5th Grade Math Unit 3
Longview ISD
5th Grade TEKS with Specificities:
5.1
Number, operation, and quantitative
reasoning. The student uses place
value to represent whole numbers and
decimals. The student is expected to:
5.1B use place value to read, write,
compare, and order decimals through
the thousandths place
Include:
 Convert from standard to written
 Convert from written to standard
 Use place and value ex. 1.56, the 6 is in the
hundredth place and the value is .06 or 6
hundredths
 Use symbols and words for "greater than"(>)
and "less than" (<)
 Compare and order groups of decimal
numbers using numbers in a table and
number lines (also within given ranges)
 Write in standard form from pictorial
modelsVocabulary:
Less than/greater than; equal/equivalent
Helpful manipulatives:
Place value chart, money, base ten pieces, grid
paper
5.2
Number, operation, and quantitative
reasoning. The student uses fractions
in problem-solving situations. The
student is expected to:
5.2A generate a fraction equivalent to a
given fraction such as 1/2 and 3/6 or
4/12 and 1/3
Include:
 Generate a pattern of concrete fractions
 Students should explain the relationship
between the concrete patterns
 Students should record the abstract fractions
after the relationship is understand
 Solve problems/compare pairs of fractions
and recognize simplified fractions
Vocabulary:
 equivalent fractions, simplest form, lowest
terms.
Helpful manipulatives:
 Tiles, pattern blocks, fraction strips,
Cuisenaire rods, fraction circles
5.2B generate a mixed number to a given
improper fraction or generate an
improper fraction equivalent to a given
mixed number
Include:
 Recognize fractions equal to, less than, and
greater than one whole (5/5 = 1, 7/5 > 1, 2/5
<1)
 Include parts of a whole and sets of objects
Vocabulary:
 numerator and denominator, proper,
improper, mixed number, equivalent
Helpful manipulatives:
 Cuisenaire rods, egg cartons, fraction strips,
pattern blocks
5.2C compare two fractional quantities in
problem solving situations using a
variety of methods, including common
denominators;
Include:
 Use fractions equal to, less than, and greater
than one whole
 Use pictorial representations and list
equivalent fractions
 Include problem solving situations
Vocabulary:
 numerator, denominator, and equivalent
fractions
8/27/2007
Unit 3 Fractions and Decimals
5.2D
use models to relate decimals to fractions
that name tenths, hundredths, and
thousandths
Include:
 Symbols such as 1/1000, 0.001, etc.
 Students understand the value of 1/1000 is the
same as 0.001
Helpful manipulatives:
 Base Ten Pieces for understanding, number
lines, fraction bars, grid paper
5.3
5.3A
Number, operation, and quantitative
reasoning. The student adds, subtracts,
multiplies, and divides to solve meaningful
problems. The student is expected to:
use addition and subtraction to solve
problems involving whole numbers and
decimals
Include:
 Students should write the process of solving
problems
 Students should create number sentences to
match the problems such as: (16 + 12) + (9 - 8)
 Problem situations should include multiple
operations
 Apply addition/subtraction concepts
Vocabulary:
 addends, sum, difference
Helpful manipulatives:
 Base 10 pieces
5.3E
model situations using addition and/or
subtraction involving fractions with like
denominators using concrete objects,
pictures, words, and numbers
Include:
 Working with and making connections among the
different representations
concrete/pictorial/abstract)
 Construct and draw the models
 Communicate with words (journals)
Helpful manipulatives:
 Tiles, pattern blocks, fraction strips, Cuisenaire
rods, egg cartons
5.5
5.5A
Patterns, relationships, and algebraic
thinking. The student makes
generalizations based on observed
patterns and relationships. The student is
expected to:
describe the relationship between sets of
data in graphic organizers such as lists,
tables, charts, and diagrams
Include:
 Journal writing explaining in words the relationship
 Pictorial models illustrating the relationship
 A variety of tables, charts, lists
 Picture, Bar, Line graphs
 Diagrams
 Using both horizontal and vertical tables
5.5B
identify prime and composite numbers
using concrete objects, pictorial models,
and patterns in factor pairs
Include:
 Area arrays
 Pictorial drawings on grid paper
 Real-life application
 Word problems
 Working with and making connections among the
different representations
(concrete/pictorial/abstract)
Vocabulary:
 prime, composite, factor pairs
Helpful manipulatives:
 Base 10 pieces, tiles, linear pieces, grid paper
Investigations
Name That Portion
Investigation 3:
 Session 1 Interpreting Decimals (good
teacher resource/activity optional)
 Session 2 Decimals on Grids
 Sessions 3-4 Decimal Games
 Sessions 5-6 Fractions to Decimals (omit
percentages)
Vocabulary Adventure
 Common factor p. 13
 Fraction p. 45
 Denominator p. 47
 Numerator p. 49
 Equivalent p. 51
 Mixed number p. 53
 Improper fraction p. 55
 Common denominator p. 57
 Decimal number p. 59
Math Learning Center
 Lesson 8 Fraction Concepts with Egg
Cartons
 Lesson 9 Building Intuitions About
Fraction Operations
 Lesson 25 Whole Number and Decimal
Numeration
 Lesson 29 Relationships Between
Decimals and Fractions
 Lesson 30 Rounding and Ordering
Numbers
TEXTeams
 “The Fraction Expedition”
 “Build a Whole”
 “Name My Fractional Parts”
 “Fractions with Playing Cards”
 “Big Blank Number Line”
Math Demonstration Lesson
“What’s the Denominator?” fractions,
improper fractions, and mixed numbers
Measuring Up
 Chapter l Place Value Lessons 3-5
 Chapter 5 Decimals Lessons 27-30
Math Essentials
 Decimals pp. 11-16
 Fractions and fraction/decimal
relationships pp. 17-34
 Fraction Problem Solving pp. 59-64
Measuring Up
 Chapter 1 Lessons 3-5
 Chapter 4 Lessons 22-27
 Chapter 5 Lessons 29-32
Fifth Sense—listed by Student Expectations
Problem Solving Strategies
“Draw a Diagram” (or picture)
 Count on It pp. 12-13
 Measuring Up pp. 155-156
 Problem Solver II pp. 26-27, pp. 46-47,
48-49
“Guess and Check”
 Count on It pp. 66-71
 Measuring Up pp. 42 Problem Solver II 8-9
Count On It pp. 44-45 (adding Fractions)
DRAFT 3
Longview ISD
8/27/2007
5th Grade Math Unit 3
DRAFT 3