Fifth Grade
Mathematics
Curriculum Guide
Bay District Schools
Florida Standards
Unit/Big Idea
Pacing
Critical Focus Area 2
Operations and Algebraic Thinking:
Write and Interpret Numerical Expressions
5 Days
Florida Standard(s)
MAFS.5.OA.1.2
Domain/Big Idea
Operations and
Algebraic Thinking:
Write and Interpret
Numerical
Expressions
Essential Question(s)
Vocabulary

How can you use a numerical
expression to describe a
situation?
numerical
expressions
Date(s)
Instructional Resources
Go Math – 1.10
Algebra: Numerical Expressions
NO CONTEXT. Do not write
expressions about stories as is in
Go Math Lesson. Expressions
should be written about words
without context such as: Divide 10
by 2, then subtract 3 or Add 5 and
14, triple the sum, and then add
four-fifths.
Students will also need to interpret
these numerical expressions
without evaluating them such as:
recognizing that 3 x (18,932 + 921)
is three times as large as the sum
of 18,932 + 921. This is not
covered in the GO Math lesson.
MAFS.5.OA.1.1
Operations and
Algebraic Thinking:
Write and Interpret
Numerical
Expressions
In what order must operations be
evaluated to find the solution to
a problem?


evaluate
order of operations
Go Math - 1.11
Evaluate Numerical Expressions
Do not include exponents in
expressions that are being
evaluated.
Students will also need to be able
to locate errors in the steps of a
numerical expression that has
BDS Division of Teaching and Learning
Curriculum Guide 2014-15 (Revised 8/26/14)
2
Florida Standard(s)
MAFS.5.OA.1.1
Domain/Big Idea
Operations and
Algebraic Thinking:
Write and Interpret
Numerical
Expressions
Essential Question(s)
Vocabulary
Instructional Resources
already been evaluated. This is
not covered in the Go Math
Lesson.
Go Math - 1.12
Algebra: Grouping Symbols
In what order must operations be
evaluated to find the correct
solution when there are
parentheses within
parentheses?
Do not include exponents in
expressions that are being
evaluated.
Do not use context. Students
should not be writing expressions
in this lesson, only evaluating
them.
Students will also need to be able
to locate errors in the steps of a
numerical expression that has
already been evaluated. This is
not covered in the Go Math
Lesson.
Formative Assessment Options
Summative Assessment Options
MAFS.5.OA.1.1:




Place The Parentheses: Students are given an equation and asked to
place parentheses within the equation to make the equation true.
With and Without Parentheses: Students consider two different yet similar
equations and determine if they are true.
Evaluating Expressions: Students are asked to evaluate two similar
expressions and explain why the answers are different.
More Expressions: Students are asked to insert parentheses into an
expression in two different ways, evaluate each way, and explain why the
answers are different.

PLC Created Assessment
MAFS.5.OA.1.2:

Comparing Products: Students are asked to analyze and
compare two related products.
BDS Division of Teaching and Learning
Curriculum Guide 2014-15 (Revised 8/26/14)
3
Florida Standard(s)



Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
How Much Greater Is The Product?: Students are asked to
model an expression that is a multiple of a sum and to
compare the expression to the sum.
Brayden’s Video Game: Students are asked to write an
expression requiring more than one operation and the use of
parentheses to model a word problem.
Write the Expression: Students are presented with a verbal
description of a numerical expression and are asked to write
the expression and then compare it to a similar expression.
Unit/Big Idea
Pacing
Critical Focus Area 1
Number and Operations:
Use Equivalent Fractions as a Strategy to Add and Subtract Fractions
6 Days
Florida Standard(s)
MAFS.5.NF.1.2
MAFS.5.NF.1.2
Domain/Big Idea
Number and
Operations:
Use Equivalent
Fractions as a
Strategy to Add and
Subtract Fractions
Number and
Operations:
Use Equivalent
Fractions as a
Strategy to Add and
Subtract Fractions
Essential Question(s)
Vocabulary

How can you make reasonable
estimates of fraction sums and
differences?
How can you use models to add
fractions that have different
denominators?


benchmark
Sum
difference
How can you use models to subtract
fractions that have different
denominators?
Date(s)
Instructional Resources
Go Math – 6.3
Estimate Fraction Sums and
Differences
Go Math - 6.1
Investigate: Addition with Unlike
Denominators
Go Math – 6.2
Investigate: Subtraction with Unlike
Denominators
Students should be solving all of
these problems using visual
BDS Division of Teaching and Learning
Curriculum Guide 2014-15 (Revised 8/26/14)
4
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
fraction models and equations to
represent problems.
Finding the least common
denominator is not required.
Do not require students to
“simplify” “write in lowest terms” or
“write in simplest form.” Students
do have to recognize that an
answer can be represented in
different ways by using equivalent
fractions.
MAFS.5.NF.1.1
MAFS.5.NF.1.1
MAFS.5.NF.1.2
Number and
Operations:
Use Equivalent
Fractions as a
Strategy to Add and
Subtract Fractions
Number and
Operations:
Use Equivalent
Fractions as a
Strategy to Add and
Subtract Fractions
How can you rewrite a pair of fractions
so that they have a common
denominator?



common
denominator
common multiples
equivalent fractions
How can you use a common
denominator to add and subtract
fractions with unlike denominators?
Go Math - 6.4
Common Denominators and
Equivalent Fractions
Go Math – 6.5
Add and Subtract Fractions with
Unlike Denominators
Finding the least common
denominator is not required.
Do not require students to
“simplify” “write in lowest terms” or
“write in simplest form.” Students
do have to recognize that an
answer can be represented in
different ways by using equivalent
fractions.
Problems should be presented
both in the form of word problems
and without context.
Students should be exposed to
some problems with up to 3
fractions being added.
BDS Division of Teaching and Learning
Curriculum Guide 2014-15 (Revised 8/26/14)
5
Florida Standard(s)
MAFS.5.NF.1.1
MAFS.5.NF.1.2
Domain/Big Idea
Number and
Operations:
Use Equivalent
Fractions as a
Strategy to Add and
Subtract Fractions
Essential Question(s)
How can you add and subtract mixed
numbers with unlike denominators?
Vocabulary

mixed number
Instructional Resources
The students will need to be able
to use benchmark fractions and
number sense of fractions to
estimate the reasonableness of
results AND to do mental math.
Instead of teaching it in isolation
from lesson 6.3, it should be taught
throughout the unit as a way to
check reasonableness or as a
mental math activity.
Go Math – 6.6
Add and Subtract Mixed Numbers
with Unlike Denominators
Finding the least common
denominator is not required.
Do not require students to
“simplify” “write in lowest terms” or
“write in simplest form.” Students
do have to recognize that an
answer can be represented in
different ways by using equivalent
fractions.
Problems should be presented
both in the form of word problems
and without context.
Students should be exposed to
some problems with up to 3 mixed
numbers being added.
The students will need to be able
to use benchmark fractions and
number sense of fractions to
estimate the reasonableness of
results AND to do mental math.
Instead of teaching it in isolation
from lesson 6.3, it should be taught
throughout the unit as a way to
BDS Division of Teaching and Learning
Curriculum Guide 2014-15 (Revised 8/26/14)
6
Florida Standard(s)
MAFS.5.NF.1.1
MAFS.5.NF.1.1
MAFS.5.NF.1.2
Domain/Big Idea
Number and
Operations:
Use Equivalent
Fractions as a
Strategy to Add and
Subtract Fractions
Number and
Operations:
Use Equivalent
Fractions as a
Strategy to Add and
Subtract Fractions
Essential Question(s)
Vocabulary
How can properties help you add
fractions with unlike denominators?
How can you use renaming to find the
difference of two mixed numbers?
Instructional Resources
check reasonableness or as a
mental math activity.
Go Math – 6.10
Algebra: Use Properties of
Addition
Go Math – 6.7
Subtraction with Renaming
Finding the least common
denominator is not required.
Do not require students to
“simplify” “write in lowest terms” or
“write in simplest form.” Students
do have to recognize that an
answer can be represented in
different ways by using equivalent
fractions.
Problems should be presented
both in the form of word problems
and without context.
It is not necessary to teach BOTH
“Renaming the first mixed number”
and “Renaming both mixed
numbers as fractions greater than
one.” Either strategy is
appropriate.
The students will need to be able
to use benchmark fractions and
number sense of fractions to
estimate the reasonableness of
results AND to do mental math.
Instead of teaching it in isolation
from lesson 6.3, it should be taught
throughout the unit as a way to
BDS Division of Teaching and Learning
Curriculum Guide 2014-15 (Revised 8/26/14)
7
Florida Standard(s)
MAFS.5.NF.1.1
Domain/Big Idea
Number and
Operations:
Use Equivalent
Fractions as a
Strategy to Add and
Subtract Fractions
Essential Question(s)
Vocabulary
check reasonableness or as a
mental math activity.
Go Math - 6.9
Problem Solving- Practice Addition
and Subtraction
How can the strategy work backward
help you solve a problem with fractions
that involves addition and subtraction?
Formative Assessment Options
Instructional Resources
Summative Assessment Options
MAFS.5.NF.1.1:




Adding Fractions with Unlike Denominators: Students are asked to add
two pairs of fractions with unlike denominators.
Subtracting Fractions: Students are asked to subtract fractions with unlike
denominators.
Subtracting More Fractions: Students are asked to subtract improper
fractions and mixed numbers with unlike denominators.
Adding More Fractions with Unlike Denominators: Students are asked to
add pairs of fractions with unlike denominators.
MAFS.5.NF.1.2:





PLC Created Assessment
Baking Cakes: Students are asked to estimate the sum of two
mixed numbers and then calculate the sum.
Sarah’s Hike: Students are asked to estimate the difference
between two fractional lengths and then calculate the
difference.
Maris Has a Party: Students are given a word problem
involving fractions with unlike denominators and are asked to
estimate the sum, explain their reasoning, and then determine
the sum.
Just Run: Students are given a word problem involving
subtraction of fractions with unlike denominators. Students are
asked to determine if a given answer is reasonable, explain
their reasoning, and calculate the answer.
BDS Division of Teaching and Learning
Curriculum Guide 2014-15 (Revised 8/26/14)
8
Unit/Big Idea
Pacing
Critical Focus Area 1
Number and Operations:
Apply and Extend Previous Understandings of Multiplication and Division to Multiply
Fractions
9 Days
Florida Standard(s)
MAFS.5.NF.2.4a
MAFS.5.NF.2.4a
MAFS.5.NF.2.4a
Domain/Big Idea
Essential Question(s)
Number and
Operations:
Apply and Extend
Previous
Understandings of
Multiplication and
Division to Multiply
Fractions
Number and
Operations:
Apply and Extend
Previous
Understandings of
Multiplication and
Division to Multiply
Fractions
How can you find a fractional part of a
group?
Number and
Operations:
Apply and Extend
Previous
Understandings of
Multiplication and
Division to Multiply
Fractions
How can you find the product of a
fraction and a whole number without
using a model?
BDS Division of Teaching and Learning
Vocabulary



denomi
nator
numer
ator
product
How can you use a model to show the
product of a fraction and a whole
number?
Date(s)
Instructional Resources
Go Math – 7.1
Find Part of a Group
Go Math – 7.2
Investigate: Multiply Fractions and
Whole Numbers
Do not require students to
“simplify” “write in lowest terms” or
“write in simplest form.” Students
do have to recognize that an
answer can be represented in
different ways by using equivalent
fractions.
Go Math – 7.3
Fraction and Whole Number
Multiplication
Include fractions greater than one.
Do not require students to
“simplify” “write in lowest terms” or
Curriculum Guide 2014-15 (Revised 8/26/14)
9
Florida Standard(s)
MAFS.5.NF.2.4b
MAFS.5.NF.2.5a
MAFS.5.NF.2.5b
MAFS.5.NF.2.4a
Domain/Big Idea
Number and
Operations:
Apply and Extend
Previous
Understandings of
Multiplication and
Division to Multiply
Fractions
Number and
Operations:
Apply and Extend
Previous
Understandings of
Multiplication and
Division to Multiply
and Divide Fractions
Number and
Operations:
Apply and Extend
Previous
Understandings of
Multiplication and
Division to Multiply
and Divide Fractions
BDS Division of Teaching and Learning
10
Essential Question(s)
How can you use an area model to show
the product of two fractions?
Vocabulary

equivalent
fraction
Instructional Resources
“write in simplest form.” Students
do have to recognize that an
answer can be represented in
different ways by using equivalent
fractions.
Go Math – 7.4
Investigate: Multiply Fractions
For tiling, models should be
rectangles not circles so that
students can relate the problems
to their understanding of finding
area.
How does the size of the product
compare to the size of one factor when
multiplying fractions?
How do you multiply fractions?
Do not require students to
“simplify” “write in lowest terms” or
“write in simplest form.” Students
do have to recognize that an
answer can be represented in
different ways by using equivalent
fractions.
Go Math – 7.5
Compare Fraction Factors and
Products
Go Math – 7.6
Fraction Multiplication
Include improper fractions.
Finding the least common
denominator is not required.
Do not require students to
“simplify” “write in lowest terms” or
“write in simplest form.” Students
Curriculum Guide 2014-15 (Revised 8/26/14)
Florida Standard(s)
MAFS.5.NF.2.4b
MAFS.5.NF.2.5.a
MAFS.5.NF.2.5.b
MAFS.5.NF.2.6
Domain/Big Idea
Number and
Operations:
Apply and Extend
Previous
Understandings of
Multiplication and
Division to Multiply
and Divide Fractions
Number and
Operations:
Apply and Extend
Previous
Understandings of
Multiplication and
Division to Multiply
and Divide Fractions
Number and
Operations:
Apply and Extend
Previous
Understandings of
Multiplication and
Division to Multiply
and Divide Fractions
Essential Question(s)
How can you use a unit tile to find the
area of a rectangle with fractional side
lengths?
Vocabulary

mixed number
Instructional Resources
do have to recognize that an
answer can be represented in
different ways by using equivalent
fractions.
Go Math – 7.7
Investigate: Area and Mixed
Numbers
How does the size of the product
compare to the size of one factor when
multiplying fractions greater than one?
Go Math – 7.8
Compare Mixed Number Factors
and Products
How do you multiply mixed numbers?
Go Math – 7.9
Multiply Mixed Numbers
These problems should be
presented in word problems.
Multiply a fraction by a mixed
number. Do not multiply mixed
numbers by mixed numbers.
Do not require students to
“simplify” “write in lowest terms” or
“write in simplest form.” Students
do have to recognize that an
answer can be represented in
different ways by using equivalent
fractions.
BDS Division of Teaching and Learning
11
Curriculum Guide 2014-15 (Revised 8/26/14)
Florida Standard(s)
MAFS.5.NF.2.5.b
Domain/Big Idea
Number and
Operations:
Apply and Extend
Previous
Understandings of
Multiplication and
Division to Multiply
and Divide Fractions
Essential Question(s)
Vocabulary
Go Math – 7.10
Problem Solving- Find Unknown
Lengths
How can you use the strategy Guess,
Check, and Revise to solve problems
with fractions?
Formative Assessment Options
Summative Assessment Options
MAFS.5.NF.2.4:




Multiplying Fractions by Whole Numbers: Students are asked to
consider an equation involving multiplication of a fraction by a whole
number and create a visual fraction model. Additionally, the student is
asked to interpret multiplying the number of parts by the whole
number.
Multiplying Fractions by Fractions: Students are asked to consider an
equation involving multiplication of fractions, then create a visual
fraction model, and write a story context to match.
The Rectangle: Students determine the area of a rectangle with given
fractional dimensions by multiplying. Students are then asked to draw
a model to find the area of the same rectangle.
Using Visual Fraction Models: Students interpret a visual fraction
model showing multiplication of two fractions less than one.

PLC Created Assessment
MAFS.5.NF.2.5:



Estimating Products: Students are given three products, each
involving a whole number and a fraction, and are asked to
estimate the size of the product and explain their reasoning.
More Than or Less Than Two Miles: Students are asked to
reason about the size of the product of fractions and whole
numbers presented in context.
Multiplying by a Fraction Less than One: Students are asked
to describe the size of a product of a fraction less than one
and a whole number without multiplying.
BDS Division of Teaching and Learning
12
Instructional Resources
Curriculum Guide 2014-15 (Revised 8/26/14)
Florida Standard(s)

Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
Multiplying by a Fraction Greater Than One: Students are
asked to describe the size of a product of a fraction greater
than one and a whole number without multiplying.
MAFS.5.NF.2.6:




Pizza Party: Students are asked to solve a word problem by
finding the product of two fractions.
Box Factory: Students are asked to solve a word problem by
finding the product of two fractions.
Half of a Recipe: Students are asked to solve a word problem
by finding the product of a fraction and a mixed number.
Candy at the Party: Students are asked to solve a word
problem by finding the product of two mixed numbers.
Unit/Big Idea
Pacing
Critical Focus Area 1
Number and Operations:
Apply and Extend Previous Understandings of Multiplication and Division to Divide
Fractions
7 Days
Florida Standard(s)
MAFS.5.NF.2.3
Domain/Big Idea
Number and
Operations:
Apply and Extend
Previous
Understandings of
Multiplication and
Division to Multiply
and Divide Fractions
BDS Division of Teaching and Learning
13
Essential Question(s)
Vocabulary
How does a fraction represent division?
Curriculum Guide 2014-15 (Revised 8/26/14)
Date(s)
Instructional Resources
Go Math –8.3
Connect Fractions to Division
Florida Standard(s)
MAFS.5.NF.2.7a
MAFS.5.NF.2.7b
Domain/Big Idea
Number and
Operations:
Apply and Extend
Previous
Understandings of
Multiplication and
Division to Multiply
and Divide Fractions
Number and
Operations:
Apply and Extend
Previous
Understandings of
Multiplication and
Division to Multiply
and Divide Fractions
Number and
Operations:
Apply and Extend
Previous
Understandings of
Multiplication and
Division to Multiply
and Divide Fractions
Number and
Operations:
Apply and Extend
Previous
Understandings of
Multiplication and
Division to Multiply
and Divide Fractions
MAFS.5.NF.2.7b
MAFS.5.NF.2.7c
MAFS.5.NF.2.7a
MAFS.5.NF.2.7b
MAFS.5.NF.2.7c
Essential Question(s)
Vocabulary
How do you divide a whole number by a
fraction and divide a fraction by a whole
number?




dividend
fraction
quotient
whole number
Go Math – 8.2
Problem Solving: Use
Multiplication
How can you divide fractions by solving
a related multiplication sentence?
Go Math – 8.4
Fraction and Whole Number
Division
How can you use diagrams, equations,
and story problems to represent
division?

equation
Go Math – 8.5
Interpret Division with Fractions
Summative Assessment Options
MAFS.5.NF.2.3:
Sharing Pizzas: Students are asked to draw a visual fraction model to
solve a division word problem.
BDS Division of Teaching and Learning
14
Go Math – 8.1
Investigate: Divide Fractions and
Whole Numbers
How can the strategy draw a diagram
help you solve division problems by
writing a multiplication sentence?
Formative Assessment Options

Instructional Resources

PLC Created Assessment
Curriculum Guide 2014-15 (Revised 8/26/14)
Florida Standard(s)



Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
Sharing Brownies: Students are asked to draw a visual fraction model
to solve a division word problem.
Two Thirds: Students are asked to interpret a fraction and write a word
problem to match the context of the fraction.
Five Thirds: Students are asked to interpret an improper fraction and
then write a word problem to match the context of the fraction.
MAFS.5.NF.2.7:




Whole Numbers Divided by Fractions: Students are given a
division expression and asked to write a story context to
match the expression and use a visual fraction model to solve
the problem.
Fractions Divided by Whole Numbers: Students are given a
division expression and asked to write a story context to
match the expression and use a visual fraction model to solve
the problem.
Bags of Fudge: Students are asked to solve a word problem
involving division of a whole number by a fraction.
Relay Race: Students are asked to solve a word problem
involving division of a fraction by a whole number.
Unit/Big Idea
Measurement and Data: Represent and Interpret Data
Pacing
6 Days
Geometry: Graph Points on the Coordinate Plane to Solve Real-World and Mathematical Problems
Operations and Algebraic Thinking: Analyze Patterns and Relationships
BDS Division of Teaching and Learning
15
Curriculum Guide 2014-15 (Revised 8/26/14)
Date(s)
Florida Standard(s)
MAFS.5.MD.2.2
MAFS.5.G.1.1
MAFS.5.G.1.2
MAFS.5.G.1.2
MAFS.5.G.1.2
MAFS.5.NBT.2.7
MAFS.5.NF.1.1
Domain/Big Idea
Essential Question(s)
Measurement and
Data: Represent and
Interpret Data
Geometry: Graph
Points on the
Coordinate Plane to
Solve Real-World and
Mathematical
Problems
How can a line plot help you find an
average with data given in fractions?
Geometry: Graph
Points on the
Coordinate Plane to
Solve Real-World and
Mathematical
Problems
Geometry: Graph
Points on the
Coordinate Plane to
Solve Real-World and
Mathematical
Problems
Number and
Operations in Base
Ten: Perform
Operations with Multidigit Whole Numbers
and with Decimals to
Hundredths
Number and
Operations:
Use Equivalent
Fractions as a
Strategy to Add and
Subtract Fractions
How can you use a coordinate grid to
display data collected in an experiment?
BDS Division of Teaching and Learning
16
How can you identify and plot points on a
coordinate grid?
Vocabulary
Instructional Resources
Go Math – 9.1
Line Plots






ordered pair
origin
x-axis
x-coordinate
y-axis
y-coordinate
Go Math – 9.2
Ordered Pairs
Students also need to be able to
add points based on the location of
other points. For example, Point A
has the coordinates (3, 5). Point B
is located 5 units above Point A.
This is not included in the Go Math
lesson.
Go Math – 9.3
Graph Data
How can you use a line graph to display
and analyze real-world data?



interval
line graph
scale
Go Math – 9.4
Line Graphs
How can you use addition and
subtraction to describe a pattern or
create a sequence with decimals?


sequence
term
Go Math – 3.10
Algebra: Patterns with Decimals
How can you use addition or subtraction
to describe a pattern or create a
sequence with fractions?
Curriculum Guide 2014-15 (Revised 8/26/14)
Go Math - 6.8
Algebra: Patterns with Fractions
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
MAFS.5.OA.2.3
Operations and
Algebraic Thinking:
Analyze Patterns and
Relationships
How can you identify a relationship
between two numerical patterns?
Go Math – 9.5
Numerical Patterns
MAFS.5.OA.2.3
Operations and
Algebraic Thinking:
Analyze Patterns and
Relationships
How can you write and graph ordered
pairs on a coordinate grid using two
numerical patterns?
Go Math – 9.7
Graph and Analyze Relationships
Formative Assessment Options
Summative Assessment Options
MAFS.5.MD.2.2:




Rock Measurements Part One: Students are asked to use a
given set of data to create a line plot with an appropriate
scale.
Rock Measurements Part Two: Students analyze data
presented in a line plot and solve problems related to the data.
Bulk Candy Part One: Students are asked to use a given set
of data to create a line plot with an appropriate scale.
Bulk Candy Part Two: Students analyze data presented in a
line plot and solve problems related to the data.
MAFS.5.G.1.1:





PLC Created Assessment
Properties of Coordinate Planes: Students describe the
different components of a coordinate plane and then
determine the coordinates of a point located in quadrant one.
What Do the Coordinates Mean?: Students are asked to
explain the meaning of each coordinate and identify the x- and
y-coordinates of a given ordered pair.
Coordinates: Students will use directions provided to locate a
point on the coordinate plane and then identify its x- and ycoordinates.
Understanding Coordinates: Students are asked to explain the
meaning of each coordinate and identify the x- and ycoordinates of a given ordered pair.
BDS Division of Teaching and Learning
17
Curriculum Guide 2014-15 (Revised 8/26/14)
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
MAFS.5.G.1.2:




Name the Ordered Pair: Students determine the coordinates
of the fourth vertex of a rectangle on the coordinate plane.
Mowing the Lawn: Students are asked to determine and graph
the relationship between two variables within a real world
context.
Making Bracelets: Students determine and graph the
relationship between two variables set in a real world context,
and interpret coordinate values of points in the context of the
situation.
On the Coordinate Plane: Students are asked to graph points
in the first quadrant of the coordinate plane.
MAFS.5.OA.2.3:




Generating Two Patterns: Students are given two rules and
are asked to generate patterns.
Exploring Related Patterns: Students are asked to complete
one of two number patterns, write ordered pairs composed of
corresponding terms, graph the ordered pairs, and identify a
relationship between corresponding terms of the patterns.
Comic Books: Students are asked to complete one of two
number patterns, write ordered pairs composed of
corresponding terms, graph the ordered pairs, and identify a
relationship between corresponding terms of the patterns.
Choo Choo Trains Company: Students are asked to fill in
missing values in a table of numerical patterns and describe
relationships between corresponding terms.
Unit/Big Idea
Measurement and Data: Convert Like Measurement Units within a Given Measurement
System
BDS Division of Teaching and Learning
18
Curriculum Guide 2014-15 (Revised 8/26/14)
Pacing
7 Days
Date(s)
Florida Standard(s)
MAFS.5.MD.1.1
MAFS.5.MD.1.1
MAFS.5.MD.1.1
Domain/Big Idea
Measurement and
Data: Convert Like
Measurement Units
within a Given
Measurement System
Measurement and
Data: Convert Like
Measurement Units
within a Given
Measurement System
Measurement and
Data: Convert Like
Measurement Units
within a Given
Measurement System
Essential Question(s)
How can you compare and convert
customary units of length?
How can you compare and convert units
of weight?
How can you compare and convert
customary units of capacity?
Vocabulary













foot
inch
mile
yard
ounce
pound
ton
weight
capacity
cup
gallon
pint
quart
Instructional Resources
Go Math - 10.1
Customary Lengths
There will not be a reference sheet
so students will need to be given
the conversion necessary for each
problem.
Only use:
 foot
 inch
 mile
 yard
Go Math – 10.3
Weight
There will not be a reference sheet
so students will need to be given
the conversion necessary for each
problem.
Only use:
 ounce
 pound
 ton
 weight
Go Math – 10.2
Customary Capacity
There will not be a reference sheet
so students will need to be given
the conversion necessary for each
problem.
Only use:
 cup
 gallon
 pint
 quart
BDS Division of Teaching and Learning
19
Curriculum Guide 2014-15 (Revised 8/26/14)
Florida Standard(s)
MAFS.5.MD.1.1
MAFS.5.MD.1.1
Domain/Big Idea
Essential Question(s)
Vocabulary
Measurement and
Data: Convert Like
Measurement Units
within a Given
Measurement System
Measurement and
Data: Convert Like
Measurement Units
within a Given
Measurement System
How can you solve multistep problems
that include measurement conversions?
Go Math – 10.4
Multistep Measurement Problems
There will be a reference sheet.
How can you compare and convert
metric units?
Formative Assessment Options










mass
centimeter
gram
milligram
kilogram
kilometer
liter
meter
milliliter
millimeter



Party Planning: Students are asked to solve two multi-step
word problems that require converting units.
Candy and Ribbon: Students are asked to solve multi-step
word problems that require converting units.
Converting Measurement Units Part One: Students are asked
to make smaller to larger unit measurement conversions
within the customary and metric systems.
Converting Measurement Units Part Two: Students are asked
to make larger to smaller unit measurement conversions
within the customary and metric systems.
BDS Division of Teaching and Learning
20
Go Math -10.5
Metric Measures
Only use:










mass
centimeter
gram
milligram
kilogram
kilometer
liter
meter
milliliter
millimeter
Summative Assessment Options
MAFS.5.MD.1.1:

Instructional Resources

PLC Created Assessment
Curriculum Guide 2014-15 (Revised 8/26/14)
Unit/Big Idea
Geometry: Classify Two-Dimensional Figures into Categories Based on their Properties
Pacing
11 Days
Date(s)
Critical Focus Area 3
Measurement and Data: Geometric Measurement- Understand Concepts of Volume and
Relate Volume to Multiplication and Division
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
MAFS.5.G.2.3
MAFS.5.G.2.4
Geometry: Classify
Two-Dimensional
Figures into
Categories Based on
their Properties
How can you identify and classify
polygons?
MAFS.5.G.2.3
MAFS.5.G.2.4
Geometry: Classify
Two-Dimensional
Figures into
Categories Based on
their Properties
How can you classify triangles?
MAFS.5.G.2.3
MAFS.5.G.2.4
Geometry: Classify
Two-Dimensional
Figures into
Categories Based on
their Properties
How can you classify and compare
quadrilaterals?
BDS Division of Teaching and Learning
21
Vocabulary






















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
Curriculum Guide 2014-15 (Revised 8/26/14)
Instructional Resources
Go Math – 11.1
Polygons
Go Math – 11.2
Triangles
Go Math - 11.3
Quadrilaterals
Florida Standard(s)
MAFS.5.MD.3.3a
MAFS.5.MD.3.3b
MAFS.5.MD.3.4
MAFS.5.MD.3.4
MAFS.5.MD.3.5a
MAFS.5.MD.3.5b
Domain/Big Idea
Essential Question(s)
Measurement and
Data: Geometric
MeasurementUnderstand Concepts
of Volume and Relate
Volume to
Multiplication and
Division
Measurement and
Data: Geometric
MeasurementUnderstand Concepts
of Volume and Relate
Volume to
Multiplication and
Division
Measurement and
Data: Geometric
MeasurementUnderstand Concepts
of Volume and Relate
Volume to
Multiplication and
Division
Measurement and
Data: Geometric
MeasurementUnderstand Concepts
of Volume and Relate
Volume to
Multiplication and
Division
Measurement and
Data: Geometric
MeasurementUnderstand Concepts
of Volume and Relate
Volume to
What is a unit cube and how can you use
it to build a solid figure?
BDS Division of Teaching and Learning
22
How can you use unit cubes to find the
volume of a rectangular prism?
Vocabulary



unit cube
cubic unit
volume
Instructional Resources
Go Math – 11.6
Investigate: Unit Cubes and Solid
Figures
Go Math – 11.7
Investigate: Understanding Volume
How can you use an everyday object to
estimate the volume of a rectangular
prism?
Go Math – 11.8
Investigate: Estimating Volume
How can you find the volume of a
rectangular prism?
Go Math – 11.9
Volume of Rectangular Prisms
How can you use a formula to find the
volume of a rectangular prism?
Go Math – 11.10
Algebra: Apply Volume Formulas
Curriculum Guide 2014-15 (Revised 8/26/14)
Florida Standard(s)
Domain/Big Idea
Multiplication and
Division
Measurement and
Data: Geometric
MeasurementUnderstand Concepts
of Volume and Relate
Volume to
Multiplication and
Division
MAFS.5.MD.3.5c
Essential Question(s)
Vocabulary
Go Math – 11.12
Find Volume of Composed Figures
How can you find the volume of
rectangular prisms that are combined?
Formative Assessment Options
Summative Assessment Options
MAFS.5.G.2.3:




Classifying Squares: Students discuss the attributes of
squares and rhombuses and consider how these two shapes
are related.
What Do You Know About Rectangles?: Students are asked
to describe the defining attributes of parallelograms and to
consider the relationship between rectangles and
parallelograms.
Guess My Shape: Using shape attribute clues, the student is
asked to determine two shapes that fit these clues and
describe a category to which both belong.
Shape Clues: Using shape attribute clues, the student will
determine shapes that fit these clues and describe a category
to which they both belong.

PLC Created Assessment
MAFS.5.G.2.4:


Classifying Quadrilaterals: Students are given a diagram of
quadrilaterals that have been sorted and are asked to
determine how the shapes were sorted. Then, students are
given two additional quadrilaterals and asked to place them
into the appropriate region on the diagram.
Trapezoids: Students are asked to consider how the hierarchy
of quadrilaterals would change based on the two different
definitions of trapezoids.
BDS Division of Teaching and Learning
23
Instructional Resources
Curriculum Guide 2014-15 (Revised 8/26/14)
Florida Standard(s)


Domain/Big Idea
Essential Question(s)
Vocabulary
Where Do They Belong: Students are asked to sort shapes
using a Venn diagram and to determine the label for each
section of the diagram.
Classifying Shapes: Students are asked to classify
quadrilaterals and trapezoids by their properties.
MAFS.5.MD.3.3:



How Do We Determine Volume?: Students are asked to
determine how a unit cube can be used to measure the
volume of a rectangular prism.
Determining Volume: Students analyze a rectangular prism
that contains one layer of unit cubes and are asked to explain
how to determine the volume of the entire prism using only the
information given.
How Do You Find the Volume?: Students discuss the volume
of a prism measured in cubic units with gaps between the unit
cubes used to measure its volume.
MAFS.5.MD.3.4:





Find the Volume: Students are asked to count unit cubes to
determine the volume of a right rectangular prism.
Volume With Improved Units: Students determine how many
improvised units of volume will fill a large box.
Volume in Cubic Units: Students are asked to determine the
volume of a rectangular prism in cubic units.
Measuring Volume: Students are asked to determine the
volume of a rectangular prism by using both a formula and
counting cubic units.
MAFS.5.MD.3.5:

Using Additive Reasoning When Finding Volume: Students
are asked to find the volumes of solids composed of
rectangular prisms.
BDS Division of Teaching and Learning
24
Curriculum Guide 2014-15 (Revised 8/26/14)
Instructional Resources
Florida Standard(s)



Domain/Big Idea
Essential Question(s)
Vocabulary
Determining Dimensions: Students are given the total volume
of a rectangular prism and constraints on one dimension and
asked to provide dimensions that would fit the constraints.
Volume Two Ways: Students are asked to compare different
strategies for finding the volume of a rectangular prism.
Determining and Interpreting Volume: Students will determine
the volume of a right rectangular prism and interpret volume
as a threefold whole number product.
BDS Division of Teaching and Learning
25
Curriculum Guide 2014-15 (Revised 8/26/14)
Instructional Resources