Plainfield Public School District Mathematics/5th Grade Curriculum Guide NCCCS: STANDARD 4.1 (NUMBER AND NUMERICAL OPERATIONS) ALL STUDENTS WILL DEVELOP NUMBER SENSE AND WILL PERFORM STANDARD NUMERICAL OPERATIONS AND ESTIMATIONS ON ALL TYPES OF NUMBERS IN A VARIETY OF WAYS. Strand A : Number Sense

CPI

4.1.5 A. 1. Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 5 pertain to these sets of numbers as well). ● All fractions as part of a whole, as subset of a set, as a location on a number line, and as divisions of whole numbers ● All decimals

4.1.5 A. 2 Recognize the decimal nature of United States currency and compute

Areas of Focus / Instructional Activities (Students should know / Students should be able to do) ● Apply mathematical concepts learned in all areas to solve problems in everyday life ● Create and use representations (concrete/pictorial; e.g. algebra tiles, base ten blocks, charts, tables) to organize, record, and communicate mathematical ideas ● Construct meaning for all decimals and all fractions as part of a whole, a subset of a set, as a location on a number line a division of whole numbers 

Modifications/Extensions

Assessments

Resources / Materials

.Modifications  Use of Manipulatives  Concrete Models  Peer Groups  Extended Time  Hands on Activities  Infuse Technology  Make connections among vocabulary and concrete and use visuals to represent math vocabulary.

Anecdotal notes Lesson quizzes Class participation Teacher observation Written explanation of solutions (open-ended, extended response, constructed response) Slate assessments Oral explanations of solutions Summative assessments Formative assessments Text book assessment

Everyday Math Text Marilyn Burns :Math By All Means , Geometry 3-4,by Cheryl Rectanus http://www.nctm.org/resources/elementary.aspx http://mathforum.org/teachers/elem/ http://www.instructorweb.com/lesson/geometrys hapes.aspTEACHER RESOURCE http://library.thinkquest.org/J0112604/ (Crosscurricular integration “Threads of Freedom) http://mathwire.com/quilts/freedomquiltchalleng e.pdf (Freedom Quilts Patterns) http://illuminations.nctm.org/ActivityDetail.aspx ?ID=27 (Teacher-created online geometry tasks) http://www.adrianbruce.com/Symmetry/index.ht ml (Symmetry) STUDENT-CENTERED GAMES http://standards.nctm.org/document/eexamples/c hap4/4.4/ (Tangram Puzzles) http://pbskids.org/cyberchase/games/symmetry/s ymmetry.swf (Lines of Symmetry) http://msteacher.org/epubs/math/math14/express ions.aspx

Extensions

Calculate how much money you will have at the end of one year if you start with a penny and double the previous day’s amount daily. Then, represent the amount of money you started with as a fraction. Explain your thinking and strategy Anecdotal notes Construct meanings Modifications for decimals by  Use of Manipulatives Lesson quizzes Class participation associating decimals

Department of Educational Services

Everyday Math Text Marilyn Burns :Math By All Means , Geometry 3-4,by Cheryl Rectanus

Plainfield Public School District Mathematics/5th Grade Curriculum Guide

CPI with money.

Areas of Focus / Instructional Activities (Students should know / Students should be able to do) with money.  Add numbers with decimals.  Subtract numbers with decimals

Modifications/Extensions      

Concrete Models Peer Groups Extended Time Hands on Activities Infuse Technology Make connections among vocabulary and concrete and use visuals to represent math vocabulary.

Extensions Extend “Million Dollar Project” to billions. http://www.jsd.k12.ak.us/~witti gs/mdp/mdp.html

4.1.5 A.3 Demonstrate a sense of the relative magnitudes of numbers.

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Identify place value in numbers to billions Refers not only to whole numbers but also to fractions and decimals

Department of Educational Services

Modifications  Use of Manipulatives  Concrete Models  Peer Groups  Extended Time  Hands on Activities  Infuse Technology  Make connections among vocabulary and concrete and use visuals to represent

Assessments

Resources / Materials

http://www.nctm.org/resources/elementary.aspx http://mathforum.org/teachers/elem/ http://www.instructorweb.com/lesson/geometrys hapes.asp TEACHER RESOURCE http://library.thinkquest.org/J0112604/ (Crosscurricular integration “Threads of Freedom) http://mathwire.com/quilts/freedomquiltchalleng e.pdf (Freedom Quilts Patterns) http://illuminations.nctm.org/ActivityDetail.aspx ?ID=27 (Teacher-created online geometry tasks) http://www.adrianbruce.com/Symmetry/index.ht ml (Symmetry) STUDENT-CENTERED GAMES http://standards.nctm.org/document/eexamples/c hap4/4.4/ (Tangram Puzzles) http://pbskids.org/cyberchase/games/symmetry/s ymmetry.swf (Lines of Symmetry) http://msteacher.org/epubs/math/math14/express ions.aspx Anecdotal notes Everyday Math Text Lesson quizzes Marilyn Burns :Math By All Means , Geometry Class participation 3-4,by Cheryl Rectanus Teacher observation http://www.nctm.org/resources/elementary.aspx Written explanation of http://mathforum.org/teachers/elem/ solutions (open-ended, http://www.instructorweb.com/lesson/geometrys hapes.asp extended response, constructed response) TEACHER RESOURCE http://library.thinkquest.org/J0112604/ (CrossSlate assessments curricular integration “Threads of Freedom) Oral explanations of http://mathwire.com/quilts/freedomquiltchalleng solutions Summative assessments e.pdf (Freedom Quilts Patterns)

Teacher observation Written explanation of solutions (open-ended, extended response, constructed response) Slate assessments Oral explanations of solutions Summative assessments Formative assessments Text book assessment

Plainfield Public School District Mathematics/5th Grade Curriculum Guide

CPI

Areas of Focus / Instructional Activities (Students should know / Students should be able to do)

Modifications/Extensions

Assessments

Formative assessments math vocabulary. Text book assessment Extensions Use the given digits to create two 7-digit numbers that will result in the largest sum. Explain your thinking using the appropriate mathematical terminology Create the smallest difference using the same digits. Explain your thinking using the appropriate mathematical terminology 4.1.5 A. Use whole numbers, fractions, and decimals to represent equivalent forms of the same number.

 

Rename ,model and represents fractions as decimals

Department of Educational Services

Modifications  Use of Manipulatives  Concrete Models  Peer Groups  Extended Time  Hands on Activities  Infuse Technology  Make connections among vocabulary and concrete and use visuals to represent math vocabulary. Extensions Students model mixed , proper fractions and decimals equivalent for a shaded grid

Anecdotal notes Lesson quizzes Class participation Teacher observation Written explanation of solutions (open-ended, extended response, constructed response) Slate assessments Oral explanations of solutions Summative assessments Formative assessments Text book assessment

Resources / Materials http://illuminations.nctm.org/ActivityDetail.aspx ?ID=27 (Teacher-created online geometry tasks) http://www.adrianbruce.com/Symmetry/index.ht ml (Symmetry) STUDENT-CENTERED GAMES http://standards.nctm.org/document/eexamples/c hap4/4.4/ (Tangram Puzzles) http://pbskids.org/cyberchase/games/symmetry/s ymmetry.swf (Lines of Symmetry) http://msteacher.org/epubs/math/math14/express ions.aspx

Everyday Math Text Marilyn Burns :Math By All Means , Geometry 3-4,by Cheryl Rectanus http://www.nctm.org/resources/elementary.aspx http://mathforum.org/teachers/elem/ http://www.instructorweb.com/lesson/geometrys hapes.asp TEACHER RESOURCE http://library.thinkquest.org/J0112604/ (Crosscurricular integration “Threads of Freedom) http://mathwire.com/quilts/freedomquiltchalleng e.pdf (Freedom Quilts Patterns) http://illuminations.nctm.org/ActivityDetail.aspx ?ID=27 (Teacher-created online geometry tasks) http://www.adrianbruce.com/Symmetry/index.ht ml (Symmetry) STUDENT-CENTERED GAMES http://standards.nctm.org/document/eexamples/c

Plainfield Public School District Mathematics/5th Grade Curriculum Guide

CPI

4.1.5 A. Develop and apply number theory concepts in problem solving situations. 1. Primes, factors, multiples

1. 4.1.5 A. Compare and order numbers.

Areas of Focus / Instructional Activities (Students should know / Students should be able to do)

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Find factor streams and prime factorization.

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Use >,