Download Date_____________ B / D / S

NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
UNIT 1
LESSON & OBJECTIVES
1.1
To acquaint students with the content
and organization of the Math Journal
and Student Reference Book
Date_____________ B / D / S
SUMMARY
Examine their journals and discuss the introduction and overview;
become familiar with the SRB by using it to solve problems and
find information; practice and maintain skills by completing Math
Boxes
Page________
Study Link ____________
NYS CORE CURRICULUM CONTENT STRANDS
5.N.12
5.N.17
5.G.6
5.S.3
5.N.14
5.G.1
5.M.5
1.2
To review rectangular arrays; and to
use multiplication number models to
represent such arrays
Date_____________ B / D / S
Discuss examples of rectangular arrays displayed in the Arrays
Museum; use counters to make rectangular arrays; write
multiplication number models for arrays
4.N.13
6.N.2
1.3
To review the meanings of factor and
product; to find all factor pairs for a
number; and to assess and develop
instant recall of the multiplication
facts
Date_____________ B / D / S
Begin a routine to assess and practice instant recall of the
multiplication facts; form arrays; write number models for the
arrays; list factor pairs for given whole numbers; use Fact
Triangles to practice the multiplication facts
1.4
To find all factors of a given number;
to review divisibility to relate factors
and divisibility and to continue the
multiplication facts routine
Review what it means for a number to be divisible by another
number; practice finding factors of numbers by playing Factor
Captor; continue the multiplication facts routine to practice recall
of the facts; develop reflex multiplication skills by using Fact
Triangles; play Baseball Multiplication, Multiplication Top-It and
Beat the Calculator
Page________
Study Link ____________
Date_____________ B / D / S
September 2009
Page________
Page________
Study Link ____________
5.N.14
Study Link ____________
Page 2 of 37
(All ** Items are post-May)
5.N.14
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
LESSON & OBJECTIVES
1.5
To test for divisibility by using a
calculator; and to introduce
divisibility tests for division by 2, 3,
5, 6, 9, and 10
Date_____________ B / D / S
1.6
To discuss prime and composite
numbers; and to classify whole
numbers as prime or composite
numbers
Date_____________ B / D / S
1.7
To represent square numbers as
square arrays and as numbers written
with exponents; and to introduce the
exponent key on the calculator
Date_____________ B / D / S
September 2009
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
SUMMARY
Make a factor rainbow to organize and display all the factors of a
number; use a calculator to test for divisibility by a whole number;
learn and practice divisibility tests that do not require a calculator;
continue the multiplication facts routine to practice instant recall
of the facts; find factors of number by playing Factor Captor
Game
Page________
Study Link ____________
Use arrays and factor rainbows to develop definitions for prime
and composite numbers; classify the numbers 2 through 39 as
prime or composite by listing the factors for each number; use
their understanding of prime numbers to develop strategies for
playing Factor Captor; continue the multiplication facts routine
to practice instant recall of the facts; practice multiplication facts
by playing Baseball Multiplication, Multiplication Top-It, and
Beat the Calculator
Page________
Study Link ____________
Form arrays to identify square numbers and investigate properties
of square numbers; use exponential notation to represent square
numbers; use the exponent key on a calculator; continue the
multiplication facts routine to practice instant recall of the facts;
practice finding the factors of whole numbers by playing Factor
Top-It
Page________
Study Link ____________
Page 3 of 37
(All ** Items are post-May)
NYS CORE CURRICULUM CONTENT STRANDS
5.N.14
5.N.17
5.N.12
5.N.14
5.A.7
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
LESSON & OBJECTIVES
1.8
To find the square root of a number;
and to use the square-root key on a
calculator to find the square root of
any positive number
Date_____________ B / D / S
1.9
To review name-collection boxes; and
to represent as products of factors
(factor strings) and as products of
prime factors (prime factorizations)
Date_____________ B / D / S
September 2009
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
SUMMARY
Investigate ways of “Unsquaring” numbers without using the
square-root key on a calculator and then use the square-root key to
check answers; observe that numbers that have decimal square
roots are not square numbers; compare numbers with their
squares; observe that the squared number may be greater than, less
than, or equal to the original number; continue the multiplication
facts routine to practice instant recall of the facts
Page________
NYS CORE CURRICULUM CONTENT STRANDS
5.A.7
Study Link ____________
Use name-collection boxes to review the idea that numbers can be
represented in many different ways; represent composite numbers
as factor strings; identify the prime factorization of a number as
the longest factor string, which consists of only prime numbers;
practice finding the prime factorization of numbers; continue the
multiplication facts routine to practice instant recall of the facts;
solve a set of problems to review some of the important ideas
presented in this unit
Page________
Study Link ____________
Page 4 of 37
(All ** Items are post-May)
5.N.12
5.N.14
5.N.15
5.A.7
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
LESSON & OBJECTIVES
2.1
To devise an estimation strategy to
solve a problem for which finding an
exact answer is impossible
Date_____________ B / D / S
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
UNIT 2
SUMMARY
Estimate the time and the number of steps it would take to get from
school to a designated location; continue practicing multiplication
facts by playing Beat the Calculator and Baseball Multiplication
Page________
Use place-value charts to review place-value concepts; discuss
examples of the partial-sums and column-addition methods; use
these methods as well as any other methods they know to solve
problems
2.3
To subtract multidigit whole
numbers and decimals by using the
trade-first and partial differences
methods
Date_____________ B / D / S
Discuss examples of the trade-first and partial-differences methods;
students use these methods, as well as any other methods they
know to solve problems; practice finding sums of whole numbers
by playing Addition Top-It
September 2009
Page________
5.N.27
Study Link ____________
2.2
To review place-value concepts for
whole-numbers and decimals; and to
add using the partial-sums and
column-addition methods
Date_____________ B / D / S
Page________
NYS CORE CURRICULUM CONTENT STRANDS
5.N.1
5.N.3
5.N.8
5.N.23
5.A.4
Study Link ____________
5.N.1
5.N.3
5.N.8
5.N.23
5.A.4
Study Link ____________
Page 5 of 37
(All ** Items are post-May)
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
LESSON & OBJECTIVES
2.4
To review a guide for solving
number stories and concepts about
number sentences; and to use open
sentences as aids in solving number
stories
N = Number Sense and Operations
A = Algebra
G = Geometry
SUMMARY
Review solving number stories and the meanings of the terms
number sentence and variable; they write open number sentences
to model addition and subtraction stories; solve the number
sentences to find the answers to the stories; play the decimal
version of High-Number Toss
Date_____________ B / D / S
2.5
To review statistical landmarks for
sets of data; and to estimate reaction
times; and to use statistical
landmarks to describe experimental
data
Page________
Date_____________ B / D / S
Page________
2.6
To review and apply vocabulary
associated with chance events; to
introduce the Probability Meter
Poster, and to estimate the
probability of an event
Date_____________ B / D / S
September 2009
M = Measurement
S = Statistics and Probability
5.A.2
5.A.3
5.A.4
Study Link ____________
Review how to find the mean of a set of data; conduct an
experiment to estimate the mean time it takes a student to react to
having his or her hand squeezed; collect individual reaction time
data by using a calibrated Grab-It Gauge, find statistical
landmarks for the data, estimate individual reaction times;
interpret data displayed in a table
5.N.5
5.N.27
5.S.1
5.S.3
5.S.4
5.S.5 **
Study Link ____________
Use words, phrases, fractions, percents and decimals to describe
various change events and use stick-on notes to record these
probabilities on Probability Meter Poster; perform an experiment
to estimate the probability that a thumbtack will land point down
when tossed; record their estimates on the Probability Meter
Poster; practice identifying landmarks for given data
Page________
NYS CORE CURRICULUM CONTENT STRANDS
5.N.4
5.N.11
5.S.3
5.S.7 **
Study Link ____________
Page 6 of 37
(All ** Items are post-May)
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
LESSON & OBJECTIVES
2.7
To make magnitude estimates for
products of multidigit numbers,
including decimals
Date_____________ B / D / S
2.8
To use the partial-products method
to multiply multidigit whole
numbers; and to introduce products
of decimals
Date_____________ B / D / S
2.9
To review and practice the lattice
method for multiplication of whole
numbers and decimals
Date_____________ B / D / S
2.10
To understand the relative sizes of 1
million, 1 billion, and 1 trillion; and
to make an informal estimate from a
sample of experimental data
Date_____________ B / D / S
September 2009
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
SUMMARY
Estimate whether products are in the tenths, ones, tens, hundreds
or thousands and mark their estimates on a magnitude bar;
practice estimating products by playing Multiplication Bull’s Eye;
practice solving addition and subtraction number stories; write
open sentences as part of their solutions
Page________
Study Link ____________
Review examples of the partial-products method for
multiplication; they use magnitude estimates to solve
multiplication problems in which both factors are whole numbers
or one or both factors are decimals
Page________
5.N.16
5.N.23
5.N.27
Study Link ____________
Review and practice the lattice method for multiplying multidigit
whole numbers; learn and practice using the lattice method for
multiplying decimals
Page________
NYS CORE CURRICULUM CONTENT STRANDS
5.N.24
5.N.27
5.A.2
5.N.16
Study Link ____________
Review the conversion factors for units of time; count about how
many times they can tap their desks in 10 seconds and use this
result to estimate how long it would take to tap 1 million times;
use the estimate for 1 million times to estimate how long it would
take to tap 1 billion and 1 trillion times; practice multiplication
with whole numbers and decimals
Page________
Study Link ____________
Page 7 of 37
(All ** Items are post-May)
5.N.1
5.N.2
5.N.3
5.N.16
5.N.23
5.N.27
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
UNIT 3
LESSON & OBJECTIVES
3.1
To introduce the American Tour; to
learn about the U.S. census and
conduct a classroom census; and to
use the Probability Meter
Date_____________ B / D / S
SUMMARY
Given an overview of the American Tour section of the SRB; read
and answer questions about the U.S. Census; complete
abbreviated census forms; post actual census results on the
Probability Meter; learn and use a mental strategy for multiplying
a number that ends in 9
Page________
Study Link ____________
3.2
To read and interpret a table of
population estimates
Date_____________ B / D / S
Use a table of state population estimates for the years 1610 to
1790; discuss the sources and reliability of the data; answer
questions about the date; practice reading large numbers and
review place value; estimate and calculate sums and differences
Page________
Study Link ____________
3.3
To find the degree measure of angles
using relationships between angles
and circles
Date_____________ B / D / S
Use what they know about the total number of degrees in a circle
and the relationships among angles to determine the size of
various angles; use a favorite algorithm and number models to
solve number stories
Page________
Study Link ____________
5.A.4
5.G.5
5.M.6
3.4
To review types of angles; to
introduce the Geometry Template;
and to measure and draw angles
Date_____________ B / D / S
Write definitions for acute and obtuse angles, review other types
of angles; measure angles using the half-circle and full-circle
protractor and; draw angles with half-circle protraction find
landmarks of data represented by a bar graph.
Page________
Study Link ____________
5.G.4
5.M.6
5.M.8
5.S.3
5.S.4
September 2009
Page 8 of 37
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NYS CORE CURRICULUM CONTENT STRANDS
5.N.1
5.N.3
5.S.1
5.N.1
5.N.3
5.M.11
5.S. 4
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
LESSON & OBJECTIVES
3.5
To use a compass to draw a circle
and copy a line segment; and to
measure and investigate angles
formed by intersecting lines
Date_____________ B / D / S
3.6
To define equilateral, isosceles,
scalene, and congruent triangles; and
to copy triangles
Date_____________ B / D / S
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
SUMMARY
Practice compass skills, including drawing a circle, copying line
segments; using a compass to estimate lengths; measure angles
formed by intersection lines and identify relationships between
pairs of vertical angles and between pairs of adjacent angles
Page________
5.G.4
5.M.6
Study Link ____________
Define equilateral, isosceles, and scalene triangle; explore
methods for copying a triangle with a compass, ruler and
protractor and then with a compass and straightedge only; play
Angle Tangle to practice estimating and measuring angles
Page________
Study Link ____________
3.7
To classify and sort geometric
shapes
Date_____________ B / D / S
Sort geometric shapes into sets according to various rules; use
geometric properties of polygons while playing Polygon Capture;
estimate products and then calculate exact answers
Page________
Study Link ____________
3.8
To introduce tessellations; and to
discover which regular polygons
tessellate and which do not
Date_____________ B / D / S
Introduction to the history and concept of tessellations; explore
regular tessellations and decide which regular polygons tessellate
and which do not; play Angle Tangle to practice estimating and
measuring angles
Page________
Study Link ____________
3.9
To find the sum of the measures of
the angles in any polygon
Date_____________ B / D / S
Measure to find angle sums for triangles; quadrangles, pentagons,
and hexagons; use the pattern in these sums to devise a method for
finding the angle sum for any polygon; solve attribute puzzles
Page________
Study Link ____________
September 2009
NYS CORE CURRICULUM CONTENT STRANDS
Page 9 of 37
(All ** Items are post-May)
5.G.1
5.G.10
5.G.2
5.G.5
5.G.4
5.G.13
5.G.6
5.G.9
5.M.6
**
5.A.8
5.G.5
5.G.7
5.G.8
5.M.8
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
LESSON & OBJECTIVES
3.10
To use the geometry template for
problem solving and reviewing
polygon attributes and vocabulary
Date_____________ B / D / S
September 2009
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
SUMMARY
Use Geometry Templates to draw circles; students investigate
geometric concepts by solving a variety of problems involving the
Geometry Template; practice identifying attributes by playing
Polygon Capture
Page________
Study Link ____________
Page 10 of 37
(All ** Items are post-May)
NYS CORE CURRICULUM CONTENT STRANDS
5.A.8
5.M.6
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
UNIT 4
LESSON & OBJECTIVES
4.1
To review division facts and
extended division facts; and to
mentally divide 2-digit numbers by
1-digit numbers
Date_____________ B / D / S
SUMMARY
Review links between multiplication facts and division facts; use
these links to practice division facts and extended facts; solve
problems with 1-digit divisors by partitioning the dividend into
“friendly” numbers; students play Division Dash to practice this
mental strategy; practice place-value skills by solving place- value
puzzles
Page________
Study Link ____________
4.2
To review and practice the partial
quotients division algorithm for
dividing a whole number by a whole
number
Date_____________ B / D / S
Review and practice a paper-and-pencil algorithm for division in
which they find partial quotients by using “easy” multiples of the
divisor
4.3
To estimate distances using a map
scale
Date_____________ B / D / S
Read about Native Americans in the American Tour and discuss
parts of a map; students use map scales to estimate real distances
along straight and curved paths; classify and measure angles
Page________
Study Link ____________
4.4
To make magnitude estimates for
quotients; and to use the partialquotients division algorithm to
divide decimals by whole numbers
Estimate whether quotients will be in the tenths, ones, tens, or
hundreds; mark estimates on a magnitude bar, divide the numbers
ignoring the decimal point; use their magnitude estimates to insert
the decimal point in the answers; practice multiplication facts with
Fact Triangles or a favorite practice multiplication facts with Fact
Triangles or a favorite game
Page________
Study Link ____________
Date_____________ B / D / S
September 2009
Page________
NYS CORE CURRICULUM CONTENT STRANDS
5.N.3
5.N.10
5.N.11
5.N.17
5.N.24
5.N.11
5.N.17
Study Link ____________
Page 11 of 37
(All ** Items are post-May)
5.M.8
5.M.9
5.M.10
5.N.17
5.N.23
5.M.11
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
LESSON & OBJECTIVES
4.5
To solve division number stories and
interpret remainders within the
context of the stories
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
NYS CORE CURRICULUM CONTENT STRANDS
5.N.17
5.N.23
5.N.27
5.A.2
5.M.11
Date_____________ B / D / S
SUMMARY
Draw pictures and write number sentences that represent division
number stories; use a division algorithm to solve number stories;
they interpret remainders within the context of the number stories;
review making magnitude estimates and calculating quotients
review making magnitude estimates and calculating quotients
Page________
Study Link ____________
4.6
To investigate using a variable to
represent a range of values; and to
review a variety of mathematical
skills
Date_____________ B / D / S
Play a new game, First to 100, which practices a variety of skills;
using letter variables to represent a range of possible values,
generating numbers, substituting numbers for variables in
problems; then solving the problems; identify triangles as
equilateral, isosceles, right or scalene
Page________
Study Link ____________
5.A.1
5.A.2
5.A.3
5.A.4
5.G.6
5.G.8
September 2009
Page 12 of 37
(All ** Items are post-May)
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
LESSON & OBJECTIVES
5.1
To review fractions; and to find
fractional parts of large whole
numbers
Date_____________ B / D / S
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
UNIT 5
SUMMARY
Review key fractions concepts, solve a variety of parts-and-whole
problems; find fractional parts of large whole numbers; review the
use of fractions when reading a ruler
Page________
Study Link ____________
5.2
To review the whole, or ONE; to
explore mixed-number concepts; and
to convert between mixed numbers
and “improper” fractions
Date_____________ B / D / S
Use pattern blocks to review the role of the whole, or ONE;
explore mixed-number concepts; recognize and name mixed
numbers and convert between mixed numbers and “improper”
fractions; label fractions on a ruler
5.3
To compare and order fractions; to
review equivalent fractions; and to
explore fraction addition
Date_____________ B / D / S
Use the Fraction-Stick Chart to find equivalent fractions; to
determine which of two fractions is greater; to compare fractions
to 0, ½, 1 and 1½
5.4
To use fraction sticks to find
equivalent fractions; and to
formulate multiplication and division
rules for finding equivalent fractions
Date_____________ B / D / S
Split fraction sticks to show equivalent fractions; formulate a
multiplication rule and a division rule for finding equivalent
fractions; play Factor Captor or Multiplication Bull’s-Eye
September 2009
Page________
Page________
Page________
NYS CORE CURRICULUM CONTENT STRANDS
5.N.5
5.N.19
5.N.5
5.N.19
5.N.20
Study Link ____________
5.N.4
5.N.19
5.N.5
5.N.20
5.N.9
5.N.21
Study Link ____________
5.N.4
5.N.14
Study Link ____________
Page 13 of 37
(All ** Items are post-May)
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
5.5
To rename simple fractions as
decimals; to review rounding
decimals; and to find decimals
between pairs of numbers 1
Date_____________ B / D / S
September 2009
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
Change fractions to equivalent fractions having denominators of
10 or 100; rename fractions as decimals; practice rounding
decimal numbers up, down or to the nearest specified place; play
Estimation Squeeze to practice finding decimals between two
decimals
Page________
Study Link ____________
Page 14 of 37
(All ** Items are post-May)
5.N.8
5.N.11
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
LESSON & OBJECTIVES
5.6
To use Fraction-Stick Chart; to
rename “easy” fractions as decimals;
and to begin a table of decimal
equivalents for fractions
Date_____________ B / D / S
SUMMARY
Use a Fraction-Stick Chart to approximate decimal equivalents for
fractions; begin filling in a table of decimal equivalents; practice
measurement skills
5.7
To use a calculator to find decimal
equivalents for fractions
Rename fractions as decimals by dividing with a calculator; play
Frac-Tac-Toe to develop reflex recognition of fraction-decimal
equivalents; fill in the decimals for thirds, sixths, and ninths in the
Table of Decimal Equivalents
Page________
Study Link ____________
Date_____________ B / D / S
5.8
To use a calculator to convert
fractions to decimals and decimals to
percents; and to discuss meanings
and uses of percents
Date_____________ B / D / S
5.9
To construct and label bar graphs;
and to discuss properties of circle
graphs
Date_____________ B / D / S
September 2009
Page________
5.N.10
5.N.11
Study Link ____________
Construct and label a bar graph that is based on class data; begin a
discussion of circle graphs and describe how a circle graph might
be made; use a multiplication algorithm of their choice to find
products of multidigit whole numbers
Page________
5.N.11
5.M.1
5.M.3
Study Link ____________
Convert fractions to decimals and decimals to percents with a
calculator; play 2-4-5-10 Frac-Tac-Toe (Percent Version)
Page________
NYS CORE CURRICULUM CONTENT STRANDS
5.M.9
5.S.1
5.S.4
Study Link ____________
Page 15 of 37
(All ** Items are post-May)
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
5.10
To use the Percent Circle to find the
percents of circle graphs
Date_____________ B / D / S
September 2009
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
Introduction to the Percent Circle; use the Percent Circle to find
what percent of the area of a circle graph is represented by each
piece; practice dividing multidigit whole numbers by 1-digit
whole numbers
Page________
Study Link ____________
Page 16 of 37
(All ** Items are post-May)
5.N.17
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
LESSON & OBJECTIVES
5.11
To construct circle graphs with the
Percent Circle
Date_____________ B / D / S
5.12
To interpret information from the
American Tour; and to read about
mathematics instruction and solve
related historical problems
Date_____________ B / D / S
September 2009
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
SUMMARY
Use the Percent Circle to draw a circle graph; construct a circle
graph for the snack-survey data collected in Lesson 5.9; fill in the
decimals for sevenths and eights in the Table of Decimal
Equivalents; play a Bingo Version of Frac-Tac-Toe to promote
reflex recognition of equivalent fractions and decimals and
equivalent fractions and percents
Page________
Study Link ____________
Read the article “School” in the American Tour section of the
SRB; answer questions that require them to interpret information
in the text and displays; read an essay and solve a series of
problems about the changing emphases in mathematics instruction
Page________
NYS CORE CURRICULUM CONTENT STRANDS
5.N.10
5.S.4
Study Link ____________
Page 17 of 37
(All ** Items are post-May)
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
UNIT 6
LESSON & OBJECTIVES
6.1
To review methods for organizing
data; and to describe prominent
features of a data set
Date_____________ B / D / S
SUMMARY
Organize and describe previously collected data on the number of
states that they and adults have been in; review common
“landmarks” that are used to describe a data set, including the
minimum, maximum, range, mode, median and mean; solve
problems by identifying fractional parts of a whole; and to solve a
logic problem
Page________
Study Link ____________
6.2
To use metric and U.S. customary
units of length; to measure the
human body; and to begin
investigating whether a game is a fair
game
Date_____________ B / D / S
Find their own personal measures for various body units by
measuring their fingers, hands and arms in both metric and U.S.
customary units; begin an extended investigation to determine if
the card game First to 21 is a fair game
6.3
To use stem-and-leaf plots to
organize data; to measure lengths in
metric units; and to use a protractor
Date_____________ B / D / S
Use a ruler to measure their hand spans and a protractor to
measure angles of finger separation; make stem-and-leaf plots to
display the combined class data; collect data by playing First to
21.
Page________
Study Link ____________
September 2009
Page________
NYS CORE CURRICULUM CONTENT STRANDS
5.N.9
5.N.19
5.S.1
5.S.3
5.S.4
5.M.5
5.M.6
5.S.4
Study Link ____________
Page 18 of 37
(All ** Items are post-May)
5.S.1
5.S.3
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
LESSON & OBJECTIVES
6.4
To interpret data in line plots and
stem-and-leaf plots
Date_____________ B / D / S
SUMMARY
Match descriptions of collected data from a hypothetical class of
fifth graders with the line plots displayed; continue collecting data
by playing First to 21
Page________
Study Link ____________
NYS CORE CURRICULUM CONTENT STRANDS
5.S.4
6.S.7
6.S.8
6.5
To investigate the relationship
between sample size and reliability
of predictions
5.N.8
5.N.11
5.S.1
Date_____________ B / D / S
Combine small samples from a population to form one large
sample; create circle graphs for these samples and conclude that a
large sample provided a more trustworthy estimate than a small
sample; continue collecting data by playing First to 21; find
fractions of whole sets and find whole sets, given fractions of sets.
Page________
Study Link ____________
6.6
To display and analyze data from a
repeated experiment and from a
survey of students
Date_____________ B / D / S
Examine the class results of playing First to 21 ; draw conclusions
about whether or not the game is fair; display and analyze survey
data collected by interviewing samples of students; solve placevalue problems
Page________
Study Link ____________
5.N.3
5.S.2
5.S.3
5.S.4
6.7
To read and use contour maps
Introduction to maps with contour lines as a means for displaying
data; use of contour maps for precipitation and growing seasons to
compare the climate for various locations in the United State;
solve number stories
Page________
Study Link ____________
5.N.17
5.A.4
Make a slide rule; use it to solve fraction addition and subtraction
problems; play Frac-Tac-Toe to practice fraction-decimal-percent
equivalencies
5.N.4
5.N.8
5.N.11
5.N.21
Date_____________ B / D / S
6.8
To add and subtract fractions using a
slide rule; and to review equivalent
fractions
Date_____________ B / D / S
September 2009
Page________
5.S.3
5.S.4
5.S.7
**
Study Link ____________
Page 19 of 37
(All ** Items are post-May)
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
LESSON & OBJECTIVES
6.9
To use a clock face to add and
subtract fractions; and to investigate
adding and subtracting fractions with
unlike denominators
Date_____________ B / D / S
SUMMARY
Use a clock fact to find equivalent fractions and to model addition
and subtraction of fractions; find common denominators by listing
equivalent fractions for given fractions; practice estimating and
measuring the size of angles by playing Angle Tangle.
6.10
To find common denominators
quickly; and to use common
denominators to compare, add, and
subtract fractions
Date_____________ B / D / S
Use a fraction stick to develop a quick way to find common
denominators; use common denominators to add, subtract and
compare fractions; complete a data review page
September 2009
Page________
Page________
NYS CORE CURRICULUM CONTENT STRANDS
5.N.21
5.G.6
Study Link ____________
5.N.8
5.N.11
5.N.21
5.S.4
5.S.5 **
Study Link ____________
Page 20 of 37
(All ** Items are post-May)
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
UNIT 7
LESSON & OBJECTIVES
7.1
To introduce exponential notation
Date_____________ B / D / S
SUMMARY
Introduction to exponential notation; rename numbers written in
exponential notation as repeated-factors expressions and into
standard notation; play Exponent Ball which provides practice
with exponents and ratios; practice adding and subtracting
fractions with like and unlike denominators
Page________
Study Link ____________
7.2
To introduce number-and-word
notation for large numbers; and to
use exponential notation for positive
powers of 10
Date_____________ B / D / S
Use Standard notation, number-and-word notation; exponential
notation to represent large number; use exponential notation to
represent positive powers of 10; play First to 100
7.3
To introduce scientific notation for
large numbers
Date_____________ B / D / S
Introduction to scientific notation; translate numbers written in
scientific notation into standard and number-and-word notation;
examine and discuss a problem-solving diagram
Page________
Study Link ____________
7.4
To review the use of parentheses;
and to practice translating number
stories into arithmetic expression
Review the use of parentheses in number sentences involving
more than one operation; translate number stories into
expressions, inserting parentheses in the proper places; determine
whether number sentences containing parentheses are true and
false; play Scientific-Notation Toss
Page________
Study Link ____________
Date_____________ B / D / S
7.5
To introduce the rules for order of
operations
September 2009
Page________
NYS CORE CURRICULUM CONTENT STRANDS
5.N.21
5.N.1
5.N.3
Study Link ____________
Introduction to the rules that govern the order in which operations
in an expression are performed; compare data in the American
Tour
Page________
Study Link ____________
Page 21 of 37
(All ** Items are post-May)
5.N.1
5.N.3
5.N.18
5.N.10
5.N.18
5.A.3
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
Date_____________ B / D / S
September 2009
Page 22 of 37
(All ** Items are post-May)
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
LESSON & OBJECTIVES
7.6
To review uses of negative numbers;
and to compare and order positive
and negative numbers
Date_____________ B / D / S
SUMMARY
Review situations in which negative numbers may occur; use a
number line to graph, compare; order positive and negative
numbers; practice using parentheses in number sentences; play
Name That Number
Page________
Study Link ____________
7.7
To develop rules for adding positive
and negative numbers
Date_____________ B / D / S
Use black and red counters to explore addition of positive and
negative numbers; develop a rule for adding such numbers and
practice applying that rule; play Top-It with positive and negative
numbers
Page________
Study Link ____________
7.8
To develop a rule for subtracting
positive and negative numbers
Date_____________ B / D / S
Use the + and – counters to develop a rule for subtracting positive
and negative numbers; practice subtracting positive and negative
numbers; play the decimal version of High-Number Toss
Page________
Study Link ____________
7.9
To use a slide rule to add & subtract
positive and negative numbers; and
to model addition and subtraction by
walking on a number line
Date_____________ B / D / S
Make a slide rule and use it to solve addition and subtraction
problems; reinforce the relationship between addition and
subtraction of positive and negative numbers; measure and draw
line segments
7.10
To add and subtract positive
numbers using a calculator
Review how to enter negative numbers in their calculators; add
and subtract positive and negative numbers using a calculator;
solve number stories involving addition and subtraction of
positive and negative numbers; practice plotting ordered pairs on a
coordinate grid
Page________
Study Link ____________
Date_____________ B / D / S
September 2009
Page________
NYS CORE CURRICULUM CONTENT STRANDS
5.N.18
5.A.3
6.N.15
7.N.12
7.N.13
5.N.23
5.M.1
5.M.2
5.M.6
Study Link ____________
Page 23 of 37
(All ** Items are post-May)
5.N.1
6.G.10
7.N.12
7.N.13
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
UNIT 8
LESSON & OBJECTIVES
8.1
To review renaming fractions as
equivalent fractions; and to compare
fractions by using a common
denominator
Date_____________ B / D / S
SUMMARY
Review renaming fractions as equivalent fractions; compare
fractions by renaming them s equivalent fractions with a common
denominator; practice comparing and ordering fractions by
playing Build-It; review fraction concepts
8.2
To review adding fractions; and to
introduce addition of mixed numbers
Review adding fractions; add mixed numbers in which the
fractional parts have the same denominator or unlike
denominators; rename sums in simplest form; practice reading a
ruler marked in inches and fractions of an inch; compare fractions
Page________
Study Link ____________
Date_____________ B / D / S
Page________
Learn to subtract mixed numbers with like denominators; explore
patterns that result from adding and subtracting unit fractions
8.4
To explore using a calculator to solve
fraction problems; and to practice
adding fractions with unlike
denominators
Date_____________ B / D / S
Explore the capabilities of their calculators to do operations with
fractions; play Fraction Action, Fraction Friction (a game in
which students use estimation and paper-and-pencil computation
to add fractions with unlike denominators; solve fraction-of
problems
Page________
Study Link ____________
8.5
To model finding a fraction of a
fraction by folding paper
Date_____________ B / D / S
Students fold sheets of paper for find fractions of fractions in
preparation for multiplying fractions; play Fraction Spin.
September 2009
Page________
5.N.4
5.N.5
Study Link ____________
8.3
To introduce subtraction of mixed
numbers with like denominators
Date_____________ B / D / S
Page________
NYS CORE CURRICULUM CONTENT STRANDS
5.N.5
5.N.21
5.N.22
5.M.6
5.N.22
5.A.7
Study Link ____________
5.N.22
5.N.5
5.N.9
5.N.19
Study Link ____________
Page 24 of 37
(All ** Items are post-May)
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
LESSON & OBJECTIVES
8.6
To use an area model to show fraction
multiplication; and to develop a
fraction multiplication algorithm
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
Date_____________ B / D / S
SUMMARY
Develop an area model for fraction multiplication; learn that a
fraction of a fraction is the same as the product of the fractions;
they derive the standard algorithm for fraction multiplication from
the area model and fraction multiplication patterns; solve placevalue puzzles.
Page________
Study Link ____________
8.7
To use an area model and the fraction
algorithm to find the product of a
whole number and a fraction
Date_____________ B / D / S
Find the products of whole numbers and fractions by using area
models and the fraction multiplication algorithm; practice writing
number sentences using order or operations by playing Name That
Number
Page________
Study Link ____________
8.8
To introduce two algorithms for
multiplication with mixed numbers;
by using partial products and by
converting mixed numbers to
fractions
Date_____________ B / D / S
Review conversions from mixed numbers to fractions and from
fractions to mixed numbers; learn two algorithms for multiplying
mixed numbers; first, using partial products and addition; second,
converting the nixed numbers to fractions before multiplying and
then converting the product to a mixed number; practice
converting among fractions, decimals, and percents by playing
Frac-Tac-Toe.
Page________
Study Link ____________
8.9
To estimate and calculate the percent
of a number, using fractions and
decimals; and to calculate decimals
Estimate the percent of a number; calculate the percent by using
both calculator and paper-and-pencil; find the number of baskets
scored based on the number of shots taken and the percent scored;
determine the percent discount for various consumer purchases;
practice finding a fraction of whole number.
Page________
Study Link ____________
Date_____________ B / D / S
September 2009
Page 25 of 37
(All ** Items are post-May)
NYS CORE CURRICULUM CONTENT STRANDS
5.N.1
5.N.19
5.N.20
5.N.18
5.A.3
5.N.11
5.N.20
5.N.11
6.N.11
6.N.12
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
LESSON & OBJECTIVES
8.10
To practice finding the WHOLE, given
a fraction or a percent of the WHOLE.
Date_____________ B / D / S
SUMMARY
Practice finding the whole by first finding a unit fraction or unit
percent of the whole
Page________
Study Link ____________
8.11
To examine populations using maps
and charts; and to use percents to
estimate rural and urban populations
Date_____________ B / D / S
Examine various representations of the total population and area
of the United State; use percents to estimate the number of rural
and urban Americans for each year; estimate the sums and
differences of fractions by playing Fraction Spin
Page________
Study Link ____________
8.12
To introduce a common denominator
method for division of fractions
Introduction to division of fractions with the help of diagrams;
practice the common denominator method for dividing fractions
and mixed numbers; compare and order fractions by playing
Build It.
Date_____________ B / D / S
Page________
September 2009
NYS CORE CURRICULUM CONTENT STRANDS
5.A.5
5.N.11
5.N.21
5.N.22
5.N.27
5.S.4
5.N.5
Study Link ____________
Page 26 of 37
(All ** Items are post-May)
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
UNIT 9
LESSON & OBJECTIVES
9.1
To review coordinate grids, ordered
number pairs, and coordinates; and to
use a coordinate grid
Date_____________ B / D / S
SUMMARY
Review coordinate grid; ordered number pairs and coordinate;
graph a picture by selecting and connecting ordered number pairs
on a coordinate grid; play the game Hidden Treasure to practice
naming and marking ordered number pairs on a coordinate grid;
match graphs to number stories and identify a number sentence
as a rule for one of the grids
Page________
Study Link ____________
9.2
To plot and read ordered number pairs;
to transform ordered pairs; and to
explore transformation of figures in a
plane
Date_____________ B / D / S
Locate, plot, and read number pairs that form an outline of the
United State; plot number pairs that form a given figure and
investigate how transformations of the number pairs change and
figure; solve place-value puzzles
Page________
Study Link ____________
9.3
To plot and read ordered number pairs;
to transform ordered number pairs; and
to explore transformation of figures in
a plane
Date_____________ B / D / S
Plot number pairs that form a given figure; investigate how
transformations of number pairs change the figure; play
Advanced Hidden Treasure to practice naming and making
ordered number pairs in all four quadrants on a coordinate grid
9.4
To review area concepts and units of
area; and to discuss and use the
formula for the area of a rectangle
Date_____________ B / D / S
Review area concepts, as well as the names and notations for
common area units; find areas of rectangles, discuss the area
formula for a rectangle and apply that formula; match
descriptions of geometric figures with their names
Page________
Study Link ____________
September 2009
Page________
NYS CORE CURRICULUM CONTENT STRANDS
5.G.12 **
5.G.13 **
5.S.2
5.N.1
5.G.12 **
5.G.13 **
5.G.12 **
5.G.13 **
Study Link ____________
Page 27 of 37
(All ** Items are post-May)
5.G.4
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
LESSON & OBJECTIVES
9.5
To identify personal references for
common units of area; and to explore
the rectangle method for finding areas
of polygons
Date_____________ B / D / S
SUMMARY
Identify common objects whose areas are about 1 square inch, 1
square foot, 1 square yard, 1 square centimeter, and 1 square
meter; use the rectangle method to find the area of triangles and
parallelograms on a grid; play Play Frac-Tac-Toe to practice
fraction, decimal, and percent equivalencies
Page________
Study Link ____________
NYS CORE CURRICULUM CONTENT STRANDS
5.N.11
9.6
To develop and use formulas for the
area of a triangle and the area of a
parallelogram
Date_____________ B / D / S
Define and identify the base and the height for triangles and
parallelograms; develop formulas for the area of a triangle and a
parallelogram; practice using formulas; estimate differences and
sums with fractions by playing Fraction Spin.
Page________
Study Link ____________
5.N.19
5.N.21
5.N.22
5.A.3
9.7
To use sampling to estimate the percent
of Earth’s surface covered by water;
and to estimate the land area of the
school
Review the coordinate grid system of latitude and longitude used
to locate points on Earth’s surface; use a random set of points on
Earth’s surface to estimate the percent of Earth’s surface that is
covered by water; develop and carry out a plan for estimating the
land area of the school; represent all of the whole numbers from
1 to 100 using only four 4's
Page________
Study Link ____________
Date_____________ B / D / S
9.8
To develop and use a formula for the
volume of a rectangular prism
Date_____________ B / D / S
September 2009
Consider the meaning of volume and discuss the difference
between volume and area; define base and height for a
rectangular prism; develop a formula for the volume of a
rectangular prism by building open boxes from patterns and
filing them with cubes; use the formula to find volumes; build a
rectangular prism with a given volume; to practice a mental math
strategy for multiplication
Page________
Study Link ____________
Page 28 of 37
(All ** Items are post-May)
5.N.25
5.N.27
5.A.3
6.G.4
6.M.1
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
LESSON & OBJECTIVES
9.9
To calculate the volume of any prism
by multiplying the area of its base by
its height
Date_____________ B / D / S
SUMMARY
Use the volume formula to calculate prism volumes; practice
plotting points on a coordinate grid by playing Advanced Hidden
Treasure
Page________
Study Link ____________
9.10
To examine the relationships among
the liter, milliliter, and cubic
centimeter
Verify that 1 liter = 1,000 milliliters, a l-liter box actually holds 1
liter, 1 liter = 1,000 cubic centimeters; convert between metric
units of volume and capacity and between U.S. customary units
of capacity; find the dimensions of an open box with the greatest
possible volume that can be mad out of one sheet of centimeter
grid paper
Page________
Study Link ____________
Date_____________ B / D / S
September 2009
Page 29 of 37
(All ** Items are post-May)
NYS CORE CURRICULUM CONTENT STRANDS
5.G.12 **
5.G.13 **
5.M.5
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
UNIT 10
LESSON & OBJECTIVES
10.1
To introduce a pan-balance approach
for solving simple equations
Date_____________ B / D / S
SUMMARY
Find the weight of a given object by adding or removing objects
of equal weight from both pans of a pan balance; model panbalance problems using expressions containing variables to
represent objects; practice a variety of skills involving variables
by playing First to 100
Page________
Study Link ____________
NYS CORE CURRICULUM CONTENT STRANDS
5.A.2
5.A.3
10.2
To extend a pan-balance approach for
solving equations to problems with two
balances
Date_____________ B / D / S
Solve pan-balance problems that model sets of two equations in
two unknowns; match number stories with number expressions
10.3
To translate word descriptions into
algebraic expressions; and to extend
the “What’s My Rule?” routine to rules
with algebraic expressions
Date_____________ B / D / S
Introduction to the meaning of algebraic expressions; complete
statements in which the variable stands for a specific unknown
quantity; state the rule for “What’s My Rule?” tables both in
words and with algebraic expressions; solve problems involving
multiplication and division of whole numbers and decimals
Page________
Study Link ____________
5.N.23
5.N.27
5.A.2
5.A.5
5.A.7
10.4
To review the concepts of rates; and to
represent rates with formulas, tables,
and graphs
Date_____________ B / D / S
Review the concept of rates and practice three ways of
representing rates with formulas, table of values and graphs; use
formulas to calculate areas and volumes .
5.A.7
September 2009
Page________
Page________
5.N.18
5.A.8
Study Link ____________
Study Link ____________
Page 30 of 37
(All ** Items are post-May)
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
LESSON & OBJECTIVES
10.5
To use a formula to predict the times of
Old Faithful’s next eruption; and to
draw a graph of predicted eruption
times
Date_____________ B / D / S
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
SUMMARY
Read information about Yellowstone National Park and one of its
geysers, Old Faithful; solve problems and generate data for a
graph, based on a formula for predicting when Old Faithful will
erupt next; solve pan-balance problems
Page________
NYS CORE CURRICULUM CONTENT STRANDS
5.A.7
5.A.8
5.S.1
5.S.2
5.S.4
Study Link ____________
10.6
To use a table and graph to solve and
interpret a problem based on a realworld situation
Date_____________ B / D / S
Complete a table of values that displays the distance covered by
each of two children at various time intervals; they interpret the
data in the table, graph it; interpret the graph; practice estimating
sums and differences of fractions and/or mixed numbers by
playing Mixed-Number Spin or Fraction Spin.
Page________
Study Link ____________
5.N.21
5.N.22
5.G.12
5.S.1
5.S.2
5.S.4
10.7
To interpret line graphs; and to match
“mystery graphs” to real-life situations
Date_____________ B / D / S
Analyze graphs and answer questions based on the graphs; match
various “mystery “ graph shapes with descriptions of situations;
model situations with algebraic expressions
Page________
Study Link ____________
5.A.2
5.S.2
5.S.4
10.8
To relate the circumference to the
diameter of a circle; and to find an
approximate value for (pi) by
measuring round objects of various
sizes
Date_____________ B / D / S
Find the ratio of the perimeter of squares to the length of their
sides; review the definitions of circumference and radius,
measure the diameter and circumference of various round objects
and calculate the ratio of the circumference to the diameter; read
an essay about the number π key on their calculators to calculate
the circumference of circles
Page________
Study Link ____________
5.N.6
5.S.4
6.N.20
6.G.5
6.G.7
6.G.9
6.M.7
September 2009
Page 31 of 37
(All ** Items are post-May)
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
LESSON & OBJECTIVES
10.9
To measure the area of a circle by
counting squares; and to use a formula
to calculate the area of a circle
Date_____________ B / D / S
September 2009
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
SUMMARY
Draw circles by tracing round objects on centimeter grids;
measure their area and radii, find that the ratio of the area to the
square of the radius is close to the value of π; use the formula for
the area of a circle to calculate the area of the circles they have
traced; solve problems involving percent and multiplying
fractions and mixed numbers
Page________
Study Link ____________
Page 32 of 37
(All ** Items are post-May)
NYS CORE CURRICULUM CONTENT STRANDS
5.A.3
6.N.17
6.N.18
6.A.6
6.G.5
6.G.7
6.M.7
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
September 2009
N = Number Sense and Operations
A = Algebra
G = Geometry
Page 33 of 37
(All ** Items are post-May)
M = Measurement
S = Statistics and Probability
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
UNIT 11
LESSON & OBJECTIVES
11.1
To review the names and properties of
geometric solids
SUMMARY
Sort a collection of geometric solids into five groups prisms,
pyramids, cylinders, cones and spheres; build solids from paper
patterns, describe and compare solids using standard solid
geometry vocabulary; solve problems that involve the
circumference and area of circles; and to solve problems bases
on American Tour data.
Page________
Study Link ____________
NYS CORE CURRICULUM CONTENT STRANDS
4.G.5
6.A.6
6.G.5
6.G.7
7.G.3
11.2
To review the meaning of bases of
geometric solids; and to compare the
properties of prisms, pyramids,
cylinders, and cones
Date_____________ B / D / S
Identify the bases of prisms, pyramids, cylinders, and cones and
compare the properties of these solids; play 3-D Shape Sort to
practice categorizing solids by attributes
4.G.5
6.S.3
11.3
To verify that the volume formula for
prisms also applies to cylinders; and to
use the formula to solve volume
problems for prisms and cylinders
Review the formula for finding the area of a circle; use the
formula for the volume of a cylinder to calculate the volume of
open cans; verify the volume formula by filing these cans and
measuring their liquid capacities; use the same “area of base
times height” volume formula to solve volume problems for both
prisms and cylinders
Page________
Study Link ____________
Date_____________ B / D / S
Date_____________ B / D / S
September 2009
Page________
Study Link ____________
Page 34 of 37
(All ** Items are post-May)
5.A.3
6.A.6
6.G.7
7.G.2
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
LESSON & OBJECTIVES
11.4
To explore the relationship between the
volume of prisms and pyramids, and
between the volume of cylinders and
cones
Date_____________ B / D / S
SUMMARY
Observe a demonstration in which models of geometric solids are
used to show how to find the volume of pyramids and cones;
calculate the volume of a pyramid and a cone; use formulas to
find the area of various polygons
Page________
Study Link ____________
NYS CORE CURRICULUM CONTENT STRANDS
5.A.3
6.A.6
6.G.2
7.G.2
11.5
To find the volume of an irregular
object by submerging it in water and
measuring the volume of water it
displaces
Date_____________ B / D / S
Calibrate a bottle and use it to measure the volume of various
objects by a displacement method; practice adding and
subtracting fractions and solving ratio problems
5.N.6
6.N.16
11.6
To review equivalencies among units
of capacity; and to convert
measurements among units of weight,
capacity, and volume in cubic units
Date_____________ B / D / S
Review the equivalencies among cups, pints, quarts, half-gallons
and gallons; find the weight of 1 cup of rice and use it to convert
between weight and volume for other amounts of rice; solve a
capacity problem by converting a unit of liquid capacity (gallon)
to volume in cubic units; play Name That Number
Page________
Study Link ____________
5.M.5
6.M.1
6.M.2
6.M.3
Find the surface area of prisms, cylinders and pyramids by
calculating the area of each surface of a solid and then finding
their sum; play 3-D Shape Sort
Page________
Study Link ____________
5.A.3
6.A.6
6.G.2
7.G.4
11.7
To calculate the surface area of prisms,
cylinders, and pyramids
Date_____________ B / D / S
September 2009
Page________
Study Link ____________
Page 35 of 37
(All ** Items are post-May)
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
UNIT 12
LESSON & OBJECTIVES
12.1
To use a factor tree to find the prime
factors of a number; and to find the
greatest common factor and the least
common multiple of two numbers
Date_____________ B / D / S
SUMMARY
Use factor trees to find all the prime factors of a number and
write its prime factorization; use prime factorization to find
greatest common factors and least common multiples; simplify
fractions; solve number stories about rates
Page________
Study Link ____________
12.2
To find the number of ways in which a
sequence of choices can be made; to
use tree diagrams; and to find
probabilities in “equally likely”
situations
Date_____________ B / D / S
Use the Multiplication Counting Principle to find the number of
ways in which a sequence of choices can be made; use tree
diagrams to represent and count combinations of choices; find
probabilities in “equally likely” situations; identify fraction,
decimal, and percent equivalencies
12.3
To explore the uses of ratios and ways
of expressing ratios
Date_____________ B / D / S
Use data from the American Tour to read ratios, write ratios in
equivalent forms; use ratios to examine trends in data; make ratio
comparisons in the form “10 times more” and “1/10 of”’
Page________
Study Link ____________
5.N.6
5.N.7
5.S.6 **
12.4
To model and solve problems
involving ratios of part of a set to the
whole set
Date_____________ B / D / S
Use tiles to solve ratio problems that compare part of a set to the
whole set; play Name That Number to practice computation
skills and order of operations
5.N.6
5.N.7
5.N.18
5.S.6 **
September 2009
Page________
Page________
NYS CORE CURRICULUM CONTENT STRANDS
5.N.12
5.N.6
5.N.13
5.S.5 **
5.N.14
5.S.6 **
5.N.15
5.N.6
5.N.11
5.N.13
5.S.5 **
5.S.7 **
Study Link ____________
Study Link ____________
Page 36 of 37
(All ** Items are post-May)
Everyday Mathematics Grade 5 – 2nd Edition
NYS Core Curriculum Content Strands
Grade 5
2nd Edition
Everyday Mathematics
Teacher’s Lesson Guide
LESSON & OBJECTIVES
N = Number Sense and Operations
A = Algebra
G = Geometry
M = Measurement
S = Statistics and Probability
12.5
To write and solve number models for
ratio number stories
Date_____________ B / D / S
SUMMARY
Use titles to model and solve number stories involving ratios of
part of a set to the whole set; write and solve number models that
represent ratio number stories; find the volume of prisms and
cylinders
Page________
Study Link ____________
5.N.6
5.S.6 **
12.6
To find student’s heart rate
Date_____________ B / D / S
Discuss the heart and find heart rates; practice recognizing
equivalent expressions by playing Spoon Scramble
Page________
Study Link ____________
5.N.6
5.S.6 **
12.7
To find heart rates after increasingly
strenuous exercise; and to graph
personal and class heart-rate data
Discuss the meaning of rate and uses of rates; collect data using
heart rates after physical exercise; graph heart-rate data,
assemble and graph data for the class, look for the effects of
increasingly strenuous exercise; compare the graph of class
landmarks with their personal heart-rate graph
Page________
Study Link ____________
Date_____________ B / D / S
12.8
To examine how the heart pumps blood
throughout the body; and to calculate
cardiac output at rest and compare it
with cardiac output after exercising
Date_____________ B / D / S
Read about the heart and cardiac output; calculate and compare
their cardiac outputs at rest and after exercise; identify equivalent
expressions by playing Spoon Scramble
12.9
To plan and execute a mathematical
project based on data in the American
Tour
Date_____________ B / D / S
Complete a project that focuses on research and planning, data
analysis, data display; presentation of results; examine the
American Tour to locate relevant information
September 2009
Page________
Page________
NYS CORE CURRICULUM CONTENT STRANDS
5.N.6
5.S.1
5.S.2
5.S.3
5.S.6
**
5.N.6
5.S.6 **
Study Link ____________
5.S.1
5.S.4
6.N.18
Study Link ____________
Page 37 of 37
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Everyday Mathematics Grade 5 – 2nd Edition