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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