1. No category

Curriculum Map for Mathematics: Grade Five (5) - DRAFT
C - Concrete - model using manipulatives, student is hands on building understanding of concepts
R - Representative - model is visual, student draws, writes equations, or builds to model concepts
A - Abstract - concept is internalized; student is fluent procedurally, symbolically or orally
Essential
Questions
Help to make
Concepts connected
to each other and to
the Student’s world
Content
(Domain)
Skills
(Cluster)
CCSS
Standard
Vocabulary
Lesson/
Activities
Resources
Activities,
readings, songs,
projects, etc.
Manipulatives,
hyperlinks,
technology, etc.
Assessments
Formative and
Summative
Time
Major Unit
Concepts.
Unit Objectives:
The student will be
able to…
Connect Skills
to the Content
Strands
Used through out
curriculum
reasonable
justify
simplify
interpret
explain
part-whole
fair-share
decompose
estimate
solve
evaluate
solution
Operations and
Algebraic
Thinking
Use ( ), [ ], { } with
order of operations.
(Start with ( ) and
slowly increase the
use of all other
forms through out
the year)
5.OA.1
parenthesis
brackets
braces
grouping symbols
expression
numerical
expression
simplify
associative
commutative
distributive
September
Number and
Operations in
Base Ten
Recognize the value
of a digit
x/
by 10 to move
thru place values
5.NBT.1
5.NBT.2
5.NBT.3A
5.NBT.3B
digit
exponent
base
power
September
Questar III Regional Map – Grade 5 Mathematics
Month and
Number of
Days for the
Unit.
Page 1
How do the powers
of ten help us with
converting within the
metric system?
Measurement
and Data
Use exponents on
powers of 10
Relate number of
zeros to exponent
when multiply by 10
Relate placement of
decimal points by
division by 10’s
Read decimals to
Thousandths
Write decimals in
expanded form to
thousandths
Compare decimals to
thousandths using
<,=,>
Round decimals to
any place
5.NBT.4
Understand Volume
as an attribute (C)
5.MD.3A
5.MD.3B
5.MD.4
place value
periods
base 10 system
greater than (>)
less than (<)
equivalent
standard form
word form
expanded form
round
estimate
compatible
numbers
equal ( = )
equivalent
not equal to (
)
Rectangular
Prism
face
edge
vertex
unit
length
width
height
base
area
square unit
cube
unit cube
cubic unit
product
September
**Once a standard has been introduced/completed continue using it throughout the year.
Questar III Regional Map – Grade 5 Mathematics
Page 2
C - Concrete - model using manipulatives, student is hands on building understanding of concepts
R - Representative - model is visual, student draws, writes equations, or builds to model concepts
A - Abstract - concept is internalized; student is fluent procedurally, symbolically or orally
Essential
Questions
Help to make
Concepts connected
to each other and to
the Student’s world
Content
(Domain)
Skills
(Cluster)
CCSS
Standard
Vocabulary
Lesson/
Activities
Resources
Activities,
readings, songs,
projects, etc.
Manipulatives,
hyperlinks,
technology, etc.
Assessments
Major Unit
Concepts.
Unit Objectives: The
student will be able
to…
Connect Skills
to the Content
Strands
Operations and
Algebraic
Thinking
Use ( ), [ ], { } with
order of operations.
(Start with ( ) and
slowly increase the use
of all other forms
through out the year)
5.OA.1
parenthesis
brackets
braces
grouping symbols
expression
numerical
expression
simplify
associative
commutative
distributive
October
Number and
Operations in
Base Ten
Add and Subtract
Decimals
5.NBT.7
addend
sum
difference
decimal point
place value
regrouping
estimate
round
reasonable
October
Number and
Operations –
Fractions
Add and Subtract
fractions (with/without
common denominators)
5.NF.1
October
Solve word problems
involving fractions
5.NF.2
numerator
denominator
sum
difference
estimate to
benchmark
fractions
addend
division bar
Questar III Regional Map – Grade 5 Mathematics
Formative and
Summative
Time
Month and
Number of
Days for
the Unit.
Page 3
fraction bar
common
denominator
mulitple
least common
multiple
like denominator
unlike
denominator
equivalent
fractions
renaming
mixed number
reasonable
Measurement
and Data
Use operations (add +
Sub) on fractions and
decimals on
information presented
in line plots.
Questar III Regional Map – Grade 5 Mathematics
5.MD.2
Outlier
gap
cluster
data
sample
survey
frequency table
line (dot) plot
title, labels
October
Page 4
C - Concrete - model using manipulatives, student is hands on building understanding of concepts
R - Representative - model is visual, student draws, writes equations, or builds to model concepts
A - Abstract - concept is internalized; student is fluent procedurally, symbolically or orally
Essential Content
Questions (Domain)
Help to make
Concepts
connected to
each other
and to the
Student’s
world
Skills
(Cluster)
CCSS
Vocabulary Lesson/
Standard
Activities
Major Unit
Concepts.
Unit Objectives:
The student will
be able to…
Connect
Skills to the
Content
Strands
Operations
and
Algebraic
Thinking
Write numerical
expressions given
the verbal
expression
Create sequences
from rules (2)
Explain patterns
between
sequences
5.OA.2
5.OA.3
5.OA.1
Use ( ), [ ], { }
with order of
operations.
(Start working
with [ ] and ( )
within the same
expression.)
Questar III Regional Map – Grade 5 Mathematics
Activities,
readings,
songs,
projects, etc.
Function
Function rule
Function table
x-axis, y-axis
x-coordinate
y-coordinate
ordered pair
(x,y)
point
plot
coordinate
system
coordinate
plane
quadrant
origin
horizontal
vertical
grid
parenthesis
brackets
braces
grouping
symbols
expression
Resources
Manipulatives, hyperlinks, technology,
etc.
Assessments
Formative and
Summative
Time
Month and Number
of Days for the
Unit.
November/December
http://www.k5mathteachingresources.com/supportfiles/targetnumberdash5.oa1.pdf
(modified)
Page 5
numerical
expression
simplify
associative
commutative
distributive
Number and
Operations
in Base Ten
Fluently multiply
with multi-digits
5.NBT.5
Multiply decimals
up to
hundredths. (C)
5.NBT.7
Number and
Operations –
Fractions
Apply and extend
previous
understanding of
multiplication to
multiply fractions
5.NF.3
5.NF.4A
Find area of a
rectangle with
fractional sides
Interpret
multiplication as
scaling (Student
needs to
understand the
relationship
between
multiplying a
whole number by
whole number vs.
multiplying by a
fraction.) See
below link to
illustrativemath.
Compare the size
of a product to
the size of one
factor on the
5.NF.4B
5.NF.5
5.NF.5A
November/December
factor
product
multiple
commutative
associative
distributive
zero property
identity
property
reciprocal
inverse
operation
partial product
numerical
expression
area
length
width
square units
November/December
5.NF.5B
Questar III Regional Map – Grade 5 Mathematics
Page 6
basis of the size
of the other
factor (without
multiplying)
5.NF.6
Explain why
multiplying a
given number by
a fraction
greater than 1
results in a
product greater
than the given
number
Solve real-world
problems
Measurement
and Data
Convert like
measurement
units within a
given system
5.MD.1
5.MD.5
Relate volume to
the operations of
multiplication .(C)
(The ability to
break apart a
complex 3-D
figure to make
the problem
easier.) Example
NC unpacking
standards
5.MD.5c
Questar III Regional Map – Grade 5 Mathematics
customary
(standard)
metric
convert
conversion
relative size
liquid
volume
mass
length
kilometer (km)
meter (m)
centimeter (cm)
kilogram (kg)
gram (g)
liter (L)
milliliter (mL)
inch (in)
foot (ft)
yard (yd)
mile (mi)
ounce (oz)
pound (lb)
cup (c )
pint (pt)
quart (qt)
November/December
Page 7
gallon (gal)
hour
minute
second
Geometry
Graph ordered
pairs from a
function table
5.G.1
5.G.2
Interpret/Predict
graph from a
function table
5.G.3
5.G.4
Review of area
of twodimensional
figures
Questar III Regional Map – Grade 5 Mathematics
perpendicular
number line
parallel lines
coordinate
system,
coordinate
plane
coordinate grid
first quadrant
points
lines,
axis/axes
x-axis
y-axis
horizontal
vertical
intersection of
lines
origin
ordered pairs
coordinates
x-coordinate
y-coordinate
November/December
Page 8
C - Concrete - model using manipulatives, student is hands on building understanding of concepts
R - Representative - model is visual, student draws, writes equations, or builds to model concepts
A - Abstract - concept is internalized; student is fluent procedurally, symbolically or orally
Essential
Questions
Help to make
Concepts
connected to
each other and
to the
Student’s world
Content
(Domain)
Skills
(Cluster)
CCSS
Vocabulary
Standard
Lesson/
Activities
Activities,
readings,
songs,
projects, etc.
Resources
Unit
Objectives:
The student
will be able
to…
Connect Skills
to the
Content
Strands
Operations
and Algebraic
Thinking
Use ( ), [ ], {
} with order
of operations.
(Use all three
within the
same
expression.)
5.OA.1
parenthesis
brackets
braces
grouping symbols
expression
numerical expression
simplify
associative
commutative
distributive
Number and
Operations in
Base Ten
Divide 4 digit
by 2 digit
5.NBT.6
division/division
quotients
dividends
January/
February
fraction
numerator
denominator
operations
multiplication/multiply
division/divide
January/
February
http://www.k5mathteachingresources.com/supportfiles/targetnumberdash5.oa1.pdf
Formative and
Summative
Time
Major Unit
Concepts.
5.NBT.7
Manipulatives, hyperlinks, technology,
etc.
Assessments
Month
and
Number
of Days
for the
Unit.
January/
February
Divide a
decimal (up to
hundredths)
by a whole
number.(C,R
only)
Number and
Operations –
Fractions
Interpret a
fraction as
division (C,R)
5.NF.3
5.NF.7A
Interpret
division of a
Questar III Regional Map – Grade 5 Mathematics
Page 9
unit fraction
by a non-zero
whole number
(C,R)
Interpret
division of a
whole number
by a unit
fraction (C, R)
5.NF.7B
5.NF.7C
Solve real
world
problems
involving
division of unit
fractions by
non-zero
whole numbers
(C,R,A)
Measurement
and Data
Convert like
measurement
units within a
given system
5.MD.1
5.MD.2
Use operations
on fractions
to solve
problems
involving
information
presented in
line plots
Questar III Regional Map – Grade 5 Mathematics
mixed numbers
product
quotient
partition
equal parts
equivalent
factor
unit fraction***
area
side lengths
fractional sides
length
scaling
comparing
customary
(standard)
metric
convert
conversion
relative size
liquid
volume
mass
length
kilometer (km)
meter (m)
centimeter (cm)
kilogram (kg)
gram (g)
liter (L)
milliliter (mL)
inch (in)
foot (ft)
yard (yd)
mile (mi)
ounce (oz)
January/
February
Page 10
pound (lb)
cup (c )
pint (pt)
quart (qt)
gallon (gal)
hour
minute
second
Questar III Regional Map – Grade 5 Mathematics
Page 11
C - Concrete - model using manipulatives, student is hands on building understanding of concepts
R - Representative - model is visual, student draws, writes equations, or builds to model concepts
A - Abstract - concept is internalized; student is fluent procedurally, symbolically or orally
Essential
Questions
Help to make
Concepts connected
to each other and
to the Student’s
world
Content
(Domain)
Skills
(Cluster)
CCSS
Standard
Vocabulary
Lesson/
Activities
Connect Skills
to the Content
Strands
Number and
Operations in
Base Ten
All four operations
on decimals with
division by
hundredths
5.NBT.7
March
Measurement
and Data
Graph 2D shapes on
the coordinate
system
5.MD.1
March
Geometry
Understand that
attributes belonging
to 2D figures also
belong to all
subcategories
5.G.3
5.G.4
Questar III Regional Map – Grade 5 Mathematics
Formative and
Summative
Time
Unit Objectives:
The student will be
able to…
attribute
category
subcategory
hierarchy
(properties)-rules about
how numbers work
two dimensional
polygon
rhombus/rhombirectangle
square
triangle
quadrilateral
pentagon
hexagon
cube
trapezoid
half/quarter
circle
circle
Manipulatives,
hyperlinks,
technology, etc.
Assessments
Major Unit
Concepts.
Classify twodimensional figures
in a hierarchy based
on properties
(angles and sides)
Activities,
readings, songs,
projects, etc.
Resources
Month and
Number of
Days for
the Unit.
March
Page 12
C - Concrete - model using manipulatives, student is hands on building understanding of concepts
R - Representative - model is visual, student draws, writes equations, or builds to model concepts
A - Abstract - concept is internalized; student is fluent procedurally, symbolically or orally
Essential
Questions
Help to make Concepts
connected to each
other and to the
Student’s world
Content
(Domain)
Major Unit
Concepts.
Skills
(Cluster)
Unit Objectives:
The student will
be able to…
CCSS
Standard
Connect Skills to
the Content
Strands
Vocabulary
Lesson/
Activities
Activities,
readings, songs,
projects, etc.
Resources
Manipulatives,
hyperlinks,
technology, etc.
Assessments
Formative and
Summative
Time
Month and
Number of
Days for
the Unit.
Operations and
Algebraic
Thinking
5.OA.?
April
Number and
Operations in
Base Ten
5.NBT.?
April
Number and
Operations –
Fractions
5.NF.?
April
Measurement
and Data
5.MD.?
April
Geometry
5.G.?
April
Questar III Regional Map – Grade 5 Mathematics
Page 13
C - Concrete - model using manipulatives, student is hands on building understanding of concepts
R - Representative - model is visual, student draws, writes equations, or builds to model concepts
A - Abstract - concept is internalized; student is fluent procedurally, symbolically or orally
Essential
Questions
Help to make Concepts
connected to each
other and to the
Student’s world
Content
(Domain)
Major Unit
Concepts.
Skills
(Cluster)
Unit Objectives:
The student will
be able to…
CCSS
Standard
Connect Skills to
the Content
Strands
Vocabulary
Lesson/
Activities
Activities,
readings, songs,
projects, etc.
Resources
Manipulatives,
hyperlinks,
technology, etc.
Assessments
Formative and
Summative
Time
Month and
Number of
Days for
the Unit.
Operations and
Algebraic
Thinking
5.OA.?
May
Number and
Operations in
Base Ten
5.NBT.?
May
Number and
Operations –
Fractions
5.NF.?
May
Measurement
and Data
5.MD.?
May
Geometry
5.G.?
May
Questar III Regional Map – Grade 5 Mathematics
Page 14
C - Concrete - model using manipulatives, student is hands on building understanding of concepts
R - Representative - model is visual, student draws, writes equations, or builds to model concepts
A - Abstract - concept is internalized; student is fluent procedurally, symbolically or orally
Essential
Questions
Help to make Concepts
connected to each
other and to the
Student’s world
Content
(Domain)
Major Unit
Concepts.
Skills
(Cluster)
Unit Objectives:
The student will
be able to…
CCSS
Standard
Vocabulary
Connect Skills to
the Content
Strands
Lesson/
Activities
Activities,
readings, songs,
projects, etc.
Resources
Manipulatives,
hyperlinks,
technology, etc.
Assessments
Formative and
Summative
Time
Month and
Number of
Days for
the Unit.
Operations and
Algebraic
Thinking
5.OA.?
June
Number and
Operations in
Base Ten
5.NBT.?
June
Number and
Operations –
Fractions
5.NF.?
June
Measurement
and Data
5.MD.?
June
Geometry
5.G.?
June
Useful websites:
http://www.k-5mathteachingresources.com/5th-grade-number-activities.html
http://thinkingblocks.com/
http://commoncoretools.wordpress.com/2011/09/12/progression-on-ratios-and-proportional-reasoning/
http://engageny.org/teachers/
http://www.illustrativemathematics.org/standards/k8
http://www.dpi.state.nc.us/acre/standards/common-core-tools/
http://calculationnation.nctm.org/
http://www.nctm.org/
http://nlvm.usu.edu/
http://teacherweb.com/NY/ChathamMiddleSchool/MrsFuller/links1.aspx
http://www.amathsdictionaryforkids.com/
http://education.jlab.org/smdeluxe/index.html
http://www.superteacherworksheets.com/
Questar III Regional Map – Grade 5 Mathematics
Page 15
http://classroom.jc-schools.net/basic/
http://www.kutasoftware.com/freeipa.html
http://www.edmodo.com/?language=en&auto_selected_lang=true
http://livebinders.com/
http://delicious.com/
http://www.parcconline.org/parcc-content-frameworks
http://engageny.org/wp-content/uploads/2011/07/ccsstimeline.pdf
Training opportunity for Bar Modeling
http://www.sde.com/brochures/B01812/B01812bro.pdf
Questar III Regional Map – Grade 5 Mathematics
Page 16