# stripling es fifth grade math framework 12 13 all nine weeks final

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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
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,
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*
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
“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*
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
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
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*
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
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*
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*
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 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
End of the year review
Perimeter and                       CCAKS

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:

Special Days:
Area
Week 34: April 29 – May 3, 2013            AKS                  Exemplar/                  Vocabulary        Harcourt
Unit 6 Volume and Measurement                              Problem Solving                      th
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
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:

Special Days:
Area
Week 35: May 6-10, 2013                  AKS                Exemplar/      Vocabulary        Harcourt
Unit 6 Volume and Measurement                            Problem Solving        th
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:

Area
Week 36: May 13 - 17, 2013               AKS                Exemplar/         Vocabulary        Harcourt
May 20 – 22, 2013                                        Problem Solving           th
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
CCAKS
End of the year review

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: