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Stripling Elementary 5th Grade Math Framework – ALL Nine Weeks 2012-2013
Week 1: August 6-10, 2012 AKS Exemplar/ Vocabulary Harcourt
Unit 1- Whole Numbers Problem Solving composite number
Resources
42.T.4.OA.4 Determine multiples NONE divisibility* Teacher Edition
and factors
Essential Questions factor*
Lesson 11.2, 3.1, 11.1,
43.T.4.OA.4 Determine 11.2, 6.2, 6.3, 6.4, 11.4,
prime/composite Chap 8
What does the workshop model look like in math prime factorization
instruction? Think Math
How do I assess, level, and meet students’ individual prime number
needs? Lesson 13.5, 13.6, 5.2,
5.3, 5.5, 8.3, 8.4, 8.5,
How do I set up calendar instruction in my classroom? Chap 8
How do I set up centers and games?
How do you classify the set of counting numbers into subsets Staff
with distinguishing characteristics (prime/composite, Development
odd/even)? Tuesday After
How do I determine factors and multiples of whole numbers? School– Common
Core Alignment
Teacher notes: ASSESSMENT Math and LA CALENDAR Homework:
FOCUS: Week 1
Review:
Pre-Testing - Big 20 Spiral HW
Preview:
Fractions
Special Days:
First Day of Decimals
School – August Data
6, 2012
Stripling Elementary 5th Grade Math Framework – 1st Nine Weeks 2012-2013
Week 2: August 13-17, 2012 AKS Exemplar/ Vocabulary Harcourt
Unit 1- Whole Numbers 1.OA.1 use parentheses, brackets, or Problem Solving dividend*
Resources
braces in numerical expressions, and
evaluate expressions with these symbols Pretest divisor* Teacher Edition
2.OA.2 write simple expressions that Collaborative Exemplar
Essential Questions record calculations with numbers and Discuss this problem at the multiplier* Lesson 11.2, 3.1, 11.1,
interpret numerical expressions without next Tuesday Collaborative 11.2, 6.2, 6.3, 6.4, 11.4,
evaluating them and/or Half Day Planning whole number Chap 8
How do I multiply multi-digit whole numbers?
meeting.
9.NBT.5 multiply multi-digit whole
numbers fluently using the standard
Bring student papers to place value* Think Math
How do I divide multi-digit whole numbers? algorithm
discuss.
10.NBT.6 solve problems involving
“Miss Guy’s quotient* Lesson 13.5, 13.6, 5.2,
5.3, 5.5, 8.3, 8.4, 8.5,
How do I analyze the effect on the product when a number is division of up to 4 digit whole number Puppy Problem” remainder* Chap 8
multiplied by 10, 100, or 1000? dividends by a one or two digit whole
number divisor using strategies based
on place value, properties and/or factor
How do I use an illustration to explain the process of division? relationship between multiplication and
division, including problems that
generate a remainder
11.NBT.6 illustrate and explain division
calculations by using equations,
rectangular arrays, and/or area models
Staff
Development
Teacher notes: ASSESSMENT Tuesday AS– ILT CALENDAR Homework:
FOCUS: Week 2
Tuesday – PLC Review: Spiral HW
Pre-Testing - Exemplar
during planning Multiplication
Team A – Math
Team B - LA Division
Special Days:
Preview:
Open House –
August , 2012 Fractions
Decimals
Data
Stripling Elementary 5th Grade Math Framework – 1st Nine Weeks 2012-2013
Week 3: August 20-24, 2012 AKS Exemplar/ Vocabulary Harcourt
Unit 1- Whole Numbers 1.OA.1 use parentheses, brackets, or Problem Solving dividend*
Resources
braces in numerical expressions, and
evaluate expressions with these symbols Math Literature divisor* Teacher Edition
2.OA.2 write simple expressions that The King’s
Essential Questions record calculations with numbers and multiplier* Lesson 11.2, 3.1, 11.1,
interpret numerical expressions without Commissioners 11.2, 6.2, 6.3, 6.4, 11.4,
evaluating them parenthesis Chap 8
How do I apply the order of operations when solving algebraic (Use with color
equations? 9.NBT.5 multiply multi-digit whole tiles.) – Prime
numbers fluently using the standard exponent Think Math
algorithm Numbers
How do I identify and use exponents in numerical expressions? order of operations Lesson 13.5, 13.6, 5.2,
10.NBT.6 solve problems involving
5.3, 5.5, 8.3, 8.4, 8.5,
division of up to 4 digit whole number
How do I relate exponents to multiplication? dividends by a one or two digit whole
equation Chap 8
number divisor using strategies based
How do I solve numerical expressions using the order of on place value, properties and/or expression
operations? relationship between multiplication and
division, including problems that
Staff
generate a remainder Development
11.NBT.6 illustrate and explain division Tuesday AS–
calculations by using equations,
rectangular arrays, and/or area models Teams
Teacher notes: ASSESSMENT Tuesday – PLC CALENDAR Homework:
during planning FOCUS: Week 3
TOTD - #1 Review: Spiral HW
Team A – Math
(Collaborative Prob. Sol.)
Multiplication
Team B - LA
Division
Special Days: Preview:
Fractions
Decimals
Data
Stripling Elementary 5th Grade Math Framework – 1st Nine Weeks 2012-2013
Week 4: August 27-31, 2012 AKS Exemplar/ Vocabulary Harcourt
Unit 1- Whole Numbers 1.OA.1 use parentheses, brackets, or Problem Solving dividend*
Resources
braces in numerical expressions, and
evaluate expressions with these symbols Collaborative Exemplar Teacher Edition
divisor*
Discuss this problem at the
2.OA.2 write simple expressions that
Essential Questions record calculations with numbers and
next Tuesday Collaborative
and/or Half Day Planning multiplier* Lesson 11.2, 3.1, 11.1,
interpret numerical expressions without 11.2, 6.2, 6.3, 6.4, 11.4,
meeting. Chap 8
How do I apply the order of operations when solving algebraic evaluating them Bring student papers to parenthesis
9.NBT.5 multiply multi-digit whole discuss.
equations? exponent Think Math
numbers fluently using the standard
algorithm
“Basketball
How do I identify and use exponents in numerical expressions? Cards” order of operations Lesson 13.5, 13.6, 5.2,
10.NBT.6 solve problems involving
5.3, 5.5, 8.3, 8.4, 8.5,
division of up to 4 digit whole number
How do I relate exponents to multiplication? dividends by a one or two digit whole
equation Chap 8
number divisor using strategies based
How do I solve numerical expressions using the order of on place value, properties and/or expression
operations? relationship between multiplication and
division, including problems that
generate a remainder
11.NBT.6 illustrate and explain division
calculations by using equations,
rectangular arrays, and/or area models
Staff
Development
Tuesday AS–
Teacher notes: ASSESSMENT Faculty Mtg. CALENDAR Homework:
FOCUS: Week 4
Norcross Cluster Tuesday – PLC Review: Spiral HW
Common Observation Lab
Multiplication
Assessment - Unit 1
Whole Numbers Division
Preview:
Special Days:
Open House this Fractions
Week
Decimals
Data
Stripling Elementary 5th Grade Math Framework – 1st Nine Weeks 2012-2013
Week 5: September 3-7, 2012 AKS Exemplar/ Vocabulary Harcourt
Unit 2- Decimals (Place Value and Rounding) 4.NBT.1 recognize that in a multi-digit Problem Solving decimal fraction*
Resources
number, a digit in one place represents
10 times as much as it represents in the
dividend*
Teacher Edition
place to its right and 1/10 of what it
Essential Questions represents in the place to its left September Lesson 1.1, 1.3, 1.4, 1.5,
divisor*
6.NBT.3 read, write, order, and compare Problem of the 2.1
place value of decimals to thousandths
How do I identify the place value of a digit in decimals up to
using base ten numerals, number Month hundredths* Think Math
thousandths? names, and expanded form (e.g.,
347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x place value* Lesson 7.1, 7.2, 7.3, 7.4,
How do I order and compare decimals to thousandths? (1/10) + 9 x (1/100) + 2 x (1/1000)) 7.7
7.NBT.3 compare two decimals to quotient*
How do I round decimals? thousandths based on meanings of the
digits in each place, using >, =, and < remainder*
symbols to record the results of
How do I represent decimals in multiple ways, such as words, comparisons tenths*
pictures, and illustrations?
8.NBT.4 round decimals to any place Staff
using tools such as a number line and/or thousandths
charts Development
Tuesday AS- whole number
Common Core
Teacher notes: ASSESSMENT Alignment CALENDAR Homework:
Math and LA
FOCUS: Week 5
TOTD - #2 Tuesday – PLC Review: Spiral HW
during planning
Team A – Math Multiplication
(Collaborative Prob. Sol.
Debriefing) Division
Team B - LA Preview:
Special Days:
Labor Day – Fractions
Sept. 3 Decimals
Data/Coordinate grid
Stripling Elementary 5th Grade Math Framework – 1st Nine Weeks 2012-2013
Week 6: September 10-14, 2012 AKS Exemplar/ Vocabulary Harcourt
Unit 2- Decimals (Place Value and Rounding) 4.NBT.1 recognize that in a multi-digit Problem Solving decimal fraction*
Resources
number, a digit in one place represents
10 times as much as it represents in the Hands On dividend*
Teacher Edition
place to its right and 1/10 of what it
Essential Questions represents in the place to its left Standards: Lesson 1.1, 1.3, 1.4, 1.5,
Gr. 5-6 Number and divisor* 2.1
6.NBT.3 read, write, order, and compare
How do I represent decimals in multiple ways, such as words, place value of decimals to thousandths Operations hundredths*
using base ten numerals, number Think Math
pictures, and illustrations? Multiplying and Divide with
names, and expanded form (e.g.,
347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x Decimals place value* Lesson 7.1, 7.2, 7.3, 7.4,
How do I add decimals? (1/10) + 9 x (1/100) + 2 x (1/1000)) Pgs. 52-53 7.7
7.NBT.3 compare two decimals to quotient*
How do I subtract decimals? thousandths based on meanings of the
digits in each place, using >, =, and < remainder*
symbols to record the results of
How do I multiply decimals? comparisons
Staff tenths*
How do I divide decimals? 8.NBT.4 round decimals to any place
using tools such as a number line and/or Development thousandths
charts
Tuesday AS– ILT
whole number
Teacher notes: ASSESSMENT Tuesday – PLC CALENDAR Homework:
during planning FOCUS: Week 6
Norcross Cluster Team A – Math Review: Spiral HW
Common Team B - LA
Multiplication
Assessment - Unit 2
Order of Operations
Decimals (PV and R)
Preview:
Special Days:
Fractions
Decimals
Data/Coordinate grid
Stripling Elementary 5th Grade Math Framework – 1st Nine Weeks 2012-2013
Week 7: September 17-21, 2012 AKS Exemplar/ Vocabulary Harcourt
Unit 3- Decimals (x and ÷) Problem Solving decimal fraction*
Resources
5.NBT.2 explain patterns in the number
of zeros of the product when multiplying
Super Source: dividend*
Teacher Edition
a number by powers of 10 and explain Base 10 Blocks(3-5)
Essential Questions patterns in the placement of the decimal Making and WRITING divisor*
Lesson 1.1, 1.3, 1.4, 1.5,
2.1
point when a decimal is multiplied or
DECIMALS
How do I represent decimals in multiple ways, such as words, divided by a power of 10; use whole-
number exponents to denote powers of
hundredths* Think Math
pictures, and illustrations? 10
place value* Lesson 7.1, 7.2, 7.3, 7.4,
12.NBT.7 add, subtract, multiply, and
How do I add decimals? divide decimals to hundredths using
7.7
concrete models or drawings and quotient*
How do I subtract decimals? strategies based on place value,
properties of operations, and/or the remainder*
relationship between addition and
How do I multiply decimals? subtraction; relate the strategy to a
written method and explain the
Staff tenths*
How do I divide decimals? reasoning used Development thousandths
Tuesday AS–
whole number
Teams
Teacher notes: ASSESSMENT CALENDAR Homework:
Tuesday – PLC FOCUS: Week 7
TOTD - #4 during planning Review: Spiral HW
Team A – Math
(Collaborative Prob. Sol.) Multiplication
Team B - LA Order of Operations
Special Days:
COGAT Preview:
Fractions
Decimals
Data/Coordinate grid
Stripling Elementary 5th Grade Math Framework – 1st Nine Weeks 2012-2013
Week 8: September 24 - 28, 2012 AKS Exemplar/ Vocabulary Harcourt
Unit 2- Decimals (x and ÷) Problem Solving decimal fraction*
Resources
5.NBT.2 explain patterns in the number Collaborative Exemplar Teacher Edition
of zeros of the product when multiplying Discuss this problem at the dividend*
a number by powers of 10 and explain
Essential Questions patterns in the placement of the decimal
next Tuesday Collaborative
and/or Half Day Planning divisor*
Lesson 1.1, 1.3, 1.4, 1.5,
2.1
point when a decimal is multiplied or meeting.
How do I represent decimals in multiple ways, such as words, divided by a power of 10; use whole- Bring student papers to
number exponents to denote powers of
hundredths* Think Math
discuss.
pictures, and illustrations? 10
12.NBT.7 add, subtract, multiply, and
“Zeno the place value* Lesson 7.1, 7.2, 7.3, 7.4,
How do I add decimals? divide decimals to hundredths using Xylophone 7.7
concrete models or drawings and quotient*
How do I subtract decimals? strategies based on place value, Maker”
properties of operations, and/or the remainder*
relationship between addition and
How do I multiply decimals? subtraction; relate the strategy to a tenths*
written method and explain the
How do I divide decimals? reasoning used
thousandths
Staff
whole number
Development
Tuesday AS–
Teacher notes: ASSESSMENT Faculty Mtg. CALENDAR Homework:
FOCUS: Week 8
Tuesday – PLC Review: Spiral HW
Norcross Cluster
Observation Lab
Common Multiplication
Assessment – Unit 3 Order of Operations
Decimals (x/÷)
Preview:
Special Days:
Fractions
Decimals
Data/Coordinate grid
Stripling Elementary 5th Grade Math Framework – 1st Nine Weeks 2012-2013
Week 9: October 1-5, 2012 AKS Exemplar/ Vocabulary Harcourt
Unit 2- Decimals (x and ÷) 5.NBT.2 explain patterns in the number Problem Solving decimal fraction*
Resources
of zeros of the product when multiplying
a number by powers of 10 and explain
dividend*
Teacher Edition
patterns in the placement of the decimal
Essential Questions point when a decimal is multiplied or October Problem Lesson 1.1, 1.3, 1.4, 1.5,
divisor*
divided by a power of 10; use whole-
number exponents to denote powers of
of the Month 2.1
How do I identify the place value of a digit in decimals up to 10 hundredths* Think Math
thousandths? 12.NBT.7 add, subtract, multiply, and
divide decimals to hundredths using place value* Lesson 7.1, 7.2, 7.3, 7.4,
How do I order and compare decimals to thousandths? concrete models or drawings and 7.7
strategies based on place value, quotient*
properties of operations, and/or the
How do I round decimals? relationship between addition and
remainder*
subtraction; relate the strategy to a
How do I represent decimals in multiple ways, such as words, written method and explain the
pictures, and illustrations? reasoning used Staff tenths*
Development thousandths
How do I add decimals?
Tuesday
whole number
How do I subtract decimals? NO Meeting
How do I multiply decimals?
Tuesday – PLC
How do I divide decimals? NO Meeting
Teacher notes: ASSESSMENT CALENDAR Homework:
FOCUS: Week 9
Review: Spiral HW
Interim 1 Post-test
Order of Operations
Special Days:
Early Release – Preview:
Parent/Teacher
Conferences Fractions
October 1 – 2, 2012
Decimals
st
End of 1 nine
weeks – Data/Coordinate grid
October 5, 2012
Week 10: October 8-12, 2012 AKS Exemplar/ Vocabulary Harcourt
Unit 4- Geometry 37.G.1 create, label, and use a Problem Solving Coordinate plane Resources
coordinate grid system
38.G.2 represent real world and
Super Source: Teacher Edition
Coordinate system*
Essential Questions mathematical problems by graphing “Building Lesson 5.2, 7.6
points in the first quadrant of the
coordinate plane, and interpret Rectangles” Intersect
How do I create, label, and use a coordinate system? coordinate values of points in the K-2, pgs. 58-61 Think Math
context of the situation Ordered pair*
How do I represent real-world problems by graphing points in a 3.OA.3 generate two numerical patterns Lesson 6.1, Chap 15
using two given rules; identify apparent Plot
coordinate grid? relationships between corresponding
terms; form ordered pairs consisting of
corresponding terms from the two Quadrant
patterns and graph the ordered pairs on
a coordinate plane (e.g., given the rule x-axis
"Add 3" and the starting number 0, and
given the rule "Add 6" and the starting
number 0, generate terms in the x-coordinate
resulting sequences and observe that Staff
the terms in one sequence are twice the y-axis
corresponding terms in the other Development
sequence; explain informally why this is
so)
Tuesday AS- y-coordinate
Common Core
Teacher notes: ASSESSMENT Alignment CALENDAR Homework:
Math and LA FOCUS: Week 10
TOTD - #5 Tuesday – PLC Review: Spiral HW
during planning
Multiplication
Team A – Math
(Collaborative Prob. Sol. Division
Debriefing)
Team B - LA Preview:
Special Days:
Fractions
Decimals
Data/Coordinate
grid
Week 11: October 15-19, 2012 AKS Exemplar/ Vocabulary Harcourt
Unit 4- Geometry 37.G.1 create, label, and use a Problem Solving Coordinate plane Resources
coordinate grid system
38.G.2 represent real world and
Hands On Teacher Edition
Coordinate system*
Essential Questions mathematical problems by graphing Standards: Lesson 5.2, 7.6
points in the first quadrant of the
coordinate plane, and interpret “Percents, Intersect
coordinate values of points in the Think Math
How do I create, label, and use a coordinate system?
context of the situation Decimals, Ordered pair*
How do I represent real-world problems by graphing points in a 3.OA.3 generate two numerical patterns Fractions” Lesson 6.1, Chap 15
using two given rules; identify apparent Book 5-6, pgs. 32-33 Plot
coordinate grid? relationships between corresponding
terms; form ordered pairs consisting of
corresponding terms from the two Quadrant
patterns and graph the ordered pairs on
a coordinate plane (e.g., given the rule x-axis
"Add 3" and the starting number 0, and
given the rule "Add 6" and the starting Staff x-coordinate
number 0, generate terms in the
resulting sequences and observe that Development
the terms in one sequence are twice the y-axis
corresponding terms in the other Tuesday AS– ILT
sequence; explain informally why this is
so) y-coordinate
Tuesday – PLC
Teacher notes: ASSESSMENT during planning CALENDAR Homework:
Team A – Math FOCUS: Week 11
Norcross Cluster Team B - LA Review: Spiral HW
Common Multiplication
Assessment – Unit 4
Special Days: Division
Geometry
Preview:
Fractions
Decimals
Data/Coordinate
grid
Week 12: October 22 - 26, 2012 AKS Exemplar/ Vocabulary Harcourt
Unit 5 Part 1A: Fractions 41.T.NF.1* explain why a fraction a/b is equivalent to a fraction Problem Solving benchmark (0, 1/2, 1)
Resources
(n x a/n x b)
42.T.NF.4* compare two fractions with different numerators and Hands On Denominator (common) Teacher Edition
different denominators
Essential Questions 43.T.NF.2* use the symbols >, =, or < to compare fractions and Standards: Lesson 13.4, 17.2,
factor*
justify the conclusions by using a visual fraction model
44.T.NF.2* recognize that a fraction a/b with a > 1 is a sum of
“Equivalent 15.1, 15.2, 15.4, 15.5,
16.1, 16.2, 16.3, 16.4,
How do I compare fractions? fractions 1/b Fractions” greatest common factor 13.5, 15.3, 17.1, 18.1,
45.T.NF.3* model and explain addition and subtraction of (GCF)*
Book 5-6, pgs. 24-25 15.6, 16.5, 8.3, 8.5
What are equivalent fractions? fractions as joining and separating parts referring to the same
whole
46.T.NF.3* decompose a fraction, by using a visual fraction improper fraction* Think Math
How do I compute with like denominators? model, into a sum of fractions with the same denominator in
more than one way least common multiple Lesson 4.5, 4.6,
47.T.NF.3* add and subtract mixed numbers with like (LCM)*
denominators 11.9, 11.1, 11.2,
48.T.NF.3* solve word problems involving addition and 11.4, 11.5, 11.3,
subtraction of fractions referring to the same whole and having mixed number*
11.6, 11.11, 4.1,
like denominators by using visual fraction models and equations
to represent the problem Staff multiple* 4.2, 4.7, 8.7, 8.8,
49.T.NF.4* apply and extend previous understanding of 4.8, 4.10, 8.10
multiplication to multiply a fraction by a whole number Development number line
50.T.NF.4* recognize a fraction a/b as a multiple of 1/b
51.T.NF.4* understand a multiple of a/b as a multiple of 1/b,
Tuesday AS–
numerator
and use this understanding to multiply a fraction by a whole Teams
number
proper fraction*
52.T.NF.4* solve word problems involving multiplication of a
fraction by a whole number Tuesday – PLC reciprocal
during planning
simplify*
Team A – Math
(Collaborative Prob. Sol.)
Teacher notes: ASSESSMENT Team B - LA CALENDAR FOCUS: Homework:
Review: Week 12
TOTD #6 Multiplication Spiral HW
Special Days: Division
Preview:
Fractions
Decimals
Data/Coordinate grid
Week 13: October 29-November 2, AKS Exemplar/ Vocabulary Harcourt
2012 41.T.NF.1* explain why a fraction a/b is equivalent to a fraction (n Problem Solving benchmark (0, 1/2, 1)
Resources
x a/n x b)
Collaborative Exemplar Teacher Edition
Unit 5 Part 1A: Fractions 42.T.NF.4* compare two fractions with different numerators and
different denominators Discuss this problem at the Denominator (common)
43.T.NF.2* use the symbols >, =, or < to compare fractions and next Tuesday Collaborative Lesson 13.4, 17.2,
justify the conclusions by using a visual fraction model and/or Half Day Planning factor* 15.1, 15.2, 15.4, 15.5,
Essential Questions 44.T.NF.2* recognize that a fraction a/b with a > 1 is a sum of meeting.
16.1, 16.2, 16.3, 16.4,
fractions 1/b Bring student papers to greatest common factor
discuss. 13.5, 15.3, 17.1, 18.1,
45.T.NF.3* model and explain addition and subtraction of (GCF)*
How do I compare fractions? 15.6, 16.5, 8.3, 8.5
fractions as joining and separating parts referring to the same
whole
“Disappearing
What are equivalent fractions? 46.T.NF.3* decompose a fraction, by using a visual fraction Cookies” improper fraction* Think Math
model, into a sum of fractions with the same denominator in
more than one way least common multiple
How do I compute with like denominators? 47.T.NF.3* add and subtract mixed numbers with like
Lesson 4.5, 4.6,
(LCM)* 11.9, 11.1, 11.2,
denominators
48.T.NF.3* solve word problems involving addition and 11.4, 11.5, 11.3,
subtraction of fractions referring to the same whole and having mixed number*
11.6, 11.11, 4.1,
like denominators by using visual fraction models and equations Staff 4.2, 4.7, 8.7, 8.8,
to represent the problem multiple*
49.T.NF.4* apply and extend previous understanding of Development 4.8, 4.10, 8.10
multiplication to multiply a fraction by a whole number number line
50.T.NF.4* recognize a fraction a/b as a multiple of 1/b Tuesday AS–
51.T.NF.4* understand a multiple of a/b as a multiple of 1/b, and Faculty Mtg. numerator
use this understanding to multiply a fraction by a whole number
52.T.NF.4* solve word problems involving multiplication of a
proper fraction*
fraction by a whole number
Tuesday – PLC
Observation Lab reciprocal
simplify*
Teacher notes: ASSESSMENT CALENDAR FOCUS: Homework:
Review: Week 13
TOTD - #7 Spiral HW
Decimals
Special Days: Data/Coordinate grid
Open House this
Preview:
Week
Fractions
2-D figures
Week 14: November 5-9, 2012 AKS Exemplar/ Vocabulary Harcourt
Unit 5 Part 1A: Fractions 41.T.NF.1* explain why a fraction a/b is equivalent to a fraction (n Problem Solving benchmark (0, 1/2, 1)
Resources
x a/n x b)
42.T.NF.4* compare two fractions with different numerators and
Denominator (common) Teacher Edition
different denominators
Essential Questions 43.T.NF.2* use the symbols >, =, or < to compare fractions and Nov./Dec. Lesson 13.4, 17.2,
factor*
justify the conclusions by using a visual fraction model
44.T.NF.2* recognize that a fraction a/b with a > 1 is a sum of
problem of the 15.1, 15.2, 15.4, 15.5,
16.1, 16.2, 16.3, 16.4,
How do I compare fractions? fractions 1/b Month greatest common factor 13.5, 15.3, 17.1, 18.1,
45.T.NF.3* model and explain addition and subtraction of (GCF)*
fractions as joining and separating parts referring to the same 15.6, 16.5, 8.3, 8.5
What are equivalent fractions?
whole
46.T.NF.3* decompose a fraction, by using a visual fraction improper fraction* Think Math
How do I compute with like denominators? model, into a sum of fractions with the same denominator in
more than one way least common multiple Lesson 4.5, 4.6,
47.T.NF.3* add and subtract mixed numbers with like (LCM)*
denominators 11.9, 11.1, 11.2,
48.T.NF.3* solve word problems involving addition and 11.4, 11.5, 11.3,
subtraction of fractions referring to the same whole and having
Staff mixed number*
11.6, 11.11, 4.1,
like denominators by using visual fraction models and equations Development multiple* 4.2, 4.7, 8.7, 8.8,
to represent the problem
49.T.NF.4* apply and extend previous understanding of Tuesday AS- 4.8, 4.10, 8.10
multiplication to multiply a fraction by a whole number Common Core number line
50.T.NF.4* recognize a fraction a/b as a multiple of 1/b
51.T.NF.4* understand a multiple of a/b as a multiple of 1/b, and Alignment
Math and LA numerator
use this understanding to multiply a fraction by a whole number
52.T.NF.4* solve word problems involving multiplication of a Tuesday – PLC proper fraction*
fraction by a whole number
during planning
reciprocal
Team A – Math
(Collaborative Prob. Sol. simplify*
Debriefing)
Teacher notes: ASSESSMENT Team B - LA CALENDAR FOCUS: Homework:
Review: Week 14
TOTD - #8 Spiral HW
Decimals
Special Days: Data/Coordinate grid
Election Day –
Preview:
November 6
Fractions
2-D figures
Week 15: November 12-16, 2012 AKS Exemplar/ Vocabulary Harcourt
Unit 5 Part 1A: Fractions 41.T.NF.1* explain why a fraction a/b is equivalent to a fraction (n Problem Solving benchmark (0, 1/2, 1)
Resources
x a/n x b)
42.T.NF.4* compare two fractions with different numerators and Math Literature Denominator (common) Teacher Edition
different denominators -Gator Pie
Essential Questions 43.T.NF.2* use the symbols >, =, or < to compare fractions and
-The Doorbell Rang factor*
Lesson 13.4, 17.2,
justify the conclusions by using a visual fraction model 15.1, 15.2, 15.4, 15.5,
44.T.NF.2* recognize that a fraction a/b with a > 1 is a sum of -Hershey’s Fraction Book
16.1, 16.2, 16.3, 16.4,
How do I compare fractions? fractions 1/b -Ed Emberley’s Picture greatest common factor 13.5, 15.3, 17.1, 18.1,
45.T.NF.3* model and explain addition and subtraction of Pie (GCF)*
fractions as joining and separating parts referring to the same 15.6, 16.5, 8.3, 8.5
What are equivalent fractions?
whole
46.T.NF.3* decompose a fraction, by using a visual fraction improper fraction* Think Math
How do I compute with like denominators? model, into a sum of fractions with the same denominator in
more than one way least common multiple Lesson 4.5, 4.6,
47.T.NF.3* add and subtract mixed numbers with like (LCM)*
denominators 11.9, 11.1, 11.2,
48.T.NF.3* solve word problems involving addition and 11.4, 11.5, 11.3,
subtraction of fractions referring to the same whole and having Staff mixed number*
11.6, 11.11, 4.1,
like denominators by using visual fraction models and equations
to represent the problem Development multiple* 4.2, 4.7, 8.7, 8.8,
4.8, 4.10, 8.10
49.T.NF.4* apply and extend previous understanding of
multiplication to multiply a fraction by a whole number
Tuesday AS– ILT
number line
50.T.NF.4* recognize a fraction a/b as a multiple of 1/b
51.T.NF.4* understand a multiple of a/b as a multiple of 1/b, and
use this understanding to multiply a fraction by a whole number Tuesday – PLC numerator
52.T.NF.4* solve word problems involving multiplication of a during planning proper fraction*
fraction by a whole number
Team A – Math
reciprocal
Team B - LA
simplify*
Teacher notes: ASSESSMENT CALENDAR FOCUS: Homework:
Review: Week 15
Norcross Cluster Common Spiral HW
Decimals
Assessment- Unit 5 Part 1A Fractions
Special Days: Data/Coordinate grid
Next week is
Preview:
Thanksgiving Break
– Fractions
Nov. 19-23
2-D figures
Week 16: November 26 - 30, 2012 AKS Exemplar/ Vocabulary Harcourt
Unit 5 Part 1B: Fractions +/- 13.NF.1 add and subtract fractions with unlike Problem Solving benchmark (0, 1/2, 1)
Resources
denominators (including mixed numbers) by
replacing given fractions with equivalent Collaborative Exemplar Teacher Edition
Discuss this problem at the Denominator (common)
fractions in such a way as to produce an
Essential Questions equivalent sum or difference of fractions with next Tuesday Collaborative
and/or Half Day Planning factor*
Lesson 13.4, 17.2,
like denominators 15.1, 15.2, 15.4, 15.5,
14.NF.2 use benchmark fractions and number meeting.
16.1, 16.2, 16.3, 16.4,
How do I add fractions with unlike denominators? sense of fractions to estimate mentally and Bring student papers to greatest common factor 13.5, 15.3, 17.1, 18.1,
assess the reasonableness of answers discuss.
(GCF)* 15.6, 16.5, 8.3, 8.5
How do I subtract fractions with unlike denominators? 15.NF.2 solve word problems involving addition “Pizza Party”
and subtraction of fractions referring to the improper fraction* Think Math
How do I use words, pictures, and/or numbers to show same whole, including cases of unlike
denominators
that division can be represented as a fraction? least common multiple Lesson 4.5, 4.6,
16.NF.3 use words, pictures, and/or numbers to (LCM)*
show that division of whole numbers can be 11.9, 11.1, 11.2,
represented as a fraction (a/b=a÷b) Staff 11.4, 11.5, 11.3,
mixed number*
17.NF.3 solve word problems, by using visual 11.6, 11.11, 4.1,
fraction models, involving division of whole
Development 4.2, 4.7, 8.7, 8.8,
multiple*
numbers leading to answers in the form of Tuesday AS– 4.8, 4.10, 8.10
fractions or mixed numbers number line
Faculty Mtg.
numerator
Tuesday – PLC proper fraction*
Observation Lab
reciprocal
simplify*
Teacher notes: ASSESSMENT CALENDAR FOCUS: Homework:
Review: Week 16
TOTD - #10 Spiral HW
Decimals
Special Days: Data/Coordinate grid
Preview:
Fractions
2-D figures
Week 17: December 3-7, 2012 AKS Exemplar/ Vocabulary Harcourt
Unit 5 Part 1B: Fractions +/- 13.NF.1 add and subtract fractions with unlike Problem Solving benchmark (0, 1/2, 1)
Resources
denominators (including mixed numbers) by
replacing given fractions with equivalent Hands on Standards Teacher Edition
Denominator (common)
fractions in such a way as to produce an 3-4
Essential Questions equivalent sum or difference of fractions with
Directions in the factor*
Lesson 13.4, 17.2,
like denominators 15.1, 15.2, 15.4, 15.5,
14.NF.2 use benchmark fractions and number Coordinate Plane 16.1, 16.2, 16.3, 16.4,
How do I add fractions with unlike denominators? sense of fractions to estimate mentally and greatest common factor
assess the reasonableness of answers 100-101 BLM 14 13.5, 15.3, 17.1, 18.1,
(GCF)* 15.6, 16.5, 8.3, 8.5
How do I subtract fractions with unlike denominators? 15.NF.2 solve word problems involving
addition and subtraction of fractions referring improper fraction* Think Math
How do I use words, pictures, and/or numbers to show that to the same whole, including cases of unlike
denominators
division can be represented as a fraction? least common multiple Lesson 4.5, 4.6,
16.NF.3 use words, pictures, and/or numbers (LCM)*
to show that division of whole numbers can 11.9, 11.1, 11.2,
be represented as a fraction (a/b=a÷b) Staff 11.4, 11.5, 11.3,
mixed number*
17.NF.3 solve word problems, by using visual 11.6, 11.11, 4.1,
fraction models, involving division of whole
Development 4.2, 4.7, 8.7, 8.8,
multiple*
numbers leading to answers in the form of Tuesday AS- 4.8, 4.10, 8.10
fractions or mixed numbers Common Core Alignment number line
Math and LA
numerator
v – PLC during
planning proper fraction*
Team A – Math reciprocal
(Collaborative Prob. Sol.
Debriefing)
simplify*
Team B - LA
Teacher notes: ASSESSMENT CALENDAR FOCUS: Homework:
Review: Week 17
Norcross Cluster Decimals Spiral HW
Common Data/Coordinate grid
Special Days:
Assessment – Unit 5 Part
2-D figures
1B Fractions
Preview:
Fractions
Arrays
Week 18: December 10-14, 2012 AKS Exemplar/ Vocabulary Harcourt
December 17, 18, 19, 2012 13.NF.1 add and subtract fractions with Problem Solving benchmark (0, 1/2, 1)
Resources
unlike denominators (including mixed
numbers) by replacing given fractions with Hands On Denominator (common) Teacher Edition
equivalent fractions in such a way as to
Unit 5 Part 1B: Fractions +/- produce an equivalent sum or difference of Standards Lesson 13.4, 17.2, 15.1,
factor*
fractions with like denominators
14.NF.2 use benchmark fractions and number
-Mult. Fractions 15.2, 15.4, 15.5, 16.1,
Pg. 46-47 16.2, 16.3, 16.4, 13.5,
sense of fractions to estimate mentally and greatest common factor
Essential Questions 15.3, 17.1, 18.1, 15.6,
assess the reasonableness of answers Or (GCF)* 16.5, 8.3, 8.5
15.NF.2 solve word problems involving
How do I add fractions with unlike denominators? addition and subtraction of fractions -Div. Fractions improper fraction*
referring to the same whole, including cases Pg. 50-51 Think Math
How do I subtract fractions with unlike denominators? of unlike denominators
least common multiple Lesson 4.5, 4.6, 11.9,
16.NF.3 use words, pictures, and/or numbers (LCM)* 11.1, 11.2, 11.4, 11.5,
How do I use words, pictures, and/or numbers to show to show that division of whole numbers can
be represented as a fraction (a/b=a÷b) 11.3, 11.6, 11.11, 4.1,
that division can be represented as a fraction? mixed number*
17.NF.3 solve word problems, by using visual 4.2, 4.7, 8.7, 8.8, 4.8,
fraction models, involving division of whole multiple* 4.10, 8.10
numbers leading to answers in the form of
fractions or mixed numbers number line
Staff
Development numerator
Tuesday AS- proper fraction*
Teams
reciprocal
Tuesday – PLC
during planning simplify*
Team A – Math
Teacher notes: ASSESSMENT CALENDAR FOCUS: Homework:
Team B - LA Review: Week 18
Interim 2 Post-test Decimals Spiral HW
Data/Coordinate grid
Special Days:
2-D figures
Preview:
Fractions
Arrays
Week 19: January 3-11, 2013 AKS Exemplar/ Vocabulary Harcourt
Unit 5 Part 2A- Fractions (x) 18.NF.4 apply and extend previous understanding of Problem Solving benchmark (0, 1/2, 1)
Resources
multiplication to multiply a fraction by a whole number
19.NF.4 interpret the product (a/b) x q as a parts of a
Hands On Denominator (common) Teacher Edition
Essential Questions partition of q into b equal parts; equivalently, as the result Standards: Lesson 17.2, 17.3,
of a sequence of operations a x q/b (e.g., use a visual factor*
fraction model to show (2/3) x 4 = 8/3 and create a story “Equivalent 13.1, 13.2, 17.2,
context for this equation; do the same with (2/3) x (4/5) = 13.3, 17.4, 18.2,
How do I multiply fractions?
8/15) Fractions” greatest common factor
Book 5-6, pgs. 24-25 (GCF)* 18.3, 18.4
How do I simplify fractions? 20.NF.4 find the area of a rectangle with fractional side
lengths by tiling it with unit squares of the appropriate unit Think Math
fraction side lengths, and show that the area is the same as improper fraction*
How do I solve word problems by multiplying would be found by multiplying the side lengths
Lesson 11.8, 11.7,
fractions by fractions and fractions by whole 21.NF.5 relate the principle of fraction equivalence, a/b =
least common multiple
(LCM)*
4.3, 4.4, 11.9,
numbers? (n x a)/(n x b), to the effect of multiplying a/b by 1
11.10, 11.1, 11.2
22.NF.5 interpret multiplication as scaling by comparing
mixed number*
the size of the product to the sizes of the factors without Staff
multiplying
23.NF.5 explain why multiplying a given number by a
Development multiple*
fraction greater than 1 results in a product greater than the Tuesday AS- number line
given number and why multiplying a given number by a
fraction less than 1 results in a product smaller than the
Common Core
given number Alignment numerator
24.NF.6 solve real world problems involving multiplication
Math and LA
of fractions and mixed numbers by using visual fraction Tuesday – PLC proper fraction*
models or equations to represent the problem
during planning reciprocal
Team B – Math
(Collaborative Prob. Sol. simplify*
Debriefing)
Teacher notes: ASSESSMENT Team A - LA CALENDAR Homework:
FOCUS: Week 19
TOTD- #11 Review: Spiral HW
Decimals
Special Days:
Data/Coordinate grid
Preview:
Fractions
2-D figures
Week 20: January 14-18, 2013 AKS Exemplar/ Vocabulary Harcourt
Unit 5 Part 2A- Fractions (x) 18.NF.4 apply and extend previous understanding of Problem Solving benchmark (0, 1/2, 1)
Resources
multiplication to multiply a fraction by a whole number
19.NF.4 interpret the product (a/b) x q as a parts of a
Math Literature Denominator (common) Teacher Edition
partition of q into b equal parts; equivalently, as the result -Gator Pie
Essential Questions of a sequence of operations a x q/b (e.g., use a visual -The Doorbell Rang factor*
Lesson 17.2, 17.3,
fraction model to show (2/3) x 4 = 8/3 and create a story -Hershey’s Fraction Book 13.1, 13.2, 17.2,
context for this equation; do the same with (2/3) x (4/5) = 13.3, 17.4, 18.2,
How do I multiply fractions? -Ed Emberley’s Picture greatest common factor
8/15)
Pie (GCF)* 18.3, 18.4
How do I simplify fractions? 20.NF.4 find the area of a rectangle with fractional side
lengths by tiling it with unit squares of the appropriate unit Think Math
fraction side lengths, and show that the area is the same as improper fraction*
How do I solve word problems by multiplying would be found by multiplying the side lengths
Lesson 11.8, 11.7,
fractions by fractions and fractions by whole 21.NF.5 relate the principle of fraction equivalence, a/b =
least common multiple
(LCM)* 4.3, 4.4, 11.9,
numbers? (n x a)/(n x b), to the effect of multiplying a/b by 1
11.10, 11.1, 11.2
22.NF.5 interpret multiplication as scaling by comparing
the size of the product to the sizes of the factors without
Staff mixed number*
multiplying Development
multiple*
23.NF.5 explain why multiplying a given number by a
fraction greater than 1 results in a product greater than the
Tuesday AS– ILT
given number and why multiplying a given number by a number line
fraction less than 1 results in a product smaller than the
given number Tuesday – PLC numerator
24.NF.6 solve real world problems involving multiplication during planning proper fraction*
of fractions and mixed numbers by using visual fraction
models or equations to represent the problem Team B – Math
Team A – LA reciprocal
simplify*
Teacher notes: ASSESSMENT CALENDAR Homework:
FOCUS: Week 20
TOTD - #12 Review: Spiral HW
Decimals
Special Days:
Data/Coordinate grid
Preview:
Fractions
2-D figures
Week 21: January 21-25, 2013 AKS Exemplar/ Vocabulary Harcourt
Unit 5 Part 2A- Fractions (x) 18.NF.4 apply and extend previous understanding of Problem Solving benchmark (0, 1/2, 1)
Resources
multiplication to multiply a fraction by a whole number
19.NF.4 interpret the product (a/b) x q as a parts of a
Hands On Denominator (common) Teacher Edition
Essential Questions partition of q into b equal parts; equivalently, as the result Standards: Lesson 17.2, 17.3,
of a sequence of operations a x q/b (e.g., use a visual factor*
fraction model to show (2/3) x 4 = 8/3 and create a story “Reasoning with 13.1, 13.2, 17.2,
context for this equation; do the same with (2/3) x (4/5) = 13.3, 17.4, 18.2,
8/15) Fractions” greatest common factor
How do I multiply fractions? Book 5-6, pgs. 20-21 (GCF)* 18.3, 18.4
20.NF.4 find the area of a rectangle with fractional side
How do I simplify fractions? lengths by tiling it with unit squares of the appropriate unit Think Math
fraction side lengths, and show that the area is the same as improper fraction*
would be found by multiplying the side lengths
How do I solve word problems by multiplying least common multiple
Lesson 11.8, 11.7,
21.NF.5 relate the principle of fraction equivalence, a/b =
fractions by fractions and fractions by whole (LCM)* 4.3, 4.4, 11.9,
(n x a)/(n x b), to the effect of multiplying a/b by 1
numbers? 11.10, 11.1, 11.2
22.NF.5 interpret multiplication as scaling by comparing
the size of the product to the sizes of the factors without
Staff mixed number*
multiplying Development
multiple*
23.NF.5 explain why multiplying a given number by a
fraction greater than 1 results in a product greater than the
Tuesday AS–
given number and why multiplying a given number by a Teams number line
fraction less than 1 results in a product smaller than the
given number numerator
24.NF.6 solve real world problems involving multiplication Tuesday – PLC
of fractions and mixed numbers by using visual fraction proper fraction*
models or equations to represent the problem during planning
Team B – Math reciprocal
(Collaborative Prob. Sol.)
simplify*
Team A - LA
Teacher notes: ASSESSMENT CALENDAR Homework:
FOCUS: Week 21
TOTD - #13 Review: Spiral HW
Decimals
Special Days:
MLK Day – 1/21/13 Data/Coordinate grid
NO SCHOOL
Preview:
Fractions
2-D figures
Week 22: January 28-February 1, 2013 AKS Exemplar/ Vocabulary Harcourt
Unit 5 Part 2A- Fractions (x) 18.NF.4 apply and extend previous understanding of Problem Solving benchmark (0, 1/2, 1)
Resources
multiplication to multiply a fraction by a whole number
Collaborative Exemplar Teacher Edition
19.NF.4 interpret the product (a/b) x q as a parts of a Discuss this problem at the Denominator (common)
partition of q into b equal parts; equivalently, as the result
Essential Questions of a sequence of operations a x q/b (e.g., use a visual
next Tuesday Collaborative
and/or Half Day Planning factor*
Lesson 17.2, 17.3,
fraction model to show (2/3) x 4 = 8/3 and create a story meeting. 13.1, 13.2, 17.2,
context for this equation; do the same with (2/3) x (4/5) = 13.3, 17.4, 18.2,
How do I multiply fractions? Bring student papers to greatest common factor
8/15) discuss.
(GCF)* 18.3, 18.4
How do I simplify fractions? 20.NF.4 find the area of a rectangle with fractional side
lengths by tiling it with unit squares of the appropriate unit
“Deluxe Birthday
improper fraction* Think Math
How do I solve word problems by multiplying
fraction side lengths, and show that the area is the same as Cake”
would be found by multiplying the side lengths
Lesson 11.8, 11.7,
fractions by fractions and fractions by whole 21.NF.5 relate the principle of fraction equivalence, a/b =
least common multiple
(LCM)* 4.3, 4.4, 11.9,
numbers? (n x a)/(n x b), to the effect of multiplying a/b by 1
11.10, 11.1, 11.2
22.NF.5 interpret multiplication as scaling by comparing
the size of the product to the sizes of the factors without mixed number*
multiplying
multiple*
23.NF.5 explain why multiplying a given number by a
fraction greater than 1 results in a product greater than the
given number and why multiplying a given number by a Staff number line
fraction less than 1 results in a product smaller than the
given number Development numerator
24.NF.6 solve real world problems involving multiplication Tuesday AS– proper fraction*
of fractions and mixed numbers by using visual fraction
models or equations to represent the problem Faculty Mtg.
reciprocal
Tuesday – PLC simplify*
Observation Lab
Teacher notes: ASSESSMENT CALENDAR Homework:
FOCUS: Week 22
TOTD - #14 Review: Spiral HW
Decimals
Special Days:
Fractions
Data
Preview:
Volume
Week 23: February 4-8, 2013 AKS Exemplar/ Vocabulary Harcourt
Unit 5 Part 2A- Fractions (x) 18.NF.4 apply and extend previous understanding of Problem Solving benchmark (0, 1/2, 1)
Resources
multiplication to multiply a fraction by a whole number
19.NF.4 interpret the product (a/b) x q as a parts of a
Super Source: Denominator (common) Teacher Edition
Essential Questions partition of q into b equal parts; equivalently, as the result “Fraction Lesson 17.2, 17.3,
of a sequence of operations a x q/b (e.g., use a visual factor*
fraction model to show (2/3) x 4 = 8/3 and create a story Puzzles” 13.1, 13.2, 17.2,
context for this equation; do the same with (2/3) x (4/5) = 5-6 13.3, 17.4, 18.2,
How do I multiply fractions? greatest common factor
8/15)
(GCF)* 18.3, 18.4
How do I simplify fractions? 20.NF.4 find the area of a rectangle with fractional side
lengths by tiling it with unit squares of the appropriate unit Think Math
fraction side lengths, and show that the area is the same as improper fraction*
How do I solve word problems by multiplying would be found by multiplying the side lengths
Lesson 11.8, 11.7,
fractions by fractions and fractions by whole 21.NF.5 relate the principle of fraction equivalence, a/b =
least common multiple
(LCM)* 4.3, 4.4, 11.9,
numbers? (n x a)/(n x b), to the effect of multiplying a/b by 1
11.10, 11.1, 11.2
22.NF.5 interpret multiplication as scaling by comparing
the size of the product to the sizes of the factors without mixed number*
multiplying
23.NF.5 explain why multiplying a given number by a
Staff multiple*
fraction greater than 1 results in a product greater than the Development number line
given number and why multiplying a given number by a
fraction less than 1 results in a product smaller than the Tuesday AS-
given number Common Core numerator
24.NF.6 solve real world problems involving multiplication Alignment
of fractions and mixed numbers by using visual fraction Math and LA proper fraction*
models or equations to represent the problem
Tuesday – PLC reciprocal
during planning
simplify*
Team B – Math
(Collaborative Prob. Sol.
Teacher notes: ASSESSMENT Debriefing) CALENDAR Homework:
Team A - LA FOCUS: Week 23
Norcross Cluster Common Review: Spiral HW
Assessment – Unit 5 Part 2A- Decimals
Fractions (x) Special Days:
Fractions
Data
Preview:
Volume
Week 24: February 11-15, 2013 AKS Exemplar/ Vocabulary Harcourt
Unit 5 Part 2B- Fractions (÷) 25.NF.7 interpret division of a unit fraction by a Problem Solving benchmark (0, 1/2, 1)
Resources
non-zero whole number and compute such
quotients (e.g., create a story context for (1/3) ÷
Denominator (common) Teacher Edition
4 and use a visual fraction model to show the
Essential Questions quotient. Use the relationship between February Lesson 17.2, 17.3,
factor*
multiplication and division to explain that (1/3) ÷
4 = 1/12 because (1/12) x 4 = 1/3) Students able
problem of the 13.1, 13.2, 17.2,
How do I represent division as a fraction? to multiply fractions in general can develop Month greatest common factor 13.3, 17.4, 18.2,
strategies to divide fractions in general, by (GCF)* 18.3, 18.4
How do I solve division problems with fraction reasoning about the relationship between
multiplication and division. But division of a Think Math
quotients? fraction by a fraction is not a requirement at this improper fraction*
grade.
Lesson 11.8, 11.7,
How do I divide unit fractions by a whole number in 26.NF.7 interpret division of a whole number by
least common multiple
(LCM)* 4.3, 4.4, 11.9,
word problems? a unit fraction and compute such quotients (e.g.,
create a story context for 4 ÷ (1/5) and use a 11.10, 11.1, 11.2
How are fractions related to division? visual fraction model to show the quotient. Use mixed number*
the relationship between multiplication and
division to explain that 4 ÷ (1/5) = 20 because 20 multiple*
How do I divide a whole number by a fraction? x (1/5) = 4) Staff
27.NF.7 solve real world problems involving Development number line
division of unit fractions by non-zero whole
numbers and division of whole numbers by unit Tuesday AS– ILT numerator
fractions e.g., by using visual fraction models and
equations to represent the problem. (For
proper fraction*
example, how much chocolate will each person
get if 3 people share 1/2 lb of chocolate equally?
Tuesday – PLC
How many 1/3-cup servings are in 2 cups of during planning reciprocal
raisins?)
Team B – Math simplify*
Team A - LA
Teacher notes: ASSESSMENT CALENDAR Homework:
FOCUS: Week 24
TOTD - #16 Review: Spiral HW
Decimals
Special Days:
2/15/13 Fractions
NO SCHOOL
Data
Preview:
Volume
Week 25: February 18-22, 2013 AKS Exemplar/ Vocabulary Harcourt
Unit 5 Part 2B- Fractions (÷) 25.NF.7 interpret division of a unit fraction by a Problem Solving benchmark (0, 1/2, 1)
Resources
non-zero whole number and compute such
quotients (e.g., create a story context for (1/3) ÷ Collaborative Exemplar Teacher Edition
Discuss this problem at the Denominator (common)
4 and use a visual fraction model to show the
Essential Questions quotient. Use the relationship between next Tuesday Collaborative
and/or Half Day Planning factor*
Lesson 17.2, 17.3,
multiplication and division to explain that (1/3) ÷
meeting. 13.1, 13.2, 17.2,
4 = 1/12 because (1/12) x 4 = 1/3) Students able
How do I represent division as a fraction? to multiply fractions in general can develop Bring student papers to greatest common factor 13.3, 17.4, 18.2,
strategies to divide fractions in general, by discuss. 18.3, 18.4
(GCF)*
How do I solve division problems with fraction reasoning about the relationship between
multiplication and division. But division of a
“Carpet Caper”
quotients? improper fraction* Think Math
fraction by a fraction is not a requirement at this
grade.
Lesson 11.8, 11.7,
How do I divide unit fractions by a whole number in 26.NF.7 interpret division of a whole number by
least common multiple
(LCM)* 4.3, 4.4, 11.9,
word problems? a unit fraction and compute such quotients (e.g.,
create a story context for 4 ÷ (1/5) and use a 11.10, 11.1, 11.2
How are fractions related to division? visual fraction model to show the quotient. Use mixed number*
the relationship between multiplication and
division to explain that 4 ÷ (1/5) = 20 because 20 Staff
How do I divide a whole number by a fraction? multiple*
x (1/5) = 4) Development
27.NF.7 solve real world problems involving number line
division of unit fractions by non-zero whole Tuesday AS–
numbers and division of whole numbers by unit
fractions e.g., by using visual fraction models and
Faculty Mtg. numerator
equations to represent the problem. (For
example, how much chocolate will each person proper fraction*
get if 3 people share 1/2 lb of chocolate equally? Wednesday – PLC
How many 1/3-cup servings are in 2 cups of reciprocal
raisins?) Observation Lab
simplify*
Teacher notes: ASSESSMENT CALENDAR Homework:
FOCUS: Week 25
TOTD - #17 Review: Spiral HW
Decimals
Special Days:
2/18/13 Fractions
NO SCHOOL
Data
Preview:
Volume
Week 26: February 25 – Mar 1, 2013 AKS Exemplar/ Vocabulary Harcourt
Unit 5 Part 2B- Fractions (÷) 25.NF.7 interpret division of a unit fraction by a Problem Solving benchmark (0, 1/2, 1)
Resources
non-zero whole number and compute such
quotients (e.g., create a story context for (1/3) ÷ Hands On Denominator (common) Teacher Edition
4 and use a visual fraction model to show the
Essential Questions quotient. Use the relationship between Standards: Lesson 17.2, 17.3,
factor*
multiplication and division to explain that (1/3) ÷
4 = 1/12 because (1/12) x 4 = 1/3) Students able
“Meaning of 13.1, 13.2, 17.2,
How do I represent division as a fraction? to multiply fractions in general can develop Division” greatest common factor 13.3, 17.4, 18.2,
strategies to divide fractions in general, by
Num and Op Lesson 15 (GCF)* 18.3, 18.4
How do I solve division problems with fraction reasoning about the relationship between
multiplication and division. But division of a Think Math
quotients? fraction by a fraction is not a requirement at this improper fraction*
grade.
Lesson 11.8, 11.7,
How do I divide unit fractions by a whole number in 26.NF.7 interpret division of a whole number by
least common multiple
(LCM)* 4.3, 4.4, 11.9,
word problems? a unit fraction and compute such quotients (e.g.,
create a story context for 4 ÷ (1/5) and use a 11.10, 11.1, 11.2
How are fractions related to division? visual fraction model to show the quotient. Use Staff mixed number*
the relationship between multiplication and
division to explain that 4 ÷ (1/5) = 20 because 20
Development
How do I divide a whole number by a fraction? multiple*
x (1/5) = 4) Tuesday AS-
27.NF.7 solve real world problems involving
division of unit fractions by non-zero whole
NONE number line
numbers and division of whole numbers by unit
fractions e.g., by using visual fraction models and
Wednesday – PLC numerator
equations to represent the problem. (For during planning
example, how much chocolate will each person proper fraction*
get if 3 people share 1/2 lb of chocolate equally? NONE
How many 1/3-cup servings are in 2 cups of reciprocal
raisins?)
simplify*
Teacher notes: ASSESSMENT CALENDAR Homework:
FOCUS: Week 26
Review: Spiral HW
Norcross Cluster Common
Assessment – Unit 5 Part Decimals
Special Days:
2B- Fractions (÷) Early Release Days Fractions
2/25 and 2/26
Data
Preview:
Volume
Week 27: Mar 4 - 8, 2013 AKS Exemplar/ Vocabulary Harcourt
Unit 5 Part 2B- Fractions (÷) 25.NF.7 interpret division of a unit fraction by a Problem Solving benchmark (0, 1/2, 1)
Resources
non-zero whole number and compute such
quotients (e.g., create a story context for (1/3) ÷ Hands On Denominator (common) Teacher Edition
4 and use a visual fraction model to show the
Essential Questions quotient. Use the relationship between Standards: Lesson 17.2, 17.3,
factor*
multiplication and division to explain that (1/3) ÷
4 = 1/12 because (1/12) x 4 = 1/3) Students able
“Divide with 13.1, 13.2, 17.2,
How do I represent division as a fraction? to multiply fractions in general can develop Fractions” greatest common factor 13.3, 17.4, 18.2,
strategies to divide fractions in general, by
Book 5-6 (GCF)* 18.3, 18.4
How do I solve division problems with fraction reasoning about the relationship between
multiplication and division. But division of a Think Math
quotients? fraction by a fraction is not a requirement at this improper fraction*
grade.
Lesson 11.8, 11.7,
How do I divide unit fractions by a whole number in 26.NF.7 interpret division of a whole number by
least common multiple
(LCM)* 4.3, 4.4, 11.9,
word problems? a unit fraction and compute such quotients (e.g.,
create a story context for 4 ÷ (1/5) and use a 11.10, 11.1, 11.2
How are fractions related to division? visual fraction model to show the quotient. Use Staff mixed number*
the relationship between multiplication and
division to explain that 4 ÷ (1/5) = 20 because 20
Development
How do I divide a whole number by a fraction? multiple*
x (1/5) = 4) Tuesday AS-
27.NF.7 solve real world problems involving Common Core number line
division of unit fractions by non-zero whole Alignment
numbers and division of whole numbers by unit
fractions e.g., by using visual fraction models and Math and LA numerator
equations to represent the problem. (For Tuesday – PLC proper fraction*
example, how much chocolate will each person
get if 3 people share 1/2 lb of chocolate equally? during planning
How many 1/3-cup servings are in 2 cups of reciprocal
raisins?) Team B – Math
(Collaborative Prob. Sol.
simplify*
Debriefing)
Teacher notes: ASSESSMENT Team A - LA CALENDAR Homework:
FOCUS: Week 27
Review: Spiral HW
Interim 3 Post-test
Fractions
Special Days:
End of 3rd nine Data
weeks –
March 8, 2013 Preview:
Volume
Week 28: March 11 - 15, 2013 AKS Exemplar/ Vocabulary Harcourt
Unit 6: 2-D Figures 39.G.3 demonstrate that attributes Problem Solving Triangle
Resources
belonging to a category of two-
dimensional figures also belong to all
Rectangle Teacher Edition
subcategories of that category (e.g., all
Essential Questions rectangles have four right angles and March Problem Lesson 19.3, 20.1,
Polygon
squares are rectangles so all squares
have four right angles)
of the Month 20.2
How do I classify two-dimensional figures? 2-dimensional figures
40.G.4 classify two-dimensional figures Think Math
in a hierarchy based on properties
Lesson 11.1, 11.2,
9.2, 9.7
Staff
Development
Tuesday AS– ILT
Teacher notes: ASSESSMENT CALENDAR Homework:
Tuesday – PLC FOCUS: Week 28
Norcross Cluster during planning Review: Spiral HW
Common Assessment Team B – Math
Fractions
– Unit 6 2-D Figures Team A - LA
Data
Special Days: Preview:
3/11/13
NO SCHOOL Volume
Week 29: March 18 - 22, 2013 AKS Exemplar/ Vocabulary Harcourt
Unit 7 Volume and Measurement 28.MD.1 convert among different-sized measurement units within Problem Solving cube*
Resources
a given measurement system and use these conversions in solving
multi-step, real world problems Hands on cubic unit* Teacher
29.MD.2 make a line plot to display a data set of measurements in
Essential Questions fractions of a unit (1/2, 1/4, 1/8) and solve problems using the line Standards: Edition
edge*
plot data
30.MD.3 use words, pictures, or numbers to show a cubic unit is
Lesson 6- Volume Chap 21, Lesson
How do I represent a cubic unit? represented by a cube in which each edge has a length of one unit of a Rectangular face* 4.1, 4.4, 23.1,
31.MD.3 apply concepts of volume measurement to explain volume 23.2, 23.3, 23.4,
How do I measure volume of a geometric as an attribute of solid figures packed without gaps or overlaps Solid rectangular prism* 23.5
using "n" unit cubes p.144-145
solid? 32.MD.4 measure volume as cubic centimeters, cubic meters, cubic
inches, cubic feet, and cubic yards capacity* Think Math
How do I derive and use the formula to find 33.MD.5 relate volume to the operations of multiplication and
addition and solve real world and mathematical problems involving cup (c.)* Lesson 12.4, 12.9
volume of a geometric solid? volume
34.MD.5 find the volume of a right rectangular prism with whole- fluid ounce (oz.)*
How do I apply concepts of volume? 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 gallon (gal.)*
base
35.MD.5 estimate, derive and apply the formula(V= l x w x h and V= Staff pint (pt.)*
b x h) for the volume of a cube and a right rectangular prism using
manipulatives and relate volume to the operations of multiplication
Development
quart (qt.)*
and addition to solve real world and mathematical problems Tuesday AS–
36.MD.5 recognize and calculate volume as additive when volumes
Teams area
of solid figures composed of two non-overlapping right rectangular
prisms by adding the volumes of the non-overlapping parts,
compound figure
applying this technique to solve real world problems
Tuesday – PLC line plot
during planning
Teacher notes: ASSESSMENT Team B – Math CALENDAR FOCUS: Homework:
(Collaborative Prob. Sol.) Review: Week 29
TOTD - #19 Team A - LA
Fractions Spiral HW
Special Days: Volume
Preview:
Line plot
Week 30: March 25 - 29, 2013 AKS Exemplar/ Vocabulary Harcourt
Unit 7 Volume and Measurement 28.MD.1 convert among different-sized measurement units within Problem Solving cube*
Resources
a given measurement system and use these conversions in solving
multi-step, real world problems Collaborative Exemplar Teacher
Discuss this problem at the cubic unit*
29.MD.2 make a line plot to display a data set of measurements in
Edition
Essential Questions fractions of a unit (1/2, 1/4, 1/8) and solve problems using the line next Tuesday Collaborative
and/or Half Day Planning edge*
plot data
30.MD.3 use words, pictures, or numbers to show a cubic unit is meeting. Chap 21, Lesson
How do I represent a cubic unit? represented by a cube in which each edge has a length of one unit Bring student papers to face* 4.1, 4.4, 23.1,
31.MD.3 apply concepts of volume measurement to explain volume discuss.
23.2, 23.3, 23.4,
How do I measure volume of a geometric as an attribute of solid figures packed without gaps or overlaps
using "n" unit cubes
“Baseball rectangular prism* 23.5
solid? 32.MD.4 measure volume as cubic centimeters, cubic meters, cubic Packaging?”
inches, cubic feet, and cubic yards capacity* Think Math
How do I derive and use the formula to find 33.MD.5 relate volume to the operations of multiplication and
addition and solve real world and mathematical problems involving cup (c.)* Lesson 12.4, 12.9
volume of a geometric solid? volume
34.MD.5 find the volume of a right rectangular prism with whole- fluid ounce (oz.)*
How do I apply concepts of volume? 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 gallon (gal.)*
base
35.MD.5 estimate, derive and apply the formula(V= l x w x h and V= pint (pt.)*
b x h) for the volume of a cube and a right rectangular prism using Staff
manipulatives and relate volume to the operations of multiplication
and addition to solve real world and mathematical problems
Development quart (qt.)*
36.MD.5 recognize and calculate volume as additive when volumes Tuesday AS– area
of solid figures composed of two non-overlapping right rectangular
prisms by adding the volumes of the non-overlapping parts, Faculty Mtg.
compound figure
applying this technique to solve real world problems
Wednesday – PLC line plot
Observation Lab
Teacher notes: ASSESSMENT CALENDAR FOCUS: Homework:
Review: Week 30
TOTD - #20 Spiral HW
Fractions
Volume
Special Days: Preview:
Line plot
Week 31: April 1-5, 2013 AKS Exemplar/ Vocabulary Harcourt
Unit 7 Volume and Measurement 28.MD.1 convert among different-sized measurement units within Problem Solving cube*
Resources
a given measurement system and use these conversions in solving
multi-step, real world problems Super Source: cubic unit* Teacher
29.MD.2 make a line plot to display a data set of measurements in
Essential Questions fractions of a unit (1/2, 1/4, 1/8) and solve problems using the line Investigate Edition
edge*
plot data
30.MD.3 use words, pictures, or numbers to show a cubic unit is
Volume and Chap 21, Lesson
How do I compare capacity measurements? represented by a cube in which each edge has a length of one unit Surface Area- face* 4.1, 4.4, 23.1,
31.MD.3 apply concepts of volume measurement to explain volume 23.2, 23.3, 23.4,
How do I convert measurements? as an attribute of solid figures packed without gaps or overlaps Storage Boxes rectangular prism* 23.5
using "n" unit cubes p.49
32.MD.4 measure volume as cubic centimeters, cubic meters, cubic
How do I determine the total area of a inches, cubic feet, and cubic yards capacity* Think Math
compound figure? 33.MD.5 relate volume to the operations of multiplication and
addition and solve real world and mathematical problems involving cup (c.)* Lesson 12.4, 12.9
volume
How do I represent data on a line plot? 34.MD.5 find the volume of a right rectangular prism with whole- fluid ounce (oz.)*
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 gallon (gal.)*
base
35.MD.5 estimate, derive and apply the formula(V= l x w x h and V= Staff pint (pt.)*
b x h) for the volume of a cube and a right rectangular prism using
manipulatives and relate volume to the operations of multiplication
Development
quart (qt.)*
and addition to solve real world and mathematical problems Tuesday AS-
36.MD.5 recognize and calculate volume as additive when volumes
Common Core area
of solid figures composed of two non-overlapping right rectangular
Alignment
prisms by adding the volumes of the non-overlapping parts,
Math and LA compound figure
applying this technique to solve real world problems
Tuesday – PLC line plot
during planning
Teacher notes: ASSESSMENT Team B – Math CALENDAR FOCUS: Homework:
(Collaborative Prob. Sol. Review: Week 31
Debriefing)
TOTD - #21 Spiral HW
Team A - LA Fractions
Special Days: Volume
April 8-12, 2013 – Preview:
SPRING BREAK
Line plot
Week 32: April 15 - 19, 2013 AKS Exemplar/ Vocabulary Harcourt
Unit 7 Volume and Measurement 28.MD.1 convert among different-sized measurement units within Problem Solving cube*
Resources
a given measurement system and use these conversions in solving
multi-step, real world problems
cubic unit* Teacher
29.MD.2 make a line plot to display a data set of measurements in
Essential Questions fractions of a unit (1/2, 1/4, 1/8) and solve problems using the line April Problem of Edition
edge*
plot data
30.MD.3 use words, pictures, or numbers to show a cubic unit is
the Month Chap 21, Lesson
How do I compare capacity measurements? represented by a cube in which each edge has a length of one unit face* 4.1, 4.4, 23.1,
31.MD.3 apply concepts of volume measurement to explain volume 23.2, 23.3, 23.4,
How do I convert measurements? as an attribute of solid figures packed without gaps or overlaps rectangular prism* 23.5
using "n" unit cubes
32.MD.4 measure volume as cubic centimeters, cubic meters, cubic
How do I determine the total area of a inches, cubic feet, and cubic yards capacity* Think Math
compound figure? 33.MD.5 relate volume to the operations of multiplication and
addition and solve real world and mathematical problems involving cup (c.)* Lesson 12.4, 12.9
volume
How do I represent data on a line plot? 34.MD.5 find the volume of a right rectangular prism with whole- fluid ounce (oz.)*
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
gallon (gal.)*
lengths, equivalently by multiplying the height by the area of the
base
Staff
35.MD.5 estimate, derive and apply the formula(V= l x w x h and V= Development pint (pt.)*
b x h) for the volume of a cube and a right rectangular prism using
manipulatives and relate volume to the operations of multiplication Tuesday AS– quart (qt.)*
and addition to solve real world and mathematical problems
36.MD.5 recognize and calculate volume as additive when volumes NONE
area
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 Tuesday – PLC compound figure
during planning line plot
NONE
Teacher notes: ASSESSMENT CALENDAR FOCUS: Homework:
Review: Week 32
TOTD- #22 Spiral HW
Fractions
Special Days: Volume
Preview:
Line plot
Week 33: April 22 - 26, 2013 AKS Exemplar/ Vocabulary Harcourt
Unit 6 Volume and Measurement Problem Solving th
Review 5 Grade Resources
Review 5th Grade Hands on CCAKS and Review 5th
Essential Questions CCAKS and preview 6th Standards preview 6th grade Grade CCAKS
grade CCAKS Lesson 2 – CCAKS and preview
Measurement- 6th grade
End of the year review
Perimeter and CCAKS
6th grade preview Area
Staff
Development
Tuesday AS–
Teacher notes: ASSESSMENT NONE CALENDAR Homework:
FOCUS: NO HW
Wednesday – PLC Review: CRCT
Other - CRCT
during planning
Fractions
NONE
Volume
Preview:
6th grade
Special Days:
Area
Week 34: April 29 – May 3, 2013 AKS Exemplar/ Vocabulary Harcourt
Unit 6 Volume and Measurement Problem Solving th
Review 5 Grade Resources
Collaborative Exemplar
Review 5th Grade Discuss this problem at the CCAKS and Review 5th
Essential Questions CCAKS and preview 6th next Tuesday Collaborative preview 6th grade Grade CCAKS
and/or Half Day Planning
grade CCAKS meeting. CCAKS and preview
End of the year review Bring student papers to
discuss. 6th grade
6th grade preview “Miss Guy’s CCAKS
Puppy Problem”
Staff
Development
Tuesday AS–
Teacher notes: ASSESSMENT Faculty Mtg. CALENDAR Homework:
Exemplar Post FOCUS: Week 33
Wednesday – PLC Review: Spiral HW
Assessment
Observation Lab
Fractions
Big 20 Post Volume
Assessment
Preview:
6th grade
Special Days:
Area
Week 35: May 6-10, 2013 AKS Exemplar/ Vocabulary Harcourt
Unit 6 Volume and Measurement Problem Solving th
Review 5 Grade Resources
Review 5th Grade Math Literature CCAKS and Review 5th
Essential Questions CCAKS and preview 6th Sir Cumference preview 6th grade Grade CCAKS
grade CCAKS and the First CCAKS and preview
End of the year review Round Table/The 6th grade
6th grade preview Dragon of Pi CCAKS
Staff
Development
Tuesday AS-
Common Core
Teacher notes: ASSESSMENT Alignment CALENDAR Homework:
Norcross Cluster Math and LA FOCUS: NO HW
Common Tuesday – PLC Review:
during planning
Assessment – Unit 7 Fractions
Team B – Math
Volume and (Collaborative Prob. Sol. Volume
Debriefing)
Measurement
Team A- LA Preview:
Special Days:
6th grade
Area
Week 36: May 13 - 17, 2013 AKS Exemplar/ Vocabulary Harcourt
May 20 – 22, 2013 Problem Solving th
Review 5 Grade Resources
Review 5th Grade Math Literature CCAKS and Review 5th
Unit 6 Volume and Measurement CCAKS and preview 6th Pigs in the Pantry preview 6th grade Grade CCAKS
grade CCAKS CCAKS and preview
Essential Questions 6th grade
CCAKS
End of the year review
6th grade preview
Staff
Development
Tuesday AS– ILT
Teacher notes: ASSESSMENT CALENDAR Homework:
Review 5th Grade Tuesday – PLC FOCUS: NO HW
CCAKS and preview 6th during planning Review: CRCT
grade CCAKS Team B – Math
Fractions
Team A - LA
Volume
Preview:
Special Days:
6th grade
5/23 and 5/24 POST
PLANNING DAYS Area
