describe the difference between a two-dimensional and three-dimensional figure

● Understand unit cubes and how they can be used to build a solid figure

● How Do We Determine Volume?

● Determining Volume ● How Do You Find The

Volume?

Resources: ● Volume Video ● Finding Total Volume -

Irregular Shapes - Worksheets

● Finding Volume - Regular Shapes - Worksheets

● Study Jams Volume Video ● Two and Three

Dimensional Shapes CPALMS: ● Hands-On! Rectangular

Prisms ● Manipulating Cubic Units

Go Math: ● Go Math 11.6

MAFS.5.MD.3.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

● Count unit cubes that fill a solid figure to find volume

● Estimate the volume of a rectangular prism

● Volume in Cubic Units ● Measuring Volume ● Find the Volume ● Volume with Improved Units

CPALMS: ● Who Wants to Carry a

Million? ● Volume: It’s All About the

Count ● Pump Up the Volume Go Math: ● Go Math 11.7-8

Grade Five Mathematics Curriculum Map

Course Number: 5012070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 5 Math Modules – Page 26

MAFS.5.MD.3.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

a. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.

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.

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.

● Identify, describe, and classify rectangular prisms

● Find the volume of a rectangular prism ● Use a formula to find the volume of a

rectangular prism ● Compare volumes of different

rectangular prisms ● Find the volume of combined

rectangular prisms

● Using Additive Reasoning When Finding Volume

● Determining Dimensions ● Volume Two Ways ● Determining and Interpreting

Volume

CPALMS: ● MEA: Bait Shop Baffle ● MEA: Cereal Box Volume

Varying Predicament ● MEA: Building Pools ● Volumize Your Brain to Its

Capacity Go Math: ● Go Math: 11.9-12

Module 12 - Key Vocabulary

base volume prism

Assessment Resources

Module 12 Summative Assessment Module 12 Summative Assessment Answer Key