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Fifth Grade
**Notice that not all lessons in a Harcourt Chapter are included. These were intentionally removed
because they do not address Common Core Standards. You will not need to fill time with activities
unrelated to the standards. Instead use this gift of time to help your students develop a deeper
conceptual understanding of the mathematical concepts presented in the standards.
Unit One: Use Whole Numbers and Decimals
*ATS = Alternative Teaching Strategy
*PA = Performance Assessment
Common Emphasis Harcourt Additions/Deletions Supplemental
Core Lessons Resources
Standard
NBT3 Read, write, and 2.1 2.2 ATS
compare decimals to 2.2 2.3
thousandths 2.3 Advanced
Vocabulary: tenths, learners box
hundredths, 3.5 ATS
thousandths, base ten Unit 1
numerals, expanded technology
form, <, >, = (meaning of link-up P. 91
symbols) Harcourt
Intervention
Skills
Teacher’s
Guide P.
IN172-IN174
NBT4 Use place value to round 3.2 May need to 3.3 ATS
decimals review Harcourt
Vocabulary: rounding rounding Intervention
with whole Skills
numbers Teacher’s
Delete Guide P.
front-end IN164-IN166
estimation Marilyn
Burns- 50
Problem
Solving
Lessons, The
Place Value
Game (p.65)
Marilyn
Burns-
Lessons for
Introducing
Decimals
and
Percents,
Benchmarks
(p.83),
Foreign
Exchange
Rounding
(p.128), Pigs
Will Be Pigs
(p. 134)
NBT7 Use concrete models or 3.5 *IEFA lesson on area 3.5 ATS
drawings to use (see 3.5 ATS
operations with implementation scaffold
decimals. Relate chosen link) Harcourt
strategy to written Intervention
method and explain the Skills
reasoning used Teacher’s
Guide P.
IN176-IN178
NBT4 Use place value to round 3.6 Delete
decimals front-end
Vocabulary: rounding estimation
OA2 Write and interpret 4.1 4.1 Special 2.4 #5 and
numerical expressions 4.2 needs guiding
Vocabulary: expression, (lesson practice
evaluations, parenthesis, opener) 4.1
sum, product Advanced
learners
4.1 Thinker’s
corner
4.2 ATS
NBT7 Use concrete models or 4.5 Unit 1 PA
drawings to use Task A P. 90
operations with
decimals. Relate chosen
strategy to written
method and explain the
reasoning used
*Delete: 1.1, 1.2, 1.3, 1.4, 1.5, 3.1, 3.4, 3.7, 4.3, 4.4, 4.6
Unit Two: Data, and Graphing
Five lessons from this unit will be taught within Harcourt Unit 7.
The rest of the lessons within Unit 2 are not implicitly addressed in the Common Core Standards.
Data and graphing are important mathematical concepts, and are heavily addressed on the
CRT and will need to be imbedded into science, social studies, language arts, and mathematics
where appropriate.
Infuse data and graphing terminology as often as possible.
Unit 3: Multiply Whole Numbers and Decimals
*ATS = Alternative Teaching Strategy
*PA = Performance Assessment
Common Emphasis Harcourt Additions/Deletions Supplemental
Core Lessons Resources
Standard
NBT5 Multiply multi- 7.3 *CC 4th grade has heavy Unit 3
digit whole 7.4 emphasis on challenge p.
numbers using 7.5 understanding of 183
standard multiplication BUT this Unit 3 PA
algorithm year go through array, Task A
*Note: The lattice lattice, and multiple Unit 3 P. 188
method should only representations of AIMS Area
be taught after multiplication Codes
students have a solid *located in
understanding of the curriculum
place value involved library
with multiplication. (Directions
for an array
model on
page 3)
www.illumin
ations.nctm.
org
http://www.
coolmath4ki
ds.com/time
s-
tables/times
-tables-
lesson-
lattice-
multiplicatio
n-3.html
NBT7 Use concrete 8.1 Hands-on Teach modeling in Unit 3 PA
models or Reteach lesson 8.3 before lesson task B
drawings to use worksheet 8.1 8.2. Unit 3 P. 188
operations with 8.3 In lesson 8.2, teach Harcourt
decimals. Relate 8.2 looking for patterns and Intervention
chosen strategy 8.4 using power of ten to Skills
to written 8.5 “move” decimal point. Teacher’s
method and 8.6 Guide p.
explain the IN383
reasoning used
NBT2 Explain pattern Marilyn
in the number of Burns-
zeros of the Extending
product when Multiplicatio
multiplying a n, Times 10
number by (p.164)
powers of 10
*Delete- 7.1, 7.2
Unit 4: Divide Whole Numbers and Decimals
*ATS = Alternative Teaching Strategy
*Pa = Performance Assessment
Common Emphasis Harcourt Additions/Deletions Supplemental
Core Lessons Resources
Standard
NBT6 Illustrate and 9.2 CC 4th grade has a Chapter 13
(NBT1 explain finding 9.3 heavy emphasis on Check what
lesson whole number 9.4 understanding you know P.
10.1) quotients by 9.5 division BUT this year 275
using equations, 10.1 before beginning any Lessons for
rectangular 10.2 5th grade Harcourt Introducing
arrays, and/or 10.3 lessons, make sure division by
area models 10.4 students have a good Marilyn
Recognize in a 10.5 foundation of the Burns
multi-digit 10.6 basics of division by (Located in
number, a digit providing concrete the
in one place model lessons. curriculum
represents ten library) to
times as much as explore the
the place to its basics of
right and 1/10 of division.
the place on its Lesson for
left. Extending
Division
Marilyn
Burns-
(Located in
the
curriculum
library)
Lessons 1-6
to explore
basics of
division and
lesson 11-17
to provide
practice
with long
division
NBT7 Use concrete 11.1 Unit 4
(NBT1 models or 11.2 Challenge P.
11.1) drawings to use 11.3 267
operations with 11.4 Harcourt
numbers. Relate Intervention
the strategy Skills
chosen to a Teacher’s
written method Guide p.
and explain the IN156
reasoning used.
Recognize that in
a multi-digit
number a digit in
one place
represents ten
times as much as
the place to its
right and 1/10 of
the place to its
left.
NF3 Interpret a 11.5 Every Day
fraction as Counts
division of the
numerator by
the denominator
OA2 Write and 12.1 Unit 4, PA
interpret Task B P.
numerical 270
expressions
OA1 Use parenthesis, 12.2 Unit 4
brackets, or technology
braces to link-up #5 P.
evaluate 271
expressions
OA3 Generate two 12.3 4.1
numerical 12.4 Advanced
patterns, identify Learners P.
relationships 64B
between terms,
and form
ordered pairs.
NBT7 Use concrete 12.5 Unit 4, PA
models or Task B P.
drawings to use 270
operations with
numbers. Relate
the strategy
chosen to a
written method
and explain the
reasoning used.
NBT6 Illustrate and 12.6 Chapter 13
explain finding 12.7 Check what
whole number you know P.
quotients by 275
using equations,
rectangular
arrays, and/or
area models
*Delete- 9.1
Unit 5: Number Theory and Fractions
Common Emphasis Harcourt Additions/Deletions Supplemental
Core Lessons Resources
Standard
NBT.1 Recognize that a 14.2 Unit 5
NBT.2 digit in one place Challenge P.
represents ten 337
times as much as
it represents in
the place to its
right and one-
tenth of what it
represents in the
place to its left.
Explain patterns
when multiplying
or dividing by
powers of ten
and zeros.
(Decimals)
NF.3 Interpret a 15.6
fraction as
division of the
numerator by
the
denominator.
Unit 6: Operations with Fractions
*ATS = Alternative Teaching Strategy
*PA = Performance Assessment
*PS = Problem Solving
Common Emphasis HB Additions/Deletions Supplemental Resources
Core Lesson
Standard
NF2 Use visual 16.1 Need: Problems with 16.1 ATS P. 346B
fraction models 16.3 answers given for students 16.3 Benchmark
or equations to 16.4 to justify and evaluate. 16.5 P. 358
solve real-world 16.6 Example from Harcourt: P. 17.1 PS
addition and 17.2 358 # 45 and # 46 worksheet
subtraction of 17.3 *Give any problem with a Unit 6 PS P. 424
fractions 17.4 correct or incorrect answer Harcourt Family
problems, and 17.5 and have students justify Involvement
use benchmark their reasoning for being Activities FA12
fractions and correct or incorrect.
number sense of
fractions to
assess the
reasonableness
of answers.
NF1 Replace given 16.5 For lesson 16.5, least 16.4 Strategy
fractions with 16.6 common denominator 17.1 ATS P. 370
equivalent 16.2 must be taught as a Scaffold
fractions to add 17.1 prerequisite skill Instruction
and subtract 17.2 Lessons for
fractions with 17.3 For lesson 17.1, least Extending
unlike 17.4 common denominator Fractions
denominators must be taught as a Marilyn Burns
(Including mixed prerequisite skill Lessons 9-14,
numbers) Pizza Problem
(page 178), Does
2/1 -10/6 =1/3
(page 185)
NF4 Interpret product 18.1 Teach lesson 18.2 Unit 6 P. 418
NF6 (a/b) x q as parts 18.2 BEFORE 18.1 Unit 6 PS P. 424
of a partition of q 18.3 For lesson 18.1 Marilyn Burns
into b = parts. 18.4 teach using models Lessons for
Use visual 18.5 instead of Multiplying and
fraction models multiplying straight Dividing
and equations to across. Make sure Fractions
represent real- students are able Lessons 2-6.
world problems to explain the {Chapt 2 (p.11),
involving process using Chapt 3 (p.23),
multiplication of numbers, pictures, An Experiment
fractions and and words. Also with Mice
mixed-numbers. stress the meaning (p.155)
of the symbols (1/2 Rusty Bressar
x 1/3 means “one- and Carin
half of one-third is Holtzman
the same as one- Developing
sixth” as shown in Number Sense,
models. Trail Mix for a
Crowd (p.67)
NF7 Interpret division 19.1 Teach meaning of Before teaching
on a unit fraction 19.3 division of whole Harcourt lessons
by a non-zero 19.5 numbers by begin with
whole number fractions using Marilyn Burns-
and compute visual models Lessons for
quotients. instead of explicitly Multiplying and
Interpret division teaching Dividing
of a whole reciprocals. Fractions
number by a unit For lesson 19.3, lessons 7-10, 12
fraction and teach first part of Rusty Bressar-
compute such lesson that Math and
quotients. Solve includes the visual Literature,
real-world lesson. Beasts of
problems using Burden (p.19),
both of the Sam Johnson
above criteria. and the Blue
Ribbon Quilt
(p.123)
NF5 Interpret Marilyn Burns-
multiplication as Lessons for
scaling Multiplying and
Dividing
Fractions,
Chapter 4 (p.33),
Chapter 6 (p.57),
Multiplying with
Rectangles
Prompt (p.143)
Rusty Bressar-
Math and
Literature,
Grandfather
Tang's Story
(p.60), Jim and
the Beanstalk
(p.79)
Stephanie
Sheffield..Math
and Nonfiction,
Ed Emberly's
Picture Pie (p.
47), Icebergs
and Glaciers
(p.101)
*Delete-16.1, 19.2, 19.4
Unit 7: Geometry and Algebra
*PA = Performance Assessment
Common Emphasis Harcourt Additions/Deletions Supplemental Resources
Core Lessons
Standard
MD.2 Make a line 5.1 Use as a prerequisite Chris Confer-Sizing Up
plot to for building line plots Measurement, Creating
display a data with fractional Benchmarks for Height (p.28)
set of numbers. Stephanie Sheffield...-Math
measuremen and Nonfiction, A More
ts in fractions Perfect Union (p.138), Wilma
of a unit. United (p.192)
*CRT Bar graphs 5.5 Look at data in a bar Display data and put into a
tested Item Line graphs graph, determine bar graph. (Ex. Using the table
what type of data is above, create a bar graph for
appropriate for a bar the information including
graph, and build a bar labels.)
graph from the data. Line graph (Ex. Given a story
Discuss properties of a context about Paul riding his
line graph and uses. bike home from school, which
When reading a story graph shows that he rode
context about a line halfway, stopped to visit with
graph, choose from a a friend, and then continued
selection of graphs home?)
which best fits the
information.
G.1 Use ordered 6.2 Stephanie Sheffield...-Math
pairs to and Nonfiction, Chimp Math
locate (p.29), How Much, How
specific Many, How Far...(p.97)
locations on a Marilyn Burns-A Collection of
coordinate Math Lesson, A Geometry
plane. Lesson with Pentaminos
(p.139)
th
*CRT Line graphs 6.3 Students need to 5 grade Variables science kit
tested item analyze the graphs includes many opportunities
and discuss what type for students to make and
of change is analyze line graphs.
happening over time.
Students should ask
questions, answer
questions, and write
questions about the
graphs they look at.
*CRT Bar graphs 6.6 Look at data in a bar
tested item graph, determine
what type of data is
appropriate for a bar
graph, and build a bar
graph from the data.
G.3 Understand 20.3 Always-Sometimes-Never
G.4 logical 21.1 Strategy by Harvey Silver (Ex.
*CRT relationships 21.2 1. Give students a list of
tested item between statements 2. Have students
(properties categories identify which statements are
of and always true, sometimes true,
triangles) connecting and never true 3. Have
subcategories students justify and explain.)
of 2-D Group and Label aka. Open or
figures. Closed sort Strategy by Harvey
Classify 2-D Silver (Ex. 1. Give a collection
figures in a of heterogeneous items. 2.
hierarchy Have students group and label
based on the data. 3. Justify and
properties explain their sorts.)
*What are Mini lessons for Math Practice
the by Math Solutions (Located in
properties of the literacy office) Guess my
the different Rule
types of Rusty Bressar-Math and
triangles? Literature, Marvelous Math
(p.117), One Riddle, One
Answer (p.167), Sam Johnson
(p.123), The Warlord's Puzzle
(p.203)
*CRT Transformations 21.3 Marilyn Burns- Collection of
tested item Vocabulary: Math Lessons, Geometry
translation,
Lesson with Pentaminos
reflection,
and rotation (p.139)
G.1 Understand 23.1 Leave out negative HB Writing in Mathematics P.
ordered pairs 23.2 integers. 500B
are used to (Positive Harcourt Intervention Skills
locate integers Teacher’s Guide p. IN270-
specific only) IN272
locations on a Harcourt Intervention Skills
coordinate Teacher’s Guide p. IN371 (Use
plane. your own students as
examples)
4.1 Advanced Learners P. 64B
G.2 Represent 23.3 Only use coordinates Unit 7 PA P. 516 Task B
*CRT real-world (Transform from quadrant 1.
tested item and in Quad. 1
(Transform mathematical only)
ations only problems by 23.4 (Quad.
in Quad. 1) graphing 1 only)
points and
interpret
coordinate
values and
points.
Transformations
*Delete- rest of Unit 2 and 20.1, 20.2, 20.3, 20.4, 20.5, 20.6, 20.7, 21.3, 21.4, 21.5, 21.6, 22.1, 22.2, 22.3, 22.4
Unit 8: Measurement
*PS = Problem Solving
*ATS = Alternative Teaching Strategy
Common Emphasis HB Lesson Additions/Deletions Supplemental Resources
Core
Standard
MD.2 Measure objects to 24.1 Once students http://www.k-
the nearest ½, ¼, measure a 5mathteachingresources.com/
1/8 inch. Display variety of data-and-measurement-
data in a line plot. objects to the activities.html
Redistribute the nearest ½, ¼, (Use the three lessons under
measurements to 1/8 inch, put the MD4 grade 3 as a
find a mean. data into a line prerequisite.)
plot. Discuss (Use two 5th grade MD2
results and have lessons to supplement. These
students are great open ended
ask/answer questions.)
questions about Chris Confer-Sizing Up
the data. (Ex. Measurement, Creating
Add the total Benchmarks for Height (p.28)
number of Stephanie Sheffield...-Math
inches that and Nonfiction, A more
measure to the Perfect Union (p.138), Wilma
nearest ½ inch.) Unlimited (p.192)
MD.1 Convert among 24.3 Unit 4 PS P. 272-273
different sized HB P. 530 #57
units and use IEFA Reservation area lesson
those in solving
multi-step real-
world problems.
Chris Confer-Sizing Up
Measurement, How Long is a
Line? (p.9), How Much is a
Meter (p.14), Going Home
(p.31), Stacks of Kids (p.35),
Relationships in the Metric
System (p.41), How Much
Soda? (p. 117), Cook-a-
Doodle-Doo! Granny's
Magnificent Strawberry
Shortcake Recipe (p.145), Fruit
Salad (p. 190), The Fewest
Weights (p.202), Metric Hunt
(p.208), Classroom Decisions
(p.222), Let's Go the Movies
(p. 235), The Last Day of
School (p.238)
*CRT Converting among 24.4 Students should
tested customary capacity know how many
item cups in a pint,
pints in a quart,
etc.
MD.3 Recognize volume 27.1 This is a big Sizing up Measurement grades
as an attribute of concept in 5th 3-5 by Chris Confer and Math
solid figures. grade. Students Solutions (Found in the
Understand need many curriculum library and literacy
concepts of experiences center) pp. 96 -148
volume with volume, http://www.k-
measurement. using models, 5mathteachingresources.com/
and its data-and-measurement-
attributes to activities.html
understand its ATS P. 594 scaffold instruction
meaning before
they use the
algorithm. The
suggested
supplemental
resources
provides a large
number of
scaffolded
lessons.
*CRT Surface Area 27.2 Use the net of a
tested rectangular
Item prism to find
area of each
separate surface
as well as total
surface area.
MD.4 Measure volumes 27.3 27.3 provides Sizing up Measurement grades
MD.5 using a variety of 27.4 the algorithm 3-5 by Chris Confer and Math
units. 27.5 for finding Solutions (Found in the
Relate volume to volume. Make curriculum library and literacy
operations of sure students center) pp. 96 -148
multiplication and have a deep
division within understanding
real-world of what volume
problems about is and its
volume. attributes
before
introducing the
algorithm.
*Delete- 24.1, 24.2, 24.4, 24.5, 24.6, 24.7, 25.1, 25.2, 25.3, 25.4, 26.1, 26.3, 26.4, 26.6, 27.2
Unit 9: Ratio, Percent, and Probability
*ATS = Alternative Teaching Strategy
Common Emphasis Harcourt Additions/Deletions Supplemental
Core Lessons Resources
Standard
NF.5 Interpret 28.3 ATS p. 622B
multiplication as 28.4 Technology
scaling with P. 622B
whole numbers, Early
proper fractions, Finishers P.
and improper 622B
fractions. P. 623 #4
teaching
sidebar
Assess.
Both
questions
can be used
as
discussion
and writing
in math.
A.3 Generate two 28.4
numerical
patterns, identify
relationships
between terms,
and form
ordered pairs.
NF.3 Interpret a 29.3 Lessons for
NBT.4 fraction as a 29.4 Extending
(Repeati division problem. Division
ng grades 4-5
Decimals by Marilyn
lesson Burns
from (Found in
Marilyn the
Burns) curriculum
library) P. 65
“The
Dividend
Stays the
Same”
Lessons for
Decimals
and
Percents
grades 5-6
by Marilyn
Burns
(Found in
the
curriculum
library and
literacy
center) P.
94 “Relating
Fractions
and
Decimals”
and P. 103
“Introducing
Repeating
Decimals”
*Delete- 28.1, 28.2, 28.5, 29.1, 29.3, 29.5, 29.6, 30.1, 30.2, 30.3, 30.4, 30.5, 30.6
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