# Math Bundle - 5th Grade        Subject
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20 Products in this Bundle
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This Bundle includes several of my VERY popular math products!

Here are the products you will find in this 5th Grade Math Bundle:

1. EMERGENCY SUB PLANS - 5th Grade Math:

Each day of sub plans includes the following items…and there are 10 days of these sub plans!

Morning Work with Answer Key- A 20-30 minute activity (mystery number) to get the kids working, brain warming up, and allowing the sub a moment to breathe and figure things out.

Word of the Day - Two Math Vocabulary Words each day covering concepts that will be the focus of the days activities. Students will look the word up, write a definition, explain how they see this word being used in every day life, write a word problem using this vocabulary word, and finally draw a picture that goes with the word.

Math Story Problems - A writing prompt with a teacher letter attached explaining what he or she wants the students to do with these math story problems. It includes numbers to use in their story problem and the topic that needs to be used.

Math Work with Answer Key - 10-15 math problems the student will work on independently. This activity will take approximately 30 minutes to complete.

Fast Finisher Task Card- This task card has 6 activities for the students to do when they are finished. The students just roll a die and the number picks the activity they will complete. (I always make sure I have a student that knows where my dice are in case I do get sick and they need to help the sub find these.)

And…MOST IMPORTANTLY…

A lesson plan- this lesson plan is generic enough to fit any day, but specific enough to help the sub know exactly what to do with these activities; just place it on top of the student activities and you are ready. The only thing missing are the “times” because I know everyone’s schedule is different. Just have a schedule for him or her nearby, and then these lesson plan will tell the sub exactly what he or she needs to do, approximate time to spend on the activity, and what activity to move onto next.

These are arranged in folders:

Area and Perimeter

Decimals - Tenth, Hundredth

Estimation and Rounding

Equivalent Fractions

Fractions

Improper Fractions and Mixed Numbers

Multiplication and Division

Order of Operations

Prime and Composite Numbers

2. EXIT TICKETS: (for the entire year!)

180 EXIT TICKETS with practice on Multiple Skills!

This Bundle will include 9 sets of Exit Tickets, each set including 20 Exit Tickets. (180 TOTAL)

Improper Fractions and Mixed Numbers

Multiplying and Dividing Fractions

Order of Operations

Prime and Composite Numbers

Multiplication and Division with Decimals

Rounding Decimals

Equations

Area, Perimeter, and Volume

3. WORD OF THE DAY: Math Vocabulary Practice (for entire year)

Each piece of paper has two days of words on it. Simply print and cut down the middle. Have each student glue it in a "Math Vocabulary Journal". These are great to use for morning work or for an activity right before you start your math lesson.

Each Vocabulary Word Practice includes:

Definition

Where do you see it (this helps the student identify and make connections of where they might see the particular vocabulary word in their everyday life)

Word Problem

Picture

4. Flipbooks (Personal Finance Literacy and Place Value):

This flipbook will help teach Personal Finance Literacy and Place Value in a fun and interactive way. You can partner students up to have them assemble these or you can assemble these for the students!

Students will find the definition of the vocabulary word and write it down in the space provided, give an example of the word, and draw a picture to illustrate the word.

DETAILED instructions and assembly pictures are included to help you put together these flipbooks!

5. Choice Boards

Your 5th Grade math students will love the challenging and higher level thinking activities they can choose from on these choice boards. You can use these for your fast finishers or as math centers. These Choice Boards are a great resource to have in your classroom!

This resource contains 9 choice boards for your 5th grade math students. The skills that are included:

Multiplication/Division

Operations and Algebraic Thinking

Extending Decimals

Decimal Multiplication/Division

Personal Financial Literacy

Multiplying/Dividing of Whole Numbers with Fractions

Geometry/Measurement

After you teach a particular skill, grab the Choice Board that goes with that skill and place it on a clipboard. Now they will be ready for the students to use after they finish their work.

6. Anchor Charts Components: Growing Bundle

I love using anchor charts in my classroom! They help students remember concepts throughout the year. The students also love having their journal anchor chart look just like the anchor chart that is on the wall in our classroom.

Growing Bundle Currently Includes:

Area and Perimeter (Student Journal included)

Fractions (Student Journal included)

Place Value (Student Journal included)

Prime and Composite (Student Journal included)

Volume (Student Journal included)

2-D Shapes (Student Journal included)

Many more anchor charts will be included in the next few months! Stay tuned for constant updates! If you purchase now though, you will get all of the ones added for FREE!

The process is simple:

Instructions are included in each purchase. The instructions let you know which color paper to place in the printer to help your anchor charts look amazing!

7. Guided Math Lesson Plans (Year Long)

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!

I hope you enjoy, as always, let me know what you think!

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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