Unit+1

=Resources for Fifth Grade Daily Math=

=Unit 1: Number Theory= =Content Standard:Number Sense and Operation=


 * __Number Sense and Operations Standard__**

http://www.ohiorc.org/ohiorc_resource_display.aspx?recId=4011 [|http://www.pbs.org/teachersource/mathline/lessonplans/msmp/alphabits/...] [|Virtual Manipulatives]
 * 1. Use models and visual representation to develop the concept of ratio as part-to-part and part-to-whole and the concept of percent as part-to-whole**

[|http://www.utdanacenter.org/mathtoolkit/instruction/lessons/5_legs.ph...]
 * 2. Use various forms of “one” to demonstrate the equivalence of fractions**

[|http://illuminations.nctm.org/index_d.aspx?id=339] [|http://www.pbs.org/teachersource/mathline/lessonplans/msmp/news/news_...] http://www.pbs.org/teachersource/mathline/lessonplans/msmp/alphabits/ [|http://illuminations.nctm.org/index_d.aspx?id=338] [|http://illuminations.nctm.org/index_d.aspx?id=337]
 * 3. Identify and generate equivalent forms of fractions, decimals and percents.**

[|http://www.pbs.org/teachersource/mathline/lessonplans/msmp/news/news_]
 * 4. Round decimals to a given place value and round fractions (including mixed numbers) to the nearest half.**

[|http://illuminations.nctm.org/LessonDetail.aspx?ID=L620] [|http://illuminations.nctm.org/LessonDetail.aspx?ID=L228] [|http://illuminations.nctm.org/index_o.aspx?id=100]
 * 5. Recognize and identify perfect squares and their roots.**

[|http://filer.weblogger.com/earlyalgebraManilaWebsite/classes/Lesson04...]. [|http://filer.weblogger.com/earlyalgebraManilaWebsite/classes/Lesson03..]
 * 6. Represent and compare numbers less than 0 by extending the number line and using familiar applications; e.g., temperature,owing money.**


 * 7. Use commutative, associative, distributive, identity and** **inverse properties to simplify and perform computations.**

[|http://filer.weblogger.com/earlyalgebraManilaWebsite/classes/Lesson03...]
 * 8. Identify and use relationships between operations to solve problems.**

[|http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%222003-...] http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%221992-...
 * 9. Use order of operations, including use of parentheses, to simplify numerical expressions.**


 * 10. Justify why fractions need common denominators to be added or subtracted.

11. Explain how place value is related to addition and subtraction of decimals; e.g., 0.2 + 0.14; the two tenths is added to the one tenth because they are both tenths.**

http://illuminations.nctm.org/LessonDetail.aspx?ID=L264 [|http://www.pbs.org/teachersource/mathline/lessonplans/msmp/news/news_...]
 * 12. Use physical models, points of reference, and equivalent forms to add and subtract commonly used fractions with like and unlike denominators and decimals.**

[|http://illuminations.nctm.org/LessonDetail.aspx?ID=L243] [|http://illuminations.nctm.org/index_d.aspx?id=252] [|http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%221996]
 * 13. Estimate the results of computations involving whole numbers,fractions and decimals, using a variety of strategies.**

Unit 2