Common Core Grade 5 Math (Worksheets, Homework, Lesson Plans)
Looking for video lessons that will help you in your Common Core Grade 5 Math classwork or homework? Looking for Common Core Math Worksheets and Lesson Plans that will help you prepare lessons for Grade 5 students?
The following lesson plans and worksheets are from the New York State Education Department Common Core-aligned educational resources. The Lesson Plans and Worksheets are divided into six modules.
Related Pages Common Core Math Resources, Lesson Plans And Worksheets Common Core Math Video Lessons, Math Worksheets and Games for Grade 5 Common Core Math Video Lessons, Math Worksheets and Games for all grades
Grade 5 Homework, Lesson Plans And Worksheets
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NYS COMMON CORE MATHEMATICS CURRICULUM
A Story of Units
Module 1 Overview
© 2012 Common Core, Inc. All rights reserved. commoncore.org
Session Objectives
• Use the structure of the resources provided through the modules produced by New York State to analyze the progression of mathematics presented in the first module for your grade level.
• Solve and connect the assessment questions to the standards of the module.
• Identify how the process of planning lessons with the modules differs from planning lessons using other resources.
• The combined cost of a ball and bat is $1.10. If the bat costs one dollar more than the ball, what is the cost of the ball?
Instructional Shifts
Combine to Form
Curriculum Modules:
Designed to Address the Shifts
Philosophy and Workflow of A Story of Units
Elementary Mathematics
Common Core Standards: The
Progressions
A Story of Units: Curriculum
Module Overviews and Assessments
Modules for the Fall
Getting Ready for September:
• GK–M1 Count Numbers to 10
• G1–M1 Module 1 Sums and Differences to 10
• G2–M1 Sums and Differences to 20
• G2–M2 Relate Addition and Subtraction to Length
• G3–M1 Properties of Multiplication and Division and Solving
Problems with Units of 2–5 and 10
• G4–M1 Place Value, Rounding, and Algorithms for Addition and
Subtraction
• G5–M1 Place Value and Decimal Fractions
Title Page and Overview
Connections?
How can these pages help you plan?
Focus Standards
• Read the focus standards for your module
• How do you see the focus standards addressed in the Module Overview?
Mathematical Practices
• Which mathematical practices will be specifically addressed in this module?
• How will the mathematical practices come to life with the content of this module?
• Note next to each Mathematical practice the lesson(s) that will address it.
(Hint: Distribution of Instructional Minutes Chart)
“How to Implement a
Story of Units”
• Models (26-44)
• Differentiation (14-20)
• Assessments (12-14)
Philosophy of Differentiation
• Read pages 14-15 in “How to Implement a Story of
Units”
• Note portions of the text that reveal the modules philosophy of differentiation
• What does UDL stand for?
• Instead of a task frame the modules employ ______________.
• Select a UDL chart from pg 16-20 to examine
Module Assessments
Read pg 12-14
What do you learn about the module’s approach to assessment?
Informal Assessment in A Story of Units
Teach Analyze
Informal Assessment within Lesson
Are students aware of the purpose of each portion of the lesson ?
Fluency Work
T: (Write 4 x 2 ones = __.) Write the multiplication sentence.
S: 4 x 2 = 8.
T: Say the multiplication sentence in unit form.
S: 4 x 2 ones = 8 ones.
What Can We Learn From Fluency?
Application- Read, Draw, Write (RDW)
Mathematicians and teachers suggest a simple process applicable to all grades:
2) Draw and Label.
3) Write a number sentence. (equation)
4) Write a word sentence. (statement)
Grade 3- X Grade 5 - IV
The more students participate in reasoning through problems with a systematic approach, the more they internalize those behaviors and thought processes.
• What do I see?
• Can I draw something?
• What conclusions can
I make from my drawing?
Modeling with
Interactive
Independent
Application Problems (G3 M1 L4)
The student council holds a meeting in Mr. Chang’s classroom. They arrange the chairs in 3 rows of 5. How many chairs are used in all? Use the RDW process.
Application Problems (G5 M1 L2)
A school district ordered 247 boxes of pencils. Each box contains 100 pencils. If the pencils are to be shared evenly amongst 10 classrooms, how many pencils will each class receive? Draw a place value chart to show your thinking.
The Concept Development
5.1 x 6 = 30.6
T: What is the smallest unit in 5.1?
T: How many tenths are the same as 5.1?
S: 51 tenths.
T: Suppose our multiplication sentence was 51 x 6.
What is the product?
S: (Pause as students work.) 306.
T: Is 306 a reasonable product for our actual problem of 5.1 x 6? Turn and talk.
The Debrief
How can whole number multiplication help you with decimal multiplication?
Finding Patterns
Concept Development
Problem set.
Problem Sets-
• Solve the questions in your problem set
• Consider what understanding each question is designed to reveal
• Which problems would you ask all students to complete first? (balanced set)
• Find the lesson in your module and look at the debrief questions. How does the debrief “stretch” student understanding of the problem set questions?
The Exit Ticket:
A Formal Tool for Informal Assessment
• The Exit Ticket closes each lesson from Grade 1 to Grade 5.
• The Exit Ticket is part of the Student Debrief, comprising 3 minutes of the approximately 10 minute component.
• Information is used to make subsequent instructional decisions.
Do Now! Exit Ticket
Please complete an Exit Ticket on your tables for two minutes.
Exit Ticket Debrief
• Share your ticket with your group for 3 minutes, 1 minute for each lesson’s ticket.
(Go in order of the lessons.)
• What does each exit ticket reveal in regards to students’ understanding?
• Note how the complexity builds across the lessons.
• Consider the instructional decisions the teacher might make from the results.
Thinking about informal assessment during the 4 major components of the lesson, share your takealways with a partner.
Formal Assessment in A Story of Units
Formal Assessment
• Mid-Module Assessment Task
• (depending on the length of the module)
• End-of-Module Assessment Task
Complete End-of-Module
Label each question with the module standard it addresses.
3 rd - IV ; 5 th – III, IV
Write down at least one question you would ask each student to either:
• Further assess in order to know how deeply to scaffold.
• Advance their thinking.
Share your questions with your group.
What decisions would you make instructionally based on the assessment for:
• Your day of review?
• Fluency components?
• Application Problems?
• Concept Development?
• Homework?
• Professional development opportunities?
• What obstacles do you anticipate in effectively implementing the informal assessments?
• Thinking about the culture of your school(s), what obstacles do you anticipate in effectively implementing the formal assessments?
• How can you surmount those obstacles?
• What have you discovered about planning?
• How can you see where you need to end up in each lesson?
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IMAGES
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New York State Common Core Mathematics Curriculum GRADE 5 • MODULE 1 Module 1: ... NYS COMMON CORE MATHEMATICS CURRICULUM 5•Lesson 1 Answer Key 1 Lesson 1 Sprint Side A 1. 120 12. 920 23. 340 34. 560 ... NYS COMMON CORE MATHEMATICS CURRICULUM •Lesson 2 Answer Key 1 Homework 1. a. 360,000 3. 0.165 b. 3,600 0.0165
Topic A Overview. Lesson 1: Multiply multi-digit whole numbers and multiples of 10 using place value patterns and the distributive and associative properties. ( Video Lesson) Lesson 2: Estimate multi-digit products by rounding factors to a basic fact and using place value patterns. ( Video Lesson ) B.
EngageNY curriculum materials were created in association with our various partners and are unique to the EngageNY website. Math answers are offered in two different ways on EngageNY: For Math Grades K-5, answer keys are available within the "Full-Module" PDFs, which are accessible from the module landing pages.
NYS COMMON CORE MATHEMATICS CURRICULUM 5•1 Lesson 7: ... answers with a partner before going over answers as a ... 9.975 + 9.95 0 tens 1 ten = 10 9.5 9.975 9 ones =9 10 ones = 10 9.5 . Lesson 7 NYS COMMON CORE MATHEMATICS CURRICULUM 5•1 Lesson 7: Round a given decimal to any place using place value understanding and the vertical number line ...
The EngageNY mathematics curriculum resources were moved here on March 1, 2022 from the EngageNY website. These curriculum files will remain free and licensed under the Creative Commons Attribution-NonCommercial-ShareAlike ... New York State Museum: (518) 474-5877. Office of Higher Education: (518) 486-3633.
NYS COMMON CORE MATHEMATICS CURRICULUM 5•Lesson 4 1 Lesson 4: Use exponents to denote powers of 10 with application to metric conversions. Date: 4/1/14
NYS COMMON CORE MATHEMATICS CURRICULUM 7•4. Lesson 4: Percent Increase and Decrease. Student Outcomes. Students solve percent problems when one quantity is a certain percent more or less than another. Students solve percent problems involving a percent increase or decrease. Lesson Notes.
Advanced Math questions and answers. NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Problem Set 5.1 1. Name Date Complete the sentences with the correct number of units, and then complete the equation a. 4 groups of tenths is 1.6. 1.6 + 4 b. 8 groups of hundredths is 0.32. 0.32 +8 7 groups of thousandths is 0.084. 0.084 +7 2.0+5= d. 5 groups ...
Assessments, Answer Keys, and Sample Questions. This section includes helpful information about assessments, including where to locate answer keys for module problem and homework sets as well as the location of sample questions for state assessments that are released to the public. When will the Grades 3-8 ELA and mathematics Common Core state ...
NYS COMMON CORE MATHEMATICS CURRICULUM •48Lesson 7 Lesson 7: Classification of Solutions 77 This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org This file derived from G8-M4-TE-1.3.-09.2015 This work is licensed under a
a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) 4 = 1/12 because (1/12) ﾃ・4 = 1/3. b.
Mathematicians and teachers suggest a simple process applicable to all grades: MP1. 1) Read. 2) Draw and Label. MP2. 3) Write a number sentence. (equation) 4) Write a word sentence. (statement) Grade 3- X Grade 5 - IV.
M1 ALGEBRA II NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Lesson 19: The Remainder Theorem Date: 7/22/14 205 © 2014 Common Core, Inc. Some rights reserved ...
NYS COMMON CORE MATHEMATICS CURRICULUM 3Lesson 15 Lesson 15: ... Say the number sentence and answer. S: 4 divided by 4 equals 1. Continue with possible sequence: 4 ÷ 2, 4 ÷ 1, 10 ÷ 10, 10 ÷ 5, 10 ÷ 2, 10 ÷ 1, 6 ÷ 6, 6 ÷ 3, 6 ÷ 1, 8 ÷ 8, ... NYS COMMON CORE MATHEMATICS CURRICULUM 3Lesson 15 Homework Lesson 15: Place any fraction on a ...
Lesson New York State Common Core End NYS COMMON CORE MATHEMATICS CURRICULUM -of Module Assessment Task 5• 1 Module 1: Place Value and Decimal Fractions Date: 10/17 ...
Mathematics Learning Standards. In September 2017, the Board of Regents approved the New York State Next Generation Learning Standards for Mathematics, which will become effective at the beginning of the 2022-2023 school year. The 2011 P-12 Learning Standards for English Language Arts & Literacy will remain effective until that time.
NYS COMMON CORE MATHEMATICS CURRICULUM -Module Assessment Task Mid Module 5: Addition and Subtraction Within 1,000 with Word Problems to 100 Date: 10/23/13 5.S.4
Go Math! Grade 5 ©2012 Common Core Edition correlated to the New York Common Core Mathematics Curriculum Grade 5 Modules Chapter/Lesson Title Standard Module Lesson 1.1 Investigate • Place Value and Patterns 5.NBT.1 Module 1: Topic A Module 2: Topic A Topic C Topic D Topic E
The New York State P-12 Common Core Learning Standards (CCLS) are internationally-benchmarked and evidence-based standards. These standards serve as a consistent set of expectations for what students should learn and be able to do, so that we can ensure that every student across New YorkState is on track for college and career readiness. The New York State Education Department
Lesson 1•4 NYS COMMON CORE MATHEMATICS CURRICULUM 11 •1 4 Lesson 11: Add and subtract tens from a multiple of 10. 140 This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015-Great Minds. eureka math.org This file derived from G1-M4-TE-1.3.-06.2015 This work is licensed under a
Do you need help with your Eureka Math homework? Watch this video to learn how to solve and create fraction word problems involving addition, subtraction, and multiplication. This video covers the ...