# Unit 7 Algebraic Expressions ```MADISON COUNTY PUBLIC SCHOOLS
District Curriculum Map for Mathematics: Grade 5
Unit 7
Unit
Description
Unit 7
Algebraic Expressions
Suggested Length: 2 weeks
Big Idea(s)
Enduring Understanding
Develop fluency with whole number operations and reasonable estimates
What
enduring
understanding
s are essential Enduring Skills Rubric measures competency of the following skills:
for
 Fluently multiply and divide by 10 and powers of 10
application to
 Fluently multiply multi digit whole numbers with the standard
new situations
algorithm
within or
 Accurately divides 4 digit dividends by 2 digit divisors using any
beyond this
strategy.
content?
Essential
 What can affect the relationship between numbers.
 In what order must operations be evaluated to find the correct
Question(s)
solution to a problem?
What
questions will
provoke and
sustain
student
engagement
while focusing
learning?
Standards
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them. Students
solve problems by applying their understanding of operations with
whole numbers, including the order of operations. Students seek the
meaning of a problem and look for efficient ways to solve it.
2. Reason abstractly and quantitatively. Students demonstrate
abstract reasoning to connect quantities to written symbols and
create a logical representation of the problem at hand. Students
write simple expressions that record calculations with numbers and
represent numbers using place value concepts.
3. Construct viable arguments and critique the reasoning of others.
Students construct arguments using concrete referents, such as
1
District Curriculum Map for Mathematics: Grade 5
Unit 7
4.
5.
6.
7.
8.
objects, pictures, and drawings. They explain calculations based
upon models and properties of operations and rules that generate
patterns. They explain their thinking to others and respond to others’
thinking.
Model with mathematics. Students use base ten blocks, drawings,
and equations to represent place value and powers of ten. They
interpret expressions and connect them to representations.
Use appropriate tools strategically. Students select and use tools
such as estimation, graph paper, and place value charts to solve
problems including order of operations.
Attend to precision. Students use clear and precise language (math
talk) in their discussions with others and in their own reasoning.
Students use appropriate terminology when referring to expressions
and order of operations.
Look for and make use of structure. Students use properties of
operations as strategies to add, subtract, multiply, and divide with
whole numbers. They explore and use patterns to evaluate
expressions. Students utilize patterns in place value and powers of
ten and relate them to graphical representations of them.
Look for and express regularity in repeated reasoning. Students use
repeated reasoning to understand algorithms and make
generalizations about patterns. Students connect place value and
properties of operations to fluently perform operations.
Standards for Mathematical Content
5.OA.1
Use parentheses, brackets, or braces in numerical
expressions, and evaluate expressions with these symbols.
5.OA.2
Write simple expressions that record calculations with
numbers, and interpret numerical expressions without evaluating
them. For example, express the calculation “add 8 and 7, then
multiply by 2” as 2 &times; (8 + 7). Recognize that 3 &times; (18932 + 921) is three
times as large as 18932 + 921, without having to calculate the
indicated sum or product.
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. For
example, given the rule “Add 3” and the starting number 0, and
2
District Curriculum Map for Mathematics: Grade 5
Unit 7
Supporting
Standard(s)
Which related
standards will
be
incorporated
to support
and enhance
the enduring
standards?
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.
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 ycoordinate).
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.
Instructional
Outcomes
What must
students learn
and be able
to by the end
of the unit to
demonstrate
mastery?
I am learning to…
 I can use parentheses, brackets or braces to group an expression
within a multi-step numerical expression.
 I can represent a calculation expressed verbally with a numerical
expression.
 I can analyze expressions without solving.
 I can generate two numerical patterns with the same starting
number for two given rules.
 I can explain the relationship between the numerical patterns by
comparing how each pattern grows or by comparing the
relationship between each of the corresponding terms from each
pattern.
 I can form ordered pairs out of corresponding terms from each
pattern and graph them on a coordinate plane.
Vocabulary
What
vocabulary
Essential Vocabulary
Braces
Brackets
Coordinate plane
3
District Curriculum Map for Mathematics: Grade 5
Unit 7
must students
know to
understand
and
communicate
effectively
content?
Resources &amp;
Activities
What
resources
could we use
to best teach
this unit?
Corresponding terms
Difference
Expression
Numerical expression
Numerical patterns
Operation
Order of operation
Ordered pairs
Parenthesis
Pattern
PEMDAS
Product
Quotient
Sum
Symbol
x-axis
y-axis
Supporting Vocabulary
Double
Function table
Half
Less than
More than
Variable
Stepping Stones
(www.origoeducation.com)
5.OA.1
o Module4 : Lesson 9-12
5.OA.2
o Module 4: Lesson 10-12
5.OA.3
o Module 7: Lesson 9-12
Engage NY
5.OA.1
o
o
Module2 : Topics B, C
Module 4: Topics D, G, H
4
District Curriculum Map for Mathematics: Grade 5
Unit 7
5.OA.2
o
o
o
Module 2: Topics B, C
Module 4: Topics D, H
Module 6: Topic B
o
Module 6: Topics B, D
5.OA.3
Howard County Website
K-5 Math Teaching Resources
5.OA.1
o http://www.k-5mathteachingresources.com/support-files/targetnumber-dash.pdf
o http://www.k-5mathteachingresources.com/supportfiles/numerical-expressions-clock.pdf
5.OA.2
o
http://www.k-5mathteachingresources.com/supportfiles/equation-match.pdf
o
http://www.k-5mathteachingresources.com/supportfiles/subtraction-on-the-coordinate-plane.pdf
http://www.k-5mathteachingresources.com/supportfiles/whats-the-pattern.pdf
http://www.k-5mathteachingresources.com/supportfiles/comic-books-for-sale.pdf
5.OA.3
o
o
o
Common Core Sheets
oa1
oa2
oa3
5
District Curriculum Map for Mathematics: Grade 5
Unit 7
Teachers Pay Teachers
Order of Operations Test 1 (TPT \$1.50):
o
https://www.teacherspayteachers.com/Product/Order-ofOperations-Tests-Level-1-83415
Order of Operations Test Level 2 (TPT \$1.50):
o https://www.teacherspayteachers.com/Product/Order-ofOperations-Tests-Level-2-83509
Common Core Assessment Pack-Common Core Grade 5 (TPT \$12.50):
Mastering the Grade 5 K-PREP in Mathematics (American Book Company
2013)
Illustrative Mathematics
o https://www.illustrativemathematics.org/content-standards/5
Illuminations
o http://illuminations.nctm.org/Search.aspx?view=search&amp;cc=2014_20
24
Remember there are other sources in your school that may not be listed
on this common resources list due to variation in each individual
school. Examples of other great resources your school may have