Download Grade 5 Quarter 3 Planner

Grade 5 Go Math! Quarterly Planner
14-15 Days
CHAPTER 6 Add and Subtract Fractions with Unlike Denominators
BIG IDEA: As fifth graders begin to add fractions with unlike denominators, they use visual models, including bar models, fraction strips, and number lines. Working with addition and subtraction of fractions
should include solving problems with various situations. They understand the need for like denominators in addition and subtraction by examining situations using concrete models. No matter which
strategy students use, it is important for students to have many experiences to understand why a strategy works. Using benchmarks (0, ½, 1) to determine whether an answer is reasonable using
comparisons, mental addition, or subtraction will help students to justify their thinking with oral and written explanations.
ESSENTIAL QUESTION: How can you add and subtract fractions with unlike denominators?
STANDARDS: 5.NF.1, 5.NF.2, 5.OA.2.1
ELD STANDARDS:
ELD.PI.5.1-Exchanging information/ideas via oral communication and conversations.
ELD.PI.5.3-Offering opinions and negotiating with/persuading others.
ELD.P1.5.5-Listening actively and asking/answering questions about what was heard.
ELD.PI.5.9- Expressing information and ideas in oral presentations.
ELD.PI.5.11- Supporting opinions or justifying arguments and evaluating others’ opinions or arguments.
ELD.PI.5.12-Selecting and applying varied and precise vocabulary.
Lesson
Standards & Math
Practices
6.7
6.8
Add and
Subtract Mixed
Numbers
Subtracting with
Renaming
5.NF.1
MP.1, 2, 6
5.NF.1
MP.1, 2
Essential Question
How can you add
and subtract
mixed numbers
with unlike
denominators?
How can you use
renaming to find
the difference of
two mixed
numbers?
Math Content and Strategies
Students find common denominators and use it to write
equivalent fractions with like denominators.
Write equivalent fractions using a common denominator.
Use multiplication and addition to rename each mixed
number as a fraction greater than 1.
Models/Tools
Go Math!
Teacher
Resources G5
Pattern Blocks
Renaming
Pattern Blocks
Renaming with
Pattern Blocks
Pattern Blocks +/-
Connections
Vocabulary
Have students use
pattern blocks to
add and subtract
mixed numbers.
Add & Subtract with
Pattern Blocks
Have students build
mixed numbers
using pattern blocks
and show all the
ways to rename the
mixed numbers.
Renaming with
Pattern Blocks
Mixed numbers,
is your answer
reasonable,
equivalent
fractions,
difference,
common
denominator
Mixed number,
subtraction with
renaming,
difference,
estimates,
simplest form,
equivalent
fraction
Build with pattern
blocks, give the next
4 terms, and
determine the rule
for the pattern?
2/3, 1 1/3, 2, 2 1/3…
1 2/6, 2 4/6, 4…
1 ½, 2, 2 ½, 3…
Terms in a
sequence,
equivalent
fractions, rule of
the sequence,
increasing or
decreasing,
unknown term
Academic Language
Support
ELD Standards
ELD Standards
ELA/ELD Framework
ELPD Framework
Journal
Write your own story
problem using mixed
numbers. Show the
solution.
Access Strategies
Organizing Learning
for Student Access to
Challenging Content
Student Engagement
Strategies
Problem Solving Steps
and Approaches
Write a subtraction
problem that has mixed
numbers and requires
renaming. Draw a model
illustrating the steps you
take to solve the problem.
Equitable Talk
6.9
Algebra •
Patterns with
Fractions
5.NF.1
MP.5, 7, 8
How can you use
addition or
subtraction to
describe a pattern
or create a
sequence with
fractions?
Students look for differences between consecutive terms
and write a rule to find an unknown term in the sequence.
Students are given a rule and a starting number and must
give the next few terms in the sequence.
DRAFT
Pattern Blocks
Accountable Talk
Simply Stated
Equitable Talk
Conversation Prompts
Make up your own
sequence of 5 fractions or
mixed numbers. Offer the
sequence to another
student to try and find the
next fraction in the
sequence.
6.10
6.11
Problem Solving
• Practice
Addition and
Subtraction
**AC Option to
Skip Lesson
(This is more
aligned to 6th
Grade)
5.NF.2
MP.1, 2
Algebra • Use
Properties for
Addition
5.NF.1
MP.2, 7, 8
How can the
strategy work
backward help you
solve a problem
with fractions that
involves addition
and subtraction?
How can
properties help
you add fractions
with unlike
denominators?
Students can write an equation to present the problem,
and then work backward to solve for the unknown using
the inverse operation.
Students can use the commutative property to rearrange
the fractions so that the fractions with like denominators
are next to each other. Students can use the associative
property to group fractions with like denominators.
Work backward
Associative
property,
Commutative
property.
Mental math
Tony has camping
gear packed into
four bags that
weigh 7 5/8lb, 8
1/4lb, 15 1/2lb, and
8 7/8lb. He is
limited to 25lb of
gear. Which bags
will he be able to
take?
Are these two
expressions equal?
(8.25+3.03)−2.5 and
8.25 +(3.03−2.5)
Work backward,
rewrite the
equation
Accountable Talk
Posters
Five Talk Moves
Bookmark
Word Wall
use properties
of addition,
commutative
property,
associative
property,
simplest form
Cooperative
Learning
Cooperative Learning
Role Cards
Collaborative Learning
Table Mats
Seating Chart
Suggestions
Vocabulary
Strategy
Use a Graphic
Organizer
Visualize It with a
table
Alike
Different
Model and Discuss
Use fraction strips to
model and discuss.
DRAFT
Write a word problem
involving fractions for
which you could use the
work backward strategy
and addition to solve.
Include your solution.
Write commutative
property and associative
property at the top of the
page. Underneath the
name of each property,
write its definition and
three examples of its use
Literature
Connection
Grab and Go
Goldbach’s Gift to Math
Assessments:
Go Math Chapter 6 Test
Go Math Chapter 6 Performance Task: Sugar and Spice
DRAFT
Grade 5 Go Math! Quarterly Planner
13 - 15 days
CHAPTER 7 Multiply Fractions
Big idea: Students base understanding of fraction multiplication on their understanding of whole number multiplication. Remind students of the “groups of objects” meaning of multiplication using whole
numbers m and n. For this, m x n tells how many equal-size groups (m) there are of objects (n). Extend this to when m and n are fractions. For example, ½ x 10 tells how many are in half of a group of 10
objects; 6 x 1/3 tells how many are in 6 groups, each containing 1/3 of an object (1/3 + 1/3 + 1/3 + 1/3 + 1/3 + 1/3); ½ x ¼ tells how much ½ of a group of ¼ of the whole is, such as with ½ of ¼ of a pizza.
Using real-world contexts and models help students make sense of fraction multiplication. The early use of models helps students to transition to the standard algorithm for multiplying fractions by
multiplying the numerators and denominators of the factors, eventually applying the algorithm to solve problems involving multiplication of fractions and mixed numbers. It is helpful for students to check
the reasonableness of their answers, based on knowing whether or not the product of two factors will be less than, equal to, or greater than each of its factors.
Essential Question: How do you multiply fractions?
Standards: 5.NF.4a, 5 NF.4b, 5.NF.5b, 5.NF.6
ELD Standards:
ELD.PI.5.1-Exchanging information/ideas via oral communication and conversations.
ELD.PI.5.9- Expressing information and ideas in oral presentations.
ELD.PI.5.3-Offering opinions and negotiating with/persuading others.
ELD.PI.5.11- Supporting opinions or justifying arguments and evaluating others’ opinions or arguments.
ELD.P1.5.5-Listening actively and asking/answering questions about what was heard.
ELD.PI.5.12-Selecting and applying varied and precise vocabulary.
Lesson
7.1
Find Part of a
Group
Standards &
Math
Practices
Essential Question
Math Content and Strategies
5.NF.4a
MP.5
MP.6
How can you find a
fractional part of a
group?
Students use the denominator to find how
many equal groups to make from the
whole number. They then use the
numerator to find how many equal groups
to count and count the number of items in
those groups.
HMH Video Podcast Multiplying Fractions
Models/Tools
Go Math!
Teacher
Resources G5
Counters,
Arrays,
Cubes
Connections
Use models (such as counters) to find
fractions of a group (whole number).
Build understanding by strategically
providing examples of increasing rigor.
For example:
Find ½ of a group of 8.
Find ¼ of a group of 8.
Find 2/4 of a group of 8.
Find 3/4 of group of 8.
Find 2/3 of a group of 9.
Find ¾ of a group of 12.
Find 4/5 of a group of 20.
Vocabulary
Denominator,
numerator,
product
Academic Language
Support
ELD Standards
ELD Standards
ELA/ELD Framework
ELPD Framework
Journal
3
Explain how to find 4 of 20
using a model. Include a
drawing.
Access Strategies
Organizing Learning
for Student Access to
Challenging Content
Student Engagement
Strategies
Problem Solving Steps
and Approaches
Equitable Talk
Accountable Talk
Simply Stated
7.2
Investigate,
Multiply
Fractions and
5.NF.4a
MP.5
MP.6
How can you use a
model to show the
product of a
Students place the number of same-sized
fractions strips indicated by the
denominator under the whole and then
Fraction Tiles,
Fraction
Circles,
Use fraction strips to find ¾ x 2, using 1whole strips to represent the whole, 2.
Then place ½ fraction strips under each
whole strip to represent the
DRAFT
Denominator,
numerator,
product
Equitable Talk
Conversation Prompts
Explain how to use models to
find
3
3
3 x4 and 4x3. Include a picture
of each model.
Whole
Numbers
7.3
7.4
7.5
Fraction and
Whole
Number
Multiplication
fraction and a
whole number?
5.NF.4a
MP.2
MP.5
MP.6
How can you find
the product of a
fraction and a
whole number
without using a
model?
circle the number of same-size strips
indicated by the numerator to solve.
The numerator and the whole number get
multiplied to find the number of shaded
parts and the product is written over the
denominator, or the number of equal-sized
parts. Note: simplest form is based on
equivalency, not GCF division.
Investigate
• Multiply
Fractions
5.NF.4a,
5.NF.4b
MP.3
MP.5
MP.6
How can you use
an area model to
show the product
of two fractions?
Use an area model to show the product of
two fractions. The model is helpful for
understanding that when multiplying two
fractions, the product is a fraction of a
fraction, or a part of a part.
When modeling the second factor, help
students see that they are finding a fraction
of the shaded part, not the whole. Then,
they relate that amount to the whole when
giving the answer. In the model shown, the
answer is 6 parts of 15 or 6/15.
Compare
Fractions
Factors and
Products
5.NF.5a,
5.NF.5b
MP.3
MP.4
MP.5
How does the size
of the product
compare to the
size of one factor
when multiplying
fractions?
Students use models to compare the size of
the product to the size of a factor when
multiplying fractions. When multiplying by
1, the fraction stays the same, so that when
you find a part of a part, the product will be
less than either part. Finally, when a
fraction is multiplied by a number greater
than 1, the product will always be greater
than the fraction.
Pattern
Blocks
Fraction Tiles
Area model,
Grid paper
Number line
denominator, the number of equal-sized
parts. Finally, students find ¾ of 2,
distinguishing between four ¼ pieces and
¾ of the whole to find ¾ x 2 = 1 ½.
Use fraction circles to find 3 x 3/8 by
shading 3/8 of each whole, counting the
total number of eighths shaded. So, 3 x
3/8 = 9/8 = 1 1/8.
Transition from the models using
repeated addition: 4 x 2/3 = 2/3 + 2/3 +
2/3 + 2/3 = 8/3 = 3/3 + 3/3 + 2/3 = 2 +
2/3. Relate commutative Property
2/3 x 4 = 4 x 2/3
Have students build a column table:
Build
Repeated
Multiplication
&
Addition
Draw
2/3 + 2/3
4 x 2/3
+ 2/3 +
2/3
*Use Fraction strips or pattern blocks to
investigate.
Use the area model to multiply 2 x 6, ½ x
6. Model how to show the product of ¼ x
½ by folding and shading paper.
Number talk: 2 x ½
1x½
½x½
¼x½
What do you notice?
Can you do the same problems with
decimals? What do you notice?
DRAFT
Accountable Talk
Posters
Five Talk Moves
Bookmark
Word Wall
Commutative
property of
addition
Cooperative
Learning
Cooperative Learning
Role Cards
Write a word problem that can
be solved by multiplying a
whole number and a fraction.
Include the solution.
Collaborative Learning
Table Mats
Seating Chart
Suggestions
Math Talk
5
Area model
Equivalent fraction
There is 8 of a pizza left. Josh
1
Use math talk to focus
on students’
understanding of how
to estimate the product
of a whole number and
a fraction, using
benchmark fractions.
Identity Property
of Multiplication
eats 4 of the left over pizza.
How much pizza does Josh eat?
Describe how to solve the
problem using an area model
and draw your model.
Explain how you can compare
the size of a product to the size
of a factor when multiplying
fractions, without actually
doing the multiplication.
Include a model.
7.6
Fraction
Multiplication
5.NF.4a,
5.NF.5b
MP.5
MP.7
MP.8
How do you
multiply fractions?
In this lesson, students use rectangles to
represent fraction multiplication. Students
multiply the numerators and denominators
together. They then write the product in
simplest form, based on equivalency.
Unit squares
and
rectangles
Review multiplication of decimals and
shading decimal squares. 0.3 x 1.2
Simplest form
based on
equivalency
Explain how multiplying
fractions is similar to
multiplying whole numbers and
how it is different.
Literature:
Multiply 2/3 x 4/5 by shading rectangles.
7.7
7.8
Investigate •
Area and
Mixed
Numbers
5.NF.4b
MP.2
MP.4
MP.5
MP.6
How can you use a
unit tile to find the
area of a rectangle
with fractional side
lengths?
Using area models and unit tiles helps
break down the numbers into manageable
parts, and give students a concrete
example in which to base their thinking
when solving future problems. Make
connections with partial products and the
area model for multiplication.
1 3/5 x 2 ¾ = (1 + 3/5) (2 +
¾)
Area model,
Grid, Unit
Tiles
Compare
Mixed
Number
Factors and
Products
5.NF.5a,
5.NF.5b
MP.5
MP.6
How does the size
of the product
compare to the
size of one factor
when multiplying
fractions greater
than 1?
Knowing the size of a product relative to
the factors will give students a basis for
determining the reasonableness of their
answers. For students having trouble
understanding how the size of a fractional
factor affects the product, have them
replace the multiplication sign with “of.”
Reading the problem as “3/4 of” another
number makes it easier to see that the
product will be less than the other factor.
In general:

If the first factor is less than 1,
the product will be less than the
second factor.

If the first factor is greater than 1,
then the product will be greater
than the second factor.
Number line,
Area Model,
Scaling
Review area and perimeter of a 5 x 7
rectangle.
Mixed number,
improper fraction
Draw a shape with fractional
side lengths. Describe how you
can find its area.
Mixed number,
improper fraction
Explain how scaling a mixed
1
number by 2 will affect the size
of the number.
Have students review how to write a
mixed number as an equivalent fraction
that is greater than 1. 2 2/3 = 3/3 + 3/3
+ 2/3 = 8/3
Multiply ¼ x ½.
3/4 x ½
1¼x½
2x½
What do you notice?
DRAFT
7.9
Multiply
Mixed
Numbers
5.NF.6
MP.1
MP.2
MP.4
7.10
Problem
Solving •
Find the
Unknown
Lengths
5>NF.4b,
5.NF.6
MP.1
MP.4
MP.6
How do you
multiply mixednumbers?
Students learn how to multiply a mixed
number by a fraction, by a whole number,
or by another mixed number by changing
the mixed numbers to fractions greater
than 1 (improper fractions). Students can
then multiply the numerators and multiply
the denominators.
Students can also use the Distributive
Property.
12 x 2 1/6 = 12 x (2 + 1/6) = (12 x 2) + (12 x
1/6)
Real-life scenarios present students with
many opportunities for application.
Model
Manny is preparing a dinner for his
friends. He made 3 bowls of spaghetti
sauce. If each bowl holds ¾ quart, how
much sauce did Manny make? If he puts
the sauce in a 3 quart bowl, how much of
the bowl is not filled?
Mixed number,
improper fraction
distributive
property,
renaming
Write and solve a word
problem that involves
multiplying by a mixed number.
How can you use
the strategy guess,
check, and revise
to solve problems
with fractions?
Students should analyze the results of each
guess before adjusting and justify
increasing or decreasing the next guess.
Guess, check,
and revise
Have students estimate the height of the
classroom door by giving a high estimate
and a low estimate (what could the
height NOT be?). Then use another tool
(a student, a chair, etc.) to revise and
give a better estimate. Finally, measure
the height using a standard measuring
tool.
Guess, check, and
revise strategy
Explain how you can use the
strategy guess, check, and
revise to solve problems that
involve a given area when the
relationship between the side
lengths is given, too.
Math Models:
Students use models to
find fractions of a
group.
Students use an area
model to show the
product of two
fractions.
DRAFT
Vocabulary Builder:
The graphic organizer
provides a visual
representation for
students to match
review words with their
numerical examples.
Assessment
Chapter 7 Test
Chapter 7 Performance Task—Hours of Sound
DRAFT
Grade 5 Go Math! Quarterly Planner
8 - 10 Days
Chapter 8 Divide Fractions
Big idea: Connect fraction division to whole number division, considering the number of groups and the number in each group. 2 ÷ 1/3 would mean how many groups of 1/3 of the whole are in 2 wholes. Since
there are 3 thirds in each whole and you have 2 wholes, there are 6 thirds all together. 1/3 ÷ 2 can be interpreted with sharing by determining how much will be in each group if 1/3 of a whole is shared equally
between 2 groups. There would be 1/6 of a whole in each group.
Problem situations and visual representations will help students understand what is happening when dividing a fraction by a whole number. They will need many concrete experiences to develop this
understanding instead of being given the rule “invert and multiply” that makes no sense to them and can cause misconceptions and errors.
Essential Question: What strategies can you use to solve division problems involving fractions?
Standards: 5.NF.7a, 5.NF.7b, 5.NF.3, 5.NF.7c
ELD Standards:
ELD.PI.5.1-Exchanging information/ideas via oral communication and conversations.
ELD.PI.5.9- Expressing information and ideas in oral presentations.
ELD.PI.5.3-Offering opinions and negotiating with/persuading others.
ELD.PI.5.11- Supporting opinions or justifying arguments and evaluating others’ opinions or arguments.
ELD.P1.5.5-Listening actively and asking/answering questions about what was heard.
ELD.PI.5.12-Selecting and applying varied and precise vocabulary.
Lesson
8.1
Investigate •
Divide
Fractions and
Whole
Numbers
Standards &
Math
Practices
Essential Question
Math Content/Strategies
5.NF.7a,
5.NF.7b
MP.3
MP.5
How do you divide
a whole number
by a fraction and
divide a fraction by
a whole number?
Modeling helps students understand the
logic of the process. Opening a pathway to
the development of the division algorithms
later in their study. In this lesson, students
model with fraction strips two different
ways. Point out the differences, as a way of
giving students insights into the meaning of
division of and by fractions.
Models/Tools
Go Math!
Teacher
Resources G5
Fraction Tiles
Pattern Blocks
Connections
Write 3 ÷ ½ on the board. Ask the
students, “How many half-hour TV
shows are in 3 hours?” How many
groups of ½ are in 3? Use fraction
strips or pattern blocks to model 3 ÷
½.
Vocabulary
Fraction Strips
Academic Language
Support
ELD Standards
ELD Standards
ELA/ELD Framework
ELPD Framework
Journal
Explain how you could use a model to
1
find the quotient 4÷ 3.
Access Strategies
Organizing Learning
for Student Access to
Challenging Content
Tell student, “I am sharing half a cake
with three people. How much does
each person get?” Use fraction strips
to find ½ ÷ 3.
Student Engagement
Strategies
Have student discuss how these two
examples are different.
Problem Solving Steps
and Approaches
HMH Video Podcast Dividing Fractions Using
Models
Equitable Talk
Accountable Talk
Simply Stated
8.2
Problem
Solving • Use
Multiplication
5.NF.7b
MP.1
MP.4
MP.5
MP.6
How can the
strategy draw a
diagram help you
solve a division
problem by writing
Students can sketch a diagram of the
quantity being divided, draw lines to show
the partitioning of the quantity, and see if
the resulting figure suggests a pathway to
the solution.
Draw a diagram
Bar model,
fraction circles,
Fraction Tiles
DRAFT
I have ½ lb. of chocolate raisins and I
want to divide it up to put the same
amount of chocolate in each of 3
small bags. How much should each
small bag of chocolate raisins weigh?
Draw a diagram
Equitable Talk
Conversation Prompts
Accountable Talk
Posters
Draw a diagram and explain how you
1
can use it to find 3÷ 5.
8.3
8.4
Connect
Fractions to
Division
Fraction and
Whole
Number
Division
5.NF.3
MP.2
MP.5
MP.6
MP.7
5.NF.7c
MP.3
MP.5
a multiplication
sentence?
How does a
fraction represent
division?
How can you
divide fractions by
solving a related
multiplication
sentence?
The numerator of the fraction shows the
number of items being divided. The
denominator shows the number of equal
pieces into which the items are being
divided. Model and solve division problems
in which they interpret the remainder as a
fraction and explain their thinking.
When students are dividing a fraction by a
whole number, they are dividing a part into
more parts and finding a part of a part.
Use a drawing
Model
Liz has 4 candy bars. She wants to
split them among 5 friends. If each
person should get the same amount,
what part of a candy bar will each
friend get? Each friend receives 4/5
of a candy bar, because they get 4 out
of 5 pieces (4/5) of the whole bar.
Jessica served 4 pizzas at her party.
Each pizza was divided into 8 pieces,
and everyone at the party received 2
pieces. If there were 4 pieces left
over, how many people were at the
party?
Use a drawing
Five Talk Moves
Bookmark
Word Wall
Cooperative
Learning
Cooperative Learning
Role Cards
Model
Collaborative Learning
Table Mats
Seating Chart
Suggestions
Jason divides 8 pounds of dog food
equally among 6 dogs. Draw a
diagram and explain how you can use
it to find the amount of food each
dog receives?
Tell whether the quotient is greater
than or less than the dividend when
you divide a whole number by a
fraction. Explain your reasoning.
Literature:
8.5
Interpret
Division with
Fractions
5.NF.7a,
5.NF.7b
MP.2
MP.5
How can you use
diagrams,
equations, and
story problems to
represent division?
Students identify the type of problem and
think of a story that reflects the problem
type.

A whole number of identical items
being divided into equal fractional
pieces (5 ÷ 1/3)

A fraction of a single item being
divided into a whole number of
even smaller and equal pieces ¼ ÷
3)
Diagrams,
equation, story
problems
Lance bought 12 quarts of lemonade
so that everyone who came to his
party could have exactly 1/3 quart.
How many people did Lance invite to
his party?
Diagrams,
equation, story
problems
Write a story problem to represent
1
÷ 4.
3
Math Models:
Students model
dividing fractions in two
different ways.
DRAFT
Vocabulary Builder:
The flow may show a
sequential relationship
among the steps in
multiplication and
division operations.
Assessments:
Go Math Chapter 8 Test
Go Math Chapter 8 Performance Task: Trail Teamwork
**Common Assignment Critical Area 2 Performance Task: Alberto’s Fish Tank
DRAFT
Grade 5 Go Math! Quarterly Planner
14 - 16 Days
Chapter 11 Geometry and Volume
Big Idea: A deep understanding of volume includes understanding the multiplicative relationship between the height of an object and its cross-sectional area. It is difficult for students to visualize the layer
structure of 3-dimensional solids without extensive experiences with a variety of concrete representations of the solids, understanding which leads to volume as the product of area and height.
Students with conceptual knowledge of 2-dimensional figures understand the relationship among the shapes and that the definitions of any quadrilaterals are hierarchical in nature. As students
examine defining attributes and properties of figures, they create definitions based on those properties.
Essential Question: How do unit cubes help you build solid figures and understand the volume of a rectangular prism?
Standards: 5.G.3, 5.G.4, 5.MD.3, 5.MD.3a, 5.MD.4, 5MD.5a, 5.MD.5b, 5.MD.5c
ELD Standards:
ELD.PI.5.1-Exchanging information/ideas via oral communication and conversations.
ELD.PI.5.9- Expressing information and ideas in oral presentations.
ELD.PI.5.3-Offering opinions and negotiating with/persuading others.
ELD.PI.5.11- Supporting opinions or justifying arguments and evaluating others’ opinions or arguments.
ELD.P1.5.5-Listening actively and asking/answering questions about what was heard.
ELD.PI.5.12-Selecting and applying varied and precise vocabulary.
Lesson
11.1
11.2
11.3
11.4
Polygons
Triangles
Quadrilaterals
Three
Dimensional
Figures
Standards
& Math
Practices
Essential
Question
Math Content/Strategies
5.G.3, 5.G.4
MP.5
MP.7
MP.8
How can you
identify and
classify polygons?
Students will use Venn diagrams to classify
both two-dimensional and three dimensional
shapes. The two circles overlap because some
polygons have both congruent angles and
congruent sides.
5.G.3, 5.G.4
MP.1
MP.4
MP.6
MP.7
How can you
classify triangles?
5.G.3, 5.G.4
MP.1
MP.7
MP.8
How can you
classify and
compare
quadrilaterals?
5.MD.3
MP.6
MP.7
How can you
identify, describe,
and classify
three-
Students apply their understanding of
congruency to classify triangles by side
lengths.
Precise language is needed when classifying
figures. Students classify quadrilaterals using
the properties of their sides and angles.
This lesson focuses on two types of
polyhedrons –prisms, and pyramids. Prisms
have two congruent bases with rectangular
lateral faces, and they are named by the
shape of their bases. Pyramids have only one
Models/Tools
Go Math!
Teacher
Resources G5
Venn diagram
Grid paper
Assorted
Shapes
Connections
Vocabulary
Have students find quadrilaterals around
the classroom and sort them in as many
ways as possible. Have students create
a list of what they found.
Assorted Triangles and Quadrilaterals
Quad Sorting Mats
Congruent,
heptagon,
nonagon,
polygon, regular
polygon,
decagon,
hexagon,
octagon,
pentagon,
quadrilateral
Equilateral
triangle, isosceles
triangle, scalene
triangle, acute
triangle, obtuse
triangle, right
triangle
Parallel lines,
parallelogram,
perpendicular
lines, rectangle,
rhombus,
trapezoid
Base, decagonal
prism, hexagonal
prism, lateral
face, octagonal
prism,
Centimeter
ruler,
protractor
Assorted
Triangles and
Quadrilaterals
Review classifying angles with students,
using right, scalene, and equilateral
triangles.
Assorted Triangles and Quadrilaterals
Quadrilaterals
Assorted
Triangles and
Quadrilaterals
Describe a quadrilateral with certain
attributes and have students draw what
you’ve described. (i.e. isosceles
trapezoid, right triangle, rhombus,
parallelogram, etc.).
Nets for
prisms and
pyramids
Printable Nets
Display 2 nets and have students tell you
what figure the nets will form (prism,
pyramid). Then fold the nets and talk
about the attributes of each figure.
Printable Nets
DRAFT
Academic Language
Support
ELD Standards
ELD Standards
ELA/ELD Framework
ELPD Framework
Journal
Use grid paper to draw one
rectangular hexagon and one
hexagon that is not regular.
Explain the difference.
Access Strategies
Organizing Learning
for Student Access to
Challenging Content
Student Engagement
Strategies
Problem Solving Steps
and Approaches
Equitable Talk
Accountable Talk
Simply Stated
Draw three triangles: one
equilateral, one isosceles, and one
scalene, Label each and explain
how you classified each triangle.
All rectangles are parallelograms.
Are all parallelograms rectangles?
Explain.
Equitable Talk
Conversation Prompts
Accountable Talk
Posters
Explain why a three-dimensional
figure with a curved surface is not
a polyhedron.
dimensional
figures?
11.5
11.6
Investigate •
Unit Cubes
and Solid
Figures
5.MD.3a
MP.1
MP.5
MP.6
What is a unit
cube and how
can you use it to
build a solid
figure?
Investigate •
Understand
Volume
5.MD.3b,
5.MD.4
MP.3
MP.5
MP.6
How can you use
unit cubes that
fill a solid figure
to find volume?
base, and their lateral faces are triangles that
meet at a common vertex.
A unit cube is a rectangular prism that is 1 unit
long, 1 unit wide and 1 unit high. It has 6
square faces, and 12 edges. Students count
the number of unit cubes used to build solid
figures and compare the number of unit cubes
used to build two different solid figures.
Students move beyond using unit cubes as
building blocks to counting them to determine
the volume of rectangular prisms. Students
can find the number of unit cubes that it takes
to fill the base of the rectangular prism
without any gaps or overlaps, and then
multiply that number by the number of layers
that make up its height.
Centimeter
cubes
Centimeter
cubes
11.7
Investigate •
Estimate
Volume
5.MD.4
MP.1
MP.2
MP.6
How can you use
an everyday
object to
estimate the
volume of a
rectangular
prism?
Students apply what they’ve learned about
volume to estimate the volume of a
rectangular prism in a real-world situation
using improvised units. Students can use a
small rectangular prism that they know the
volume of as a tool to estimate the volume of
a larger rectangular prism.
Rectangular
prism net
2 boxes
Crayon box
11.8
Volume of
Rectangular
Prisms
5.MD.5a,
5.MD.5b
MP.1
MP.7
MP.8
How can you find
the volume of a
rectangular
prism?
Rectangular
prism net
Centimeter
cubes
11.9
Algebra•
Apply Volume
Formulas
5.MD.5a,
5.MD.5b
MP.1
MP.6
How can you use
a formula to find
the volume of a
rectangular
prism?
Students are still not using the actual formula
for volume. They are multiplying the number
of cubes in the base and the number of cubes
in the height to find the volume. Students
should begin to connect the area of a
rectangle with the volume of a rectangular
prism with a height of 1 unit. Students move
closer to the formula for volume by breaking
the prism’s base into width and height.
Based on all the hands-on activities that have
helped students develop a strong foundation
for understanding volume, students will make
the transition from concrete to the abstract,
the formula for the volume of the rectangular
prism:
V = B x h or V = l x w x h.
Various sizes
of boxes to be
measured
Give student pairs 12 cubes and have
them build different prisms. List the
possible dimensions of each prism.
Display various prisms and ask students
questions: How many unit cubes are in
each? How many cubes are in the base?
How many layers are in this prism? How
can we find the volume?
Volume Exploration with Towers
Volume Exploration with Towers 2
pentagonal
prism,
pentagonal
pyramid,
polyhedron,
prism, pyramid
Unit cube
Five Talk Moves
Bookmark
Word Wall
Cooperative
Learning
Cooperative Learning
Role Cards
Collaborative Learning
Table Mats
Unit cube,
volume
Seating Chart
Suggestions
Literature:
Draw and label examples of all
rectangular prisms built with 16
unit cubes.
Explain how to find the volume of
a rectangular prism in cubic inches
that is 4 inches long, 3 inches
wide, and 2 inches high. Include a
drawing in your solution.
Display two different-sized boxes and
ask students to determine which box is
better for shipping 20 crayons. Use a
crayon box as a measuring tool, to find
the approximate length width, and
height of each box. Then have them
estimate the bases and then the
volumes of both shipping boxes.
Compare and contrast 2- and 3dimensional objects in the classroom.
How do we measure 2-D objects? How
do we measure 3-D objects? How can
we measure the volume of the
classroom? What is the area of the
floor?
Unit cube,
volume
Explain how you can estimate the
volume of a large container that
holds 5 rows of 4 snack-size boxes
of cereal in its bottom layer and is
3 layers high. Each cereal box has
a volume of 16 cubic inches.
dimensions
Write a word problem that
involves finding the volume of a
box. Draw the box, solve the
problem, and explain how you
found your answer.
Give each table group a different-sized
box to measure. How could the volume
be determined? Trade boxes with
another table and check the
measurements and volumes.
Volume
Formula
Cubic units
Explain how you would find the
height of a rectangular prism if
you know that the volume is 60
cubic centimeters and that the
area of the base is 10 square
centimeters.
DRAFT
11.10
Problem
Solving •
Compare
Volumes
5.MD.5b
MP.1
MP.7
11.11
Find Volume
of Composed
Figures
5.MD.5c
MP.3
MP.5
How can you use
the strategy
make a table to
compare
different
rectangular
prisms with the
same volume?
How can you find
the volume of
rectangular
prisms that are
combined?
Students organize information in a table to
find the number of rectangular prisms that
have a given volume. Students can make a
table to find all the combinations of three
factors whose product equals a given volume,
and have different-sized bases.
Make a table
Fluency builder p. 503B
Volume
Formula
Cubic units
Students can break apart the prisms and add
each of their volumes, or find the greatest
possible volume and subtract the volume of
the empty space.
Legos or
blocks
Display the rectangular prism that you
have built with Legos or blocks. Have
students find multiple ways to find the
volume after breaking up the prism in 23 different-sized prisms.
Composite figure
Vocabulary Builder:
Create a circle map
(Venn Diagram).
Introduce some of the
vocabulary by focusing
on prefixes. Write the
vocabulary words on
the board. Underline
each prefix. Discuss
with students the
relationship between
the prefixes and the
words.
Help students
understand the
vocabulary by focusing
on parallel and
perpendicular. Have
students determine
whether each pair of
lines below is parallel or
perpendicular. Remind
students that
perpendicular lines do
not have to intersect in
the center; they simply
have to be set at a right
angle to each other.
Word definition map:
DRAFT
Use drawings of rectangular
prisms, define in your own words
perimeter, area, and volume. Use
colored pencils to highlight what
each term refers to.
Draw a composite figure and label
its dimensions. Find the volume of
the composite figure.
Assessments:
Go Math Chapter 11 Test
Go Math Chapter 11 Performance Task: Box Factory
DRAFT