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MATH RESOURCES

MATH FACTS

MATH JOURNALS & STUDY GUIDES

MOUTAIN MATH, SEATWORK, & CENTERS

UNIT 7 REAL WORLD MULTIPLICATION OF FRACTIONS

UNIT 8 UNDERSTANDING MULTIPLICATION &

DIVISION OF FRACTIONS

UNIT 9 SOLVING PROBLEMS INVOLVING

VOLUME

UNIT 1 DEVELOPING MULT. & DIV. STRATEGIES

UNIT 10 PERFORMING OPERATIONS WITH

DECIMALS     *Current Unit

UNIT 2 UNDERSTANDING VOLUME WITH MODELS

UNIT 11 SOLVING PROBLEMS WITH

FRACTIONAL QUANTITIES

UNIT 3 FRACTION EQUIVALENCY TO ADD & SUBTRACT WITH UNLIKE DENOMINATORS

UNIT 12 CLASSIFYING TWO-DIMENSIONAL

GEOMETRIC FIGURES

UNIT 4 APPLYING PLACE VALUE TO DECIMALS

UNIT 13 Numerical Expressions

UNIT 5 MULTIPLCATION & DIVISION OF FRACTIONS

UNIT 6 COMPARING & ROUNDING DECIMALS

UNIT 14 EXPLORING THE COORDINATE PLANE

UNIT 15 MULTIPLCATION/DIVISION FLUENCY

Study Jams

Multiplcation

MATH FACTS

MATH FACTS MASTERY

IS A MUST!

Students that have their basic math facts mastered score better on standardized tests and are better ready to work conceptual math problems. Students will be expected to master all basic math facts (addition to 10 +10, 18+2, etc.), subtraction (20-19, 15-7, etc.), multiplication (up to 12 x 12), and division (144 / 12 = 12). Students will continue to be assessed on this throughout the year to ensure mastery. These grades will be counted each grading period in the gradebook. Please practice at home.

Click on any of the icons below to practice math facts online for free. We use XtraMath in class. You should have received a parent letter for this site.

MATH JOURNALS & STUDY GUIDES

We will use our Math Journals everyday in class. We will take notes, vocabulary terms, and work sample problems in them. These notebooks are helpful, not only for the students, but also for parents. I know what it can be like sometimes trying to help your child with their homework and realizing that many problems are solved differently than how we learned when we were in school. Having sample problems to look at can be very helpful. If you are unable to solve a problem they we have in class, but can help your child solve it AND show their work how they solved it, they will still get credit. This may not be the case on a test though, if they must learn a specific way of completing a task. If you ever have any questions about a problem or work, please send me an email, so I can better help your child or asnwer any of your questions.

 

I always review with students before any tests or quizes in class. Most of the time there will be an actual study guide. Other times we use highlighters and highlight the notes, important information, sample problems, etc that they will have on a test. Students are to bring home their math or science notebooks to help them prepare for any test we have. They are welcome to bring these home nightly, as long as they remember to bring them back the next day.

 

Parents are required to sign the study guides or notebooks acknowledging that you have helped your child review and prepare for their test. They are given an additional 5 point extra credit for having it signed.

MATH JOURNALS & STUDY GUIDES
MOUNTAIN MATH, SEATWORK, & CENTERS

MOUNTAIN MATH, SEATWORK, & CENTERS

MOUNTAIN MATH: This is a weekly review of some of the most common problems and standards we will work on throughout the year. Students are given a page that has all of the questions or problem on it. The format stays the same, and the numbers that fill in the problem or question are changed each week. Once the skill has been taught and students understand the problems, they are expected to find the solutions each week. They only need to work through a few problems a day. Some questions they will leave blank until we have covered the skill. By constantly reviewing the problems, throughout the year, it ensures they won't forget how to solve them.

 

MATH CENTERS: Math centers are a wonderful way to reinforce skills with students and allow them to practice what they have learned. Often these skills are put into the form of games, and the use of manipulatives, which can make it more fun for students. some of these activities are completed independently and other times they are working with a partner or in small groups. Some centers include: teacher small group, computers, working with manipulatives, flashcards, math art projects. math task cards, or completing seatwork.

UNIT 1 MULT & DIVISION STRATEGIES

UNIT 1

Place Value, Addition, & Subtraction (August 6th - 23rd)

VOCABULARY:

Standard algorithm 

addend

* STANDARDS:

  • 3.NBT.A.1  Use place value understanding and properties of operations to perform multi-digit arithmetic.

    • Round whole numbers to the nearest 10 or 100 using understanding of place value.

Place Value

Brainpop Jr.

Rounding on a Number Line

Brainpop Jr.

Rounding to the Nearest 10, 100, or 1,000

Study Jams

  • 3.NBT.A.2  Use place value understanding and properties of operations to perform multi-digit arithmetic.​

    • Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.​

Addition With Regrouping

Brainpop Jr.

Basic Subtraction (Without Regrouping)

Brainpop Jr.

Subtraction With Regrrouping

Brainpop Jr.

  • 3.OA.D.8  Solve problems involving the four operations and identify and explain patterns in arithmetic.​

    • Solve two-step contextual problems using addition and subtraction.  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.
      In this unit, focus on addition and subtraction only.​

​

  • 3.OA.D.9 Use place value understanding and properties of operations to perform multi-digit arithmetic.​

    • Identify arithmetic patterns (patterns in the addition tables) and explain them using properties of operations. Focus in this unit is limited to addition and subtraction.​

Study Jams

Place Decimals on a Number Line

Study Jams

Place Value of Decimals

UNIT 2

Intro to Multiplication & Division (August 27 - September 17)

* STANDARDS:

Represent and solve problems involving multiplication and division.

  • 3.OA.A.1 Interpret the factors and products in whole number multiplication equations

    • (e.g., 4 x 7 is 4 groups of 7 objects with a total of 28 objects or 4 strings measuring 7 inches each with a total of 28 inches.)

  • 3.OA.A.2 Interpret the dividend, divisor, and quotient in whole number division equations

    • (e.g., 28 ÷ 7 can be interpreted as 28 objects divided into 7 equal groups with 4 objects in each group or 28 objects divided so there are 7 objects in each of the 4 equal groups).

  • 3.OA.A.3 Multiply and divide within 100 to solve contextual problems, with unknowns in all positions, in situations involving equal groups, arrays, and measurement quantities using strategies based on place value, the properties of operations, and the relationship between multiplication and division

    • (e.g., contexts including computations such as 3 x ? = 24, 6 x 16 = ?, ? ÷ 8 = 3, or 96 ÷ 6 = ?) (See Table 2 - Multiplication and Division Situations).

  • 3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers within 100. For example, determine the unknown number that makes the equation true in each of the equations: 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 =?

Understand properties of multiplication and the relationship between multiplication and division.

  • 3.OA.B.5 Apply properties of operations as strategies to multiply and divide.

    • (Students need not use formal terms for these properties.) Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known (Commutative property of multiplication). 3 x 5 x 2 can be solved by (3 x 5) x 2 or 3 x (5 x 2) (Associative property of multiplication).

VOCABULARY:

factor

Sum Sense: Multiplcation

Study Jams

Volume

Sum Sense: Division

Study Jams

Multiples

Speed Grid Challenge

Hit the Button Division

Study Jams

Multiplcation

UNIT 2 UNDERSTANDING VOLUME

Learn Your Tables

UNIT 3

Multiplication, Division, and Two Step Word Problems (September 18 - October 1)

VOCABULARY:

factors

* STANDARDS:

Understand properties of multiplication and the relationship between multiplication and division.

  • 3.OA.B.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

Multiply and divide within 100.

  • 3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of 3rd grade, know from memory all products of two one-digit numbers and related division facts.

Solve problems involving the four operations and identify and explain patterns in arithmetic.

  • 3.OA.D.8 Solve two-step contextual problems using the four operations multiplication and division. 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 .

Use place value understanding and properties of operations to perform multi-digit arithmetic.

  • 3.OA.D.9 Identify arithmetic patterns (including patterns in the addition and multiplication tables) and explain them using properties of operations.

    • For example, analyze patterns in the multiplication table and observe that 4 times a number is always even (because 4 x 6 = (2 x 2) x 6 = 2 x (2 x 6), which uses the associative property of multiplication)

Use place value understanding and properties of operations to perform multi-digit arithmetic.

  • 3.NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90

    • (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations.

* We will learn to:

  • I can

Study Jams

Relating Mult. & Div.

Study Jams

Divisibility Rules

Examples of using Area Models to solve Multiplication Problems

UNIT 4

Area (October 2 - 31)

VOCABULARY:

factors

* STANDARDS:

Geometric measurement: understand and apply concepts of area and relate area to multiplication and to addition.

  • 3.MD.C.5 Recognize that plane figures have an area and understand concepts of area measurement.

  • 3.MD.C.5a Understand that a square with side length 1 unit, called "a unit square," is said to have "one square unit" of area and can be used to measure area.

  • 3.MD.C.5b Understand that a plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

  • 3.MD.C.6 Measure areas by counting unit squares (square centimeters, square meters, square inches, square feet, and improvised units).

  • 3.MD.C.7 Relate area of rectangles to the operations of multiplication and addition.

  • 3.MD.C.7a Find the area of a rectangle with whole-number side lengths by tiling it and show that the area is the same as would be found by multiplying the side lengths.

  • 3.MD.C.7b Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real-world and mathematical problems and represent whole-number products as rectangular areas in mathematical reasoning.

  • 3.MD.C.7c Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a x b and a x c. Use area models to represent the distributive property in mathematical reasoning.

    • For example, in a rectangle with dimensions 4 by 6, students can decompose the rectangle into 4 x 3 and 4 x 3 to find the total area of 4 x 6.

  • 3.MD.C.7d Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real-world problems.

Understand properties of multiplication and the relationship between multiplication and division.

  • 3.OA.B.5 Apply properties of operations as strategies to multiply and divide.
    (Students need not use formal terms for these properties.)

    • Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known (Commutative property of multiplication).

    • 3 x 5 x 2 can be solved by (3 x 5) x 2 or 3 x (5 x 2) (Associative property of multiplication).

    • One way to find 8 x 7 is by using 8 x (5 + 2) = (8 x 5) + (8 x 2).

      • By knowing that 8 x 5 = 40 and 8 x 2 = 16, then 8 x 7 = 40 + 16 = 56 (Distributive property of multiplication over addition).

UNIT 5

Time, Mass, Volume, Two-Step Word Problems (November 1 - 26)

* STANDARDS:

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

  • 3.MD.A.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve contextual problems involving addition and subtraction of time intervals in minutes. For example, students may use a number line to determine the difference between the start time and the end time of lunch.

  • 3.MD.A.2 Measure the mass of objects and liquid volume using standard units of grams (g), kilograms (kg), milliliters (ml), and liters (l). Estimate the mass of objects and liquid volume using benchmarks. For example, a large paper clip is about one gram, so a box of about 100 large clips is about 100 grams.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures

  • 3.OA.D.8 Solve two-step contextual problems using the four operations. 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

VOCABULARY:

Standard algorithm 

addend

* STANDARDS:

Extend understanding of fraction equivalence and comparison.

  • 3.G.A.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

    • For example, partition a shape into 4 parts with equal area and describe the area of each part as 1/4 of the area of the shape.

  • 3.NF.A.1 Understand a fraction, 1/b, as the quantity formed by 1 part when a whole is partitioned into b equal parts (unit fraction); understand a fraction b/b as the quantity formed by a parts of size 1/b.

    • For example, 3/4 represents a quantity formed by 3 parts of size 1/4 .

  • 3.NF.A.2 Understand a fraction as a number on the number line. Represent fractions on a
    number line.

Build fractions from unit fractions by applying and extending previous understanding of operations on whole numbers.

  • 3.NF.A.2a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint locates the number 1/b on the number line.

    • For example, on a number line from 0 to 1, students can partition it into 4 equal parts and recognize that each part represents a length of 1/4 and the first part has an endpoint at 1/4 on the number line.

  • 3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers within 100. For example, determine the unknown number that makes the equation true in each of the equations: 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 =?

Understand properties of multiplication and the relationship between multiplication and division.

  • 3.OA.B.5 Apply properties of operations as strategies to multiply and divide.

    • (Students need not use formal terms for these properties.) Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known (Commutative property of multiplication). 3 x 5 x 2 can be solved by (3 x 5) x 2 or 3 x (5 x 2) (Associative property of multiplication).

UNIT 6

Partitioning Fractions and Fractions on a Number Line

Limit denominators of fractions to 2, 3, 4, 6, and 8.

(December 2 - 19)

VOCABULARY:

factor

UNIT 3

Fraction Equivalency to Add and Subtract with Unlike Denominators

VOCABULARY:

"fractions" (improper/proper fractions), terminating decimals, decompose, Equivalent, Greatest Common Factor (GCF), Least Common Multiple, mixed number, simplify/reduce (used

interchangeable), reasonable solution

Study Jams

Equivalent Fractions

Study Jams

Compare Fractions

& Mixed Numbers

Study Jams

Add & Subtract with

Unlike Denominators

Study Jams

Add & Subtract

& Mixed Numbers

Study Jams

Least Common Multiple

(LCM)

Study Jams

Decimal & Fraction

Equivalents

Study Jams

Add & Subtract with

Commmon Denominators

Study Jams

Greatest Common Factor (GCF)

Adding Fractions with Like & Unlike Denominators

* STANDARDS:

  • 5.NF.A.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.

  • 5.NF.A.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. n

  • 5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

* We will learn to:

  • I can create equivalent fractions with common denominators.

  • I can explain why a common denominator is needed to add or subtract. I can explain why a fraction with unlike denominators cannot be added or subtracted.

  • I can determine the common denominator for two or more fractions.

  • I can add and subtract fractions with unlike denominators including mixed numbers.

  • I can use models to add and subtract fractions with unlike denominators.

  • I can solve addition and subtraction word problems with fractions.

  • I can estimate fractions to make sense of my answer.

  • I can write an equation for an addition or subtraction word problem involving fractions. I

  • can use benchmark fractions to estimate reasonableness of answers to addition and subtraction fraction word problems.

  • I can explaine how the standard algorithm for multiplication works. I can use the standard algorithm for multi-digit multiplication.

UNIT 3 FRACTION EQUIV TO ADD/SUBTRACT

UNIT 4

Applying Place Value to Decimals

VOCABULARY:

decimal, represents, tenths, hundredths, thousandths, product, pattern, exponent, exponentially, power of, squared, cubed, number names, word form, expanded

form, standard form

Place Value Millionaire

How to Order Decimals

(Explanation)

Word Form

Study Jams

Expanded Form

* STANDARDS:

  • 5.NBT.A.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.

  • 5.NBT.A.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.

  • 5.NBT.A.3 Read and write decimals to thousandths. (Compare will be added in Unit 6)

  • 5.NBT.A.3a 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).

  • 5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

* We will learn to:

  • I can identify place value positions of whole numbers and decimals.

  • I can determine the value of a given digit in a multi-digit number.

  • I can show that each place value to the left is 10 times larger in a multi-digit number.

  • I can show that each place value to the right is 10 times smaller in a multi-digit number.

  • I can explain the placement of the decimal point when multiplying by a power of ten.

  • I can explain why multiplying a number to a power of ten moves the decimal to the right.

  • I can explain the placement of the decimal point when dividing by a power of ten.

  • I can explain why dividing a number by a power of ten moves the decimal to the left.

  • I can demonstrate that when I multiply or divide a number by the powers of ten (10, 100, 1000) there is a pattern in the placement of the decimal point.

  • I can multiply and divide by powers of 10.

  • I can read and write decimals in base ten numerals.

  • I can read and write decimals in word form.

  • I can read and write decimal numbers in expanded form using decimal notation.

  • I can multiply three-digit by one-digit numbers fluently.

UNIT 4 APPLYING PLACE VALUE TO DECIMALS

UNIT 5

Exploring Multiplication and Division of Fractions

GAMES

VOCABULARY:

unit fraction, numerator, denominator, repeated addition, multiplication, area, rectangle, given number, product, factors,

partition, fraction bar

Practice with Manuipulatives

Tutorials

How to Divide Fractions

* STANDARDS:

  • 5.NF.B.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?

  • 5.NF.B.4a 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.)

  • 5.NF.B.4b 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.

  • Additional information for 5.NF.B.3 in this unit.

  • 5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

* We will learn to:

  • I can create context to represent problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers.

  • I can use concrete materials/illustrations/and visual fraction models to represent word problems.

  • I can write equations to represent fraction models and word problems.

  • I can explain that fractions represent division. I can solve word problems that involve division of whole numbers and interpret the quotient in the context of the problem.

  • I can explain and illustrate my solution using visual fraction models or equations.

  • I can interpret and explain how visual models represent the product of fractions.

  • I can explain the product as parts of a partition into equal parts. I can explain how models connect to multplying fractions.

  • I can create story context for problems involving multiplication of fractions by whole numbers or fractions.

  • I can determine the area of rectangles with fractional side lengths.

  • I can fluently multiply two digit numbers by two digit numbers.

UNIT 5 EXPLORING MULT. & DIV. OF FRACTIONS

UNIT 6

Comparing and Rounding Decimals

VOCABULARY:

NO NEW VOCABULARY

 

Study Jams

Rounding Decimals

Ordering Decimals

Ordering Decimals

Rounding Decimals

Place Value and

Multiples of 10s

Study Jams

Decimals on a Number Line

How to Order Decimals

(Explanation)

* STANDARDS:

  • 5.NBT.A.3a 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).

  • 5.NBT.A.3b 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.A.4 Use place value understanding to round decimals to any place.

  • 5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

IXL: Solving for Volume

Volume Using Unit Cubes

Solving Volume Models

* We will learn to:

  • I can read and write decimals to the thousandths place in word form, base-ten form, and expanded form.

  • I can write numbers in expanded form incorporating unit fractions.

  • I can compare decimals to the thousandths.

  • I can use inequalities (<,>, and =) to compare decimals.

  • I can order decimals from least to greatest or greatest to least in word form, base ten numerals, and expanded form.

  • I can round decimals to a given place.

  • I can explain the concept of rounding.

  • I can explain that dropping the remaining zeroes when rounding decimals, does not change the value of a number.

  • I can justify thinking about rounding decimals using place value strategies.

  • I can multiply two-digit numbers by two-digit numbers fluently.

UNIT 6 COMPARING & ROUNDING DECIMALS

UNIT 7

Real-world Multiplication of Fractions

VOCABULARY:

factor, product, fraction, fraction bar, fraction greater than one, number line,

numerator, denominator, equivalent, visual model

Real World/Word Problems

Video Explanation of

Multiplication as

Scaling

* STANDARDS:

  • 5.NF.B.5a 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.

  • 5.NF.B.5b 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.

  • 5.NF.B.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.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

* We will learn to:

  • I can identify the parts of a multiplication problem such as factor and product. I can recall the strategy of working with rectangular areas with fractions.

  • I can determine how a given number would be scaled or resized in a given situation.

  • I can tell about the size of a product based on the size of a factor (relative to 1).

  • I can explain why multiplying a given number by a fraction greater than 1 results in a product greater than the given number.

  • I can explain why multiplying a given number by a fraction less than 1 results in a product smaller than the given number.

  • I can solve problems that multiply fractions and mixed numbers. I can create visual fraction models for a word problem.

  • I can create a multiplication equation for a word problem.

  • I can create a model or an equation for specific fractions.

  • I can write the problem with an equation using symbols to represent the unknown value.

  • I can break down a multistep problem into simpler problems.

  • I can create a real life problem that involves multiplying fractions.

  • I can solve real world problems involving multiple citation of fractions and mixed numbers using models, equations, and words.

  • I can multiply three-digit numbers by two-digit numbers.

Unit 7 Real World Mult of Fractions

UNIT 8

Understanding Multiplication and Division of Fractions

VOCABULARY:

NO NEW VOCABULARY

Lesson 1 Videos: Understanding Division of Fractions & Conceptual Understanding

* STANDARDS:

  • 5.NF.B.7a 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.

  • 5.NF.B.7b 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.

  • 5.NF.B.7c 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?

  • 5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

* We will learn to:

  • I can identify unit fractions as having a one in the numerator.

  • I can explain that a fraction is made up of the sum of its unit fractions, 3/4 is the same as 1/4 + 1/4 + 1/4.

  • I can illustrate and explain how to divide unit fractions by whole numbers using equations and/or models.

  • I can plot and understand fractional placement on a number line to represent the multiplication and division of fractions.

  • I can construct real world problems from a given equation.

  • I can solve other real world problems by locating the equation.

  • I can explain my understanding of multiplying and dividing fractions.

  • I can divide whole numbers by unit fractions.

  • I can explain division of a whole number by a fraction. (Example: 5 ÷ 1⁄4 means 5 wholes broken into 4 pieces each for a total of 20 pieces.)

  • I can explain the inverse relationship between multiplication and division of fractions.

  • I can create and solve equations and models using division of fractions and whole numbers based on a context from real life situations.

  • I can divide unit fractions by whole numbers.

  • I can identify the pattern created when dividing by a fraction.

  • I can create and solve equations and models using division of fractions and whole numbers based on a context from real life situations.

  • I can represent the problem using a model and equation.

  • I can explain and demonstrate an understanding of why the two answers are completely different when dividing a fraction by a whole number, and then a whole number by a fraction.

  • I can multiply three-digit numbers by two-digit numbers fluently.

  • I can multiply four-digit numbers by two-digit numbers.

Unit 8 Understanding Mult & Div of Fractions

UNIT 9

Solving Problems Involving Volume

VOCABULARY:

NO NEW VOCABULARY

Finding Volume

Finding Cubic Volume

Study Jams

Finding Volume

Building & Finding Volume

* STANDARDS:

  • 5.MD.C.5a Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole- number products as volumes, e.g., to represent the associative property of multiplication.

  • 5.MD.C.5b Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.

  • 5.MD.C.5c 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.

  • 5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

* We will learn to:

  • I can use determine the volume of a rectangular prism.

  • I can decompose an irregular figure into rectangular prism and determine the volume.

  • I can use the formula to determine volume of a rectangular prism.

  • I can explain multiplication of the area of the base times the height will result in volume.

  • I can relate finding the product of three numbers to finding volume.

  • I can use a formula for finding the volume of a rectangular prism in real world situations.

  • I can measure edge lengths to determine the volume of a given rectangular prism.

  • I can decompose irregular figures into two rectangular prisms.

  • I can find the volume of each and add the volumes to determine the volume of the entire figure.

  • I can multiply four-digit numbers by two-digit numbers fluently.

Unit 9 Solving Problems Involving Volume

UNIT 1O

Performing Operations with Decimals

VOCABULARY:

convert, standard, metric, concrete models,

pictorial representations, algorithm, estimation, hundredths, strategy, millionths, explain reasoning, justify, measurement system, fractional

equivalencies, place value, kilometers, meters, centimeters, yards, inches, feet, pounds, ounces, liters, milliliters, hours, minutes, seconds, grams, kilograms,

Study Jams

Tools of Measurement

Converting Inches to Feet & Back

Matching Measurement Conversions - Length

Converting Feet to Yards & Back

Horrendous Soup Metric Conversions

Converting Cups to Quarts & Back

Computation Castle - Variety of Skills

Converting Ounces to Pounds & Back

Artie Ounces Converting Metric & Customary Units

Matching Measurement Conversions - Mass

Matching Measurement Conversions - Volume

* STANDARDS:

  • 5.MD.A.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 multi-step, real world problems.

  • 5.NBT.B.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.

* We will learn to:

  • I can convert measurement units within the same system (metric and standard).

  • I can solve problems using measurement conversions.

  • I can decide which conversions to use in multi-step real-world problems.

  • I can add or subtract two decimals to hundredths using concrete models, drawings, or strategies based on place value, properties of operations and/or the relationship between addition and subtraction.

  • I can apply appropriate decimal operations to real-world contexts, and relate the strategy to a written method, and explain the reasoning used.

  • I can multiply tenths by tenths or tenths by hundredths using strategies based on place value or properties of operations.

  • I can divide tenths by tenths or tenths by hundredths using strategies based on place value or properties of operations.

  • I can perform exact and approximate multiplications and divisions by mentally applying place value strategies when appropriate.

  • I can apply appropriate decimal operations in the context of metric measurement (e.g., find the area of a rectangle with length = 0.7 cm and width = 0.4 cm.).

  • I can use models to explain strategies for solving decimal addition, subtraction, multiplication, and division problems.

Unit 10 Performing Operations with Decimals

UNIT 11

Solving Problems with Fractional Quantities

VOCABULARY:

Review: equivalent, numerator, denominator, operations, ordering data, line plot, distinguish, compare, order, show, create, design

Multiplying Fractions by a Whole Number

Dividing Fractions by Whole Numbers #1

 Study Jams

Line Plots

Multiply a Mixed Number by a Whole Number

Dividing Fractions by Whole Numbers #2

Study Jams

Stem & Leaf Plots

Using a Model to Multiply Fractions

Dividing Fractions by Whole Numbers

Real World Problems

Real World

Creating Line Plots

* STANDARDS:

  • 5.NF.B.7c 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?

  • 5.MD.B.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.

* We will learn to:

  • I can identify the pattern created when dividing by a fraction.

  • I can create and solve equations and models using division of fractions and whole numbers based on a context from real life situations.

  • I can represent the problem using a model and equation.

  • I can create real-world problems, by multiply a mixed number by a fraction, a fraction by a fraction, and a whole number by a fraction; divide a unit fraction by a whole number and a whole number by a unit fraction and create context for the mathematics and equations.

  • I can create a line plot with fractional measurements.

  • I can add, subtract, multiply, and divide fractions to solve problems using data presented on line plots.

Unit 11 Solving Problems with Fractional Quant

UNIT 12

Classifying Two-Dimensional Geometric Figures

VOCABULARY:

congruent, similar, two-dimensional, square, rectangle, trapezoid, triangle, quadrilateral, parallelogram, attribute,

three-dimensional, right angles, triangle, quadrilateral, pentagon, hexagon, octagon, decagon, bi, gon, polygon, rhombus, perpendicular, obtuse, acute, parallel, adjacent, interior, hierarchy, properties, regular polygon, irregular polygon

Study Jams

Classifying Quadrilaterals

Study Jams

SImilar Figures

Study Jams

Congruent Figures

Study Jams

Edges, Faces, Vertices

Identify Regular or Irregular Polygons

Number of Sides in Polygons

Polygon Sort

Triangle Sort

Study Jams

Classifying Angles

Identify Simple & Complex Solid Shapes

Quadrilateral

Shape Game

Shape Sort

* STANDARDS:

  • 5.G.B.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.

  • 5.G.B.4 Classify two-dimensional figures in a hierarchy based on properties.

* We will learn to:

  • I can analyze and relate categories of two-dimensional shapes based on the properties.

  • I can classify two-dimensional figures by their attributes.

  • I can indentify sub categories using two-dimensional attributes.

  • I can explain two-dimensional attributes can belong to several two-dimensional figures.

  • I can classify two-dimensional figures in hierarchy based on properties. recognize two-dimensional shapes can be classified into one or more categories becoming more specific.

  • I can classify two-dimensional figures into categories and/or sub-categories (hierarchy) based on their attributes. (Polygon to quadrilateral to parallelogram to square.)

  • I can sort two dimensional figures based on their properties.

  • I can group together all shapes that share a single property, and then among these shapes, group together those that share a second property, and then group together those that share a third property.

  • I can compare and contrast shapes and place them correctly within a graphic organizer.

Unit 12 Classifying 2 D Geometric Figures

UNIT 13

Numerical Expressions

VOCABULARY:

NO NEW VOCABULARY

Simplifying Expressions Following Order of Operations

Order of Operations

Study Jams

Classifying Angles

Order of Operations

Gizmo

Match the Equation

to the Words

(Difficult)

Choose the Equation that Matches the Words

* STANDARDS:

  • 5.OA.A.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

  • 5.OA.A.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 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

* We will learn to:

  • I can use parentheses and brackets to group an expression within a multi-step expression.

  • I can explain parentheses, brackets, and/or braces are used to tell the order in which to perform operations in a numerical expression.

  • I can determine the correct placement of parentheses, brackets, and braces.

  • I can evaluate expressions with parentheses and brackets.

  • I can break down an equation with multiple operations into simpler problems.

  • I can write numerical expressions for numbers using words.

  • I can write a numerical expression to represent a written or verbal statement. I can interpret numerical expressions without evaluating them.

Unit 13 Numerical Expressions

UNIT 14

Exploring the Coordinate Plane

VOCABLUARY:

NO NEW VOCABULARY

Billy the Bug

Catch the Fly!

Park the Car

* STANDARDS:

  • 5.OA.B.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.

  • 5.G.A.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).

  • 5.G.A.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.

* We will learn to:

  • I can determine the rule used in a numerical pattern.

  • I can create and extend a number pattern.

  • I can form ordered pairs from corresponding terms in two numerical patterns.

  • I can graph ordered pairs on a coordinate plane.

  • I can explain the relationship between each of the corresponding terms from a pattern.

  • I can recognize the x-axis and y-axis.

  • I can recognize the origin on a coordinate plane.

  • I can recognize an ordered pair.

  • I can explain the relationship of an ordered pair and the location on a coordinate plane.

  • I can use the first number in set of coordinates to travel from the origin on the x- axis.

  • I can use the seocnd number in set of coordinates to indicate how far to travel from the origin on the y-axis.

  • I can understand ordered pairs are labeled as (x,y).

  • I can model real world and mathematical problems by graphing points in the first quadrant of the coordinate system.

  • I can describe each coordinate in the context of the problem situation.

  • I can interpret coordinate values of points.

  • I can graph points in the first quadrant of the coordinate plane to represent real world and mathematical problems.

Unit 14 Exploring the Coordinate Plane
Multiplication/Division Fluency

UNIT 15

VOCABULARY:

algorithm, product, factor, quotient, dividend, divisor, remainder, whole number

Dividing with Remainders

IXL

Write Multiplcation Expressions with Exponents

IXL

Simplying Expressions

IXL

Evaluate Variable Expressions

IXL

Solving Equations

* STANDARDS:

  • 5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

  • 5.NBT.B.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.

  • 5.NBT.B.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.

* We will learn to:

  • I can multiply mulit-digit numbers using the standard algorithm.

  • I can divide whole numbers 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.

  • I can perform exact and approximate multiplications and divisions by mentally applying place value strategies when appropriate.

  • I can illustrate and explain the calculations by using equations, rectangular arrays, and area models.

  • I can justify reasonableness of answers by using multiplication or estimation.

  • I can add or subtract two decimals to hundredths using concrete models, drawings, or strategies based on place value, properties of operations and/or the relationship between addition and subtraction.

  • I can apply appropriate decimal operations to real-world contexts, and relate the strategy to a written method, and explain the reasoning used.

  • I can multiply tenths by tenths or tenths by hundredths using strategies based on place value or properties of operations.

  • I can divide tenths by tenths or tenths by hundredths using strategies based on place value or properties of operations.

  • I can perform exact and approximate multiplications and divisions by mentally applying place value strategies when appropriate.

  • I can apply appropriate decimal operations in the context of metric measurement (e.g., find the area of a rectangle with length = 0.7 cm and width = 0.4 cm.).

  • I can use models to explain strategies for solving decimal addition, subtraction, multiplication, and division problems.

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Unit 15 Mult/Div Fluency
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