By the end of this section, students should be able to find and plot points on quadrant I of the coordinate plane.

Suggested pacing 2-3 weeks 

Teacher tips: 

• Fifth grade is only responsible for the first quadrant.

• Emphasize real world examples to reinforce patterns

sample pretest

Essential Learning Outcomes (ELO)

🌕 Use axes to define a coordinate system and plot points in said system to represent real-world word problems. (5.G.1, 5.G.2) (SMP4, SMP6, SMP7)

🌕 I can read, write, and compare numbers using place value and patterning, then explain my thinking using appropriate mathematical terms. (5.OA.3) (SMP6, SMP7)

Learning targets

• I can use a pair of perpendicular number lines, called axes, to define a coordinate system (5.G.1)

• I can represent real world problems by graphing points in the first quadrant (5.G.2)

• I can interpret coordinate values of points in the context of the situation  (5.G.2)

• I can generate two numerical patterns using two given rules (5.OA.3)

• I can identify relationships between corresponding terms (5.OA.3)

• I can form ordered pairs from two patterns (5.OA.3)

• I can graph ordered pairs on a coordinate plane (5.OA.3)

• I can generate new terms given a pattern (5.OA.3)

• I can explain informally the pattern in a sequence of numbers (5.OA.3) 

∎ Major Content           ⊡ Supporting Content           🌕 Additional Content

Computational Number Talks/Strings (minimum 3 days a week) to work on computational strategies.

5th grade number talk guide printable  &   3-5th grade number talks 

Add/Subt  &  Mult/Div Strategies   

Choose which strategy students need to practice.  You may find that they need many, so start with one for a week or so, then move onto another.  You are looking for efficient strategies, not mastery of all strategies.  Students may find they prefer one strategy over another or change strategies for different problems.  The goal is that they are flexibly using efficient strategies and are able to reason about numbers to fluently compute.

Multiplication Strategies Fractions  (Main focus)

multiplying up  unit fraction of whole     Unit fractions      Focus on shifting whole

use partial products  Breaking apart strategy    Mixed fractions

doubling/halving  doubling/halving 

Division Strategies Fractions  (Main focus)

   proportional reasoning  unit fraction   Proportional reasoning   Same denominators    Use equivalent divisors

   multiplying up  Use multiply up

   use partial quotients   Use partial quotients

Division Strategies Decimals  (Review)

  multiplying up  divide decimals multiply up

  use partial quotient Divide dec partial quotients 

  interpret remainder Whole #s quotient less than 1

Addition & Subtraction Strategies Fractions  (Review)

Add unlike denominators    Use area model to find like denominator     Number line       Benchmark ½       Benchmark of 1whole

Subtract unlike denominators  Subt   use area model     Number line & number line     Unlike denominator     Remove subtrahand

Addition Strategies Decimals (Review)

Break apart by place value Adding by place value hundredths and thousandths

Chunking (break apart one number)   Adding by chunks thousandths

Friendly number  Make friendly number mixed numbers

Subtraction Strategies Decimals (Review)

Count up/think addition Adding up mixed place values

Adjust to create easier problem   Adjusting mixed place value

Keep constant distance/difference  Keep constant distance mixed place values

MUST DO/Core Resources:  

Ready Teacher Toolbox        Lesson 32: Represent Problems in the Coordinate Plane Sessions 1-4

Assessment Tasks 5.G.2     Frayer Model Assessment           Proficiency Rubrics  5.G.2                    IAR sample questions 

CAN DO/Additional Resources:

Math in Practice:   5.G.2 - Module 14     Math in Practice lesson slides and Essential Question Guide        MIP Resource folder

Printable activities & Centers                 Nearpod Math lessons

Prior knowledge/Just in Time support     &     Enrichment RTTB     Lesson 32  The Race  

Interactive manipulatives

“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104

There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed.  Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).

Ideas for closure activities

Prior knowledge

N/A

Nearpod Math lessons

Enrichment

• Inside Mathematics Problem Solving- leveled problems

These are activities to give students mixed, spaced practice based on the big ideas for 5th grade math.

Measurement (4th)

• • Measurement Memory 

  • Measurement Problems Task Cards     (Spanish)

  • MLC Math at Home problem solving & games

Decimal Operations (5th Q3)

• • Decimal Four in a Row

  • Open Middle decimal operations

  • MLC Math at Home problem solving & games   (decimal operations)

Spiral Practice

These resource sheets are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.   Please select pages carefully based on your students' needs. 

You may have students work on these with a partner, independently with an answer key to self-check (tip: use sheet protectors), or as a journal response.   It is not necessary to have students complete a page every day- the intent is to have opportunities to spiral concepts for mixed practice, not do "busy" work.

2D Shapes