Grade 5 Pacing Guide: Q2 Mathematics

Overview

Week 1 - 11/5

Weeks 2/3 - 11/13

Week 4 - 11/26

Week 5 - 12/3

Week 6 - 12/10

Week 7 - 12/17

Week 8 - 1/7

Week 9 - 1/14

Week 10 - 1/22

Week 11 - 1/28

Q2 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

 

SAS Alignment Guide: https://docs.google.com/document/d/1N_L2Ur6TW8x_Q3zaKWl7sNmHZDmtOMQtFGkw7-CO4Io/edit?usp=sharing"

 

 

 

 

Assessment

 

Standards Addressed:

5. NBT.5, 5.NBT.7, 5.MD.1

Weekly Overview

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 17

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

 

Week 2

Module 2

Topic D

Topic E

Week 3

Topic E

 

Standards Addressed:

Week 2:

Topic D: 5. NBT.5, 5.NBT.7, 5.MD.1

Topic E: 5.NBT.1, 5.NBT.2, 5.NBT.6

Week 3

Topic E

5.NBT.1

5.NBT.2

5.NBT.6

Assessment

Week 2:

-Mid-Module Assessment (administer after Lesson 15)

-BiWeekly #1: (Lesson 17 exit ticket)

Week 3:  None

 

Weekly Overview (note: this week covers both the week of Veteran's Day and the week of Thanksgiving)

Week 2:

One day of the week of November 13 should be dedicated to the administration of the mid module assessment.

Lesson 15

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

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:

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.

 

 

Standards Addressed:

BiWeekly #2: from lesson 19 exit ticket

Assessment

Topic F

5.NBT.6

 

Weekly Overview

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 mulitplication 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 quantiites up to 100,000 and as small as thousandths. This can be reinfoced during the fluency routines.

 

Module 2

Topic F

Topic G

Standards Addressed:

Topic F:

5.NBT.6

 

 

Assessment

Biweekly #2

*Lesson 16 Exit Ticket

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 quantiites up to 100,000 and as small as thousandths. This can be reinfoced during the fluency routines.

 

Lesson 24

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

 

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 quivalence) to assess student understanding of remainders, and because it will be addressed on the exit ticket

 

Module 2

Topic G

Topic H

Standards Addressed:

Topic G

5.NBT.2

5.NBT.7

 

 

Assessment

NWEA MOY Window 12/11 - 1/26

End of Module Assessment: administer after lesson 29

BiWeekly #3: from lesson 27 exit ticket

 

Topic H

5.NBT.6

5.NBT.7

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 reinfocing 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.

 

Module 3

Topic A

Topic B

Standards Addressed:

Topic A

4.NF.1 (1, 2)

4.NF.3c (2)

4.NF.3d (2)

 

Assessment

 

Topic B

5.NF.1 (3)

 

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 numberline. 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.

 

Module 3

Topic B

Assessment

 

Standards Addressed:

Topic B

5.NF.1

4.NF.1

 

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

 

Module 3

Topic C

 

Assessment

Mid-Module Assessment: administer after lesson 7

Standards Addressed:

Topic C

5.NF.1

 

 

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 numberic 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.

 

Module 3

Topic C

 

Assessment

 

Standards Addressed:

Topic C

5.NF.1

5.NF.2

 

 

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.