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HERE IS A SAMPLE OF MY YEAR LONG GUIDED MATH LESSON PLANS!

Included is a 1-WEEK sample of a CCSS and TEKS aligned lesson plan!

BELOW IS THE DESCRIPTION FOR MY YEAR LONG SET

******************************************************************************************

A YEAR OF GUIDED MATH LESSON PLANS for 5TH GRADE!

Over 680 Pages of Lesson Plans, Anecdotal Records Sheets, Vocabulary Pages and Graphic Organizers!

This product includes 30 weeks (CCSS) and 32 weeks (TEKS) of Guided Math Lesson Plans for the teacher and activities for the students!

26 CCSS Aligned Skills and 39 TEKS Aligned Skills are broken down into 1-week segments (4 days each week with the 5th day being used as a “getting caught up day”) of lessons equaling 30 weeks (CCSS) and 32 weeks (TEKS)!

WITHIN EACH LESSON:

• CCSS Skills (Or TEKS Skills) Binder Divider Page

• A Completed Lesson Plan For Each Day (Day 1-2 and Day 3-4)

• A Vocabulary Activity (based on the specific CCSS and TEKS that week) to begin your small group lesson

• Small Group Activity (based on the specific CCSS and TEKS that week)

• Anecdotal Record Form to fill out on students.

THESE ARE GREAT PRINT AND GO LESSONS AND RESOURCES TO PUT IN A BINDER!

Go grab my 5th Grade Guided Math Lesson Plan (Free) here:

FREE SAMPLE GUIDED MATH YEAR LONG SET

To see what 1-week segment looks like! 2 lesson plans, 2 graphic organizers, 2 vocabulary sheets, 2 anecdotal record forms, and a blank lesson plan template!

Also check out the preview to see an up-close look at all of the items and how they are used!

Skills Included:

CCSS

5.OA.1 - Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

5.OA.2 - Write simple expressions that record calculations with numbers and interpret numerical expressions without evaluating them.

5.OA.3 - Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane.

5.NBT.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 1/10 of what it represents in the place to its left.

5.NBT.2 - Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and 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.

5.NBT.3 - Read, write, and compare decimals to thousandths.

5.NBT.4 - Use place value understanding to round decimals to any place.

5.NBT.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.

5.NBT.6 - Find whole-number quotients of whole numbers with up to four-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.NBT.7 - Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

5.NF.1 - Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.

5.NF.2 - Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

5.NF.3 - Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

5.NF.4 - Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

5.NF.5 - Interpret multiplication as scaling (resizing)

5.NF.6 - Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

5.NF.7 - Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

5.MD.1 - Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

5.MD.2 - Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8).

5.MD.3 - Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

5.MD.4 - Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

5.MD.5 - Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

5.G.1 - Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

5.G.2 - Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

5.G.3 - Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

5.G.4 - Classify two-dimensional figures in a hierarchy based on properties.

TEKS

5.2 A - The student is expected to represent the value of the digit in decimals through the thousandths using expanded notation and numerals.

5.2 B – The student is expected to compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =.

5.2 C - The student is expected to round decimals to tenths or hundredths.

5.3 A - The student is expected to estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division.

5.3 B - The student is expected to multiply with fluency a three-digit number by a two-digit number using the standard algorithm.

5.3 C - The student is expected to solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm.

5.3 D - The student is expected to represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models.

5.3 E - The student is expected to solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers.

5.3 F - The student is expected to represent quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using objects and pictorial models, including area models.

5.3 G - The student is expected to solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm.

5.3 H - The student is expected to represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations.

5.3 I - The student is expected to represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models.

5.3 J - The student is expected to represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using objects and pictorial models, including area models.

5.3 K - The student is expected to add and subtract positive rational numbers fluently.

5.3 L - The student is expected to divide whole numbers by unit fractions and unit fractions by whole numbers.

5.4 A - The student is expected to identify prime and composite numbers.

5.4 B - The student is expected to represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity.

5.4 C - The student is expected to generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph.

5.4 D - The student is expected to recognize the difference between additive and multiplicative numerical patterns given in a table or graph.

5.4 E - The student is expected to describe the meaning of parentheses and brackets in a numeric expression.

5.4 F - The student is expected to simplify numerical expressions that do not involve exponents, including up to two levels of grouping.

5.4 G - The student is expected to use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism, including the special form for a cube (V = l x w x h, V = s x s x s, and V = Bh).

5.4 H - The student is expected to represent and solve problems related to perimeter and/or area and related to volume.

5.5 A - The student is expected to classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties.

5.6 A - The student is expected to recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible.

5.6 B - The student is expected to determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base.

5.7 A - The student is expected to solve problems by calculating conversions within a measurement system, customary or metric.

5.8 A - The student is expected to describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the x-coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis starting at the origin; and the y-coordinate, the second number, indicates movement parallel to the y-axis starting at the origin.

5.8 B - The student is expected to describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane.

5.8 C - The student is expected to graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table.

5.9 A - The student is expected to represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots.

5.9 B - The student is expected to represent discrete paired data on a scatterplot.

5.9 C - The student is expected to solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot.

5.10 A - The student is expected to define income tax, payroll tax, sales tax, and property tax.

5.10 B - The student is expected to explain the difference between gross income and net income.

5.10 C - The student is expected to identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments.

5.10 D - The student is expected to develop a system for keeping and using financial records.

5.10 E - The student is expected to describe actions that might be taken to balance a budget when expenses exceed income.

5.10 F - The student is expected to balance a simple budget.

THIS ITEM IS A MUST HAVE!

I have been teaching for 12 years. These are skill based lesson plans, with instructions for the teacher and fun, interactive yet challenging activities for the student!

If you still have questions, message me or e-mail me at masonk23@hotmail.com!

Social Media:

Follow Me On Facebook

Follow Me On Instagram

Thank you,

Katie Mason

The Mason Jar

Included is a 1-WEEK sample of a CCSS and TEKS aligned lesson plan!

BELOW IS THE DESCRIPTION FOR MY YEAR LONG SET

******************************************************************************************

A YEAR OF GUIDED MATH LESSON PLANS for 5TH GRADE!

Over 680 Pages of Lesson Plans, Anecdotal Records Sheets, Vocabulary Pages and Graphic Organizers!

This product includes 30 weeks (CCSS) and 32 weeks (TEKS) of Guided Math Lesson Plans for the teacher and activities for the students!

26 CCSS Aligned Skills and 39 TEKS Aligned Skills are broken down into 1-week segments (4 days each week with the 5th day being used as a “getting caught up day”) of lessons equaling 30 weeks (CCSS) and 32 weeks (TEKS)!

WITHIN EACH LESSON:

• CCSS Skills (Or TEKS Skills) Binder Divider Page

• A Completed Lesson Plan For Each Day (Day 1-2 and Day 3-4)

• A Vocabulary Activity (based on the specific CCSS and TEKS that week) to begin your small group lesson

• Small Group Activity (based on the specific CCSS and TEKS that week)

• Anecdotal Record Form to fill out on students.

THESE ARE GREAT PRINT AND GO LESSONS AND RESOURCES TO PUT IN A BINDER!

Go grab my 5th Grade Guided Math Lesson Plan (Free) here:

FREE SAMPLE GUIDED MATH YEAR LONG SET

To see what 1-week segment looks like! 2 lesson plans, 2 graphic organizers, 2 vocabulary sheets, 2 anecdotal record forms, and a blank lesson plan template!

Also check out the preview to see an up-close look at all of the items and how they are used!

Skills Included:

CCSS

5.OA.1 - Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

5.OA.2 - Write simple expressions that record calculations with numbers and interpret numerical expressions without evaluating them.

5.OA.3 - Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane.

5.NBT.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 1/10 of what it represents in the place to its left.

5.NBT.2 - Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and 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.

5.NBT.3 - Read, write, and compare decimals to thousandths.

5.NBT.4 - Use place value understanding to round decimals to any place.

5.NBT.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.

5.NBT.6 - Find whole-number quotients of whole numbers with up to four-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.NBT.7 - Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

5.NF.1 - Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.

5.NF.2 - Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

5.NF.3 - Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

5.NF.4 - Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

5.NF.5 - Interpret multiplication as scaling (resizing)

5.NF.6 - Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

5.NF.7 - Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

5.MD.1 - Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

5.MD.2 - Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8).

5.MD.3 - Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

5.MD.4 - Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

5.MD.5 - Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

5.G.1 - Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

5.G.2 - Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

5.G.3 - Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

5.G.4 - Classify two-dimensional figures in a hierarchy based on properties.

TEKS

5.2 A - The student is expected to represent the value of the digit in decimals through the thousandths using expanded notation and numerals.

5.2 B – The student is expected to compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =.

5.2 C - The student is expected to round decimals to tenths or hundredths.

5.3 A - The student is expected to estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division.

5.3 B - The student is expected to multiply with fluency a three-digit number by a two-digit number using the standard algorithm.

5.3 C - The student is expected to solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm.

5.3 D - The student is expected to represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models.

5.3 E - The student is expected to solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers.

5.3 F - The student is expected to represent quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using objects and pictorial models, including area models.

5.3 G - The student is expected to solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm.

5.3 H - The student is expected to represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations.

5.3 I - The student is expected to represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models.

5.3 J - The student is expected to represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using objects and pictorial models, including area models.

5.3 K - The student is expected to add and subtract positive rational numbers fluently.

5.3 L - The student is expected to divide whole numbers by unit fractions and unit fractions by whole numbers.

5.4 A - The student is expected to identify prime and composite numbers.

5.4 B - The student is expected to represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity.

5.4 C - The student is expected to generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph.

5.4 D - The student is expected to recognize the difference between additive and multiplicative numerical patterns given in a table or graph.

5.4 E - The student is expected to describe the meaning of parentheses and brackets in a numeric expression.

5.4 F - The student is expected to simplify numerical expressions that do not involve exponents, including up to two levels of grouping.

5.4 G - The student is expected to use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism, including the special form for a cube (V = l x w x h, V = s x s x s, and V = Bh).

5.4 H - The student is expected to represent and solve problems related to perimeter and/or area and related to volume.

5.5 A - The student is expected to classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties.

5.6 A - The student is expected to recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible.

5.6 B - The student is expected to determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base.

5.7 A - The student is expected to solve problems by calculating conversions within a measurement system, customary or metric.

5.8 A - The student is expected to describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the x-coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis starting at the origin; and the y-coordinate, the second number, indicates movement parallel to the y-axis starting at the origin.

5.8 B - The student is expected to describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane.

5.8 C - The student is expected to graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table.

5.9 A - The student is expected to represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots.

5.9 B - The student is expected to represent discrete paired data on a scatterplot.

5.9 C - The student is expected to solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot.

5.10 A - The student is expected to define income tax, payroll tax, sales tax, and property tax.

5.10 B - The student is expected to explain the difference between gross income and net income.

5.10 C - The student is expected to identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments.

5.10 D - The student is expected to develop a system for keeping and using financial records.

5.10 E - The student is expected to describe actions that might be taken to balance a budget when expenses exceed income.

5.10 F - The student is expected to balance a simple budget.

THIS ITEM IS A MUST HAVE!

I have been teaching for 12 years. These are skill based lesson plans, with instructions for the teacher and fun, interactive yet challenging activities for the student!

If you still have questions, message me or e-mail me at masonk23@hotmail.com!

Social Media:

Follow Me On Facebook

Follow Me On Instagram

Thank you,

Katie Mason

The Mason Jar

Total Pages

26 pages

Answer Key

N/A

Teaching Duration

1 Week

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