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Unit 1: Operations with Whole Numbers (6 weeks) Pre-requisite skills: Multiplication facts up to 12, basic understanding of table Introduction:

number lines, tables and graphs, diagrams/picture models Standard Skills Corresponding Common Core Corresponding SPIs Standards 2.05.1 Understand names of place Names of place values up to 5.NBT.1 Recognize that in a values and relationships between millions multi-digit number, a digit in digits. one place represents 10 times as The ones place is the much as it represents in the smallest up to millions place place to its right and 1/10 of Each digit is 10 times the what it represents in the place to value of the digit to its right, its left. each digit is 1/10 the value of the digit to its left 2.05.2 Read and write numbers from millions to millionths (whole numbers only) 2.05.3 Compare decimals and fractions using >, <, and = (WHOLE NUMBERS ONLY). 2.05.5 Multiply multi-digit whole numbers. Names of place values from ones to millions Understand use of commas Understand using zero as a place holder Read and write numbers Know names of >, <, and = Understand what >, <, and = represent Compare digits in each place value from left to right Know multiplication facts 19 for this Learn process for multiplying multi-digit numbers (lining up, adding zeros) How to check work 5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. 5.NBT.5 Fluently multiply multidigit whole numbers using the standard algorithm. SPI 2.1 Read and write numbers from millions to millionths in various contexts.

SPI 2.9 Compare whole numbers, decimals, and fractions using the symbols >, <, and =.

2.05.16 Identify patterns and rules in function tables.

Basics of tables What a rule is and how to represent it Fill in missing values when given rule Must know multiplication facts for this Know parts of a division problem Learn process for dividing numbers How to check work 5.NBT.6 Find whole number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

SPI 5.1 Depict data using various representations, including decimal and/or fractional data.

2.05.6 Solve problems involving the division of two, three, and four-digit dividends by two-digit divisors.

SPI 2.4 Solve problems involving the division of two- and threedigit whole numbers by oneand two- digit whole numbers.

2.05.15 Select a reasonable solution to a real-world division problem in which the remainder must be considered.

3.05.2 Find the missing number that makes an equality true.

Must know multiplication facts for this Know parts of a division problem Learn process for dividing numbers Understand how to select a whole number answer Look for key words for bumping up/down (completely, full, minimum, maximum, most, etc.) How to check work Understand what an equality is (11 = 8 + _____) Process for finding missing number How to check work

SPI 2.3 Select a reasonable solution to a real-world division problem in which the remainder must be considered.

Unit 2: Decimals (3 weeks) Pre-requisite skills: Understanding of inequality symbols from unit 1, understanding of relationships between digits from unit 1 Introduction: What is a decimal? What is a part of a whole? How can we break a whole into different parts? Standard Skills Corresponding Common Core Corresponding SPIs Standards 2.05.1 Understand names of Know place values from 5.NBT.1 Recognize that in a place values and relationships tenths to millionths in order multi-digit number, a digit in between digits. one place represents 10 times as Tenths are bigger than much as it represents in the millionths place to its right and 1/10 of Each digit is 10 times the what it represents in the place to value of the digit to its right, its left. each digit is 1/10 the value of the digit to its left 2.05.2 Read and write numbers to millionths. 2.05.11 Estimate fraction and decimal sums or differences. 2.05.4 Add, subtract, multiply, and divide decimals up to the hundredths place (ADD AND SUBTRACT ONLY). Read and write numbers from tenths to millionths Understand what zeros represent Know names of >, <, and = Understand what >, <, and = represent Compare digits in each place from left to right What estimating means and why we use it Rounding rules (0-4 stays, 59 up) Use digit to the right to round numbers Add and subtract decimals by lining up decimal point Add zeros where necessary Words associated with adding and subtracting in word problems 5.NBT.3 Read, write, and compare decimals to thousandths. SPI 2.1 Read and write numbers from millions to millionths in various contexts. SPI 2.9 Compare whole numbers, decimals, and fractions using the symbols >, <, and =.

2.05.3 Compare decimals and fractions using >, <, and = (DECIMALS ONLY).

5.NBT.4 Use place value understanding to round decimals to any place.

SPI 1.2 Estimate fraction and decimal sums or differences.

5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of

SPI 2.5 Solve addition and subtraction problems involving both fractions and decimals.

10. 5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Unit 3: Equivalent Representations (4 weeks) Pre-requisite skills: Understanding of decimals from unit 2 Introduction: different parts of fractions, comparing fractions to one another, how to represent fractions using pictures, long division skills Standard Skills Corresponding Common Core Corresponding SPIs Standards 2.05.12 Recognize equivalent Reduce fractions and SPI 2.7 Recognize equivalent representations for the same understand what that means representations for the same number. number. Understand how to represent a whole number SPI 5.1 Depict data using various as a fraction (3 = 3/1) representations, including decimal and/or fractional data. Go from mixed number to improper fraction and vice versa Be able to represent a number in the following ways: decimal, fraction/mixed number, improper fraction number line, picture, graph, and understand it is all the same 2.05.13 Write terminating decimals in the form of fractions or mixed numbers. Represent decimals as fractions/mixed numbers and reduce Represent fractions/mixed numbers as decimals with division Know names of >, <, and = Understand what >, <, and = SPI 2.8 Write terminating decimals in the form of fractions or mixed numbers.

2.05.3 Compare decimals and fractions using >, <, and =.

SPI 2.9 Compare whole numbers, decimals, and

represent Compare decimals and fractions to one another by making both decimals Understand that a remainder can be written as a decimal or fraction 5.NF.3 Interpret a fraction as division of the numerator by the denominator. Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers.

fractions using the symbols >, <, and =.

2.05.14 Recognize the unit associated with the remainder in a division problem or the meaning of the fractional part of a whole given in either decimal or fraction form.

SPI 1.3 Recognize the unit associated with the remainder in a division problem.

Unit 4: Operations with Fractions (6 weeks) Pre-requisite skills: Understanding of a fraction and the different parts, understand equivalent representations of decimals and fractions Standard 2.05.7 Add and subtract fractions and mixed numbers with unlike denominators. Skills Corresponding Common Core Standards Understand LCD and why 5.NF.1 Add and subtract we need to find it fractions with unlike denominators (including mixed Process of adding and numbers) by replacing given subtracting fractions fractions with equivalent Understand that adding 2 fractions in such a way as to fractions gets you an answer produce an equivalent sum or bigger than what you started difference of fractions with like with denominators. Reducing fractions/checking work Words associated with adding and subtraction in word problems 5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators. 5.NF.4 Apply and extend previous understands of multiplication to multiply a fraction or whole number by a Corresponding SPIs SPI 2.5 Solve addition and subtraction problems involving both fractions and decimals. SPI 2.6 Add and subtract proper and improper fractions as well as mixed numbers. SPI 2.7 Recognize equivalent representations for the same number. SPI 2.7 Recognize equivalent representations for the same number.

2.05.8 Solve word problems involving addition and subtraction of fractions.

2.05.9 Multiply fractions and mixed numbers.

Process of multiplying fractions Process of multiplying fractions by a whole number

SPI 2.7 Recognize equivalent representations for the same number.

Reducing fractions/checking work Understand that multiplying 2 fractions will get you a product smaller than what you started with Understand that multiplying a fraction by a whole number will get you a product bigger than what you started with Use visual models to represent answers Divide unit fractions by whole numbers and whole numbers by unit fractions

fraction. 5.NF.5 Interpret multiplication as scaling (resizing), by a) comparing the size of a product to the size of one factor on the basis of the size of the other factor, and b) explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number and explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number. 5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers by using visual fraction models or equations to represent the problem. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

Unit 5: Expressions & Equations (4 weeks) Pre-requisite skills: Understanding operations with fractions, review equalities from unit 1 Standard Skills Corresponding Common Core Standards 3.05.1 Evaluate multi-step Understand what an expression 5.0A.1 Use parentheses, numerical expressions involving is brackets, or braces in numerical fractions using order of expressions, and evaluate Create expressions to represent operations. expressions with these symbols. word problems 5.0A.2 Write simple expressions Understand P.E.MD.AS. that record calculations with Use P.E.MD.AS. to simplify numbers, and interpret expressions numerical expressions without Check work evaluating them.

Corresponding SPIs SPI 3.2 Evaluate multi-step numerical expressions involving fractions using order of operations.

3.05.2 Find the missing number that makes an equality true.

Understand what an equality is (11 = 8 + _____) Process for finding missing number How to check work Understand what equation is and why it is different than an expression Understand what a variable is and why we use them Use inverse operations to solve equations Check work SPI 3.3 Find the unknown in single-step equations involving fractions and mixed numbers.

3.05.3 Find the unknown in single-step equations involving fractions and mixed numbers.

Unit 6: Graphs (4 weeks) Pre-requisite skills: Understand fractions and decimals Standard Skills 4.05.1 Understand what an ordered pair represents on the coordinate plane and are able to graph points in the first quadrant of the plane Understand vocabulary of coordinate plane (origin, xaxis, y-axis, horizontal, vertical, ordered pair, point) Plot points in first quadrant of the coordinate plane both from ordered pairs and from table Identify points from word problem

Corresponding Common Core Standards 5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. 5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 5.MD.2 Make a line plot to display a data set of measurements in fractions of a unit.

Corresponding SPIs

4.05.2 Find the length of vertical or horizontal line segments in the first quadrant of the coordinate system, including problems that require the use of

Plot points to create line segments Know horizontal and vertical

SPI 4.5 Find the length of vertical or horizontal line segments in the first quadrant of the coordinate plans, including problems that require the use of

fractions and decimals.

Understand use of fractions and decimals in ordered pair (8.5, 5.5) or (7 , 3 )

5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin). 5.MD.1 Convert among differentsized standard measurement units within a given measurement system and use these conversions in solving multi-step, real world problems.

fractions and decimals.

4.05.3 Solve real world problems involving converting among different-sized standard measurement units within a given measurement system. Understand relationship between different units (feet are bigger so there are more inches in 1 foot) Be able to convert between units Solve problems by converting between units Represent data in tables, circle graphs, bar graphs, line graphs Understand scale and how that applies to fractions and decimals

4.05.4 Depict data using various representations, including decimal and/or fractional data.

SPI 5.1 Depict data using various representations, including decimal and/or fractional data.

Unit 7: Geometry (4 weeks) Pre-requisite skills: Standard 5.05.1 Classify two-dimensional figured based on their properties. Skills Learn names and properties of two-dimensional shapes Understand hierarchy of shapes (ex: all 4-sided figures are quadrilaterals) Corresponding Common Core Standards 5.G.3 Understand that attributes belonging to a category of twodimensional figures also belong to all subcategories of that category. 5.G.4 Classify two-dimensional figures in a hierarchy based on properties. 5.MD.3 Recognize volume as an attribute of solid figures and Corresponding SPIs

8.05.6 Solve problems involving surface area and volume of

Understand what volume and surface area are and the

SPI 4.4 Solve problems involving surface area and volume of

rectangular prisms and polyhedral solids.

different between them Understand that we can find volume by counting unit cubes or by using the formula

understand concepts of volume measurement. 5.MD.4 Measure volumes by counting unit cubes. 5.MD.5 Relate volume to the operations of multiplication and addition and solve real world mathematical problems involving volume.

rectangular prisms and polyhedral solids.

COMMON CORE STANDARDS FOCUS STANDARDS Use equivalent fractions as a strategy to add and subtract fractions. Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Understand the place value system. Perform operations with multi-digit whole numbers and with decimals to hundredths.

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