THE UNIT CONTINUES

Radhames CHAPTER/UNIT: Unit 1: Whole umber Operations and

Teacher: Alvarez Applications.
Date: September 8th
Subject: Math SECTION/LESSON: Lessons 1 & 2
Week: Sep 4
Class time: 50 min. PAGES: 3 - 21
Classes per
Week: 5

STANDARDS FOR THIS WEEK

5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume
measurement.
a. A cube with side length 1 unit, called a “unit cube”, said to have “one cubic unit” of
volume, and can be used to measure volume.
b. 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.

5.MD. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised
C.4 units.
5.MD. Relate volume to the operations of multiplications and addition and solve real world
C.5 problems.

ACTIVITIES

MONDAY

Session Time Activities Resources

Start 5 min. Volume: What does volume measure? and explains Book Big
session “Purpose”. Objective: Explore the volume of a Question and
solid figure. purpose.

Purpose: In this session students explore the volume

of a solid figure. They compare measuring the volume of
a three-dimensional figure in cubic units to measuring
the area of a two-dimensional figure in square units.
 Model it 5 min. Guiding questions (CRA Approach): Unit square (4)
(Pag. ) - What is a plane figure? (5 minutes) Plane figure (1)
- Book. How to measure the area of the plane Cubic model (1)
figure using the unit square? (Show the four unit
square and ask how they could fit a plane figure,
write down observations on page 5)
- What is a solid figure? (5 minutes)
- What is volume?
- What is a unit cube?
- Book. How do you think you could use cubes to
measure the column of the solid figure? (Write
down answer on page 5)

Discuss it 5 min. Class discussion, questions on page 5.

Model it 10 min. Analize Step 3 and 4, complete problems.
Discuss it 10 min. Discuss the questions on Discuss it
Close it 5 min. Reflect (Exit Ticket)
Homework Pages 7 - 8
TUESDAY

Session Time Activities Resources

Start 5 min. Greetings, what does volume measure? and explains
(Pag. 9) session “Purpose”. Objective: Using addition and
multiplication models to find volume.

Purpose: In this session students use addition and

multiplication models to find volume, recognizing that a
rectangular prism is composed of equal layers or columns of
unit cubes. Then they compare the models and explain how
to use the volume of one prism to find the volume of
another.

Model it 5 min. Work on Step 1

Discuss it 5 min. Work on Step 2
Model it 5 min. Work on Step 3
Discuss it 5 min. Share opinions about this session.
Connect it 15 min. Work on Step 4
 Close it 5 min. Work on Step 5 (Exit Ticket)
Homework Pages 1 – 12
Study for Quiz
WEDNESDAY

Session Tim Activities Resources

e
Start 5 Greetings, what does volume measure? and explains
(Pag. 9) min. session “Purpose”. Objective: Demonstrating understanding.

Purpose: In this session student demonstrate their

understanding of the volume of a rectangular prism as they talk
through three problems. Then they solve a word problem by
drawing or building a model with unit cubes.

Apply it 35 Step 1: Infer (4 min.) Note: A

min. - What numbers did Eli use to find the volume? rectangular prism is
- How could Eli use an addition model to find the filled without gaps
volume? A multiplication models. by equal layers of
unit cubes.
Step 2: Explain (6 Min.)
2x2x2=8
- What numbers are in the description of each box?
WxLxT=
What do you notice about these numbers?
Volum.
- If one box is taller than another, does it necessarily
have a greater volume? Explain.
- How is a box that is made of 3 layers of 2 cubes the
same as a box that is made of 2 layers of 3 cubes? How
is it different?

Step 3: Compare (5 min.)

- Class discussion and reason

Step 4: Individual practice (15 Min.)

- Use Scoring Rubric for assessing expectations.

Quiz 15 Provide Students with the Quiz as an exit ticket.

min. - Attached to the lesson as a worksheet.
 Homework Make with your parents eight (8) cubes, one square inch
each. Follow instructions on pages 15 and 16. Ask parents to
sign out the page 15.
THURSDAY

Session Tim Activities Resources

e
Start 5 Greetings, what does volume measure? and explains session
(Pag. 17) min. “Purpose”. Objective: Measure volume.

Purpose: In this session students draw on what they know

about unit cubes to measure volume. They share models to
explore using unit cubes with a specific edge length to find
volume. They will look ahead to think about expression volume
in a variety of cubit units.

Example 10 Try it: The example Cardboard made

min. Cubes
Practice & 25 Connect it.
- Work on Step 1 and 2.
Small Group min.
Close: 5 Exit ticket: Reflect
min. - Work on Step 3 and reflect.

Homewor Pages 19 and 20

k

FRIDAY

Session Tim Activities Resources

e
Start 5 Greetings, what does volume measure? and explains
(Pag. 21) min. session “Purpose”. Objective: What is the volume of the prism?

Purpose: In this session students solve a problem that

requires finding the volume of a rectangular prism with a
length of 4 centimeters, a width of 2 centimeters, and a height
of 3 centimeters. Students model the prism either on paper or
 with manipulatives to develop a strategy for using the
dimensions of a rectangular prism to find its volume.

Try it 10 What does each label on the prism mean? Isometric grid
Students make sense of the problem.
min. Manipulative:
Cubes
Discuss it 10 Support Partner Discussion. Encourage students to use the
term “Cubic Centimeters” as they discuss their solutions.
min.
Guiding questions:
- How did you begin to think about this problem?
- Where in the problem did you find the information,
you need?

Picture it 5 Ask. How are 1-centimeter cubes used to show volume in

min. the picture of the prism completely filled with cubes? In the
model of the prism partially filled with cubes?
Connect it 10 For the completely filled prism.
min. - Why are 4 cubes shown as filling the length of the prism? 2
cubes as filling its width? 3 as filling its height?

Close 5 Medel it. How can you identify the volume of a box by
min. simply looking at their sides?
Homework Study for Monday’s quiz
 THE UNIT CONTINUES

Radhames CHAPTER/UNIT: Unit 1: Whole umber Operations and

Teacher: Alvarez Applications.
Date: September 16th
Subject: Math SECTION/LESSON: Lessons 1 & 2
September 16,
Week: 2024 PAGES: 3 - 30
Class time: 50 min.
Classes per
Week: 5

STANDARDS FOR THIS WEEK

5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume
measurement.
a. A cube with side length 1 unit, called a “unit cube”, said to have “one cubic unit” of
volume, and can be used to measure volume.
b. 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.

5.MD. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised
C.4 units.
5.MD. Relate volume to the operations of multiplications and addition and solve real world
C.5 problems.

ACTIVITIES

MONDAY

Session Tim Activities Resources

e
Start 5 Greetings, what does volume measure? and explains
(Pag. 13) min. session “Purpose”. Objective: Demonstrating understanding.

Purpose: In this session student demonstrate their

understanding of the volume of a rectangular prism as they talk
 through three problems. Then they solve a word problem by
drawing or building a model with unit cubes.

Apply it 35 Step 1: Infer (4 min.) Note: A

min. - What numbers did Eli use to find the volume? rectangular prism is
- How could Eli use an addition model to find the filled without gaps
volume? A multiplication models. by equal layers of
unit cubes.
Step 2: Explain (6 Min.)
2x2x2=8
- What numbers are in the description of each box?
WxLxT=
What do you notice about these numbers?
Volum.
- If one box is taller than another, does it necessarily
have a greater volume? Explain.
- How is a box that is made of 3 layers of 2 cubes the
same as a box that is made of 2 layers of 3 cubes? How
is it different?

Step 3: Compare (5 min.)

- Class discussion and reason

Step 4: Individual practice (15 Min.)

- Use Scoring Rubric for assessing expectations.

Quiz 15 Provide Students with the Quiz as an exit ticket.

min. - Attached to the lesson as a worksheet.

Homework Make with your parents eight (8) cubes, one square inch
each. Follow instructions on pages 15 and 16. Ask parents to
sign out the page 15.
TUESDAY

Session Tim Activities Resources

e
Start 5 Greetings, what does volume measure? and explains session
(Pag. 17) min. “Purpose”. Objective: Measure volume.

Purpose: In this session students draw on what they know

about unit cubes to measure volume. They share models to
explore using unit cubes with a specific edge length to find
 volume. They will look ahead to think about expression volume
in a variety of cubit units.

Example 10 Try it: The example Cardboard made

min. Cubes
Practice & 25 Connect it.
- Work on Step 1 and 2.
Small Group min.
Close: 5 Exit ticket: Reflect
min. - Work on Step 3 and reflect.

Homewor Pages 19 and 20

k
WEDNESDAY

Session Tim Activities Resources

e
Start 5 Greetings, what does volume measure? and explains
(Pag. 21) min. session “Purpose”. Objective: What is the volume of the prism?

Purpose: In this session students solve a problem that

requires finding the volume of a rectangular prism with a
length of 4 centimeters, a width of 2 centimeters, and a height
of 3 centimeters. Students model the prism either on paper or
with manipulatives to develop a strategy for using the
dimensions of a rectangular prism to find its volume.

Try it 10 What does each label on the prism mean? Isometric grid
Students make sense of the problem.
min. Manipulative:
Cubes
Discuss it 10 Support Partner Discussion. Encourage students to use the
term “Cubic Centimeters” as they discuss their solutions.
min.
Guiding questions:
- How did you begin to think about this problem?
- Where in the problem did you find the information,
you need?

Picture it 5 Ask. How are 1-centimeter cubes used to show volume in

min. the picture of the prism completely filled with cubes? In the
model of the prism partially filled with cubes?
 Connect it 10 For the completely filled prism.
min. - Why are 4 cubes shown as filling the length of the prism? 2
cubes as filling its width? 3 as filling its height?

Close 5 Medel it. How can you identify the volume of a box by
min. simply looking at their sides?
Homework Make models and multiplications.

THURSDAY

Session Tim Activities Resources

e
Start 5 Greetings, what does volume measure? and explains Square
(Pag. min. session “Purpose”. Objective: Find volume and use cubes. notebook.
23,24) Ruler
Purpose: in this unit students remind that one thing that is
alike about all the representation is the numbers. And explain
that on this page they will use those numbers to rite
multiplication expressions that help them find volume.

Try it 10 Monitor and confirm. Steps 1,2.

- There are 3-unit cubes in one layer, the prism have 3 layers
min.
having in total 24 cubic centimeters.

Discuss it 10 Support whole and Class Discussion. Steps 2 through 4.

- The objective is to create discussion on how to use
min.
multiplication to find the volume of the prism.

Picture it 5 finding the volume of a rectangular prism, multiply length,

& Model it Min. width, and height to calculate the total number of cubes filling
it, while encouraging students to discuss their problem-solving
strategies.
Connect it 10 For all problems, encourage students to write equations
Min. that support their thinking.
- Problems 8 & 9

Close: 5 Help Jamila to find the volume of a rectangular box.

min.
Homewor Pages 25 and 26. Exercises 1-5
k
FRIDAY
 Session Tim Activities Resources
e
Start 5 Greetings, what does volume measure? and explains
(Pag. 27) min. session “Purpose”. Objective: Building models

Purpose: In this unit students solve word problems

involving the use of unit cubes to find volume and then discuss
and confirm their answers with a partner

Example 15 Before students begin to work, use their responses to

check for understanding to determine those who will benefit
and problems min.
from additional support.
Practices 20 As students complete the Examples and problems 1-3,
observe and monitor their reasoning to identify grouping for
and Small min.
differentiate instruction.
group
differentiation
Close 5 Complete the exercise 3.
min.
Homework Study for Monday’s quiz
 THE UNIT CONTINUES

Radhames CHAPTER/UNIT: Unit 1: Whole umber Operations and

Teacher: Alvarez Applications.
Date: September 23th
Subject: Math SECTION/LESSON: Lessons 1 & 2
Week: September 23
Class time: 50 min. PAGES: 27
Classes per
Week: 5

STANDARDS FOR THIS WEEK

5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume
measurement.
a. A cube with side length 1 unit, called a “unit cube”, said to have “one cubic unit” of
volume, and can be used to measure volume.
b. 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.

5.MD. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised
C.4 units.
5.MD. Relate volume to the operations of multiplications and addition and solve real world
C.5 problems.

ACTIVITIES

MONDAY

Session Tim Activities Resources

e
Start 5 Greetings, what does volume measure? and explains
(Pag. 27) min. session “Purpose”. Objective: Building models
 Purpose: In this unit students solve word problems
involving the use of unit cubes to find volume and then discuss
and confirm their answers with a partner

Example 15 Before students begin to work, use their responses to Group (5 groups
check for understanding to determine those who will benefit
and problems min. of 3) manipulative:
from additional support.
- 30 unit cubes.
- Instructions on
page 16.

Practices 20 As students complete the Examples and problems 1-3, observe

and monitor their reasoning to identify grouping for
and Small min.
differentiate instruction.
group
differentiation
Close 5 Complete the exercise 3.
min.
Homework Complete pages 29 and 30 of the book.
TUESDAY

Session Tim Activities Resources

e
Start 5 Greetings, what does volume measure? and explains session Online Quizizz
(Pag. 17) min. “Purpose”. Objective: Lesson Quiz. Printed Quiz

Purpose: Problems on this assessment form require

students be able to find the volume of a rectangular prism in
various cubic units by filling it with unit cubes and counting
them or by counting or by counting the number of unit cubes in
one layer and multiplying by the number of layers.

Quizizz 15 Quizizz activity: Finding volume. Quizizz activity

Link:
min.
https://quizizz.com/admin/quiz/5c51e33619b479
001a714ff1?source=quiz_share

Quiz 25 Printed Quiz. Printed Quiz

- Based on Teacher Toolbox for lesson 2 (Pages 30a, 30b)
min.

Close: 5 Exit ticket: Reflect.

min.
 - Work on Step 3 and reflect.

Homewor Have 24-unit cubes per students (One cube inch each one)
k Watch a video about 3-digit multiplications.
Multiply: 235*3 | 345*10
WEDNESDAY

Session Tim Activities Resources

e
Start 5 Greetings, can you infer the volume of this prism? and - Whiteboard
(Pag. 33) min. explains session “Purpose”. Objective: Use tricks for finding the - Markers
volume. - Ruler

Purpose: In this session students draw on what they know

about finding the volume of rectangular prism represented by a
unit cube model. They will share strategies, helping them
recognize the repeated reasoning that underlines volume
calculations. They will look ahead to think about finding volume
by using formula.

Try it 10 To support students in making sense of the problem, clarify Unit cubes
that Becky can use her model to plan the size of the gift bag
min. Isometric dot
she is making. Have students identify that Becky’s model is
made from 1-inch unit cubes. paper or Isometric
drawn paper.
Discuss it 10 To reinforce the meaning of each dimension, encourage
students to use length, width, and height as they discuss the
min.
problem.
Connect it 15 For the completely filled prism.
min. - Why are 4 cubes shown as filling the length of the prism? 2
cubes as filling its width? 3 as filling its height?

Close 5 Medel it. How can you identify the volume of a box by
min. simply looking at their sides?
Homework Make models and multiplications.

THURSDAY

Session Tim Activities Resources

e
 Start 5 Greetings, what does volume measure? and explains Square
(Pag. min. session “Purpose”. Objective: Find volume and use cubes. notebook.
23,24) Ruler
Purpose: in this unit students remind that one thing that is
alike about all the representation is the numbers. And explain
that on this page they will use those numbers to rite
multiplication expressions that help them find volume.

Try it 10 Monitor and confirm. Steps 1,2.

- There are 3-unit cubes in one layer, the prism have 3 layers
min.
having in total 24 cubic centimeters.

Discuss it 10 Support whole and Class Discussion. Steps 2 through 4.

- The objective is to create discussion on how to use
min.
multiplication to find the volume of the prism.

Picture it 5 finding the volume of a rectangular prism, multiply length,

& Model it Min. width, and height to calculate the total number of cubes filling
it, while encouraging students to discuss their problem-solving
strategies.
Connect it 10 For all problems, encourage students to write equations
Min. that support their thinking.
- Problems 8 & 9

Close: 5 Help Jamila to find the volume of a rectangular box.

min.
Homewor Pages 25 and 26. Exercises 1-5
k
FRIDAY

Session Tim Activities Resources

e
Start 5 Greetings, what does volume measure? and explains
(Pag. 27) min. session “Purpose”. Objective: Building models

Purpose: In this unit students solve word problems

involving the use of unit cubes to find volume and then discuss
and confirm their answers with a partner
 Example 15 Before students begin to work, use their responses to
check for understanding to determine those who will benefit
and problems min.
from additional support.
Practices 20 As students complete the Examples and problems 1-3,
observe and monitor their reasoning to identify grouping for
and Small min.
differentiate instruction.
group
differentiation
Close 5 Complete the exercise 3.
min.
Homework Study for Monday’s quiz
 THE UNIT CONTINUES

Radhames CHAPTER/UNIT: Unit 1: Whole umber Operations and

Teacher: Alvarez Applications.
Date: September 30th
Subject: Math SECTION/LESSON: Lessons 1 & 2
Week: 3
Class time: 50 min. PAGES: 31 -49
Classes per
Week: 5

STANDARDS FOR THIS WEEK

5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume
measurement.
a. A cube with side length 1 unit, called a “unit cube”, said to have “one cubic unit” of
volume, and can be used to measure volume.
b. 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.

5.MD. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised
C.4 units.
5.MD. Relate volume to the operations of multiplications and addition and solve real world
C.5 problems.

Materials for the week

Book, notebook, manipulative cubes, ruler, pencil,
 ACTIVITIES

MONDAY

Session Time Activities Resources

Start 5 min. Greetings, How can you find the volume? and explains Book
(Pag. 31) session “Purpose”. Objective: Quicker than counting boxes.

Purpose: In this unit students solve word problems

involving the use of unit cubes to find volume and then
discuss and confirm their answers with a partner

Try it 10 Connect with prior knowledge. - Book

Dimensions of a rectangular Prism.
min. - Cube representation
Calculate the area of the base then multiply the
base times the total layers. (2x5x4) If it is on a
cardboard better.

Discuss it 10 Group discussion.

Ask your partner: Do you agree with me? Why or
min.
why not?
Tell your partner: I agree with you about… because
…
Connect it 15 There is a better way to find volume without counting - Whiteboard.
min. each box.
- Formulas on board.
How can you find the volume of Becky’s model
without counting each cube? (Pag. 34.)

Write the formulas V= b × h and V= L × w × h on the

board
Complete the page.

Close 5 Exit ticket. Complete the exercise 3.

min.
Homework Complete pages 35 and 36 of the books.
TUESDAY

Session Ti Activities Resources

me
Start 5 Greetings, what strategy is better? Explains session Manipulative unit
(Pag. 37) min. “Purpose”. Objective: Be better using formulas. cubes.

Purpose: In this session students solve a problem that

requires finding the volume of a solid figure composed of
 two rectangular prisms. Students model ways to break apart
the solid figure to deepen their understanding of volume as
additive and to develop a strategy for finding the volume of
a solid figure composed of non-overlapping rectangular
prisms.

Try it 10 Page 43. Volume can be additive, prepare for breaking apart Isometric grid
min. solid figures into rectangular prisms. paper.
Break the total volume into rectangles. Pencil
Sharpener
Ask: What is the height of Bethany’s raised garden bed?
Eraser

Discuss it 10 Discuss diagram. Pair share

- How did you use the measurements on the diagram?
min. observations
- Did you and your partner use the same approach to the
Whole group
problem?
discuss…
Whole group discussion
- How does your model represent the garden bed as a
combination of rectangular prisms?
o Break the garden bed into non-overlapping prisms with a
height of 2 feet.

Model it 5 Show one way to brake into two rectangles this rectangular
prism.
min.
Break down the garden into two rectangular prisms in a
different way.
Connect it 10 Check for understanding: points 1 – 3
min. Work and think for explanations: Points 3 – 4
Meditate: Points 5
Reflect: Point 6.

Homework Practice Finding Volume Using Formulas. Pag. 41 and 42.

WEDNESDAY

1Session Tim Activities Resources

e
Start 5 Greetings, can you explain that again? and explains session - Whiteboard
(Pag. 43) min. “Purpose”. Objective: Make it easier: Breaking figures and - Markers
formulas. - Ruler
- Manipulative,
Purpose: In this session students solve a problem that
Cubes.
requires finding the column of a solid figure composed of
 two rectangular prims. Students model ways to break apart - Isometric Dot
the solid figure to deepen their understanding of volume as paper.
additive and to develop a strategy for finding the volume of
a solid figure composed of non-overlapping rectangular
prisms.

Try it 10 Read the introductory situation. Book, pencil,

Have students point to the word diagram. What is a diagram?
min. ruler, eraser.
A diagram is a drawing that explains something. A
representation.

Discuss it 5 Can you explain that again?

min. - How did you use the measurements on the diagram?
- Did you and your partner use the same approach to the
problem?

Model its 5 Discomposing Bethany’s garden bed into parts that are
min. non-overlapping rectangular prisms.
The dimensions of each part.
Connect it 15 Remind students that one thing that is alike about all
min. models is that they use decompositions of the garden bed into
non-overlapping prisms.
Using models to write equations to find the volume.
Close 5 How would you break them apart?
min.
Homework Pages 47, 48 of the book.

THURSDAY

Session Tim Activities Resources

e
Start 5 Greetings, Breaking apart solid figures. Explains session Pencil
(Pag. 49) min. “Purpose”. Objective: Make it quicker with formulas. Eraser
Sharpener
Purpose: In this session students solve word problems
involving finding volume using formulas and then discuss and
confirm their answers with a partner.
Example and 15 Analize the example. It is algebra.
Problems min.
Practice and 20 Pair practice quiz.
Small groups. min.
Close: 5
min.
Homework Complete pages 52, 53. Study for quiz.

FRIDAY

Session Tim Activities Resources

e
Start 5 Greetings, Lesson 3. Explains session “Purpose”. Objective:
(Pag. 27) min. Quiz.

Purpose: Problems on this assessment form require

students to be able to find the volume of a rectangular prism
using the formulas V=L*w*h and V=b*h and solve real-world
problems involving volumes of rectangular prisms. Students
will need to be able to divide a solid figure into two non-
overlapping rectangular prisms and add to find the total
volume. Students will also need to be familiar with basic
multiplication facts.

Exam 40 Students perform quizzes. Printed Quiz.

min.
 THE UNIT CONTINUES

Radhames CHAPTER/UNIT: Unit 1: Whole umber

Teacher: Alvarez Operations and Applications.
Date: October 2nd
Subject: Math SECTION/LESSON: Lesson 4
Week: 4
Class time: 50 min. PAGES: 55 - 65
Classes per Week: 5

STANDARDS FOR THIS WEEK

5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm
5.MD. Relate volume to the operations of multiplication and addition and solve real world and
C.5 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. Represent threefold whole-number products as volumes, e.g., to represent the
associative property of multiplication.
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.

Materials for the week

Book, notebook, manipulative cubes, ruler, pencil,

 ACTIVITIES

MONDAY

Session Tim Activities Resources

e
Start (Pag. 5 Greetings, Lesson 3. Explains session “Purpose”. Objective:
55) min. Quiz.

Purpose: Problems on this assessment form require

students to be able to find the volume of a rectangular prism
using the formulas V=L*w*h and V=b*h and solve real-world
problems involving volumes of rectangular prisms. Students
will need to be able to divide a solid figure into two non-
overlapping rectangular prisms and add to find the total
volume. Students will also need to be familiar with basic
multiplication facts.

Exam 40 Students perform quizzes. Printed Quiz.

min.
Homework Multiplications

TUESDAY

Session Time Activities Resources

Start 5 Greetings, what strategy is better? Explains session Book
Session 1 min. “Purpose”. Objective: Multiply big numbers.
(Pag. 55)
Purpose: In this session students draw on their knowledge
of multiplying one- and two-digit numbers. They use an area
model to explore how to multiply greater multi-digit
numbers. They will look ahead to think about place value
and seeing patters between the number of zeros in a
product and its factor.

Try it 10 Distributive property for multiplication. Base-ten blocks

Base-ten grid
min. Introduce students to breaking models to find the area.
paper.
13*24=(10*20)+(3*4) Grid paper
Index Cards
 Go to example on page 55, then ask them to try to solve the Multiplication
exercise. What should I do to find the total area? models
Discuss it 10 o Ask your partner: Can you explain that again? Pair share
min. o Tell your partner: The strategy I use to find the answer was… observations
Whole group
discuss…
Connect 15 Explain how do you find the product of 127x46
Look ahead
it min.
When you multiply with multi-digit numbers, you need to
pay special attention to place value.

Close 5 Exit Ticket. Point 3. Reflect.

min.
Homewo Additional Practice. Pag. 57 and 58.
rk
WEDNESDAY

Session Tim Activities Resources

e
Start 5 Greetings, can you explain that again? and explains session
Session 2 min. “Purpose”. Objective: Develop abilities on multiplying.
(Pag. 59)
Purpose: In this session students solve a problem that involves
multiplying 128 by 35. Students model the numbers in the
word problem either on paper or using manipulatives to
develop strategies for multiplying multi-digit numbers.

Try it 10 Read the introductory situation.

Have student to think on different strategies to find the
min.
answer.

Discuss it 5 Encourage student to use the terms partial product, “Discuss it” box.
thousand, hundreds, tens, and ones as they discuss the
min.
strategies used.

Model its 5 Model it

min. Distributive property.

● Show with an area model what is the distributive

property.

Use area model to show partial products.

 ● Base-ten blocks to find some particular products.

Connect it 15 Connect area model with distributive property. (5

min. minutes)
128x35=128x(30+5)
128x(30+5)=(128x30)+(128x5)
Discuss questions on page 61. (10 Minutes)
Close 5 Exit ticket. Complete exercise number 9.
min.
Homework Additional practice on pages 63-64.
Fluency practice book.

THURSDAY

Session Tim Activities Resources

e
Start 5 Greetings, Breaking apart solid figures. Explains session Book
Session 3 min. “Purpose”. Objective: Multiply big numbers. Pencil
(Pag. 65) Eraser
Purpose: In this session students solve a problem that
requires multiplying a four-digit number by a two-digit number.
Students share strategies for braking apart the factors to find
partial products and then add the partial products to find the final
product. The purpose of this problem is to prepare students to
understand the standard algorithm for multiplication.

Try it 10 Ask student ideas to multiply 1,429x42

min.
Discuss it 5 Ask your partner: Do you agree with me? Why or why not?
Tell your partner: I agree with you about … because…
min.
Model its 5 Introduce traditional algorithm with summarized answers. Page 66
min.
Connect it 10 Discuss questions on page 67.
min.
Apply it 10 For all problems, encourage students to try the standard
Min algorithm formal.
Close 5 Exit ticket. Complete Exercise 9.
min.
Homework Additional practice on pages 69-70
 Fluency practice book.
Study for Quiz
FRIDAY

Session Tim Activities Resources

e
Start 5 Greetings, Lesson 3. Explains session “Purpose”. Objective: Book.
Session 4 min. Quiz. Printed Quiz.
(Pag. 71)
Purpose: In this session students solve word problems
involving multi-digit multiplication and then discuss and
confirm their answers with a partner.

Example 15 Introduce the class with the example, then start solving Have 9
and problems min. each problem. participations
1-3 Use “surprising sticks” to have students sharing of
understanding for each of the word problems (1-9)
Quiz 20 Students perform quizzes. Printed Quiz.
min.
 THE UNIT CONTINUES

Radhames CHAPTER/UNIT: Unit 1: Whole umber

Teacher: Alvarez Operations and Applications.
Date: October 14rd
Subject: Math SECTION/LESSON: Lesson 5
Week: 5
Class time: 50 min. PAGES: 71 - 102
Classes per Week: 5

STANDARDS FOR THIS WEEK

5.NBT.B.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-
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.
5.MD.C. Relate volume to the operations of multiplication and addition and solve real world and
5b mathematical problems involving volume.
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.

Materials for the week

Book, notebook, manipulative cubes, ruler, pencil,

 ACTIVITIES

MONDAY

Session Time Activities Resources

Start 5 Greetings, what strategy is better? Explains session Book
Session 1 min. “Purpose”. Objective: Dividing Multi-Digit Numbers.
(Pag. 71)
Purpose: In this session students draw on prior knowledge
of how to divide a multi-digit number by a one-digit divisor
to divide by a two-digit divisor. They share models to
explore various solution methods. They will look ahead to
think about how estimation and multiplication can help
them divide with two-digit divisors. They use a table of
products and an area model to explore how multiplication
and division are related.

Discuss it 10 Students have identified the number of fifth graders in Pair share
the school as well as the number of students in each fifth-
min. observations
grade classroom. They discuss their methods.
Whole group
discuss…
Connect 15 Look for understanding that strategies that work for dividing by a one-digit divisor
can be used to divide by a two-digit divisor.
it min.
Look ahead.
Point out that students can use strategies they may have used when dividing by one-
digit numbers to estimate and divide with two-digit divisors.
Close 5 Exit Ticket. Point 3. Reflect.
min.
Homewo Additional Practice. Pag. 79 and 80.
rk

TUESDAY

Session Time Activities Resources

Start 5 Greetings, what strategy is better? Explains session Book
Session 2 min. “Purpose”. Objective: Estimating Quotients.
(Pag. 81)
Purpose: In this session students estimate the quotient of
the division problem 504 / 21. Students model the numbers
in the word problem either on paper or with manipulatives.
 The purpose of this problem is to have students develop
strategies for estimating quotients when working with two-
digit divisors.

Try it 10 To support students in making sense of the problem, have Base-ten blocks
Base-ten grid
min. them identify what their problem is asking them to find.
paper.
Ask. How many robots are there in all? How many Grid paper
Index Cards
boxes are they packed into? What does it mean to
Multiplication
estimate the number of robots in each box? models

Discuss it 10 To reinforce using estimation, encourage students to use Pair share

the word about as they discuss their solutions and state their
min. observations
answers. Support as needed with questions such as:
Is that a reasonable result? Whole group
How could you help your partner without saying the
discuss…
answer?
Model its 5 The dividend (the total number of robots)
Min. The divisor (The number of boxes)
Connect 10 Remind students that one thing that is alike about all the representations is that
it min. they show a strategy for estimating the number of robots in each box.
Close 5 Exit Ticket. Point 6. Reflect.
min.
Homewo Additional Practice. Pag. 85 and 86
rk
WEDNESDAY

Session Tim Activities Resources

e
Start 5 Greetings, can you explain that again? and explains session
Session 3 min. “Purpose”. Objective: Estimate to divide.
(Pag. 87)
Purpose: In this session students solve a problem that
requires estimating and then finding the quotient 768/24.
Students model the number in the word problem either on
paper or with manipulatives in order to develop division
strategies that use estimation to find the first digit of the
quotient.

Try it 10 Identify the number of buses and the number of buildings.

min.
Discuss it 10 Encourage students to share what did not work for them as “Discuss it” box.
well as what did as they talk to each other.
min.
How did your partner explain the strategies he or she
used?
Did their strategy make sense to you?

Model its 5 Model it

min. Connect them to the student model by pointing out the
ways they each show:
● The dividend and the divisor

● Use of multiplication to find the quotient.

Connect it 10 Check strategies used for estimating quotients and finding

min. exact quotient.
Close 5 Exit ticket. Complete exercise number 9.
min.
Homework Additional practice on pages 91-92.
Fluency practice book.

THURSDAY

Session Tim Activities Resources

e
Start 5 Greetings, Breaking apart solid figures. Explains session Book
Session 3 min. “Purpose”. Objective: Using Area models and partial quotients Pencil
(Pag. 93) to Divide. Eraser

Purpose: In this session, students solve a problem that

requires dividing a four-digit number by a two-digit number.
Students model the division either on paper or with
manipulatives to find the quotient. The purpose of this problem
is to have students apply previously learned strategies and to
begin using a vertical formal to record partial quotients.

Try it 10 Support students understanding. New vocabulary:

- How many eggs are in stock at the store?
min. - In Stock
- How many eggs are in a dozen?
- What is the problem asking you to find?
 Discuss it 10 Support students in need. How is this problem different
from problems in previous sessions? How did you choose a
min.
strategy for this problem?

Model its 5 Use an area model to record partial product. Point out the
min. ways they each represent
Connect it 10 Discuss questions on page 95.
min.
Close 5 Exit ticket. Complete Exercise 10.
min.
Homework Additional practice on pages 97-98
Fluency practice book.
Study for Quiz
FRIDAY

Session Tim Activities Resources

e
Start 5 Greetings, Lesson 3. Explains session “Purpose”. Objective: Book.
Session 4 min. Quiz. Printed Quiz.
(Pag. 99)
Purpose: In this session students solve word problems
involving division of whole numbers and then discuss and
confirm their answers with a partner.

Example 15 Introduce the class with the example, then start solving Have 8
and problems min. each problem. participations
1-3 Use “surprising sticks” to have students sharing of
understanding for each of the word problems (1-8)
Quiz 20 Students perform quizzes. Printed Quiz.
min.
 THE UNIT CONTINUES

Teacher: Radhames Alvarez CHAPTER/UNIT: Unit 1 (Whole number Operations)

Date: October 21th
Subject: Math SECTION/LESSON: Lesson 5-
Week: October 21th
PAGES: 81-
Class time: 50 min.
Classes per
Week: 5

STANDARDS FOR THIS WEEK

5.NBT.B.6 Find whole-number quotients of whole numbers with up to four-digit digit dividends and
two-digit divisors, using strategies based on place value, the properties of operations,
and/or the relationship between multiplication and division.

ACTIVITIES

MONDAY

TUESDAY

Objective Multiplying by Fractions. Page 87-88

Warm up Assess Prior Knowledge: T-S
10 minutes - Check with students example on page 87

Develop 1 Model it: T-S

30 Minutes - After having the teacher explanations the students go on practice on page 88.
- Then the teacher review the relationship of the page 89 and the possible strategies
that students can use to complete exercises
- Students think on the relationship of the concepts on page 89 to complete exercises on
page 90.
Close up - Students complete exit ticket, exercise 9 on page 90.
Homework Complete pages 91-92
WEDNESDAY

Objective Using Area Models and partial quotients to divide. Page 93.
Purpose. In this session students apply their conceptual understanding of fraction
multiplication to find areas of rectangles. They use tilling and equations to find areas of
 rectangles with side length that are unit fractions as well as other fractions, including
fractions greater than 1.
Develop 1 Model it: T-S
30 minutes - After having the teacher explanations the students go on practice on page 94.
- Then the teacher review the relationship of the page 95 and the possible strategies
that students can use to complete exercises
- Students think on the relationship of the concepts on page 95 to complete exercises
on page 96.

Close up - Review the classwork and summarize the main strategies worked during the class.
5 minutes
Homework Complete practice on pages 91-98

THURSDAY

Objective: Dividing Multi-digit Numbers. Page 99.

Warm up Assess Prior Knowledge: T-S

5 Minutes - Introduce the session by asking students to complete exercise on page 99.
- Ask students previously learned strategies to complete the operations.

Develop 1 Model it: T-S

30 minutes - After having the teacher explanations the students go on practice on page 100.
- Then the teacher review the relationship of the page 101 and the possible strategies
that students can use to complete exercises
- Students think on the relationship of the concepts on page 100 to complete exercises
on page 101.
- Complete exercises 1 - 7 on pages 102-103 .
- Take readiness.
- Check students' progress and help some groups.
Close up - Students complete exit ticket, exercise 8 on page 102.
5 minutes
Homework - Study Guide on notebook.
- Study for Math Exam

FRIDAY

Objective: Math Exam. Page 102a-102b.

Warm up - Math Exam

30 Minutes
Close up - Get results from students review.
10 minutes
 \;]THE UNIT CONTINUES

Teacher: Radhames Alvarez CHAPTER/UNIT: Unit 2: Decimals and fractions

Date: November 27th
Subject: Math SECTION/LESSON: Lesson 6
Week: 5
PAGES: 117 - 124
Class time: 50 min.
Classes per Week: 5

STANDARDS FOR THIS WEEK

Recognize that a digit in one place represents 10 times as much as it represent in the
place to its right and 1/10 of what it represent in the place to its left
Use patterns to understand multiplying and dividing whole numbers and decimals by power
of 10

Materials for the week

Book, notebook, manipulative cubes, ruler, pencil,

 ACTIVITIES

MONDAY

Session Time Activities Resources

Start 5 Greetings, what strategy is better? Explains session Book
(Test min. “Purpose”. Objective: Quiz. Dividing Multi-Digit Numbers.
paper)
Purpose: In this evaluation studetns demonstrate their
abilities to divide by a two-digit divisor. They share models
to explore various solution methods. They will look ahead to
think about how estimation and multiplication can help
them divide with two-digit divisors. They use a table of
products and an area model to explore how multiplication
and division are related.

Test it. 15 Students receive a paper to demonstrate their understanding Test paper and
of previous topic on multi-digit division.
min. answer sheet.
Connect 7 Introduction to: Decimal Place value and Powers of 10
Look ahead.
it min.
Show students that they would learn.
Pag. - Recognize place value.
- Use patterns to understand multiplying and dividing by powers of 10.
- Compare decimals.
- Round decimals
- Add and Subtract decimals.
- Add and Subtract fractions.
- Relate fractions and decimals.

Explore 15 min How is place value related to the number 10?

Model it. Pag. 121. 8 min.

Studetns develop points 1, 2, and 3.
Model it. Pag. 122. 12 min.
Studetns develop points 4 - 9.
Complete a similar place value diagram for
completing first upper and lower layer for 1.
Close 5 min. Exit Ticket. Point 9. Reflect.
Homewo Pag. 118, 123, and 124
rk
 TUESDAY

Session Time Activities Resources

Start 5 min. Greetings, what strategy is better? Explains session Book
Session 2 “Purpose”. Objective: Introduction to Place value.
(Pag. 124)
Purpose: In this session students explore place value
patterns and relationships in the base ten number system.
Students describe how multiplying or dividing by 10 affects
the value of a digit as it shifts one place to the left or right,
and they extend their knowledge of decimal place value to
include thousandths.

Model it 10 min. Present the problems and have students complete. As Decimal grid.
Decimal Squares -
students work, have them identify that they are being asked
Interactive Games
to show relationships between numbers that have the same decimalsquares.com
digit in different place-values.

Close 5 min. Exit Ticket. Point 6. Reflect.

Homework Additional Practice. Pag. 125 and 126
WEDNESDAY

Session Time Activities Resources

Start 5 min. Greetings, can you explain that again? and explains the
Session 3 session “Purpose”. Objective: Estimate to divide.
(Pag. 121)
Purpose: In this session students explore place value patterns
and relationships in the base ten number system. Students
describe how multiplying or dividing by 10 affects the value of
a digit as it shifts one place to the left or right, and they
extend their knowledge of decimal place value to include
thousandths.

Warm up 10 min. Identify the number of buses and the number of buildings.

Develop 10 min. Comprehend relationship between square grid and

decimals.
 Close 5 min. Exit ticket. Complete exercise number 2.
Homework Additional practice on pages 121

THURSDAY

Session Time Activities Resources

Start 5 min. Greetings, Book
Session 3 Pencil
Objective: Understanding fractions and decimals.
(Notebook) Eraser
Purpose: In this session students explore place value patterns
and relationships in the base ten number system. Students
describe how multiplying or dividing by 10 affects the value of
a digit as it shifts one place to the left or right, and they extend
their knowledge of decimal place value to include thousandths.

Place value 10 min. Discuss place value patterns and relationships in the base ten
number system. Show examples of multiplying or dividing by 10
and how it shifts digits.

Decimal 15 min. Introduce decimal place value, focusing on tenths and

hundredths initially. Relate this to the base ten system and
place value
show how decimals fit into it.

Activity 5 min. Divide students into small groups. Provide worksheets with
numbers, and have them multiply or divide by 10 to observe the
place value shift.
Fractions and 10 min. Transition to fractions by relating them to the base ten system.
place value Explain how fractions represent parts of a whole and their
connection to decimals.
Close 5 Exit ticket. Summarize key concepts. Ask students to reflect
on how understanding place value patterns helps with decimals
min.
and fractions. Discuss real-world examples. .

FRIDAY

Session Time Activities Resources

Start 5 min. Greetings, Lesson 3. Explains session “Purpose”. Objective: Book.
Session 1 Decimal place value. Printed Quiz or
(Pag. 122) quizizz
 Purpose: Tell students that they will now think about how
adjacent place values are related by both multiplication and
division and about how to use division to extend the place-
value system to the right of the decimal point. Clarify that for
problem 4, students may want to begin at the row for 0.01 and
work up the left side and then down the right side.

Model it 15 min. Complete exercises 4-5

Additional 15 min. Complete exercises 1-5 of the book.

Practice
Quizizz 10 Min. Exit ticket. Decimal place value quizizz.
https://quizizz.com/admin/presentation/6034fc25851bc2001b
671759?source=lesson_share
 THE UNIT CONTINUES

Teacher: Radhames Alvarez CHAPTER/UNIT: Unit 2 (Decimals and Fractions)

Date: October 22nd
Subject: Math SECTION/LESSON: Lesson 5-
Week: October 28th
PAGES: 117-
Class time: 50 min.
Classes per
Week: 5

STANDARDS FOR THIS WEEK

5.NBT.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 1/100 of what it represents in the place to its
left.

ACTIVITIES

MONDAY

Objective Explore. Decimal Place Value. Pag. 121.

Purpose: In this session students explore place-value patterns and relationships in

the base-ten number system. Students describe how multiplying or dividing by 10
affects the value of a digit as it shifts one place to the left or right, and they extend
their knowledge of decimal place values to include thousandths.

Warm up Assess Prior Knowledge: S-T

- Introduce the session by asking students to complete exercise on page 121.
o Students encounter the lesson. First complete exercise on page 121,
then move to teacher explanation on page 121.

Develop Connect it: S-S

- After having the teacher explanations the students go on practice on page

122.
- Then the teacher review the relationship of the page 122 and the possible
strategies that students can use to complete exercises
 - Students think on the relationship of the concepts on page 121 to complete
exercises on page 122.
Close up - Students complete exit ticket, exercise 9 on page 122.
Homework Complete pages 123-124.
TUESDAY

Objective Multiplying by Fractions. Page 125- 126

Warm up Assess Prior Knowledge: T-S
10 minutes - Check with students example on page 125

Develop 1 Model it: T-S

30 Minutes - After having the teacher explanations the students go on practice on page 125.
- Then the teacher review the relationship of the page 125 and the possible strategies
that students can use to complete exercises
- Students think on the relationship of the concepts on page 125 to complete exercises
on page 125.
Close up - Students complete exit ticket, exercise 7 on page 126.
Homework Complete pages 127, 128
WEDNESDAY

Objective Refine. Ideas about Decimal Place Value. Page 129.

Purpose. In this session students demonstrate their understanding of decimal and whole
number place-value as they talk through three problems. Then they use their
understanding to show and explain how the masses of three objects compare.

Develop 1 Model it: T-S

10 minutes - After having the teacher explanations the students go on practice on page 130.

- Then the teacher review the relationship of the page 130and the possible strategies
that students can use to complete exercises

- Students think on the relationship of the concepts on page 130 to complete

exercises on page 130.

Develop 2 Model it: T-S

20 minutes - After having the teacher explanations the students go on practice on page 133.
 - Then the teacher review the relationship of the page 134 and the possible
strategies that students can use to complete exercises

- Students think on the relationship of the concepts on page 134 to complete

exercises on page 134.

Close up - Review the classwork and summarize the main strategies worked during the class.

5 minutes

Homework Complete practice on pages 135-136

THURSDAY

Objective: Develop. Understanding of Powers of 10. Pag. 137.

Warm up Assess Prior Knowledge: T-S

5 Minutes - Introduce the session by asking students to complete exercise on page 137.
- Ask students previously learned strategies to complete the operations.

Develop 1 Model it: T-S

30 minutes - After having the teacher explanations the students go on practice on page 138.
- Then the teacher review the relationship of the page 138 and the possible strategies
that students can use to complete exercises
- Students think on the relationship of the concepts on page 138 0 to complete exercises
on page 138 .
- Complete exercises 1 - 7 on pages 137-138.
- Take readiness.
- Check students' progress and help some groups.
Close up - Students complete exit ticket, exercise 6 on page 138.
5 minutes
Homework - Complete practice on pages 135-136
- Study for Math Exam

FRIDAY

Objective: Math Exam. Page 141a-142b.

Warm up - Math Exam.

30 Minutes - ‘
Close up - Get results from students review.
10 minutes
 ]THE UNIT CONTINUES

Teacher: Radhames Alvarez CHAPTER/UNIT: Unit 2: Decimals and fractions

Date: Nov4th
Subject: Math SECTION/LESSON: Lesson 6
Week: 5
PAGES: 125-126
Class time: 50 min.
Classes per Week: 5

STANDARDS FOR THIS WEEK

Recognize that a digit in one place represents 10 times as much as it represent in the place to
its right and 1/10 of what it represent in the place to its left
Use patterns to understand multiplying and dividing whole numbers and decimals by power
of 10

Materials for the week

Book, notebook, manipulative cubes, ruler, pencil,

 ACTIVITIES

MONDAY

Session Time Activities Resources

Start 5 min. Greetings, what strategy is better? Explains session Book
(125) “Purpose”. Objective: Quiz. Understanding of Decimal Place
Value.

Purpose: In this session students model the relationship

between adjacent place values using decimals grid and
equations. They use number lines to show these
relationships. They compare how the models show the
relationships and then use their understanding to compare
1.5 to 0.15

Model it 15 min. Present the problems 1-3 and have students complete. As Test paper and
students work, have them identify that they are being asked
answer sheet.
to show relationships between numbers that have the same
digit in different place-value positions.

Connect it 5 min. - Did you and your partner shade the modells in exactly the same way?

- If your partner's model look different from yours, do they also represent your
equations and descriptions.

Model it 15 min Present the models and have students complete. As students
4-5 work, have them identify that they are being asked to suse
distances on a number line to compare ones, tenths, and
hundredths.

Closing 5 min. Exit Ticket. Point 6,7. Reflect.

Homework Pag.127

TUESDAY

Session Time Activities Resources

Start 5 min. Greetings, what strategy is better? Explains session 3 Book
Session 2 “Purpose”. Objective: Ideas about Decimal place Value. and
(Pag. 129) quiz
 Purpose: In this session students explore place value
patterns and relationships in the base ten number system.
Students describe how multiplying or dividing by 10 affects
the value of a digit as it shifts one place to the left or right,
and they extend their knowledge of decimal place value to
include thousandths.

Session 3 25 min. Present the problems and have students complete. As Decimal grid.
Decimal Squares -
students work, have them identify that they are being asked
Interactive Games
to show relationships between numbers that have the same decimalsquares.co
m
digit in different place-values.

Quiz 15 Min. Lesson 6 Quiz Print quiz, page 130

and 132.

Close 5 min. Exit Ticket. Point 6. Reflect.

Homework Additional Practice. Pag. 125 and 126
WEDNESDAY

Session Time Activities Resources

Start 5 min. Greetings, can you explain that again? and explains the Book
Lesson 7 session “Purpose”. Objective: Estimate to divide.
Session 1 & 2
Purpose: In this session students explore the idea that there
(Pag. 121)
are patterns in the number of zeros found in products or
quotients when multiplying by powers of 10. They represent
powers of 10 with exponents. Also they look at decimal point
patterns and place value charts to examine patterns when
multiplying or dividing by powers of 10.

Session 1 Overview Powers of 10

Students can:
● Explain patterns in the number of zeros of the
product when multiplyin a number by powers
of 20
● 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.
Activities 15 min. Activity 1. Page 133 | 3 Min.
 Lesson 7 Activity 2. Page 133 | 2 Min.
Session 1 Explain and work. Activity 3. Page 134 | 5 Min.
Explain and work. Activity 4. Page 134 | 3 Min.

Activities 15 Min. Activity 1. Page 137 | 3 Min.

Lesson 7 Activity 2. Page 137 | 3 Min.
Session 2 Activity 3. Page 138 | 3 Min.
Activity 4. Page 138 | 3 Min.

Close 5 min. Connect it. Ex. 5.

Exit ticket. Complete exercise number 2.
Homework Additional practice on pages 139-140

THURSDAY

Session Time Activities Resources

Start 5 min. Greetings, Book
Session 3 Pencil
Objective: Demonstrate understanding of multiplying and
(Page 141) Eraser
dividing by powers of 10.
Quiz
Purpose: They compare two points of view about how to
multiply.

Session 3 15 min. Activity 1. Page 141 | 2 Min.

Activity 2. Page 141 | 4 Min.
Activity 3. Page 141 | 2 Min.

Explain 15 min. Complete the problem on page 142.

Close 5 min. Exit ticket. Math Journal

FRIDAY

Session Time Activities Resources

Start 5 min. Greetings, Lesson 3. Explains session “Purpose”. Book.
Session 1 Printed Quiz or
Objective: Lesson quiz
(Quizz page) quizizz
 Purpose: Problems on this assessment form require students to
be able to read and write powers of 10 using exponents,
explain the placement of the decimal point when multiplying or
divididng by powers of 10 and record and extend patterns
using place-value charts and equations.

Quiz 40 min. See quizt attached to the page.

https://quizizz.com/admin/quiz/656f42384af77b571cf9dd09?s
ource=quiz_share

Quizizz 10 Min. Easdf

 THE UNIT CONTINUES

Radhames CHAPTER/UNIT: Unit 2: Decimals and fractions

Teacher: Alvarez
Date: November 11th SECTION/LESSON: Lesson 6
Subject: Math
PAGES: 125-153
Week: 5
Class time: 50 min.
Classes per Week: 5

LEARNING OBJECTIVES AND STANDARDS

Students will understand the place value of decimals to the hundredths place.
Students will be able to compare decimals using the symbols >, <, and =.
Students will be able to add decimals using columns and regrouping.
Students will be able to apply their understanding of comparing and adding decimals to solve
real-world problems.

Materials for the week

Place value chart, Decimal manipulatives (optional), Number lines, Worksheets (provided below), Markers, crayons,
or pencils, Rulers, Measuring cups.
 ACTIVITIES

MONDAY

Session Time Activities Resources

Start 5 Review: Start by reviewing whole number place value with Book
(125) min. students. Use a place value chart and manipulatives if
needed.

Model it 15 Introduce decimals: Explain the concept of decimals as tenths Test paper and
and hundredths of a whole. Use manipulatives or draw
min. answer sheet.
examples on the board.
Connect 5 Read and write decimals: Practice reading and writing decimals to the hundredths
it min. place. Have students identify the value of each digit in a number.

Model it 15 min Activity: Students create their own "decimal monsters" by

4-5 drawing a monster and assigning each body part a decimal
value (e.g., nose = 0.25, eyes = 1.47). They then share their
creations and compare the decimal values.

Closing 5 min. Exit Ticket. Point 6,7. Reflect.

Homewo Page 131
rk

TUESDAY

Session Time Activities Resources

Start 5 Review: Briefly review reading and writing decimals. Book
Session min.
2
(Pag.
129)
Session 25 Introduce comparing decimals: Explain how to compare
decimals by looking at the digits place by place, starting
3 min.
from the leftmost digit.
Quiz 15 Min. Greater than, less than, equal to: Discuss the symbols >, <, Print quiz, page 130
and = and how they are used to compare decimals. and 132.

Close 5 min. Strategies for comparing: Show students different

strategies for comparing decimals, such as lining up the
decimals by their decimal points and using a number line.
 Homew Practice: Provide students with a set of decimals to
ork compare. They can use manipulatives, number lines, or
worksheets to practice.
WEDNESDAY

Session Time Activities Resources

Start 5 Review: Review comparing decimals briefly. Book
Lesson 7 min.
Session 1 & 2
(Pag. 121)
Session 1 Over Review: Briefly review reading and writing decimals.
view
Activities 15 Regrouping: Introduce the concept of regrouping when adding
decimals with different numbers of decimal places. Use
Lesson 7 min.
examples and manipulatives if needed.
Session 1

Activities 15 Practice: Provide students with a set of decimals to add,

including problems requiring regrouping. They can use columns
Lesson 7 Min.
and regrouping strategies to solve.
Session 2
Close 5 Worksheet 2: Adding Decimals (Practice adding decimals
min. with and without regrouping.)
Homework Additional practice on pages 139-140

THURSDAY

Session Time Activities Resources

Start 5 Review: Briefly review comparing and adding decimals. Book
Session 3 min. Pencil
(Page 141) Eraser
Quiz
Session 3 15 Real-world problems: Present students with real-world
problems that involve comparing and adding decimals.
min.
Examples: comparing recipe ingredients, calculating distances
on a map, measuring ingredients for a science experiment.
Explain 15 Group work: Divide students into groups and assign each
group a different problem. Encourage them to discuss,
min.
compare, and add decimals to solve the problem.
 Close 5 Share and discuss: Have each group present their solution
and explain their reasoning to the class. Discuss different
min.
strategies used and potential challenges encountered.
Worksheet 3: Real-World Decimal Applications
(Solve real-life problems involving comparing and adding
decimals.)

FRIDAY

Session Tim Activities Resources

e
Start 5 Quiz: Give students a short quiz to assess their Book.
Session 1 min. understanding of comparing and adding decimals. Printed Quiz or
(Quizz quizizz
page)
Quiz 40 min. Enrichment activities: For students who have mastered the
concepts, offer enrichment activities such as:
Creating their own decimal word problems for classmates to
solve.
● Exploring different ways to represent decimals, such as
on fraction models or on a calculator.
● Investigating real-world applications of decimals in
different fields like science, engineering, or finance.

Quizizz 10 Remember: This is a general outline, and you can adjust

the activities and pacing to fit the needs of your students. You
Min.
can also use additional resources and technology to enhance
the learning experience.
Bonus Material:

Consider incorporating interactive online games or activities

related to comparing and adding decimals.
Encourage students to explore the history and applications of
decimals in different cultures and disciplines.
Celebrate students' progress and achievements throughout
the week.
 THE UNIT CONTINUES

Teache Radhames CHAPTER/UNIT: Chapter 6 (Divide by a One-Digit

r: Alvarez Number)
Date: No
Subjec SECTION/LESSON: Lessons 5; 6; 7; 8.
t: Math
Week: Nov 18 PAGES: 149
Class
time: 50 min.
Classes
per Week: 5

STANDARDS FOR THIS WEEK

5.NBT.B.7 Read, write, and compare decimals to thousandths

ACTIVITIES

MONDAY

Objective Learn how to write decimals.

Purpose: In this session students model the relationship between adjacent

place values using decimals grid and equations. They use number lines to show
these relationships. They compare how the models show the relationships and
then use their understanding to compare 1.5 to 0.15

Warm up Assess Prior Knowledge: T-S

10 minutes - Introduce the session by asking students to complete exercise on page
Take readiness 149.
o Provide only 5 minutes to complete the problem.
o Ask questions to know how they develop the exercise.

Develop 1 Model it: T-S

25 minutes.
 - Ask students to identify different strategies to solve the problem for
page 150. (10 minutes)
o Strategies:

▪ With decimals: 3 minutes

▪ With fractions: 3 minutes

▪ With place value: 3 minutes

- Complete exercises 1-7 (15 minutes)
o Analize each question one by one. (2 minutes per question)

Practice Notebook practice: T-S

- Write in word form the following decimals. Use place value chart when
needed.

0.604 0.123 0.053

1.235 12.069 23.003

656.897 9622.23 9462.8

0.604 - Six hundred four ten thousandths 23.003 - Twenty three and three ten thousandths
0.123 - One hundred twenty three ten thousandths 656.897 - Six hundred fifty six and eight hundred ninety seven thousandths
0.053 - Fifty three ten thousandths 9622.23 - Nine thousand six hundred twenty two and two hundred thirty thousandths
1.235 - One and two hundred thirty five ten thousandths 9462.8 - Nine thousand four hundred sixty two and eight hundred
12.069 - Twelve and six hundred sixty nine ten thousandths
thousandths

Homework Complete page 153 and 154

Practice for fluency: Select some divisions for practice.

TUESDAY

Objective Writing a Decimal in Standard form. Page 155.

Warm up Assess Prior Knowledge: T-S
10 minutes - Introduce the session by asking students to complete exercise on page 149.
o Provide only 5 minutes to complete the problem.
- Ask questions to know how they develop the exercise.

Develop 1 Model it: T-S

15 Minutes - Review examples on page 156. Ask:
- How does each mixed number match the word form?
- Why do the fractions have different denominators?
 - How is it helpful to think of the expanded forms?

Develop 2 Connect it: S-T.

- Students practice one by one the exercises. Each results have to be shared one by one
to the teacher.

Develop 3 Apply it: S-S

- Students’ complete exercises 7-9.
- Teacher Supervise student progress.
- The first students to finish can support those that don’t. Only students with good
behavior can.

Practice Write in standard form:

15.783 - Fifteen and seven hundred eighty three ten thousandths
24.999 - Twenty four and nine thousand nine hundred ninety nine ten thousandths
56.231 - Fifty six and two hundred thirty one ten thousandths
89.765 - Eighty nine and seven hundred sixty five ten thousandths
Close up What strategies can you use to write decimals in standard form?
Homework Complete pages 159 and 160

WEDNESDAY

Objective Review and test previous knowledge about reading and writing decimals
Warm up. Review example on page 161.
5 minutes
Develop Complete exercises 1-8 o pages 161-164
10 minutes
Test it
30 minutes
Homework Complete Math Journal on page 164
Complete Quizizz on Google Classroom.
https://classroom.google.com/c/NTkwODU4MDU4NTg5/a/NjYzODk2NzAwNDQz/details

THURSDAY

Objective: Reading andd Writing decimals. Page 161.

Warm up Assess Prior Knowledge: T-S

● Introduce the session by asking students to comment upon an example on page 161.
○ Provide only 5 minutes to complete the problem.
● Ask questions to know how they develop the exercise.

Develop Complete exercises 1 - 9 on pages 161-164.

Close up
 FRIDAY

Explore the concept 1. "Volume Puzzles": Distribute sets of cards, each with a volume value.
of equivalent volumes Students work in pairs to arrange the cards into different rectangular prisms
and its significance. . with equal volumes. 2. "Design-a-Prism": Using paper or digital tools, students
design three different prisms with the same volume. They explain their choices
and present to the class.
 THE UNIT CONTINUES

Teacher: Radhames Alvarez CHAPTER/UNIT: Chapter 6 (Divide by a One-Digit Number)

Date: Feb 26th
Subject: Math SECTION/LESSON: Lessons 9, .
Week: NO
PAGES: 165-
Class time: 50 min.
Classes per
Week: 5

STANDARDS FOR THIS WEEK

5.NBT.A.3 Read, write, and compare decimals to thousandths
5.NBT.A.3.b Compare tow decimals to thousandths based on the meaning of the digits in each place,
using >, =, and < symbols to record the results of comparisons.
5.NBT.A.4 Use place value understanding to round decimals to any place.

ACTIVITIES

Wednessday

Objective Compare Decimals

Purpose: Compare two decimals to the thousandths place using a variety of strategies.
Warm up Assess Prior Knowledge: T-S
10 minutes - Introduce the session by asking students to complete exercise on page 167.
Take readiness o Provide only 5 minutes to complete the problem.
o Ask questions to know how they develop the exercise.
Develop 1 Model it: T-S
20 minutes. - Ask students to identify different strategies to solve the problem for page 168

Develop 2 Comparing Decimals. S, T-S

20 minutes.
- Ask students to complete page 171. (5 min.)
- Share page 172 and discuss the topic. (5 min.)
- Complete pages 173 - 174 (10 min.)
Homework Complete page 169 - 170
Practice for fluency: Select some divisions for practice.

Thursday
Objective Rounding Decimals. Page 171
Warm up Assess Prior Knowledge: T-S
10 minutes - Introduce the session by asking students to complete exercise on page 171.
o Provide only 5 minutes to complete the problem.
o Ask questions to know how they develop the exercise.
Develop 1 Model it: T-S
20 Minutes - Review examples on page 178. Ask:
- Ask students to identify different strategies to solve the problem for page 178
- Complete exercises and questions on pages 179.
Develop 2 Connect it: S-T.
20 Minutes - Complete exercises on page 183 and 184 - 186

Close up What strategies can you use to write decimals in standard form?
Homework Complete pages 181 and 182
Friday

Objective Exam
Warm up. Assess students learning on decimals and fractions
5 minutes
Develop Provide students test
10 minutes
Test it
30 minutes
 THE UNIT CONTINUES

Teacher: Radhames Alvarez CHAPTER/UNIT: Unit 1: Whole umber Operations and

Date: September 10th Applications.
Subject: Math
Week: September 11, 2023 SECTION/LESSON: Lessons 1 & 2
Class time: 50 min.
Classes per PAGES: 3 - 30
Week: 5

STANDARDS FOR THIS WEEK

5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume
measurement.
a. A cube with side length 1 unit, called a “unit cube”, said to have “one cubic unit” of
volume, and can be used to measure volume.
b. 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.
5.MD.C.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised
units.
5.MD.C.5 Relate volume to the operations of multiplications and addition and solve real world
problems.

ACTIVITIES

MONDAY

Session Time Activities Resources

Start 5 min. Greetings, what does volume measure? and explains session
(Pag. 13) “Purpose”. Objective: Demonstrating understanding.

Purpose: In this session student demonstrate their

understanding of the volume of a rectangular prism as they talk
through three problems. Then they solve a word problem by
drawing or building a model with unit cubes.

Apply it 35 min. Step 1: Infer (4 min.) Note: A rectangular

- What numbers did Eli use to find the volume? prism is filled
 - How could Eli use an addition model to find the without gaps by
volume? A multiplication models.
equal layers of unit
Step 2: Explain (6 Min.)
cubes.
- What numbers are in the description of each box?
What do you notice about these numbers? 2x2x2=8
- If one box is taller than another, does it necessarily
W x L x T = Volum.
have a greater volume? Explain.
- How is a box that is made of 3 layers of 2 cubes the
same as a box that is made of 2 layers of 3 cubes? How
is it different?
Step 3: Compare (5 min.)
- Class discussion and reason
Step 4: Individual practice (15 Min.)
- Use Scoring Rubric for assessing expectations.
Quiz 15 min. Provide Students with the Quiz as an exit ticket.
- Attached to the lesson as a worksheet.
Homework Make with your parents eight (8) cubes, one square inch each.
Follow instructions on pages 15 and 16. Ask parents to sign out
the page 15.
TUESDAY

Session Time Activities Resources

Start 5 min. Greetings, what does volume measure? and explains session
(Pag. 17) “Purpose”. Objective: Measure volume.

Purpose: In this session students draw on what they know

about unit cubes to measure volume. They share models to
explore using unit cubes with a specific edge length to find
volume. They will look ahead to think about expression volume
in a variety of cubit units.

Example 10 min. Try it: The example Cardboard made

Cubes
Practice & 25 min. Connect it.
- Work on Step 1 and 2.
Small Group
Close: 5 min. Exit ticket: Reflect
- Work on Step 3 and reflect.
Homework Pages 19 and 20
WEDNESDAY

Session Time Activities Resources

 Start 5 min. Greetings, what does volume measure? and explains session
(Pag. 21) “Purpose”. Objective: What is the volume of the prism?

Purpose: In this session students solve a problem that requires

finding the volume of a rectangular prism with a length of 4
centimeters, a width of 2 centimeters, and a height of 3
centimeters. Students model the prism either on paper or with
manipulatives to develop a strategy for using the dimensions of
a rectangular prism to find its volume.

Try it 10 min. What does each label on the prism mean? Isometric grid
Students make sense of the problem.
Manipulative: Cubes
Discuss it 10 min. Support Partner Discussion. Encourage students to use the
term “Cubic Centimeters” as they discuss their solutions.
Guiding questions:
- How did you begin to think about this problem?
- Where in the problem did you find the information,
you need?
Picture it 5 min. Ask. How are 1-centimeter cubes used to show volume in the
picture of the prism completely filled with cubes? In the model
of the prism partially filled with cubes?
Connect it 10 min. For the completely filled prism.
- Why are 4 cubes shown as filling the length of the prism? 2
cubes as filling its width? 3 as filling its height?
Close 5 min. Medel it. How can you identify the volume of a box by simply
looking at their sides?
Homework Make models and multiplications.

THURSDAY

Session Time Activities Resources

Start 5 min. Greetings, what does volume measure? and explains session Square notebook.
(Pag. 23,24) “Purpose”. Objective: Find volume and use cubes. Ruler

Purpose: in this unit students remind that one thing that is alike
about all the representation is the numbers. And explain that on
this page they will use those numbers to rite multiplication
expressions that help them find volume.

Try it 10 min. Monitor and confirm. Steps 1,2.

- There are 3-unit cubes in one layer, the prism have 3 layers
having in total 24 cubic centimeters.
 Discuss it 10 min. Support whole and Class Discussion. Steps 2 through 4.
- The objective is to create discussion on how to use
multiplication to find the volume of the prism.

Picture it & 5 Min. finding the volume of a rectangular prism, multiply length,
Model it width, and height to calculate the total number of cubes filling
it, while encouraging students to discuss their problem-solving
strategies.
Connect it 10 Min. For all problems, encourage students to write equations that
support their thinking.
- Problems 8 & 9
Close: 5 min. Help Jamila to find the volume of a rectangular box.

Homework Pages 25 and 26. Exercises 1-5

FRIDAY

Session Time Activities Resources

Start 5 min. Greetings, what does volume measure? and explains session
(Pag. 27) “Purpose”. Objective: Building models

Purpose: In this unit students solve word problems involving

the use of unit cubes to find volume and then discuss and
confirm their answers with a partner

Example and 15 min. Before students begin to work, use their responses to check for
understanding to determine those who will benefit from
problems
additional support.
Practices and 20 min. As students complete the Examples and problems 1-3, observe
and monitor their reasoning to identify grouping for
Small group
differentiate instruction.
differentiation
Close 5 min. Complete the exercise 3.
Homework Study for Monday’s quiz