Grade 5 Mathematics

Curriculum
This curricula and accompanying instructional materials have been developed to align with the
NJSLS and in accordance with the NJ Department of Education’s guidelines to include: Curriculum
designed to meet grade level expectations, integrated accommodations and modifications for students
with IEPs, 504s, ELLs, and gifted and talented students, assessments including benchmarks, formative,
summative, and alternative assessments, a list of core instructional and supplemental materials, pacing
guide, interdisciplinary connections, integration of 21st century skills, integration of technology, and
integration of 21st Century Life and Career standards.

About the Standards

In 1996, the New Jersey State Board of Education adopted the state's first set of academic
standards called the Core Curriculum Content Standards. The standards described what students
should know and be able to do upon completion of a thirteen-year public school education. Over
the last twenty years, New Jersey's academic standards have laid the foundation for local district
curricula that is used by teachers in their daily lesson plans.

Revised every five years, the standards provide local school districts with clear and specific
benchmarks for student achievement in nine content areas. Developed and reviewed by panels of
teachers, administrators, parents, students, and representatives from higher education, business,
and the community, the standards are influenced by national standards, research-based practice,
and student needs. The standards define a "Thorough and Efficient Education" as guaranteed in
1875 by the New Jersey Constitution. Currently the standards are designed to prepare our
students for college and careers by emphasizing high-level skills needed for tomorrow's world.
 The New Jersey Student Learning Standards include Preschool Teaching and Learning
Standards, as well as nine K-12 standards for the following content areas: 21st Century Life
and Careers, Comprehensive Health and Physical Education, English Language Arts,
Mathematics, Science, Social Studies, Technology, Visual and Performing Arts, World
Languages

The most recent review and revision of the standards occurred in 2014. However, the standards
in language arts and math underwent an additional review in 2015 with adoption by the New
Jersey State Board of Education in May 2016.
Cape May City Elementary School District Grade 5 Mathematics Curriculum

Content Area: Mathematics

Course Title: Grade 5 Mathematics Grade level: 5

Unit 1: Quarter I Dates for Unit: September to November

Unit 2: Quarter II Dates for Unit: November to February

Unit 3: Quarter III Dates for Units: February to April

Unit 4: Quarter IV Dates for Units: April to June

Date Created: 09/17/19 Board Approved On: 10/10/19

Cape May City Elementary School District Grade 5 Mathematics Curriculum

Unit I Overview

Content Area: Mathematics

Unit Title: Quarter I

Target Course/Grade Level: 5

Unit Summary:
Students will be able to:
● Write and interpret numerical expressions/ Understand the place value system
● Perform operations with multi-digit whole numbers and with decimals to hundredths

Interdisciplinary Connections:
● Science, Technology, Social Studies, Health, Social Emotional Learning, English Language/ Arts

21st Century Themes, Skills, and Standards:

● [Link]
● 21st Century Life and Career Standard 9.1, including critical thinking, problem solving, creativity,
innovation, collaboration, teamwork and leadership, cross-cultural understanding and
interpersonal communication and science.
● Incorporation of relevant technologies as tools as part of instruction (i.e. Chromebooks, Touch
screen devices, manipulatives, certified assistive technologies for students with special needs, etc.)
● Developing effective communication
● Developing Independent Learning Strategies
● Incorporating Science, Technology, Engineering, and English themes into daily lessons

Learning Targets:

[Link].A.1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
[Link].A.2. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
[Link].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.
[Link].A.2. 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. Use whole-number exponents to denote
powers of 10.
[Link].B.5. Fluently multiply multi-digit whole numbers using the standard algorithm. *(benchmarked)
[Link].B.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.
[Link].A.3. Read, write, and compare decimals to thousandths.
[Link].A.3a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 ×
100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
[Link].A.3b. Compare two decimals to thousandths based on meanings of the digits in each place, using >,
=, and < symbols to record the results of comparisons.

CPI # Cumulative Progress Indicators (CPI) for Unit

Performance Task 1 You are a well-known Chef who concentrates on healthy cooking. Your task is
to create a meal plan for a dinner party at the White House. You will select one
item from each food group and use equations to calculate the fat and calorie
totals for your meal. Then compare your meal with another Chef (in your
classroom. Which meal has the most or least amount of calories? Consider
adjusting your meal. Reflect on your own eating habits.
Use this chart and the workspace below to show your menu choices and total
fat and calorie count. Show your work using equations and/or algebraic
expressions where needed.

FOOD ITEM PER SERVING TOTAL FAT GRAMS PER SERVING

CALORIES PER SERVING
MEAT GROUP
Turkey 2 oz. (1 slice) 2 51
Ham 2 oz. (1 slice) 5 159
Hamburger 3 oz. 20 286

DAIRY GROUP
Milk (1 cup whole) 8 150
American Cheese 1 oz. 9 110
Yogurt (1 cup) 4 144

VEGETABLE GROUP
Peas 8 oz 1 268
Olives 8 oz. 5 50
Avocado 8 oz 3 368

FRUIT GROUP
Banana (large) 1 130
Strawberries 6 oz. 0 0
Mangos 6 oz. 1 145

BREAD & PASTA GROUP

Wheat Bread (1 slice) 1 70
Macaroni (1 cup) 0 159

RUBRIC
 3 - POINT ANSWER
The student understands multiplication of whole numbers. All computations
are correct. Table is complete and correct.

2 - POINT ANSWER
The student understands multiplication of whole numbers. Most computations
are correct. The table is complete and almost entirely correct

1 - POINT ANSWER
The student may understand the concept of multiplication, but may make
computations errors or mistakes in which foods are picked or which numbers
are used in multiplying.

0 - POINTS No Response

Unit Enduring Questions: Unit Enduring Understandings:

Questions that will foster inquiry, understanding and Students will understand that…
transfer of learning. ● Using symbols will help evaluate expressions
● Placement of the decimal point creates value of a
● How are whole numbers and decimals written,
ordered and compared? number
● Computation is based on place value and properties
● How can I find the value of an algebraic ● Standard Algorithms or Area Models can solve for
expression? multiplication and
● What procedure or strategy can be
used for multiplying and dividing?

Knowledge: Skills:
Students will know how to/that…. Students will be able to show or display...
● The meaning parenthesis, brackets, braces, and ● Demonstrate understanding of PEMDAS
PEMDAS ● Write numerical expressions when given a verbal
● Solve numerical expressions description or word problem
● Compare quantitative relationships exist between ● Write powers of 10 using whole number exponents
● Understanding place value of whole numbers and
the digits in place value positions of a multi-digit
decimals
number ● Multiply/divide using powers of 10
● Explain how a decimal point changes number ● Compare decimals using symbols to record comparisons
value ● Recognize and explain patterns
● Use digits in one place to represent 1/10 of what ● Fluently multiply multi-digit whole numbers
it would represent in the place to its left and ten ● Divide multi-digit whole numbers explain/represent
times what it would represent in the place to its calculations with equations, rectangular arrays, and
right. area models
● Solving for multiplication and division of whole
● numbers can be accomplished using standard and
 non-standard algorithms and procedures
● Using base ten patterns are important
● elements when multiplying and dividing

Pacing Guide:

PreTesting 1 – 2 Days
Place Value with Whole Numbers and Decimals/Comparing Decimals/Powers of Ten 3 Weeks
Evaluating and Representing Numerical Expressions 2 Weeks
Multi-Digit Multiplication & Division 3 Weeks
Incorporate Fluency Standards & Multiplying Whole Numbers Entire Unit
Benchmark Testing & Reteaching 2 Weeks

Week 1: MAPs / Pre-Assessment

Week 2: GoMath Chapter 1

Week 3: GoMath Chapter 1

Week 4: GoMath Chapter 1

Week 5: GoMath Chapter 1 & 2

Week 6: GoMath Chapter 2

Week 7: GoMath Chapter 2

Week 8: GoMath Chapter 2 and Benchmark

Cape May City Elementary School District Grade 5 Mathematics Curriculum

Unit II Overview

Content Area: Mathematics

Unit Title: Quarter II

Target Course/Grade Level: 5

Students will be able to:

 ● Understand concepts of volume
● Perform operations with multi-digit whole numbers and with decimals to hundredths
● Use equivalent fractions as a strategy to add and subtract fractions

Interdisciplinary Connections:
● Science, Technology, Social Studies, Health, Social Emotional Learning, English Language/ Arts

21st Century Themes, Skills, and Standards:

● [Link]
● 21st Century Life and Career Standard 9.1, including critical thinking, problem solving, creativity,
innovation, collaboration, teamwork and leadership, cross-cultural understanding and
interpersonal communication and science.
● Incorporation of relevant technologies as tools as part of instruction (i.e. Chromebooks, Touch
screen devices, manipulatives, certified assistive technologies for students with special needs, etc.)
● Developing effective communication
● Developing Independent Learning Strategies
● Incorporating Science, Technology, Engineering, and English themes into daily lessons

Learning Targets
[Link].C.3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
[Link].C.5a. 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.
[Link].C.5b. 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.
[Link].C.4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and non-standard units.
[Link].C.5. Relate volume to the operations of multiplication and addition
and solve real world and mathematical problems involving volume.
[Link].C.5a. 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 threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.
[Link].C.5b. 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.
[Link].C.5c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms
by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems
[Link].B.5. Fluently multiply multi-digit whole numbers using the
standard algorithm. *(benchmarked)
[Link].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 = 23/1 (in general, a/b + c/d = (ad + bc)/bd).
[Link].A.2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike
denominators, e.g., by 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.
[Link].B.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, e.g., by using visual fraction models or equations to represent the problem.
[Link].B.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
[Link].B.4a 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.
[Link].B.4b. Find the area of a rectangle with fractional side lengths

CPI # Cumulative Progress Indicators (CPI) for Unit

2&3 Volume Performance Task 1

You are the teacher’s helper. Your teacher wants to take three boxes of books
home from school. She needs to know if they will all fit in her truck, which
has 60 cubic feet of space. Will she need to make two trips to get all the
boxes home? Here is some information you will need:

• Two of the boxes are the same size. (2 ft. long, 3ft. wide, and 2 ft. high)
• One box is larger than the others. (3 ft. long, 3 ft. wide, and 3 ft. high).
• Can your teacher take all three boxes in one load? Show how you know
with pictures, words, and numbers.
• Can your teacher fit anything else in her trunk? If so, what are the
possible dimensions of the item?

Rubric
3 - point answer
The student correctly calculates the volume of each box. The student also
finds the total volume of the three boxes and determines that the teacher can
fit them in the trunk. The student is able to determine the dimensions of
another item that can fit.

2 - point answer
The student correctly calculates the volume of the boxes and determines that
they fit in the truck, but is unable to calculate the dimensions of another item
that can fit.

1 - point answer
The student calculates the volume of two or three boxes, but is unable to
provide an explanation of how the items will fit in the trunk and/or calculate
the dimensions of another item.
0- Point answer
Students attempts to calculate the volume, but with major errors even with
 support.

Performance Task 2

You and your fifth grade class are making cookies to demonstrate your
understanding of fractions and how it relates to everyday recipes. Students
will make sugar cookies. Your task is to adjust the recipes to make larger
quantities. Here is the recipe for 36 Cookies. You want to make 72 cookies,
so you need to double the recipe. Here is the recipe. How much will you need
of each ingredient? Show your work and explain your answer.

Sugar Cookie Recipe (makes 36 cookies)

2 Cups of Flour 1 ½ Cups of Sugar
¼ Tsp. of Baking Powder
½ Tsp. Baking Soda
¾ Cup of Milk 1 1/3 Tsp. of Salt
Mix and roll into balls. Place on ungreased cookie sheet. Bake at 375 degrees
for 12 minutes. Let cool and enjoy!

RUBRIC
3 Points - Student accurately computes the amount of each ingredient needed
when adjusting the amount of requested cookies. Student chooses appropriate
strategy and work is complete and correct.

2 Points - Student computes the amount of each ingredient needed with minor
errors. Chosen strategy was appropriate to situation.

1 Point- Student needs assistance to choose appropriate strategy needed

and/or has major computational errors.

0- Points- Student is unable to connect understanding to compute fractional

values even with assistance

Unit Enduring Questions: Unit Enduring Understandings:

Questions that will foster inquiry, understanding and
Students will understand that…
transfer of learning.
● What is the meaning of volume and how ● Volume is the amount of space in an object and can be
can it be found? found in a variety of ways
● When and where will you need to know ● When multiplying a whole number by a fraction, the
whole number can be written as a fraction (#/1)
 how to find the volume of an object? ● When multiplying factions, reduce to simplest form
● How can you represent a word problem ● Multiplication is an inverse of division
numerically? What steps are necessary to ● The interpretation of the multiplication of fractions can
add and subtract fractions? be better understood through visual representation
● How do you multiply a fraction by a
whole number? What does that mean?

Knowledge: Skills:
Students will know how to/that… Students will be able to show or display...
● How to use the volume formula(s) V = L x W x ● Determine the volume of a figure by counting the
h and V = B x h number of cubes needed to fill it with no gaps or
overlays
● How to count cubic units ● Calculate the base area of a figure
● How to choose the appropriate cubic unit ● Relate the base to the length and width
● How to find the volume of an irregular figure ● Decompose irregular figures into regular, solid
figures
● Word problems can be represented by numerical ● Demonstrate volume is additive by combining the
expressions volume of smaller figures to find the volume of a
● Add and subtract proper fractions, improper composite figure
fractions, and mixed numbers ● Write numerical expressions from a given word
problem.
● Find Common Denominators to solve fraction
● Solve fractional problems using
equations addition/subtraction/multiplication
● How to multiply a whole number by a fraction ● Determine when is the appropriate time to add,
● How to multiply a fraction by a fraction subtract or multiply using fractions
● Apply their number sense and estimation strategies
● How to represent fractional values in a variety of when solving problems involving fractions
ways (model, pictures) ● Find the area of a rectangle containing fractional
● Reduce Fractions into lowest terms units
● How a product is related to its factors
● Area Formula (L X W)
● Find Area of a figure with whole and mixed
numbers

Pacing Guide:

Solve problems relating to volume utilizing different 3 Weeks

strategies
Solve problems involving Addition and Subtraction Fractions 2 1/2 Weeks
Multiplying Fractions and Fractional Side Lengths to solve 2 ½ Weeks
measurement problems
Incorporate Fluency Standards & Multiplying Whole Entire Unit
Numbers
Benchmark Testing and Reteaching 2 Weeks

Week 9: GoMath Chapter 11

Week 10: GoMath Chapter 11

Week 11: GoMath Chapter 11 & 6

Week 12: GoMath Chapter 6

Week 13: GoMath Chapter 6 & 7

Week 14: GoMath Chapter 7

Week 15: GoMath Chapter 8

Week 16: Performance Benchmark and review.

Cape May City Elementary School District Grade 5 Mathematics Curriculum

Unit III Overview

Content Area: Mathematics

Unit Title: Quarter III

Target Course/Grade Level: 5

Unit Summary:
Students will be able to:
● Apply and extend previous understandings of multiplication and division of fractions
● Perform operations with multi-digit whole numbers and with decimals to hundredths
● Convert like measurement units within a given measurement system

Interdisciplinary Connections:
● Science, Technology, Social Studies, Health, Social Emotional Learning, Mathematics

21st Century Themes, Skills, and Standards:

● [Link]
● 21st Century Life and Career Standard 9.1, including critical thinking, problem solving, creativity,
innovation, collaboration, teamwork and leadership, cross-cultural understanding and
interpersonal communication and science.
● Incorporation of relevant technologies as tools as part of instruction (i.e. Chromebooks, Touch
screen devices, manipulatives, certified assistive technologies for students with special needs, etc.)
● Developing effective communication
 ● Developing Independent Learning Strategies
● Incorporating Science, Technology, Engineering, and Mathematical themes into daily lessons

Learning Targets
[Link].B.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
[Link].B.4b. 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.
[Link].B.5. Interpret multiplication as scaling (resizing), by:
[Link].B.5a. Comparing 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.
[Link].B.5b. Explaining 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); explaining why multiplying a given number by a fraction less than 1 results in a
product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
[Link].B.6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to
represent the problem.
[Link].B.7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
*(benchmarked)
[Link].B.7a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients.
[Link].B.7b. Interpret division of a whole number by a unit fraction, and compute such quotients.
[Link].B.7c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit
fractions, e.g., by using visual fraction models and equations to represent the problem.
[Link].A.2. 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. Use whole-number exponents to denote powers of 10.
[Link].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 addition and subtraction; relate the strategy to a written method and explain the
reasoning used. *(benchmarked)
[Link].A.1. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use
these conversions in solving multi-step, real world problems

CPI # Cumulative Progress Indicators (CPI) for Unit

4 You are framing a set of pictures for your parents for a gift. One picture is 8 ½ inches by 10
inches. The other picture is 3 ½ inches by 5 inches. You are creating a colored border around
each picture to frame it. How much colored border will you need for each picture?
• Draw and or show your work to figure out how much border you will need for each
picture and the total amount of border needed for both pictures. You can solve it several
ways- drawing a picture and solving, converting measurements to decimals to solve using
fractions.

• Border costs $1.20 a foot. Convert the amount of border you need from inches to feet
to see how much the border will cost RUBRIC

3 Point Response
• Student correctly and accurately calculates the length of colored border is needed for
each picture and shows all work for adding fractions and or decimals (if converted) and/or
draws a picture of each frame to solve.
• 1st Picture 8 ½ + 8 ½ + 10 + 10 = 37 inches of colored border
• 2nd Picture 3 ½ + 3 ½ + 5 + 5 = 17 Inches or colored border
• Total Amount of Border = 54 Inches
• Converts to 4 ½ Feet or 4.5 Feet
• Multiplies 4.5 X $1.20 per foot = $5.40 is the total cost for border for both pictures

2 Point Response
• Student correctly and accurately calculates the length of colored border is needed for
each picture and shows all work for adding fractions and or draws a picture of each frame to
solve.
• 1st Picture 8 ½ + 8 ½ + 10 + 10 = 37 inches of colored border
• 2nd Picture 3 ½ + 3 ½ + 5 + 5 = 17 Inches or colored border
• Total Amount of Border = 54 Inches
• Converts to 4 ½ Feet or 4.5 Feet

1 Point Response
• Student correctly and accurately calculates the length of colored border is needed for
each picture and shows all work for adding fractions and or draws a picture of each frame to
solve.
• 1st Picture 8 ½ + 8 ½ + 10 + 10 = 37 inches of colored border
• 2nd Picture 3 ½ + 3 ½ + 5 + 5 = 17 Inches or colored border

***Student incorrectly calculates the total amount of border and does not correctly calculate
the total cost of the border for both pictures.

0 Point Response –No Response

Unit Enduring Questions: Unit Enduring Understandings:
Questions that will foster inquiry, understanding and Students will understand that…
transfer of learning. ● The interpretation of the multiplication of fractions can
● How do you divide a whole number be better understood through visual representation
by a fraction? What does that ● To interpret fractional problems, they must create a
mean? coherent representation
● How can you represent multiplying ● Apply Area Formula to find total area of shapes with
and dividing fractions and mixed ● fractional side lengths
numbers using a number line, ● Decimal place value effects the strategies used in
fractional part, or model? computing addition, subtraction, multiplication, and
● What strategies are used in division problems using decimals
interpreting fraction problems into ● Converting units in the metric system is based on the
story context? powers of ten
● How can I apply properties of ● Converting units in the customary system uses
operations, and/or the relationship ● multiplication and division
between addition and subtraction; ● When dividing a whole number by a fraction, find the
explain the reasoning used, when reciprocal of the fraction and multiply
working with computation of by the whole number
decimals?

Knowledge: Skills:
Students will know how to/that… Students will be able to show or display...
● Multiply and divide fractions by whole numbers ● Determine when is the appropriate time to add,
and fractions by fractions, drawing visual models subtract, multiply or divide using fractions
to represent products, showing (a/b) x (c/d) = ● Apply their number sense and estimation strategies
ab(1/bd), and creating story contexts. when solving real world problems involving
● Explain how a product is related to the magnitude fractions
of the factors ● Solve multi-step, real world problems that require
conversions
● Divide a unit fraction by a non-zero whole ● Multiplication as resizing (scaling)
number and interpret by creating a story context ● Find the area of a rectangle containing fractional
or visual fraction model units
● Explain patterns in the placement of the decimal ● Represent powers of 10 using whole-number
point when multiplying or dividing a decimal by exponents.
powers of 10. ● Add/Subtract/Multiply/Divide decimals to
● Solve problems involving fractions and decimals hundredths using concrete models and drawings
● Convert Measurement Equivalents to solve
problems
● Add/Subtract/Multiply/Divide Decimals to solve
real world problems

Pacing Guide:

Multiplying & Dividing Fractions 3 Weeks

Add/Subtract/Multiply/Divide Decimals 2 1/2 Weeks
Measurement Conversions 2 ½ Weeks
Incorporate Fluency Standards & Multiplying Whole Numbers Entire Unit
Benchmark Testing & Reteaching 2 Weeks
PARCC Preparation (Links located under Resource Tab) Entire Unit
 Multiplying & Dividing Fractions 3 Weeks

Week 17: GoMath Chapter 7

Week 18: GoMath Chapter 7

Week 19: GoMath Chapter 8

Week 20: GoMath Chapter 8

Week 21: GoMath Chapter 8 & 9

Week 22: GoMath Chapter 9

Week 23: GoMath Chapter 9

Week 24: Performance Benchmark and review.

Cape May City Elementary School District Mathematics Grade 5 Curriculum

Unit IV Overview

Content Area: Mathematics

Unit Title: Quarter IV

Target Course/Grade Level: 5

Unit Summary:
Students will be able to:
• Graph points on the coordinate plane to solve real-world and mathematical problems
• Analyze patterns and relationships
• Classify two dimensional figures into categories based on their properties
• Represent and interpret data
• Perform operations with multi-digit whole numbers and with decimals to hundredths
• Apply and extend previous understanding of multiplication and division

Interdisciplinary Connections:
● Science, Technology, Social Studies, Health, Social Emotional Learning, Mathematics
21st Century Themes, Skills, and Standards:
● [Link]
● 21st Century Life and Career Standard 9.1, including critical thinking, problem solving, creativity,
innovation, collaboration, teamwork and leadership, cross-cultural understanding and
interpersonal communication and science.
● Incorporation of relevant technologies as tools as part of instruction (i.e. Chromebooks, Touch
screen devices, manipulatives, certified assistive technologies for students with special needs, etc.)
● Developing effective communication
● Developing Independent Learning Strategies
● Incorporating Science, Technology, Engineering, and Mathematical themes into daily lessons

Learning Targets
5.G.A.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).
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.
[Link].A.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
5.G.B.3. Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that
category.
5.G.B.4. Classify two-dimensional figures in a hierarchy based on properties.
[Link].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.
[Link].B.5. Fluently multiply multi- digit whole numbers using the standard algorithm. *(benchmarked)
[Link].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 addition and subtraction; relate the strategy
to a written method and explain the reasoning used. *(benchmarked)
[Link].B.7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers
by unit fractions.*(benchmarked)

CPI # Cumulative Progress Indicators (CPI) for Unit

5 SCIENCE FAIR PROJECT

Students will complete Science Fair projects involving the measurement of change and the
data documenting that change. Students will display their data using the appropriate graph
including all labels.

3• Point Answer:
• The graph is clear, logical and attractive
 • has an appropriate title and symbols
• has labels for both the x and y axis
• includes the creator’s name
• includes all accurate data

2• Point Answer:
• The graph is clear, and attractive
• has a title and symbols
• has labels for at least one of the axis
• includes the creator’s name
• includes all accurate data

1• Point Answer:
• The graph has a title and some symbols
• has no labels for the axis
• may not have the creator’s name
• includes mostly accurate data

0• Point Answer:
• has no labels for the axis
• may not have the creator’s name
• may not include any accurate data

Unit Enduring Questions: Unit Enduring Understandings:

Questions that will foster inquiry, understanding and Students will understand that…
transfer of learning. ● Plane shapes have many properties that make
● How are points graphed? them different from one another.
● How can we show the relationship between ● Each type of graph is most appropriate for
sequences on a graph? certain kinds of data.
● Which operation should I use to solve real ● An object’s location in space can be described
world problems? quantitatively
● How can polygons be described, classified and ● Fluency in computation with whole numbers, decimals
named?
and fractions is critical to future math
● How can line plots be used to represent data?
● How can numbers be used to describe
certain data sets?

Knowledge: Skills:
Students will know how to/that… Students will be able to show or display...
● That a pair of perpendicular number lines, axes, ● Interpret coordinate values of points in the
context of a real-world situation.
define the coordinate system.
 ● Given points in the plane is located using an ● Graph points defined by whole number
ordered pair of numbers (coordinates). ● coordinates in the first quadrant of the
● First numbers in an ordered pair indicates how coordinate plane
far to travel from the origin in the direction of the ● Classify two-dimensional figures based on
● properties.
x-axis. And the second numbers in an ordered
● Make and/or read a line plot to display data in
pair indicate how far to travel in the direction of fractions of a unit.
the y-axis. ● Generate two numerical patterns from
● All shapes have attributes which identify and ● two given rules, identify the relationship
categorize the shape. between corresponding terms, create ordered
● Line plots display a data set in measurements in pairs and graph ordered pairs
fractions of a unit (1/2, 1/4, 1/8) ● Fluently multiply multi-digit whole numbers
● Multiply multi-digit numbers with accuracy with accuracy and efficiency
● Compute with decimals ● Add, subtract, multiply, and divide decimals to
● Solve real world problems involving the division hundredths
● Solve real world problems involving
of fractions.
● division of unit fractions by whole numbers or
whole numbers

Pacing Guide:

Coordinate Grids- Plotting/ X & Y Axis 2 Weeks

Classifying & Identifying Geometric Shapes & Properties 1 Week
Add/Subtract/Multiply/Divide Decimals (Review) 2 Weeks
Line Plots 2 Weeks
Incorporate Fluency Standards- Multiplying Whole Numbers Entire Unit
Week
Dividing Fractions (Review) 1 Week
Benchmark Testing & Reteaching 2 Weeks

Week 25: GoMath Chapter 9

Week 26: GoMath Chapter 9

Week 27: GoMath Chapter 10

Week 28: GoMath Chapter 10

Week 29: GoMath Chapter 11

Week 30: GoMath Chapter 11

Week 31: GoMath Chapter 11

Week 32: Performance Benchmark and review.

Cape May City Elementary School District Grade 5 Mathematics Curriculum

Evidence of Learning

Specific Formative Assessments Utilized in Daily Lessons:

● Suggested Formative Assessment
● Daily independent practice
● Peer Discussions
● Student Portfolio
● Problem of the Day
● Self-Evaluations
● Teacher Quizzes
● Student created activities
● Exit Tickets

Summative Assessment Utilized throughout Units:

● QBA’s
● Performance Task
● Technology Task
● MAPs Testing
● Chapter Tests from GoMath

Benchmarks:
● Quarterly Benchmarks from GoMath!
● MAPs Testing and Reports

Modifications for English Language Learner’s [ELL]

● Teacher tutoring
● Peer tutoring
● Online Resources
● Cooperative Learning Groups
● Modified Assignments
● Differentiated Instruction
● Response to Intervention ([Link])
● Provide additional examples and opportunities for additional problems for repetition with visuals and
manipulatives
● Assess/teach prerequisite skills
● Allow students to count in their native language.
● W rite the number words and corresponding numerals. Have children draw objects to illustrate each
word.
● Provide students with a variety of materials of various textures to increase tactile learning while
counting.
● Children should move objects in a set as they recite the counting sequence.
● Allow students to act out word problems, moving around room as necessary.
● Utilize Envision Spanish Version/Interactive Path and Printable Resources
● Read picture books to build vocabulary and background knowledge (samples below)
o [Link]
o [Link]
o [Link]
● Teach a variety of strategies that students can use to problem solve (act it out, manipulatives, hundreds
chart, draw a picture, etc.)
● Read all directions and word problems. Translate if necessary.
● Utilize Envision Spanish Version/Interactive Path and Printable Resources

Modifications for Special Education Students [IEPs]:

● Follow all IEP accommodations for each student as to meet each student’s individual need
● Manipulatives
● Protractors
● For extra strategies please review list above in the ELL category for students who have IEPs
● Provide instructional breaks / practice chunking
● Circling back to original topic
● Provide graphic organizers
● Provide additional examples and opportunities for additional problems for repetition
● Provide tutoring opportunities
● Provide retesting opportunities after remediation (up to teacher and district discretion) Teach for
mastery not test
● Teaching concepts in different modalities
● Adjust pace and homework assignments

Modifications for students with 504s:

● Adhere to the modifications of the 504
● For extra strategies please review list above in the ELL category and for students who have IEPs
● Provide instructional breaks / practice chunking
● Circling back to original topic

Modifications Gifted and Talented Students:

● Advance Questions from GoMath
● Teacher created assignments
● STEM Lab Activities
● [Link]

Modifications At-Risk/Basic Skills:

● Teacher tutoring
 ● Supplemental / Pullout Teaching
● Peer tutoring
● Cooperative Learning Groups / Centers
● Modified Assignments
● Differentiated Instruction
● Response to Intervention ([Link])
● Provide additional examples and opportunities for additional problems for repetition with visuals
and manipulatives
● Simplified language for understanding
● Modify Homework, Assignments and Assessment (can be oral if necessary)
● Total Physical Response
● Picture & number wall

Teacher Notes:
● As required by the NJ Department of Education, teachers in all content areas will integrate the
21st Century Life and Careers Standards. As the NJDOE indicates, “Providing New Jersey
students with the life and career skills needed to function optimally within this dynamic context is
a critical focus and organizing principle of K-12 public education. New Jersey has both an
obligation to prepare its young people to thrive in this environment, and a vested economic
interest in grooming an engaged citizenry made up of productive members of a global workforce
that rewards innovation, creativity, and adaptation to change.” The links below indicate the CPIs
for grade ranges and need to be addressed throughout the units of study:
Life and Career Standards
● As indicated in the NJSLS, standards and interdisciplinary connections will be integrated
throughout content area curriculum. Links to relevant content standards can be at [Link],
[Link], and other online resources.

Project-based Learning Tasks:

● Ongoing student portfolio assessments [created by faculty] to monitor student progress.

Vocabulary:
● In-text vocabulary should be incorporated into every unit. Word journals, vocabulary walls,
and/or various other activities should be utilized by the instructor to teach vocabulary.
● Story, key details, retell, describe, main topic, rhyming words, syllables, story elements, character,
setting, question, question words, front cover, back cover, title page, narrative, favorite,
informational text, rules, connection, discuss, conversation, information, illustrator, author,
illustrate, picture

The Research Process:

● The research process must be integrated within each course curriculum. Student will be provided
with opportunities to investigate issues from thematic units of study. As the NJSLS indicate,
students will develop proficiency with MLA or APA format as applicable.
 ● [Link]
eral_format.html
● [Link]
_formatting_and_style_guide.html

Technology:
● Students must engage in technology applications integrated throughout the curriculum, though
technology provided by us in their individual classroom, and in our technology centered
classrooms.
● MAPs
● Online Resources

Resources:
● Ancillary resources and materials used to deliver instruction are included below:
● Learning New Jersey Model Curriculum
● ThinkCentral
● Achieve3000
● [Link]
● Reading [Link]
● Abcmouse .com
● EnchantedLearning,Com
● Sing Along Songs
● [Link]
● [Link]
● Frog street
● [Link]
● 122 [Link]
● [Link]
● Starfall
● NCTM Illuminations -[Link]
● Illustrative Math - [Link]

Career Education & Resources:

● NJDOE CTE ([Link]
● Careers are Everywhere Workbook ([Link]
● Career Bingo ([Link]
● Vocational Information Center / Career Exploration Guides and Resources for Younger Students
([Link]
● CTE NJDOE Career Explore ([Link]

Differentiation Strategies

Differentiation strategies can require varied amounts of preparation time. High-prep strategies often
require a teacher to both create multiple pathways to process information/demonstrate learning and to
assign students to those pathways. Hence, more ongoing monitoring and assessment is often required. In
contrast, low-prep strategies might require a teacher to strategically create process and product choices
for students, but students are allowed to choose which option to pursue given their learning profile or
readiness level. Also, a low-prep strategy might be focused on a discrete skill (such as vocabulary words),
so there are fewer details to consider. Most teachers find that integration of one to two new low-prep
strategies and one high-prep strategy each quarter is a reasonable goal.

Low Prep Strategies

Varied journal prompts, spelling Students are given a choice of different journal prompts, spelling
or vocabulary lists lists or vocabulary lists depending on level of
proficiency/assessment results.

Anchor activities Anchor activities provide meaningful options for students when they
are not actively engaged in classroom activities (e.g., when they
finish early, are waiting for further directions, are stumped, first
enter class, or when the teacher is working with other students).
Anchors should be directly related to the current learning goals.

Choices of review activities Different review or extension activities are made available to
students during a specific section of the class (such as at the
beginning or end of the period).

Homework options Students are provided with choices about the assignments they
complete as homework. Or, students are directed to specific
homework based on student needs.

Student-teacher goal setting The teacher and student work together to develop individual learning
goals for the student.

Flexible grouping Students might be instructed as a whole group, in small groups of

various permutations (homogeneous or heterogeneous by skill or
interest), in pairs or individual. Any small groups or pairs change
over time based on assessment data.

The computer is used as an additional center in the classroom, and

Varied computer programs students are directed to specific websites or software that allows
them to work on skills at their level.

Multiple Intelligence or Students select activities or are assigned an activity that is designed
Learning Style options for learning a specific area of content through their strong
intelligence (verbal-linguistic, interpersonal, musical, etc.)

Varying scaffolding of same Provide graphic organizers that require students to complete various
organizer amounts of information. Some will be more filled out (by the
teacher) than others.
Think-Pair-Share by readiness, Students are placed in predetermined pairs, asked to think about a
interest, and/or learning profile question for a specific amount of time, then are asked to share their
answers first with their partner and then with the whole group.

Mini workshops to re-teach or A short, specific lesson with a student or group of students that
extend skills focuses on one area of interest or reinforcement of a specific skill.

Orbitals Students conduct independent investigations generally lasting 3-6

weeks. The investigations “orbit” or revolve around some facet of
the curriculum.

Games to practice mastery of Use games as a way to review and reinforce concepts. Include
information and skill questions and tasks that are on a variety of cognitive levels.

Multiple levels of questions Teachers vary the sorts of questions posed to different students based
on their ability to handle them. Varying questions is an excellent
way to build the confidence (and motivation) of students who are
reluctant to contribute to class discourse. Note: Most teachers
would probably admit that without even thinking about it they tend
to address particular types of questions to particular students. In
some cases, such tendencies may need to be corrected. (For
example, a teacher may be unknowingly addressing all of the more
challenging questions to one student, thereby inhibiting other
students’ learning and fostering class resentment of that student.)

High Prep Strategies

Cubing Designed to help students think about a topic or idea from many
different angles or perspectives. The tasks are placed on the six sides
of a cube and use commands that help support thinking (justify,
describe, evaluate, connect, etc.). The students complete the task on
the side that ends face up, either independently or in homogenous
groups.

Tiered assignment/ product The content and objective are the same, but the process and/or the
products that students must create to demonstrate mastery are varied
according to the students’ readiness level.

Independent studies Students choose a topic of interest that they are curious about and
wants to discover new information on. Research is done from
questions developed by the student and/or teacher. The researcher
produces a product to share learning with classmates.

4MAT Teachers plan instruction for each of four learning preferences over
the course of several days on a given topic. Some lessons focus on
 mastery, some on understanding, some on personal involvement, and
some on synthesis. Each learner has a chance to approach the topic
through preferred modes and to strengthen weaker areas

Jigsaw Students are grouped based on their reading proficiency and each
group is given an appropriate text on a specific aspect of a topic (the
economic, political and social impact of the Civil War, for example).
Students later get into heterogeneous groups to share their findings
with their peers, who have read about different areas of study from
source texts on their own reading levels. The jigsaw technique
allows you to tackle the same subject with all of your students while
discreetly providing them the different tools they need to get there.

Alternative assessments After completing a learning experience via the same content or
process, the student may have a choice of products to show what has
been learned. This differentiation creates possibilities for students
who excel in different modalities over others (verbal versus visual).

Modified Assessments Assessments can be modified in a variety of ways – for example by

formatting the document differently (e.g. more space between
questions) or by using different types of questions (matching vs.
open ended) or by asking only the truly essential questions.

Learning contracts or Personal A contract is a negotiated agreement between teacher and student
Agendas that may have a mix of requirements and choice based on skills and
understandings considered important by the teacher. A personal
agenda could be quite similar, as it would list the tasks the teacher
wants each student to accomplish in a given day/lesson/unit. Both
Learning contracts and personal agendas will likely vary between
students within a classroom.

Compacting This strategy begins with a student assessment to determine level of

knowledge or skill already attained (i.e. pretest). Students who
demonstrate proficiency before the unit even begins are given the
opportunity to work at a higher level (either independently or in a
group).

Literature circles Flexible grouping of students who engage in different studies of a

piece of literature. Groups can be heterogeneous and homogeneous.

Learning Centers A station (or simply a collection of materials) that students might
use independently to explore topics or practice skills. Centers allow
individual or groups of students to work at their own pace. Students
are constantly reassessed to determine which centers are appropriate
for students at a particular time, and to plan activities at those centers
 to build the most pressing skills.

Tic-Tac-Toe Choice Board The tic-tac-toe choice board is a strategy that enables students to
(sometimes called choose multiple tasks to practice a skill, or demonstrate and extend
“Think-Tac-Toe” understanding of a process or concept. From the board, students
choose (or teacher assigns) three adjacent or diagonal. To design a
tic-tac-toe board: - Identify the outcomes and instructional focus -
Design 9 different tasks - Use assessment data to determine student
levels - Arrange the tasks on a tic-tac-toe board either randomly, in
rows according to level of difficulty, or you may want to select one
critical task to place in the center of the board for all students to
complete.

Curriculum Development Resources/Instructional Materials:

List or Link Ancillary Resources and Curriculum Materials Here:

● New Jersey Student Learning Standards ([Link]
● NJSLS Mathematics ([Link]

Board of Education Approved Text(s)

GoMath Grade 5 (Text and Workbook)