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# th

## CCPCS Curriculum Map: 5

2014 2015

Unit Timeline
Dates:
First part of September
(2 Weeks)

Review Content

## Content and Learning Targets

Gainfamiliaritywithfactorsandmultiples.

4.Findallfactorpairsforawholenumberintherange1100.Recognizethatawhole
numberisamultipleofeachofitsfactors.Determinewhetheragivenwholenumberinthe
range1100isamultipleofagivenonedigitnumber.Determinewhetheragivenwhole
numberintherange1100isprimeorcomposite.

## LLTs & Mathematical Practices

LLT: Speaking (Collaborative Group Work
during Special Number Project)

Assessments
(Benchmarks &
Major Assignments)

My Special
Number Project

## Factor Trees, Multiples,

NumberandOperationsFraction(4.NF)
Prime & Composite
Extendunderstandingoffractionequivalenceandordering.
(BRIDGE)
1.Explainwhyafraction
a/
b

isequivalenttoafraction(
n

a
)/(
n

b
)byusingvisualfraction
models,withattentiontohowthenumberandsizeofthepartsdiffereventhoughthetwo

fractionsthemselvesarethesamesize.Usethisprincipletorecognizeandgenerate

equivalentfractions.

Fraction Equivalence
(BRIDGE)

Dates:

## MidSept Beg of Oct

(3 weeks)

Multi-Digit
Multiplication/Division

## Revised Jan 2015

Page 1 of 5

2.Comparetwofractionswithdifferentnumeratorsanddifferentdenominators,e.g.,by
creatingcommondenominatorsornumerators,orbycomparingtoabenchmarkfraction
suchas1/2.Recognizethatcomparisonsarevalidonlywhenthetwofractionsrefertothe
samewhole.Recordtheresultsofcomparisonswithsymbols>,=,or<,andjustifythe
conclusions,e.g.,byusingavisualfractionmodel.

NumberandOperationsinBaseTen(5.NBT)
Performoperationswithmultidigitwholenumbers.

5.Fluentlymultiplymultidigitwholenumbersusingthestandardalgorithm.
6.Findwholenumberquotientsofwholenumberswithuptofourdigitdividendsand
twodigitdivisors,usingstrategiesbasedonplacevalue,thepropertiesofoperations,and/or
therelationshipbetweenmultiplicationanddivision.Illustrateandexplainthecalculationby
usingequations,rectangulararrays,and/orareamodels.

## MP6: Attend to Precision

MP1: Make sense of problems & persevere
MP4: Model with Mathematics

Summative
Assessment (To be
created)

th
CCPCS Curriculum Map: 5

2014 2015
Dates:

Mid
October-Thanksgiving
Break
(4 weeks)

Operations

Dates:

DecemberMid
Jan
(4 weeks)

Volume

## Revised Jan 2015

Page 2 of 5

NumberandOperationsinBaseTen(5.NBT)
Understandtheplacevaluesystem.

BENCHMARKS:

Place Value
Decimal

## MP2: Reason abstractly & quantitatively

MP7: Look for and make sense of
structure

asitrepresentsintheplacetoitsrightand1/10ofwhatitrepresentsintheplacetoitsleft.
2.Explainpatternsinthenumberofzerosoftheproductwhenmultiplyinganumberby
multipliedordividedbyapowerof10.Usewholenumberexponentstodenote
powersof10.
a.
andexpandedform,e.g.,347.392=3100+410+71+3(1/10)+9(1/100)+
2(1/1000).
b.
Comparetwodecimalstothousandthsbasedonmeaningsofthedigitsineachplace,
using>,=,and<symbolstorecordtheresultsofcomparisons.
4.Useplacevalueunderstandingtorounddecimalstoanyplace.

ction

Decimal
Multiplication/Di
vision

NumberandOperationsinBaseTen(5.NBT)
Performoperationswithdecimalstohundredths.

drawingsandstrategiesbasedonplacevalue,propertiesofoperations,and/orthe
explainthereasoningused.

MeasurementandData(5.MD)
Geometricmeasurement:understandconceptsofvolumeandrelatevolume

3.Recognizevolumeasanattributeofsolidfiguresandunderstandconceptsofvolume
measurement.
a.
Acubewithsidelength1unit,calledaunitcube,issaidtohaveonecubicunitof
volume,andcanbeusedtomeasurevolume.
b.
Asolidfigurewhichcanbepackedwithoutgapsoroverlapsusing
n
unitcubesissaid
tohaveavolumeof
n
cubicunits.
4.Measurevolumesbycountingunitcubes,usingcubiccm,cubicin,cubicft,and
improvisedunits.
mathematicalproblemsinvolvingvolume.
a.
Findthevolumeofarightrectangularprismwithwholenumbersidelengthsby
packingitwithunitcubes,andshowthatthevolumeisthesameaswouldbefoundby
multiplyingtheedgelengths,equivalentlybymultiplyingtheheightbytheareaofthe
base.Representthreefoldwholenumberproductsasvolumes,e.g.,torepresentthe
associativepropertyofmultiplication.

## LLT: Listening Notes on different methods

their peers used to find volume (students
explain during debrief after completing

BENCHMARKS:

## MP5: Use appropriate tools & strategies

strategically
MP7: Look for and make use of structure

Volume

Concept

Volume
Formula &
Application

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CCPCS Curriculum Map: 5

2014 2015
b.
Applytheformulas
V
=
l

h
and
V
=
b

h
forrectangularprismstofindvolumes

ofrightrectangularprismswithwholenumberedgelengthsinthecontextofsolvingreal
worldandmathematicalproblems.
c.
parts,applyingthistechniquetosolverealworldproblems.

Dates:

Jan 12 - Jan 23
(2 weeks)

Subtraction of
Fractions

Dates:

## End of January Mid Feb

(2 weeks)

Classifying 2D Shapes

Dates:

## Mid Feb - Mid March

(3 weeks)

Multiplication and
Division of Fractions

## Revised Jan 2015

Page 3 of 5

NumberandOperationsFractions(5.NF)

replacinggivenfractionswithequivalentfractionsinsuchawayastoproduceanequivalent
sumordifferenceoffractionswithlikedenominators.
Forexample,2/3+5/4=8/12+15/12
=23/12.(In

whole,includingcasesofunlikedenominators,e.g.,byusingvisualfractionmodelsor
equationstorepresenttheproblem.Usebenchmarkfractionsandnumbersenseoffractions
For

example,recognizean
incorrectresult2/5+1/2=3/7,byobservingthat3/7<1/2.

Geometry(5.G)
Classifytwodimensionalfiguresintocategoriesbasedontheirproperties.

3.Understandthatattributesbelongingtoacategoryoftwodimensionalfiguresalsobelong
toallsubcategoriesofthatcategory.
Forexample,allrectangleshavefourrightanglesand
squaresare

rectangles,soallsquareshavefourrightangles.
4.Classifytwodimensionalfiguresinahierarchybasedonproperties.

NumberandOperationsFractions(5.NF)

Applyandextendpreviousunderstandingsofmultiplicationanddivisionto
multiplyanddividefractions.
3.Interpretafractionasdivisionofthenumeratorbythedenominator(
a
/
b
=
a

b
).Solve
fractionsormixednumbers,e.g.,byusingvisualfractionmodelsorequationstorepresent
theproblem.
Forexample,interpret3/4astheresultofdividing3by4,noting
that3/4

multipliedby4equals3,andthatwhen3wholesareshared
equallyamong4peopleeach

personhasashareofsize3/4.If9peoplewanttosharea50poundsackofriceequallyby
weight,howmanypoundsofriceshouldeachpersonget?Betweenwhattwowhole
4.Applyandextendpreviousunderstandingsofmultiplicationtomultiplyafractionorwhole
numberbyafraction.
a.
Interprettheproduct(
a
/
b
)
q
as
a
partsofapartitionof
q
into
b
equalparts
equivalently,astheresultofasequenceofoperations
a

b
.
Forexample,usea

BENCHMARKS:

problems

Subtraction of
Fractions

## MP4: Model with mathematics

MP6: Attend to precision
MP7: Look for and make use of structure

Shapes Venn

Presentation

Diagram Project

## MP2: Make sense of problems & persevere

MP7: Look for and make use of structure

## LLT: Writing on Fraction Multiplication

Concept Benchmark

BENCHMARKS:

Fraction
Multiplication
Concept

## MP6: Attend to precision

MP4: Model with mathematics

Multiply

Fractions
Divide Fractions

## Trail Mix Project

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CCPCS Curriculum Map: 5

2014 2015
visualfractionmodeltoshow(2/3)4=8/3,andcreateastorycontextforthisequation.
Dothesamewith(2/3)(4/5)=8/15.(Ingeneral,(a/b)(c/d)=ac/bd.)
b.
Findtheareaofarectanglewithfractionalsidelengthsbytilingitwithunitsquaresof
theappropriateunitfractionsidelengths,andshowthattheareaisthesameaswould
befoundbymultiplyingthesidelengths.Multiplyfractionalsidelengthstofindareasof
rectangles,andrepresentfractionproductsasrectangularareas.
5.Interpretmultiplicationasscaling(resizing),by:
a.
Comparingthesizeofaproducttothesizeofonefactoronthebasisofthesizeof
theotherfactor,withoutperformingtheindicatedmultiplication.
b.
Explainingwhymultiplyingagivennumberbyafractiongreaterthan1resultsina
productgreaterthanthegivennumber(recognizingmultiplicationbywholenumbers
greaterthan1asafamiliarcase)explainingwhymultiplyingagivennumberbya
fractionlessthan1resultsinaproductsmallerthanthegivennumberandrelatingthe
principleoffractionequivalence
a
/
b
=(
n

a
)/(
n

b
)totheeffectofmultiplying
a
/
b
by1.
6.Solverealworldproblemsinvolvingmultiplicationoffractionsandmixednumbers,e.g.,by
usingvisualfractionmodelsorequationstorepresenttheproblem.
7.Applyandextendpreviousunderstandingsofdivisiontodivideunitfractionsbywhole
numbersandwholenumbersbyunitfractions.
1
a.
Interpretdivisionofaunitfractionbyanonzerowholenumberandcomputesuch
quotients.
Forexample,createastorycontextfor(1/3)4,anduseavisualfraction
modeltoshowthequotient.Usetherelationshipbetweenmultiplicationanddivisionto
explainthat(1/3)4=1/12because(1/12)4=1/3.
b.
Interpretdivisionofawholenumberbyaunitfraction,andcomputesuchquotients.
Forexample,createastorycontextfor

4(1/5),anduseavisualfractionmodeltoshow
thequotient.Use

therelationshipbetweenmultiplicationanddivisiontoexplainthat
4

(1/5)=20because20(1/5)=4.
c.
Solverealworldproblemsinvolvingdivisionofunitfractionsbynonzerowhole
numbersanddivisionofwholenumbersbyunitfractions,e.g.,byusingvisualfraction
modelsandequationstorepresenttheproblem.
Forexample,howmuchchocolatewill
each

persongetif3peopleshare1/2lbofchocolateequally?Howmany
1/3cup

servingsarein2cupsofraisins?

Dates:

(3 weeks)

## Graphing: Line Plots

and the Coordinate
Plane

## Revised Jan 2015

Page 4 of 5

MeasurementandData(5.MD)
Representandinterpretdata.

inlineplots.
Forexample,

givendifferentmeasurementsofliquidinidenticalbeakers,find
the

amountofliquideachbeakerwouldcontainifthetotalamountinallthe
beakerswere

redistributedequally.

Geometry(5.G)
Graphpointsonthecoordinateplanetosolverealworldandmathematical
problems.

1.Useapairofperpendicularnumberlines,calledaxes,todefineacoordinatesystem,with
theintersectionofthelines(theorigin)arrangedtocoincidewiththe0oneachlineanda
givenpointintheplanelocatedbyusinganorderedpairofnumbers,calleditscoordinates.
Understandthatthefirstnumberindicateshowfartotravelfromtheorigininthedirectionof

## MP 8: Look for and express regularity in repeated

reasoning

Summative
Assessment - to be
created

th
CCPCS Curriculum Map: 5

2014 2015
oneaxis,andthesecondnumberindicateshowfartotravelinthedirectionofthesecond
axis,withtheconventionthatthenamesofthetwoaxesandthe
coordinatescorrespond(e.g.,
x
axisand
x
coordinate,
y
axisand
y
coordinate).
ofthecoordinateplane,andinterpretcoordinatevaluesofpointsinthecontextofthe
situation.

Dates:

(4 weeks)

Dates:

(2 weeks)

Unit Conversions

## Revised Jan 2015

Page 5 of 5

OperationsandAlgebraicThinking(5.OA)
Writeandinterpretnumericalexpressions.

1.Useparentheses,brackets,orbracesinnumericalexpressions,andevaluateexpressions
withthesesymbols.
2.Writesimpleexpressionsthatrecordcalculationswithnumbers,andinterpretnumerical
expressionswithoutevaluatingthem.
Forexample,

thenmultiplyby2as2(8+7).

Recognizethat3(18932+921)isthreetimesaslarge
as18932+921,

withouthavingtocalculatetheindicatedsumorproduct.

## MP: Construct viable arguments and critique

the reasoning of others.

BENCHMARKS

Benchmark
Assessment on
Patterns &
Relationships

Analyzepatternsandrelationships.

3.Generatetwonumericalpatternsusingtwogivenrules.Identifyapparentrelationships
betweencorrespondingterms.Formorderedpairsconsistingofcorrespondingtermsfrom
thetwopatterns,andgraphtheorderedpairsonacoordinateplane.
Forexample,giventhe
generatetermsintheresultingsequences,andobserve
thatthetermsinonesequencearetwicethecorrespondingtermsintheothersequence.
Explaininformallywhythisisso.

MeasurementandData(5.MD)
Convertlikemeasurementunitswithinagivenmeasurementsystem.

1.Convertamongdifferentsizedstandardmeasurementunitswithinagivenmeasurement
system(e.g.,convert5cmto0.05m),andusetheseconversionsinsolvingmultistep,real
worldproblems.

Summative
Assessment to
be created , see