Weekly Lesson Plans

Week of:

Grade Mathematics

10/6/14 10/10/14

Teacher Name: Ms. Creeks

Monday

Tuesday

Wednesday

Thursday

Friday

MATH.5.3A Estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or
division with whole numbers, fractions, and decimals.

Weekly Objectives:
MATH.5.3B Multiply with fluency a three-digit number by a two-digit number using the standard algorithm.
MATH.5.4H Represent and solve problems related to perimeter and/or area and related to volume.

5.3A

5.3A

5.3B

5.3B, 5.4H

Number Talk

Number String

Number Talk

Number of the Day

76 34 =

Take the number of

tires on a car and
multiply it by the
number of wings on a
bird, then add the
number of months in
a year, and divide by
the number of sides
on a pentagon.

53 27 =

24
Ms. West model

5.3k

5.3k

5.4a

5.9c

5.9c

Tony lives 145.25

Lesly cut a rope that

Xavier made the list of

The number of points scored by

The table below shows the number

Daily Objective
(numbers only)

Number String
2x5=
4x5=
8x5=
Do we see a
pattern? Turn and
talk to your
Numerical Fluency neighbor about
the pattern you
(5 minutes)
*Focus on specific facts see.
16 x 5 =
and operations
*Teacher should check 32 x 5 =
students work daily.
48 x 5 =
The challenge
48 x 50 =

Problem of the Day:

(10 minutes)
*Spiral review of

previously learned
content.
*Build students
problem solving skills.

Engage: (5 min)
Focus
Set the purpose, state
the objective,
make connections,
Anticipatory set
(hook).

kilometers from
Houston, Texas.
Cybill lives 209.5
kilometers from
Houston. What is the
difference between
these two distances?

Make connections
to past Do Nows
Discuss prime
numbers and how
we know if a
number is prime.

was 19.75 meters long

into 3 pieces. The first
piece of rope was 6.4
meters long, and the
second piece was 4.36
meters long. How long
was the third piece of
rope?

Picture of Texans
football player, tied into
estimation and
multiplication.

Activate prior
knowledge/student
thinking, reveal
student preconceptions, and
prepare students to
engage with new
content.

Explore:(5-10 min)
Do/Use
Use manipulatives,
vocabulary
exploration,
cooperative learning
partners/group work,
pose the problem/ask

Guiding Questions.
Students will work
collaboratively to
learn new concepts
and skills. Teacher is a
facilitator.

With graph paper,

ask students to
show a prime
number.

Tie the explore to the

engage. Rushed yards
total for the game

numbers below.
40, 41, 42, 43, 44, 45, 46,
47, 48, 49 (table)
How many of the numbers
in Lukes list are prime
numbers? Justify your
thinking.

Tie estimation and

division in together
If Ms. Creeks had a bag of
snickers and wanted to
give some away to the
class, about how many
miniature snickers would
each of you get? Lets say
there are 87 snickers in the
bag.

With your group, calculate

about how many snickers
each of you will receive.
Encourage students to use
more than one estimation
strategy.

Lillian and Naomi during four

basketball games is shown in the
graph below.

of minutes Melissa ran each day

during three weeks when she was
training for a race.

Tim said the total number of

points scored by Lillian and
Naomi in Game 4 was more than
the number of points scored by
Lillian in Game 2. Is Tim correct?
Be able to justify your thinking.

Ashley said the total number of

minutes Melissa ran in week 3 is
twice the total number of minutes
she ran in Week 1. Be able to
explain your thinking.

Multiplying a three digit

number by a two digit
number?

Picture of a garden. Label sides

as length and width. Talk about
area and perimeter.
Make sure one side is a 2-digit
number and another is a 3-digit
number.

Allow students to work in their

groups. Have students discuss and
justify their answers and methods
used to multiply the large
numbers.

Once students have labeled the

sides of the garden, allow students
to solve for perimeter and area.
Encourage students (3) to create
their own space and label.
Students will then switch with
their group members to solve their
problems.

Explain:(15-20 min)
Main Idea/Key
Concepts
Explicit/direct
instruction/minilesson. Multiple
representations,
clarifying questions,
vocabulary/ELL
Development
(Interactive Word
Wall), Use
manipulatives to
explain, Guided
Practice/Modeling
(whole group/small
group)
Help students
construct meaning of
new concepts learned
through explicit
instruction and guided
practice.
(I do)

Projecting a graph on
the board,
demonstrate how to
show a prime number
by shading in
squares. I will
explain with the use
of the graph, how
prime numbers only
have two factors, 1
and that number.
I will then
demonstrate a
composite number
and show the various
ways to get the
number.
12:
1x12
2x6
3x4
Vocabulary:
Factor Pairs
Factor
Prime
Composite
Identifying prime
and composite
numbers

Elaborate:(25-30
min)
Process/expand
Small group
instruction, flexible
grouping, use
manipulatives to solve,
independent learning
tasks/ partners/group
work. Work stations.
Individual math

Give students a target

number ($175) and a
real-world problem
solving situation to
estimate to determine if
the solution to the given
problem will be over or
under the target
number. Next, have
students compute to
determine the exact
answer to the problem
situation. Students will
compare their estimate
to the actual answer to
determine if the actual
price is over or under
the target number.
[8 shirts at $24 each]

Jefferson Elementary
School has 417 students.
Ms. Phillips is taking
everyone to the art
museum. She has ordered
9 buses. About how many
students will have to ride
on each bus Which
expression, using
compatible numbers, is
the best way to estimate
the number of students
that could be in each
group?

Will model alternative algorithm

(partial products) to solve and
then will show the standard
algorithm.
Ms. Eddins enjoys reading books.
She averages reading 137 pages a
day. How many pages will Ms.
Eddins read in 19 days?

Estimate, Calculate,
Compare for
reasonableness
(Rounding and
Compatible Numbers)

10
9

Estimate, Calculate,
Compare for
reasonableness
(Rounding and
Compatible Numbers)

100
1000
900

30
300
270

7
70
63

1000+300+70+900+270+63=
137 x 19 =
Multiply using standard
algorithm

We Do

Create anchor chart for

estimation.
We Do

We Do

We Do

Students will
volunteer the
numbers to use.
Students will walk
me through how to
shade the graph by
giving me the factor
pairs of the numbers.
We will then discuss
if each number is

Ms. West has 12 boxes

of books. Each box has
37 books. About how
many books does Ms.
West have?
Estimate, Calculate,
Compare for
reasonableness
(Rounding and
Compatible Numbers)

Ms. Acosta has 312

goggles to send to 17
other elementary schools.
About how many goggles
will each school receive?
Estimate, Calculate,
Compare for
reasonableness
(Rounding and
Compatible Numbers)

Ms. Phillips is getting pizza sent

to the school. She has requested
124 boxes of pizza. Each pizza
has 12 slices. How many slices of
pizza will the school receive?
Model using Alternative
Algorithm and Standard
Algorithm

Students will label the length and

width of a rectangle. Students will
know the equation to solve for
area.

interview or
conference.
Students apply their
new learning and
extend their
understanding to real
world situations.

prime or composite. I
will ask guiding
questions so that
students can justify
their answers.
You Do

Multiply using standard

algorithm

You Do
You Do
With your group,
choose one of the
estimation strategies to
solve the following
problem.

With your group, choose

one of the estimation
strategies to solve the
following problem.

Group 1 & 3
Jay Sporting Goods
received a shipment of
9 boxes of golf balls.
Each box contained 26
golf balls. About how
many golf balls did Jay
Sporting Goods
receive?
Estimate, Calculate,
Compare for
reasonableness
(Rounding and
Compatible Numbers)

Group 1 & 3
Max has 234 golf balls he
needs to ship to a sporting
goods store. Max can
place 26 golf balls into
each box. About how
many boxes will Max
need to ship all of the golf
balls?
Estimate, Calculate,
Compare for
reasonableness
(Rounding and
Compatible Numbers)

Group 2 & 4
Jefferson Elementary
school received 8 boxes
of Halloween Bags.
There were 43
Halloween Bags in
each box. About how
many Halloween Bags
did Jefferson
Elementary School
receive?

Group 2 & 4
Norma helped her mom
bake cookies for a bake
sale. They baked 389
cookies. They put 12
cookies in each bag to
sell. About how many
bags of cookies did they
have to sell?

You Do

Graph paper
(We do)
(You do)

Students given the

numbers 13, 36, 50,
and 100
Students will shade
in each of the
numbers on the graph
paper using factor
pairs to guide them.
Students are allowed
to work with their
groups to come up
with factor pairs.
Students will also be
asked to identify
prime and composite
numbers in a list of
numbers.

Evaluate: (5-10 min)

Have they learned it?
Lesson Closure:
Discuss major takeaways. Formative

Estimate, Calculate,
Compare for
reasonableness
(Rounding and
Compatible Numbers)
Mark and his three
siblings purchased a gift
for their mothers
birthday. They bought 3
candles for $12 each

Group 1 & 3
Coach Monroe wants all of the
students at Jefferson Elementary
to do 25 push-ups. If there are
386 students in the school, how
many push-ups will be done by
all of the students?
Multiply using standard
algorithm
Group 2 & 4
Ms. Paragas is ordering pebbles
for an experiment she will do
with her students during Science
Lab. Ms. Paragas will order 28
pebbles for each student. How
many pebbles will Ms. Paragas
order if there are 386 students in
the school?
Multiply using the standard
algorithm

Estimate, Calculate,
Compare for
reasonableness
(Rounding and
Compatible Numbers)
Yesterday we calculated
about how much Mark
and his three siblings
spent on their mothers
birthday gift. They

Groups will demonstrate how

they solved their problems by
presenting to the class.

Groups will demonstrate how they

solved their problems by
presenting to the class.

Multiply using standard

Multiply using standard

Assessments: Exit
Ticket, Math Journal
Prompt, Performance
Task.

and a bottle of perfume

for $45. About how
much money did they
spend altogether?

Students reflect upon

their learning.
Teacher determines
mastery of identified
learning objectives.

Estimate, Calculate,
Compare for
reasonableness
(Rounding and
Compatible Numbers)

Resources/
Manipulative/ Tools

Graph Paper
Markers/Colors
Paper and Pencil
Chart Paper

Problems typed
Construction Paper
Paper and Pencil
Markers
Chart Paper (anchor
chart)

decided to split the total

cost for the gift equally
between them. What is the
best estimate of the
amount Mark and each of
his three siblings paid for
the gift?
Estimate, Calculate,
Compare for
reasonableness
(Rounding and
Compatible Numbers)
Problems typed
Construction Paper
Paper and Pencil
Markers
Chart Paper (anchor
chart)

algorithm

algorithm

Problems typed
Construction Paper
Paper and Pencil
Markers
Chart Paper

Problems typed
Construction Paper
Paper and Pencil
Markers
Chart Paper