Www.gloucestertownshipschools.org



Gloucester Township Public Schools

Math Curriculum – updated Summer 2017

Grade 5

Overview

Mathematics is a universal language enmeshed in both the everyday experiences of human society and the natural world around us. The Gloucester Township Public School District recognizes that mathematics is a fluid and intricately connected web of conceptual understandings, as opposed to segmented isolated skills and arbitrary units of study.

A nation that trains and prepares students to become mathematically literate problem solvers is an entity that sends citizens into the workforce ready to compete in a global economy laden with technology and problem solving opportunities. A school district that intends to have an accomplished field of mathematicians, engineers, medical professionals, scientists, and innovative entrepreneurs must plan and prepare standards-based curriculum that adheres to the Common Core Standards, includes 21st Century technology skills, and explores the variety of careers steeped in mathematics.

In consideration of the rigor and depth of mastery needed by students in our Nation's public school system, we have constructed the following curriculum guide and supporting documentation for Gloucester Township Public Schools through adoption of the New Jersey Department of Education Model Curriculum for Mathematics. Every student in our schools shall have the opportunity to become engaged in an enriching, real world approach to mathematics instruction that is based on solid educational research and data-driven instruction.

Math - Grade Five

Unit 1 - Understand the place value system

|Standards |Topics |Activities |Resources |Assessments |

|5.OA.1 - Use parentheses, brackets, or braces in numerical expressions, and |7-1, 7-2, 7-4 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I |-STAR Math |

|evaluate | |-Problem of the Day |Ready? |-Am I Ready Assessments |

|expressions with these symbols. | |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

| | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

| | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

| | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

| | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

| | |-Guided Practice |Readers | |

| | |-Independent Practice |-My Learning Stations | |

| | | | |*Resource Rooms |

|5.OA.2 - Write simple expressions that record calculations with numbers, and |7-3 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I |-STAR Math |

|interpret | |-Problem of the Day |Ready? |-Am I Ready Assessments |

|numerical expressions without evaluating them. For example, express the | |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

|calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

|3 × | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

|(18932 + 921) is three times as large as 18932 + 921, without having to | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

|calculate the indicated sum or product. | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

| | |-Guided Practice |Readers | |

| | |-Independent Practice |-My Learning Stations | |

| | | | |*Resource Rooms |

|5.NBT.1 - Recognize that in a multi-digit number, a digit in one place |1-1, 1-5, 1-6 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I |-STAR Math |

|represents 10 times as much as it represents in the place to its right and | |-Problem of the Day |Ready? |-Am I Ready Assessments |

|1/10 of what it represents in the place to its left. | |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

| | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

| | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

| | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

| | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

| | |-Guided Practice |Readers | |

| | |-Independent Practice |-My Learning Stations | |

| | | | |*Resource Rooms |

|5.NBT.2 - Explain patterns in the number of zeros of the product when |2-3, 2-4, 2-5, 6-6, 6-9, 6-14 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I |-STAR Math |

|multiplying a number by powers of 10, and explain patterns in the placement | |-Problem of the Day |Ready? |-Am I Ready Assessments |

|of the decimal point when a decimal is multiplied or divided by a power of | |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

|10. Use whole-number exponents to denote powers of 10. | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

| | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

| | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

| | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

| | |-Guided Practice |Readers | |

| | |-Independent Practice |-My Learning Stations | |

| | | | |*Resource Rooms |

|5.NBT.3 - Read, write, and compare decimals to thousandths. |1-3, 1-4, 1-5, 1-6, 1-7, 1-8, 1-9 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I |-STAR Math |

| | |-Problem of the Day |Ready? |-Am I Ready Assessments |

|a. Read and write decimals to thousandths using base-ten numerals, number | |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

|names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

|(1/10) + 9 × (1/100) + 2 × (1/1000). | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

| | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

|b. Compare two decimals to thousandths based on meanings of the digits in | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

|each place, using >, =, and < symbols to record the results of comparisons. | |-Guided Practice |Readers | |

| | |-Independent Practice |-My Learning Stations | |

| | | | |*Resource Rooms |

|5.NBT.5 - Fluently multiply multi-digit whole numbers using the standard |2-6, 2-7, 2-8, 2-9, 2-10, 6-1, |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I |-STAR Math |

|algorithm. |6-8, 6-9, 8-4 |-Problem of the Day |Ready? |-Am I Ready Assessments |

| | |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

| | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

| | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

| | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

| | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

| | |-Guided Practice |Readers | |

| | |-Independent Practice |-My Learning Stations | |

| | | | |*Resource Rooms |

|5.NBT.6 - Find whole-number quotients of whole numbers with up to four-digit |3-1, 3-2, 3-3, 3-4, 3-5, 3-6, 3-7,|-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I |-STAR Math |

|dividends and two-digit divisors, using strategies based on place value, the |3-8, 3-9, 3-10, 3-11, 3-12, 3-13, |-Problem of the Day |Ready? |-Am I Ready Assessments |

|properties of operations, and/or the relationship between multiplication and |4-1, 4-2, 4-3, 4-4, 4-5, 4-6 |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

|division. Illustrate and explain the calculation by using equations, | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

|rectangular arrays, and/or area models. | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

| | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

| | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

| | |-Guided Practice |Readers | |

| | |-Independent Practice |-My Learning Stations | |

| | | | |*Resource Rooms |

Math - Grade Five

Unit 2: Geometric measures: understand concepts of volume as multiplication and addition

|Standards |Topics |Activities |Resources |Assessments |

|5.MD.3 - Recognize volume as an attribute of solid figures and understand |12-8, 12-12 |-Lesson Presentations from |-Virtual Manipulatives -Am I |-STAR Math |

|concepts of volume measurement. | |ConnectEd |Ready? |-Am I Ready Assessments |

| | |-Problem of the Day |-My Vocabulary Cards |-Pretest |

|a. A cube with side length 1 unit, called a “unit cube,” is said to have | |-Common Core Quick Check |-My Foldable |-Check My Progress Quiz |

|“one cubic unit” of volume, and can be used to measure volume. | |-Investigate the Math |-Manipulative Masters & |-Vocabulary Test |

| | |-My Homework |Manipulative Kit |-Chapter Test 1A & 1B* |

|b. A solid figure which can be packed without gaps or overlaps using n | |-Reteach & Enrich |-Real World Problem Solving |-Chapter Test 2A & 2B |

|unit cubes is said to have a volume of n cubic units | |Worksheets |Readers | |

| | |-Guided Practice |-My Learning Stations |*Resource Rooms |

| | |-Independent Practice | | |

|5.MD.4 - Measure volumes by counting unit cubes, using cubic cm, cubic in,|12-8, 12-12 |-Lesson Presentations from |-Virtual Manipulatives -Am I |-STAR Math |

|cubic ft, and non-standard units. | |ConnectEd |Ready? |-Am I Ready Assessments |

| | |-Problem of the Day |-My Vocabulary Cards |-Pretest |

| | |-Common Core Quick Check |-My Foldable |-Check My Progress Quiz |

| | |-Investigate the Math |-Manipulative Masters & |-Vocabulary Test |

| | |-My Homework |Manipulative Kit |-Chapter Test 1A & 1B* |

| | |-Reteach & Enrich |-Real World Problem Solving |-Chapter Test 2A & 2B |

| | |Worksheets |Readers | |

| | |-Guided Practice |-My Learning Stations |*Resource Rooms |

| | |-Independent Practice | | |

|5.MD.5 - Relate volume to the operations of multiplication and addition |12-9, 12-10, 12-11, 12-12 |-Lesson Presentations from |-Virtual Manipulatives -Am I |-STAR Math |

|and solve real world and mathematical problems involving volume. | |ConnectEd |Ready? |-Am I Ready Assessments |

|a. Find the volume of a right rectangular prism with whole-number side | |-Problem of the Day |-My Vocabulary Cards |-Pretest |

|lengths by packing it with unit cubes, and show that the volume is the | |-Common Core Quick Check |-My Foldable |-Check My Progress Quiz |

|same as would be found by multiplying the edge lengths, equivalently by | |-Investigate the Math |-Manipulative Masters & |-Vocabulary Test |

|multiplying the height by the area of the base. Represent threefold | |-My Homework |Manipulative Kit |-Chapter Test 1A & 1B* |

|whole-number products as volumes, e.g., to represent the associative | |-Reteach & Enrich |-Real World Problem Solving |-Chapter Test 2A & 2B |

|property of multiplication. | |Worksheets |Readers | |

| | |-Guided Practice |-My Learning Stations | |

|b. Apply the formulas V = l × w × h and V = B × h for rectangular prisms | |-Independent Practice | | |

|to find volumes of right rectangular prisms with whole number edge lengths| | | | |

|in the context of solving real world and mathematical problems. | | | | |

|c. Recognize volume as additive. Find volumes of solid figures composed of| | | | |

|two non-overlapping right rectangular prisms by adding the volumes of the | | | | |

|non-overlapping parts, applying this technique to solve real world | | | | |

|problems. | | | | |

| | | | |*Resource Rooms |

Math - Grade Five

Unit 3 - Operations with multi-digit whole numbers, decimals to hundredths, and fractions

|Standards |Topics |Activities |Resources |Assessments |

|5.NBT.1 - Recognize that in a multi-digit number, a digit in one |1-1, 1-5, 1-6 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I |-STAR Math |

|place represents 10 times as much as it represents in the place | |-Problem of the Day |Ready? |-Am I Ready Assessments |

|to its right and 1/10 of what it represents in the place to its | |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

|left. | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

| | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

| | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

| | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

| | |-Guided Practice |Readers | |

| | |-Independent Practice |-My Learning Stations | |

| | | | |*Resource Rooms |

|5.NBT.7 - Add, subtract, multiply, and divide decimals to |5-2, 5-3, 5-4, 5-5, 5-6, 5-7, |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I |-STAR Math |

|hundredths, using concrete models or drawings and strategies |5-8, 5-9, 5-10, 6-2, 6-3, 6-4, |-Problem of the Day |Ready? |-Am I Ready Assessments |

|based on place value, properties of operations, and/or the |6-5, 6-6, 6-7, 6-8, 6-10, 6-11,|-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

|relationship between addition and subtraction; relate the |6-12, 6-13, 6-14 |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

|strategy to a written method and explain the reasoning used. | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

| | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

| | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

| | |-Guided Practice |Readers | |

| | |-Independent Practice |-My Learning Stations | |

| | | | |*Resource Rooms |

|5.NF.1 - Add and subtract fractions with unlike denominators |9-4, 9-5, 9-6, 9-7, 9-8, 9-10, |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I |-STAR Math |

|(including mixed numbers) by replacing given fractions with |9-11, 9-12, 9-13 |-Problem of the Day |Ready? |-Am I Ready Assessments |

|equivalent fractions in such a way as to produce an equivalent | |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

|sum or difference of fractions with like denominators. | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

|For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b +| |-My Homework |-Manipulative Masters & |-Vocabulary Test |

|c/d = (ad + bc)/bd.) | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

| | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

| | |-Guided Practice |Readers | |

| | |-Independent Practice |-My Learning Stations | |

| | | | |*Resource Rooms |

|5.NF.2 - Solve word problems involving addition and subtraction |9-2, 9-3, 9-4, 9-5, 9-6, 9-7, |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I |-STAR Math |

|of fractions referring to the same whole, including cases of |9-8, 9-9, 9-10, 9-11, 9-12, |-Problem of the Day |Ready? |-Am I Ready Assessments |

|unlike denominators, e.g., by using visual fraction models or |9-13 |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

|equations to represent the problem. Use benchmark fractions and | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

|number sense of fractions to estimate mentally and assess the | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

|reasonableness of answers. | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

|For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

|observing that 3/7 < 1/2. | |-Guided Practice |Readers | |

| | |-Independent Practice |-My Learning Stations | |

| | | | |*Resource Rooms |

|5.NF.3 - Interpret a fraction as division of the numerator by the|8-1 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I |-STAR Math |

|denominator (a/b = a ÷ b). Solve word problems involving division| |-Problem of the Day |Ready? |-Am I Ready Assessments |

|of whole numbers leading to answers in the form of fractions or | |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

|mixed numbers, e.g., by using visual fraction models or equations| |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

|to represent the problem. | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

| | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

|For example, interpret 3/4 as the result of dividing 3 by 4, | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

|noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes | |-Guided Practice |Readers | |

|are shared equally among 4 people each person has a share of size| |-Independent Practice |-My Learning Stations | |

|3/4. If 9 people want to share a 50-pound sack of rice equally by| | | | |

|weight, how many pounds of rice should each person get? Between | | | | |

|what two whole numbers does your answer lie? | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | |*Resource Rooms |

|5.MD.1 - Convert among different-sized standard measurement units|11-1, 11-2, 11-3, 11-4, 11-5, |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I |-STAR Math |

|within a given measurement system (e.g., convert 5 cm to 0.05 m),|11-6, 11-7, 11-9, 11-10, 11-11,|-Problem of the Day |Ready? |-Am I Ready Assessments |

|and use these conversions in solving multi-step, real world |11-12, 11-13 |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

|problems. | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

| | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

| | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

| | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

| | |-Guided Practice |Readers | |

| | |-Independent Practice |-My Learning Stations | |

| | | | |*Resource Rooms |

|5.NBT.5 - Fluently multiply multi-digit whole numbers using the |2-6, 2-7, 2-8, 2-9, 2-10, 6-1, |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I |-STAR Math |

|standard algorithm. |6-8, 6-9, 8-4 |-Problem of the Day |Ready? |-Am I Ready Assessments |

| | |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

| | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

| | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

| | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

| | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

| | |-Guided Practice |Readers | |

| | |-Independent Practice |-My Learning Stations | |

| | | | |*Resource Rooms |

Math - Grade Five

Unit 4 - More fractions – multiplication of a fraction by a fraction or whole number

|Standards |Topics |Activities |Resources |Assessments |

|5.NF.4 - Apply and extend previous understandings of multiplication to |10-1, 10-2, 10-3, 10-4, 10-5, 10-6, |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I |-STAR Math |

|multiply a fraction or |10-12 |-Problem of the Day |Ready? |-Am I Ready Assessments |

|whole number by a fraction. | |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

| | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

|a. Interpret the product (a/b) × q as a parts of a partition of q into b| |-My Homework |-Manipulative Masters & |-Vocabulary Test |

|equal parts; | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

|equivalently, as the result of a sequence of operations a × q ÷ b. For | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

|example, use | |-Guided Practice |Readers | |

|a visual fraction model to show (2/3) × 4 = 8/3, and create a story | |-Independent Practice |-My Learning Stations | |

|context for this | | | | |

|equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × | | | | |

|(c/d) = ac/bd.) | | | | |

| | | | | |

|b. Find the area of a rectangle with fractional side lengths by tiling | | | | |

|it with unit | | | | |

|squares of the appropriate unit fraction side lengths, and show that the| | | | |

|area is the | | | | |

|same as would be found by multiplying the side lengths. Multiply | | | | |

|fractional side | | | |*Resource Rooms |

|lengths to find areas of rectangles, and represent fraction products as | | | | |

|rectangular | | | | |

|areas. | | | | |

|5.NF.5 - Interpret multiplication as scaling (resizing), by: |8-3, 8-6, 8-7, 8-8, 10-6, 10-8 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I |-STAR Math |

|a. Comparing the size of a product to the size of one factor on the | |-Problem of the Day |Ready? |-Am I Ready Assessments |

|basis of the size of the other factor, without performing the indicated | |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

|multiplication. | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

|b. Explaining why multiplying a given number by a fraction greater than | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

|1 results in a product greater than the given number (recognizing | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

|multiplication by whole numbers greater than 1 as a familiar case); | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

|explaining why multiplying a given number by a fraction less than 1 | |-Guided Practice |Readers | |

|results in a product smaller than the given number; and relating the | |-Independent Practice |-My Learning Stations | |

|principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of | | | | |

|multiplying a/b by 1. | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | |*Resource Rooms |

|5.NF.6 - Solve real world problems involving multiplication of fractions|10-1, 10-2, 10-3, 10-4, 10-6, 10-7, |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I |-STAR Math |

|and mixed numbers, e.g., by using visual fraction models or equations to|10-8, 10-12 |-Problem of the Day |Ready? |-Am I Ready Assessments |

|represent the problem. | |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

| | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

| | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

| | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

| | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

| | |-Guided Practice |Readers | |

| | |-Independent Practice |-My Learning Stations | |

| | | | |*Resource Rooms |

|5.NF.7 - Apply and extend previous understandings of division to divide |10-9, 10-10, 10-11, 10-12 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I |-STAR Math |

|unit fractions by whole numbers and whole numbers by unit fractions. | |-Problem of the Day |Ready? |-Am I Ready Assessments |

|a. Interpret division of a unit fraction by a non-zero whole number, and| |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

|compute such quotients. | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

|For example, create a story context for (1/3) ÷ 4, and use a visual | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

|fraction model to show the quotient. Use the relationship between | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

|multiplication and division to explain that (1/3) ÷ 4 = 1/12 because | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

|(1/12) × 4 = 1/3. | |-Guided Practice |Readers | |

|b. Interpret division of a whole number by a unit fraction, and compute | |-Independent Practice |-My Learning Stations | |

|such quotients. | | | | |

|For example, create a story context for 4 ÷ (1/5), and use a visual | | | | |

|fraction model to show the quotient. Use the relationship between | | | | |

|multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × | | | |*Resource Rooms |

|(1/5) = 4. | | | | |

|c. Solve real world problems involving division of unit fractions by | | | | |

|non-zero whole numbers and division of whole numbers by unit fractions, | | | | |

|e.g., by using visual fraction models and equations to represent the | | | | |

|problem. | | | | |

|For example, how much chocolate will each person get if 3 people share | | | | |

|1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of | | | | |

|raisins? | | | | |

Math - Grade 5

Unit 5 - Points and plots on the coordinate plane, decimal arithmetic, and two dimensional figures

|Standards |Topics |Activities |Resources |Assessments |

|5.OA.3 - Generate two numerical patterns using two given |7-5, 7-6, 7-9 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready?|-STAR Math |

|rules. Identify apparent relationships between corresponding | |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|terms. Form ordered pairs consisting of corresponding terms | |-Common Core Quick Check |-My Foldable |-Pretest |

|from the two patterns, and graph the ordered pairs on a | |-Investigate the Math |-Manipulative Masters & |-Check My Progress Quiz |

|coordinate plane. | |-My Homework |Manipulative Kit |-Vocabulary Test |

|For example, given the rule “Add 3” and the starting number 0,| |-Reteach & Enrich |-Real World Problem Solving Readers|-Chapter Test 1A & 1B* |

|and given the rule “Add 6” and the starting number 0, generate| |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

|terms in the resulting sequences, and observe that the terms | |-Guided Practice | | |

|in one sequence are twice the corresponding terms in the other| |-Independent Practice | | |

|sequence. Explain informally why this is so. | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | |*Resource Rooms |

|5.NBT.7 - Add, subtract, multiply, and divide decimals to |5-2, 5-3, 5-4, 5-5, 5-6, 5-7, 5-8, |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready?|-STAR Math |

|hundredths, using concrete models or drawings and strategies |5-9, 5-10, 6-2, 6-3, 6-4, 6-5, 6-6,|-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|based on place value, properties of operations, and/or the |6-7, 6-8, 6-10, 6-11, 6-12, 6-13, |-Common Core Quick Check |-My Foldable |-Pretest |

|relationship between addition and subtraction; relate the |6-14 |-Investigate the Math |-Manipulative Masters & |-Check My Progress Quiz |

|strategy to a written method and explain the reasoning used. | |-My Homework |Manipulative Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers|-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | | |

| | | | |*Resource Rooms |

|5.MD.2 - Make a line plot to display a data set of |11-8 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready?|-STAR Math |

|measurements in fractions of a unit (1/2, 1/4, 1/8). Use | |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|operations on fractions for this grade to solve problems | |-Common Core Quick Check |-My Foldable |-Pretest |

|involving information presented in line plots. | |-Investigate the Math |-Manipulative Masters & |-Check My Progress Quiz |

|For example, given different measurements of liquid in | |-My Homework |Manipulative Kit |-Vocabulary Test |

|identical beakers, find the amount of liquid each beaker would| |-Reteach & Enrich |-Real World Problem Solving Readers|-Chapter Test 1A & 1B* |

|contain if the total amount in all the beakers were | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

|redistributed equally. | |-Guided Practice | | |

| | |-Independent Practice | | |

| | | | | |

| | | | | |

| | | | | |

| | | | |*Resource Rooms |

|5.G.1 - Use a pair of perpendicular number lines, called axes,|7-8, 7-9 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready?|-STAR Math |

|to define a coordinate system, with the intersection of the | |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|lines (the origin) arranged to coincide with the 0 on each | |-Common Core Quick Check |-My Foldable |-Pretest |

|line and a given point in the plane located by using an | |-Investigate the Math |-Manipulative Masters & |-Check My Progress Quiz |

|ordered pair of numbers, called its coordinates. Understand | |-My Homework |Manipulative Kit |-Vocabulary Test |

|that the first number indicates how far to travel from the | |-Reteach & Enrich |-Real World Problem Solving Readers|-Chapter Test 1A & 1B* |

|origin in the direction of one axis, and the second number | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

|indicates how far to travel in the direction of the second | |-Guided Practice | | |

|axis, with the convention that the names of the two axes and | |-Independent Practice | | |

|the coordinates correspond (e.g., x-axis and x-coordinate, | | | | |

|y-axis and y-coordinate). | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | |*Resource Rooms |

| 5.G.2 - Represent real world and mathematical problems by |7-7, 7-9, 7-9 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready?|-STAR Math |

|graphing points in the first quadrant of the coordinate plane,| |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|and interpret coordinate values of points in the context of | |-Common Core Quick Check |-My Foldable |-Pretest |

|the situation. | |-Investigate the Math |-Manipulative Masters & |-Check My Progress Quiz |

| | |-My Homework |Manipulative Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers|-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | | |

| | | | |*Resource Rooms |

|5.G.3 - Understand that attributes belonging to a category of |12-1, 12-2, 12-3, 12-4, 12-5 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready?|-STAR Math |

|two-dimensional figures also belong to all subcategories of | |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|that category. For example, all rectangles have four right | |-Common Core Quick Check |-My Foldable |-Pretest |

|angles and squares are rectangles, so all squares have four | |-Investigate the Math |-Manipulative Masters & |-Check My Progress Quiz |

|right angles. | |-My Homework |Manipulative Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers|-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | | |

| | | | |*Resource Rooms |

|5.G.4 - Classify two-dimensional figures in a hierarchy based |12-1, 12-2, 12-3, 12-4, 12-5 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready?|-STAR Math |

|on properties. | |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

| | |-Common Core Quick Check |-My Foldable |-Pretest |

| | |-Investigate the Math |-Manipulative Masters & |-Check My Progress Quiz |

| | |-My Homework |Manipulative Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers|-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | | |

| | | | |*Resource Rooms |

|5.NBT.5 - Fluently multiply multi-digit whole numbers using |2-6, 2-7, 2-8, 2-9, 2-10, 6-1, 6-8,|-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready?|-STAR Math |

|the standard algorithm. |6-9, 8-4 |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

| | |-Common Core Quick Check |-My Foldable |-Pretest |

| | |-Investigate the Math |-Manipulative Masters & |-Check My Progress Quiz |

| | |-My Homework |Manipulative Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers|-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | | |

| | | | |*Resource Rooms |

Appendix A

Adaptations for Special Education Students, English Language Learners, and Gifted and Talented Students

Making Instructional Adaptations

Instructional Adaptations include both accommodations and modifications.

An accommodation is a change that helps a student overcome or work around a disability or removes a barrier to learning for any student.

Usually a modification means a change in what is being taught to or expected from a student.

-Adapted from the National Dissemination Center for Children with Disabilities

|ACCOMMODATIONS |MODIFICATIONS |

|Required when on an IEP or 504 plan, but can be implemented for any student to support|Only when written in an IEP. |

|their learning. | |

Special Education Instructional Accommodations

➢ Teachers will use Approaching Level Tier 2: Strategic Intervention in RtI Differentiated Instruction section of My Math lessons.

➢ Teachers will use the Targeted Strategic Intervention from the My Math Online Support.

➢ Teachers shall implement any instructional adaptations written in student IEPs.

➢ Teachers will implement strategies for all Learning Styles (Appendix B)

➢ Teacher will implement appropriate UDL instructional adaptations (Appendix C )

Gifted and Talented Instructional Accommodations

➢ Teachers will use Beyond Level in RtI Differentiated Instruction section of My Math lessons

➢ Teachers will use the Enrichment Masters from the My Math Online Support

➢ Teacher will implement Adaptations for Learning Styles (Appendix B)

➢ Teacher will implement appropriate UDL instructional adaptations (Appendix C)

English Language Learner Instructional Accommodations

➢ Teachers will use the ELL Differentiated English Language Learner Support section of My Math lessons.

➢ Teachers will use the Differentiated ELL Support from the My Math Online Support.

➢ Teachers will implement the appropriate

➢ Teachers will implement the appropriate instructional adaptions for English Language Leaners (Appendix E)

APPENDIX B

Learning Styles

Aadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)

Accommodating Different Learning Styles in the Classroom:

All learners have a unique blend of sequential, precise, technical, and confluent learning styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic.

It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class.

Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.

|Visual |Utilize Charts, graphs, concept maps/webs, pictures, and cartoons |

| | |

| |Watch videos to learn information and concepts |

| | |

| |Encourage students to visualize events as they read math word problems |

| | |

| |Use flash cards to practice basic math facts |

| | |

| |Model by demonstrating tasks or showing a finished product |

| | |

| |Have written directions available for student |

| | |

| |Use power point presentations |

| | |

| |Color code and highlight operation symbols (+, -, x, ÷) |

| | |

| |Color code and highlight key words in math word problems |

|Audio |Allow students to give oral presentations or explain concepts verbally |

| | |

| |Present information and directions verbally or encourage students to read directions aloud to themselves. |

| | |

| |Allow students to work in pairs |

| | |

| |Utilize songs and rhymes |

| | |

| |Ask for choral responses in instruction, example have the entire class chant in unison multiples, evens/odds, or skip |

| |counting by 2s, 5,s or 10s |

| | |

| |Repeat, clarify, or reword directions |

| | |

| |Verbally guide students through task steps |

|Kinesthetic |Act out concepts and dramatize events |

| | |

| |Use flash cards |

| | |

| |Use manipulatives |

| | |

| |Allow students to deepen knowledge through hands on projects |

|Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan work carefully, and complete the assignment from beginning to |

|end without interruptions. |

|Accommodations: |

|Repeat/rephrase directions |

|Provide a checklist or step by step written directions |

|Break assignments in to chunks |

|Provide samples of desired products |

|Help the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time|

|on directions and neatness and overlooking concepts |

|Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed notes, asks questions to find out more information, seeks|

|and responds with exact answers, and reads and writes in a highly specific manner. |

|Accommodations: |

|Provide detailed directions for assignments |

|Provide checklists |

|Provide frequent feedback and encouragement |

|Help precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts |

|Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The learner uses technical reasoning to figure out how to do things, |

|works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiences |

|Accommodations: |

|Allow to work independently or as a leader of a group |

|Give opportunities to solve problems and not memorize information |

|Plan hands-on tasks |

|Explain relevance and real world application of the learning |

|Will be likely to respond to intrinsic motivators, and may not be motivated by grades |

|Help technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many|

|assignments, difficulty paying attention to lengthy directions or lectures |

|Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The learner often starts before all directions are given; takes a |

|risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises. |

|Accommodations: |

|Allow choice in assignments |

|Encourage creative solutions to problems |

|Allow students to experiment or use trial and error approach |

|Will likely be motivated by autonomy within a task and creative assignments |

|Help confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail |

APPENDIX C

Universal Design for Learning Adaptations

Adapted from Universal Design For Learning

Teachers will utilize the examples below as a menu of adaptation ideas.

Provide Multiple Means of Representation

Strategy #1: Options for perception

|Goal/Purpose |Examples |

|To present information through different modalities such as vision, hearing, or |Use visual demonstrations, illustrations, and models |

|touch. |Present a power point presentation. |

| |Use appropriate manipulatives, such as base 10 block, counters, or pattern |

| |blocks |

| |Differentiate operation symbols by color coding |

| |Draw pictures when possible |

| |Use interactive websites and apps |

| |Use modeling to help students solve problems |

| |Provide examples of a correctly solved problem at the beginning of each lesson |

| |Have students work each step in a different color |

| |Use songs and rhymes to help remember information |

| |Use mnemonics like “Please Excuse My Dear Aunt Sally” (order of operations) to |

| |remember sequenced steps |

| |Simplify and rephrase vocabulary in word problems |

Strategy #2: Options for language, mathematical expressions and symbols

|Goal/Purpose |Examples |

|To make words, symbols, pictures, and mathematical notation clear for all |Use larger font size and/or magnifiers |

|students. | |

| |Highlight important parts of problems, example: key words or operation signs |

| | |

| |Use place value charts, number grids, and operation tables |

| |(addition/subtraction and multiplication/division tables) |

| | |

| |Allow students to trace important visual patterns |

| | |

| |Use graph paper to keep numbers aligned |

| | |

| |Put boxes around each problem to visually separate them |

| | |

| |Simplify and rephrase vocabulary in word problem |

| | |

| |Turn lined paper vertically so the student has ready made columns |

| | |

| |Color code and highlight keywords in math word problems |

Strategy #3: Options for Comprehension

|Purpose |Examples |

|To provide scaffolding so students can access and understand information needed to|Use diagrams. |

|construct useable knowledge. | |

| |Use semantic maps and diagrams |

| | |

| |Chunk pieces of information together, example: learn facts in sets of 3 |

| | |

| |Review previous lessons |

| | |

| |Use a buddy system to clarify |

| | |

| |Use mnemonic aids to signal steps, example “Does McDonalds Sell Cheese Burgers”|

| |(long division: divide, multiply, subtract, check, bring down) |

| | |

| |Provide students with a strategy to use for solving word problems |

| | |

| |Use graph paper to keep numbers aligned |

| | |

| |Use modeling to help students solve problems |

| | |

| |Introduce concepts using real life examples whenever possible |

| | |

| |Teach fact families and build fluency with games and understanding |

| | |

| |When teaching number lines use tape or draw a number line on the floor for |

| |students to walk on |

Provide Multiple Means of Action and Expression

Strategy #4: Options for physical action

|Purpose |Examples |

|To provide materials that all learners can physically utilize |Use of computers when available |

| | |

| |Preferential or alternate seating |

| | |

| |Provide assistance with organization |

| | |

| |Provide graph paper to organize place value |

| | |

| |Provide appropriate manipulatives |

| | |

| |Use flash cards |

| | |

| |Provide highlighters for students when solving problems |

| | |

| |Allow students to use desk top copies of fact sheets, multiplication/division |

| |tables etc. |

| | |

| |Use individual dry-erase boards |

Strategy #5: Options for expression and communication

|Purpose |Examples |

|To allow the learner to express their knowledge in different ways |Allow oral responses or presentations |

| | |

| |Students show their knowledge with charts and graphs |

| | |

| |Give students extra time to respond to oral questions |

| | |

| |Have students verbally or visually explain how to solve a math problem |

Strategy #6: Options for executive function

|Purpose |Examples |

|To scaffold student ability to set goals, plan, and monitor progress |Provide clear learning goals, scales, and rubrics |

| | |

| |Model skills |

| | |

| |Utilize checklists |

| | |

| |Give examples of desired finished product |

| | |

| |Chunk longer assignments into manageable parts |

| | |

| |Teach and practice organizational skills |

| | |

| |Use a problem solving strategy checklist so that students can monitor their |

| |progress |

| | |

| |Teach students to use self-questioning techniques |

| | |

| |Reduce the number of practice or test problems on a page |

Provide Multiple Means of Engagement

Strategy #7: Options for recruiting interest

|Purpose |Examples |

|To make learning relevant, authentic, interesting, and engaging to the student. |Provide choice and autonomy on assignments |

| | |

| |Use colorful and interesting designs, layouts, and graphics |

| | |

| |Use games, challenges, or other motivating activities |

| | |

| |Provide positive reinforcement for effort |

| | |

| |Use manipulatives |

| | |

| |Provide learning aids such as calculators and/or operation tables |

| |(addition/subtraction and multiplication/division tables) |

| | |

| |Introduce concepts using real life examples whenever possible |

| | |

| |Use individual dry-erase boards |

| |Use magnetic manipulatives examples: numbers, operation signs, ten frames, base|

| |ten blocks, etc. |

Strategy #8: Options for sustaining effort and persistence

|Purpose |Examples |

|To create extrinsic motivation for learners to stay focused and work hard on |Show real world applications of the lesson |

|tasks. | |

| |Utilize collaborative learning |

| | |

| |Assign a peer tutor |

| | |

| |Incorporate student interests into lesson |

| | |

| |Praise growth and effort |

| | |

| |Recognition systems |

| | |

| |Behavior plans |

| | |

| |Repeat directions as needed |

| | |

| |Provide immediate feedback |

Strategy #9: Options for self-regulation

|Purpose |Examples |

|To develop intrinsic motivation to control behaviors and to develop self-control.|Give prompts or reminders about self-control |

| | |

| |Self-monitored behavior plans using logs, records, journals, or checklists |

| | |

| |Ask students to reflect on behavior and effort |

| | |

| |Post class rules using pictures and words |

| | |

| |Post daily schedule using pictures and words |

| | |

| |Circulate around the room |

| | |

| |Develop a signal for when a break is needed |

| | |

| |Provide consistent praise to elevate self-esteem |

| | |

| |Model and role play problem solving |

| | |

| |Desensitize students to anxiety causing events |

Appendix D

Gifted and Talented Instructional Accommodations

How do the State of NJ regulations define gifted and talented students?

Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.

What types of instructional accommodations must be made for students identified as gifted and talented?

The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..

What is differentiation?

Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:

Prior knowledge Cognitive Level

Learning Rate Learning Style

Motivation Strength or Interest

And various curriculum components:

Nature of the Objective Teaching Activities

Learning Activities Resources

Products

Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).

[pic]

Gifted & Talented Accommodations Chart

Adapted from Association for Supervision and Curriculum Development

Teachers will utilize the examples below as a menu of adaptation ideas.

|Strategy |Description |Suggestions for Accommodation |

|High Level Questions |Discussions and tests, ensure the highly able |Require students to defend answers |

| |learner is presented with questions that draw on |Use open ended questions |

| |advanced level of information, deeper |Use divergent thinking questions |

| |understanding, and challenging thinking. |Ask student to extrapolate answers when given incomplete information |

|Tiered assignments |In a heterogeneous class, teacher uses varied |Use advanced materials |

| |levels of activities to build on prior knowledge |Complex activities |

| |and prompt continued growth. Students use varied |Transform ideas, not merely reproduce them |

| |approaches to exploration of essential ideas. |Open ended activity |

|Flexible Skills |Students are matched to skills work by virtue of |Exempt gifted learners from basic skills work in areas in which they |

|Grouping |readiness, not with assumption that all need same |demonstrate a high level of performance |

| |spelling task, computation drill, writing |Gifted learners develop advanced knowledge and skills in areas of |

| |assignment, etc. Movement among groups is common, |talent |

| |based on readiness on a given skill and growth in | |

| |that skill. | |

|Independent Projects |Student and teacher identify problems or topics of|Primary Interest Inventory |

| |interest to student. Both plan method of |Allow student maximum freedom to plan, based on student readiness for|

| |investigating topic/problem and identifying type |freedom |

| |of product student will develop. This product |Use preset timelines to zap procrastination |

| |should address the problem and demonstrate the |Use process logs to document the process involved throughout the |

| |student’s ability to apply skills and knowledge to|study |

| |the problem or topic | |

|Learning Centers |Centers are “Stations” or collections of materials|Develop above level centers as part of classroom instruction |

| |students can use to explore, extend, or practice | |

| |skills and content. For gifted students, centers | |

| |should move beyond basic exploration of topics and| |

| |practice of basic skills. Instead it should | |

| |provide greater breadth and depth on interesting | |

| |and important topics. | |

|Interest Centers or |Interest Centers provide enrichment for students |Plan interest based centers for use after students have mastered |

|Interest Groups |who can demonstrate mastery/competence with |content |

| |required work/content. Interest Centers can be | |

| |used to provide students with meaningful learning | |

| |when basic assignments are completed. | |

|Contracts and |Contracts are an agreement between the student and| |

|Management Plans |teacher where the teacher grants specific freedoms|Allow gifted students to work independently using a contract for goal|

| |and choices about how a student will complete |setting and accountability |

| |tasks. The student agrees to use the freedoms | |

| |appropriately in designing and completing work | |

| |according to specifications. | |

| | | |

|Compacting |A 3-step process that (1) assesses what a student |Use pretesting and formative assessments |

| |knows about material “to be” studied and what the |Allow students who complete work or have mastered skills to complete |

| |student still needs to master, (2) plans for |enrichment activities |

| |learning what is not known and excuses student | |

| |from what is known, and (3) plans for freed-up | |

| |time to be spent in enriched or accelerated study.| |

Appendix E

English Language Learner Instructional Accommodations

Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State of NJ Department of Education Bilingual Education and Haynes and Zacarian (2010).

K-2

Beginning Level: Preproduction (Newcomers)

Use visuals, manipulative, and real objects

Allow responses through physical movement or manipulation of objects

Allow student to listen and observe (don’t force speaking)

Group student with more advanced ELLs or cooperative peers

Provide simplified text and numerous pictures

Sight word cards

Alphabet Folder

Coloring Packet

Phonics

Vowel books

Word book to draw

Pictionary

Ask questions that require yes or no, or 1-3 word answers

Grade the progress

Early Production (ELLs who have been in the United States between 1-2 years)

Use simplified, abbreviated text material

Provide continued listening activities and visuals

Use photo albums

Allow role playing

Supply create ideas workbook

Use simple word to ask questions

At this stage assessment can be in the form of physical responses, manipulation of objects or simplified response

Allow extra time to complete tests

Modify number and length of the assignments

Use of word bank all the time to help them

Oral presentations

Projects instead of reports based on learning style of student

K-2

Intermediate Level:

Allow extra time to complete tests Use short written or verbal measures frequently

Prepare short answer questions

Use checklist observing academic behaviors based on unit

Assess participation indicating student mastery of content

Measure progress on class project in teacher narrative

Writing assignments scored holistically

Grades 3-5

Beginning Level: Preproduction (Newcomer)

Use visuals, manipulative, and real objects

Allow responses through physical movement or manipulation of objects

Allow student to listen and observe (don’t force speaking)

Group student with more advanced ELLs or cooperative peers

Provide simplified text and numerous pictures

Sight word cards

Alphabet Folder

Coloring Packet

Phonics

Vowel books

Word book to draw

Pictionary

Use short written or verbal measures frequently

Increase amount of time for test

Prepare short answer questions

Use checklist observing academic behaviors based on unit

Assess participation indicating student mastery of content

Measure progress on class project in teacher narrative

Grades 3-5

Early Production (ELLs who have been in the U.S.A. between 1-2 years)

Use simplified, abbreviated text material

Provide continued listening activities and visuals

Allow role playing

Supply create ideas workbook

Ask questions that require yes or no, or 1-3 word answers

Use simple word to ask questions

At this stage assessment can be in the form of physical responses, manipulation of objects or simplified response

Allow extra time to complete tests

Modify number and length of the assignments

Use of word bank all the time to help them

Oral presentations

Projects instead of reports based on learning style of student

Remind students to use other parts of test to help with answers

Define cue words: compare, contrast, list, etc.

Break content down into smaller parts

Check background knowledge

Modify tests when necessary. If some sections require language skills far above an Ells’ level, eliminate those questions

In the content areas, do not deduct points for grammar or spelling when possible

Grades 3-5

Intermediate Level: (ELLs who have been in the U.S.A. more than two years)

If they can: Allow students to use bilingual dictionary during class and tests

Allow extra time to complete tests

Writing assignments scored holistically

Check background knowledge

Modify tests when necessary. If some sections require language skills far above an ELL’s level, eliminate those questions

In the content areas, do not deduct points for grammar or spelling when possible

Allow to retake the tests

Grade progress

[pic]

-----------------------

Benchmark and Cross Curricular Key

__Red: ELA

__ Blue: Math

__ Green: Science

__ Orange: Social Studies

__ Purple: Related Arts

__ Yellow: Benchmark Assessment

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download