Q2 5th Grade Math Pacing Guides SY 2017-18

Q1

SY 17-18

Q2

SY 17-18

Q3

SY 17-18

Q4

SY 17-18

Overview

 

Module 2: Multi-Digit Whole Number and Decimal Fraction Operations

Students apply patterns of the base ten system  to mental strategies and a sequential study of multiplication via area diagrams and the distributive property leading to fluency with the standard algorithm.

Topic E: Mental Strategies for Multi-Digit Whole Number Division

Topic F: Partial Quotients and Multi-Digit Whole Number Division

Topic G: Partial Quotients and Multi-Digit Decimal Division

Topic H: Measurement Word Problems with Multi-Digit Division

 

Module 3: Addition and Subtraction of Fractions

In Module 3, students’ understanding of addition and subtraction of fractions extends from earlier work with fraction equivalence and decimals. This module marks a significant shift away from the elementary grades’ centrality of base ten units to the study and use of the full set of fractional units from Grade 5 forward, especially as applied to algebra.

Topic A: Equivalent Fractions

Topic B: Making Like Units Pictorially

Topic C: Making Like Units Numerically

Topic D: Further Applications

 

2017-2018 Math Schedule of Assessed Standards (SAS)

 

5th Grade Book of Sprints

  • Module Tip Sheet for Parents

    These documents provide parents an opportunity to see what their children are learning in the current module including:

    • Standards
    • Key vocabulary
    • Example Problems
    • Pictorial Models
    • Ideas for how to can help children at home
    • Coherence of learning with past and future modules

    For guides in Spanish, go here

  • Week 1: November 6

    Module

    2

    Topic

    D

    Lesson

    13

    14

    15

     

    Standards Addressed in Assessment

    Mid Module

    5.OA.1

    5.OA.2

    5.NBT.1

    5.NBT.2

    5.NBT.5

    5.NBT.7

    5.MD.1

    Assessment

    Mid-Module Assessment: administer after lesson 15

    Standards Addressed in Week's Lessons

    Topic D

    5.NBT.5

    5.NBT.7

    5.MD.1

    Eureka Math: Concept Development Video Guides via YouTube

    Lesson 13

    Lesson 14

    Lesson 15

    Notes:

    Lesson 13:

    Application Problem provides a practical, hands-on way for students to experience the conversion reasoning foundational to the lesson. For more advanced students, consider removing scaffolds from Exit Ticket.

    Lesson 14:

    Consider posting an anchor chart with unit conversions as they come up for students to reference.

    Lesson 15:

    Consider adding skip counting by 12s prior to executing Sprint to assist students memory of 12s.

    One day is dedicated to the administration  of the mid module assessment

  • Week 2: November 13

    Module

    2

    Topic

    E

    Lesson

    16

    17

    Assessment

    Biweekly #1: from lesson 17 exit ticket

    Standards Addressed in Week's Lessons

    Topic E

    5.NBT.1

    5.NBT.6

    Eureka Math: Concept Development Video Guides via YouTube

    Lesson 16

    Lesson 17

    Notes:

    Lesson 16:

    If short on time: Teach only using the place value chart, not discs. Assign problem set: 1a. 1c. 1e., 2d., 2e, 2f, 2g, 3(all)

    Lesson 17:

    May need to review the concept of multiples, use fluency activity to ensure students are ready

  • Week 3: November 20

    Module

    2

    Topic

    E

    Lesson

    18

    Standards Addressed in Week's Lessons

    Topic E

    5.NBT.1

    5.NBT.2

    5.NBT.6

    Eureka Math: Concept Development Video Guides via YouTube

    Lesson 18

    Notes:

    Lesson 18

    If short on time, lesson 18 reviews lesson 17, adding using division to the 1,000s place. Combine lessons if necessary, using the concept development from 17, adding in one to two CD questions from 18, and problem set from 18

  • Week 4: November 27

    Module

    2

    Topic

    F

     

    Lesson

    19

    20

    21

    22

    Assessment

    Biweekly #2: from lesson 19 exit ticket

    Standards Addressed in Week's Lessons

    Topic F

    5.NBT.6

    Notes:

    Lesson 19

    Students will need a solid understanding of using estimations to divide (concepts in lessons 16-18) During problem sets ask students to write their estimation as well as their answer and multiplication check to check student understanding and possible misconceptions

     

    Lesson 20

    This lesson is teaching what to do when the estimation for division doesn't work. Students should have good understanding of lesson 19 when teaching this lesson so that students are comfortable with the rule before troubleshooting the exceptions to the rule.

     

    Lesson 21

    Help students to make the connection to the work they've previously done with estimation. Push students to show their "check" of how they estimated their quotient to show you their thinking, and find any misconceptions

     

    Lesson 22

    Continue the use of the place value language to build meaning, and to support students in what is coming when they are dividing decimals. Using discs and place value charts can support this language. Students should be comfortable naming numbers and quantities up to 100,000 and as small as thousandths. This can be reinforced during the fluency routines.

    Eureka Math: Concept Development Video Guides via YouTube

    Lesson 19

    Lesson 20

    Lesson 21

    Lesson 22

  • Week 5: December 4

    Module

    2

    Topic

    F

    G

     

    Lesson

    23

    24

    25

    26

    Standards Addressed in Week's Lessons

    Topic F:

    5.NBT.6

     

    Topic G:

    5.NBT.2

    5.NBT.7

    Notes:

    Lesson 23

    Continue the use of the place value language to build meaning, and to support students in what is coming when they are dividing decimals. Using discs and place value charts can support this language. Students should be comfortable naming numbers and quantities up to 100,000 and as small as thousandths. This can be reinforced during the fluency routines.

     

    Lesson 24

    Build student comfort breaking apart divisors: ex. 90/30=90/10/3. Continue to support place value language.

     

    Lesson 25

    For students that struggle to see how a smaller number can be divided by a larger number, shift to place value language to support visual and conceptual understanding. Ex. 5/20 is the same as 50 tenths divided by 20 ones.

     

    Lesson 26

    In the debrief, ask the first question (explaining equivalence) to assess student understanding of remainders, and because it will be addressed on the exit ticket.

    Eureka Math: Concept Development Video Guides via YouTube

    Lesson 23

    Lesson 24

    Lesson 25

    Lesson 26

  • Week 6: December 11

    Module

    2

    Topic

    G

    H

    Lesson

    27

    28

    Assessment

    End of Module Assessment: administer after lesson 29

    Biweekly #3: from lesson 27 exit ticket

    Notes:

    Topic H explicitly addresses multi-step word problems. While this has been part of the problem sets throughout, it is important that these lessons are spent helping students to find strategies for word problems while also reinforcing the concepts of division.

     

    Lesson 27

    Push for students to understand the estimation of quotients. Emphasize estimation strategies at least as much as finding the correct answer, so that students are building fluency and automaticity in finding quotients.

     

    Lesson 28

    This lesson focuses on strategies for word problems. Consider posting the steps for word problems in the classroom, and supporting students who struggle with organizers for their thinking.

     

    Lesson 29

    This lesson continues from lesson 28, so consider using data from lesson 28 to inform which problems to use in lesson 29

     

    Two days are dedicated to the administration and reteach of the end of module assessment

     

     

     

     

     

    Standards Addressed in Week's Lessons

    Topic G

    5.NBT.2

    5.NBT.7

     

    Topic H

    5.NBT.6

    5.NBT.7

    Standards Addressed in Assessments

    End of Module

    5.OA.1

    5.OA.2

    5.NBT.1

    5.NBT.2

    5.NBT.5

    5.NBT.6

    5.NBT.7

    5.MD.1

    Eureka Math: Concept Development Video Guides via YouTube

    Lesson 27

    Lesson 28

  • Week 7: December 18

    Module

    3

    Topic

    A

    B

    Lesson

    1

    2

    3

    Standards Addressed in Week's Lessons

    Topic A

    4.NF.1 (1, 2)

    4.NF.3c (2)

    4.NF.3d (2)

    Notes:

    Note: It is essential that students use the suggested tools for this module. You can find them in the Module Overview.

     

    Lesson 1

    Have at least 5 fraction strips already made for each student. This lesson is reviewing fourth grade standards to scaffold student understanding

     

    Lesson 2

    Emphasize using the number line as a tool, especially using the jumps on the number line. Consider having number lines already printed and put into sheet protectors to help students to draw the lines. (There is a number line template after lesson 8)

     

    Lesson 3

    Have paper ready for each student to fold to model making units for their fractions. This will help support all levels of learners.

    Topic B

    5.NF.1 (3)

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    Lesson 1

    Lesson 2

    Lesson 3

  • Week 8: January 8

    Module

    3

    Topic

    B

    Lesson

    4

    5

    6

    7

    Notes:

    Lesson 4

    This lesson continues to build students' understanding of fraction sizes, when a fraction is less than 1/2, or greater than 1. This helps students build rationale to support their answers, seeing if answers "make sense". Push this thinking with the visual representations as well as pushing students to explain how they know their answers make sense.

     

    Lesson 5

    Students should be comfortable using pictoral representations to find equivalent fractions in order to apply those to subtraction. It may also be helpful to provide students colored pencils to see contrasting color when crossing out for subtraction

     

    Lesson 6

    When drawing the models, make sure students are also dividing the whole numbers into the equivalent fractions so that they are able to "borrow" from them.

     

    Lesson 7

    To save time, have students complete only 3 problems from the problem set, then use the time to emphasize problem solving techniques during the student debrief. If you have not already, you will need to teach the RDW strategy

    Standards Addressed in Week's Lessons

    Topic B

    5.NF.1

    5.NF.2

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    Lesson 4

    Lesson 5

    Lesson 6

    Lesson 7

  • Week 9: January 15

    Module

    3

    Topic

    C

    Lesson

    8

    9

    Notes:

    One day is dedicated to administering the Mid-Module Assessment

     

    Lesson 8

    The number line continues to be used as a strategy throughout this module and the fifth grade year. Support students in understanding how to use this as a tool for understanding.

     

    Lesson 9

    Students should be making the switch to using only numeric responses to solve fraction addition problems. Some students will need to continue to use the models from the first 8 lessons, but encourage them to start to make generalizations and find short-cuts.

    Assessment

    Mid-Module Assessment: administer after lesson 7

    Standards Addressed in Week's Lessons

    Topic C

    5.NF.1

    Standards Addressed in Assessment

    Mid Module

    5.NF.1

    5.NF.2

    Eureka Math: Concept Development Video Guides via YouTube

    Lesson 8

    Lesson 9

  • Week 10: January 22

    Module

    3

    Topic

    C

    Lesson

    10

    11

    12

    Notes:

    Lesson 10

    Students will need understanding that mixed numbers represent two quantities, so that they can use the commutative property to break apart fractions.

     

    Lesson 11

    Support students to use both methods presented in this lesson to push strategic thinking and help them see multiple entry points for problems.

     

    Lesson 12

    Students will need to return to using models to support subtracting when the fractional part of the mixed number in the minuend is smaller than the subtrahend, necessitating borrowing from the whole number. It will be important to support all learners with models.

     

    One day this week dedicated to ANet testing

    Assessment

    ANet

    Standards Addressed in Week's Lessons

    Topic C

    5.NF.1

    5.NF.2

    Standards Addressed in Assessments

    ANet

    Major

    5.NBT.6

    5.NF.1

    5.NF.2

    Supporting

    5.MD.1

    Additional

    5.OA.1

    5.OA.2

    Review

    5.NBT.1

    5.NBT.2

    5.NBT.3

    5.NBT.4

    5.NBT.5

    5.NBT.7

    Eureka Math: Concept Development Video Guides via YouTube

    Lesson 10

    Lesson 11

    Lesson 12

  • Week 11: January 29

    Module

    3

    Topic

    D

    Lesson

    13

    14

    15

    Standards Addressed in Week's Lessons

    Topic D

    5.NF.1

    5.NF.2

    Eureka Math: Concept Development Video Guides via YouTube

    Lesson 13

    Lesson 14

    Lesson 15

    Notes:

    Lesson 13

    This lesson builds students' ability to find estimation, make sure to push students to explain their thinking, and not emphasize the "right" answer

     

    Lesson 14

    Students will need to be very fluid in their ability to break apart fractions into their composite parts. This lesson may take 2 days. If you split it, use CD 1, 2, 3 and PS 1, 3 on day one. Day 2 use CD 4, 5, 6 and the remaining problem set

     

    Lesson 15

    This lesson builds on the estimation and the benchmarks used throughout the module. Continue to frame problem solving in this way, pushing students to build rationale for their answers using estimation