2016 5th Grade – Math Instructional Map
*See notes at end of document*
Weeks: 1 and 2
Domain Cluster
First Nine Weeks
Standard
Student Outcomes
Resources
5.NBT.A.1
Recognize that in a multi-digit
number, a digit in one place
represents 10 times as much as it
represents in the place to its right and
1/10 of what it represents in the place
to its left.
*I can recognize that each place
to the left is 10 times larger in a
multi-digit number.
Vocabulary: These are for the first two
weeks: place value, decimal, decimal
point, tenths, thousandths, round,
compare/comparison, greater than >,
less than <, equal to =, expanded
form, word form, standard form
*I can recognize that each place
to the right is 1/10 as much as
multi-digit number.
*I can read and write decimals to Websites:
the thousandths.
Resources for all CCSS
Brain Pop
*I can compare decimals to the
Shelby County Math Tasks
thousandths.
Tncore.org
Username: tneducation
Password: fastestimproving
Compare two decimals to thousandths
Engage New York
based on meanings of the digits in each
Dana Center
place, using >, =, and < symbols to
MICA
show the relationship.
Illustrative Mathematics
5.NBT.A.3
Read and write decimals to
thousandths using standard form,
word form, and expanded form (e.g.
the expanded form of 347.392 is
written as 3 x 100 + 4 x 10 +7 x 1 +3 x
(1/10) + 9 x (1/100) + 2 x (1/1000).
5.NBT.A.4
Round decimals to the nearest
hundredth, tenth, or whole number
using understanding of place value.
Major Work of the Grade
*I can round decimals to the
nearest hundredth, tenth, or
whole number.
*I can use the value of the digit
to the right of the place to be
rounded to determine whether
to round up or down.
*I can explain how to use place
value and what digits to look at
Supporting Content
Additional Content
Mathematical Practices MP6Attend to precision. MP7-Look for
and make use of structure.
For charts for the Mathematical
Practices go to: www.carrollk12.org
# of
items
% of
test
Part 1:
5-7
22-24%
Part 2:
3-5
10-12%
Total:
8-14
Part 1:
Part 2:
Total:
15-17%
2016 5th Grade – Math Instructional Map
*See notes at end of document*
to round decimals to the nearest
hundredth, tenth, or whole
number.
Weeks: 3 and 4
Domain Cluster
First Nine Weeks
Standard
Student Outcomes
Resources
5.NBT.B.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 operations; assess the
reasonableness of answers using
estimation strategies. (Limit division
problems so that either the dividend or
the divisor is a whole number). See
Table 3 in the following link for Math:
https://www.tn.gov/sbe/article/mathand-english-language-arts
*I can add, subtract, multiply, or
divide decimals to hundredths
using strategies based on place
value, properties of operations, or
other strategies.
Vocabulary: Multiply, divide, patterns
Major Work of the Grade
*I can explain and illustrate
strategies using concrete models or
drawings when adding, subtracting,
multiplying, or dividing decimals to
hundredths.
Supporting Content
Additional Content
# of
items
% of
test
Part 1:
17-19 %
Part 1:
4-6
Part 2:
4-6
Part 2:
12-14 %
Total:
8-12
Total:
14-16 %
2016 5th Grade – Math Instructional Map
*See notes at end of document*
5.NBT.A.2
Explain patterns in the number of
zeroes 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.
Weeks: 5 through 9
Domain Cluster
*I can explain a pattern of a
product when multiplying a whole
number by powers of 10. (e.g.500which is 5x100, or 5x10 to the
second power- has two zeroes in its
product.)
*I can express powers of 10 using
whole-number exponents.
Resources
Resources for all CCSS
Brain Pop
Shelby County Math Tasks
Tncore.org
Username: tneducation
Password: fastestimproving
Engage New York
Dana Center
MICA
Illustrative Mathematics
First Nine Weeks
Standard
5.NBT.B.5
Fluently multiply multi-digit whole
numbers (up to three-digit by four- digit
factors) using appropriate strategies
and algorithms. See Table 3 in the
following link for Math:
https://www.tn.gov/sbe/article/mathand-english-language-arts
Major Work of the Grade
Student Outcomes
Resources
*I can explain the standard
algorithm and/or use the
appropriate strategies for multidigit whole number multiplication.
Vocabulary: arrays, area models,
product, quotient, dividend, divisor,
factors, reasonable, remainder,
*I can use the standard algorithm
to multiply multi-digit whole
numbers with ease.
Supporting Content
# of
items
% of
test
Part 1:
4-6
Part 2:
4-6
Total:
8-12
Part 1:
17-19 %
Part 2:
12-14 %
Total:
14-16 %
Additional Content
2016 5th Grade – Math Instructional Map
*See notes at end of document*
5.NBT.B.6
Find whole-number quotients and
remainders 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. See Table 3 in the
following link for Math:
https://www.tn.gov/sbe/article/mathand-english-language-arts
*I can demonstrate division of a
whole numbers with four-digit
dividends and two-digit divisors using
place value, rectangular arrays, area
model, and other strategies.
*I can solve division of a whole
numbers with four-digit dividends
and two-digit divisors using
properties of operations and
equations.
*I can explain my chosen strategy.
*I can select a reasonable solution to
a real-world division problem in
which a remainder must be
considered.
*I can use divisibility rules to factor
numbers.
Websites:
Resources for all CCSS
Brain Pop
Shelby County Math Tasks
Tncore.org
Username: tneducation
Password: fastestimproving
Engage New York
Dana Center
MICA
Illustrative Mathematics
Mathematical Practices
MP1-Make sense of problems and
persevere in solving them.
MP8-Look for and express regularity in
*I can explain and illustrate strategies repeated reasoning.
using concrete models or drawings
MP4-Model with Mathematics
when dividing decimals to
hundredths.
Weeks: 1-3
Major Work of the Grade
Second Nine Weeks
Supporting Content
Additional Content
2016 5th Grade – Math Instructional Map
*See notes at end of document*
Domain Cluster
Standard
Student Outcomes
Resources
5.NF.A.1
Add and subtract fractions with unlike
denominators (including mixed
numbers) by replacing given fractions
with equivalent fractions in such a way
as to produce an equivalent sum or
difference of fractions with like
denominators. For example, 2/3 + 5/4 =
8/12 + 15/12 = 23/12. In general,
a/b + c/d = (ad +bc)/bd. See Table 1 in
the following link for Math:
https://www.tn.gov/sbe/article/mathand-english-language-arts
*I can create equivalent
fractions using common
multiples.
*I can explain or illustrate my
solutions using visual fraction.
models that represent the fraction.
*I can add or subtract fractions
with unlike denominators.
Vocabulary:
numerator,
denominator, fraction, equivalent,
mixed number, improper fraction,
estimate,
benchmark fraction
Major Work of the Grade
Supporting Content
Additional Content
# of
items
% of
test
Part 1:
4-6
Part 1:
Part 2:
3-5
Total:
7-11
17-19 %
Part 2:
10-12 %
Total:
14-16 %
2016 5th Grade – Math Instructional Map
*See notes at end of document*
5.NF.A.2
Solve contextual problems involving
addition and subtraction of fractions
referring to the same whole, including
cases of unlike denominators. Use
benchmark fractions and number sense
of fractions to estimate mentally and
assess the reasonableness of answers.
For example, recognize an incorrect
result 2/5 + ½ = 3/7, by observing that
3/7 < 1/2. See Table 1 in the following
link for Math:
https://www.tn.gov/sbe/article/mathand-english-language-arts
Major Work of the Grade
*I can determine common
multiples of unlike
denominators.
*I can create equivalent
fractions using common
multiples.
*I can solve addition and
subtraction word problems
involving fractions using visual
models or equations.
*I can use estimate strategies,
benchmark fractions and
number sense to check if my
answer is reasonable.
Supporting Content
Additional Content
Websites:
Resources for all CCSS
Brain Pop
Shelby County Math Tasks
Tncore.org
Username: tneducation
Password: fastestimproving
Engage New York
Dana Center
MICA
Illustrative Mathematics
Mathematical Practices MP2Reason abstractly and
quantitatively.
MP4-Model with mathematics.
MP8- Look for and express
regularity in repeated reasoning.
2016 5th Grade – Math Instructional Map
*See notes at end of document*
Weeks: 4-5
Domain Cluster
Standard
Second Nine Weeks
Student Outcomes
5.NF.B.3
Interpret a fraction as division of the
numerator by the denominator (a/b = a
÷ b). For example, ¾ = 3 divided by 4 so
when 3 wholes are shared equally
among 4 people, each person has a
share of size ¾. Solve contextual
problems involving division of whole
numbers leading to answers in the form
of fractions or mixed numbers by using
visual fraction models or equations to
represent the problem. For example, if
8 people want to share 49 sheets of
construction paper equally, how many
sheets will each person receive?
Between what two whole numbers
does your answer lie? See Table 2 in
the following link for Math:
https://www.tn.gov/sbe/article/mathand-english-language-arts
Major Work of the Grade
Resources
*I can explain that fractions
Vocabulary: fraction, numerator,
(a/b) can be represented as a
denominator, operations,
division of the numerator by the multiplication/multiply,
denominator (a ÷b) and
division/divide,
illustrate why (a ÷b) can be
mixed numbers, product, quotient,
represented by the fraction a/b.
partition, equal parts, equivalent,
*I can solve real world problems factor, unit fraction, area, side
involving division of whole
lengths, fractional sides lengths,
comparing, scaling
numbers and fractions.
Supporting Content
Additional Content
# of
items
Part 1:
6-8
Part 2:
5-7
Total:
11-15
% of
test
Part 1:
26-28 %
Part 2:
13-15 %
Total:
18-20 %
2016 5th Grade – Math Instructional Map
*See notes at end of document*
5.NF.B.4
Apply and extend previous
understandings of multiplication to
multiply a fraction by a whole number
or a fraction by a fraction.
a.
Interpret the product a/b x q
as a x (q divided by b) (partition the
quantity q into b equal parts and then
multiply by a). Interpret the product
a/b x q as (a x q) divided by b (multiply
a times the quantity q and then
partition the product into b equal
parts). For example, use a visual
fraction model or write a story context
to show that 2/3 x 6 can be interpreted
as 2 x (6 divided by 3) or (2 x 6) divided
by 3. Do the same with 2/3 x 4/5 =
8/15. (In general, a/b x c/d = ac/bd).
Find the area of a rectangle with
fractional side lengths by tiling it with
unit squares of the appropriate unit
fraction side lengths, and show that the
area is the same as would be found by
multiplying the side lengths. Multiply
fractional side lengths to find areas of
rectangles, and represent fraction
products as rectangular areas. See
Table 2 in the following link for Math:
https://www.tn.gov/sbe/article/mathand-english-language-arts
Major Work of the Grade
*I can explain multiplication of
the area of a rectangle with
fractional side lengths.
Websites:
Resources for all CCSS
Brain Pop
Shelby County Math Tasks
*I can use estimation strategies, Tncore.org
benchmark fractions and
Username: tneducation
number sense to check if my
Password: fastestimproving
answer is reasonable.
Engage New York
Dana Center
*I can interpret the product of a
MICA
fraction by a whole number.
Illustrative Mathematics
(a/b) x q
*I can use fraction models to
find the area of a figure.
Supporting Content
Additional Content
2016 5th Grade – Math Instructional Map
*See notes at end of document*
5.NF.B.5
Interpret multiplication as scaling
(resizing).
a.
Compare the size of a product
to the size of one factor on the basis of
the size of the other factor, without
performing the indicated multiplication.
For example, know if the product will be
greater than, less than, or equal to the
factors.
b.
Explain why multiplying a given
number by a fraction greater than 1
results in a product greater than the
given number (recognizing
multiplication by whole numbers
greater than 1 as a familiar case);
explain why multiplying a given number
by a fraction less than 1 results in a
product smaller than the given number;
and relate the principle of fraction
equivalence a/b =
(n x a)/ (n x b) to the effect of
multiplying a/b by 1.
See Table 2 in the following link for
Math:
https://www.tn.gov/sbe/article/mathand-english-language-arts
Major Work of the Grade
*I can compare the size of a
product to the size of the factors.
*I can explain the effects of
multiplying the product by a
fraction greater or less than one.
Supporting Content
Additional Content
Mathematical Practices
MP1-Make sense of problems and
persevere in solving them.
MP4-Model with mathematics. MP7Look for and make use of structure.
MP2-Reason abstractly and
quantitatively
MP6-Attend to precision
# of items
% of test
Part 1: Part 1:
6-8 Part 26-28 %
Part 2:
2:
13-15 %
5-7
Total:
Total: 18-20 %
11-15
2016 5th Grade – Math Instructional Map
*See notes at end of document*
Weeks: 6-9
Domain Cluster
Second Nine Weeks
Standard
Student Outcomes
Resources
5.NF.B.6
Solve real world problems involving
multiplication of fractions and mixed
numbers by using visual fraction
models or equations to represent the
problem. See Table 2 in the following
link for Math:
https://www.tn.gov/sbe/article/mathand-english-language-arts
*I can use estimate strategies,
benchmark fractions and number sense
to check if my answer is reasonable.
*I can solve multiplication word
problems involving fractions using
visual models or equations.
Vocabulary:
numerator,
denominator, fraction, equivalent,
mixed number, improper fraction,
estimate,
benchmark fraction, unit fraction
(1/3, ¼, 1/6)
Major Work of the Grade
Supporting Content
Additional Content
# of
items
Part 1:
6-8
Part 2:
5-7
Total:
11-15
% of
test
Part 1:
26-28 %
Part 2:
13-15 %
Total:
18-20 %
2016 5th Grade – Math Instructional Map
*See notes at end of document*
5.NF.B.7
Apply and extend previous
understandings of division to divide
unit fractions by whole numbers and
whole numbers by unit fractions.
a.
Interpret division of a unit
fraction by a non-zero whole number
and compute such quotients. For
example, use visual models and the
relationship between multiplication and
division to explain that (1/3) divided by
4 = 1/12 because (1/12) x 4 = 1/3.
b.
Interpret division of a whole
number by a unit fraction and compute
such quotients. For example, use visual
models and the relationship between
multiplication and division to explain
that 4 divided by (1/5) = 20 because 20
x (1/5) = 4.
c.
Solve real world problems
involving division of unit fractions by
non-zero whole numbers and division
of whole numbers by unit fractions by
using visual fraction models and
equations to represent the problem.
For example, how much chocolate will
each person get if 3 people share ½ lb.
of chocolate equally? How many 1/3
cup servings are in 2 cups of raisins?
See Table 2 in the following link for
Math:
https://www.tn.gov/sbe/article/mathand-english-language-arts
Major Work of the Grade
*I can use estimate strategies,
Websites:
benchmark fractions and number sense Resources for all CCSS
to check if my answer is reasonable.
Brain Pop
Shelby County Math Tasks
*I can explain or illustrate my solutions
Tncore.org
using visual fraction models that
Username: tneducation
represent the fraction.
Password: fastestimproving
*I can find the quotient when dividing a Engage New York
unit fraction by a whole number.
Dana Center
MICA
*I can find the quotient when dividing a Illustrative Mathematics
whole number by a unit fraction.
*I can solve real world problems
involving division of unit fractions by
whole numbers and division of whole
numbers by unit fractions.
Supporting Content
Additional Content
Mathematical Practices
MP1: Make sense of problems and
persevere in solving them.
MP4-Model with mathematics.
2016 5th Grade – Math Instructional Map
*See notes at end of document*
Week: 1 Review of fractions from previous
Nine Weeks
Domain Cluster
Third Nine Weeks
Standard
Student Outcomes
5.NF.A.2
Solve contextual problems involving
addition and subtraction of fractions
referring to the same whole, including
cases of unlike denominators. Use
benchmark fractions and number sense
of fractions to estimate mentally and
assess the reasonableness of answers.
For example, recognize an incorrect
result 2/5 + ½ = 3/7, by observing that
3/7 < 1/2. See Table 1 in the following
link for Math:
https://www.tn.gov/sbe/article/mathand-english-language-arts
*I can determine common
multiples of unlike
denominators.
*I can create equivalent
fractions using common
multiples.
*I can solve addition and
subtraction word problems
involving fractions using visual
models or equations.
*I can use estimate strategies,
benchmark fractions and
number sense to check if my
answer is reasonable.
Major Work of the Grade
Supporting Content
Additional Content
Resources
# of
items
Vocabulary: fraction, numerator,
denominator, operations,
multiplication/multiply,
division/divide,
mixed numbers, product, quotient,
Part 1:
partition, equal parts, equivalent,
5-7
factor, unit fraction, area, side lengths,
fractional sides lengths, comparing,
Part 2:
scaling
% of
test
Part 1:
22-24%
Part 2:
3-5
10-12%
Total:
8-14
Total:
15-17%
2016 5th Grade – Math Instructional Map
*See notes at end of document*
5.NF.B.6
Solve real world problems involving
multiplication of fractions and mixed
numbers by using visual fraction models
or equations to represent the problem.
See Table 2 in the following link for
Math:
https://www.tn.gov/sbe/article/mathand-english-language-arts
5.NF.B.7
c. Solve real world problems involving
division of unit fractions by non-zero
whole numbers and division of whole
numbers by unit fractions by using
visual fraction models and equations to
represent the problem. For example,
Major Work of the Grade
*I can use estimate strategies,
benchmark fractions and number
sense to check if my answer is
reasonable.
*I can solve multiplication word
problems involving fractions using
visual models or equations.
*I can use estimate strategies,
benchmark fractions and number
sense to check if my answer is
reasonable.
Supporting Content
Additional Content
Websites:
Resources for all CCSS
Brain Pop
Shelby County Math Tasks
Tncore.org
Username: tneducation
Password: fastestimproving
Engage New York
Dana Center
MICA
Illustrative Mathematics
2016 5th Grade – Math Instructional Map
*See notes at end of document*
how much chocolate will each person
get if 3 people share ½ lb. of chocolate
equally? How many 1/3 cup servings
are in 2 cups of raisins? See Table 2 in
the following link for Math:
https://www.tn.gov/sbe/article/mathand-english-language-arts
*I can explain or illustrate my
solutions using visual fraction
models that represent the fraction.
*I can find the quotient when
dividing a unit fraction by a whole
number.
*I can find the quotient when
dividing a whole number by a unit
fraction.
*I can solve real world problems
involving division of unit fractions
by whole numbers and division of
whole numbers by unit fractions.
Weeks: 2-3
Domain Cluster
Third Nine Weeks
Standard
Student Outcomes
Resources
5.MD.C.3
Recognize volume as an attribute of
solid figures and understand concepts
of volume measurement.
a.
Understand that a cube with
side length 1 unit, called a “unit cube,”
is said to have “one cubic unit” of
volume, and can be used to measure
volume.
b.
Understand that a solid figure
which can be packed without gaps or
overlaps using n unit cubes is said to
have a volume of n cubic units.
*I can relate finding the product
of three numbers to finding
volume and relate both to the
associative property of
multiplication.
Vocabulary: measurement, attribute,
volume, solid figure, right rectangular
prism, unit, unit cube, gap, overlap,
cubic units (cubic cm, cubic in., cubic
ft., nonstandard cubic units),
multiplication, addition, edge lengths,
height, area of base
Major Work of the Grade
*I can use the formulas to
determine the volume of
rectangular prisms.
*I can solve real world problems
involving volume.
Supporting Content
Additional Content
# of
items
% of
test
Part 1:
3-5
13-15%
Part 1:
Part 2:
2-4
Part 2:
Total:
5-9
Total:
6-8%
9-11%
2016 5th Grade – Math Instructional Map
*See notes at end of document*
5.MD.C.4
Measure volume by counting unit
cubes, using cubic centimeters, cubic
inches, cubic feet, and improvised
units.
Major Work of the Grade
*I can recognize volume as
additive.
Websites:
Resources for all CCSS
Brain Pop
*I can solve real world problems Shelby County Math Tasks
involving adding volumes of
Tncore.org
non-overlapping parts.
Username: tneducation
Password: fastestimproving
Engage New York
Dana Center
MICA
Illustrative Mathematics
Supporting Content
Additional Content
2016 5th Grade – Math Instructional Map
*See notes at end of document*
5.MD.C.5
See above student outcomes.
Relate volume to the operations of
multiplication and addition and solve
real world and mathematical problems
involving volume of right rectangular
prisms.
a.
Find the volume of a right
rectangular prism with whole-number
side lengths by packing it with unit cubes,
and show that the volume is the same as
would be found by multiplying the edge
lengths, equivalently by multiplying the
height by the area of the base. Represent
whole-number products of three factors
as volumes, (e.g., to represent the
associative property of multiplication).
b.
Know and apply the formulas V
= l x w x h and V = b x h (where b
represents the area of the base) for
rectangular prisms to find volumes of
right rectangular prisms with whole
number edge lengths in the context of
solving real world and mathematical
problems.
c.
Recognize volume as additive.
Find volumes of solid figures composed of
two non-overlapping right rectangular
prisms by adding the volumes of the nonoverlapping parts, applying this technique
to solve real world problems.
Major Work of the Grade
Supporting Content
Additional Content
Mathematical Practices:
MP3: Construct viable arguments and
critique the reasoning of others.
MP7: Look for and make use of
structure.
2016 5th Grade – Math Instructional Map
*See notes at end of document*
Week: 4 Review major work of the grade
Domain Cluster Standard
Third Nine Weeks
Student Outcomes
Place value system
Operations with multi-digit numbers
and decimals
Use equivalent fractions to add and
subtract
Multiply and divide fractions
Supporting Content
# of
items
% of
test
Use all Mathematical Practices
Part 1:
25-29
Part 1:
100%
Part 2:
Part 2:
20-24
60-65 %
Total:
Total:
45-53
Measurement: Volume
Major Work of the Grade
Resources
Additional Content
75-80 %
2016 5th Grade – Math Instructional Map
*See notes at end of document*
Weeks: 5 -6
Domain Cluster
Third Nine Weeks
Standard
Student Outcomes
Resources
5.MD.A.1
Convert customary and metric
measurement units within a single
system by expressing measurements
of a larger unit in terms of a smaller
unit. Use these conversions to solve
multi-step real world problems
involving distances, intervals of time,
liquid volumes, masses of objects, and
money (including problems involving
simple fractions or decimals). For
example, 3.6 liters and 4.1 liters can
be combined as 7.7 liters or 7700
milliliters.
*I can convert (change)
measurement units within the
same measurement system (e.g.
24 inches to 2 feet).
Vocabulary:
conversion/convert, metric and
customary measurement
% of
test
Part 1:
0
0%
*I can solve multi-step word
problems using measurement
conversions.
*I can convert customary units.
*I can convert metric units.
Websites:
Resources for all CCSS
Brain Pop
Shelby County Math Tasks
Tncore.org
Username: tneducation
Password: fastestimproving
Engage New York
Dana Center
MICA
Illustrative Mathematics
Mathematical Practices: MP2-Reason
abstractly and quantitatively
Major Work of the Grade
# of
items
Supporting Content
Additional Content
Part 1:
Part 2:
3-5
Part 2:
Total:
3-5
Total:
8-10%
5-7%
2016 5th Grade – Math Instructional Map
*See notes at end of document*
Week: 7
Domain Cluster
Third Nine Weeks
Standard
Student Outcomes
Resources
5.MD.B.2
Make a line plot to display a data set
of measurements in fractions of a unit
(1/2, 1/4, 1/8). Use operations on
fractions for this grade to solve
problems involving information
presented in line plots. For example,
given different measurements of liquid
in identical beakers, find the amount
of liquid each beaker would contain if
the total amount in all the beakers
were redistributed equally.
*I can create a line plot with a
given set of unit fraction
measurements.
Vocabulary:
% of
test
Part 1:
0
0%
Line plot, length
*I can solve problems using data
on a line plot.
*I can organize data using a line
plot.
Websites:
Resources for all CCSS
Brain Pop
Shelby County Math Tasks
Tncore.org
Username: tneducation
Password: fastestimproving
Engage New York
Dana Center
MICA
Illustrative Mathematics
Mathematical Practices: MP5-Use
appropriate tools strategically.
Major Work of the Grade
# of
items
Supporting Content
Additional Content
Part 1:
Part 2:
3-5
Part 2:
Total:
3-5
Total:
8-10%
5-7%
2016 5th Grade – Math Instructional Map
*See notes at end of document*
Week: 8-9
Domain Cluster
Standard
Third Nine Weeks
Student Outcomes
5.G.A.1
Graph ordered pairs and label points
using the first quadrant of the
coordinate plane. Understand in the
ordered pair that the first number
indicates the horizontal distance
traveled along the x-axis from the
origin and the second number
indicates the vertical distance traveled
along the y-axis, with the convention
that the names of the two axes and
the coordinates correspond. (e.g., xaxis and x-coordinate, y-axis and y
coordinate).
Major Work of the Grade
*I can graph ordered pairs.
*I can find distances on the
coordinate plane.
*I can solve real world problems
involving graphing in the first
quadrant.
Supporting Content
Resources
Vocabulary: coordinate system,
coordinate plane, first quadrant,
points, lines, axis/axes, x-axis, y-axis,
horizontal, vertical, intersection of
lines, origin, ordered pairs,
coordinates, x-coordinate, ycoordinate
# of
items
Part 1
0
Part 2
3-5
% of
test
Part 1
0
Part 2
8-10%
Total
Total
3-5
Additional Content
5-7%
2016 5th Grade – Math Instructional Map
*See notes at end of document*
5.G.A.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.
Websites:
Resources for all CCSS
Brain Pop
Shelby County Math Tasks
Tncore.org
Username: tneducation
Password: fastestimproving
Engage New York
Dana Center
MICA
Illustrative Mathematics
Mathematical Practices:
MP4-Model with mathematics.
MP6-Attend to precision.
Week: 1
Major Work of the Grade
Fourth Nine Weeks
Supporting Content
Additional Content
2016 5th Grade – Math Instructional Map
*See notes at end of document*
Domain Cluster
Standard
Student Outcomes
Resources
5.G.B.3
Classify two-dimensional figures in a
hierarchy based on properties.
Understand that attributes belonging
to a category of two dimensional
figures also belong to all subcategories
of that category. For example, all
rectangles have four right angles and
squares are rectangles, so all squares
have four right angles.
*I can explain that twodimensional attributes can
belong to several twodimensional figures.
Vocabulary: polygon,
rhombus/rhombi, rectangle, square,
triangle, quadrilateral, pentagon,
hexagon, cube, trapezoid,
half/quarter circle
% of
test
*I can identify subcategories
using two-dimensional figures.
*I can identify subcategories
using two-dimensional
attributes.
Websites:
Resources for all CCSS
*I can group together all shapes
Brain Pop
that share a single property, and
Shelby County Math Tasks
then among these shapes, group
Tncore.org
together those that share a
Username: tneducation
second property, and then
Password: fastestimproving
among these, group together
Engage New York
those that share a third
Dana Center
property.
MICA
Illustrative Mathematics
Mathematical Practices:
MP3-Construct viable arguments and
critique the reasoning of others. MP7Look for and make use of structures.
Major Work of the Grade
# of
items
Supporting Content
Additional Content
Part 1
0
Part 2
1-3
Part 1
0
Part 2
4-6%
Total
Total
1-3
2-4%
2016 5th Grade – Math Instructional Map
*See notes at end of document*
Weeks: 2-3
Domain Cluster
Fourth Nine Weeks
Standard
Student Outcomes
Resources
5.OA.A.1
Use parentheses and /or brackets in
numerical expressions, and evaluate
expressions with having these symbols
using the conventional order. (Order
of Operations)
*I can write and interpret numerical
expressions.
Vocabulary:
parentheses, brackets, numerical
expressions, expression
5.OA.A.2
Write simple expressions that record
calculations with numbers and
interpret numerical expressions
without evaluating them.
For example, express the calculation
“add 8 and 7, then multiply by 2” as 2 x
(8 + 7). Recognize that 3 x (18,932 +
921) is three times as large as 18,932 +
921, without having to calculate the
indicated sum or product.
*I can generate two numerical
patterns with the same starting
number for two given rules.
*I can explain the relationship
between two numerical patterns by
comparing how each pattern grows
or by comparing the relationship
between each of the corresponding
terms from each pattern.
Websites:
Resources for all CCSS
Brain Pop
Shelby County Math Tasks
Tncore.org
Username: tneducation
Password: fastestimproving
Engage New York
Dana Center
MICA
Illustrative Mathematics
Mathematical Practices:
MP6-Attend to precision.
Major Work of the Grade
Supporting Content
Additional Content
# of
items
% of
test
Part 1:
0
0%
Part 1:
Part 2:
2-4
Part 2:
Total:
2-4
Total:
6-8%
3-5%
2016 5th Grade – Math Instructional Map
*See notes at end of document*
Week: 4
Domain Cluster
Fourth Nine Weeks
Standard
Student Outcomes
Resources
5.OA.B.3
Generate two numerical patterns
using two given rules. For example,
given the rule “Add 3” and the starting
number 0, and given the rule “Add 6”
and the starting number 0, generate
terms in the resulting sequences.
*I can identify relationships
between corresponding terms in
two numerical patterns.
*I can form ordered pairs out of
corresponding terms from each
pattern and graph them on a
coordinate plane.
Vocabulary:
Ordered pair, coordinate plane, xaxis,
y-axis
Identify relationships between
corresponding terms in two
numerical patterns. For example,
observe that the terms in one
sequence are twice the
corresponding terms in the other
sequence.
b. Form ordered pairs consisting of
corresponding terms from the two
numerical patterns, and graph the
ordered pairs on a coordinate
plane.
# of
items
% of
test
Part 1:
0
0%
a.
Websites:
Resources for all CCSS
Brain Pop
Shelby County Math Tasks
Tncore.org
Username: tneducation
Password: fastestimproving
Engage New York
Dana Center
MICA
Illustrative Mathematics
Mathematical Practices:
MP7-Look for and make use of
structure.
MP8- Look for and express regularity
in repeated reasoning.
Major Work of the Grade
Supporting Content
Additional Content
Part 1:
Part 2:
1-3
Part 2:
Total:
1-3
Total:
4-6%
2-4%
2016 5th Grade – Math Instructional Map
*See notes at end of document*
Weeks: 5-8 Review for TNReady Part 2
Domain Cluster
Fourth Nine Weeks
Review Items
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Major Work of the Grade
Student Outcomes
Place Value System
Operations with multidigit numbers and
decimals
Use equivalent fractions
to add and subtract
Multiply and divide
fractions
Measurement: Volume
Write and interpret
numerical expressions
Analyze patterns and
relationships
Convert measurement
units
Represent and interpret
data
Graph points on the
coordinate plane
Classify two-dimensional
figures
Resources
# of
items
% of
test
Formative Assessments
should be given to determine
which review items will be
focused on based on student
data.
Supporting Content
Websites:
Resources for all CCSS
Brain Pop
Shelby County Math Tasks
Tncore.org
Username: tneducation
Password: fastestimproving
Engage New York
Dana Center
MICA
Illustrative Mathematics
Additional Content
Part 1:
25-29
Part 2:
36-44
Total: 6173
Part 1:
100%
Part 2:
100%
Total:
100%
2016 5th Grade – Math Instructional Map
*See notes at end of document*
Major Work of the Grade
•
The time suggested for each cluster of standards is based on the timing of TNReady. Part 1 will be
administered in early February to early March and will cover all major work of the grade. These
standards must be taught by that time. Part 2 will be later in the spring, and will cover both major work
and supporting/additional content.
•
•
The time frames are suggested based on the tests; however, it can be adjusted accordingly.
Fluency should be addressed throughout the year using Calendar Math, math talks, etc. but should not
include excessive homework/classwork practice.
•
Fluency for 5th grade is multi-digit multiplication.
•
Common Formative Assessments should be used routinely to guide instruction.
Supporting Content
Additional Content