Content Area Math
Course: 5th Grade Math
Unit: Numbers and Operations
TEKS
Guiding Questions/
Specificity
Assessment
Instructional Unit: 3rd Instructional Period
Days to teach: 26-27
Vocabulary
Instructional
Strategies
Resources/
Web links
5.2 The student applies mathematical process standards to represent, compare, and order positive rational numbers and understand relationships as related
to place value.
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 Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations
The student is expected to:
5.2(A) represent the
Use of the word “and” to Q1: How is twenty-four and
digits
UPS Check
 MM p. 7-14
value of the digit in
represent the decimal.
seventeen thousandths written
expanded form
 Engaging Math Gr. 5
decimals through the
in expanded notation and
greater than
Use concrete and
Vol. II
thousandths using
Explain difference
numerals?
less than
pictorial models to
 Base 10 blocks
expanded notation and between value of a digit
place value
represent place value of
Money/coins
numerals;
and place of a digit.
standard form
decimals, such as
 Decimal place value
word form
money or hundredths
arrows
Q2: What is the value of the
equivalent
grid.
 Tenths, Hundredths,
Supporting
underlined digit in the number
decimal
 Thousandths Song
27.056?
hundredths
Play I have who has
 “I Have, Who Has…”
tenths thousandths
with decimal cards
using numerals, words,
*The value of the 6 in this
and expanded notation.
number is 6 thousandths.
ELPS Strategies:
Use decimal arrow
1C, 1E, 2E, 3E,
cards for expanded
3H,4D, 4F, 5B
form.
5.2(B) compare and
Use a number line for
Alberto ran a race in 17.6
greater than
UPS Check
*Exemplar Lesson*
order two decimals to
tenths-not practical for
seconds. Jake ran the race in
less than
 MM p. 15-22
thousandths and
Hundredths.
18.307 seconds. Which race
equal to
Model comparing and
 Engaging Math Gr. 5
represent comparisons
time is greater than 17.6
ordering decimals using
Vol. II
using the symbols >,
seconds but less than 18.307
a number line,
 Number lines
<, or =;
seconds?
including benchmark
 Pictorial base 10 models
A 17.054 s
numbers such as 0, 0.5,
 LZ- Compare/order
B 18.4 s
1, and 1.5.
decimals
C 17.39 s
D 18.21 s
*Readiness
1
5/2016
Content Area Math
Course: 5th Grade Math
Unit: Numbers and Operations
TEKS
Guiding Questions/
Specificity
Assessment
Instructional Unit: 3rd Instructional Period
Days to teach: 26-27
Vocabulary
Instructional
Strategies
*Correct answer (D)
Shade pictorial models
to compare
Resources/
Web links
 LZ –compare/order
number line
Compare 0.02 to 0.006.
5.2(C) round decimals
to tenths or
hundredths.
Rounding should be
used to solve the
problem, not after the
problem has been
solved.
Supporting
Vary the place rounded
to.
*0.02 > 0.006
One kind of beetle is 0.058
inches in length. Another kind
of beetle is 0.36 inches in
length.
Tenth
Hundredth
estimate
round
Which shows the length of each
beetle rounded to the nearest
tenth?
A. 0.06, 0.36
B. 0.1, 0.4
5.3(K) add and
subtract positive
rational numbers
fluently;
*Readiness
Decimals and spiral in
fractions.
Demonstrate the
importance of lining up
the decimal and place
values.
Mr. Lee mailed 3 packages. The decimal
greatest amount he paid to mail sum
one of these packages was
difference
$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?
Center-Order Race
times
UPS Check
Demonstrate using a
number line to round
decimals.
Students role play as
decimals on a number
line.
Rounding money
activity
Engage with error
analysis- What is wrong
with this problem?
32.07
+ 16.5 33.72
QR Code decimal
add/subtract
Decimal PS with UPSC
 MM p. 23-30
 Engaging Math Gr. 5
Vol. II
 LZ-Rounding decimals
 Khan academyRounding decimals
 Rounding Roller Coaster
Rounding Rap
 MM p 111-118-decimal
problems only
 Engaging Math Gr. 5
Vol. II
 Hands on Standards
p.44-45
 You tube-Decimalsadding and subtracting
 Decimal Problem Cards
Engaging Math
*Exemplar Lesson*
5/2016
2
Content Area Math
Course: 5th Grade Math
Unit: Numbers and Operations
TEKS
Guiding Questions/
Specificity
5.4(H) represent and
solve problems related
to perimeter and/or
area and related to
volume.
*Readiness
Perimeter only
How do we apply adding
decimals to find
perimeter?
Assessment
Jason bought a poster board that
was 24 inches wide. He cut 9.3
inches from the width of the
board for a project. He then cut
another 5.25 inches for a sign.
How wide was the remaining
poster board?
Q1: The side lengths of a field
area
are shown below.
perimeter
volume
units
length
width
weight
capacity
What is the perimeter of the
squared
field?
cubed
a. 1.41 mi
Base
b.3.18 mi
c. 3 mi
d. 2 mi
*Correct answer (C)
perimeter
5/2016
Instructional Unit: 3rd Instructional Period
Days to teach: 26-27
Vocabulary
Instructional
Strategies
UPS Check
Use the STAAR Grade
5 Mathematics
Reference Materials to
find formulas for
perimeter of rectangles
P = (2 x l) + (2 x w) and
squares P = 4 x s.
Resources/
Web links
 MM p.167-174
 Engaging Math Gr. 5
Vol. II
 Perimeter Song
 Mathantics Perimeter
 Mathantics Area
*Exemplar Lesson*
Demonstrate how to
find the perimeter and
area of a composite
figure.
Partners:
Draw composite figures
with decimal
dimensions given. Find
perimeter and area.
3
Content Area Math
Course: 5th Grade Math
Unit: Numbers and Operations
TEKS
Guiding Questions/
Specificity
5.3(D) represent
multiplication of
decimals with products
to the hundredths
using objects and
pictorial models,
including area models;
Assessment
Emphasize the use of
models.
0.7 x 0.8 = 0.56
Instructional Unit: 3rd Instructional Period
Days to teach: 26-27
Vocabulary
Instructional
Strategies
digits
decimal
tenths
hundredths
period
place value
area model
UPS Check
Use models and
pictures, such as 10 x 10
grids and area models,
to represent
multiplication of
decimal numbers.
Supporting
Shade in hundredths
charts to show
multiplication problems.
Resources/
Web links
 MM p. 55-62
 Engaging Math Gr. 5
Vol. II
 Grid paper
 LZ-Models Multiply
decimals
 Hands on Standards p.
52-53
 AIRR (7th) Act. 59
Center-Match problem
card with model card.
5.3(E) solve for
products of decimals
to the hundredths,
including situations
involving money,
using strategies based
on place-value
understandings,
properties of
operations, and the
relationship to the
multiplication of
whole numbers;
5/2016
Estimating factors and
products to determine
reasonable placement of
decimal in product.
Develop flexible
thinking with numbers
using properties of
operations, such as the
distributive properties.
Focus on the process.
A gumball costs $0.22. How
much do 5 gumballs cost?
Estimate the total, and then
calculate. Was your estimate
close?
equivalent
decimal
hundredths
tenths
thousandth
UPS Check
Demonstrate
multiplication using
concrete objects such as
play money.
Simulate real world
scenarios in which
students will need to
purchase multiple items
at varying prices.
 MM p. 63-70
 Engaging Math Gr. 5
Vol. II
 Engaging Math Gr. 7
Vol. I p. 42-43
 Base 10 blocks
 Base 10 mats
 LZ- Area Model
*Exemplar Lesson*
4
Content Area Math
Course: 5th Grade Math
Unit: Numbers and Operations
TEKS
Guiding Questions/
Specificity
*Readiness
5.3(F) represent
quotients of decimals
to the hundredths, up
to four-digit dividends
and two-digit whole
number divisors, using
objects and pictorial
models, including area
models
Emphasize the use of
models.
Supporting
5.3(G) solve for
quotients of decimals
to the hundredths, up
to four-digit dividends
and two-digit whole
number divisors, using
strategies and
algorithms, including
the standard algorithm
*Readiness
5/2016
Focus on the process.
Develop flexible
thinking with numbers
using properties of
operations.
Assessment
2.4 ÷ 4 = 0.6
Joe has 1.6 meters of rope. He
has to cut pieces of rope that are
0.2 meters long. How many can
he cut?
A local store sells 15 pencils in
a box. If a teacher has 25
students in his class and wants
to buy each student 3 pencils,
and he pays $5.75, how much
did each box cost?
A $75
B $5
C $1.15
D $1.91
*Correct answer (C)
Instructional Unit: 3rd Instructional Period
Days to teach: 26-27
Vocabulary
Instructional
Strategies
equivalent
decimal
hundredths
tenths
thousandth
dividend
divisor
UPS Check
Demonstrate division of
decimals using concrete
models, such as base 10
blocks, and pictorial
representations.
Resources/
Web links
 MM p. 71-78
 Engaging Math Gr. 5
Vol. II
 LZ Divide decimals
 Pictorial base 10 models
Shade in decimal
models to show
division.
equivalent
decimal
hundredths
tenths
thousandth
dividend
divisor
UPS Check
Describe how using the
standard algorithm to
solve 23.05 ÷ 5 is both
similar and different to
solving 2,305 ÷ 5.
*Exemplar lesson*
 MM p. 71-78
 Engaging Math Gr. 5
Vol. II
 AIRR (7th) Decimal
Operations Activity 81
Round robin PS
5
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;
Decimal focus
*Readiness
Assessment
Generate a numerical pattern to
show:
y = x + $1.25
Instructional Unit: 3rd Instructional Period
Days to teach: 26-27
Vocabulary
Instructional
Strategies
equation
equivalent
variable
input
output
Demonstrate how to use
money to determine the
pattern/relationship in
the table.
Students collaborate to
connect tables and
graphs to a rule or
pattern.
Increased price = List price +
$1.25
Which graph below best
represents the pattern described
above?




Resources/
Web links
*Exemplar lesson*
Engaging Math Gr. 5
Vol. II
Dollars and Coins
TPT-Input Output
function
Tables
Create tables showing
patterns.
(select graphs representing a
desired pattern using decimals)
5.4(D) recognize the
difference between
additive and
multiplicative
numerical patterns
given in a table or
graph;
Focus on decimals.
Input/Output Tables
and graphs
Supporting
Introduce coordinate
graphs and how they
relate to tables.
Q1:
Based on the table above,
which of the following
equations describes the
numerical pattern?
A y = x + $2.50
B y = x - $2.50
C y = $2.50x
D y = x ÷ $2.50
*Correct answer (C)
formula
input
Output
Coordinate plane
Ordered pair
additive
multiplicative
Model using additive
patterns and
multiplicative patterns
in tables.
Students collaborate to
determine the difference
in various tables and
graphs.
 MM p. 143-150
 Engaging Math Gr. 5
Vol. II
 Scavenger Hunt
 Study Jams-function
tables
 LZ-Function Machine
Create an equation that
describes the data in a
table or graph.
Groups of 4
5/2016
6
Content Area Math
Course: 5th Grade Math
Unit: Numbers and Operations
TEKS
Guiding Questions/
Specificity
Assessment
Q2: Describe the numerical
pattern represented in the
following table?
*Correct answer (y = x + 5)
Instructional Unit: 3rd Instructional Period
Days to teach: 26-27
Vocabulary
Instructional
Strategies
Resources/
Web links
Each student create one
table and one matching
graph that show
numerical patterns on
index cards.
Trade with another
group, mix cards up,
Match the table and
graph.
Take table and graph
cards and write
expressions for
Numeric patterns
5/2016
7