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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 (All ** Items are post-May) 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 (All ** Items are post-May) Everyday Mathematics Grade 5 – 2nd Edition