Content Area Math
Course: 5th Grade Math
Unit: Numbers and Operations
TEKS
Guiding Questions/
Specificity
Assessment
Instructional Unit: 2nd Instructional Period
Days to teach: 26-27
Vocabulary
Instructional
Strategies
Resources/
Web links
5.3
The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order
to solve problems with efficiency and accuracy.
5.4
The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:
5.4(A) identify prime Focus on factors.
Luke made the list of numbers
exponent
Model using divisibility  MM p.119-126
and composite
Students might use real
below.
composite
rules to identify
 Engaging Math Gr. 5
numbers;
objects or pictorial
How many numbers in Luke’s
prime
prime/composite.
Vol. II
Supporting
models to identify prime pattern are prime numbers?
prime factorization
 Engaging Math Gr. 5
and composite numbers.
ELPS Strategies:
Create factor trees to
Vol. I p.118-121,122May do some GCF and
1C, 1E, 2E, 3E,
identify prime and
125, and 129-131
LCM since no longer a
3H,4D, 4F, 5B
composite.
 Hands on Standards
TEK
p. 36-37
 LZ-prime or composite
using area models
 Math Playground videoprime numbers
**Prerequisite skills: Reducing fractions, Mix numbers, Improper Fractions**
5.3(H) represent and
solve addition and
subtraction of fractions
with unequal
denominators referring
to the same whole
using objects and
pictorial models and
properties of
operations;
Supporting
5/2016
Pictorial models may
include strip diagrams
Focus on models
Which model is shaded to best
represent the expression below?
denominator
equivalent fraction
improper fraction
least common
denominator (LCD)
least common
multiple (LCM)
lowest term
mathematical
sentence mixed
number numerator
simplest form
Illuminations
Use fraction circles to
model addition and
subtraction of fractions
with unequal
denominators.
Fraction tower and mats
for modeling.
Draw pictorial models
To prove answer.
 MM p. 87-94
 Engaging Math Gr. 5
Vol. II
 Engaging Math Gr. 6
Vol. I p.42-45
 Hands on Standards p.
40-43
 Fraction towers and mats
 MathAntic video
 All Their Parts Part 3
 Fraction Models
 Versa mate App
1
Content Area Math
Course: 5th Grade Math
Unit: Numbers and Operations
TEKS
Guiding Questions/
Specificity
5.3(K) add and
subtract positive
rational numbers
fluently;
Focus is on fractions
only
Practice will be needed
in finding common
denominators.
Readiness
Assessment
Q1: Maria bought 8 cups of
strawberries. She used cups
of the strawberries to make a
salad and cups of the
strawberries to make a pie.
She needs 4 cups
of strawberries to make mild
shakes. Does Maria have
enough strawberries left to
make the milk shakes?
Q2: Mr. Lee mailed 3 packages.
The greatest amount he paid to
mail one of these packages was
$3.60. The least amount he paid
to mail one of these packages
was $1.70. What could be the
total amount Mr. Lee paid to
mail the 3 packages?
5/2016
Instructional Unit: 2nd Instructional Period
Days to teach: 26-27
Vocabulary
Instructional
Strategies
algorithm
denominator
difference
equivalent fraction
improper fraction
least common
denominator (LCD)
least common
multiple (LCM)
lowest term
mixed number
numerator
simplest form
Demonstrate adding and
subtracting with mixed
numbers.
Round Robin-find
common denominator
Centers:
Spin a Difference
Fraction Flip It Roll &
Answer







Resources/
Web links
*Exemplar Lesson*
MM p. 111-118
Engaging Math Gr. 5
Vol. II
Engaging Math Gr. 6
Vol. I p.56-63 and 66-73
Learn zillion 121
Khan academy-adding
and subtracting fractions
TPT- Roll & Answer
Mathantics
Word problems using
UPSC
2
Content Area Math
Course: 5th Grade Math
Unit: Numbers and Operations
TEKS
Guiding Questions/
Specificity
5.4(C) generate a
numerical pattern
when given a rule in
the form y = ax or y =
x + a and graph
Fraction focus
Multiplicative and
additive
Generate a pattern from
given rule and then
students must create a
graph.
Assessment
Graph the ordered pairs that
represent
y = 2x
Instructional Unit: 2nd Instructional Period
Days to teach: 26-27
Vocabulary
Instructional
Strategies
pattern rule equation
ordered pairs
coordinate plane
y-axis
x-axis
Model generating a
pattern using fraction
towers.
Use Color Tiles to
generate a numerical
pattern Y=ax.

Create tables showing
the pattern y=x+a.

Give students graphs
and identify the
numerical pattern.



Readiness
Input Tables /Output
5.4(D) recognize the
difference between
additive and
multiplicative
numerical patterns
given in a table or
graph;
Supporting
5/2016
Explain the process of
testing point on a graph
for additive or
multiplicative patterns
Based on the graphs below,
which is true? (See pg. 145 #3
of MM)
A. Only Graph A shows
multiplicative pattern
B. Only Graph B shows
multiplicative pattern
C. Both A&B show
multiplicative patterns


*Stations – generating
tables using patterns
*Reflective discussion
justifying patterns in
real world application.
Investigate patterns on
tables and graphs. Sort
into additive and
multiplicative patterns.

Resources/
Web links
*Exemplar Lesson*
MM p. 135-142
Engaging Math Gr. 5
Vol. II
Engaging Math gr 6 Vol.
I 134-135
Hands on Standards p.
116
Safari Montage Video –
Number PatternsSchlessinger
LZ-Function machine
TPT-Rule cards
TPTs.com free
download "In-Bot/Outbot Robot"
 MM p. 143-150
 Interactive Notebook
 Engaging Math Gr. 5
Vol. II
Match the table to the
graph. Write the
relationship in words.
3
Content Area Math
Course: 5th Grade Math
Unit: Numbers and Operations
TEKS
Guiding Questions/
Specificity
5.3(I) represent and
solve
multiplication of a
whole
number and a fraction
that refers to the same
whole using objects
and pictorial models,
including area models;
Assessment
Focus on models, not
computation
Instructional Unit: 2nd Instructional Period
Days to teach: 26-27
Vocabulary
Instructional
Strategies
fraction
proper fraction
improper fraction
mixed number
multiplication
equivalent fraction
Multiple ways to
describe the same whole
(equivalents)
Problems to include a
unit fraction (like 1/3)
and a whole number
Use manipulatives to
multiply a fraction by a
whole number.
Model multiplying
fractions by drawing
pictorial models.
Center practice
Supporting
5.3(J) represent
division of a unit
fraction by a whole
number and the
division of a whole
number by a unit
fraction such as 1/3 ÷
7 and 7÷ 1/3 using
objects and pictorial
models, including area
models;
Supporting
5/2016
Focus on models, not on
computation
Problems to include a
unit
fraction (like 1/3) and a
whole number
Larry had ½ of a candy bar to
share equally among 4 people.
What fraction of the candy bar
did each person receive?
fraction
proper fraction
improper fraction
mixed number
multiplication
division
equivalent fraction
Use manipulatives to
divide a fraction by a
whole number.
Model division of
fractions by drawing
Pictorial models
Resources/
Web links
 MM p. 95-102
 Engaging Math Gr. 5
Vol. II
 Hands on Standards p.
46-47
 LZ: Fraction strips, bars,
circles
 Safari Montage
Math’scool Video 6.5
 Illumination NTCM
 TPT-Strip diagrams
 MM p. 103-110
 Engaging Math Gr. 5
Vol. II
 Hands on Standards
p. 50-51
 LZ-Divide a whole
number by a unit
fraction
 Safari Montage Math’s
cool 6.6
4
Content Area Math
Course: 5th Grade Math
Unit: Numbers and Operations
TEKS
Guiding Questions/
Specificity
5.3(L) divide whole
numbers by unit
fractions and unit
fractions by whole
numbers.
Readiness
Focus is not on model.
Focus on computation
(process)
Assessment
Instructional Unit: 2nd Instructional Period
Days to teach: 26-27
Vocabulary
Instructional
Strategies
Divide
quotient
fractions
improper fraction
Model division of unit
fractions by whole
numbers using pattern
blocks and pictorial
models.
Activity: Breaking up
Blocks & Terrific Rods
Draw models to
represent problems.
Resources/
Web links
 MM p. 103-110
 Engaging Math Gr. 5
Vol. II
 Pattern blocks
 Safari Montage Math’s
cool 6.6
 LZ-Divide whole
numbers by unit
fractions
 Terrific Rods p.30-31
UPSC with partners
5.10 Personal Financial Literacy: The student applies mathematical process standards to manage one’s financial resources effectively for lifetime financial
security. The student is expected to:
5.10(A) define income
tax
MM p. 239-246
tax, payroll tax, sales
Payroll tax
tax, and property tax
sales tax
property tax
5.10(B) explain the
gross income
difference between
net income
gross income and net
income
5.10(C) identify the
check
MM p. 247- 254
advantages and
credit card
disadvantages Of
debit card
different methods of
electronic payment
payment, including
check, credit card,
5/2016
5
Content Area Math
Course: 5th Grade Math
Unit: Numbers and Operations
TEKS
Guiding Questions/
Specificity
Assessment
Instructional Unit: 2nd Instructional Period
Days to teach: 26-27
Vocabulary
Instructional
Strategies
Resources/
Web links
debit card, and
electronic payments
5.10D develop a
system for keeping and
using financial records
5.10(E) describe
actions that might be
taken to balance a
budget when expenses
exceed income.
budget
MM p. 255-262
5.10(F) balance a
simple budget
5/2016
6