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2 | K-12 Next Generation Standards | Major Cluster Standards (65-75% Recommended Instructional Time) | ROCHESTER CITY SCHOOL DISTRICT 2021-22 SCHOOL CALENDAR | ||||||||||||||||||||||||
3 | Bank of Testable Items by Standard | Supporting Standards (15-25% Recommended Instructional Time) | |||||||||||||||||||||||||
4 | Zearn Foundational Guidance | Additional Standards (5-15% Recommended Instructional Time) | |||||||||||||||||||||||||
5 | Educator Guide to the 2020 Grade 3-8 NYS Math Tests | ||||||||||||||||||||||||||
6 | Performance Level Descriptors | ||||||||||||||||||||||||||
7 | Data Trend By Standard | ||||||||||||||||||||||||||
8 | RCSD Standards Continum (Vertical Alignment) | ||||||||||||||||||||||||||
9 | |||||||||||||||||||||||||||
10 | RCSD Grade 5 Full Year Overview | ||||||||||||||||||||||||||
11 | |||||||||||||||||||||||||||
12 | 10 Week Standard Based Planning Document- Quarter 1 | 11-20 Week Standard Based Planning Document- Quarter 2 | 21-30 Week Standard Based Planning Document- Quarter 3 | ||||||||||||||||||||||||
13 | Unit Title | Standards Code | Next Generation Math Standards (Crosswalk) | Instructional Days | Topic / Lesson KEY Lessons shaded grey have slides linked in weekly plans | Topic | Notes from the Writer and reviewer | ||||||||||||||||||||
14 | September 8 - October 8 | M | T | W | TH | F | |||||||||||||||||||||
15 | RCSD Grade 5 Module 1 Place Value and Decimal Fractions | NY-5.NBT. 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. | This module suggests 17 instructional days plus 3 "flex days". The purpose of “flex days” embedded within each module is to allow students a deeper dive with mathematics. | Week 1 9/8-9/10 | L/1 Prioritize building relationships with students and rituals/routines | Topic A: Multiplicative Patterns on the Place Value Chart NY-5.NBT.1, NY-5.NBT.2, NY-5.MD.1 | Notes on Pacing for Differentiation If pacing is a challenge, consider the following modifications and omissions. Consolidate Lessons 9 and 10 because these lessons devote a day each to adding and subtracting with decimals. If students are fluent with addition and subtraction with whole numbers and their understanding of decimal place value is strong (from Grade 4 Module 6 and Grade 5 Module 1 Topic B), practicing both addition and subtraction with decimals can be done in one lesson. Begin assessing students’ skill with addition and subtraction with whole numbers during the fluency activity of Lesson 5, and spend a series of days doing so. Lesson 8 is a extension of lesson 7 - Rounding numbers. Use as an optional lesson | |||||||||||||||||||
16 | NY-5.NBT.2 | Use whole-number exponents to denote powers of 10. Explain patterns in the number of zeros 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. | Week 2 9/13-9/17 | L/2 | L/3 | L/4 | L/5 | Flex Day to Dive Deep | Topic A: Multiplicative Patterns on the Place Value Chart NY-5.NBT.1, NY-5.NBT.2, NY-5.MD.1 Topic B: Decimal Fractions and Place Value Patterns NY-5.NBT.1, NY-5.NBT.2, NY-5.MD.1, NY-5.NBT.3 | ||||||||||||||||||
17 | NY-5.NBT.3 | Read, write, and compare decimals to thousandths. a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form. b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. | Week 3 9/20-9/24 | L/6 | L/7 | L/8 Extension/ Optional | L/9 | L/10 | Topic C: Place Value and Rounding Decimal Fractions NY-5.NBT.4 Topic D: Adding and Subtracting Decimals NY-5.NBT.2, NY-5.NBT.3, NY-5.NBT.7 | ||||||||||||||||||
18 | NY-5.NBT.4 | Use place value understanding to round decimals to any place. | Week 4 9/27-10/1 | L/11 | L/12 | L/13 | L/14 | Flex Day to Dive Deep | Topic E: Multiplying Decimals NY-5.NBT.2, NY-5.NBT.3, NY-5.NBT.7 Topic F: Dividing Decimals NY-5.NBT.3, NY-5.NBT.7 | ||||||||||||||||||
19 | NY-5.NBT.7 | Using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between operations: • add and subtract decimals to hundredths; • multiply and divide decimals to hundredths. Relate the strategy to a written method and explain the reasoning used. | Week 5 10/4-10/8 | L/15 | L/16 | Flex Day to Dive Deep | Flex Day to Dive Deep | End Mod | Topic F: Dividing Decimals NY-5.NBT.3, NY-5.NBT.7 | ||||||||||||||||||
20 | NY-5.MD.1 | Convert among different-sized standard measurement units within a given measurement system when the conversion factor is given. Use these conversions in solving multi-step, real world problems. | |||||||||||||||||||||||||
21 | October 8- November 26 | M | T | W | TH | F | |||||||||||||||||||||
22 | RCSD Grade 5 Module 2: Multi-Digit Whole Number and Decimal Fraction Operations | NY-5.OA.1 | Apply the order of operations to evaluate numerical expressions. e.g., • 6 + 8 ÷ 2 • (6 + 8) ÷ 2 | This module suggests 25 instructional days plus 2 "flex days". The purpose of “flex days” embedded within each module is to allow students a deeper dive with mathematics. | Week 6 10/11-10/15 | No School | L/1 | L/2 | L/3 | L/4 | Topic A: Mental Strategies for Multi-Digit Whole Number Multiplication NY-5.NBT.1, NY-5.NBT.2, NY-5.OA.1 Topic B: The Standard Algorithm for Multi-Digit Whole Number Multiplication NY-5.OA.1, NY-5-OA.2 NY-5.NBT.5 | If pacing is a challenge, consider the following modifications and omissions. Depending on students’ strengths, consider consolidating Lessons 5 and 6. In Lesson 5, omit Problem 1 of the Concept Development, and move directly into renaming with the algorithm after Problem 2. Use the Problem Set from Lesson 6 for independent student practice. Consider consolidating Lessons 7 and 8 as well. Ask students to estimate the product beginning with the Concept Development of Lesson 7, and then use the Problem Set from Lesson 8 for student practice. Similarly, Lessons 11 and 12 can also be consolidated. Use estimation from the outset, and have students practice with the Problem Set from Lesson 12. It is not recommended to omit any lessons from Topic D as it is a foundation for work later in the year. Students convert measurement units from small to large and from large to small using multiplication. This significantly expedites their understanding of and fluency with conversion and fraction multiplication as the year continues. In Lesson 14, students multiply whole numbers by unit fractions, which they learned to do in Grade 4 Module 5. If necessary, consider moving the fluency activity, “Multiply Unit Fractions,” from Lesson 14 to Topic C to provide a few extra days of practice prior to beginning Lesson 14. Consider omitting lesson 25 and embedding the main concept, of reasoning about decimat placement in quotients, in with lesson 24. Main concepts of lesson 26 and 27 are merged together in one lesson. | |||||||||||||||
23 | NY-5.OA.2 | Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. e.g., Express the calculation “add 8 and 7, then multiply by 2” as (8 + 7) × 2. Recognize that 3 × (18,932 + 921) is three times as large as 18,932 + 921, without having to calculate the indicated sum or product. | Week 7 10/18-10/22 | L/5&6 | Flex Day to Dive Deep | L/8 | L/9 | Flex Day to Dive Deep | Topic B: The Standard Algorithm for Multi-Digit Whole Number Multiplication NY-5.OA.1, NY-5-OA.2 NY-5.NBT.5 | ||||||||||||||||||
24 | NY-5.NBT. 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. | Week 8 10/25-10/29 | L/10 | L/11 & 12 | L/13 | L/14 | Optional L15 and Review for Mid Mod | Topic C: Decimal Multi-Digit Multiplication NY-5.NBT.7, NY-5.OA.1, NY-5.OA.2, NY-5.NBT.1 Topic D: Measurement Word Problems with Whole Number and Decimal Multiplication NY-5.NBT.5, NY-5.NBT.7, NY-5.MD.1, NY-5.NBT.1, NY-5.NBT.2 | ||||||||||||||||||
25 | NY-5.NBT.2 | Use whole-number exponents to denote powers of 10. Explain patterns in the number of zeros 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. | Week 9 11/1-11/5 | Flex Day to Dive Deep | Conference Day | L/16 | L/17 | L/18 | Topic E: Mental Strategies for Multi-Digit Whole Number Division NY-5.NBT.1, NY-5.NBT.2 NY-5.NBT.6 | ||||||||||||||||||
26 | NY-5.NBT.5 | Fluently multiply multi-digit whole numbers using a standard algorithm. | Week 10 11/8-11/12 | L/19 | L/20 | L/21 | No School | L/22 Extension Problems Included | Topic F: Partial Quotients and Mult-Digit Whole Number Division NY-5.NBT.6 | ||||||||||||||||||
27 | NY-5.NBT.6 | Find whole-number quotients 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. | Week 11 11/15-11/19 | L/23 | L/24 | Flex Day to Dive Deep | L/26 & 27 | L/28 | Topic G: Partial Quotients and Multi-Digit Decimal Division
NY-5.NBT.2, NY-5.NBT.7 Topic H: Measurement Word Problems with Multi-Digit Division NY-5.NBT.6, NY-5.NBT.7 | ||||||||||||||||||
28 | NY-5.NBT.7 | Using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between operations: • add and subtract decimals to hundredths; • multiply and divide decimals to hundredths. Relate the strategy to a written method and explain the reasoning used. | Week 12 11/22-11/26 | Optional to assess now or after break End Module Assessment | Flex Day to Dive Deep | No School | No School | No School | Topic H: Measurement Word Problems with Multi-Digit Division NY-5.NBT.6, NY-5.NBT.7 | ||||||||||||||||||
29 | NY-5.MD.1 | Convert among different-sized standard measurement units within a given measurement system when the conversion factor is given. Use these conversions in solving multi-step, real world problems. | |||||||||||||||||||||||||
30 | November 29- December 24 | M | T | W | TH | F | |||||||||||||||||||||
31 | Grade 5 Module 3: Addition and Subtraction of Fractions | NY-5.NF.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. e.g., • 1/3 + 2/9 = 3/9 + 2/9 = 5/9 • 2/3 + 5/4 = 8/12 + 15/12 = 23/12 | This module suggests 13 instructional days plus 4 "flex days". The purpose of “flex days” embedded within each module is to allow students a deeper dive with mathematics. | Week 13 11/29-12/3 | Optional if didnt assess before break End Module Assessment | L/1 | L/2 Extension Reviews 4th Standard | L/3 | Flex Day to Dive Deep | Topic A: Equivalent Fractions
NY-4.NF.1, NY-4.NF 3 Topic B: Making Like Units Pictorially NY-5.NF.1, NY-5.NF.2 | If pacing is a challenge, consider the following modifications and omissions. Omit Lesson 2 as it addresses a Grade 4 standard. In Lesson 3, omit the paper folding exercise, and consider it a remediation tool. Omit the Sprint in Lesson 12, and replace it with simple reasoning about fractions on the number line, such as “Is 3 4 greater than or less than 1 2 ? 3 5 ? 3 7 ?” In Lesson 15, choose two or three problems, and omit the others. Use the omitted problems as Application Problems in future lessons. Consider omitting Lesson 16 and using it in a center for early finishers, or have advanced students work the problems and present their solutions in a video or interactive demonstration. Consider asking the following questions to students, “Have you ever thought about what the whole would look like if this paper were one-half? What if it were one-third? What if this is three-fourths of the whole? What would the whole look like then?” Note: In the first year of implementation, beginning in Lesson 5, be sure to include the fluency activities requiring students to subtract fractions less than one from a whole number (e.g., 4 – 5 8 ) in order to prepare students to subtract larger mixed numbers in Topics B and C. Model these fluency activities on the number line and with a tape diagram. | |||||||||||||||
32 | NY-5.NF.2 | Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators. e.g., using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. e.g., Recognize an incorrect result 2/5 + 1/2 = 3/7 by observing that 3/7 < 1/2. | Week 14 12/6-12/10 | L/4 | L/5 | Flex Day to Dive Deep | L/6 | L/7 | Topic B: Making Like Units Pictorally NY-5.NF.1, NY-5.NF.2 | ||||||||||||||||||
33 | Week 15 12/13-12/17 | L/8 | L/9 | L/10 | L/11 | Flex Day to Dive Deep | Topic C: Making Like Units Numerically NY-5.NF.1, NY-5.NF.2 | ||||||||||||||||||||
34 | Week 16 12/20-12/24 | L/12 | L/14 & 15 | Flex Day to Dive Deep | End Module Assessment | No School | Topic D: Futher Applications
NY-5.NF.1, NY-5.NF.2 | ||||||||||||||||||||
35 | Holiday Break Week 12/27-12/31 | ||||||||||||||||||||||||||
36 | January 3- February 18 | M | T | W | TH | F | |||||||||||||||||||||
37 | Grade 5 Module 4: Multiplication and Division of Fractions and Decimal Fractions | NY-5.NBT.7 | Using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between operations: • add and subtract decimals to hundredths; • multiply and divide decimals to hundredths. Relate the strategy to a written method and explain the reasoning used. | This module suggests 27 instructional days plus 5 "flex days". The purpose of “flex days” embedded within each module is to allow students a deeper dive with mathematics. | Week 17 1/3-1/7 | L/1 | L/2 | L/3 | L/5 | Flex Day to Dive Deep | Topic A: Line Plots of Fraction Measurements
NY-5.MD.2 Topic B: Fractions as Division NY-5.NF.3 | If pacing is a challenge, consider the following modifications and omissions. Omit Lesson 4, and use tape diagrams to model fractions as division in Lesson 5. Lessons 11 and 12 are both word problem lessons involving addition, subtraction, and multiplication with fractions. Omit Lesson 11, but include Problems 1 and 4 as part of Lesson 12. In Lesson 12, use Problems 4 and 5 as an extension or challenge for early finishers, and omit Problems 5 and 6 from the Homework. If students have demonstrated success during Lesson 13, consider omitting Problems 1 and 2 of the Concept Development in Lesson 14. Similarly, in Lesson 15, omit Problems 2 and 3(c) from the Concept Development. Omit Lesson 21, and instead, provide regular practice Lesson with the “Write Fractions as Decimals” fluency activity, found in Lessons 23, 24, and 25. Lastly, omit Lesson 28. Note: Looking ahead, Topic D of Module 5 includes drawing in 5 of the 6 geometry lessons. These drawings with the protractor are not included in the Grade 5 CCSS but are critical to the coherence of the geometry standards of Grade 4 and those of middle school. These drawings could be completed during Module 4 but at a different time of the day, such as art class or for morning work. It is best that drawing with the protractor be taught by the math teacher. This modification allows for the later consolidation of Lessons 16, 17, 18, and 19 in Module 5 Lesson 32 and 33 conecpts are embedded in the review lessons created for those days. | |||||||||||||||
38 | Week 18 1/10-1/14 | L/6 | L/7 | L/8 | L/9 | Flex Day to Dive Deep | Topic C: Multiplication of a Whole Number by a Fraction NY-5.NF.4a, NY-5.MD.1 | ||||||||||||||||||||
39 | NY-5.NF.3 | Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers | Week 19 1/17-1/21 | No School | L/10 | L/11 & 12 | Flex Day to Dive Deep | Mid Mod Assessment | Topic D: Fraction Expressions and Word Problems NY-5.OA.1, NY-5.OA.2, NY-5.NF.4a, NY-5.NF.6 | ||||||||||||||||||
40 | NY-5.NF.4 | Apply and extend previous understandings of multiplication to multiply a fraction by a whole number or a fraction. a Interpret the product 𝑎/𝑏 × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. e.g., Use a visual fraction model to show 2/3 × 4 = 8/3, and create a story context for this equation. Do the same with 2/3 × 4/5 = 8/15. b Find the area of a rectangle with fractional side lengths by tiling it with rectangles 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. | Week 20 1/24-1/28 | L/13 | L/15 | L/17 & 18 | L/19 & 20 | Flex Day to Dive Deep | Topic E: Multiplication of a Fraction by a Fraction NY-5.NBT.7, NY-5.NF.4a, NY-5.NF.6, NY-5.MD.1, NY-5.NF.4b | ||||||||||||||||||
41 | NY-5.NF.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.𝟐 . 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. Relate the principle of fraction equivalence 𝒂/𝒃 = 𝒂/𝒃 × 𝒏/𝒏 to the effect of multiplying 𝑎/𝑏 by 1. | Week 21 1/31-2/4 | L/21 | L/22 &23 | L/24 | L/25&26 | Flex Day to Dive Deep | Topic F: Multiplication with Fractions and Decimals as Scaling and Word Problems NY-5.NF.5, NY-5.NF.6 Topic G: Division of Fractions and Decimal Fractions NY-5.NBT.7, NY-5.NF.7, NY-5.OA.1 | ||||||||||||||||||
42 | Week 22 2/7-2/11 | L/27-28 | Flex Day to Dive Deep | L/29-20 | Flex Day to Dive Deep | L/31 | Topic G: Division of Fractions and Decimal Fractions NY-5.NBT.7, NY-5.NF.7, NY-5.OA.1 | ||||||||||||||||||||
43 | Week 23 2/14-2/18 | 5.NF.6 Review | L33 & Review | Flex Day to Dive Deep | End Module Assessment | Flex Day to Dive Deep | Topic H: Interpretation of Numerical Expressions NY-5.OA.1, NY-5.OA.2 | ||||||||||||||||||||
44 | NY-5.NF.6 | Solve real world problems involving multiplication of fractions and mixed numbers. e.g., using visual fraction models or equations to represent the problem. | Break Week 2/21-2/25 | ||||||||||||||||||||||||
45 | NY-5.NF.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.. b Interpret division of a whole number by a unit fraction, and compute such quotients. c Solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions. | |||||||||||||||||||||||||
46 | |||||||||||||||||||||||||||
47 | NY-5.MD.1 | Convert among different-sized standard measurement units within a given measurement system when the conversion factor is given. Use these conversions in solving multi-step, real world problems. | |||||||||||||||||||||||||
48 | NY-5.MD.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. e.g., Given different measurements of liquid in identical beakers, make a line plot to display the data and find the total amount of liquid in all of the beakers. | |||||||||||||||||||||||||
49 | NY-5.OA.1 | Apply the order of operations to evaluate numerical expressions. | |||||||||||||||||||||||||
50 | NY-5.OA.2 | Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. | |||||||||||||||||||||||||
51 | February 28 - April 29 | M | T | W | TH | F | |||||||||||||||||||||
52 | Grade 5 Module 5: Addition and Multiplication with Volume and Area | NY-5.NF.4 | Apply and extend previous understandings of multiplication to multiply a fraction by a whole number or a fraction. a Interpret the product 𝑎/𝑏 × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. e.g., Use a visual fraction model to show 2/3 × 4 = 8/3, and create a story context for this equation. Do the same with 2/3 × 4/5 = 8/15. b Find the area of a rectangle with fractional side lengths by tiling it with rectangles 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. | This module suggests 15 instructional days plus 9 "flex days". The purpose of “flex days” embedded within each module is to allow students a deeper dive with mathematics. | Week 24 2/28-3/4 | L/1 | L/2 | L/3-4 May take 2 days - Continue | Flex Day to Dive Deep | Flex Day to Dive Deep | Topic A: Concepts of Volume
NY-5.MD.3, NY-5.MD.4 Topic B: Volume and Operations of Multiplication and Division NY-5.MD.3, NY-5.MD.5 | If pacing is a challenge, consider the following modifications and omissions. Omit Lessons 8 and 9, in which students create sculptures out of multiple rectangular prisms. Instead, consider asking the art teacher to complete a similar project with students. Lessons 14 and 15 can be consolidated since they share the same objective. Use Problems 1 and 2 from Lesson 14 and Problems 1 and 2 from Lesson 15. Problem 3 from Lesson 15 can be an extension for early finishers. Omit Lesson 21, and instead, use it in a center or periodically as morning work. Note: If the drawing for Module 5, Topic D was done during Module 4, as suggested above, consolidate Lessons 16, 17, 18, and 19. | |||||||||||||||
53 | NY-5.NF.6 | Solve real world problems involving multiplication of fractions and mixed numbers. e.g., using visual fraction models or equations to represent the problem. | Week 25 3/7-3/11 | Optional Contine 3/4 | L/5 | L/6 | Flex Day to Dive Deep | Flex Day to Dive Deep | Topic B: Volume and Operations of Multiplication and Division NY-5.MD.3, NY-5.MD.5 | ||||||||||||||||||
54 | NY-5.MD.3 | Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a Recognize 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 Recognize 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. | Week 26 3/14-3/18 | L/7 | Optional Extension L/8 | Optional Extension L/9 | Flex Day to Dive Deep | Flex Day to Dive Deep | Topic C: Area of Rectangular Figures with Fractional Sides NY-5.NF.4b, NY-5.NF.6 | ||||||||||||||||||
55 | Week 27 3/21-3/25 | L/10 | L/11 | L/12 | Flex Day to Dive Deep | Flex Day to Dive Deep | Topic C: Area of Rectangular Figures with Fractional Sides NY-5.NF.4b, NY-5.NF.6 Topic D: Drawing, Analysis, and Classification of Two-Dimensional Shapes 5.G.3, 5.G.4 | ||||||||||||||||||||
56 | NY-5.MD.4 | Measure volumes by counting unit cubes, using cubic cm, cubic in., cubic ft., and improvised units. | Week 28 3/28-4/1 | L/13 | L/14 | L/15 | Flex Day to Dive Deep | End Mod Assessment | Topic C: Area of Rectangular Figures with Fractional Sides NY-5.NF.4b, NY-5.NF.6 | ||||||||||||||||||
57 | NY-5.MD.5 | Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. 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. b. Apply the formulas V = l × w × h and V = B × h 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. | Week 29 4/4-4/8 | Use April Content Matrix for Grade 5 | All 5th Grade Standards (Except Post Test Standards) | ||||||||||||||||||||||
58 | |||||||||||||||||||||||||||
59 | Week 30 4/11-4/15 | Flex Day to Dive Deep | Conference Day | NYS Test Preperation | No School | ||||||||||||||||||||||
60 | NY-5.G.3 | Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. e.g., All rectangles have four right angles and squares are rectangles, so all squares have four right angles. | |||||||||||||||||||||||||
61 | NY-5.G.4 | Classify two-dimensional figures in a hierarchy based on properties. | Break Week 4/18- 4/22 | ||||||||||||||||||||||||
62 | Week 31 4/25-4/29 | State Test Week | |||||||||||||||||||||||||
63 | May 2- June 23 | ||||||||||||||||||||||||||
64 | Grade 5 Module 6: Problem Solving with the Coordinate Plane | NY-5.OA.2 | Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
e.g., Express the calculation “add 8 and 7, then multiply by 2” as (8 + 7) × 2. Recognize that 3 × (18,932 + 921) is three times as large as 18,932 + 921, without having to calculate the indicated sum or product. | This module suggests 28 instructional days plus 5 "flex days". The purpose of “flex days” embedded within each module is to allow students a deeper dive with mathematics. | Week 32 5/2-5/6 | L/1 | L/2 | L/3 | Flex Day to Dive Deep | Flex Day to Dive Deep | Topic A: Coordinate Systems NY-5.G.1 | ||||||||||||||||
65 | NY-5.OA.3 | Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. e.g., 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, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so | Week 33 5/9-5/13 | L/7 | L/8 | Flex Day to Dive Deep | Conference Day | Flex Day to Dive Deep | Topic B: Patterns in the Coordinate Plane and Graphing Number Patterns from Rules NY-5.OA.2, NY-5.OA.3, NY-5.G.1 | ||||||||||||||||||
66 | NY-5.G.1 | Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond. e.g., x-axis and x-coordinate, y-axis and y-coordinate. | Week 34 5/16-5/20 | L/10 | L/11 | L/12 | Flex Day to Dive Deep | Mid Mod Assessment | Topic B: Patterns in the Coordinate Plane and Graphing Number Patterns from Rules NY-5.OA.2, NY-5.OA.3, NY-5.G.1 | ||||||||||||||||||
67 | NY-5.G.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. | Week 35 5/23-5/27 | L/13 & 14 | L/15 | Optional L/16 | Flex Day to Dive Deep | Flex Day to Dive Deep | Topic C: Drawing Figures in the Coordinate Plane NY-5.G.1, NY-5.G.2 Topic D: Problem Solving in the Coordinate Plane NY-5.OA.3, NY-5.G.2 | ||||||||||||||||||
68 | Week 36 5/30-6/3 | No School | L/19 | L/20 | Flex Day to Dive Deep | Flex Day to Dive Deep | Topic D: Problem Solving in the Coordinate Plane NY-5.OA.3, NY-5.G.2 | ||||||||||||||||||||
69 | Week 37 6/6-6/10 | L/21 | L/22 | L/23 | Flex Day to Dive Deep | Flex Day to Dive Deep | Topic E: Multi-Step Word Problems NY-5.NF.2, NY-5.NF.3, NY-5.NF.6, NY-5.NF.7c, NY-5.MD.1, NY-5.MD.5, NY-5.G.2 | ||||||||||||||||||||
70 | Week 38 6/13-6/17 | Spiral in Focus Standards | Flex Day to Dive Deep | End Mod Assessment | Topic F: The Years in Review: A Reflection on A Story of Units | ||||||||||||||||||||||
71 | Week 39 6/20-6/23 | No School | Flex Day to Dive Deep | Flex Day to Dive Deep | Last Day | No School for Students | |||||||||||||||||||||