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

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

BELOW IS THE DESCRIPTION FOR MY YEAR LONG SET

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

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

Over 390 Pages of Lesson Plans, Anecdotal Records Sheets, Vocabulary Pages and Graphic Organizers!

This product includes 32 weeks of Guided Math Lesson Plans for the teacher and activities for the students!

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 32 weeks!

WITHIN EACH LESSON:

• 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 TEKS that week) to begin your small group lesson

• Small Group Activity (based on the specific 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!

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

Skills Included:

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 TEKS aligned lesson plan!

BELOW IS THE DESCRIPTION FOR MY YEAR LONG SET

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

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

Over 390 Pages of Lesson Plans, Anecdotal Records Sheets, Vocabulary Pages and Graphic Organizers!

This product includes 32 weeks of Guided Math Lesson Plans for the teacher and activities for the students!

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 32 weeks!

WITHIN EACH LESSON:

• 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 TEKS that week) to begin your small group lesson

• Small Group Activity (based on the specific 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!

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

Skills Included:

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

12 pages

Answer Key

N/A

Teaching Duration

1 Week

351 Followers

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