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- Explain to the students that they will have a test tomorrow and have them take a practice test via Illuminate.
- Go over the practice test with the students, and then have the students play a game of Gimkit.
- Use whiteboards to practice more problems if necessary.

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- Students will be introduced to fractions via an interactive presentation on Pear Deck. Students will join the presentation on their Chromebooks.
- Students will first describe what they know about fractions.
- Then, the students will be introduced to what fractions, numerators, and denominators are.
-  Students will then answer some questions where they have to identify the numerator or the denominator in a given fraction.
- Next, I will use virtual manipulatives to display fractions on the board. I will ask volunteers to tell me what fractions I am displaying. Students will also have access to this and will be able to play around with the manipulatives on their Chromebooks.
- To assess the student's understanding of this, students will be asked to split a circle into five pieces, and to shade in two of these pieces via Pear Deck. Then, the students will write what fraction they drew.
- Afterward, we will go through activities in the student's math workbooks, starting on page 551. The pages will be displayed via Pear Deck, but students will be expected to write in their math workbooks as well. Students will read word problems to determine the fraction the problem is describing.
- As an exit slip, students will answer a word problem on their own, and then tell me how they are feeling about fractions.
- Students will work on independent practice problems and homework for the rest of the class.

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- Hook: Have the students find the factors of two numbers. Then, have the students find the prime factorization of those same numbers.
- Explain to the students that you can use the prime factorization of numbers to find the greatest common factor of a set of numbers. Explain what the GCF is to the students. Show the students how to find the prime factorization with factor ladders.
- Next, show the students how to find the GCF with both factor ladders and factor trees.
- Interactive notebook activity.
- Then, have the students open up their math workbooks to page 557. Go through example problems and guided practice with the students.
- Independent Practice Problems.
- Homework if time permits.
- Exit slip via flashcard. Students will find the GCF of three numbers.

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- Hook: Solve 6(7+9) on whiteboards. Ask the students if there is another way that they can solve this problem besides for using order of operations.
- Page 485. Students will solve a problem similar to the one above using order of operations and then the distributive property. Students will realize that both methods give them the same answer.
- I will then formally introduce the distributive property to the students. We will go through all the practice problems and stop at factoring expressions.
- Students will then open up their interactive notebooks and make a "poster" drawing animals, shapes, etc. in the form of an expression to demonstrate their understanding of the distributive property.
- Then we will go back to the book and the students will learn how to factor expressions.
- Students will work in groups of their choice to solve the guided practice problems.
- We will play virtual bingo.
- Exit slip where students will write an expression using the distributive property and simplify it.

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- Hook: Review what we did yesterday on whiteboards. Add another variable to the problem to see what the students will do.
- Page 495. Introduce terms, coefficients, constants, and like terms.
- Interactive notebook cut out activity.
- Go to page 496. Teach the students how to simplify expressions with one variable, and then with two variables. Remind them to use the various properties that they learned (commutative, associative, identity.) Students will complete all the practice problems.
- Then teach the students how to factor expressions with two variables. Complete practice problems.
- Have the students complete the guided practice independently. Go over the guided practice problems as a class.
- Give students extra time to work on homework/missing assignments.

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- Students will complete review problems individually.
- Students will play a Kahoot game as a review.

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- Students will take their Chapter 6 tests.

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- Review the Chapter 6 test with the students.
- Students will work on Prodigy and Khan Academy.

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- Google Forms to see what the students already know about equations.
-  Khan Academy Video: https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-equations-and-inequalities/cc-6th-intro-equations/v/variables-expressions-and-equations
Play up to 4:30.
- Afterward go to page 513. Students will determine the difference between an expression and an equation. Then the students will solve the real world link problem.
- Go through solving addition and subtraction problems mentally, and then multiplication and division problems mentally. Do all of the example and practice problems.
- Guided Practice and Independent Practice problems.
- Homework if time permits.
- Create a Poll Everywhere account.
- Exit slip via Poll Everywhere: https://PollEv.com/briannadelew978

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- Hook: whiteboard problem from the day before. Ask the students if there is another way that they can solve the problem.
- Use virtual manipulatives to model solving addition equations: https://toytheater.com/shape-counters/
- Go to page 525 in math workbooks and go through picture solving problem.
- Next explain the concept of inverse operations. Teach the students how to solve equations by subtracting. Explain the subtraction property of equality and go through all example and practice problems.
- Guided Practice and Independent Practice problems.
- Homework if time permits.
- Exit slip via Poll Everywhere.

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- IAAT testing for students in person.
- Students online will do Prodigy/Khan Academy.

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- Hook: whiteboard problem from the day before. Then have the students solve a problem where they are required to add instead of subtract.
- Explain to the students that they are doing the opposite of what they were doing yesterday. Yesterday they had to subtract to solve for x, and today they have to add to solve for x.
- Go to page 535 in math workbooks. Solve the real world link with the students.
- Then teach the students how to solve equations by adding. Explain the addition property of equality and go through all example and practice problems.
- Guided Practice and Independent Practice problems.
- Homework if time permits.
- Exit slip via Poll Everywhere.

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- Go over a few homework problems with the students.
- Give the students "fractions and division" worksheet. Do the first few problems with the students, and then let the students finish the worksheet on their own.
- Give the students the number line worksheet. Do the first few problems with the students and have the students finish the rest for homework.

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- Hook: whiteboard problems reviewing solving addition and subtraction equations.
- Have the students get out their interactive notebooks for the addition and subtraction equations activity.
- Go to page 551 in math workbooks. Skip the top intro activity and have the students work on the real world link problem.
- Then introduce the students to solving multiplication equations. Explain to the students that you must divide to solve multiplication equations. Explain the Division Property of Equality to the students.
- Go through all example and practice problems.
- Guided Practice and Independent Practice problems.
- Homework if time permits.
- Exit slip via Poll Everywhere.

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- Instruct the students to open their math workbooks to page 543. Work on pages 543 and 544 with the students.
- Then, have students work in groups of their choice to solve the case problems on page 545 of their math workbooks. Have each group explain how they solved one case via Flipgrid. Make sure each case is covered.
- Present the students' Flipgrid videos to the class.
- Allow students to work on Prodigy if time permits.

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- Hook: whiteboard problem from Wednesday. Then have the students solve a problem where they are required to multiply instead of divide.
- Explain to the students that they are doing the opposite of what they were doing Wednesday. Wednesday they had to divide to solve for x, and today they have to multiply to solve for x.
- Go to page 561 and have the students do the opening activity with pictures.
- Then teach the students how to solve division problems. Explain the Multiplication Property of Equality to the students and go through all example and practice problems.
- Multiplication and Division activity in Interactive Notebooks.
- Guided Practice and Independent Practice Problems.
- Homework if time permits.
- Exit slip via Poll Everywhere.

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- Students will take their Chapter 7 tests.

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- Weekly "Assessment."
- Kahoot reviewing key concepts from this year.
- Prodigy Fractions Assignment.

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- Hook: whiteboard problem finding the GCF to see if the students retained the information from yesterday.
- Have the students open to page 563 in their math workbooks.
- Explain that fractions need to be in simplest form. Also explain the concept of equivalent fractions to the students.
- Explain to the students that they can get fractions in their simplest form by finding the GCF of the numerator and the denominator. Then, you can divide the numerator and denominator by the GCF to get the fraction in simplest form. If you use factor ladders, the fraction is already in simplest form for you.
- Model this with manipulatives/pictures so that the students understand that these fractions are equivalent to each other. https://toytheater.com/fraction-circles/
- Do an example using both methods in interactive notebook.
- Go through example problems with the students where they practice doing this, along with the guided practice.
- Independent Practice problems.
- Homework if time permits.
- Exit slip via flashcard. Students will write a fraction in its simplest form.

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- Hook: whiteboard problem putting a fraction into its simplest form to see if the students retained the information from yesterday.
- Have the students open to page 577 in their math workbooks. Remind the students that they learned about the greatest common factor, and that now they are learning about the least common multiple.
- Explain what the least common multiple is to the students, and then have the students watch a Youtube video modeling how to find the LCM and GCF with factor ladders. This will remind the students of what they learned the other day, along with learning something new. This also shows the connections between the LCM and GCF. https://www.youtube.com/watch?v=3W8SeYgZcMo
- Interactive notebook activity.
- Go through example problems and guided practice problems with the students.
- Independent Practice Problems.
- Homework if time permits.
- Exit slip via flashcard. Students will find the LCM of a set of three numbers.

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- Hook: whiteboard problem finding the LCM of two numbers.
- Explain to the students that today they are going to use the LCM to help them compare fractions.
- First, use virtual math manipulatives to compare fractions with the students. Ask the students if the fractions are greater than, less than, or equivalent to each other. https://toytheater.com/fraction-circles/
- Then, have the students open to page 583 in their math workbooks. Explain to the students that they will be finding the LCM of the denominators of two fractions to compare the fractions. Once the students find the LCM of the denominators, the students must use that LCM to change both fractions. The fractions should have a denominator that is equivalent to the LCM they found.
- Go through example problems and guided practice with the students. Model the problems with the manipulatives to give the students a visual.
- Independent Practice Problems.
- Homework if time permits.
- Exit slip via flashcard. Students will compare two fractions with unlike denominators.

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- Weekly "Assessment."
- Gimkit reviewing key concepts from this year.
- Prodigy Comparing Fractions Assignment.

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- Google Forms to see what the students already know about functions and inequalities.
https://docs.google.com/forms/d/e/1FAIpQLSc9wOXxHJK6jNPk2zx-d-Yk7QWdFgv0jF9nE6J2yfSDWXXSag/viewform?usp=sf_link
- Have the students open to page 579 in their math workbooks. Do the real world link with the students.
- Then, have the students flip to the next page. Introduce what functions are to the students, along with some key vocabulary.
- Interactive Notebook activity with the students.
- Show the students this catchy video/song so that they are successful with filling in function tables!
https://numberock.com/lessons/input-output-tables/
- Go through example and practice problems with the students where they find the output for a function table.
- Then, go through example and practice problems with the students where they find the input for a function table. Explain to the students that they have to work "backwards" in these types of situations.
- Teach the students how to graph function tables.
- Guided Practice and Independent Practice Problems.
- Homework if time permits.

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- Hook: Whiteboard problem where the students will fill in the rest of a function table I have created.
- Have the students open to page 587 in their math workbooks. Explain the difference between arithmetic and geometric sequences to the students and do the real world link.
- Go through example and practice problems with the students where the students have to identify the rule within a sequence of numbers.
- Then, go through example and practice problems with the students where the students have to identify the rule within a function table.
- Guided Practice and Independent Practice Problems.
- Homework if time permits.

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- Instruct the students in person to pick a partner, and instruct the students online to work on their own. Ask the students to create a function table, and a scenario that goes with it. Then have the students find the "rule" aka the equation that goes with it.
- Have the students create a Flipgrid where they will draw their function table on a whiteboard, and explain the scenario. Then, have the students solve their own problem, finding the rule that goes with the function table.
- Once the students are finished, show all of the Flipgrids to the class. At a certain point in each video, pause the video and ask the students in the class what the "rule" is in the function table.
- Prodigy if time permits.

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- Instruct the students to turn to page 595 in their math workbooks. Explain what a linear function is to the students and fill out the concept map as a class.
- Complete the real world link with the students.
- Teach the students how to write an equation to represent a function, using patterns from function tables. Go through example and practice problems with the students.
- Then, teach the students how to graph the equations that they have written. Additionally, explain that + 1, - 2 etc. tells you where to start your line when you are graphing it. Go through all of the example and practice problems with the students.
- Guided Practice and Independent Practice Problems.
- Homework/Prodigy if time permits.

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- Hook: Whiteboard problem where the students will find the equation of a function and graph it on their whiteboards.
- Have the students open to page 603 in their math workbooks. Complete the real world link as a class.
- Teach the students that functions can be represented with words and equations. Go through example and practice problems with the students.
- Then, teach the students that functions can also be represented with tables and graphs. Go through example and practice problems with the students.
- Guided Practice and Independent Practice Problems.
- Homework/Prodigy if time permits.

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- Hook: Ask the students some questions to get them thinking about inequalities. For example, tell the students that I have 67 sticky notes, and that Mrs. Parker has 489 sticky notes. Ask the students who has more sticky notes, and then ask the students how they would display that mathematically.
- Once the students have answered this question, ask the students what kind of problems these are. Hopefully the students will recognize that these are inequalities.
- Next, have the students open to page 617 in their math workbooks. Introduce inequalities to the students. Fill out the concept map on inequalities with the students, and then complete the real world link as a class.
- Then, teach the students about all of the different symbols involved with inequalities. Show the students some examples.
- Show the students a BrainPOP video so that they are able to easily remember what these symbols represent and how to use them. https://www.brainpop.com/math/algebra/inequalities/
- Afterward, go through example and practice problems with the students.
- Then, explain to the students that they can solve inequalities with variables by plugging numbers in. Go through example and practice problems with the students.
- Guided Practice and Independent Practice Problems.
- Homework/Prodigy if time permits.

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- Gimkit reviewing integers.
- Prodigy.

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- Hook: Have the students convert the fraction 1/5 into a fraction that has a denominator of 10.
- Explain to the students that they can write fractions as decimals. Explain to them that base ten blocks can help them if their fractions have denominators of 10 or 100. Explain the values of base ten blocks to the students.
- Use virtual base ten blocks to show the students how to write 1/5 as a decimal. Model other examples so that the students get the hang of this. https://apps.mathlearningcenter.org/number-pieces/
- Have students open their math workbooks to page 589. Go through example problems with the students where they will practice writing fractions as decimals with the help of base ten blocks.
- Then have the students play this game online to practice: https://mathsframe.co.uk/en/resources/resource/120/match_fractions_decimals_and_percentages#.UCdcd2MsCEY
- Independent Practice Problems.
- Homework/Prodigy if time permits.

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- Hook: Write 3/5 as a decimal by converting the denominator into 10 or 100. Ask the students how they would read 0.6 or 0.60 aloud.
- Review place value with the students. Give them a decimal that goes into the thousandths place to make sure that the students understand place value.
- Play the place value song: https://www.youtube.com/watch?v=fxCXHQBUidU
- Have students open their math workbooks to page 595. Go over example problems with the students where they will practice writing fractions as decimals, along with saying the decimals correctly.
- Independent Practice Problems.
- Homework/Prodigy if time permits.

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- Explain to the students that they will be having a test tomorrow. Review practice questions for the test with the students. Have the students answer each question on their whiteboards, and go over how to solve the problems as a class.
https://docs.google.com/presentation/d/1ivSfOc4Ux4phJgFhtuieHASr2LTulVwi1bwiqQDYMkg/edit?usp=sharing
- Gimkit for further review.

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- Students will take their Chapter 8 tests.
- Students will work on Prodigy and missing work after finishing their tests.

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- Let the students know at the beginning of class that they will be having a test on Thursday.
- Hook: Whiteboard problem where the students will find which solution works in a given inequality.
- Explain to the students that last week they learned how to solve inequalities. Now, they are learning how to write and graph them.
- Have the students open to page 625 in their math workbooks. Complete the real world link as a class. Then, change up some of the problems. For example, for number 6, ask the students, "what if it said there are 12 or more different flavors of taffy."
- Teach the students how to write inequalities based off of a word problem. Remind them of the various symbols that they can use and their meanings. Go through all practice and example problems with the students.
- Then, teach the students how to graph inequalities on a number line. Emphasize that an open dot means that the number is NOT included. Emphasize that a closed dot means the number IS included. Go through all practice and example problems with the students.
- Show the students this video to nail these concepts into their brains: https://www.youtube.com/watch?v=jrWmqEJjhLY
- Interactive Notebook activity.
- Guided Practice and Independent Practice.
- Homework/Prodigy if time permits.

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- Hook: Whiteboard problems where I will come up with inequalities off the top of my head and have the students graph them. This will give the students some more practice with the open and closed dots.
- Have the students open to page 635 in their math workbooks. Explain to the students that today they are learning how to solve one-step inequalities. Explain to the students that this is very similar to solving equations like they did in chapter 7.
- Complete the real world link as a class.
- Then, teach the students how to use addition and subtraction properties to solve inequalities. Remind the students that they must add or subtract the same number on both sides of the inequality. Go through all practice and example problems with the students.
- Next, teach the students how to use multiplication and division properties to solve inequalities. Remind the students that they must multiply or divide by the same number on both sides of the inequality. Go through all practice and example problems with the students.
- Guided Practice and Independent Practice.
- Homework/Prodigy if time permits.

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- Remind the students that they are having a test tomorrow, and have them take a practice test via Illuminate.
- Go over the practice test with the students, and then have the students play a game of Gimkit to further review.
- Use whiteboards to practice more problems if necessary.

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- Students will take their Chapter 8 tests. Students will work on Prodigy once they have finished.

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- Pass out the Chapter 8 performance task assignment to the students. Assign the students to groups of 3 to work on solving these problems together.
- Go over the problems if necessary.
- Geometry Gimkit to see what the students already know about area and perimeter.

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- Explain to the students that many of them did not follow the directions given to them by me when taking their tests. Explain some of the things that the students did that they should NOT repeat (ex: different answers online than on their papers, filling out certain answers on their paper but not online and vice versa, writing in answers that are not choices, etc.)
- Pass back the students' tests and explain the point values to them for each question.
- Students who got a D or F on their tests will be required to do test corrections. Any other students who would like to raise their grades may also do test corrections.
- Students who are not doing test corrections will be required to do missing work if they have any. If they do not, these students will play Prodigy.

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- Hook: Whiteboard problems where the students will begin graphing random fractions on number lines. I am doing this to see if the students understand how to graph fractions on a number line.
- Afterward, I will use a number line via the Clevertouch Board to demonstrate to the students how to graph fractions on a number line. I will teach the students a trick for dividing their number lines up.
- Then, I will have the students open their math workbooks to page 613. I will explain to the students that today they are learning how to round fractions. I will explain to the students that they must use number lines to help them round fractions.
- I will go over all example problems with the students, where the students will use number lines to determine if their fraction is closest to 0, 1/2, or 1. I will also explain to the students that they can look at the numerators and denominators in a fraction to determine whether a fraction is closest to 0, 1/2, or 1.
- I will then complete the guided practice problems with the students.
- Independent Practice Problems.
- Homework/Prodigy if time permits.

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- Hook: Pre-Assessment adding and subtracting fractions with like and unlike denominators to see what the students already know.
- Explain to the students that today they are learning how to add like fractions. Explain to the students that like fractions are fractions that have the same denominator.
- Show the students how to add like fractions with fraction manipulatives: https://toytheater.com/fraction-circles/
- Have the students open up their Chromebooks and go to Google Classroom, where they will find a link to the virtual manipulatives. Have the students practice adding like fractions with the virtual manipulatives. Towards the end, ask the students if they notice any patterns.
- Then have the students open to page 619 in their math workbooks where I will go through example problems with the students. I will explain to the students that they can use pictures such as fraction circles or fraction tiles to add fractions. I will also explain to the students that they can add fractions by adding the numerators of two fractions, and keeping the denominator the same.
- Explain to the students that when adding fractions, the answer must be written in simplest form. Remind the students how to do this with factor ladders or by dividing the top and bottom by the same number. Also remind the students how to change an improper fraction into a mixed number.
- Have the students work on the guided practice independently, and then go over the answers as a class.
- Interactive Notebook Activity.
- Independent Practice Problems.
- Homework/Prodigy if time permits.
- Exit Slip via Flashcard.

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- Hook: Whiteboard problems reviewing adding fractions with like denominators. Then, have the students try to subtract fractions with like denominators.
- Explain to the students that today they are learning how to subtract like fractions. Explain to the students that you can use pictures to subtract fractions, or you can subtract the numerators and keep the denominators the same.
- Model subtracting fractions with virtual manipulatives: https://toytheater.com/fraction-circles/
- Have the students open to page 625 in their math workbooks. Go over all example problems with the students. Briefly teach the students the two different methods that can be used to subtract like fractions. Remind the students that their answers must be put into simplest form.
- Have the students work on the guided practice independently, and then go over the answers as a class.
- Interactive Notebook Activity.
- Independent Practice Problems.
- Homework/Prodigy if time permits.

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- Decimals and Equivalent Fractions Practice.
- Gimkit reviewing key concepts from this year.

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- Google Forms to see what the students already know about this upcoming chapter:
https://docs.google.com/forms/d/e/1FAIpQLSfd3dDMbzTsMEIzZTPYBe-gAqO-7UVE7KwzygNvvtN3k6zDgg/viewform?usp=sf_link
- Have the students open to page 661 in their math workbooks. Go over the vocabulary start up and the real world link with the students.
- Then, ask the students how they would find the area of a rectangle and a square that I have created on a virtual geoboard. Afterward, ask the students how they would find the area of a parallelogram that I have created on a virtual geoboard.
https://toytheater.com/geoboard/
- Hopefully the students will recognize that you can just multiply the base and height together to get the area. Ask the students why this works!!!
- Next, have the students flip to the next page in their math workbooks. Formally explain to the students how to find the area of a parallelogram. Make sure that the students understand the formula for finding the area of a parallelogram. Make sure that the students understand that this formula is also used to find the area of a square or rectangle.
- Show the students this video to nail this concept into their brains:
https://www.youtube.com/watch?v=uj6k22WubCk
- Go over all example and practice problems with the students.
- Then, teach the students how to find the missing dimensions of a parallelogram. Explain to the students that they must use the formula A = bh to find the missing dimensions.
- Go over all example and practice problems with the students.
- Guided Practice & Independent Practice.
- Homework/Prodigy if time permits.

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- Hook: Create a parallelogram via the virtual geoboard. Ask the students how they would find the area of this shape for review.
https://toytheater.com/geoboard/
- Then, have the students open up their math workbooks to page 673. Complete the real world link with the class. Here, the class will realize that a triangle's area is half of a parallelogram's. Show the students that this works via the parallelogram that I created on the virtual geoboard.
- Afterwards, have the students flip to the next page in their math workbooks. Formally explain to the students how to find the area of any triangle. Explain to the students why this formula works!!!
- Go over all example and practice problems with the students.
- Then, teach the students how to find the missing dimensions of a triangle. Explain to the students that they must use the formula of a triangle to find the missing dimensions.
- Go over all example and practice problems.
- Guided Practice & Independent Practice.
- Homework/Prodigy if time permits.

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- Hook: Create a triangle via the virtual geoboard. Ask the students how they would find the area of this shape for review.
https://toytheater.com/geoboard/
- Then, create a trapezoid on the virtual geoboard. Ask the students how they think they could calculate the area of a trapezoid.
- After the students have had some time to think about this, have the students open their math workbooks to page 685. Complete the real world link as a class. Here, the students will discover how to find the area of a trapezoid.
- Then, have the students flip to the next page in their math workbooks. Formally explain to the students how to find the area of a trapezoid. Emphasize that the students must use order of operations when they are finding the area of a trapezoid.
- Go over all practice and example problems with the students.
- Then, teach the students how to find the missing height of a trapezoid.
- Go over all practice and example problems with the students.
- Guided Practice & Independent Practice.
- Homework/Prodigy if time permits.

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- Hook: Create a trapezoid via the virtual geoboard. Ask the students how they would find the area of this shape for review.
https://toytheater.com/geoboard/
- Then, complete an interactive notebook activity.
- Afterward, have the students open up their math workbooks to page 697. Explain to the students that today they are going to learn about changes in dimension.
- Complete the real-world link as a class. Here, the students will hopefully notice that when you multiply the dimensions of a shape by x, then the perimeter of that shape changes by a factor of x. The students will also hopefully notice that if the dimensions of a shape are multiplied by x, then the area changes by x squared. Show the students that this works!!!
- After completing the real world link, have the students turn to the next page in their math workbooks. Formally explain to the students how changing dimensions of a shape effects the perimeter of a shape.
- Go through all example and practice problems with the students.
- Then, explain to the students how changing dimensions of a shape effects the area of a shape.
- Go through all example and practice problems with the students.
- Guided Practice & Independent Practice.
- Homework/Prodigy if time permits.

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- In assigned groups of two or three, students will search for squares, rectangles, triangles, and trapezoids in the fifth grade hallway. Students will find the areas of the shapes they found (measuring with a tape measure) and write their answers down on a piece of paper. Students will find the areas of all four shapes listed above. If the students find a parallelogram, they will get a bonus point.
- Students online will do the same thing, but will look for these shapes in their homes. They will work with partners in case if some students don't have certain shapes in their homes.
- Students will take photos of the shapes that they found. Once each group has found the areas of the four different shapes, we will come back to the classroom, where the students will put all of their pictures into their assigned slides on a class Google Slides. The students will then type in what they got for the areas of their objects into their slides.
- If time permits, we will share the slide show with the class.

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- Hook: Whiteboard problem where the students attempt to add fractions with unlike denominators.
- Explain to the students that today they are learning how to add fractions with unlike denominators. Show the students how to do this with manipulatives. Try problems such as 1/2 + 1/4, 2/4 + 1/8, 1/2 + 1/3, etc. Once you model this with the students ask the students how you could solve these problems numerically. Hopefully the students will realize that you have to make the denominators of the fractions the same in order to add them.
https://toytheater.com/fraction-circles/
- Do an example problem on the board with the students. Add 2/6 + 3/8. Show the students how to do this finding the LCD. Also show the students how to do this with the butterfly method. Encourage the students to continue simplifying.
- Have the students open their math workbooks to page 637. Go through all example problems with the students. Show the students how to solve each problem by finding the LCD, or by using the butterfly method.
- Complete the guided practice problems with the students.
- Interactive Notebook Activity.
- Independent Practice.
- Homework/Prodigy if time permits.

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- Hook: Whiteboard problem where the students add fractions with unlike denominators. Then whiteboard problem where the students subtract fractions with unlike denominators.
- Explain to the students that today they are learning how to subtract fractions with unlike denominators. Show the students how to do this with manipulatives. Try problems such as 3/4 - 1/2, 5/6 - 1/3, 3/4 - 2/3, etc. Once you model this with the students ask the students how you could solve these problems numerically. Hopefully the students will realize that you have to make the denominators of the fractions the same in order to subtract them, just like you do when adding fractions with unlike denominators.
https://toytheater.com/fraction-circles/
- Do an example problem on the board with the students. Subtract 7/16 - 1/4. Show the students how to do this finding the LCD. Also show the students how to do this with the butterfly method. Encourage the students to continue simplifying.
- Have the students open their math workbooks to page 651. Go through all example problems with the students. Show the students how to solve each problem by finding the LCD, or by using the butterfly method.
- Complete the guided practice with the students.
- Interactive Notebook Activity.
- Independent Practice.
- Homework/Prodigy if time permits.
- Exit Slip: Adding and Subtracting Unlike Fractions.***

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- Hook: Ask the students to round 5/8 to either 0 or 1. Ask the students how they knew what to round it to. Then ask the students to round 7 and 5/8 to the nearest whole number. Ask the students how they knew what to round it to.
- Explain to the students that today they are estimating sums and differences by rounding mixed numbers to their nearest whole numbers. Explain to the students that if the fraction in the mixed number is less than 1/2, you round down. Explain to the students that if the fraction in the mixed number is more than 1/2, you round up.
- Do an example problem on the board with the students. Have the students estimate the sum of 5 and 4/6 and 2 and 1/6.
- Have the students open their math workbooks to page 663. Go through all example problems with the students. Then, go through the guided practice problems with the students. Explain to the students that the fractions in the mixed numbers are not always going to have common denominators. Explain to the students that they can use the trick that they learned earlier in the chapter to determine if the fractions are closer to 0 or 1.
- Independent Practice.
- Homework/Prodigy if time permits.

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- Hook: Write 2 and 1/4 + 1 and 2/4 on the board. Ask the students how they could solve this problem with pictures.
- Show the students how to solve  this problem with pictures.
- Explain to the students that today they are learning how to add mixed numbers by drawing pictures. Explain to the students that the fractions in the mixed numbers are not always going to have common denominators. Therefore, the students must make the denominators the same before drawing their pictures.
- Go through all example problems with the students
- Interactive Notebook Activity
- Independent Practice
- Homework/Prodigy if time permits.

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- Adding and Subtracting Fractions Quiz.
- Among Us/Picachu Assignment.
- Prodigy to get our numbers up.

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- Make the students aware that they will be having a test on Thursday.
- Hook: Have the students describe the changes in perimeter and area when the dimensions of Figure A are tripled to make Figure B.
- Then, have the students open their math workbooks to page 705. Explain to the students that today they will be graphing polygons on a coordinate plane. Explain to the students that they will be finding the distance between points. Explain to the students that they also will be finding the perimeter and area of the figures they are graphing.
- Complete the real world link with the students. Here, the students will discover how they can find the distance between two points on a coordinate plane.
- Afterwards, have the students flip to the next page in their math workbooks. Formally explain to the students how to find the distance between two points. Explain to the students that if the x values of two points are the same, you subtract the y values to find the distance. Explain to the students that if the y values of two points are the same, you subtract the x values to find the distance.
- Show the students how to do this via Geogebra. Do a few examples on the board.
https://www.geogebra.org/calculator
- Then, go through the example and practice problems with the students. The students will practice finding the distance between two points. They will also practice finding the perimeter of the shapes they are creating.
- Afterwards, explain to the students that they can find the area of any shape when it is graphed on a coordinate plane. Explain to the students that sometimes you have to break apart shapes into familiar shapes to find the object's area.
- Go through all example and practice problems with the students.
- Interactive Notebook Activity.
- Guided Practice and Independent Practice.
- Homework/Prodigy if time permits.

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- Hook: Create a polygon via geogebra. Ask the students to find the distance between the points and to calculate the shape's perimeter and area.
https://www.geogebra.org/calculator
- Then, display a composite figure on the board via the virtual geoboard. Ask the students how they could find the area of the composite figure.
https://toytheater.com/geoboard/
- Afterwards, have the students open up their math workbooks to page 717. Formally explain the definition of a composite figure to the students. Then, complete the real world link as a class. Here, the students will realize that they have to break composite figures apart in order to find their areas.
- Have the students flip to the next page in their math workbooks. Formally explain to the students that they can find the area of a composite figure by breaking the shape apart into familiar shapes, and finding the area of those shapes. Those areas must be added together to get the entire area of the composite figure.
- Go through all example and practice problems with the students.
- Then, teach the students how to find the area of overlapping figures.
- Go through all example and practice problems with the students.
- Guided Practice and Independent Practice.
- Homework/Prodigy if time permits.

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- Remind the students that they are having a test tomorrow, and have them take a practice test via Illuminate.
- Go over the practice test with the students, and then have the students play a game of Gimkit to further review.
- Use whiteboards to practice more problems if necessary.

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- Students will take their Chapter 9 tests. Students will work on Prodigy once they have finished.

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- Students will join my class via Canva. Once students have joined my class, students will create a Geometry poster via Canva. Students will pick their own template, and will create a poster that shows how to find the area of at least four different shapes. Students will have to include a picture of the shape along with its formula. Students are encouraged to be creative!

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- Students will be instructed to open their Chromebooks to Google Classroom as they enter the classroom. Students will take a self-assessment on their abilities to add and subtract fractions. Then, I will pass out the students graded quizzes'.
- Afterwards, I will display 3 and 1/3 + 1 and 1/3 on the board. I will ask the students how they could solve this problem without pictures. Hopefully the students will say that you add 3 + 1 and then 1/3 + 1/3 and get 4 and 2/3.
- I will then explain to the students that when you add mixed numbers, you break apart the whole numbers and fractions. I will explain that you first add the whole numbers, and then add the fractions. I will explain to the students that if the fractions do not have a common denominator, you must make one before adding (using the butterfly or LCD method.) I will encourage the students to continue simplifying their answers.
- Then, I will display another problem on the board. This problem will be 2 and 1/4 + 1 and 1/3. I will ask the students how they would solve this problem. I will do a few more example problems on the board after this one if necessary.
- I will then display a Khan Academy video to the students to nail this concept into their brains. https://www.khanacademy.org/math/cc-fifth-grade-math/imp-fractions-3/imp-adding-and-subtracting-mixed-number-with-unlike-denominators/v/adding-subtracting-mixed-numbers-1-ex-1
- After we have watched the video, I will ask the students to open to page 677 in their math workbooks. I will go through all example problems with the students.
- Afterwards, students will work on independent practice.
- Homework/Prodigy if time permits.

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- Hook: Whiteboard problem where the students add mixed numbers as review. Then, whiteboard problem where the students attempt to subtract mixed numbers.
- Explain to the students that subtracting mixed numbers is the same as adding mixed numbers, except you subtract the whole numbers in order, and subtract the fractions in order.
- Display 3 and 5/8 - 2 and 1/2 on the board. Have the students try and solve this problem on their own. Then show the students how to solve this problem with the butterfly and LCD method.
- Then, have the students open up their math workbooks to page 683. Go through all example problems with the students. Encourage the students to continue simplifying.
- Afterwards, complete an interactive notebook activity with the students.
- Then, have the students play a game of Connect Four with a partner. Explain to the students how the game works. Then, tell the students that the answer key is on Google Classroom for when somebody wins.
- Homework/Prodigy if time permits.

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- Inform students that they will be having a test next Tuesday.
- Hook: Whiteboard problem where the students subtract mixed numbers. Then whiteboard problem where the students subtract mixed numbers, except the first fraction is less than the second fraction.
- Once the students have attempted to solve this problem, explain to the students that when the fraction in the first mixed number is less than the fraction in the second mixed number, you have to rename the first mixed number. Show the students how to do this. Then, show the students this Khan Academy video:
https://www.youtube.com/watch?v=r3M68V9Joac
- After the video is over, do a couple more practice problems on the board.
- Then, have the students open to page 689 in their math workbooks. Go through all example problems with the students.
- Independent Practice.
- Homework/Prodigy if time permits.

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- Hook: Whiteboard problems where the students subtract mixed numbers by renaming.
- Subtract with renaming worksheet. Individualized instruction to those who need it.
- Prodigy Assignment.

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- Fraction Worksheet (front side).
- Gimkit reviewing adding and subtracting fractions (including mixed numbers).

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- Google Forms to see what the students already know about volume and surface area.
- Hook: Inquiry Lab page 735.
- Then, have the students open to page 739 in their math workbooks. Complete the vocabulary start up and the real world link with the students. Here, the students will learn how to find the volume of a rectangular prism by using a formula.
- Next, have the students flip to the next page. Here I will formally explain to the students how to find the volume of a rectangular prism. I will also go over key vocabulary terms with the students. Then, I will go through all example and practice problems with the students.
- Then, teach the students how to find missing dimensions of a rectangular prism. Go through all example and practice problems with the students.
- Interactive Notebook Activity.
- Guided Practice and Independent Practice.
- Homework/Prodigy if time permits.

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- Hook: Display a rectangular prism on the board and ask the students to find the volume of the figure as review. Then display a triangular prism on the board. Ask the students how they think they could find the volume of the figure.
- After the students have come up with different theories, have the students open up their math workbooks to page 747. Complete the real world link with the students. Here, the students will discover how to find the volume of a triangular prism.
- Then, have the students flip to the next page in their math workbooks. Here I will formally explain to the students how to find the volume of a triangular prism. I will emphasize that the B value represents the area of the triangle.
- Show this video to the students to nail this concept into their brains:
https://www.youtube.com/watch?v=wZ_zJtwQvXs
- I will then go through all example and practice problems with the students.
- Afterwards, teach the students how to find missing dimensions of triangular prisms. Go through all example and practice problems with the students.
- Guided Practice & Independent Practice.
- Homework/Prodigy if time permits.

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- Remind the students that they will be having a test tomorrow. Review practice questions for the test with the students. Have the students answer each question on their whiteboards, and go over how to solve each problem as a class.
https://docs.google.com/presentation/d/1UHXkz6Et3rdVl2Z1Z7xurxovq0clEUKmGP0t6yIuuZY/edit?usp=sharing
- Gimkit for further review. Assign review as homework.

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- Students will take their Chapter 9 tests.
- Students will work on Prodigy and missing work after finishing their tests.

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- Hook: Ask the students what we were working on before break. Then, ask the students how to find the volume of rectangular and triangular prisms as a refresher.
- Then, explain to the students that today they are going to learn how to calculate the surface area of objects. Explain to the students that surface area is the sum of the areas of all the surfaces (faces) of a three dimensional figure.
- Divide the class into five groups of three. Give each group a box and a tape measure. Explain to the students that they are going to calculate the surface area of the box they were given. Let the students explore and figure out how they could calculate the surface area of the closed box.
- Have TVLA students do the same exact thing, except with a box that they have at home.
- Once each group has finished, ask the students how they found the surface area of their boxes. Explain to the students that they could have also found the surface area of the box by creating a net. Show the students your example.
- Then, instruct the students to go back to their seats and to open their math workbooks up to page 763. Complete the vocabulary start up and real world link with the students.
- Afterwards, have the students flip to the next page in their math workbooks. Here, I will formally explain to the students how to calculate the surface area of a rectangular prism. I will explain the formula to the students in terms of the net that I have created.
- Go through all example and practice problems with the students.
- Guided Practice and Independent Practice.
- Homework/Prodigy if time permits.

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- Inform the students that they will be having a test on Friday. Explain to the students that this is an extremely short chapter, and an extremely short test.
- Hook: Display a rectangular prism on the board and ask the students to find the surface area of the figure as review.
- Then, have the students open up their math workbooks to page 773. Explain to the students that today they will be learning how to find the surface area of triangular prisms.
- Complete the real world link with the students. Here, the students will gain an idea of how to calculate the surface area of triangular prisms.
- Then, have the students flip to the next page in their math workbooks. Here, I will formally explain to the students how to find the surface area of a triangular prism. This concept may be confusing to students at first, so I will display this video, which will also review how to find the surface area of a rectangular prism:
https://www.brainpop.com/math/geometryandmeasurement/surfacearea/
- Afterwards, I will go through all example and practice problems with the students.
- Guided Practice and Independent Practice.
- Homework/Prodigy if time permits.

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- Hook: Display a triangular prism on the board and ask the students to find the surface area of the figure as review. Then, display a pyramid on the board. Ask the students how they think they can calculate the surface area of a pyramid.
- After the students share their ideas, have the students open up their math workbooks to page 783. Explain to the students that today they will be learning how to find the surface area of pyramids. Complete the vocabulary start up and real world link with the students.
- Then, have the students flip to the next page in their math workbooks. Here, I will formally explain to the students how to calculate the surface area of a pyramid. We will begin with pyramids that have square or rectangular bases, and then will move on to pyramids that have triangular bases.
- Go through all example and practice problems with the students.
- Interactive Notebook Activity.
- Guided Practice and Independent Practice.
- Homework/Prodigy if time permits.

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- Review with stations. Groups will be assigned by me. There will be six in person groups and one TVLA group.
- Review Question #2 on Practice Test.
- Gimkit for further review.

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- Students will take their Chapter 10 tests.*** Students will work on Prodigy once they have finished.

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- Welcome the students back from spring break, and pass back the students' tests. Have the students who did not take the test before break take the test in the hallway.
- Explain to the students that in this chapter, they will be learning how to multiply and divide fractions.
- Write 1/2 of 8 on the board. Ask the students how they could solve that problem with pictures. Then try 1/4 of 12. Then, show the students how they can solve these problems with virtual manipulatives:
https://toytheater.com/fraction-bars/
- Have the students practice solving these types of problems with virtual manipulatives.
- Afterwards, have the students open up their math workbooks to page 707. Go through all the practice problems as a class.
- Independent Practice.
- Homework/Prodigy if time permits.

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- Hook: Whiteboard problem: 3/5 of 15. Then ask the students to solve the problem 1/4 of 9. Ask the students how they could solve this problem with estimation. Hopefully the students will recognize that they should round 9 to 8, because 8 is close to 9, and is compatible with 4.
- Do some practice problems on the board. Continue to use the virtual manipulatives as necessary.
https://toytheater.com/fraction-bars/
- Afterwards, have the students open up their math workbooks to page 713. Go through all the practice problems as a class.
- Independent Practice.
- Homework/Prodigy if time permits.
- Exit Slip (2/3 of 15 & 1/4 of 17 ~ estimate).

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- Hook: Ask the students what 4 times 3 really means. It means that we have four groups of three! Ask the students to draw 4 groups of 3 on their whiteboards. Then ask the students what 4 times 1/3 means. It means we have four groups of one third! Ask the students to draw 4 groups of 1/3 on their whiteboards. Ask the students what the answer is, and ask the students how they used their picture to determine their answer.
- Display learning target on the board: I can use models to multiply whole numbers by fractions.
- Explain to the students that multiplication is just repeated addition. Therefore, students could have done 1/3 + 1/3 + 1/3 + 1/3 to get their answer. Explain to the students that they essentially did that, except that they used pictures to help them determine their answer. Model how the students should have solved this problem on the board.
- Go through a few example problems with the students on the board. Ex: 3 x 1/4, 5 x 2/5, & 5 x 2/3.
- To nail this concept into the students brains, have them watch this Youtube Video:
https://www.youtube.com/watch?v=GLRJ25qZr5w
- Then, have the students open up their math workbooks to page 719. Go through all example problems with the students. Have an in depth discussion about the "Talk About It" problems.
- Afterwards, assign the students to heterogenous groups. Have the students play a card game, where they practice multiplying whole numbers by fractions.
- Independent Practice. Pull below-level students to the board and work on some problems with them to check for understanding.
- Homework/Prodigy if time permits.
- Closure: Review the learning target with the students. Then give the students sticky notes to complete an exit slip (4 x 3/5). Have the students place their sticky notes in the appropriate column on the board once they are finished: "I got this, I kinda got this, I am lost."

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- Hook: Whiteboard problems multiplying fractions by whole numbers. Then, ask the students how they can solve these kinds of problems without pictures. Hopefully the students realize that you rewrite the whole number as a fraction and multiply across.
- Formally demonstrate to the students how to multiply a whole number by a fraction. Show the students how to write a whole number as a fraction. Explain to the students that this always works because any number divided by 1 is itself.
- Try a couple practice problems with the students.
- Then, have the students open up their math workbooks to page 725. Go though all practice problems with the students.
- Interactive Notebook Activity.
- Independent Practice.
- Homework/Prodigy if time permits.

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- Fraction Worksheet (back side).
- Gimkit reviewing key concepts in 5th grade (test prep).

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- Hook: Whiteboard problem where the students will multiply a whole number by a fraction using the standard algorithm. Then ask the students how they could multiply a fraction by a fraction. Hopefully the students will realize that you multiply the numerators and denominators straight across.
- Do a few example problems on the board. Encourage the students to continue simplifying.
- Then, show the students how they could multiply fractions with models. Give each student a piece of construction paper to do this. Model how to multiply 1/2 x 1/4. Students will first fold their paper in half, and shade in half of the paper with one color. Then, students will fold their paper into fourths, and shade in 1/4 of the paper with a different color. The color that overlaps represents the numerator, and the total number of rectangles created represents the denominator.
- Afterwards, have the students watch this video: https://www.youtube.com/watch?v=CcDGRLosAf0
- Once the video is over, have the students open up their math workbooks to page 739. Go through all the practice problems as a class.
- Independent Practice.
- Homework/Prodigy if time permits.

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- Hook: Whiteboard problem where the students will multiply a fraction by a fraction using the standard algorithm. Then ask the students how they could multiply a fraction by a mixed number. Hopefully the students will realize that you must change the mixed number into an improper fraction to solve this kind of problem. Then have the students attempt to multiply a mixed number by a mixed number.
- Do a few example problems on the board. Encourage the students to continue simplifying.
- Afterwards, have the students open up their math workbooks to page 745. Go through all the practice problems as a class.
- Interactive Notebook Activity.
- Independent Practice.
- Prodigy if time permits.

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- Hook: Ask the students to solve 4 divided by 2 using pictures. Ask the students how they got their answer based off of the picture that they drew. Then ask the students to attempt to solve 4 divided by 1/2 using pictures. Ask the students how they got their answer based off of the picture that they drew.
- Show the students how they can use models to divide whole numbers by unit fractions. Then show the students how to divide whole numbers by unit fractions using the standard algorithm (change the whole number into a fraction and use the keep, change, flip method.)
- Go through a few example problems with the students.
- Show the students this catchy song to help them remember how to divide fractions: https://www.youtube.com/watch?v=nMZJKGyu-Kk
- Afterwards, have the students open up their math workbooks to page 765. Go through all the practice problems as a class.
- Independent Practice.
- Prodigy if time permits.

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- Hook: Whiteboard problem where the students will divide a whole number by a unit fraction. Then ask the students to divide a unit fraction by a whole number. Hopefully the students will realize that you change the whole number into a fraction, and continue to use the keep, change, flip method.
- Go through a few example problems with the students.
- Then, show the students how to solve these kinds of problems with models. Show them this video: https://www.youtube.com/watch?v=hPgw3ts3PVQ
- Afterwards, have the students open up their math workbooks to page 771. Go through all practice problems with the students.
- Interactive Notebook Activity.
- Independent Practice.
- Homework/Prodigy if time permits.

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- Among Us Intro Music: https://www.youtube.com/watch?v=z5LS4kqJjKo
- Among Us Review! At the beginning of class, I will pass out a card to each student, telling them their role as either "Crewmate" or "Imposter." Students are to put their cards away after they have reviewed their role. Then, students are to solve "tasks" which are review problems that I will display on the board. Students who are imposters are to occasionally make minor errors when solving problems. Students must find all of the imposters before the review is over, or the imposters win the game! Students will vote for imposters via Poll Everywhere.
- Prodigy Homework Assignment for Review. Worth 5 points.

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- "Skittle Scavenger" Assignment. Instructions are listed via the presentation: https://docs.google.com/presentation/d/1SHQYsWv7O3BguZOvSpqZbstRg1CNNDfp7L502_W_QHo/edit?usp=sharing