5th Grade Mathematics-Quarter 1

Focus Clusters: 5.NBT Understand the place value system. 5.NBT Perform operations with multi-digit whole numbers with decimals to hundredths Foundational:
4.NBT Generalize place value understanding for multi-digit whole numbers.
1. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 70 = 10 by applying concepts of place value and division. 2. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and symbols to record the results of comparisons. 3. Use place value understanding to round multi-digit whole numbers to any place. 4. Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 6. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 4.OA Use the four operations with whole numbers to solve problems. 3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Unit

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

Learning Targets
(KDE and NC Unpacked Standards)

SMP emphasized
(NC Unpacked Standards)

Corresponding SPIs (Not

Addressed by CCSSM)

Corresponding EPAS Standards

Identify a digits place value Exhibit knowledge of elementary number concepts including rounding, the ordering of decimals, pattern identification, absolute value, primes, and greatest common factor

Operations with Whole Numbers (6 weeks)

Represent powers of 10 using whole number exponents Fluently translate between powers of ten written as ten raised to a whole number exponent, the expanded form, and standard notation (103 = 10 x 10 x 10 = 1000) Explain the patterns in the number of zeros of the product when multiplying a number by powers of 10. Compare whole numbers in multiple forms using an understanding of equivalency. Recall multiplication facts up to at least 9s Execute and explain a multi-digit multiplication algorithm

SMP7 and 8 Students look for structure in place value and use that structure to make generalizations about how multiplying or dividing by 10 affects a numbers place value.

SPI 0506.2.1 Read and write numbers from millions to millionths in various contexts.

5.NBT.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 wholenumber exponents to denote powers of 10. 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

SMP6 Students attend to precision in their calculations, ensuring correct place value and positioning of digits.

Perform one-operation computation with whole numbers and decimals.

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

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

SMP2 Students model real world division problems with mathematics, decontextualizing and recontextualizing information, selecting appropriate expressions and equations to represent their work.

Solve problems in one or two steps using whole numbers.

Unit

CCSSM
5.NBT.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 wholenumber exponents to denote powers of 10. 5.NBT.3 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. 5.NBT.4 Use place value understanding to round decimals to any place.

Learning Targets
(KDE and NC Unpacked Standards)

SMP emphasized
(NC Unpacked Standards)

Corresponding SPIs (Not

Addressed by CCSSM)

Corresponding EPAS Standards

Exhibit knowledge of elementary number concepts including rounding, the ordering of decimals, pattern identification, absolute value, primes, and greatest common factor Identify a digits place value

Explain the relationship of the placement of the decimal point when a decimal is multiplied or divided by a power of 10.

Read and write decimal to thousandths using base-ten numerals, number names, and expanded form. Use >, =, and < symbols to record the results of comparisons between decimals Compare two decimals to the thousandths based on the place value of each digit. Use knowledge of base ten and place value to round decimals to any place.

Decimals (3 weeks)

SMP7 and 8 Students look for structure in place value and use that structure to make generalizations about how multiplying or dividing by 10 affects a numbers place value and to assist them in rounding to a certain place. SMP2 Students reason abstractly and quantitatively when interpret a context and decontextualize decimal amounts, solving comparing and rounding decimals, then explaining their reasoning; recontextualizing the decimal amount.

SPI 0506.2.1 Read and write numbers from millions to millionths in various contexts. SPI 0506.2.9 Compare whole numbers, decimals and fractions using the symbols <, >, and =.

Exhibit knowledge of elementary number concepts including rounding, the ordering of decimals, pattern identification, absolute value, primes, and greatest common factor

SMP1 Students will make SPI 0506.2.5 Solve addition Add, subtract, multiply, and divide Perform one-operation sense of word problems and and subtraction problems decimals to hundredths using computation with whole persevere in solving them. involving both fractions and concrete models or drawings and numbers and decimals. Students interpret word decimals. strategies based on place value, Solve problems in one or properties of operations, and/or the problems, consider two steps using whole analogous problems, and try relationship between addition and numbers. special cases and simpler subtraction. forms of the original problem Relate the strategy to a written in order to gain insight into method and explain the reasoning its solution, (CCSSM) used to solve decimal operation calculations. Instructional Notes: Operations with whole numbers includes word problems with an emphasis on understanding and interpreting the remainder. Example division task. Example Decimal Operations Task When working with decimals and place value the meaning of the equal sign should be emphasized. Understanding place value is more than simply naming places and identifying digits. Students should be flexible in grouping and regrouping, decomposing and recomposing numbers. For example, students could interpret the number 124 as 12 tens and 4 ones or 11 tens and 14 ones. This helps build flexibility and fluency with operations. Due to time constraints standard 5.NBT.7, should be limited to addition and subtraction of decimals. Teachers should be mindful of the language they use to describe mathematics. For example the phrases borrowing or carrying should be avoided and instead regrouping should be used. This emphasizes equality and the relationship between the digits place value. Standard 5.NBT.2 requires students to explain patterns in the number of zeros of the product when multiplying a number by powers of 10. Teachers should be careful about the language they use to describe this pattern. The phrase add a zero can be misinterpreted since actually adding zero to a number results in the same value. Instead the phrase tack-on a zero helps students recognize that when a zero is tacked on the result is a new number. When teaching decimal place value and operations, it is important to draw the connection to fractions as decimals are base-ten fractions, when written in expanded form. Sample Tasks for each CCSSM can be found on the following sites: http://map.mathshell.org/materials/index.php http://www.turnonccmath.net/?p=map http://www.illustrativemathematics.org/illustrations/330 http://www.parcconline.org/samples/item-task-prototypes http://www.smarterbalanced.org/sample-items-and-performance-tasks/ http://www.turnonccmath.net/?p=map Sample Tasks for TCAP can be found at: http://www.tn.gov/education/assessment/ach_samplers.shtml

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

5th Grade Mathematics-Quarter 2

Focus Clusters: 5.NF Use equivalent fractions as a strategy to add and subtract fractions. 5.NF Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Foundational: 4.NF Extend understanding of fraction equivalence and ordering.
1. Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. 2. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 3. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. 4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Understand decimal notation for fractions, and compare decimal fractions. 5. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. 6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

Unit

CCSSM

Learning Targets
(KDE and NC Unpacked Standards)

SMP emphasized
(NC Unpacked Standards) SMP1 and 2 Students will reason abstractly and quantitatively about fractions as they solve word problems and model the problems with mathematics and visual fraction models (number lines, area models, etc.) Students consider their answer and judge the reasonableness in terms of the context. Students also reason quantitatively as they compare fractions and decimals. SMP5 Students select appropriate representations and use them as tools to make meaning of the situation. For example, a student may use a number line to compare two decimals but use a bar model to compare two fractions.

Corresponding SPIs (Not

Addressed by CCSSM)

Corresponding EPAS Standards

Order fractions Recognize equivalent fractions and fractions in lowest terms

Equivalent Representations (4 weeks)

5.NF.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?

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. using visual fraction models or equations to represent the problem.) Interpret the remainder as a fractional part of the problem. Write decimals as simplified fractions. Compare fractions and decimals. Explain decimals as fractions over powers of ten.

SPI0506.2.7 Recognize equivalent representations for the same number. 0SPI506.2.8 Write terminating decimals in the form of fractions or mixed numbers.

Unit

CCSSM

Learning Targets
(KDE and NC Unpacked Standards)

SMP emphasized
(NC Unpacked Standards)

Corresponding SPIs (Not

Addressed by CCSSM)

Corresponding EPAS Standards\

Fraction Operations (6 Weeks)

5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd) 5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g. by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7<1/2. 5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. a. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as a result of a sequence of operations a x 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.) 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.

Generate equivalent fractions to find the like denominator Solve addition and subtraction problems involving fractions (including mixed numbers) with like and unlike denominators using an equivalent fraction strategy. Solve word problems involving addition and subtraction of fractions with unlike denominators referring to the same whole (e.g. by using visual fraction models or equations to represent the problem) Evaluate the reasonableness of an answer, using fractional number sense, by comparing it to a benchmark fraction. Multiply fractions by whole numbers. Multiply fractions by fractions. Interpret the product of a fraction times a whole number as total number of parts of the whole. (for example 34 x 3 = 34 + 34 + 34 = 9/4) Determine the sequence of operations that result in the total number of parts of the whole. (for example 34 x 3 = (3 x 3)/4 = 9/4) Interpret the product of a fraction times a fraction as the total number of parts of the whole Find area of a rectangle with fractional side lengths using different strategies. (e.g., tiling with unit squares of the appropriate unit fraction side lengths, multiplying side lengths) Represent fraction products as rectangular areas. Justify multiplying fractional side lengths to find the area is the same as tiling a rectangle with unit squares of the appropriate unit fraction side lengths.

SMP1 and 2 Students will need to interpret given contexts and determine the appropriate symbolic notation that describes the situation. Students will make sense of division problems and persevere in solving them by creating their own and relating division of fractions to their understanding of multiplication and division. SMP4 and 6 Students will model equivalent representations with mathematics, using visual models to represent fractions and decimals and providing written explanations. Students also model fraction multiplication with area models. Students also choose models and use them as tools to solve problems. SMP7 and 8 Students look for structure when comparing repeated addition to multiplication of fractions by whole numbers. After repeatedly calculating they generalize that (a/b) (c/d) = ac/bd.)

Solve routine one-step arithmetic problems (using whole numbers, fractions, and decimals) such as single step percent Recognize equivalent fractions and fractions in lowest terms Find and use the least common multiple Recognize one-digit factors of a number

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

Know that scaling (resizing) involves multiplication. Compare 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. For example, a 2x3 rectangle would have an area twice the length of 3. Know that multiplying whole numbers and fractions result in products greater than or less than one depending upon the factors. Draw a conclusion multiplying a fraction greater than one will result in a product greater than the given number. Draw a conclusion that when you multiply a fraction by one (which can be written as various fractions, ex 2/2, 3/3, etc.) the resulting fraction is equivalent. Draw a conclusion that when you multiply a fraction by a fraction, the product will be smaller than the given number. Represent word problems involving multiplication of fractions and mixed numbers ( e.g., by using visual fraction models or equations to represent the problem.) Solve real world problems involving multiplication of fractions and mixed numbers.

5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) divided by 4, and use a visual fraction model to show the quotient. Use relationships between multiplication and division to explain that (1/3) 4 = 1/12 because (1/12) x 4 = 1/3. 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 x (1/5) = 4. c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb. of chocolate equally? How many 1/3 cup servings are in 2 cups of raisins?

Know the relationship between multiplication and division Interpret division of a unit fraction by a whole number and justify your answer using the relationship between multiplication and division, and by creating story problems, using visual models, and relationship to multiplication, etc. Interpret division of a whole number by a unit fraction and justify your answer using the relationship between multiplication and division, and by representing the quotient with a visual fraction model. Solve real world problems involving division of unit fractions by whole numbers other than 0 and division of whole numbers by unit fractions using strategies such as visual fractions models and equations.

Instructional Notes: Operations with Fractions provides the richest examples of common core instruction. Formative assessment will play an important role in your unit planning as you craft instruction that embeds
review and teaches new skills and concepts. Where are the Cookies, Pizza with Friends, and Representing Fractions on the Number line are formative assessment lessons that promote grade level content as well as review of foundational content. The frequent use of open-ended tasks is vital. Students need much practice explaining fractional amounts in terms of a context. Example Task 1. Example Task 2 Example Task 3 Example Task 4 Students frequently struggle with fractions because of the many equivalent forms in which they can be represented.

Sample Tasks for each CCSSM can be found on the following sites: http://map.mathshell.org/materials/index.php http://www.turnonccmath.net/?p=map http://www.illustrativemathematics.org/illustrations/330 http://www.parcconline.org/samples/item-task-prototypes http://www.smarterbalanced.org/sample-items-and-performance-tasks/ http://www.turnonccmath.net/?p=map Sample Tasks for TCAP can be found at: http://www.tn.gov/education/assessment/ach_samplers.shtml

5th Grade Mathematics- Quarter 3

Focus Clusters: 5.NBT Perform operations with multi-digit whole numbers with decimals to hundredths. Foundational:
4.OA Generate and analyze patterns. 5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule Add 3 and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

Unit

CCSSM

Learning Targets
(KDE and NC Unpacked Standards)

SMP emphasized
(NC Unpacked Standards)

Corresponding SPIs (Not

Addressed by CCSSM)

Corresponding EPAS Standards

Solve equations in the form x + a = b, where a and b are whole numbers or decimals Solve one-step equations having integer or decimal answers

5.0A.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation add 8 and 7, then multiply by 2 as 2 x (8+7). Recognize that 3 x (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum of product.

Expressions and Equations (4 weeks)

Balance equalities, i.e. 11 = 8 +_____ Use strategies to solve single step equations involving fractions and decimals for an unknown. Create a story problem that demonstrates an understanding of a variable Use order of operations including parenthesis, brackets, or braces. Evaluate expressions using the order of operations (including using parenthesis, brackets, or braces.) Write numerical expressions for given numbers with operation words. Write operation words to describe a given numerical expression. Interpret numerical expressions without evaluating them.

Students reason quantitatively to determine if their answers make sense.

SPI 3.3 Find the unknown in single-step equations involving fractions and mixed numbers.

Students will attend to precision as they show each step of the order of operations while evaluating expressions.

SPI 3.2 Evaluate multi-step numerical expressions involving fractions using order of operations.

Students will be able to reason quantitatively to interpret the value of numerical expressions prior to their evaluation and abstractly as they decontextualize or contextualize numerical expressions into numbers or words.

Exhibit knowledge of basic expressions (e.g., identify an expression for a total as b + g)

Patterns & Graphs (4 weeks)

5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms for two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule Add 3 and the starting number 0, and the given rule Add 6 and the starting number 0, generate the 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.

Generate two numerical patterns using two given rules. Form ordered pairs consisting of corresponding terms for the two patterns Graph generated ordered pairs on a coordinate plane Analyze and explain the relationships between corresponding terms in the two numerical patterns

Students look for and make use of pattern structures to make predictions and analyze relationships.

SPI 5.1 Depict data using various representations, including decimal and/or fractional data.

Locate points on the number line and in the first quadrant

5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and ycoordinate). 5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

Define the coordinate system Identify the x- and y-axis Locate the origin on the coordinate system Identify coordinates of a point on a coordinate system Recognize and describe the connection between the ordered pair and the x- and y- axis (from the origin)

Locate points on the number line and in the first quadrant

Graph points in the first quadrant Represent real world and mathematical problems by graphing points in the first quadrant Interpret coordinate values of points in real world context and mathematical problems

Students will make sense of problems involving fractional measurements and persevere in solving them, ready to defend their claims with evidence.

SPI 4.5 Find the length of vertical or horizontal line segments in the first quadrant of the coordinate plans, including problems that require the use of fractions and decimals.

5.MD.2 Make a line plot to display a data set of measurements in fractions of a unit.

5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, real world problems. 5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

Identify benchmark fractions (1/2, 1/4, 1/8) Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving information presented in line plots which use fractions of a unit (1/2, 1/4, 1/8) by adding, subtracting, multiplying, and dividing fractions. Represent data in tables, circle graphs, bar graphs, line graphs Identify and interpret scale when using graphs Recognize units of measurement within the same system Divide and multiply to change units Convert units of measurement within the same system Solve multi-step, real world problems that involve converting units Recognize that some twodimensional shapes can be classified into more than one category based on their attributes. Recognize if a two-dimensional shape is classified into a category, that it belongs to all subcategories of that category.

Students will attend to precision as they interpret and record fractional data.

SPI 5.1 Depict data using various representations, including decimal and/or fractional data.

Read tables and graphs Translate from one representation of data to another (e.g., a bar graph to a circle graph)

Students will attend to precision, noting the importance of units and understanding the relative meaning of different units.

2D Shapes (2 weeks)

Students will look for structure in the attributes of 2D shapes and use it to help them categorize shapes.

Properties of Plane Figures Cluster

5.G.4 Classify twodimensional figures in a hierarchy based on properties.

Recognize the hierarchy of twodimensional shapes based on their attributes. Analyze properties of twodimensional figures in order to place into a hierarchy. Classify two-dimensional figures into categories and/or subcategories based on their attributes.

Instructional Notes: With Algebra and Measurement, fractions and decimals must be present to match TCAP level of rigor. Patterns and equalities, although not on TCAP, are a large part of the
MAP Assessments. Sample Tasks for each CCSSM can be found on the following sites: http://map.mathshell.org/materials/index.php http://www.turnonccmath.net/?p=map http://www.illustrativemathematics.org/illustrations/330 http://www.parcconline.org/samples/item-task-prototypes http://www.smarterbalanced.org/sample-items-and-performance-tasks/ http://www.turnonccmath.net/?p=map Sample Tasks for TCAP can be found at: http://www.tn.gov/education/assessment/ach_samplers.shtml

5th Grade Mathematics-Quarter 4

Focus Clusters: 5.MD Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. Foundational:
4.MD Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 1. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 2. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

Unit

CCSSM
5.MD.3 Recognize volume as an attribute of solid figures and understands 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. 5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in., cubic ft., and improvised units.

Learning Targets
(KDE and NC Unpacked Standards) Recognize that volume is the measurement of the space inside a solid three-dimensional figure. Recognize a unit cube has 1 cubic unit of volume and is used to measure volume of three- dimensional shapes. Recognize any solid figure packed without gaps or overlaps and filled with (n) unit cubes indicates the total cubic units or volume.

SMP emphasized
(NC Unpacked Standards)

Corresponding SPIs (Not

Addressed by CCSSM)

Corresponding EPAS Standards

Use geometric formulas when all necessary information is given Compute the area of triangles and rectangles when one or more additional simple steps are required

SPI 4.4 Solve problems involving surface area and volume of rectangular prisms and polyhedral solids.

Volume (4 weeks)

Measure volume by counting unit cubes, cubic cm, cubic in., cubic ft., and improvised units.

Students will use measurement tools appropriately, like unit cubes, to measure volume.

5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. a. Find the volume of a right rectangular prism with wholenumber 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 procedures as volumes, e.g., to represent the associative property of multiplication. b. Apply the formulas V=l x w x h and V=B x h for rectangular prisms to find volumes of right rectangular prisms with wholenumber lengths in the context of solving real world and mathematical problems. c. Recognize volume as additive. Find volumes of solid figures composed of two nonoverlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.

Identify a right rectangular prism. Multiply the three dimensions in any order to calculate volume (Commutative and associative properties) Develop volume formula for a rectangle prism by comparing volume when filled with cubes to volume by multiplying the height by the area of the base, or when multiplying the edge lengths (LxWxH) Find the volume of a right rectangular prism with whole number side lengths by packing it with unit cubes. Know that B is the area of the base Apply the following formulas to right rectangular prisms having whole number edge lengths in the context of real world mathematical problems: Volume = length x width x height Volume = area of base x height Recognize volume as additive. Solve real world problems by decomposing a solid figure into two non-overlapping right rectangular prisms and adding their volumes.

SMP8 Students will look for regularity in repeated calculations of volume to develop a formula for finding volume of a rectangular prisms.

Instructional Notes: It is likely that students will need significant review in measurement and calculation of area and perimeter, and may need a better conceptual understanding of the two concepts. This can be addressed at the beginning of this quarter or the end of the previous one.
Sample Tasks for each CCSSM can be found on the following sites: http://map.mathshell.org/materials/index.php http://www.turnonccmath.net/?p=map http://www.illustrativemathematics.org/illustrations/330 http://www.parcconline.org/samples/item-task-prototypes http://www.smarterbalanced.org/sample-items-and-performance-tasks/ http://www.turnonccmath.net/?p=map Sample Tasks for TCAP can be found at: http://www.tn.gov/education/assessment/ach_samplers.shtml