Curriculum Map
Common Core Math
5^{th} Grade
2019 – 2020
Resource: GoMath
Note: The following is the key for “Guided Math”
B – below grade level
O – on grade level
A – above grade level
Week 1: Establishing Math Workshop
Day #: Essential Question and Materials  WarmUp
57 minutes 
MiniLesson
(1012 minutes) 
Workshop
(2025 minutes) 
Closing
(57 minutes) 
1: What is Math Workshop?
· chart paper · markers · math folders · labels for the folders · composition books to use as Math Journal

Problem of the Day  · The goal of this session is to introduce the students to math workshop.
· You will explain the general structure and discuss the overall routines and procedures, such as o calendar o number talks o the minilesson o student activity time, when workstations and guided math groups take place o interviews and conferences o the debrief The students should engage in a prolonged discussion of the workshop and the way they are going to think about and do math throughout the year.
The teacher should create some sort of math anchor chart that highlights the discussion. 
Note: These activities will not begin yet. The minilesson will be the whole class.  Review and discuss the essential question. 
2: How do good mathematicians communicate with each other?
· chart paper · markers 
Problem of the Day  The goal of this session is to talk about talk.
Put students in groups to discuss the ways public mathematicians engage with each other.
Students learn · to make eye contact and be attentive and to respond with a thinking mind and a respectful heart · “think time” · allow each other the time and space to speak · stop and think about what has been said · digest and think some more before they respond
The focus of this session is to teach students to respect each other. It is also to get students to begin to talk about word problems. 
In groups practice using think time to discuss today’s Problem of the Day

Review and discuss the essential question. 
3: How do good mathematicians talk about their ideas?
· chart paper · markers · math folders · labels for folders

Problem of the Day

The third day is a continuation of the conversation about being a good mathematician.
Students discuss the idea that math is a language and that one of the things that they will work on during math workshop is “speaking math.”
The teacher should introduce the word wall that will help students remember the words they are learning. You can chart some of these ideas and have the class practice using them.
Students learn to speak about their mathematical thinking by actually speaking about math!
Use a math anchor chart on how to talk with each other and respond to questions
Using more math word problems as the center of the discussion, students practice talking with each other. 
Create all the same centers to play some vocabulary games, as an example of the types of games that they will play all year to learn new math words.
Students learn to use different prompts to share their thinking about math. 
Review and discuss the essential question. 
4: How do good mathematicians show their work?
· Chart paper · Markers

Problem of the Day  The fourth day is about students learning that good mathematicians show their work
You want to spend some time talking with students about asking questions. Students need to get comfortable with asking questions of themselves and others.
Model what “showing work” looks like. Students should understand that they can show their work with · objects · drawings · pictures · acting it out

In small groups, students do more work with the Problem of the Day.

Review and discuss the essential question. 
5: How do good mathematicians write?
· Chart paper · Markers 
Spiral Review of the Week  The fifth day is about writing in math class. During this session, students focus on different ways to write in math class.
Also introduce math journals and have the students make them. The journals have different sections, such as · vocabulary · donow · word problems
Pretest Chapter 1 
Have students to respond to the essential question in their math journals.  
Week 2: Establishing Math Workshop (continued) / Chapter 1 Domain: Number and Operations in Base Ten and Operations & Algebraic Thinking Topic: Number talks / Place Value, Multiplication and Expression Chapter Essential Question: How can you use place value, multiplication, and expressions to represent and solve problems? STANDARDS: OA.A.1; OA.A.2; NBT.A.2; NBT.B.5; NTB.6 

Day #: Essential Question and Materials  WarmUp
57 minutes 
MiniLesson
(1012 minutes) 
Workshop
(2025 minutes) 
Closing
(57 minutes) 
1: What are the calendar routines during math workshop and how do they relate to work?
· Chart paper · Markers · Math journals —————
1.1: Investigate: Place Value 
Problem of the Day  This session is about establishing one of the routines that students will practice during math workshop—the daily calendar routine.
Students will discuss different types of calendars and examine a regular calendar as well as the “classroom” calendar posted in the calendar area.
Individual calendar folders are introduced. It is important for students to make the connection between real life and the calendar routines that they will do in class. For example, why should students chart the weather? In real life, do people really follow the weather and, if so, when, where, and why? Contextualizing our daily math routines is essential to students being able to make sense of math in their world.

In small groups, do a calendar activity.  Have students to respond to the essential question in their math journals. 
2: How do we participate in number talks?
· Chart paper · Markers · Math journals —————
1.1: Investigate: Place Value 
Problem of the Day  This session is about number talks.
Introduce this activity as a routine that students will do sometimes together as a whole class and sometimes in small guided math groups. · The class discusses how to talk during a number talk. · They emphasize some of the things they have been discussing, such as listening to each other, discussing their thinking, and showing their work. · They talk about how it is okay to be wrong and okay to be right. · They talk about how important it is to get all of their thinking on record so they can see what they are saying.
This is the day that the students are normed into this routine, through actual practice.

Class divides into small groups to participate in a math problem, in which they will practice their number talk.  Have students to respond to the essential question in their math journals. 
3: What happens during the minilesson?
· Chart paper · Markers · Math journals —————–
1.2: Place Value of Whole Numbers

Problem of the Day  During this session, students will discuss what happens during the minilesson. You can explain that the class will sometimes
· read a book · learn a poem · chant, or sing · watch a minivideo · learn a concept
Sometimes students will take notes in their journals and other times they will do activities on their whiteboards.
You should emphasize that students have a really important role during the minilesson—to listen, talk with each other, and participate. 
In small groups, students play a game that practices number talk that was learned yesterday.  Have students to respond to the essential question in their math journals. 
4: How do we work at math stations?
· Chart paper · Markers · Math journal —————–
1.3: Algebra: Properties 
Problem of the Day  This session focuses on introducing math centers to the students. You will spend a great deal of time rolling out math centers over the next few days. Students need to learn to take out the math centers and to work by themselves, with partners, and in groups. They need to set some rules for:
· getting along · working well together · resolving any problems that come up.
This takes time to do but is essential to running a great math workshop.

Using the following stations, students will practice working at and transitioning to each station:
· flash cards to practice math facts · independent practice · computer (IXL, Moby Max, Study Island, etc. for math practice 
Have students to respond to the essential question in their math journals. 
5: How do we work and play together during math workshop? (part 1)
· Chart paper · Markers · Math journals —————
1.4: Algebra: Powers of 10 and Exponents 
Spiral Review

During this session, the class continues to explore what it means to work together during student activity time. They discuss what types of manipulatives they will use when playing games and doing activities. The teacher leads a discussion about playing with partners.
The class models this by breaking into two teams and playing some games. Part of this discussion is about how to start a game. We play many different math games, but there are some general procedures for starting any type of game.
This concept seems simple, but many students struggle with it in the beginning. Students do not tend to play board games these days, so they are not used to deciding who gets to start. So it is important for students to practice it during the next few days.

Have the same game set up in 4 different stations. Students practice rules for playing games and how to work together.  
Week 3: Establishing Math Workshop (continued) / Chapter 1 Domain: Number and Operations in Base Ten and Operations & Algebraic Thinking Topic: Number talks / Place Value, Multiplication and Expression Chapter Essential Question: How can you use place value, multiplication, and expressions to represent and solve problems? STANDARDS: OA.A.1; OA.A.2; NBT.A.2; NBT.B.5; NTB.6 

Day #: Essential Question and Materials  WarmUp
57 minutes 
MiniLesson
(1012 minutes) 
Workshop
(2025 minutes) 
Closing
(57 minutes) 
1: What are the How do we work and play together during math workshop? (part 2)
· Chart paper · Markers · Math journals ————
1.5: Algebra: Multiplication Patterns 
Problem of the Day  During this session, the students will practice playing with cards. Card games are fun and fast. They play with a variety of cards;
· big, little · playing cards · number cards · flash cards
They talk about the different games that are possible with cards. They practice: · holding cards · shuffling cards · dealing cards
During this session, depending on the students, students play a team game and a group game. Sometimes, the class will spend a few days on this topic, with a few days on team games and a few days on group games.

Have four different card games stations, in which students spend time at each.  Have students to respond to the essential question in their math journals. 
2: How do we work and play together during workshop? (part 3)
· Chart paper · Markers · Math journal ————–
1.6: Multiply by 1Digit Numbers 
Problem of the Day  During this session you introduce more manipulatives, highlighting the use of dominos for playing different games. You explain that sometimes students will use playing mats for dominos and sometimes they will not.

Students play domino games with partners and in groups. The more time that you give students to practice playing together and focusing in on the math during this week, the better they will be able to do it when the class goes into full workshop mode.  Have students to respond to the essential question in their math journals. 
3: How do we use math tools during math workshop?
· Chart paper · Markers · Writing Notebooks · Math journals ————–
1.7: Multiply by MultiDigit Numbers

Problem of the Day  During this session, students spend a great deal of time talking about other tools that they can use in math workshop, besides dice, dominos, and cards.
They talk about: · Unifix cubes · bears · color tiles · calculators · other tools available in the classroom
They spend time talking about management routines concerning · the tools · playing with the tools · using the tools to do math
It is important that time is spent discussing what math tools are and how they help us do math. 
Set up four stations that use various types of manipulatives which students will be using throughout the year.  Have students to respond to the essential question in their math journals. 
4 and 5: What happens during the student work period of math workshop?
· Chart paper · Markers · Math journals —————– 1.7: Multiply by MultiDigit Numbers
1.8. Relate Multiplication to Division

4: Problem of the Day
5: Spiral Review 
These are key sessions. Guided math groups are introduced, and the teacher begins to pull the first group. The students are all very aware that they are to be on their best behavior and are to do all the things they have been practicing over the last few days. There is usually a great deal of buzz and excitement on this day when they actually experience the full workshop in action. need to work on.

Have one guided math group.
Other students go to 3 other stations. 
The teacher must be sure to debrief this session in detail, so students know exactly what went well and what they need to work on.

Week 4: Establishing Math Workshop (continued) / Chapter 1 Domain: Number and Operations in Base Ten and Operations & Algebraic Thinking Topic: Number talks / Place Value, Multiplication and Expression Chapter Essential Question: How can you use place value, multiplication, and expressions to represent and solve problems? STANDARDS: OA.A.1; OA.A.2; NBT.A.2; NBT.B.5; NTB.6 

Day #: Essential Question and Materials  WarmUp
57 minutes 
MiniLesson
(1012 minutes) 
Workshop
(2025 minutes) 
Closing
(57 minutes) 
1 and 2: What happens during share time at the end of math workshop
· Chart paper · Markers · Math journals
————
1.9: Problem Solving: Multiplication and Division 
Problem of the Day

During these sessions, students will discuss what happens during the debrief.
It is important for them to summarize their learnings for the day and keep a public record of them.
The discussion should focus on the math they did, not just the game or activity that they did.
Students make anchor charts to remind them what happens during the debrief.
They talk about the importance of the Mathematician’s Chair and how it is an honor to Mathematician’s Chair and how to treat the people who sit in it. They talk about and practice sharing their work with each other. 
Two guided math groups.
Provide three stations. 
Select a student for the Mathematician’s Chair.
Debrief the day.
Have students to respond to the essential question in their math journals. 
3, 4 and 5 What are the routines, rules and procedures during math workshop?
· Chart paper · Markers · Math journals —————
1.10: Algebra: Numerical Expressions
1.11: Algebra: Evaluate Numerical Expressions
1.12: Algebra: Grouping Symbols 
3 and 4: Problem of the Day
5: Spiral Review

During these last three sessions, the class spends time doing the math workshop and talking about it extensively. This is the time to praise the good and work out the kinks and the rough spots. This is the blueprint for your yearlong journey.
These last few days are meant to make sure that the foundation for math workshop is solid.
· The 20day framework is just a guideline. Every class is different. Creating a vibrant, energetic, academically rigorous math workshop takes time, energy, and much effort, but it is well worth it! Stick with the process of establishing the workshop, don’t get discouraged, lean into the rough spots, and know that when it is all done, you will have created a space for learning that is: · student centered · standardsbased · cognitively engaging and demanding.
Consistency is the key! 
Begin meeting with two guided math groups a day and three stations.  Select a student for the Mathematician’s Chair.
Debrief the day.
Have students to respond to the essential question in their math journals. 
Week 5:
Review and Assess
Review Chapter 1 
Assessment of Chapter 1 / Pretest Chapter 2 
Weeks 6, 7 and 8: GoMath Chapter 2
Topic: Divide Whole Numbers
Domain: Number & Operations in Base Ten and Number and Operations – Fractions
Essential Question: How can you divide whole numbers?
STANDARDS: NBT.B.6; NF.B.5
Info for Mini Lessons  Math Workshop  Closing  
Guided Math  Math Stations  
· 2.1: Place the First Digit (1 day)
· 2.2: Divide by 1Digit Divisors (1 day) · 2.3: Investigate: Division with 2Digit · Divisors (2 days) · 2.4: Partial Quotients (1 day) · 2.5: Estimate with 2Digit Divisors (1 day) · 2.6: Divide by 2Digit Divisors (2 days) · 2.7: Interpret the Remainder (1 day) · 2.8: Adjust Quotients (2 days) · 2.9: Problem Solving: Division (2 days) 
B: Refer to GoMath Reteach Resource Book; Model division using base ten blocks
O: GoMath Chapter 2
A: Refer to GoMath Enrich Resource Book

· Rotating Centers: ideas include, but are not limited to, TeacherGuided, Independent, HandsOn, Team Challenge, Technology (IXL, Prodigy, Freckle), Math Fluency. For more ideas, refer to the list of resources below.
· Menus: students are given a weekly “menu” of tasks to complete. This is a great way to provide students with choice while holding them accountable to their own progress toward the learning goal. Gallery Walk: students move about the classroom, answering questions posted around the room. A great way to tier tasks and provides students with the freedom to work through problems at their own pace. 
Select a student for the Mathematician’s Chair.
Debrief the day.
Have students write the questions they have about Chapter 1 in their math journals. 
Essential Chapter Vocabulary: Dividend; Divisor; Quotient; Inverse Operations; Remainder
Resources:
LearnAlberta – Division of Whole Numbers – Video Tutorial http://www.learnalberta.ca/content/me5l/html/math5.html?goLesson=9
Double Division – Division by a 2Digit Number – Algorithm Applet – http://www.doubledivision.org/
Rectangle Division Interactive Applet – http://nlvm.usu.edu/en/nav/frames_asid_193_g_2_t_1.html
“Remainder Riddles” Lesson – http://www.uen.org/Lessonplan/preview.cgi?LPid=6153
“Partial Quotient” Lesson – http://www.uen.org/Lessonplan/preview.cgi?LPid=6154
Learn Alberta – Division of Whole Numbers – Video Tutorial – http://www.learnalberta.ca/content/me5l/html/Math5.html?launch=true
Education Place – Divide with Remainders – Student Tutorial – http://eduplace.com/cgibin/schtemplate.cgi?template=/math/hmm/models/tm_popup.thtml&grade=4&chapter=8&lesson=2&title=Divide+with+Remainders&tm=tmfe0802e
“Mystery Dinner” Lesson – http://www.uen.org/Lessonplan/preview.cgi?LPid=21553
Number Line Arithmetic – Interactive Applet – http://nlvm.usu.edu/en/nav/frames_asid_197_g_2_t_1.html?open=activities
Math Solutions – “A Remainder of One” Lesson – http://www.mathsolutions.com/documents/0941355462_L.pdf
Week 9:
Review and Assess
Review Chapters 1 – 2 
Assessment of Chapters 1 – 2 / Pretest Chapter 3 
Weeks 10, 11 and 12: Math Workshop – GoMath Chapter 3
Topic: Add and Subtract Decimals
Domain: Number and Operations in Base Ten
Essential Question: How can you add and subtract decimals?
STANDARDS: NBT.A.1; NBT.A.3a; NBT.A.3b; NBT.A.4;
Info for Mini Lessons  Math Workshop  Closure  
Guided Math  Practice Opportunities  
· 3.1: Investigate: Thousandths (1 day)
· 3.2: Place Value of Decimals (1 day) · 3.3: Compare and Order Decimals (1 day) · 3.4: Round Decimals (1 day) · 3.5: Investigate: Decimal Addition (2 days) · 3.6: Investigate: Decimal Subtraction (1 day) · 3.7: Estimate Decimal Sums and Differences (1 day) · 3.8: Add Decimals (1 day) · 3.9: Subtract Decimals (1 day) · 3.10 (2 days): Algebra: Patterns with Decimals (2 days) · 3.11 (Problem Solving: Add and Subtract Money (2 days) · 3.12: Choose a Method (2 days) 
B: Refer to GoMath Reteach/Enrich Resource Book; Use place value chart to support learners
O: GoMath Chapter 3
A: Refer to GoMath Reteach/Enrich Resource Book

· Rotating Centers: ideas include, but are not limited to, TeacherGuided, Independent, HandsOn, Team Challenge, Technology (IXL, Prodigy, Freckle), Math Fluency. For more ideas, refer to the list of resources below.
· Menus: students are given a weekly “menu” of tasks to complete. This is a great way to provide students with choice while holding them accountable to their own progress toward the learning goal. · Gallery Walk: students move about the classroom, answering questions posted around the room. A great way to tier tasks and provides students with the freedom to work through problems at their own pace. 
Allow students to share out what they learned today, either through partner, group, and whole class discussion or written response.
Assess student mastery of the daily learning goal via an exit ticket. Pull small groups to reteach content the following day. 
Weeks 13, 14 and 15: GoMath Chapter 4
Topic: Multiply Decimals
Domain: Number and Operations in Base Ten
Essential Question: How can you solve decimal multiplication problems?
STANDARDS: NBT.B.7
STANDARDS: NBT.B.7
Info for Mini Lessons 
Math Workshop  Closure  
Guided Math  Practice Opportunities  
· 4.1: Algebra: Multiplication Patterns with Decimals (1 day)
· 4.2: Investigate: Multiply Decimals and Whole Numbers (1 day) · 4.3: Multiplication with Decimals and Whole Numbers (1 day) · 4.4: Multiply Using Expanded Form (2 days) · 4.5: Problem Solving: Multiply Money (2 days) · 4.6: Investigate: Decimal Multiplication (2 days) · 4.7: Multiply Decimals (1 day) · 4.8: Zeros in the Product (1 day) · Pretest Chapter 4 
B: Refer to GoMath Reteach/Enrich Resource Book; Use 10 x 10 grid to support learners
O: GoMath Chapter 4
A: Refer to GoMath Reteach/Enrich Resource Book

· Rotating Centers: ideas include, but are not limited to, TeacherGuided, Independent, HandsOn, Team Challenge, Technology (IXL, Prodigy, Freckle), Math Fluency. For more ideas, refer to the list of resources below.
· Menus: students are given a weekly “menu” of tasks to complete. This is a great way to provide students with choice while holding them accountable to their own progress toward the learning goal. · Gallery Walk: students move about the classroom, answering questions posted around the room. A great way to tier tasks and provides students with the freedom to work through problems at their own pace. 
Allow students to share out what they learned today, either through partner, group, and whole class discussion or written response.
Assess student mastery of the daily learning goal via an exit ticket. Pull small groups to reteach content the following day. 
Essential Chapter Vocabulary: Product, Exponent, Multiple
Resources:
Learn Alberta – Multiplication and Division of Decimals – Video Tutorial – http://www.learnalberta.ca/content/me5l/html/Math5.html?launch=true
Education Place – Multiply Decimals – Student Tutorial – http://eduplace.com/cgibin/schtemplate.cgi?template=/math/hmm/models/tm_popup.thtml&grade=5&chapter=13&lesson=4&title=Multiply+Decimals&tm=tmff1304e
HMH ELab – Exploring Division of Decimals – Assessment – http://www.hbschool.com/activity/elab2004/gr6/1.html
The Scale of the Universe – Powers of Ten – Demonstration Model – http://htwins.net/scale2/scale2.swf?bordercolor=white
Weeks 16, 17 and 18: GoMath Chapter 5
Topic: Divide Decimals
Domain: Number and Operations In Base Ten
Essential Question: How can you solve decimal division problems?
STANDARDS: 5.NBT.A.2; 5.NBT.B.7
Info for Mini Lessons  Math Workshop  Closure  
Guided Math  Practice Opportunities  
· 5.1: Algebra: Division Patterns with Decimals (1 day)
· 5.2: Investigate: Divide Decimals by Whole Numbers (2 days) · 5.3: Estimate Quotients (1 day) · 5.4: Division of decimals by Whole Numbers (1 day) · 5.5: Investigate: Decimal Division (2 days) · 5.6: Divide Decimals (2 days) · 5.7: Write Zeros in the Dividend (1 day) · 5.8: Problem Solving: Decimal Operations (2 days) 
B: Refer to GoMath Reteach/Enrich Resource Book; Use base 10 blocks to support learners
O: GoMath Chapter 5
A: Refer to GoMath Reteach/Enrich Resource Book

· Rotating Centers: ideas include, but are not limited to, TeacherGuided, Independent, HandsOn, Team Challenge, Technology (IXL, Prodigy, Freckle), Math Fluency. For more ideas, refer to the list of resources below.
· Menus: students are given a weekly “menu” of tasks to complete. This is a great way to provide students with choice while holding them accountable to their own progress toward the learning goal. · Gallery Walk: students move about the classroom, answering questions posted around the room. A great way to tier tasks and provides students with the freedom to work through problems at their own pace. 
Allow students to share out what they learned today, either through partner, group, and whole class discussion or written response.
Assess student mastery of the daily learning goal via an exit ticket. Pull small groups to reteach content the following day. 
Resources:
Learn Alberta – Multiplication and Division of Decimals Video Tutorial – http://www.learnalberta.ca/content/me5l/html/Math5.html?launch=true
Education Place – Divide a Decimal by a Decimal – Student Tutorial – http://eduplace.com/cgibin/schtemplate.cgi?template=/math/hmm/models/tm_popup.thtml&grade=5&chapter=14&lesson=7&title=Divide+a+Decimal+by+a+Decimal&tm=tmff1407e
Math Playground – How to Divide Decimals – Student Tutorial – http://www.mathplayground.com/howto_dividedecimals.html
Scholastic Study Jams – Division of Decimals – Student Tutorial – http://studyjams.scholastic.com/studyjams/jams/math/decimalspercents/divisionofdecimals.htm
The Scale of the Universe – Powers of Ten – Demonstration Model – http://htwins.net/scale2/scale2.swf?bordercolor=white
Week 19
Review and Assessment
Using engaging activities, review chapters 1 – 5. 
Assessment of chapters 1 – 5. / Pretest chapter 6 
Weeks 20, 21 and 22: 5 GoMath Chapter 6
Topic: Add and Subtract Fractions with Unlike Denominators
Essential Question: How can you add and subtract fractions with unlike denominators?
STANDARDS: NF.A.1; NF.A.2;
Info for Mini Lessons  Math Workshop  Closure  
Guided Math  Practice Opportunities  
· 6.1: Investigate: Additional with Unlike denominators (2 days)
· 6.2: Investigate Subtraction with Unlike Denominators (2 days) · 6.3: Estimate Fraction Sums and Differences (1 day) · 6.4: Common Denominators and Equivalent Fractions (1 day) · 6.5: Add and Subtract Fractions (1 day) · 6.6: Add and Subtract Mixed Numbers · 6.7: Subtraction with Renaming (2 days) · 6.8: Algebra: Patterns with Fractions (1 day) · 6.9: Problem Solving: Practice Addition and Subtraction (1 day) · 6.10: Algebra: Use Properties of Addition (2 days) 
B: Refer to GoMath Reteach/Enrich Resource Book; Use fraction number lines and fraction bars to support learners
O: GoMath Chapter 6
A: Refer to GoMath Reteach/Enrich Resource Book
Pretest Chapter 7 
· Rotating Centers: ideas include, but are not limited to, TeacherGuided, Independent, HandsOn, Team Challenge, Technology (IXL, Prodigy, Freckle), Math Fluency. For more ideas, refer to the list of resources below.
· Menus: students are given a weekly “menu” of tasks to complete. This is a great way to provide students with choice while holding them accountable to their own progress toward the learning goal. · Gallery Walk: students move about the classroom, answering questions posted around the room. A great way to tier tasks and provides students with the freedom to work through problems at their own pace. 
Allow students to share out what they learned today, either through partner, group, and whole class discussion or written response.
Assess student mastery of the daily learning goal via an exit ticket. Pull small groups to reteach content the following day. 
Essential Chapter Vocabulary: Least Common Denominator, Equivalent Fractions, Numerator, Denominator,
Resources:
Learn Alberta – Equivalent Fractions Video Tutorial – http://www.learnalberta.ca/content/me5l/html/Math5.html?launch=true
Education Place – Equivalent Fractions and Simplest Form – Student Tutorial – http://eduplace.com/cgibin/schtemplate.cgi?template=/math/hmm/models/tm_popup.thtml&grade=5&chapter=9&lesson=6&title=Equivalent+Fractions+and+Simplest+Form&tm=tm ff0906e
Illuminations – Equivalent Fractions – Interactive Applet – http://illuminations.nctm.org/ActivityDetail.aspx?ID=80
NLVM – Equivalent Fractions – Interactive Applet – http://nlvm.usu.edu/en/nav/frames_asid_105_g_3_t_1.html?from=category_g_3_t_1.html
Education Place – Locate Points on a Grid – Animated Math Center – http://eduplace.com/kids/hmcam/animath/fractions_with_different_denominators.html
Education Place – Add Fractions with Like Denominators – Student Tutorial – http://eduplace.com/cgibin/schtemplate.cgi?template=/math/hmm/models/tm_popup.thtml&grade=5&chapter=10&lesson=3&title=Add+Fractions+with+Unlike+Denominators&tm=tmff1003e
Scholastic Study Jams – Add & Subtract Mixed Numbers – Student Tutorial – http://studyjams.scholastic.com/studyjams/jams/math/fractions/addsubmixednumbers.htm
Weeks 23, 24 and 25: GoMath Chapter 7
Topic: Multiply Fractions
Domain: Number and Operations – Fractions
Essential Question: How do you multiply fractions?
STANDARDS: NF.B.4a; NF.B.4b; NF.B.5a; NF.B.5b; NF.B.6
Info for Mini Lessons  Math Workshop  Closure  
Guided Math  Practice Opportunities  
· 7.1: Find Part of a Group (1 day)
· 7.2: Investigate: Multiply Fractions and Whole Numbers (2 days) · 7.3: Fraction and Whole Number Multiplication (1 day) · 7.4: Investigate: Multiply Fractions (2 days) · 7.5: Compare Fraction Factors and Products (1 day) · 7.6: Fraction Multiplication (1 day) · 7.7: Investigate: Area and Mixed Numbers (2 days) · 7.8: Compare Mixed Number Factors and Products (1 day) · 7.9: Multiply Mixed Numbers (1 day) · 7.10: Problem Solving: Find Unknown Lengths (2 days) 
B: Refer to GoMath Reteach/Enrich Resource Book; Use fraction number lines and fraction bars to support learners
O: GoMath Chapter 7
A: Refer to GoMath Reteach/Enrich Resource Book

· Rotating Centers: ideas include, but are not limited to, TeacherGuided, Independent, HandsOn, Team Challenge, Technology (IXL, Prodigy, Freckle), Math Fluency. For more ideas, refer to the list of resources below.
· Menus: students are given a weekly “menu” of tasks to complete. This is a great way to provide students with choice while holding them accountable to their own progress toward the learning goal. · Gallery Walk: students move about the classroom, answering questions posted around the room. A great way to tier tasks and provides students with the freedom to work through problems at their own pace. 
Allow students to share out what they learned today, either through partner, group, and whole class discussion or written response.
Assess student mastery of the daily learning goal via an exit ticket. Pull small groups to reteach content the following day. 
Resources:
NLVM – Rectangle Multiplication of Fractions – Interactive Applet – http://nlvm.usu.edu/en/nav/frames_asid_194_g_3_t_1.html?from=category_g_3_t_1.html
Math Is Fun – Multiplying Fractions – Student Tutorial – http://www.mathsisfun.com/fractions_multiplication.html
Math Playground – Multiplying Fractions – Interactive Applet – http://www.mathplayground.com/fractions_mult.html
Math Is Fun – Multiplying Mixed Numbers – Student Tutorial – http://www.mathsisfun.com/mixedfractionsmultiply.html
YouTube – Multiplying Mixed Numbers – Teacher Tutorial – http://www.youtube.com/watch?v=cDg5_Ft9SZs
Math Play – Multiplying Fractions Millionaire Game – Game – http://www.mathplay.com/MultiplyingFractionsMillionaire/MultiplyingFractionsMillionaire.html
Math Solutions – “Introducing Multiplication of Fractions” Lesson – http://www.mathsolutions.com/documents/0941355640_L.pdf
Week 26
Review and Assessment
Using engaging activities, review chapters 1 – 7. 
Assessment of chapters 1 – 7 / Pretest chapter 8 
Weeks 27 and 28: GoMath Chapter 8
Topic: Divide Fractions
Domain: Number and Operations – Fractions
Essential Question: What strategies can you use to solve division problems involving fractions?
STANDARDS: NF.B.3; NF.B.7a; NF.B.7b; NF.B.7c
Info for Mini Lessons  Math Workshop  Closure  
Guided Math  Practice Opportunities  
· 8.1: Investigate: Divide Fractions and Whole Numbers (2 days)
· 8.2: Problem Solving: Use Multiplication (2 days) · 8.3: Connect Fractions to Division (1 day) · 8.4: Fraction and WholeNumber Division (2 days) · 8.5: Interpret Division with Fractions (2 days) 
B: Refer to GoMath Reteach/Enrich Resource Book; Use fraction number lines and fraction bars to support learners
O: GoMath Chapter 8
A: Refer to GoMath Reteach/Enrich Resource Book

· Rotating Centers: ideas include, but are not limited to, TeacherGuided, Independent, HandsOn, Team Challenge, Technology (IXL, Prodigy, Freckle), Math Fluency. For more ideas, refer to the list of resources below.
· Menus: students are given a weekly “menu” of tasks to complete. This is a great way to provide students with choice while holding them accountable to their own progress toward the learning goal. · Gallery Walk: students move about the classroom, answering questions posted around the room. A great way to tier tasks and provides students with the freedom to work through problems at their own pace. 
Allow students to share out what they learned today, either through partner, group, and whole class discussion or written response.
Assess student mastery of the daily learning goal via an exit ticket. Pull small groups to reteach content the following day. 
Resources:
IXL – Divide Fractions by Whole Numbers – Assessment – http://www.ixl.com/math/grade5/dividefractionsbywholenumbers
IXL Divide Whole Numbers by Fractions – Assessment – http://www.ixl.com/math/grade5/dividewholenumbersbyfractions
UEN – “Fruity O Fractions” Lesson – http://www.uen.org/Lessonplan/preview.cgi?LPid=6156
Week 29
Review and Assessment
Using engaging activities, review chapters 1 – 8. 
Assessment of chapters 1 – 8. / Pretest chapter 9 
Weeks 30 and 31: GoMath Chapter 9
Topic: Algebra: Patterns and Graphing
Domain: Measurement & Data; Geometry; and Operations & Algebraic Thinking
Essential Question: What strategies can you use to solve division problems involving fractions?
STANDARDS: OA.B.3; MD.B.2; G.A.1; G.A.2
Info for Mini Lessons  Math Workshop  Closure  
Guided Math  Practice Opportunities  
· 9.1: Line Plots (1 day)
· 9.2: Ordered Pairs (1 day) · 9.3: Investigate: Graph Data (1 day) · 9.4: Line Graphs (1 day) · 9.5: Numerical Patterns (1 day) · 9.6: Problem Solving: Find a Rule (1 day) · 9.7: Graph and Analyze Relationships (1 day) · Pretest chapter 10 
B: Refer to GoMath Reteach/Enrich Resource Book; Use fraction number lines and fraction bars to support learners
O: GoMath Chapter 9
A: Refer to GoMath Reteach/Enrich Resource Book
Pretest Chapter 10 
· Rotating Centers: ideas include, but are not limited to, TeacherGuided, Independent, HandsOn, Team Challenge, Technology (IXL, Prodigy, Freckle), Math Fluency. For more ideas, refer to the list of resources below.
· Menus: students are given a weekly “menu” of tasks to complete. This is a great way to provide students with choice while holding them accountable to their own progress toward the learning goal. · Gallery Walk: students move about the classroom, answering questions posted around the room. A great way to tier tasks and provides students with the freedom to work through problems at their own pace. 
Allow students to share out what they learned today, either through partner, group, and whole class discussion or written response.
Assess student mastery of the daily learning goal via an exit ticket. Pull small groups to reteach content the following day. 
Resources:
IXL – Create Line Plots – Assessment – http://www.ixl.com/math/grade6/createlineplots
LearnAlberta – Displaying Data – Video Tutorial – http://www.learnalberta.ca/content/me5l/html/math5.html?goLesson=21
IXL – Interpret Line Plots – Assessment – http://www.ixl.com/math/grade5/interpretlineplots
IXL – Location and Relative Coordinates on Maps – Assessment – http://www.ixl.com/math/grade5/locationandrelativecoordinatesonmaps
IXL – Graph Points on a Coordinate Plane – Assessment – http://www.ixl.com/math/grade5/graphpointsonacoordinateplane
IXL – Coordinate Graphs Review – Assessment – http://www.ixl.com/math/grade5/coordinategraphsreviewwholenumbersonly
UEN – “Mountain Rescue Mission” Lesson – http://www.uen.org/Lessonplan/preview.cgi?LPid=6168
LearnAlberta – Ordered Pairs – Video Tutorial – http://www.learnalberta.ca/content/me5l/html/Math5.html?launch=true
Education Place – Locate Points on a Grid – Student Tutorial – http://eduplace.com/cgibin/schtemplate.cgi?template=/math/hmm/models/tm_popup.thtml&grade=4&chapter=24&lesson=1&title=Locate+Points+on+a+Grid&tm=tmfe2401e Oswego – Billy Bug – Game – http://www.oswego.org/ocsdweb/games/BillyBug/bugcoord.html
Education Place – Graphing on a Coordinate Grid – Student Tutorial – http://eduplace.com/cgibin/schtemplate.cgi?template=/math/hmm/models/tm_popup.thtml&grade=2&chapter=4&lesson=4&title=Graphing+on+a+Coordinate+Grid&tm=tmfc0404e
Teacher’s Domain – “Linking Number Patterns” Lesson – http://www.teachersdomain.org/resource/vtl07.math.algebra.pat.lpexponent/
Teacher’s Domain – “Finding the Common Beat” Lesson – http://www.teachersdomain.org/resource/vtl07.math.number.mul.commonbeat/
Education Place – Bar Graphs and Line Graphs – Student Tutorial – http://eduplace.com/kids/hmcam/animath/bar_graphs_and_line_graphs.html
Mr. Nussbaum – Cool Graphing – Interactive Applet – http://www.mrnussbaum.com/graph/line.htm
Weeks 32 and 33: GoMath Chapter 10
Topic: Convert Units of Measure
Domain: Measurement and Data
Essential Question: What strategies can you use to compare and convert measurements?
STANDARDS: MD.A.1
Info for Mini Lessons  Math Workshop  Closure  
Guided Math  Practice Opportunities  
· 10.1: Customary Length (1 day)
· 10.2: Customary Capacity (1 day) · 10.3: Weight (1 day) · 10.4: Multistep Measurement Problems (1 day) · 10.5: Metric Measures (1 day) · 10.6: Problem Solving: Customary and Metric Conversations (day) · 10.7: Elapsed Time (1 day) · Pretest chapter 11 
B: Refer to GoMath Reteach/Enrich Resource Book; Use fraction number lines and fraction bars to support learners
O: GoMath Chapter 10
A: Refer to GoMath Reteach/Enrich Resource Book
Pretest Chapter 11 
· Rotating Centers: ideas include, but are not limited to, TeacherGuided, Independent, HandsOn, Team Challenge, Technology (IXL, Prodigy, Freckle), Math Fluency. For more ideas, refer to the list of resources below.
· Menus: students are given a weekly “menu” of tasks to complete. This is a great way to provide students with choice while holding them accountable to their own progress toward the learning goal. · Gallery Walk: students move about the classroom, answering questions posted around the room. A great way to tier tasks and provides students with the freedom to work through problems at their own pace. 
Allow students to share out what they learned today, either through partner, group, and whole class discussion or written response.
Assess student mastery of the daily learning goal via an exit ticket. Pull small groups to reteach content the following day. 
Resources:
Easy Surf – Converter Applet – http://www.easysurf.cc/cnver13.htm#ctog1
BBC – Animal Weigh In – Game – http://www.bbc.co.uk/education/mathsfile/shockwave/games/animal.html
The Teacher Website – “Gallon Man” Lesson – http://www.theteacherwebsite.com/mrgallonmanprojecttools.pdf
HMH School Publishers – Game – http://www.harcourtschool.com/activity/con_math/g04c24.html
Atlantis Ed. – Teacher Tutorial – http://atlantis.coe.uh.edu/archive/science/science_lessons/scienceles3/metric/metric.html
UEN – “Make It Metric” Lesson – http://www.uen.org/Lessonplan/preview.cgi?LPid=21571
Purple Math – Teacher Tutorial – http://www.purplemath.com/modules/metric.htm
Figure This – Problem Solving with Measurement – http://www.figurethis.org/challenges/c67/challenge.htm
Math Playground – Student Tutorial Video – http://www.mathplayground.com/howto_Metric.html
Week 34, 35 and 36: GoMath Chapter 11
Topic: Geometry and Volume
Domain: Measurement & Data and Geometry
Essential Question: How do unit cubes help you build solid figures and understand the volume of a rectangular prism?
STANDARDS: MD.C.3; MD.C.3a; MD.C.3b; MD. C.4; MD.C.5A; MD.C.5b; MD.C.5c; G.B.3; G.B.4
Info for Mini Lessons  Math Workshop  Closure  
Guided Math  Practice Opportunities  
· 11.1: Polygons (1 day)
· 11.2: Triangles (1 day) · 11.3: Quadrilaterals (1 day) · 11.4: ThreeDimensional Figures (1 day) · 11.5: Investigate: Unit Cubes and Solid Figures (1 day) · 11.6: Investigate: Understand Volume (1 day) · 11.7: Investigate: Estimate Volume (1 day) · 11.8: Volume of Rectangular Prisms (1 day) · 11.9: Algebra: Apply Volume Formulas (1 day) · 11.10: Problem Solving: Compare Volumes (2 days) · 11.11: Find Volume of Composed Figures (2 days) 
B: Refer to GoMath Reteach/Enrich Resource Book; Use fraction number lines and fraction bars to support learners
O: GoMath Chapter 11
A: Refer to GoMath Reteach/Enrich Resource Book

· Rotating Centers: ideas include, but are not limited to, TeacherGuided, Independent, HandsOn, Team Challenge, Technology (IXL, Prodigy, Freckle), Math Fluency. For more ideas, refer to the list of resources below.
· Menus: students are given a weekly “menu” of tasks to complete. This is a great way to provide students with choice while holding them accountable to their own progress toward the learning goal. · Gallery Walk: students move about the classroom, answering questions posted around the room. A great way to tier tasks and provides students with the freedom to work through problems at their own pace. 
Allow students to share out what they learned today, either through partner, group, and whole class discussion or written response.
Assess student mastery of the daily learning goal via an exit ticket. Pull small groups to reteach content the following day. 
Resources:
IXL – Volume of Figures Made of Unit Cubes – Assessment – http://www.ixl.com/math/grade5/coordinategraphsreviewwholenumbersonly
IXL – Volume of Cubes and Rectangular Prisms – Assessment – http://www.ixl.com/math/grade5/volume
Learn Alberta – Volume – Video Tutorial – http://www.learnalberta.ca/content/me5l/html/Math5.html?launch=true
Scholastic Study Jams – Volume – Student Tutorial – http://studyjams.scholastic.com/studyjams/jams/math/measurement/volume.htm
Illuminations – “Fill ‘er Up” Lesson – http://illuminations.nctm.org/LessonDetail.aspx?id=L831
Illuminations – “Fishing for the Best Prism” Lesson – http://illuminations.nctm.org/LessonDetail.aspx?id=L793
Illuminations – “Popcorn, Anyone?” Lesson – http://illuminations.nctm.org/LessonDetail.aspx?id=L797
LearnAlberta – “Volume and Displacement” Lesson – http://www.learnalberta.ca/content/mesg/html/math6web/index.html?page=lessons&lesson=m6lessonshell15.swf
ThreeDimensional Box – Working with Volume – Applet – http://mste.illinois.edu/users/carvell/3dbox/default.html
MathOpen Reference – Interactive Model – http://www.mathopenref.com/cubevolume.html
IXL – Types of Triangles Assessment – http://www.ixl.com/math/grade5/typesoftriangles
IXL – Regular and Irregular Polygons Assessment – http://www.ixl.com/math/grade5/regularandirregularpolygons
Scholastic Study Jams – Classify Triangles – Student Tutorial – http://studyjams.scholastic.com/studyjams/jams/math/geometry/classifytriangles.htm
Scholastic Study Jams – Classify Quadrilaterals – Student Tutorial – http://studyjams.scholastic.com/studyjams/jams/math/geometry/classifyquadrilaterals.htm
Cut the Knot – Triangle Classification – Teacher Tutorial – http://www.cuttheknot.org/triangle/Triangles.shtml
5 Min Life Videopedia – Classify Triangles Based on Sides and Angles – Video Tutorial – http://www.5min.com/Video/HowtoClassifyTrianglesBasedonSidesandAngles275614619
Weeks 37, 38, 39 and 40
Review and Assessment
Using engaging activities, review chapters 1 – 11. 
Assessment of chapters 1 – 11. 
Additional Resources:
Sample RDW Template
Steps  Work Space 
R Read the problem carefully. Reread it.  
D Draw and label.  
W Write an equation and solve.
Answer the question using complete sentences. 
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