Grade 5 - Home - Florham Park School District

Table of Contents Mathematics/Science Language Arts/Social StudiesReasoningDyslexia ScreenerPRIM checklistComputational Skills Grade Placement Test Multi-language glossaryPupil edition in SpanishVocabulary flash cardsStudents at Risk for Failure Differentiation for All Students (Special Needs, ESL, Gifted Learners, & MainstreamLearners)Subgroup Accommodations and ModificationsGifted and Talented Differentiation for All Students (Special Needs, ESL, Gifted Learners, & MainstreamLearners)Subgroup Accommodations and ModificationsMath in Focus or Big Ideas G & T ActivitiesStudents with 504 Plans Core Instructional and Supplemental MaterialsProfessional Resources:Core Professional Resources: Math in Focus Teacher’s Edition, Fifth GradeFifth Grade Math in Focus ManupulativesMath in Focus Reteach 5A/5BMath in Focus Extra Practice 5A/5BMath in Focus Enrichment 5A/5BMath in Focus Assessments 5Math in Focus Problem of the LessonDifferentiation for All Students (Special Needs, ESL, Gifted Learners, & MainstreamLearners)Subgroup Accommodations and ModificationsCore Instructional, Supplemental, Instructional, andIntervention ResourcesCore Instructional Resources: Math in Focus Teacher’s Edition, Fifth GradeMath in Focus Student Textbook 5A/5BMath in Focus Workbook 5A/5BFifth Grade Math in Focus ManipulativesMath in Focus Assessments 5Internet Connected Computers/iPadsSupplemental Resources:Adopted March 2020

Table of ContentsSupplemental Professional Resources: Math in Focus Curriculum Denis Sheeran Training Resources http://www.corestandards.org/Math/Practice/ http://www.madisonpublicschools.org/page/231 Math in Focus Extra Practice 5A/5BMath in Focus Enrichment 5A/5BMath in Focus Reteach 5A/5BMath in Focus Problem of the LessonMath Centers3 Act LessonsRobert Kaplinsky LessonsOpen Middle - 5th Grade: Numbers & Operations in Base TenWhich One Doesn’t Belong?Solve Me PuzzlesEstimation 180Same or DifferentVisual PatternsEsti-Mysteries51 Esti-MysteriesSplat MathIntervention Resources: Math in Focus Extra Practice 5A/5BMath in Focus Enrichment 5A/5BMath in Focus Reteach 5A/5BMath in Focus Problem of the LessoniReadyLinkit!IXLBig IdeasClassroom ManipulativesOnline ManipulativesContent from previous grade levelsTouch MathInterdisciplinary Connections Integration of Technology through NJSLSCorrelates to the Economics and United States & New Jersey History - Colonization andSettlement (1585-1763) units in Social Studies.Correlates to the Changes in Matter unit in Science. Listen to books on CDs, tapes, videos or podcasts if available.Listen to books on websites (pbskids.org/lions/index.html, storylineonline.net,storyit.com, Elementary Connections Page)Adopted March 2020

Table of Contents8.1 Educational Technology8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasksincluding solving problems.8.1.5.A.2 Format a document using a word processing application to enhance text and includegraphics, symbols and/ or pictures.8.1.5.A.5 Create and use a database to answer basic questions8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding. Use document camera or overhead projector for shared reading of texts.Use virtual manipulativesUse Think CentralUse IXL.com8.2 Technology Education, Engineering, Design, and Computational Thinking Programming8.2.5.A.5 Investigate and present factors that influence the development and function of a product anda system.8.2.5.C.3 Research how design modifications have led to new products.8.2.5.D.7 Explain the impact that resources such as energy and materials used in a process to produceproducts or system have on the environment.Integration of 21st Century ThemesMedia Literacy IntegrationLearning and Innovation Skills:Critical Thinking & Problem Solving Reason Effectively Use Systems Thinking Making Judgements and Decisions Solve ProblemsCommunication and Collaboration Communicate ClearlyLife and Career SkillsInitiative and Self Direction Manage Goals and Time Work Independently Be Self-directed Learners Have students practice skills using IXLStudents create problems on the tablets and share them with classmatesKahn AcademyBrain PopCareer EducationGlobal Perspectives9.1 Personal Finance Literacy9.1.8.A.1 Explain the meaning and purpose of taxes and tax deductions and why fees for variousbenefits (e.g., medical benefits) are taken out of pay.9.1.8.B.11 Evaluate the appropriate financial institutions to assist with meeting various personalfinancial needs and goals.9.1.8.D.1 Determine how saving contributes to financial well-being.9.1.8.E.4 Prioritize personal wants and needs when making purchases. National Hispanic-Latino MonthNational Disability Employment Awareness MonthInternational Dot Day (September 16)Week of RespectRed Ribbon WeekNational Italian American Heritage MonthNational American Indian Heritage MonthAdopted March 2020

Table of Contents9.1.8.F.3 Relate the impact of business, government, and consumer fiscal responsibility to theeconomy and to personal finance.9.2 Career Awareness, Exploration, and Preparation9.2.8.B.1 Research careers within the 16 Career Clusters and determine attributes of career success.9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed throughschool, home, work, and extracurricular activities for use in a career.Adopted March 2020

Table of ContentsMathGrade: 5thUnit 2: Numbers and Operations - FractionsThis unit will teach students to add, subtract, multiply, and divide fractions. Fractions will be used in real-world situations.Students apply their understanding of fractions and fraction models to represent the addition and subtraction of fractions with unlike denominators as equivalentcalculations with like denominators. They develop fluency in calculating sums and differences of fractions, and make reasonable estimates of them. Students also use themeaning of fractions, of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures formultiplying and dividing fractions make sense. (Note: this is limited to the case of dividing unit fractions by whole numbers and whole numbers by unit fractions.)Although students come to the topic of fractions with an understanding of what it means to share, fractions present difficulties for many students. Using their ownexperiences, students build conceptual knowledge of how numbers relate, how to divide a whole, how to manipulate fractions and how to “express and picture the samequantities in a variety of ways.” (McConnell, 2011)A firm grounding in the big picture of how operations with numbers interrelate and how they are vital tools in life can help students build the positive attitudes that willhelp them become confident, efficient, and effective problem-solvers (McConnell, 2011)McConnell, Carolyn. The Essential Questions Handbook. New York: Scholastic, 2011. Print.NJ Student Learning Standards5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference offractions with like denominators. For example, 2/3 5/4 8/12 15/12 23/12. (In general, a/b c/d (ad bc)/bd.)5.NF.A.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent theproblem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 1/2 3/7, by observing that 3/7 1/2.5.NF.B.3 Interpret a fraction as division of the numerator by the denominator (a/b a b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers,e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equallyamong 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answerlie?5.NF.B.4a Interpret the product (a/b) q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a q b. For example, use a visual fraction model to show (2/3) 4 8/3, and create a story context for this equation. Do the same with (2/3) (4/5) 8/15. (In general, (a/b) (c/ d) ac/bd.)5.NF.B.4b Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying theside lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.5.NF.B.5a Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.5.NF.B.5b Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case);explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fract ion equivalence a/b (n a)/(n b) to the effect ofmultiplying a/b by 1.5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.5.NF.B.7a Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) 4, and use a visual fraction model to show the quotient. Use therelationship between multiplication and division to explain that (1/3) 4 1/12 because (1/12) 4 1/3.Adopted March 2020

Table of Contents5.NF.B.7b Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 (1/5), and use a visual fraction model to show the quotient. Use therelationship between multiplication and division to explain that 4 (1/5) 20 because 20 (1/5) 4.5.NF.B.7c Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to re presentthe problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?Enduring Understandings/GoalsEssential QuestionsStudents will understand that The use and manipulation of symbols and expressions provide a variety ofrepresentations for solving problems and expressing mathematicalconcepts, relationships, and reasoning. (Hess, 2010) Understandings of number – “how many” or “how much” – and numbertypes extend applications of arithmetic properties, operations, and numbersystems and guide the use of computational strategies and algorithms(Hess, 2010) Patterns, relations, and functions are used to represent and analyze changein various contexts, make predictions and generalizations, and providemodels and explanations for real-world phenomena. (Hess, 2010)Hess, Karin K., (Ed.) December 2010. Learning Progressions Frameworks Designedfor Use with the Common Core State Standards in Mathematics K-12. NationalAlternate Assessment Center at the University of Kentucky and the National Centerfor the Improvement of Educational Assessment, Dover, N.H. (updated – v.3)ChaptersChapter 3: Fractions andMixed Numbers (20Instructional Days)How can math help us make sense of the world around us?How do mathematical operations relate to fractions?Why is it useful to compare numbers?How can we show how numbers are related to each other?How are fractions parts of a whole?How are fractions and decimals used in real-world situations?What are the advantages of fractions and decimals?How can understanding fractions and decimals make life easier?Why is it important to know what operation to use in differentsituations? How does reasoning relate to mathematical operations? Why is fluency in computing important in life? How can we prove that numbers are both the same and different? How can pictures help us see how numbers are related? How can numbers be manipulated? When is it helpful to break things apart?McConnell, Carolyn. The Essential Questions Handbook. New York: Scholastic,2011. Print. LessonsMath in Focus Lessons: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7Math in Focus Chapter 4 Lessons: 4.1, 4.3Eureka Math: Module 3 - Topic AEureka Math: Module 3 - Topic BEureka Math: Module 3 - Topic CEureka Math: Module 3 - Topic DMath Task: "Measuring Cups"Inside Mathematics: "Cindy's Cats", "Got Your Number", "Part and Whole"Math Task: "Egyptian Fractions"Math Task: "Mixed Numbers with Unlike Denominators"Math Task: "Finding Common Denominators"Adopted March 2020

Table of ContentsChapter 4: Multiplying andDividing Fractions and MixedNumbers (23 InstructionalDays)Math Task: "Jog-A-Thon"Math Task: "Finding Common Denominators"Math Task: "Making S'Mores"IXL Topics L, MMath in Focus Lessons: 4.2, 4.4, 4.5, 4.6Eureka Math: Module 4 - Topic BMath Task: "Painting a Wall"Math Task: "How Much Pie?"Inside Mathematics: Fractions, Fractured NumbersIXL L.1, O.1Skills (Students will be able to ) create equivalent fractions convert mixed numbers into improper fractions; and improper fractions to mixed numbers simplify fractions and mixed numbers add and subtract fractions with like and unlike denominators compare fractions using benchmark fractions assess reasonableness of solutions to problems using estimation and benchmark fractions solve word problems involving fractionsEvidence of Learning (Assessments)Formative Assessments: Chapter quizzesExit ticketsTimed skill drillsUntimed skill drillsOpen-ended questionsPractice/homework worksheetsChapter Wrap UpChapter Review/TestCumulative ReviewsMid-Year and End-of-Year ReviewAccommodations and ModificationsSpecial EducationDifferentiation for All Students (Special Needs, ESL, Gifted Learners, & MainstreamLearners) Subgroup Accommodations and Modifications Curricular Modifications and Guidance for Students Educated in Special Class SettingsDifferentiation: Preview content and concepts Behavior management plan Highlight text Small group settingHigh-Prep Differentiation: Adopted March 2020

Table of ContentsSummative Assessments: Math in Focus Unit 2 Interim Assessment (9 weeks)5th Grade Math in Focus Cumulative Reviews5th Grade Math in Focus Mid-Year and End-of-Year ReviewsBenchmark Assessments: Initial LinkIt Benchmark: SeptemberMid-year LinkIt Benchmark: DecemberEnd of year LinkIt Benchmark: Last week in AprilMath in Focus Beginning of the Year, Mid-Year and End-of-Year Math AssessmentsAlternative Assessments: G & T Assessments:Sages-2 Screening Assessment for Gifted Elementary:Mathematics/Science Language Arts/Social StudiesReasoningDyslexia ScreenerPRIM checklistComputational Skills Grade Placement Test Alternative formative and summative assessments Guided Reading Personal agendas Project-based learning Problem-based learning Stations/centers Tiered activities/assignments Varying organizers for instructionsLow-Prep Differentiation: Clubbing activities Exploration by interest Flexible groupingsEnglish Language Learners Differentiation for All Students (Special Needs, ESL, Gifted Learners, & MainstreamLearners)Unit 1: Curriculum for ELLSubgroup Accommodations and ModificationsMulti-language glossaryPupil edition in SpanishVocabulary flash cardsStudents at Risk for Failure Differentiation for All Students (Special Needs, ESL, Gifted Learners, & MainstreamLearners)Subgroup Accommodations and ModificationsGifted and Talented Differentiation for All Students (Special Needs, ESL, Gifted Learners, & MainstreamLearners)Subgroup Accommodations and ModificationsMath in Focus or Big Ideas G & T ActivitiesStudents with 504 Plans Differentiation for All Students (Special Needs, ESL, Gifted Learners, & MainstreamLearners)Adopted March 2020

Table of Contents Core Instructional and Supplemental MaterialsProfessional Resources:Core Professional Resources: Math in Focus Teacher’s Edition, Fifth GradeFifth Grade Math in Focus ManupulativesMath in Focus Reteach 5A/5BMath in Focus Extra Practice 5A/5BMath in Focus Enrichment 5A/5BMath in Focus Assessments 5Math in Focus Problem of the LessonSupplemental Professional Resources: Math in Focus Curriculum Denis Sheeran Training Resources http://www.corestandards.org/Math/Practice/ up Accommodations and ModificationsCore Instructional, Supplemental, Instructional, andIntervention ResourcesCore Instructional Resources: Math in Focus Teacher’s Edition, Fifth GradeMath in Focus Student Textbook 5A/5BMath in Focus Workbook 5A/5BFifth Grade Math in Focus ManipulativesMath in Focus Assessments 5Internet Connected Computers/iPadsSupplemental Resources: Math in Focus Extra Practice 5A/5BMath in Focus Enrichment 5A/5BMath in Focus Reteach 5A/5BMath in Focus Problem of the LessonMath Centers3 Act LessonsRobert Kaplinsky LessonsOpen Middle - 5th Grade: Numbers & Operations - FractionsWhich One Doesn’t Belong?Solve Me PuzzlesEstimation 180Same or DifferentVisual PatternsEsti-Mysteries51 Esti-MysteriesSplat MathIntervention Resources: Math in Focus Extra Practice 5A/5BAdopted March 2020

Table of Contents Math in Focus Enrichment 5A/5BMath in Focus Reteach 5A/5BMath in Focus Problem of the LessoniReadyLinkit!IXLBig IdeasClassroom ManipulativesOnline ManipulativesContent from previous grade levelsTouch MathInterdisciplinary Connections Integration of Technology through NJSLSCorrelates to the Economics and United States & New Jersey History - Colonization andSettlement (1585-1763) units in Social Studies.Correlates to the Energy & Matter in Ecosystems unit in Science.8.1 Educational Technology8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasksincluding solving problems.8.1.5.A.5 Create and use a database to answer basic questions8.1.5.D.2 Analyze the resource citations in online materials for proper use.8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyberethics when using technologies and social media.8.1.5.E.1 Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness ofusing print

Eureka Math: Module 1 - Topic A Math Task: "Marta's Multiplication Error" Math Task: "Multiplying Decimals by 10" Chapter 8: Decimals (8 Instructional Days) Math in Focus Lessons: 8.1, 8.2, 8.3 Math in Focus 4th Grade Chapter 7: Decimals Lessons: 7.3, 7.4 iXL.com Category C Eureka Math