Math Grade 5

2015 2016
Fifth Grade
MATHEMATICS
Curriculum Map
Volusia County Schools
Mathematics Florida Standards

1

Mathematics Department
Grade 5 Math Curriculum Map

May 2015


May 2015
Table of Contents
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
Critical Areas for Mathematics in Grade 5.....2

Mathematics Florida Standards: Grade 5 Overview...3
Standards for Mathematical Practice..4
Common Addition and Subtraction Situations.5
Common Multiplication and Division Situations..6
Common Strategies.....7
5E Learning Cycle: An Instructional Model11
Instructional Math Block......12
Units
A. Unit 1 ...13
B. Unit 2 .......18
C. Unit 3 ...25
D. Unit 4 .......31
X. Appendices
Appendix A: Formative Assessment Strategies..43
Appendix B: Intervention / Remediation Guide....53
XI. Glossary of Terms for the Mathematics Curriculum Map...54


May 2015
Critical Areas for Mathematics in Grade 5

Gradetandards
Mathematics Grade 5
In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction
of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases
(i.e., unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with
decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing
understanding of volume.
(1) Students apply their understanding of fractions and fraction models to represent the addition and subtraction of fractions with unlike
denominators. They develop fluency in calculating sums and differences of fractions, and make reasonable estimates of them.
Students also use the meaning of fractions, of multiplication and division, and the relationship between multiplication and division to
understand and explain why the procedures for multiplying 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.)
(2) Students develop understanding of why division procedures work based on the meaning of base-ten numerals and properties of
operations. They finalize fluency with multi-digit addition, subtraction, multiplication, and division. They apply their understandings of
models for decimals, decimal notation, and properties of operations to add and subtract decimals to hundredths. They develop
fluency in these computations, and make reasonable estimates of their results. Students use the relationship between decimals and
fractions, as well as the relationship between finite decimals and whole numbers (i.e., a finite decimal multiplied by an appropriate
power of 10 is a whole number), to understand and explain why the procedures for multiplying and dividing finite decimals make
sense. They compute products and quotients of decimals to hundredths efficiently and accurately.
(3) Students recognize volume as an attribute of three-dimensional space. They understand that volume can be measured by finding
the total number of same-size units of volume required to fill the space without gaps or overlaps. They understand that a 1-unit by
1-unit by 1-unit cube is the standard unit for measuring volume. They select appropriate units, strategies, and tools for solving
problems that involve estimating and measuring volume. They decompose three-dimensional shapes and find volumes of right
rectangular prisms by viewing them as decomposed into layers of arrays of cubes. They measure necessary attributes of shapes in
order to determine volumes to solve real world and mathematical problems.


May 2015
Grade 5 Overview
Domain: Operations and Algebraic Thinking
Cluster 1: Write and interpret numerical expressions.
Cluster 2: Analyze patterns and relationships.
Domain: Number and Operations in Base Ten
Cluster 1: Understand the place value system.

Cluster 2: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Domain: Number and OperationsFractions
Cluster 1: Use equivalent fractions as a strategy to add and subtract fractions.
Cluster 2: Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Domain: Measurement and Data
Cluster 1: Convert like measurement units within a given measurement system.
Cluster 2: Represent and interpret data.
Cluster 3: Geometric measurement: understand concepts of volume and relate volume to multiplication and to
addition.
Domain: Geometry
Cluster 1: Graph points on the coordinate plane to solve real-world and mathematical problems.
Cluster 2: Classify two-dimensional figures into categories based on their properties.


May 2015
Standards for Mathematical Practice

Students will:
1. Make sense of problems and persevere in solving them. (SMP.1)
Solving a mathematical problem involves making sense of what is known and applying a thoughtful and logical process which
sometimes requires perseverance, flexibility, and a bit of ingenuity.
2. Reason abstractly and quantitatively. (SMP.2)

The concrete and the abstract can complement each other in the development of mathematical understanding: representing a
concrete situation with symbols can make the solution process more efficient, while reverting to a concrete context can help make
sense of abstract symbols.
3. Construct viable arguments and critique the reasoning of others. (SMP.3)

A well-crafted argument/critique requires a thoughtful and logical progression of mathematically sound statements and supporting
evidence.
4. Model with mathematics. (SMP.4)

Many everyday problems can be solved by modeling the situation with mathematics.
5. Use appropriate tools strategically. (SMP.5)

Strategic choice and use of tools can increase reliability and precision of results, enhance arguments, and deepen mathematical
understanding.
6. Attend to precision. (SMP.6)

Attending to precise detail increases reliability of mathematical results and minimizes miscommunication of mathematical
explanations.
7. Look for and make use of structure. (SMP.7)

Recognizing a structure or pattern can be the key to solving a problem or making sense of a mathematical idea.
8. Look for and express regularity in repeated reasoning. (SMP.8)

Recognizing repetition or regularity in the course of solving a problem (or series of similar problems) can lead to results more
quickly and efficiently.


May 2015
Common Addition and Subtraction Situations

Result Unknown
Add to
Change Unknown
Start Unknown
Two bunnies were sitting on the grass.

Some more bunnies hopped there. Then
there were five bunnies. How many bunnies
hopped over to the first two?
Some bunnies were sitting on the grass.

Three more bunnies hopped there. Then
there were five bunnies. How many bunnies
were on the grass before?
2+?=5
Five apples were on the table. I ate some
apples. Then there were three apples. How
many apples did I eat?
?+3=5
Some apples were on the table. I ate two
apples. Then there were three apples. How
many apples were on the table before?
52=?
5-?=3
?2=3
Total Unknown
Addend Unknown
Both Addends Unknown1
Two bunnies sat on the grass. Three more

bunnies hopped there. How many bunnies
are on the grass now?
2+3=?
Take from
Put
Together/
Take Apart2
Five apples were on the table. I ate two

apples. How many apples are on the table
now?
Three red apples and two green apples are

on the table. How many apples are on the
table?
3+2=?
Difference Unknown
Compare 3
Five apples are on the table. Three are red

and the rest are green. How many apples
are green?
Grandma has five flowers. How many can

she put in her red vase and how many in
her blue vase?
3 + ? = 5, 5 3 = ?
5 = 0 + 5, 5 = 5 + 0
5 = 1 + 4, 5 + 4 + 1
5 = 2 + 3, 5 = 3 + 2
Bigger Unknown
Smaller Unknown
(How many more? version):

Lucy has two apples. Julie has five apples.
How many more apples does Julie have
than Lucy?
(Version with more):

Julie has 3 more apples than Lucy. Lucy
has two apples. How many apples does
Julie have?
(Version with more):

Julie has three more apples than Lucy. Julie
has five apples. How many apples does
Lucy have?
(How many fewer? version):

Lucy has two apples. Julie has five apples.
How may fewer apples does Lucy have than
Julie?
(Version with fewer):

Lucy has three fewer apples than Julie.
Lucy has two apples. How many apples
does Julie have?
(Version with fewer):

Lucy has three fewer apples than Julie.
Julie has five apples. How many apples
does Lucy have?
2 + ? = 5, 5 2 = ?
2 + 3 = ?, 3 + 2 = ?
5 3 = ?, ? + 3 = 5
These take apart situations can be used to show all the decompositions of a given number. The associated equations, which have the total on the left of the equal sign, help children understand
that the = sign does not always mean makes or results in, but always does mean is the same number as.
2
Either addend can be unknown, so there are three variations of these problem situations. Both Addends Unknown is a productive extension of this basic situation, especially for small numbers
less than or equal to 10.
3
For the Bigger Unknown or Smaller Unknown situations, one version directs the correct operation (the version using more for the bigger unknown and using less for the smaller unknown). The
other versions are more difficult.


May 2015
Common Multiplication and Division Situations4
Equal Groups
Unknown Product
Group Size Unknown

(How many in each group? Division)
36=?
There are 3 bags with 6 plums in
each bag. How many plums are
there in all?
3 ? = 18 and 18 3 = ?
If 18 plums are shared equally into 3
bags, then how many plums will be in
each bag?
? 6 = 18 and 18 6 = ?
If 18 plums are to be packed 6 to
a bag, then how many bags are
needed?
Measurement example. You

need 3 lengths of string, each 6
inches long. How much string
will you need altogether?
Measurement example. You have 18

inches of string, which you will cut into
3 equal pieces. How long will each
piece of string be?
Measurement example. You

have 18 inches of string, which
you will cut into pieces that are 6
inches long. How many pieces of
string will you have?
If 18 apples are arranged into
equal rows of 6 apples, how many
rows will there be?
There are 3 rows of apples with

If 18 apples are arranged into 3 equal
6 apples in each row. How many rows, how many apples will be in
apples are there?
each row?
Arrays5, Area6
Area example. What is the area

of a 3 cm by 6 cm rectangle?
A blue hat costs $6. A red hat

cost 3 times as much as the blue
hat. How much does the red hat
cost?
Compare
Measurement example. A
rubber band is 6 cm long. How
long will the rubber band be
when it is stretched to be 3 times
as long?
General
ab=?
Number of Groups Unknown

(How many groups? Division)
Area example. A rectangle has area

18 square centimeters. If one side is
3 cm long, how long is a side next to
it?
A red hat costs $18 and that is 3
times as much as a blue hat costs.
How much does the blue hat cost?
Area example. A rectangle has

area 18 square centimeters. If
one side is 6 cm long, how long is
a side next to it?
A red hat costs $18 and a blue
hat costs $6. How many times as
much does the red hat cost as the
blue hat?
Measurement example. A rubber

band is stretched to be 18 cm long
and that is 3 times as longs as it was
at first. How long was the rubber
band at first?
Measurement example. A rubber

band was 6 cm long at first. Now
it is stretched to be 18 cm long.
How many times as long is the
rubber band now as it was at
first?
? b = p and p b = ?
a ? = p and p a = ?
The first examples in each cell are examples of discrete things. These are easier for students and should be given before the measurement examples.
The language in the array examples shows the easiest form of array problems. A harder form is to use the terms rows and columns: The apples in the grocery window are
in 3 rows and 6 columns. How m any apples are in there? Both forms are valuable.
6
Area involves arrays of squares that have been pushed together so that there are no gaps or overlaps, so array problems include these especially important measurement
situations.
5


May 2015
Addition Strategies
Name
Clarification
Student Work Sample
Counting All
student counts every number

students are not yet able to add on from either addend, they must mentally build every
number
Counting On
transitional strategy
student starts with 1 number and counts on from this point
student recalls sums for many doubles
8+9
student uses fluency with ten to add quickly
8 + (8 + 1)
(8 + 8) + 1
16 + 1= 17
8+9
Making Tens
Compensation
Breaking Each Number into its

Place Value
Adding Up in Chunks
1,2,3,4,5,6,7,8,9,10,11,12,13,
14,15,16,17
8+9
89,10,11,12,13,14,15,16,17
Doubles/Near Doubles
Making Friendly Numbers/

Landmark Numbers
8+9
friendly numbers are numbers that are easy to use in mental computation
student adjusts one or all addends by adding or subtracting to make friendly numbers
student then adjusts the answer to compensate
student manipulates the numbers to make them easier to add
student removes a specific amount from one addend and gives that exact amount to the
other addend
strategy used as soon as students understand place value
student breaks each addend into its place value (expanded notation) and like place value
amounts are combined
student works left to right to maintain the magnitude of the numbers
follows place value strategy
student keeps one addend whole and adds the second addend in easy-to-use chunks
more efficient than place value strategy because student is only breaking apart one addend
(7 +1) + 9
7 + (1 + 9)
7 + 10 = 17
23 + 48
23 + (48 + 2)
23 + 50= 73
73 2 = 71
8+6
8-1=7 6+1=7
7+7=14
24 + 38
(20 + 4) + (30 + 8)
20 + 30 = 50
4 + 8 = 12
50 + 12 = 62
45 + 28
45 + (20 + 8)
45 + 20 = 65
65 + 8 = 73
Children do not have to be taught a particular strategy. Strategies for computation come naturally to young children. With opportunity and encouragement, children invent strategies for
themselves.


May 2015
Subtraction Strategies
Name
Adding Up
Counting Back/Removal
Clarification
student adds up from the number being subtracted (subtrahend) to the whole
(minuend)
the larger the jumps, the more efficient the strategy
student uses knowledge of basic facts, doubles, making ten, and counting on
strategy used by students who primarily view subtraction as taking away

student starts with the whole and removes the subtrahend in parts
student needs the ability to decompose numbers in easy-to-remove parts
student breaks each number into its place value (expanded notation)
student groups like place values and subtracts
Place Value
Keeping a Constant Difference
Adjusting to Create an Easier

Number
student understands that adding or subtracting the same amount from both
numbers maintains the distance between the numbers
student manipulates the numbers to create friendlier numbers
strategy requires students to adjust only one of the numbers in a subtraction
problem
student chooses a number to adjust, subtracts, then adjusts the final answer to
compensate
students must understand part/whole relationships to reason through this strategy
Student Work Sample

14 7
7 8,9,10,11,12,13,14 (+1 each jump)
7 + 3= 10
10 + 4= 14
3 + 4= 7
65 32
65 (10 + 10 + 10 + 2)
65, 55, 45, 35, 33
65 (30 + 2)
65 30 = 35
35 2 = 33
999 345
(900 + 90 + 9) (300 + 40 + 5)
900 300 = 600
90 40 = 50
95=4
600 + 50 + 4 = 654
123 59
123 + 1 = 124
59 + 1 = 60
124 60 = 64
123 59
59 + 1 = 60
123 60 = 63
I added 1 to make an easier number.
63 + 1 = 64
I have to add 1 to my final answer
because I took away 1 too many.
Children do not have to be taught a particular strategy. Strategies for computation come naturally to young children. With opportunity and encouragement, children invent strategies for
themselves.


May 2015
Multiplication Strategies
Name
Clarification
beginning strategy for students who are just learning multiplication
connection to an array model provides an essential visual model
students who are comfortable multiplying by multiples of 10

Friendly Numbers/
Landmark Numbers
Breaking Factors into Smaller

Factors
Doubling & Halving
15+15+15+15+15+15 = 90
2 15 = 30
2 15 = 30
2 15 = 30
30 + 30 + 30 = 90
Repeated Addition/Skip Counting
Partial Products
Student Work Sample

6 15
strategy based on the distributive property and is the precursor for our
standard U.S. algorithm
student must understand that the factors in a multiplication problem can
be broken into addends
student can then use friendlier numbers to solve more difficult problems
strategy relies on students understanding of breaking factors into
smaller factors
associative property
used by students who have an understanding of the concept of arrays
with different dimensions but the same area
student can double and halve numbers with ease
student doubles one factor and halves the other factor
9 15
Add 1 group of 15
10 15 = 150
We must now take off 1 group of 15.
150 15 = 135
12 15
12 (10 + 5)
12 10 = 120
12 5 = 60
120 + 60 =180
12 25
(3 4) 25
3 (4 25)
(4 25) + (4 25) + (4 25) = 300
8 25
82 = 4
25 2 = 50
4 50 = 200
Children do not have to be taught a particular strategy. Building a conceptual understanding before procedural knowledge helps students navigate and explore different
approaches to computation. Childrens invented algorithms for multiplication and division generally build on their procedures for adding and subtracting multi-digit
numbers.


May 2015
Division Strategies
Name
Repeated Subtraction/Sharing
Multiplying Up
Clarification
early strategy students use when they are developing multiplicative
reasoning
repeated subtraction is one of the least efficient division strategies
presents opportunities to make connections to multiplication
strategy is a natural progression from repeated subtraction

student uses strength in multiplication to multiply up to reach the dividend
students relying on smaller factors and multiples will benefit from discussions
related to choosing more efficient factors
maintains place value

allows students to work their way toward the quotient by using friendly
numbers such as ten, five, and two
as the student chooses larger numbers, the strategy becomes more efficient
Partial Quotients
Proportional Reasoning
students who have a strong understanding of factors, multiples, and

fractional reasoning
students experiences with doubling and halving to solve multiplication
problems can launch an investigation leading to the idea that you can divide
the dividend and the divisor by the same number to create a friendlier
problem
Student Work Sample

30 5
30 5 = 25
25 5 = 20
20 = 5 = 15
15 5 = 10
10 5 = 5
55=0
I took out 6 groups of 5
30 5 = 6
384 16
10 16 = 160
10 16 = 160
2 16 = 32
2 16 = 32
384 160 = 224

224 160 = 64
64 32 = 32
32 32 = 0
10 + 10 + 2 + 2 = 24
384 16
16 384
-160
224
-160
64
-32
32
-32
0
384 16
10
10
24
2
2
384 16
2 2
192 8
2 2
96 4
2 2
48 2 = 24
384 16 = 24
Children do not have to be taught a particular strategy. Building a conceptual understanding before procedural knowledge helps students navigate and explore different approaches
to computation. Childrens invented algorithms for multiplication and division generally build on their procedures for adding and subtracting multi-digit numbers.
10


May 2015
5E Learning Cycle: An Instructional Model

ENGAGEMENT
EXPLORATION
EXPLANATION
ELABORATION
EVALUATION
The engagement phase of the model

is intended to capture students
interest and focus their thinking
on the concept, process, or skill
that is to be learned.
The exploration phase of the model is

intended to provide students with a
common set of experiences from
which to make sense of the concept,
process or skill that is to be learned.
The explanation phase of the model is

intended to grow students
understanding of the concept,
process, or skill and its associated
academic language.
The elaboration phase of the model is

intended to construct a deeper
understanding of the concept,
process, or skill through the
exploration of related ideas.
The evaluation phase of the model is

intended to be used during all phases
of the learning cycle driving the
decision-making process and
informing next steps.
During this engagement phase,

the teacher is on center stage.
During the exploration phase,

the students come to center stage.
During the elaboration phase,

the teacher and students
share center stage.
What does the teacher do?
provide new information that
extends what has been learned
provide related ideas to explore
pose opportunities (examples and
non-examples) to apply the
concept in unique situations
remind students of alternate ways
to solve problems
encourage students to persevere
in solving problems
During the evaluation phase,

share center stage.
observe students during all
phases of the learning cycle
assess students knowledge and
skills
look for evidence that students
are challenging their own thinking
present opportunities for students
to assess their learning
ask open-ended questions:
o What do you think?
o What evidence do you have?
o How would you explain it?
What does the student do?
participate actively in all phases
of the learning cycle
demonstrate an understanding of
the concept
solve problems
evaluate own progress
answer open-ended questions
with precision
ask questions
Evaluation of Exploration
The role of evaluation during the
exploration phase is to gather an
understanding of how students are
progressing towards making sense of
a problem and finding a solution.
During the explanation phase,

share center stage.
ask for justification/clarification of
newly acquired understanding
use a variety of instructional
strategies
use common student experiences
to:
o develop academic language
o explain the concept
use a variety of instructional
strategies to grow understanding
use a variety of assessment
strategies to gage understanding
record procedures taken towards
the solution to the problem
explain the solution to a problem
communicate understanding of a
concept orally and in writing
critique the solution of others
comprehend academic language
and explanations of the concept
provided by the teacher
assess own understanding
through the practice of selfreflection
Evaluation of Explanation
explanation phase is to determine the
students degree of fluency (accuracy
and efficiency) when solving
problems.
Strategies and procedures used by

students during this phase are
highlighted during explicit instruction in
the next phase.
Conceptual understanding, skill

refinement, and vocabulary acquisition
during this phase are enhanced
through new explorations.
Application of new knowledge in

unique problem solving situations
during this phase constructs a deeper
and broader understanding.
The concept, process, or skill is

formally explained in the next phase
of the learning cycle.
The concept, process, or skill is

elaborated in the next phase
The concept, process, or skill has

been and will be evaluated as part
of all phases of the learning cycle.

create interest/curiosity
raise questions
elicit responses that uncover
student thinking/prior knowledge
(preview/process)
remind students of previously
taught concepts that will play a
role in new learning
familiarize students with the unit

show interest in the topic
reflect and respond to questions
ask self-reflection questions:
o What do I already know?
o What do I want to know?
o How will I know I have learned
the concept, process, or skill?
make connections to past learning
experiences
Evaluation of Engagement
engagement phase is to gain access
to students thinking during the
pre-assessment event/activity.
Conceptions and misconceptions
currently held by students are
uncovered during this phase.
These outcomes determine the
concept, process, or skill to be
explored in the next phase
11

provide necessary materials/tools
pose a hands-on/minds-on
problem for students to explore
provide time for students to
puzzle through the problem
encourage students to work
together
observe students while working
ask probing questions to redirect
student thinking as needed

manipulate materials/tools to
explore a problem
work with peers to make sense of
the problem
articulate understanding of the
problem to peers
discuss procedures for finding a
solution to the problem
listen to the viewpoint of others


generate interest in new learning
explore related concepts
apply thinking from previous
learning and experiences
interact with peers to broaden
ones thinking
explain using information and
experiences accumulated so far
Evaluation of Elaboration
elaboration phase is to determine the
degree of learning that occurs
following a differentiated approach to
meeting the needs of all learners.

May 2015
Elementary Instructional Math Block

Time
5
minutes
15
minutes
Components
Opening:
Hook/Warm-up
(engage/explore)
Whole Group:
Mini Lesson & Guided
Practice
(explore/explain/evaluate)
Description
Teachers will engage students to create interest for the whole
group mini lesson or to review previous learning targets by posing
a hands-on minds-on problem for students to explore.
During this time, the learning target will be introduced through
explicit instruction by the teacher or through
exploration/discovery by the students. Teachers model their
thinking and teach or reinforce vocabulary in context. Teacher
leads students to participate in guided practice of the new
learning target.
Students will explore using manipulatives and having
conversations about their new learning. Students and teachers
explain and justify what they are doing. Teachers are using
probing questions to redirect student thinking during guided
practice. Teachers provide explicit instruction to scaffold the
learning if the majority of the students are struggling.
35-45
minutes
Small Group:
Guided Practice &
Collaborative/
Independent Practice
(explain/evaluate/
explore/ elaborate)
Formative techniques are used to evaluate which students will

need interventions and which students will need enrichment.
The teacher will work with identified, homogeneous groups to
provide intervention or enrichment. The students will explain
their thinking through the use of a variety of instructional
strategies. The teacher will evaluate student understanding and
address misconceptions that still exist.
Students will work in groups using cooperative structures or
engaging in mathematical tasks. These activities are related to the
mini lesson, previously taught learning targets, or upcoming
standards. Students will continue to explore the learning targets
by communicating with peers.
All students will elaborate to construct a deeper understanding

while engaging in collaborative and independent practices.
Students will evaluate their own understanding through the
practice of self-reflection.
5
Closure:
The teacher will revisit the learning target and any student
minutes
Summarize
discoveries. Students will explain and evaluate their
(explain/evaluate)
understanding of the learning target through a variety of
techniques. The teacher will evaluate students depth of
understanding to drive future instruction.
Formative techniques occur throughout each piece of the framework.
12

Grade 5
May 2015

Students will:
(to be embedded throughout instruction as appropriate)
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and
critique the
reasoning of others.
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make

use of structure.
Look for and express

regularity in repeated
reasoning.
SMP.1
SMP.2
SMP.3
SMP.4
SMP.5
SMP.6
SMP.7
SMP.8
MAFS Domains: Number and Operations in Base Ten

Operations and Algebraic Thinking
Pacing: Weeks 1 - 9
August 24 October 22
Learning Targets
Fluently multiply multi-digit whole numbers using the standard algorithm.
Standards
MAFS.5.NBT.2.5
Students will:
recall basic multiplication facts.

rd
(this is a 3 grade skill)
describe and demonstrate how the standard algorithm relates to multiplication strategies based on place value and the
properties of operations. (i.e. area model, array, compatible numbers, decomposition)
Vocabulary
digit
equation
factor
multiple
multiply
place value
product
HINT: Refer to page 9 in the Grade 5 Mathematics Curriculum Map for clarification of the Multiplication Strategies.
use the standard algorithm for multi-digit whole number multiplication with ease (up to 3-digit by 2-digit).
HINT: Mastery of this standard includes an understanding of missing digits and error analysis.
Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it
represents in the place to its left.
MAFS.5.NBT.1.1
10 times greater than

10 times less than
Students will:
base ten numerals
decimal
explain that a digit in one place is 10 times the value of the place to its right (i.e. the compared digit in both numerals must be the decimal point
same number).
divide
equal to
E.g., 12,502 compared to 15,346:
The 5 in 12,502 represents 5 hundreds, or 500, while the 5 in 15,346 represents 5 thousands, or 5,000. The value of the 5 equivalent
expanded form
in 15,346 is 10 times the value of the 5 in 12,502.
expression
E.g., A student thinks, I know that in the number 5555, the 5 in the tens place represents 50 and the 5 in the hundreds place
multiply
represents 500. So a 5 in the hundreds place is ten times as much as a 5 in the tens place or a 5 in the tens place is 1/10 of one tenth
the value of a 5 in the hundreds place.
product
quotient
explain that a digit in one place is 1/10 the value of the place to its left.
tenths
thousandths
E.g.,
1/10 = 0.034
What is the missing value in the equation shown? 0.34
whole number
13


May 2015
MAFS.5.NBT.1.2
base ten numerals

cubed (power of 3)
Students will:
decimal
decimal point
express powers of 10 using whole-number exponents. E.g., 10 = 10, 100 = 10, 1000 = 10
divide
equal to
illustrate and explain the pattern for how and why the number of zeros in a product (when multiplying a whole number by a
equivalent
power of 10) relates to the power of 10. E.g., 5 x 10 = 500
exponent
illustrate and explain the pattern in the placement of the decimal point when a decimal is multiplied by a power of 10.
expression
E.g., Multiplying 15.3 by 100, or 15.3 x 10, results in 1530--where the decimal point in the product is 2 places to the right of where greater than
hundredths
it is in the factor.
less than
illustrate and explain the pattern in the placement of the decimal point when a decimal is divided by a power of 10.
multiply
power of 10
E.g., Dividing 15.3 by 100, 15.3 10, results in 0.153--where the decimal point in the quotient is 2 places to the left of where it is product
in the dividend.
quotient
squared (power of 2)
HINT: The Grade 5 Mathematics Item Specifications (pg. 19 March 20, 2015 version) specifically ask students ..how is the
tenths
decimal point moved?
thousandths
whole number
MAFS.5.OA.1.1
Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
braces
brackets
Students will:
conventional order
expression
perform operations in the conventional order (i.e., multiplication and division before addition and subtraction).
operation
simplify and write numerical expressions that may include parentheses, brackets, and/or braces.
parentheses
E.g., {[24 (3 + 5)] 1}
quantity
{[24 8] 1}
{3 1}
2
Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the
decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
evaluate expressions which include parentheses, brackets, and/or braces.

determine why the value of an expression changes when the order of operations changes.
14


May 2015
Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express
the calculation add 8 and 7, then multiply by 2 as 2 x (8 + 7). Recognize that 3 x (18932 + 921) as three times as large as 18932 + 921, without
having to calculate the indicated sum or product.
MAFS.5.OA.1.2
Students will:
apply an understanding of operations and grouping symbols to write numerical expressions without evaluating (i.e., solving)
them.
apply an understanding of operations and grouping symbols to interpret the meaning of numerical expressions without evaluating
(i.e., solving) them.
Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the
properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
MAFS.5.NBT.2.6
Students will:
explain the inverse relationship between multiplication and division.

describe and demonstrate the process of division using a variety of models and strategies (e.g., expanded notation/place value,
partial quotients, repeated subtraction, equal sharing, place-value, properties).
illustrate and explain calculations by using equations, rectangular arrays, and/or area models.
model and apply a variety of strategies to find whole-number quotients of whole numbers with up to four-digit dividends and twodigit divisors.
interpret remainders in the context of a story.
use an understanding of the relationship between multiplication and division to check the quotient.
HINT: Even though the standard leads more towards computation, the connection to story contexts is critical.
Refer to page 10 in the Grade 5 Mathematics Curriculum Map for clarification of the Division Strategies.
th
The standard algorithm is NOT taught until 6 grade.
E.g.,
Expanded notation is the use of the Distributive property in division problems, for example, 639 3 can be expressed as:
(600 + 30 + 9) 3 = (600 3) + (30 3) + (9 3).
Partial quotients is a strategy for long division using groupings of multiples of the divisor and then adding the partial quotients to
find the answer.
15

conventional order
expression
operation
parentheses
quantity
area model
array
compatible numbers
decompose
digit
divide
dividend
divisor
equal sharing
equation
expanded notation
factor
interpret
inverse operation
multiple
multiply
partial quotients
place value
product
quotient
remainder
repeated subtraction

May 2015
Unit 1 Suggested Instructional Resources

MAFS
enVisionMATH
AIMS
Lakeshore
NBT.2.5
Daily Math Practice

Journal: pp. 11,12, 13,
17, 21, 22, 23, 25, 29
MFAS
Complete the
Multiplication Problem
www.k-5mathteachingresources.com
NBT.5
Multiplying Using the

Standard Algorithm
www.cpalms.org
Chance Product
Dividing for Equal Groups
More Multiplication Using

the Standard Algorithm
Find the Multiplication
Error
NBT.1.1
Modeling A Million
Teacher Guide: Place

Value Detective p.5
Walking to Schools
Daily Math Practice

Journal: pp.10, 12, 16,
26, 28
Dylans Baseball Card
Five Tenths
Step up Lesson 1
6-11E (Online)
NBT.1.2
Pick a Problem: 39, 40

How Did you Solve it?:
23, 24
Daily Dose of Fractions
and Decimals: 76-150
(#1 only)
grade5commoncoremath.wikispaces.h
cpss.org
NBT.5 Lessons
NBT.5 Formatives
NBT.1
www.cpalms.org
Shift the Place, Shift the Values
Understanding Place Value
cpss.org
NBT.1 Lessons
NBT.1 Formatives

21, 22
Whole Number Place
Value Magnets
Daily Math Practice
Journal: pp.10, 14, 16,
19, 20, 24, 27
Internet
Multiplying by Ten Three

Times
NBT.2
How Many Zeros
www.cpalms.org
Seeking Patterns Using Base Ten
Intro to Multiplying Decimals by 10, 100,
1000
The Error
cpss.org
NBT.2 Lessons
NBT.2 Formatives
enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook
16


May 2015

enVisionMATH
AIMS
OA.1.1
MAFS
Picturing Clues
NBT.2.6
OA.1.2
Who Has? Set 2
Lakeshore
MFAS
Internet
Teacher Guide:
Parenthesis, Brackets,
and Braces p.3
Order of Operations p.3
Reproducibles: pp. 3,4
Daily Math Practice
Journal: pp.2, 3, 4, 5, 7, 8
Pick a Problem: 19-22
How Did you Solve it?: 17
With and Without

Parentheses
OA.1
Evaluating Expressions
www.cpalms.org
PEMDAS Blaster Lite
Place the Parentheses
grade5commoncoremath.wikispaces.
hcpss.org
OA.1 Lessons
OA.1 Formatives
Teacher Guide: Order of

Operations p.3
Reproducibles: p.4
Daily Math Practice
Journal: pp.2, 4-9
8-15
Comparing Product
OA.2
More Expressions
How Much Greater is the

Product?
Braydens Video Game
Write the Expression
www.cpalms.org
Words to Expressions
Video Game Scores
hcpss.org
OA.2 Lessons
OA.2 Formatives
Teacher Guide:
Dividing Using an Area
Multiplication and
Model with Larger
NBT.6
Division Whole Numbers Divisors
www.cpalms.org
p. 11
Dividing Using Place
Reproducibles: p. 4
What Are They Thinking? Understanding
Value with Larger
Daily Math Practice
Division
Divisors
Journal: pp. 13, 18, 26,
29
Driving to Alaska
hcpss.org
Analyzing and Applying
34-35
NBT.6 Lessons
Division
Giant place value blocks
NBT. 6 Formatives
Whole number place
value magnets
1-1: SE
1-3: SE, A&R, RMC
1-6: SE, A&R, RMC
3-1: SE
3-5: POD
3-8: SE
17
Party Planning


May 2015

Students will:
Make sense of
problems and
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and
critique the
Model with
mathematics.
Use appropriate
Look for and make

use of structure.

reasoning.
SMP.1
SMP.2
SMP.3
SMP.4
SMP.5
SMP.6
SMP.7
SMP.8
MAFS Domains: Number and Operations in Base Ten

Number and Operations - Fractions
Learning Targets
Read, write, and compare decimals to thousandths.
a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7
x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000).
b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <
symbols to record the results of comparisons.
Pacing: Weeks 10 - 17
October 26 December 18
Standards
MAFS.5.NBT.1.3
Students will:
represent decimals using place value, models, and graphics of place value through the thousandths place.
E.g., Place Value Charts
Vocabulary
base ten numerals
decimal
decimal point
equal to
equivalent
expanded form
expression
greater than
hundredths
less than
round
tenths
thousandths
whole number
word form
represent decimals up to the thousandths place numerically.

E.g., Equivalent forms of 0.34 are:
34/100
3/10 + 4/100
30/100 + 4/100
0.30 + 0.04
340/1000
3 (1/10) + 4 (1/100)
3 (1/10) + 4 (1/100) + 0 (1/1000)
read and write decimals up to thousandths in word form, base ten numerals, and expanded form.
compare two decimals up to the thousandths using place value and record the comparison using symbols <, >, or =.
Use place value understanding to round decimals to any place.
MAFS.5.NBT.1.4
Students will:
explain how to use place value to round decimals to any place.

round decimals, up to the hundredths place using a number in the thousandths.
demonstrate competency with place value concepts in the context of rounding.
18


May 2015
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
MAFS.5.NBT.2.7
addition strategies
decimal
Students will:
divide
division strategies
add decimals to hundredths, using concrete models, drawings, strategies based on place value, and properties of operations.
hundredths
represent and justify addition strategies and reasoning used to solve problems.
multiplication strategies
multiply
subtract decimals to hundredths, using concrete models, drawings, strategies based on place value, properties of operations and place value
the relationship between addition and subtraction.
product
represent and justify subtraction strategies and reasoning used to solve problems.
quotient
subtraction strategies
multiply decimals using area model and drawings.
tenths
multiply decimals using strategies based on an understanding of place value and properties of operations.
thousandths
represent and justify multiplication strategies and reasoning used to solve problems.
divide decimals using area model and drawings.

divide decimals using strategies based on an understanding of place value and properties of operations.
represent and justify division strategies and reasoning used to solve problems.
HINT: This standard requires students to extend the models and strategies previously developed for operations with whole
numbers.
E.g., Use a model to solve 3 0.6.
HINT: LearnZillion video: Multiplying Decimals

https://learnzillion.com/lessons/557-use-multiplication-to-multiply-decimals-by-decimals
LearnZillion video: Dividing Decimals
https://youtu.be/OtG6jGzzEo4
19


May 2015
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to MAFS.5.NF.1.1
produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad
+ bc) / bd.)
Students will:
apply concepts of factors, multiples, and equivalent fractions to find like denominators. (4 grade skill)
th
E.g.,
denominator
difference
divisible
equivalent
factor
fraction
fraction greater than
one (
represent addition and subtraction of fractions, including mixed numbers and fractions greater than 1, with unlike denominators
using concrete models, graphical models, and equations (denominators are limited to 1-20).
5
4
like denominator
mixed number
multiple
numerator
reasonableness
sum
unlike denominator
whole number
E.g.,
add up to three fractions including mixed numbers and fractions greater than 1.
subtract fractions including mixed numbers and fractions greater than 1.
HINT: Concrete models include, but are not limited to, fraction strips, fraction circles, pattern blocks, Geoboards, rulers, and other
tangible objects. Graphical models include, but are not limited to, pictures of base-ten blocks, drawings, and linear models
(number lines).
HINT: Students need to understand equivalence of fractions and are NOT expected to simplify to find lowest terms.
20


May 2015
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 the problem. 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.
MAFS.5.NF.1.2
Students will:
solve word problems involving addition and subtraction of fractions with like and unlike denominators using visual fraction models
or equations.
use benchmark fractions and number sense of fractions to estimate and assess reasonableness of answers.
HINT: Students need to understand equivalence of fractions and are not expected to simplify to find lowest terms.
denominator
difference
equivalent
estimate
factor
fraction
like denominator
numerator
reasonableness
sum
unlike denominator
MAFS.5.NF.2.3
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 equally among 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 answer lie?
denominator
dividend, divisor
equal parts
equation
equivalent
Students will:
factor
explain that fractions (a/b) can be represented as a division of the numerator by the denominator (a b). For example, 5/3 = 5 3. fraction
fraction greater than 1
HINT: In Grade 4 students connected fractions with addition and multiplication, understanding that
mixed number (mixed
5/3 = 1/3 + 1/3 + 1/3 + 1/3 + 1/3 = 5 x 1/3; therefore 5 3 = 5 x 1/3.
fraction)
illustrate that the denominator represents the number of equal portions needed (divisor).
multiply
numerator
illustrate that the numerator represents the total amount being divided (dividend).
partition
express why a b can be represented by the fraction a/b.
product
solve word problems involving the division of whole numbers (including situations resulting in a fractional quotient).
quotient
o predict whether the quotient will be a whole number, mixed number, or fraction.
represent
o illustrate a solution strategy using visual fraction models or equations that represent the problem.
unit fraction
o interpret and explain why the quotient is a whole number, mixed number, or fraction.
whole number
E.g., Show how 3 7 can also be represented as 3/7.
Sara has 3 sub sandwiches. She would like to split the sandwiches equally between 7 people.
What fraction of 1 sandwich will each person receive?
o Divide each of 3 rectangles (sub sandwiches) into 7 equal parts resulting in a total of 21 equal parts.
o Divide the 21 parts into 7 equal groups. The result is 3/7 of 1 whole.
1
HINT: Khan Academy video: Understanding Fractions as Division

https://www.khanacademy.org/math/cc-fifth-grade-math/cc-5th-fractions-topic/cc-5th-fractions-as-division/v/fractions-as-division
21


May 2015

MAFS
enVisionMATH
AIMS
Lakeshore
MFAS
Internet
Teacher Guide: pp. 6-9
Writing and Reading
Reproducibles: pp. 5, 6,
Decimals
NBT.3
Dealing With Decimals
7, 8
Decimals in Number
www.cpalms.org
Daily Math Practice
Name
Journal: pp. 11, 14, 16,
Decimals Have a Point!
22, 24
Batting a Thousand(th)
Decimals in Expanded
Form
Decimals in Word and
cpss.org
25, 26, 27, 28, 29
Expanded Form
NBT.3 Lessons
and Decimals: 76-90 (#5), Comparing Decimals
NBT.3 Formatives
106-120 (#5),
Decimal Place Value
Magnets
Decimal Grids Tub
Decimals Activity Stations
6-1: SE, A&R, RMC
Rounding to the Nearest
Daily Math Practice
Whole Number
NBT.4
Journal: pp. 10, 12, 15,
Rounding to the Tenths
17, 18, 20, 22, 26, 28
Place
cpss.org
Pick a Problem: 26-29,
41, 44-46
NBT.4 Lessons
Shopping for Produce
NBT.4 Formatives
(Hundredths)
30, 31
and Decimals: 76-150
(#2)
Decimal Place Value
Magnets
Decimal Grids Tub
Decimals Activity Stations
NBT.1.4
NBT.1.3
Deducting Decimals
22


May 2015

MAFS
enVisionMATH
AIMS
Lakeshore
MFAS
Internet
Teacher Guide: p. 12
Running a
Daily Math Practice
Race(Addition)
NBT.7
Pack and Post
Journal: pp. 14, 19, 23, 28
Tonys
www.cpalms.org
Pick a Problem: 26-38, 82
How Did you Solve it?: 36, Lunchbox(Subtraction)
Dividing Decimals Investigations
37
Race To Fill The Hole
Buying Candy
Bars(Multiplication)
and Decimals: 76-150 (#3Running(Division
cpss.org
4)
Decimal Place Value
NBT.7 Lessons
Magnets
NBT.7 Formatives
Decimal Grids Tub
Decimal Activity Stations
Write and Wipe Graphing
Boards
8-1: SE
Fraction Time
Teacher Guide: pp. 13-14 Adding Fractions with
8-2: SE, A&R, RMC
Reproducibles: pp. 4, 9-11 Unlike Denominators
NF.1
9-2: POD
Fraction Action 4
Daily Math Practice
www.cpalms.org
Journal: pp. 30, 32, 34, 36, Adding More Fractions
with Unlike
Fraction Action 5
38, 40, 42, 44, 46, 48
Making Smores
Denominators
Using Models to Add Fractions
Fraction Action 9
How Did you Solve it?: 38- Subtracting Fractions
pp.149-159
40
Subtracting More
cpss.org
Fractions
Fraction Fringe on the
and Decimals: 1-75
NF.1 Lessons
Cutting Edge
Giant magnetic fraction
NF.1 Formatives
circles and bars
Operation: Decimals
NF.1.1
NBT.2.7
6-4: SE, A&R,

6-5: SE, A&R
6-6: SE, A&R, RMC
6-11 B (Online)
6-11 C (Online)
6-11 D (Online)
6-11 F (Online)
23


May 2015

MAFS
enVisionMATH
AIMS
Lakeshore
MFAS
Internet
Teacher Guide: pp. 15-16 Saras Hike
Reproducibles: pp. 4, 12
NF.2
Maris has a Party
Cindys Carpet Emporium Daily Math Practice
www.cpalms.org
Journal: pp. 31, 33, 35,
Just Run
36, 38, 43
Do These Add Up?
Pick a Problem: 50, 54-55 Baking Cakes
Estimating Using Benchmark Fractions
41-43
cpss.org
Daily Dose of Decimals
and Fractions: 7-9, 36-39,
NF.2 Lessons
68, 70
NF.2 Formatives
Giant magnetic fraction
circles and bars
9-7A (Online)
Teacher Guide: p.16
Sharing Pizzas
NF3
Daily Math Practice
Sharing Brownies
Journal: pp. 31, 36, 46,
www.cpalms.org
48
Two Thirds
Pick a Problem: 49, 53,
Picture This! Fractions as Division
Five Thirds
54
Fraction Frenzy
44-45
cpss.org
and Decimals: 1-5 (#3),
NF.3 Lessons
10 (#1), 16-25 (#3), 31
NF.3 Formatives
(#3), 41-45 (#3), 60 (#1),
66-67 (#1), 69 (#1)
Royal Rugs
NF.2.3
NF.1.2
8-3: SE, A&R, RMC

8-4: SE, A&R, RMC
8-6: SE, A&R, RMC
24


May 2015

Students will:
Make sense of
problems and
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and
critique the
Model with
mathematics.
Use appropriate
Look for and make

use of structure.

reasoning.
SMP.1
SMP.2
SMP.3
SMP.4
SMP.5
SMP.6
SMP.7
SMP.8
MAFS Domains: Number and Operation - Fractions

Measurement and Data
January 4 February 19
Learning Targets
Standards
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
a. 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.)
MAFS.5.NF.2.4
Students will:
review the fundamental understanding of multiplication as repeated addition.

develop an understanding that the multiplication of a fraction by a whole number could be represented as repeated addition of a
unit fraction (e.g., 2 x (1/4) = 1/4 + 1/4).
extend the understanding of multiplication by a unit fraction to the multiplication of any quantity by a fraction.
I.e., Just as 1/3 of 5 is one part when 5 is partitioned (divided) into 3 equal parts, so 2/3 of 5 is 2 parts when 5 is partitioned into 3
equal parts.
use the understanding of multiplication by a fraction to develop the general formula for the product of two fractions, a/b x c/d =
ac/bd.
HINT: Grade 5 students do NOT need to express the formula in the general algebraic form (a/b x c/d = ab/cd). They need to
reason out examples using fraction strips, arrays, Fraction Multipliers, and number line diagrams. 2/3 x 5/2 = 2x5/3x2
Vocabulary
array
denominator
equation
equivalent
formula
fraction
mixed number
multiply
numerator
partition
product
repeated addition
represent
unit fraction
whole number
create story contexts for problems involving multiplication of a fraction and a whole number or multiplication of two fractions.
25


May 2015
MAFS.5.NF.2.4
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
b. 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 the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent
fraction products as rectangular areas.
Students will:
divide a rectangle with fractional side lengths into rectangles whose sides are the corresponding unit fractions.
use an array of square units to calculate the area of a rectangle with fractional sides.
use unit fraction squares to prove the area of rectangles with fractional side lengths.
i.e., 2/3 x 4/5 represented using an area model:
Interpret multiplication as scaling (resizing), by:

a. 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.
b.
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 fraction equivalence a/b = (na)/(nb) to the effect of multiplying a/b by 1.
MAFS.5.NF.2.5
Students will:
interpret the relationship between the size of the factors and the size of the product without performing the actual multiplication.
HINT: This standard calls for students to examine the magnitude of products in terms of the relationship between two types of
problems.
Example 1:
How does the product of 3,225 x 60
compare to the product of 3,225 x 30?
How do you know?
Since 30 is half of 60, the product of
3,225 x 60 will be double or twice as
large as the product of 3, 225 x 30.
Example 2:
Two newspapers are comparing sales from last year.
o The Post sold 34,859 copies.
o The Tribune sold one-and-a-half times as many copies as the Post.
Write an expression which describes the number of newspapers the Tribune
sold?
1
34,859 1
2
Which newspaper sold more papers? The Tribune
array
denominator
equation
equivalent
formula
fraction
mixed number
multiply
numerator
partition
product
repeated addition
represent
unit fraction
whole number
denominator
equation
equivalent
fraction
fraction greater than 1
mixed number
multiply
numerator
partition
product
represent
unit fraction
whole number
explain why multiplying a given number by a number or fraction greater than 1 results in a product greater than the given number
(e.g., if 3/4 is the given number and it is multiplied by 5, the product will be larger than 3/4).
explain why multiplying a given number by a fraction less than 1 results in a product less than the given
number (e.g., if 5 is the given number and it is multiplied by 3/4, the product results in a fraction that is
less than 5).
multiply a given fraction by 1 to find an equivalent fraction (e.g., 3/4 x 2/2 = 6/8).
th
(this is a 4 grade skill)
relate the principle of fraction equivalence to the effect of multiplying a fraction by 1.
26


May 2015
Solve real world problems involving multiplication of fractions and mixed numbers, e.g. by using visual fraction models or equations to represent the
problem.
MAFS.5.NF.2.6
Students will:
solve real world problems involving multiplication of fractions and mixed numbers and interpret the product in the context of the
problem.
illustrate and explain solution strategies using visual fraction models or equations that represent the problem.
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to MAFS.5.NF.2.7
multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and
division. But division of a fraction by a fraction is not a requirement at this grade.)
a. 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 the relationship between multiplication and division to explain that (1/3) 4 = 1/12
because (1/12) x 4 = 1/3.
b. 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 the relationship between multiplication and division to explain that 4(1/5) = 20 because 20 x
(1/5) = 4.
c. 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 represent the 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?
array
denominator
equation
equivalent
fraction
mixed number
multiply
numerator
partition
product
quotient
represent
unit fraction
whole number
Students will:
apply an understanding of the division of whole numbers to the concept of dividing with fractions (e.g., 1/3 4 can be interpreted
as sharing 1/3 of a school pizza with 4 people).
1
divide unit fractions by whole numbers (e.g., 1/3 4) using visual models.
3
solve real world problems involving division of unit fractions by whole numbers using fraction models and equations.
create and solve story contexts where a unit fraction is divided by a whole number (not zero) using a visual model.
1
12
divide whole numbers by unit fractions (e.g., 4 1/5) using visual models.
solve real world problems involving division of whole numbers by unit fractions using fraction models and equations.
create and solve story contexts where a whole number (not zero) is divided by a unit fraction using a visual model.
E.g., Angelo has 4 lbs of peanuts. He wants to give each of his friends 1/5 lb. How many friends can receive 1/5 lb. of peanuts?
1 lb. of peanuts
27

lb.

May 2015
Convert among different-sized standard measurement units (i.e., km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec) within a given measurement system (e.g.,
convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
MAFS.5.MD.1.1
Students will:
HINT: Students are expected to utilize the Grade 5 FSA Mathematics Reference Sheet located on p. 53 of the Grade 5
Mathematics Item Specifications.
compare units of measure within the same system and same dimensions (i.e., inches to feet, ounces to pounds, millimeters to
meters, grams to kilograms, seconds to minutes).
convert units within the same system (customary or metric).
apply knowledge of length, weight, mass, and time to solve multi-step word problems using measurement conversions.
HINT: Measurement values may be whole, decimal, or fractional values.
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems
involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each
beaker would contain if the total amount in all the beakers were redistributed equally.
MAFS.5.MD.2.2
Students will:
measure and record objects to the nearest 1/2, 1/4, or 1/8 unit.
HINT: Measures for length, mass, and liquid volume will be the focus for this standard.
record and display a set of measurements in fractions of a unit on a line plot.

E.g., Ten beakers, measured in liters, are filled with a liquid.
analyze information presented in line plots.

solve problems involving information presented in line plots.
E.g., If Billy pours all of the liter beakers into one container, what is the total amount (in liters) of liquid in the container? 2 liters
HINT: Refer to pages 5-6 in the Fifth Grade Mathematics Curriculum Map for clarification of Common Addition, Subtraction,
Multiplication and Division situations. It is expected that students will become proficient in finding the unknown number for
all situations.
Refer to pages 7-10 in the Fifth Grade Mathematics Curriculum Map for clarification of Addition, Subtraction, Multiplication
and Division Strategies.
28

balance
centimeter
conversion
convert
cup
customary units
day
foot
fluid ounce
gallon
grams
hour
inche
kilogram
kilometer
length
line plot
liter
mass
meter
metric units
mile
milligram
milliliter
millimeter
minute
ounce
pint
pound
quart
ruler
scale
second
time
ton
volume
week
weight
yard
year

May 2015

MAFS
enVisionMATH
9-7B (Online)
12-3A (Online)
AIMS
Fair Squares
NF.2.6
NF.2.5
NF.2.4
Fraction Action 6
pp.109-118
Lakeshore
MFAS
Teacher Guide: 17
Daily Math Practice
Journal: pp. 30, 35, 37,
39, 40, 46, 48
51-52, 54-55
46-50
and Decimals: 6-10
(#2),15 (#4), 21-25 (#1),
29-30 (#4), 32-36 (#3), 39
(#2), 41-45 (#1), 50-56
(#4), 59 (#4), 61-65 (#1),
66-70 (#2), 72-73 (#3), 75
(#4)
Fraction Multipliers Tub
Teacher Guide: p.18
Daily Math Practice
Journal: pp. 30, 33, 39,
40, 42, 45, 48
51-52, 54-55
51-52
and Decimals: 46-50 (#1)
Fraction Multipliers Tub
Daily Math Practice
Journal: pp. 32, 34, 37,
38, 41, 42, 49
53-54
and Decimals: 71-73 (#1)
Multiplying Fractions by
Whole Numbers
NF.4
Using Visual Fraction

Models
www.cpalms.org
Modeling Fraction Multiplication
Multiplying a Fraction by a Fraction
Area Models: Multiplying Fractions
Paint a Wall
Multiplying Fractions by
Fractions
Internet
The Rectangle
cpss.org
NF.4 Lessons
NF.4 Formatives
Multiplying by a
Fraction Greater than
One
NF.5
Multiplying by a
Fraction Less than One
More than or Less than
Two Miles
Estimating Products
Pizza Party
Box Factory
Half of a Recipe
Candy at the Party
www.cpalms.org
Multiplying a Fraction by a Fraction
Fractions-Rectangle Multiplication
cpss.org
NF.5 Lessons
NF.5 Formatives
NF.6
www.cpalms.org
Garden Variety Fractions
To multiply or not to multiply?
Making Cookies
cpss.org
NF.6 Lessons
NF.6 Formatives
29


May 2015

MAFS
enVisionMATH
AIMS
NF.2.7
9-7G (Online)
9-7H (Online)
Straw Planes
Measure for Measure
MD.1.1
6-7: POD
11-2: POD
14-1: POD
14-5: POD
MD.2.2
10-4: POD
15-1A (Online)
Lakeshore
MFAS
Internet
Teacher Guide: pp.18-19

Reproducibles: pp.13-14
Daily Math Practice
Journal: pp.41, 43, 45,
47, 49
55-57
and Decimals: 15 (#5), 63
(#2)
Whole Numbers Divided

by Fractions
NF.7
Bags of Fudge
Relay Race
www.cpalms.org
Painting A Room
Origami Stars
Models for the Multiplication and Division
of Fractions
Reproducibles: p.4
Daily Math Practice
Journal: pp.50, 51, 53,
55, 57, 59, 60
Pick a Problem:52-56, 57,
75-85
58-61
Converting Metric
Measurement Units
cpss.org
NF.7 Lessons
NF.7 Formatives
MD1
Teacher Guide:p. 20-21

Reproducibles: p.4
Daily Math Practice
Journal: pp.51, 53, 55,
57, 59, 61, 63
Pick a Problem:70-74
How Did you Solve it?:6263
Rock Measurements Part

One
cpss.org
MD.1 Lessons
MD.1 Formatives
MD.2
Rock Measurements Part

Two
www.cpalms.org
Whats the Plot
Fractions Divided by
Whole Numbers
Converting Customary
Measurement Units
Party Planning
Candy and Ribbon
www.cpalms.org
Conversion Excursion
Stand Up and Cheer
Bulk Candy Part One
cpss.org
MD.2 Lessons
MD.2 Formatives
30

Bulk Candy Part Two

May 2015

Students will:
Make sense of
problems and
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and
critique the
Model with
mathematics.
Use appropriate
Look for and make

use of structure.

reasoning.
SMP.1
SMP.2
SMP.3
SMP.4
SMP.5
SMP.6
SMP.7
SMP.8
MAFS Domains: Measurement and Data

Geometry
Operations and Algebraic Thinking
Numbers and Operations in Base Ten
Learning Targets
Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
a. A cube with side length 1 unit, called a unit cube, is said to have one cubic unit of volume, and can be used to measure volume.
b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
February 22 June 7
Standards
MAFS.5.MD.3.3
Students will:
identify volume as an attribute of a solid figure.

explain that a cube with 1 unit side length is one cubic unit of volume.
explain a process for finding the volume of a solid figure by filling it with unit cubes without gaps and overlaps.
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
MAFS.5.MD.3.4
Students will:
Vocabulary
attribute
cubic units
gap
height
length
overlap
rectangular prism
solid figure
volume
width
measure the volume of a hollow three-dimensional figure (i.e., rectangular prism and cube) by filling it with unit cubes without gaps
and counting the number of unit cubes.
determine the appropriate size unit to measure the volume of a rectangular prism or cube (e.g., base 10 units, wooden cubes,
centimeter cubes, base 10 thousands cube, etc.).
31


May 2015
Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a
right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by
multiplying the edge lengths, equivalently by multiplying the height by the area of the base.
a. Represent threefold whole-number products as volumes, e.g.,to represent the associative property of multiplication.
b. Apply the formula V= l x w x h and V= B x h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge
lengths in the context of solving real world and mathematical problems.
c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the
volumes of non-overlapping parts, applying this technique to solve real world problems.
MAFS.5.MD.3.5
Students will:
relate finding the product of three numbers (length, width, and height) to finding volume.
rd
use the formula for area (3 grade skill) to develop an understanding of volume.
relate the associative property of multiplication to finding volume.
calculate volume of rectangular prisms and cubes, with whole number edge lengths, using the formula for volume (V = lwh or
V = Bh) in real world and mathematical problems.
additive
attribute
B= area of base
composite solid
cubic units
formula
height
length
rectangular prism
solid figure
volume
width
E.g.,
1. Find the area of the base by multiplying its length by its width (B = l w).
2. Multiply the area of the base by the height (V = B h).
(3 x 2) is represented by the first layer
(3 x 2) x 5 is represented by the number of 3 x 2 layers
(3 x 2) + (3 x 2) + (3 x 2) + (3 x 2) + (3 x 2) =
6 + 6 + 6 + 6 + 6 = 30
6 representing the size/area of one layer
label appropriate units of measure for volume.

decompose a composite solid into non-overlapping rectangular prisms to find the volume of the solid by finding the sum of the
volumes of each of the decomposed prisms.
solve real world problems involving volume.
E.g., What is the volume of water needed to fill the pool in the diagram?
The deep end of the pool measures 14 ft. 10 ft. 5 ft. making the volume 700 cubic feet.
The shallow end of the pool measures 6 ft. 5 ft. 5 ft. making the volume 150 cubic feet.
700 cubic feet + 150 cubic feet = 850 cubic feet
32


May 2015
Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all
rectangles have four right angles and squares are rectangles, so all squares have four right angle.
MAFS.5.G.2.3
2-dimensional
acute angle
Students will:
attribute
category
compare and describe the geometric attributes of two-dimensional figures.
circle
(i.e., triangle, quadrilateral, rectangle, square, rhombus, trapezoid, pentagon, hexagon, octagon, circle, half-circle, quarter circle)
classify
categorize two-dimensional figures according to their individual and shared geometric (defining) attributes.
congruent
HINT: Geometric (defining) attributes include properties of sides (i.e., parallel, perpendicular, congruent), properties of angles (i.e., defining attributes
edge
type, measurement, congruent), and properties of symmetry (i.e., point and line).
half-circle
hexagon
explain the reasoning for the determined categories.
intersecting
irregular
MAFS.5.G.2.4
Classify and organize two-dimensional figures into Venn diagrams based on the attributes of the figures.
line
Students will:
obtuse angle
octagon
organize figures into a Venn diagram (graphic organizer) based on determined attributes.
parallel
classify figures based on defining attributes.
parallelogram
pentagon
E.g.,
perpendicular
point
polygon
quadrilateral
quarter circle
rectangle
regular
rhombus
right angle
side
square
symmetry
trapezoid
triangle
Venn diagram
vertex
33


May 2015
Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide
with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first
number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the
second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and ycoordinate).
MAFS.5.G.1.1
Students will:
draw a coordinate plane with two intersecting perpendicular lines.

identify the intersection as the origin and the point where 0 lies on each of the lines.
label the horizontal axis as the x-axis, and the vertical axis as the y-axis.
identify an ordered pair such as (3,2) as an x-coordinate followed by a y-coordinate.
explain the relationship between an ordered pair and its location on the coordinate plane.
HINT: Students are only expected to utilize the first quadrant which includes only positive numbers.
Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of
points in the context of the situation.
MAFS.5.G.1.2
Students will:
determine when a mathematical problem has a set of ordered pairs.

use appropriate tools strategically to identify, locate and plot ordered pairs of whole numbers on a graph in the first quadrant of
the coordinate plane.
locate an unknown point on a coordinate plane when given horizontal and vertical movements from another point.
describe the horizontal and vertical movements necessary to get from one point to another on a coordinate plane.
determine the distance between two ordered pairs using appropriate tools or strategies.
relate the coordinate values of any graphed point to the context of the problem.
34

above
below
coordinate grid
coordinate plane
coordinates
down
equidistant
horizontal
increasing
intervals
left
ordered pairs
origin
plot
point
quadrant
right
up
vertical
x- and y-coordinates
x-axis
y-axis

May 2015
Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of
corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule Add 3 and the starting
number 0, and given the rule Add 6 and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one
sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
MAFS.5.OA.2.3
Students will:
generate two numerical patterns with the same starting number for two given rules.
explain the relationship between the two numerical patterns by comparing how each pattern grows or by comparing the
relationship between each of the corresponding terms from each pattern.
form ordered pairs out of corresponding terms from each pattern.
graph the ordered pairs on a coordinate plane.
observe and explain patterns and trends represented in the coordinate plane.
E.g., Pattern 1: add 2

0 2 4 6 8
Pattern 2: add 5
0 5 10 15 20
How do the numbers in the first sequence relate
to the numbers in the second sequence?
1
(pattern 2 has numbers that are 2 times
2
the corresponding terms in pattern 1)
P1
P2
Ordered
pairs
(0,0)
(2,5)
10
(4,10)
15
(6,15)
20
(8,20)
compare
coordinate
coordinate plane
corresponding terms
graph
horizontal
numerical pattern
plot
rule
ordered pairs
trend
vertical
x-axis
y-axis
HINT: All remaining standards in the

map are review standards.
35


May 2015
Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all
rectangles have four right angles and squares are rectangles, so all squares have four right angle.
MAFS.5.G.2.3
2-dimensional
acute angle
Students will:
attribute
compare and describe the geometric attributes of two-dimensional figures.
category
(i.e., triangle, quadrilateral, rectangle, square, rhombus, trapezoid, pentagon, hexagon, octagon, circle, half-circle, quarter circle)
circle
categorize two-dimensional figures according to their individual and shared geometric (defining) attributes.
classify
HINT: Geometric (defining) attributes include properties of sides (i.e., parallel, perpendicular, congruent), properties of angles (i.e., congruent
defining attributes
type, measurement, congruent), and properties of symmetry (i.e., point and line).
edge
half-circle
explain the reasoning for the determined categories.
hexagon
MAFS.5.G.2.4
Classify and organize two-dimensional figures into Venn diagrams based on the attributes of the figures.
intersecting
irregular
Students will:
line
obtuse angle
organize figures into a Venn diagram (graphic organizer) based on determined attributes.
octagon
classify figures based on defining attributes.
parallel
E.g.,
parallelogram
pentagon
At least one set
At least one
perpendicular
of parallel sides
right angle
point
polygon
quadrilateral
quarter circle
rectangle
regular
rhombus
right angle
side
square
symmetry
trapezoid
triangle
Venn diagram
vertex
36


May 2015
Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a
right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by
multiplying the edge lengths, equivalently by multiplying the height by the area of the base.
a. Represent threefold whole-number products as volumes, e.g.,to represent the associative property of multiplication.
b. Apply the formula V= l x w x h and V= B x h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge
lengths in the context of solving real world and mathematical problems.
c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the
volumes of non-overlapping parts, applying this technique to solve real world problems.
MAFS.5.MD.3.5
Students will:
relate finding the product of three numbers (length, width, and height) to finding volume.
rd
use the formula for area (3 grade skill) to develop an understanding of volume.
relate the associative property of multiplication to finding volume.
calculate volume of rectangular prisms and cubes, with whole number edge lengths, using the formula for volume (V = lwh or
V = Bh) in real world and mathematical problems.
additive
attribute
B= area of base
composite solid
cubic units
formula
height
length
rectangular prism
solid figure
volume
width
E.g.,
1. Find the area of the base by multiplying its length by its width (B = l w).
2. Multiply the area of the base by the height (V = B h).
(3 x 2) is represented by the first layer
(3 x 2) x 5 is represented by the number of 3 x 2 layers
(3 x 2) + (3 x 2) + (3 x 2) + (3 x 2) + (3 x 2) =
6 + 6 + 6 + 6 + 6 = 30
6 representing the size/area of one layer
label appropriate units of measure for volume.

decompose a composite solid into non-overlapping rectangular prisms to find the volume of the solid by finding the sum of the
volumes of each of the decomposed prisms.
solve real world problems involving volume.
E.g., What is the volume of water needed to fill the pool in the diagram?
The deep end of the pool measures 14 ft. 10 ft. 5 ft. making the volume 700 cubic feet.
The shallow end of the pool measures 6 ft. 5 ft. 5 ft. making the volume 150 cubic feet.
700 cubic feet + 150 cubic feet = 850 cubic feet
37


May 2015
Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the
properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
MAFS.5.NBT.2.6
Students will:
explain the inverse relationship between multiplication and division.

describe and demonstrate the process of division using a variety of models and strategies (e.g., expanded notation/place value,
partial quotients, repeated subtraction, equal sharing, place-value, properties).
illustrate and explain calculations by using equations, rectangular arrays, and/or area models.
model and apply a variety of strategies to find whole-number quotients of whole numbers with up to four-digit dividends and twodigit divisors.
interpret remainders in the context of a story.
use an understanding of the relationship between multiplication and division to check the quotient.
Refer to page 10 in the Grade 5 Mathematics Curriculum Map for clarification of the Division Strategies.
th
The standard algorithm is NOT taught until 6 grade.
E.g.,
Expanded notation is the use of the Distributive property in division problems, for example, 639 3 can be expressed as:
(600 + 30 + 9) 3 = (600 3) + (30 3) + (9 3).
Partial quotients is a strategy for long division using groupings of multiples of the divisor and then adding the partial quotients to
find the answer.
38

area model
array
compatible numbers
decompose
digit
divide
dividend
divisor
equal sharing
equation
expanded notation
factor
interpret
inverse operation
multiple
multiply
partial quotients
place value
product
quotient
remainder
repeated subtraction

May 2015

MAFS
enVisionMATH
AIMS
MD.3.3
Essential Math:
Measurement of
Rectangular Solids Book
Filling Nets pp.23-25
MD.3.4
14-6: POD
Essential Math:
Measurement of
Rectangular Solids Book
Boxes, Bases and
Blocks pp. 27-36
MD.3.5
Luggage Limits
Lakeshore
MFAS
Internet

Daily Math Practice
Journal: pp. 52, 54, 56,
58, 62
Pick a Problem: pp. 62,
64-68
64-65
Volume Measurement
Center box
How Do We Determine
Volume?
MD.3
Determining Volume
www.cpalms.org
Finding Volume
Manipulating Cubic Units
Houses with Height Numbers
Volume

Daily Math Practice
Journal: pp. 50, 52, 54,
58, 60, 62
Pick a Problem: 64-65, 67
How Did you Solve it?:6667
Volume Measurement
Center box
Find the Volume

Daily Math Practice
Journal: pp. 50, 52, 56,
58, 60, 62
Pick a Problem: 62, 64-69
68-74
Volume Measurement
Center box
Volume Two Ways
How Do You Find the

Volume?
Volume with Improved

Units
Volume in Cubic Units
Measuring Volume
Determining Dimensions
Using Additive Reasoning
When Finding Volume
hcpss.org
MD. 3 Lessons
MD.3 Formatives
MD.4
www.cpalms.org
Volume: Its All About the Count
Pump Up the Volume
hcpss.org
MD.4 Lessons
MD.4 Formatives
MD.5
www.cpalms.org
Volume: Lets Be Efficient
Formulating Volume
Determining and
Interpreting Volume
hcpss.org
MD.5 Lessons
MD.5 Formatives
39


May 2015

MAFS
enVisionMATH
12-1A (Online)
AIMS
Lakeshore
Classifying Quadrilaterals

Daily Math Practice
Journal: pp. 64, 66, 68,
70
99, 100
83, 84, 85, 86
2-D Geometric Shapes
Tub
Giant Magnetic Pattern
Blocks
Daily Math Practice
Journal: pp. 64, 66, 68,
70
87, 88, 89, 90
Tub
Blocks
Reproducibles: p. 4
Daily Math Practice
Journal: pp. 65, 67, 69,
71
G.2.3
Lines to Design
G.2.4
12-1A (Online)
12-1B (Online)
G.1.1
5-1: SE, A&R, RMC
MFAS
Classifying Squares
What Do You Know
About Rectangles?
Guess My Shape
Shape Clues
Internet
G.3
www.cpalms.org
Analyzing Polyhedra
Calling All Quads
Triangles are Plane Easy
cpss.org
G.3 Lessons
G.3 Formatives
Where Do They Belong?

Classifying Shapes
G.4
Trapezoids
www.cpalms.org
Sets and the Venn Diagram (beginner)
What Do the Coordinates

Mean?
cpss.org
G.4 Lessons
G.4 Formatives
G.1
Understanding
Coordinates
www.cpalms.org
Human Ordered Pairs
Plotting for Treasure

Boards
cpss.org
G. 1 Lessons
G.1 Formatives
40


May 2015

MAFS
enVisionMATH
5-2: SE, A&R
12-5: POD
AIMS
Mark My Words
G.1.2
Space Shuttle
Coordinates
Captain Kids Grid
Hurkle Hide and Seek
Plotting Planes
5-5A (Online)
Just Drop It
OA.2.3
Willie the Wheel Man
G.2.3
(review)
12-1A (Online)
MFAS
Reproducibles: p. 4
Daily Math Practice
Journal: pp. 65, 67, 69,
71
88, 89, 90, 91, 92, 93
75, 76, 77, 78, 79, 80
Boards
Teacher Guide: p. 4
Daily Math Practice
Journal: pp. 2, 5, 6, 9
Pick a Problem:
16, 17, 18, 19, 20, 81, 82
Name the Ordered Pair

Boards
Choo Choo Trains

Company
Internet
G.2
On the Coordinate Plane

Mowing the Lawn
www.cpalms.org
Describe the Graph
Dig that Grid
Making Bracelets
Generating Two Patterns

Exploring Related
Patterns
hcpss.org
G.2 Lessons
G.2 Formatives
OA.3
www.cpalms.org
Cool School
Comic Books
hcpss.org
OA.3 Lessons
OA.3 Formatives
G.3
Teacher Guide: pp.23-24 Classifying Squares

Lines to Design
Daily Math Practice
What Do You Know
www.cpalms.org
Journal: pp. 64, 66, 68,
About Rectangles?
70
Analyzing Polyhedra
Guess My Shape
Calling All Quads
99, 100
Shape Clues
83, 84, 85, 86
hcpss.org
Tub
G.3 Lessons
G.3 Formatives
Blocks
41
Lakeshore


May 2015

MAFS
enVisionMATH
AIMS
G.2.4
(review)
12-1A (Online)
12-1B (Online)
MD.3.5
(review)
Luggage Limits
NBT.2.6
(review)
SE 1-1
1-3: SE, A&R , RMC
1-6: SE, A&R, RMC
3-1: SE
3-5: POD
3-8: SE
Party Planning
Lakeshore
MFAS

Daily Math Practice
Journal: pp. 64, 66, 68,
70
87, 88, 89, 90
Tub
Blocks
Daily Math Practice
Journal: pp. 50, 52, 56,
58, 60, 62
Pick a Problem: 62, 64-69
68-74
Volume Measurement
Center box
Where Do They Belong?
Teacher Guide: p.11

Reproducibles: p. 4
Daily Math Practice
Journal: pp. 13, 18, 26,
29
34-35
Giant place value blocks
Whole number place
value magnets
Dividing Using an Area

Model with Larger
Divisors
Internet
G.4
Classifying Shapes
www.cpalms.org
Sets and the Venn Diagram (beginner)
Trapezoids
Volume Two Ways
cpss.org
G.4 Lessons
G.4 Formatives
MD.5
Determining Dimensions
Using Additive Reasoning
When Finding Volume
Determining and
Interpreting Volume
Dividing Using Place

Value with Larger
Divisors
Driving to Alaska
www.cpalms.org
Volume: Lets Be Efficient
Formulating Volume
cpss.org
MD.5 Lessons
MD.5 Formatives
NBT.6
www.cpalms.org
What Are They Thinking? Understanding
Division
cpss.org
NBT.6 Lessons
NBT.6 Formatives
Analyzing and Applying

Division
42


May 2015
Formative Assessment Strategies

Mathematics K-5
Name
A & D Statements
Agreement Circles
Annotated Student
Drawings
43
Description
A & D Statements analyze a set of fact or fiction statements. First,
students may choose to agree or disagree with a statement or identify
whether they need more information. Students are asked to describe
their thinking about why they agree, disagree, or are unsure. In the
second part, students describe what they can do to investigate the
statement by testing their ideas, researching what is already known, or
using other means of inquiry.
Agreement Circles provide a kinesthetic way to activate thinking and

engage students in mathematical argumentation. Students stand in a
circle as the teacher reads a statement. They face their peers still
standing and match themselves up in small groups of opposing beliefs.
Students discuss and defend their positions. After some students
defend their answers, the teacher can ask if others have been swayed.
If so, stand up. If not, what are your thoughts? Why did you disagree?
After hearing those who disagree, does anyone who has agreed want to
change their minds? This should be used when students have had
some exposure to the content.
Annotated Student Drawings are student-made, labeled illustrations that

visually represent and describe students thinking about mathematical
concepts. Younger students may verbally describe and name parts of
their drawings while the teacher annotates it for them.

Additional Information
Statement
How can I find out?
9/16 is larger than 5/8.

__agree
__not sure
__disagree
__it depends on
My thoughts:
http://www.mathsolutions.com/documents/How_to_
Get_Students_Talking.pdf
There 20 cups in a gallon.
Agree or disagree?
2/3 equivalent to 4/6.
Agree or disagree?
A square is a rectangle.
Agree or disagree?
Additional Questioning:
Has anyone been swayed into new thinking?
What is your new thinking?
Why do you disagree with what you have heard?
Does anyone want to change their mind?
What convinced you to change your mind?
Use when students have had sufficient exposure to
content.
http://formativeassessment.barrow.wikispaces.net/A
greement+Circles
Represent 747 by drawing rods and cubes.
Represent 3x2=2x3 by drawing arrays.
Describe the meaning of 5.60.
http://formativeassessmen
t.barrow.wikispaces.net/A
nnotated+Student+Drawin
gs

May 2015
Name
Formative Assessment Strategies/Mathematics K-5 (continued)

Description
Card Sorts is a sorting activity in which students group a set of cards
with pictures or words according to certain characteristics or category.
Students sort the cards based on their preexisting ideas about the
concepts, objects, or processes on the cards. As students sort the
cards, they discuss their reasons for placing each card into a designated
group. This activity promotes discussion and active thinking.
Card Sorts
http://teachingmathrocks.blogspot.com/2012/09/voc
abulary-card-sort.html
Commit and Toss
Commit and Toss is a technique used to anonymously and quickly

assess student understanding on a topic. Students are given a
question. They are asked to answer it and explain their thinking. They
write this on a piece of paper. The paper is crumpled into a ball. Once
the teacher gives the signal, they toss, pass, or place the ball in a
basket. Students take turns reading their "caught" response.
Once all ideas have been made public and discussed, engage students
in a class discussion to decide which ideas they believe are the most
plausible and to provide justification for the thinking.
Stephanie eats 5 apple slices during lunch. When

she gets home from school she eats more. Which
statement(s) below indicates the number of apple
slices Stephanie may have eaten during the day?
a. She eats 5 apple slices.
b. She eats 5 apple slices at least.
c. She eats more than 5 apple slices.
d. She eats no more than 5 apple slices.
e. I cannot tell how many apple slices were eaten.
Explain your thinking. Describe the reason for
the answer(s) you selected.
Concept Card Mapping is a variation on concept mapping. Students are

given cards with the concepts written on them. They move the cards
around and arrange them as a connected web of knowledge. This
strategy visually displays relationships between concepts.
Concept Card
Mapping
44


May 2015
Name
Concept Cartoons
Four corners

Description
Concept Cartoons are cartoon drawings that visually depict children or
adults sharing their ideas about common everyday mathematics.
Students decide which character in the cartoon they agree with most
and why. This formative is designed to engage and motivate students to
uncover their own ideas and encourage mathematical argumentation.
Concept Cartoons are most often used at the beginning of a new
concept or skill. These are designed to probe students thinking about
everyday situations they encounter that involve the use of math.
Not all cartoons have one right answer. Students should be given
ample time for ideas to simmer and stew to increase cognitive
engagement.
Four Corners is a kinesthetic strategy. The four corners of the
classroom are labeled: Strongly Agree, Agree, Disagree and Strongly
Disagree. Initially, the teacher presents a math-focused statement to
students and asks them to go to the corner that best aligns with their
thinking. Students then pair up to defend their thinking with evidence.
The teacher circulates and records student comments. Next, the
teacher facilitates a whole group discussion. Students defend their
thinking and listen to others thinking before returning to their desks to
record their new understanding.
www.pixton.com (comic strip maker)

A decimal is a fraction.
Agree
Strongly
Agree
Strongly
Disagree
Disagree
http://debbiedespirt.suite101.com/four-cornersactivities-a170020
http://wvde.state.wv.us/teach21/FourCorners.html
Frayer Model
45
Frayer Model graphically organizes prior knowledge about a concept

into an operational definition, characteristics, examples, and nonexamples. It provides students with the opportunity to clarify a concept
or mathematical term and communicate their understanding.
For formative assessment purposes, they can be used to determine
students prior knowledge about a concept or mathematical term before
planning the lesson. Barriers that can hinder learning may be uncovered
with this assessment. This will then in turn help guide the teacher for
beneficial instruction.

Frayer Model
Definition in your own words
A quadrilateral is a shape
with 4 sides.
Examples
square
rectangle
trapezoid
rhombus
Facts/characteristics
4 sides
may or may not be of equal
length
sides may or may not be
parallel
Quadrilateral
Nonexamples
circle
triangle
pentagon
dodecahedron

May 2015
Name
Friendly Talk Probes

Description
Friendly Talk Probes is a strategy that involves a selected response
section followed by justification. The probe is set in a real-life scenario in
which friends talk about a math-related concept or phenomenon.
Students are asked to pick the person they most agree with and explain
why. This can be used to engage students at any point during a unit. It
can be used to access prior knowledge before the unit begins, or assess
learning throughout and at the close of a unit.
http://www.sagepub.com/upmdata/37758_chap_1_tobey.pdf
Human Scatterplots
I Used to Think
But Now I Know
46
Human Scatterplot is a quick, visual way for teacher and students to get
an immediate classroom snapshot of students thinking and the level of
confidence students have in their ideas. Teachers develop a selective
response question with up to four answer choices. Label one side of the
room with the answer choices. Label the adjacent wall with a range of
low confidence to high confidence. Students read the question and
position themselves in the room according to their answer choice and
degree of confidence in their answer.
I Used to ThinkBut Now I Know is a self-assessment and reflection
exercise that helps students recognize if and how their thinking has
changed at the end of a sequence of instruction. An additional column
can be added to includeAnd This Is How I Learned It to help students
reflect on what part of their learning experiences helped them change or
further develop their ideas.

I USED TO THINK
BUT NOW I KNOW
AND THIS IS HOW I LEARNED IT

May 2015
Name

Description
Justified List begins with a statement about an object, process, concept
or skill. Examples and non-examples for the statement are listed.
Students check off the items on the list that are examples of the
statement and provide a justification explaining the rule or reasons for
their selections. This can be done individually or in small group. Small
groups can share their lists with the whole class for discussion and
feedback. Pictures or manipulatives can be used for English-language
learners.
Justified List
Example 1
Put an X next to the examples that represent 734.
___700+30+4
___7 tens 3 hundreds 4 ones
___730 tens 4 ones ___7 hundreds 3 tens 4ones
___734 ones
___seven hundred thirty-four
___seventy-four
___ 400+70+3
Explain your thinking. What rule or reasoning did
you use to decide which objects digit is another
way to state that number.
Example 2
K-W-L Variations
Learning Goals
Inventory (LGI)
47
K-W-L is a general technique in which students describe what they

Know about a topic, what they Want to know about a topic, and what
they have Learned about the topic. It provides an opportunity for
students to become engaged with a topic, particularly when asked what
they want to know. K-W-L provides a self-assessment and reflection at
the end, when students are asked to think about what they have
learned. The three phrases of K-W-L help students see the connections
between what they already know, what they would like to find out, and
what they learned as a result.
Learning Goals Inventory (LGI) is a set of questions that relate to an
identified learning goal in a unit of instruction. Students are asked to
inventory the learning goal by accessing prior knowledge. This
requires them to think about what they already know in relation to the
learning goal statement as well as when and how they may have
learned about it. The LGI can be given back to students at the end of
the instructional unit as a self-assessment and reflection of their
learning.

K-This what I
already KNOW
W-This is what I
WANT to find out
L-This is what I
LEARNED
What do you think the learning goal is about?

List any concepts or ideas you are familiar with related
to this learning goal.
List any terminology you know of that relates to this
goal.
List any experiences you have had that may have
helped you learn about the ideas in this learning goal.

May 2015
Name
Look Back
Muddiest Point
Odd One Out
Partner Speaks

Description
Look Back is a recount of what students learned over a given
instructional period of time. It provides students with an opportunity to
look back and summarize their learning. Asking the students how they
learned it helps them think about their own learning. The information
can be used to differentiate instruction for individual learners, based on
their descriptions of what helped them learn.
Muddiest Point is a quick-monitoring technique in which students are
asked to take a few minutes to jot down what the most difficult or
confusing part of a lesson was for them. The information gathered is
then to be used for instructional feedback to address student difficulties.
Odd One Out combines similar items/terminology and challenges

students to choose which item/term in the group does not belong.
Students are asked to justify their reasoning for selecting the item that
does not fit with the others. Odd One Out provides an opportunity for
students to access scientific knowledge while analyzing relationships
between items in a group.
Partner Speaks provides students with an opportunity to talk through an

idea or question with another student before sharing with a larger group.
When ideas are shared with the larger group, pairs speak from the
perspective of their partners ideas. This encourages careful listening
and consideration of anothers ideas.
What I Learned
How I Learned it
Scenario: Students have been learning about the

attributes of three-dimensional shapes.
Teacher states, I want you to think about the
muddiest point for you so far when it comes to
three-dimensional shapes. Jot it down on this
notecard. I will use the information you give to me
to think about ways to help you better understand
three-dimensional shapes in tomorrows lesson.
Show students three figures and ask:
Which is the odd one out?
Explain your thinking.
Ask students to choose a different odd one out and

explain their thinking.
Today we are going to explore different ways to
add three-digit numbers together.
What different kinds of strategies
can you use to add 395+525?
Turn to your partner and take turns discussing
your strategies. Listen carefully and be prepared
to share your partners ideas.
48


May 2015
Name
A Picture Tells a
Thousand Words
Question Generating
Sticky Bars
49

Description
A Picture Tells a Thousand Words, students are digitally photographed
during a mathematical investigation using manipulatives or other
materials. They are given the photograph and asked to describe what
they were doing and learning in the photo. Students write their
description under the photograph. The images can be used to spark
student discussions, explore new directions in inquiry, and probe their
thinking as it relates to the moment the photograph was snapped. By
asking students to annotate a photo that shows the engaged in a
mathematics activity or investigation helps them activate their thinking
about the mathematics, connect important concepts and procedures to
the experience shown in the picture and reflect on their learning.
Teachers can better understand what students are gaining from the
learning experience and adjust as needed.
Question Generating is a technique that switches roles from the teacher
as the question generator to the student as the question generator. The
ability to formulate good questions about a topic can indicate the extent
to which a student understands ideas that underlie the topic. This
technique can be used any time during instruction. Students can
exchange or answer their own questions, revealing further information
about the students ideas related to the topic.
Question Generating Stems:
Why does___?
Why do you think___?
Does anyone have a different way to
explain___?
How can you prove___?
What would happen if___?
Is___always true?
How can we find out if___?
Sticky Bars is a technique that helps students recognize the range of

ideas that students have about a topic. Students are presented with a
short answer or multiple-choice question. The answer is anonymously
recorded on a Post-it note and given to the teacher. The notes are
arranged on the wall or whiteboard as a bar graph representing the
different student responses. Students then discuss the data and what
they think the class needs to do in order to come to a common
understanding.


May 2015
Name
Thinking Log

Description
Thinking Logs is a strategy that informs the teacher of the learning
successes and challenges of individual students. Students choose the
thinking stem that would best describe their thinking at that moment.
Provide a few minutes for students to write down their thoughts using
the stem. The information can be used to provide interventions for
individuals or groups of students as well as match students with peers
who may be able to provide learning support.
Think-Pair-Share
Three-Minute Pause
Traffic Light
Cards/Cups/Dots
50
I was successful in
I got stuck
I figured out
I got confused whenso I
I think I need to redo
I need to rethink
I first thoughtbut now I realize
I will understand this better if I
The hardest part of this was
I figured it out because
I really feel good about the way
Think-Pair-Share is a technique that combines thinking with

communication. The teacher poses a question and gives individual
students time to think about the question. Students then pair up with a
partner to discuss their ideas. After pairs discuss, students share their
ideas in a small-group or whole-class discussion. (Kagan)
NOTE: Varying student pairs ensures diverse peer interactions.
Three-Minute Pause provides a break during a block of instruction in
order to provide time for students to summarize, clarify, and reflect on
their understanding through discussion with a partner or small group.
When three minutes are up, students stop talking and direct their
attention once again to the teacher, video, lesson, or reading they are
engaged in, and the lesson resumes. Anything left unresolved is
recorded after the time runs out and saved for the final three-minute
pause at the end.
Traffic Light Cards/Cups/Dots is a monitoring strategy that can be used
at any time during instruction to help teachers gauge student
understanding. The colors indicate whether students have full, partial,
or minimal understanding. Students are given three different-colored
cards, cups, or dots to display as a form of self-assessment revealing
their level of understanding about the concept or skill they are learning.


May 2015
Name
Two-Minute Paper
Two Stars and a Wish

Description
Two-Minute Paper is a quick way to collect feedback from students
about their learning at the end of an activity, field trip, lecture, video, or
other type of learning experience. Teacher writes two questions on the
board or on a chart to which students respond in two minutes.
Responses are analyzed and results are shared with students the
following day.
What was the most important thing you learned

today?
What did you learn today that you didnt know
before?
What important question remains unanswered
for you?
What would help you learn better tomorrow?
Two Stars and a Wish is a way to balance positive and corrective

feedback. The first sentence describes two positive commendations for
the students work. The second sentence provides one
recommendation for revision. This strategy could be used teacher-tostudent or student-to-student.
Two-Thirds Testing provides an opportunity for students to take an

ungraded practice test two thirds of the way through a unit. It helps to
identify areas of difficulty or misunderstanding through an instructional
unit so that interventions and support can be provided to help them learn
and be prepared for a final summative assessment. Working on the test
through discussions with a partner or in a small group further develops
and solidifies conceptual understanding.
Two-Thirds Testing
51


May 2015
Name
What Are You Doing

and Why?
Whiteboarding
3-2-1
52

Description
What Are You Doing and Why? is a short, simple monitoring strategy to
determine if students understand the purpose of the activity or how it will
help them learn. At any point in an activity the teacher gets the students
attention and asks What are you doing and why are you doing it?
Responses can be shared with the class, discussed between partners,
or recorded in writing as a One-Minute Paper to be passed in to the
teacher. The data are analyzed by the teacher to determine if the class
understands the purpose of the activity they are involved in.
Whiteboarding is a technique used in small groups to encourage
students to pool their individual thinking and come to a group consensus
on an idea that is shared with the teacher and the whole class. Students
work collaboratively around the whiteboard during class discussion to
communicate their ideas to their peers and the teacher.
Scenario: Students are decomposing a fraction

into the sum of two or more of its parts.
3-2-1 is a technique that provides a structured way for students to reflect

upon their learning. Students respond in writing to three reflective
prompts. This technique allows students to identify and share their
successes, challenges, and questions for future learning. Teachers
have the flexibility to select reflective prompts that will provide them with
the most relevant information for data-driven decision making.
Sample 1

3
8
1
8
1
8
2
8
3
8
0
8
Teacher stops students in their tracks and asks,

What are you do and why are you doing it?
http://www.educationworl
d.com/a_lesson/02/lp251
-01.shtml
3 Three key ideas I will remember

2 Two things I am still struggling with
1 One thing that will help me tomorrow
Sample 2

May 2015
Intervention/Remediation Guide
Resource
Location
Math Diagnosis and

Intervention Lessons
(Student and Teacher pages) Intervention System
Description
Use for pre-requisite skills or remediation. For grades K-2, the
lessons consist of a teacher-directed activity followed by
problems. In grades 3-5, the student will first answer a series of
questions that guide him or her to the correct answer of a given
problem, followed by additional, but similar problems.
Meeting Individual Needs
Planning section of each

Topic in the enVision Math
Teachers Edition
Provides topic-specific considerations and activities for

differentiated instruction of ELL, ESE, Below-Level and
Advanced students.
Differentiated Instruction
Close/Assess and
Differentiate step of each
Lesson in the enVision
Math Teachers Edition
Provides lesson-specific activities for differentiated instruction for

Intervention, On-Level and Advanced levels.
Error Intervention
Guided Practice step of

each Lesson in the
enVision Math Teachers
Edition
Provides on-the-spot suggestions for corrective instruction.
ELL Companion Lesson
Florida Interactive Lesson

Support for English
Language Learners
Includes short hands-on lessons designed to provide support for

teachers and their ELL students, useful for struggling students
as well
53


May 2015
GLOSSARY OF TERMS
Definitions for the framework of the curriculum map components are defined below.
Pacing: the recommended timeline determined by teacher committee for initial delivery of instruction in preparation for State Assessments
Domain: the broadest organizational structure used to group content and concepts within the curriculum map
Cluster: a sub-structure of related standards; standards from different clusters may sometimes be closely related because mathematics is a
connected subject
Standard: a definition of what students should understand and be able to do
Learning Targets/Skills: the content knowledge, processes, and behaviors students should exhibit for mastery of the standards
Hints: additional information that serves to further clarify the expectations of the learning targets/skills to assist with instructional decisionmaking processes
Vocabulary: the content vocabulary and other key terms and phrases that support mastery of the learning targets and skills; for teacher and
student use alike
Standards for Mathematical Practice: processes and proficiencies that teachers should seek to purposefully develop in students
Resource Alignment: a listing of available, high quality and appropriate materials, strategies, lessons, textbooks, videos and other media
sources that are aligned with the learning targets and skills; recommendations are not intended to limit lesson development
Common Addition and Subtraction, Multiplication and Division Situations: a comprehensive display of possible addition and subtraction,
multiplication and division problem solving situations that involve an unknown number in varied locations within an equation
Formative Assessment Strategies: a collection of assessment strategies/techniques to help teachers discover student thinking, determine
student understanding, and design learning opportunities that will deepen student mastery of standards
Intervention/Remediation Guide: a description of resources available within the adopted mathematics textbook resource (enVision MATH)
that provides differentiated support for struggling learnersESE, ELL, and General Education students alike
54


May 2015

Math Grade 5

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2015 2016

Mathematics Florida Standards

Volusia County Schools

Grade 5 Math Curriculum Map

Volusia County Schools

Grade 5 Math Curriculum Map

Critical Areas for Mathematics in Grade 5.....2

Volusia County Schools

Grade 5 Math Curriculum Map

Critical Areas for Mathematics in Grade 5

Volusia County Schools

Grade 5 Math Curriculum Map

Cluster 1: Understand the place value system.

Volusia County Schools

Grade 5 Math Curriculum Map

Standards for Mathematical Practice

2. Reason abstractly and quantitatively. (SMP.2)

3. Construct viable arguments and critique the reasoning of others. (SMP.3)

4. Model with mathematics. (SMP.4)

5. Use appropriate tools strategically. (SMP.5)

6. Attend to precision. (SMP.6)

7. Look for and make use of structure. (SMP.7)

8. Look for and express regularity in repeated reasoning. (SMP.8)

Volusia County Schools

Grade 5 Math Curriculum Map

Common Addition and Subtraction Situations

Two bunnies were sitting on the grass.

Some bunnies were sitting on the grass.

Both Addends Unknown1

Two bunnies sat on the grass. Three more

Five apples were on the table. I ate two

Three red apples and two green apples are

Five apples are on the table. Three are red

Grandma has five flowers. How many can

(How many more? version):

(Version with more):

(Version with more):

(How many fewer? version):

(Version with fewer):

(Version with fewer):

Volusia County Schools

Grade 5 Math Curriculum Map

Common Multiplication and Division Situations4

Group Size Unknown

Measurement example. You

Measurement example. You have 18

Measurement example. You

There are 3 rows of apples with

Area example. What is the area

A blue hat costs $6. A red hat

Number of Groups Unknown

Area example. A rectangle has area

Area example. A rectangle has

Measurement example. A rubber

Measurement example. A rubber

Volusia County Schools

Grade 5 Math Curriculum Map

Student Work Sample

student counts every number

student uses fluency with ten to add quickly

Breaking Each Number into its

Making Friendly Numbers/