Fifth Grade Math Interactive Notebook for Entire Year Bundle

Grade Levels
5th, Homeschool
Standards
Formats Included
  • Zip
Pages
58 input/output lessons for INB to last a full year
$54.40
Bundle
List Price:
$68.00
You Save:
$13.60
$54.40
Bundle
List Price:
$68.00
You Save:
$13.60
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    1. This bundle contains lessons for Third, Fourth and Fifth Grade Math for each of the Common Core Standards and Texas Essential Knowledge and Skills. Included are THREE YEARS worth of activities to keep your young mathematical minds engaged and interacting with each standard for years to come!.This Bu
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    2. Are you a teacher who teaches a looped class, homeschool co-op or maybe just have students at different levels? This Bundle is perfect for you and contains lessons for an Interactive Notebook for Fifth, Sixth and Seventh Grades. This Bundle Includes:(TIP: Click each link for more details for the ind
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    Description

    Looking for a Math Interactive Notebook to cover your entire year of teaching math in fifth grade? This bundle is packed with goodness covering all material learned in 5th grade.

    Includes:

    • Vocabulary Frayer Models for Unit Vocabulary
    • Detailed Teacher Directions for each Interactive Notebook Activity
    • Suggestions for Right Side (Output) Activities and/or Reflection Activities for each lesson
    • Pictures of Flippables and/or INB Lesson in action
    • Teacher Guided Activities for Input Portion of lesson

    Units:

    Bundle includes a TOTAL of 58 complete lessons.

    Looking for more PRACTICE problems? Check out my Fifth Grade Homework and Practice Sheets for practice problems that will have your students showing mastery in no time!

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    Not sure if this download is for you? Check out the FREE Fifth Grade Scope and Sequence that I have created that is fully aligned to Texas Essential Knowledge and Skills (TEKS), Common Core State Standards (CCSS) AND Oklahoma Academic Standards (OAS).

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    All activities are aligned to 5th Grade Common Core, TEKS (Texas) and OAS (Oklahoma) Standards and meant to be able to be used in any 5th grade classroom.

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    Click here to visit my teaching blog, Smith Curriculum and Consulting

    Personal Copyright: The purchase of this product allows you to use these activities in your personal classroom for your students. You may continue to use them each year but you may not share the activities with other teachers unless additional licenses are purchased. Please contact me via email for additional licenses. District Licenses are also available.

    Flippables® and Interactivities® are trademarks of Smith Curriculum and Consulting (formerly FormulaFun Inc.), and are registered in the United States and abroad. The trademarks and names of other companies and products mentioned herein are the property of their respective owners. Copyright ©2012-2016 Smith Curriculum and Consulting. All rights reserved.

    Total Pages
    58 input/output lessons for INB to last a full year
    Answer Key
    Included
    Teaching Duration
    1 Year
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    Standards

    to see state-specific standards (only available in the US).
    Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
    Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
    Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
    Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
    Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

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