FIFTH GRADE LESSONS:
Format of a lesson - what does a lesson look like?
- There are different components to each class, and each part is color coded:
- Teaching Point - what is the lesson of the day
- Vocabulary - Mathematical words that I should be using this week
- Turn and Talk - questioning and discussing a topic, in detail, with a partner and listening to what your partner has to say
- Guided Model - working with Mr. Singh to analytically solve a math problem
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
- Share - let's share what we have learned with our classmates!
TP 5.1 (ch1): Students will be able to understand how to compare place value digits
Shhhh…. It's a Secret
Vocabulary:
- Place Value Chart
- Ones, tens, hundreds place
- Digits
- Period
- Guided Model
- I am trying to solve a mystery number. I have 3 digits. My hundreds place is 10 times greater than my tens place. MY tens place is 10 times greater than my ones place. My ones place cannot be a zero. All my digits are the same. What could my mystery number be?
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 5.2 (ch1): Students will be able to understand place value for whole numbers and decimals
5.NBT.A.4 - New Equipment
Vocabulary:
- Place Value Chart
- Ones, tens, hundreds
- Tenths
- Hundredths
- Digits
- Turn and Talk - With your partner, develop a logical argument as to how whole numbers and decimals are related, which is larger a whole number or a decimal, and why? Give your partner examples to explain your thinking.
- Guided Model
- Underline the place value you are rounding to
- Look at the number to the right of the underlined digit
- If the number to the right is 5,6,7,8, or 9 round the underlined digit up
- If the number to the right is 4,3,2,1, or 0, then the underlined digit will remain the same
How is rounding different from estimating? You can use rounding as one step in estimation. To estimate the sum 423 + 695, I might round both numbers to 400 + 700, and then add to get 1100. This result is an estimate
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 5.3 (ch2): SWBAT learn how to convert money using decimals, pictures, and place value
5.NBT.A.1 - Dimes and Dollars
Vocabulary:
- Intervals
- Number-line
- Convert
- Equivalent
- Decimals
- Dollars/Cents - $ ₵
- Turn and Talk - With your partner, to formulate and construct 2 different ways of showing a conversion of $2.00
- Coach is timing the swimming team during practice. The times for the event are listed below:
Jess 9.901 seconds
Nick 9.090 seconds
Dominic 9.910 seconds
Alyssa 9.089 seconds
Megan 9.901 seconds
Coach wants to put the swimmers in order from greatest to least. Turn and talk with your partner to develop a mathematical strategy that coach could use to solve his problem. Use this strategy to solve Coach's problem.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 5.4 (ch2): SWBAT compare decimals in the tenths and hundredths place while using strategies of part-part-whole
5.NBT.B.7 - Rainfall
Vocabulary:
- place value chart
- table
- bar model
- greater than >
- less than <
- Guided Model: Mrs. Nissen is studying snowfall for the last three years. The combined total snowfall for 2013 and 2014 was 28.91 inches. In 2013, we had a total of 9.76 inches of snow. In 2015 we had 13.4 inches of snow. Mrs. Nissen wants to figure out how much snow fell in 2014. How can she find that total? Show all of your mathematical thinking.
- Turn and talk with your partner to analyze the data in the guided problem. Each partner must come up with one "noticing" and then convert the decimal into a fraction.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 5.5 (ch3): SWBAT learn how to convert decimals to fractions
5.NBT.B.7 - Snack Bars
Remember:
*Move left of the decimal - value goes up
*Move right of the decimal - value goes down
*To convert a decimal to a fraction, the whole remains a whole. The decimal portion becomes a numerator, and the denominator will be 10 (if there's 1 digit), 100 (if there's 2 digits), or 1,000 (if there's 3 digits)
Snack Bars
There are fourteen whole snack bars on a plate. There are five friends.
Carl eats 2.5 snack bars.
Dave eats 2.7 snack bars.
Tony eats 2.5 snack bars.
Gary eats 2.0 snack bars.
Tyrone eats 2.3 snack bars.
Carl says he ate the most snack bars. Is Carl correct?
There are no more snack bars on the plate. Gary looks at the snack bar pieces that each friend has left. Gary says they only ate a total of a dozen snack bars. How does Gary know that the friends only ate a total of a dozen snack bars? Show all your mathematical thinking.
TP 5.6 (ch3): SWBAT review how to multiply multidigit whole numbers using a variety of strategies
5.NBT.B.7 - The Octoberfest Pumpkin Patch
Vocabulary:
- place value
- factors
- partial products
- product
- distributive property
- expanded form
1. top # X bottom #s ones place
2. annex a zero
3. top # X bottom #s tens place
4. annex 2 zeroes
5. top # X bottom #s hundreds place
6. add all the partial products and you are done! =)
- Guided Model: The Milleridge pays their waitresses $273 per week. How much money would a waitress make if she worked for 1 year? How much would she make if she worked for 3 years?
- Turn and talk with your partner to evaluate the guided problem, and identify the "hidden question"
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
Paca celebrates his birthday each year by taking his 3 grandsons to the Octoberfest Pumpkin Patch. While at the OPP, each grandson collects 249 raffle tickets. How many raffle tickets did the grandsons collect in all? If each raffle ticket costs 247 cents, how much money will Paca spend buying all of those raffle tickets? Show all of your mathematical thinking, and use your rubric to help guide your thinking.
TP 5.7 (ch3): SWBAT review multi-digit whole number multiplication
5.NBT.B.7 - envisions ch3
Vocabulary:
factors
product
partial product
expanded form
distributive property
Guided Model:
https://ca.ixl.com/math/grade-5/multiply-3-digit-by-2-digit-numbers-word-problems
714 x 218
703 x 530
1,983 x 1,981
The steps for 3 digit by 3 digit multiplication:
1. top # X bottom #s ones place
2. annex a zero
3. top # X bottom #s tens place
4. annex 2 zeroes
5. top # X bottom #s hundreds place
6. add all the partial products and you are done! =)
Independent:
Javier is trying to figure out how much ground beef he has used to make tacos for his restaurant, Iguanas.
Javier ordered 296 ounces of ground beef, each day, for an entire year. How many pounds of ground beef did Javier order?
If Javier pays $12 per pound, for the ground beef, how much money does he spend in 1 year?
TP 5.8 (ch4): SWBAT learn how to multiply multi-digit numbers which have decimals
5.NBT.B.7 -
Vocabulary:
tenths, hundredths, thousandths
partial products
round
estimate
greater than >
less than <
Guided Model:
4 x 0.12 - multiplying 4 x 0.12 is like adding 0.12 a total of 4 times on a hundredths grid
496 x 837 =
49.6 x 83.7 =
4.96 x 8.37 =
Turn and talk with your partner and discuss the standard procedures for finding the product when multiplying decimals. Use these steps to solve the guided model problem below:
Guided Model: A lazy painter is able to paint 0.25 of a wall each hour. If this painter only works for 3 hours in a day, how much will she paint at the end of 1 day? How much will she paint at the end of 1 week? Use your rubric to help keep you on task.?
The Yankees gave away 13 collectible baseball cards during the National Anthem of last night's game. Each card had a thickness of 0.39 inches. What was the total thickness of all of the cards combined? ?Use a specific strategy to solve this problem. Use your rubric to help you stay on task.
Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
Early Finishers - create a thinking map, of your choice, to show what you have learned in this common core learning standard
ONLINE SHOPPING:
Alyssa goes online shopping to get herself clothes for the winter.
Sweaters = $27.99
Socks = $8.97
Jeans = $74.99
How much money will she spend if Alyssa purchases four sweaters, 3 pairs of jeans, and five pairs of socks.
TP 5.9 (ch4): SWBAT learn how to multiply multi-digit numbers which have decimals
5.NBT.B.7 -
Vocabulary:
- tenths, hundredths, thousandths
- partial products
- round
- inches
- feet
- yards
- miles
- convert
0.3 x 0.78
A baby dinosaur is 0.35 feet long. An adult dinosaur will grow to be 24.76 times as long. How long will an adult dinosaur be?
Turn and talk with your partner and discuss the standard procedures for finding the product when multiplying decimals. Use these steps to solve the guided model problem
Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
Independent Work 5.9
Mr. Marino is training to become an Olympic athlete, because this teaching thing, just ain't working out.
He begins by training for 1.3 minutes on Monday but realizes that just isn't enough. Mr. Marino will increase his training by tripling his total every day. He spends 3.9 minutes on Tuesday, 11.7 minutes on Wednesday, and 35.1 minutes training on Thursday. If he trains for 10 days, how long did he spend training in all? Use your rubric to help you stay on task.
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 5.10 - (ch5) SWBAT learn how to use strategies of DMSB and TORI to help them solve division equations
Turn and talk with your partner to clearly define what division really is.
When do we use it? Why is it important to your daily life?
Vocabulary:
- Dividend - the total being shared
- Divisor - The number being placed into each group
- Quotient - the answer & the number of groups being made
- Remainder - the amount that cannot fit, the left overs
- DMSB - an acronym strategy used as a self check system, used to solve long division equations
- TORI - an acronym used to check division solutions
Guided Model:
- Mr. Singh is fishing at a pier. There is 3,200 feet of space at the pier. Twelve feet of space is used for 1 person to stand and go fishing. What is the maximum number of people that can be fishing at the pier?
- Turn and talk with your partner to develop a logical argument for which strategy you would use to solve this problem. Cite evidence from the problem and give reasons to support your thinking, as to how your strategy would work.
- Independent Work
Each batch of HMM uses 95 ML of medicine. If Mr. Singh has a jar that can hold 1,500 ML of liquid, how many batches of HMM can he place into the jar?
Use your rubric to help you stay on task.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 5.11 – (chap 5) SWBAT find whole-number quotients by dividing 4 digit dividends by 2 digit divisors
Vocabulary:
- Dividend - the total being shared
- Divisor - The number being placed into each group
- Quotient - the answer & the number of groups being made
- Remainder - the amount that cannot fit, the left overs
- DMSB - an acronym strategy used as a self check system, used to solve long division equations
- TORI - an acronym used to check division solutions
5.10 - Guided Model 5.NBT.6
Internet based activity - http://mrnussbaum.com/grade5standards/536-2/
The Titanic carries five thousand nine hundred thirty four gallons of gasoline. If one trip uses 86 gallons of fuel, how many trips can it make? How many round trips can it make?
If one gallon of gas costs $3.23, what would it cost to fill the entire gas tank, if it were completely empty?
- Turn and talk with your partner to illustrate and explain the calculation by using equations, models, and/or strategies you can think of
Independent Work TP 5.11 - 5.NBT.6 - SENIOR TRIP
Eight schools from the neighborhood all decide to go together on the Senior Trip to Club Getaway! If each school sends a total of 125 people how many people are going on the Senior Trip?
Mr. Singh calls to order buses and learns that each bus has 55 seats. How many buses will he order for the senior trip, so that every person can go on the trip?
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 5.12 – (ch6) SWBAT divide dividends that have decimals.
5.NBT.
Vocabulary:
- Dividend - the total being shared
- Divisor - The number being placed into each group
- Quotient - the answer & the number of groups being made
- Remainder - the amount that cannot fit, the left overs
- DMSB - an acronym strategy used as a self check system, used to solve long division equations
- TORI - an acronym used to check division solutions
Guided Model:
Nick drove 275.2 miles from St. Pius Cathedral to the Burger Joint in his new Honda CR-V. If the car used 8 gallons of gasoline, what is the average number of miles that the car is traveling, per gallon?
If fuel costs $2.38 per gallon, what is the total cost of fuel?
Rule: There will be NO MORE remainders - extend the dividend and annex 0
- Turn and talk with your partner to formulate an equation which has a 4 digit dividend with a decimal, and a 2 digit divisor. Use DMSB to solve the equation, and show how TORI is used to check your work.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
Independent Work:
Julie and Katherine babysit at the Floral Park Day Care Center. during the summer to save for their first car. Julie earned $49.50 after working 6 hours. Katherine earned $38.60 for 4 hours of babysitting. Who earned more money per hour? How much more money did she earn, per hour? Use your rubric to help guide your thinking.
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 5.13 – (ch6) SWBAT divide numbers with decimals while showing a mastery of using DMSB to solve for quotients and TORI to check their work
5.NBT.6
Vocabulary:
- Dividend - the total that you hav
- Divisor - The number being placed into each group
- Quotient - the answer & the number of groups being made
- DMSB - Divide, Multiply, Subtract, Bring down
- TORI - Top # x Outisde # + Remainder = Inside #
Guided Model:
Guided Model: Mr. Singh is saving for a new pair of sunglasses. They will cost him $425. If he saves only $1.60 a day, how many days will it take for him to have enough money to buy the sunglasses?
- Turn and talk with your partner and identify the dividend, the divisor, and the quotient of your problem, then show the three alternative ways that we can write your division problem.
- Independent Work: PS46 is having their first ever dinner dance to raise money for the senior trip! The school's goal is to raise $973. Each ticket to the dinner dance costs $2.50 How many tickets must the school sell in order to reach their goal? Use DMSB to solve this problem, and TORI to show that your solution is correct.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 5.14 – (ch6) SWBAT learn strategies of creating equivalent division equations
5.NBT.B.7
Vocabulary: Tenth, Hundredth, Place Value, Dividend, Divisor, Quotient, Remainder, Annex, Capacity
RULE: to divide when your dividend is a decimal:
EXAMPLE: 9 divided by 3 is the same as 90 divided by 30. We annexed a pair of zeroes to both sides, so the product remains the same. A rule to consider, whatever is done to the divisor must also be done to the dividend. The quotient will remain the same.
Guided Model: 16.9 divided by 6.5
Now move the decimal point one place to the right, which makes the divisor a whole number. Also move the decimal point in the dividend one place to the right:
Now, Divide as whole numbers. 65 goes into 169
To check our answer, we use TORI
Top # x Outside # + Remainder = Inside #
- Turn and talk with your partner to formulate your own division equation that has a divisor and a dividend that both contain decimals
- INDEPENDENT WORK:
St. Anne's is getting ready for spring break by filling up the new town pool with water. The pool can hold a full capacity of 98 and 67 hundredths gallons of water. They are using a hose that sends 4 and 4 tenths gallons of water into the pool per hour. If the pool is completely empty, how many hours will it take for the pool to be filled at full capacity? - Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 5.15 – (ch7) SWBAT learn how to add fractions with unlike denominators by using the SCCSS method
5.NF.A.2 - Lots of Cake
Vocabulary:
- numerator
- denominator
- mixed number
- improper fraction
- Least Common Denominator/ Least Common Multiple (LCD/LCM)
- Convert
- equivalent
1. S = Skip count all of the denominators
2. C = circle the LCM
3. C = Convert the original fractions to create equivalent fractions with your LCM as the new denominator
4. S = Solve (Add/Subtract)
5. S = Simplify (if possible)
- Guided Model: Regina is a waitress at The Milleridge and works a total of 8 hours in 3 days. On Monday, Regina records that she worked 1 and one-fourth hours. On Tuesday, Regina records that she worked 1 and three- fifth hours. How many hours did Regina work on Wednesday?
- Turn and talk with your partner to develop a logical argument for which strategy you would use to solve this problem. Cite evidence from the problem and give reasons to support your thinking, as to how your strategy would work.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 5.16 – (ch7) SWBAT add fractions with unlike denominators by converting fractions using LCD
5.NF.A.2 - Pizza by the Slice
Vocabulary:
- numerator
- denominator
- mixed number
- improper fraction
- Least Common Denominator/ Least Common Multiple (LCD/LCM)
- Convert
- equivalent
Guided Model: Alyssa, Steph, and Sophia stopped to get Nick some pie. Each slice of pie was the same size. Steph bought half of the pie. Sophia bought one-fourth of the pie, and Alyssa purchased three-sixths of the pie. Each slice of pie cost $1. How much money did the girls pay, in total, for all of the slices of pie? Show all of your mathematical thinking. - Turn and talk with your partner to develop a logical strategy for how you would solve this problem. Cite evidence from the problem and give reasons to support your thinking, as to how your strategy would work.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
Aaron, Glenn, James, Matt and Trevor stop for pizza. The boys decide to order the
same type of pizza. A whole pizza is divided into eight equal pieces and costs seventy
cents a slice. Aaron says he will eat one-half of a pizza. Glenn says he will eat onefourth
of a pizza. James says he will eat three-eighths of a pizza. Matt says he will eat
four-eighths of a pizza and Trevor says he will eat three-eighths of a pizza.
How many whole pizzas do the boys order and what does each boy pay for his pizza slices? Show all your mathematical thinking
TP 5.17: SWBAT use the SCCSS (SC2S2) method to add/subtract mixed numbers with unlike denominators
5.NF.A.2 - music
Vocabulary:
- numerator
- denominator
- equivalent
- mixed number
- improper fraction
- Least Common Denominator
- regroup
- convert
Guided Model: 20 and 1/8 - 8 and 5/6
Guided Model: There is candy in the cupboard. It has 3 and 1 fifth pounds of M&Ms, 6 and 1/2 pounds of Jolly Ranchers, and 2 and 3/4 pounds of Skittles. How many total pounds of candy does the cupboard have? Show all of your mathematical thinking.
Dom practices playing his bass guitar for 13 and 1/13 hours per month. Alyssa listens to music on her Amazon Alexa for 7 and two-thirds hours per month. How much more time does Dom spend practicing than Alyssa spends listening to music? How much time do they spend, in all, listening to music? Show all of your mathematical thinking.
- Turn and talk with your partner to develop a logical strategy for how you would solve this problem. Cite evidence from the problem and give reasons to support your thinking, as to how your strategy would work.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 5.18 - (ch8) SWBAT multiply fractions by cross canceling and drawing models
5.NF.B.4a
Vocabulary:
- unit fraction -
- factors -
- product -
- GCF (greatest common factor) -
https://www.khanacademy.org/math/cc-fifth-grade-math/cc-5th-fractions-topic
Guided Model: On Mars, your weight is about 1/3 of your weight on Earth. If you weigh 117 pounds on Earth, about how many pounds would you weigh on Mars?
- Turn and talk with your partner to develop a logical strategy for how you would solve this problem. Cite evidence from the problem and give reasons to support your thinking, as to how your strategy would work.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
- Caroline is making sweet Maine mashed potatoes. For each batch of mashed potatoes, Caroline will need 3/4 cup of butter. How many cups of butter will she use to make 24 batches of sweet Maine mashed potatoes? Use your Exemplar's rubric to help guide your thinking.
TP 5.19 - (ch8) SWBAT multiply fractions using cross canceling, and drawing models to justify their work
5.NF.B.4a
Vocabulary:
- unit fraction -
- factors -
- product -
- GCF (greatest common factor) -
Diana, Leah, and Dominic are making
root-beer floats.
Dominic filled 1/3 of a 14 ounce cup.
Diana filled 3/7 of a 10 ounce cup.
Leah filled 3/8 of a 14 ounce cup.
Who made the most root-beer float? Use your Exemplar's rubric to help guide your thinking.
Thirsty Animals - 5.NF.B.4a
Smokey, Muttsy, James, and Jammer live in Babci's basement. There is a 364 pint bowl of water that the pets share.
James drinks one-seventh of the water
Jammer drinks 3/7 of the water
Muttsy drinks two-sevenths of the water
Smokey drinks the rest of the water
How many pints of water did each animal drink? Create a model to match your equation and show all of your mathematical thinking.
- Turn and talk with your partner to develop a logical strategy for how you would solve this problem. Cite evidence from the problem and give reasons to support your thinking, as to how your strategy would work.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 5. - (ch9) SWBAT divide whole numbers by fractions
5.NF.B.7c - Strawberry Shortcake
Vocabulary:
- reciprocal
- unit fraction -
- factors -
- product -
- GCF (greatest common factor) -
- Q, R, over D - quotient w/remainder over divisor
- RULE: KCF - Keep Change Flip
Video Model: https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-dividing-fractions/v/conceptual-understanding-of-dividing-fractions-by-fractions ?
Guided Model:
Mr. Singh is serving Turtle Bay Pancakes at the 5th grade senior breakfast. Turtle Bay Pancakes are green and require 1/4 of a cup of green food coloring to make one pancake. Mr. Singh has 5 cups of green food coloring. How many pancakes can Mr. Singh make? Use pictures and numbers to show your mathematical thinking.
- Turn and talk with your partner to develop a logical model for solving the guided model. Cite evidence from the problem and give reasons to support your thinking, as to how your strategy would work.
Guided Model: Tiffany's has 8 inches of diamond. For every 1/3 length of diamond, Tiffany can make 1 bracelet. How many bracelets can Tiffany make from the 8-inch strip of diamond? Solution - Since you are trying to find out how many one-thirds there are in 8, it is a division of fractions problem.
So, divide 8 by 1/3
- Video Model: https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-dividing-fractions/v/conceptual-understanding-of-dividing-fractions-by-fractions
How many halves are there in six-fourth?
Again, since you are trying to find out how many halves there are in six-fourth, it is a division of fractions problem.
So, divide 6/4 by 1/2
6/4 ÷ 1/2 =
- Memphis' Bookmarks =)
Memphis is using ribbon to make bookmarks in arts and ?crafts class.
Memphis has three yards of ribbon, and he measures ?each bookmark to be 1/6 yard long.
How many bookmarks can Memphis make with all of his ?ribbon?
Show all your mathematical thinking. - Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
Elisa is making strawberry shortcake.
A serving of strawberry shortcake for one ?person requires one-third cup of strawberries ?and one shortbread biscuit. Elisa has a dozen ?shortbread biscuits and three cups of ?strawberries. To how many people can Elisa ?serve strawberry shortcake?
Show all your mathematical thinking.
TP 5. (ch9): SWBAT divide whole numbers by fractions
Vocabulary:
- reciprocal
- unit fraction -
- GCF (greatest common factor) -
- Q, R, over D - quotient w/remainder over divisor
- RULE: KCF - Keep Change Flip
Video Model: https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-dividing-fractions/v/conceptual-understanding-of-dividing-fractions-by-fractions
Guided Model:
Mr. Singh is going to miss you so much when you graduate. He decides to make Valentine's Day hearts for the students in the class. Mr. Singh has 7 feet of yarn, and knows that one heart measures 1/3 of a foot long. How many hearts can he make, if he uses all of his yarn? Use a number-line to justify your thinking, and show an equation to prove that your drawing is correct.?Turn and talk with your partner to develop a logical model for solving the guided model. Cite evidence from the problem and give reasons to support your thinking, as to how your strategy would work.
Bows for Gift Baskets
Makayla is making eleven gift baskets. Makayla wants to tie a bow on the handle of each basket. It takes one-third yard of ribbon to tie each bow. Makayla finds four yards of ribbon in her craft box. Does Makayla have enough ribbon to tie one bow on each of the eleven baskets? Show all your mathematical thinking.
Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 5. - (ch10) SWBAT understand volume terminology and concepts
5.MD.C.5a - A New Aquarium
Vocabulary:
- volume
- length
- width
- height
- area
- cubic units³
- square units²
- https://www.ixl.com/math/grade-5/volume-of-rectangular-prisms-made-of-unit-cubes
- https://learnzillion.com/lesson_plans/8847-identify-and-label-three-dimensional-figures
- Vicky is moving in to her new room. Vicks has 32 old textbooks from college that she just, REFUSES to get rid of! She wants to figure out the exact cubic measurement needed in order to place all of her books into 1 box. Each book has dimensions of 20cm. long, 14 cm. wide, and 2cm. high. What is the volume of the box which Vicky will need?
- Turn and talk with your partner to develop a logical strategy for how you would solve this problem. Cite evidence from the problem and give reasons to support your thinking, as to how your strategy would work
- Assessment - https://www.khanacademy.org/math/pre-algebra/measurement/volume-introduction-rectangular/e/volume_2
- Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
Adam is moving to the Poconos for college and is packing away all of his old cassettes. One of Adam's tapes measure 5 inches long by 3 inches wide by 6 inches high. Adam has 12 tapes. Adam's box has a volume of 1,200 cubic inches.
How much empty space is in Adam's box, after he places all of his cassettes into the box?
Use your Exemplar's Rubric to guide your thinking.
TP 5. - (ch11) SWBAT learn how to convert customary liquid capacity units of measurement
5.MD.A.1 - Filling a Fish Tank
Vocabulary:
- the "big g"
- gallons
- quarts
- pints
- cups
- fluid oz.
- tablespoons
- teaspoons
1 gal = 4 q
1 gal=8p
1 gal = 16c
1 c = 8 fl. oz.
1 c = 16 Tblsp
1 Tblsp = 3tsp
Horse --> fly multiply
Fly --> horse, divide of course
Bailey is filling the water bowls for her two kittens, James and Jammer. Each bowl can hold 1 quart of water. Bailey is using a one-pint measure to pour water into the bowls. How many one-pint measures of water will Bailey need to use to fill up James and Jammer's water bowls? Use numbers and pictures to show all of your mathematical thinking.
4 gal. = ___ pints
3 half-gal = ____ quarts
12 cups = ____ pints
6 tbs = _____ tsp
52 quarts = ____ gallons
96 cups = ____ gallons
2 cups = _____ tablespoons
100 gals = ___ quarts, = ____ pints, = ___ cups
Aly has an empty 20 gallon bucket that she wants to fill with water. If Aly uses a 1 quart measuring scoop, how many scoops would it take for her to fill her bucket?
- Turn and talk with your partner to develop a logical strategy for utilizing the "big G" in solving this problem. Cite evidence from the problem and give reasons to support your thinking, as to how your strategy would work
- Technology Connection - https://www.khanacademy.org/search?referer=%2F&page_search_query=customary+units+of+measurement+
- Assessment - Student's will use their Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
Two students fill the class fish tank with water. The fish tank holds six gallons of water. The two students each have a container that holds sixteen fluid ounces. How many times does each student need to fill the container to get a total of six gallons of water? Show all your mathematical thinking.
TP 5. - (ch11) SWBAT convert customary units of measurement for distance and time
5.MD.A.1 - measurement (ch 11)
Vocabulary:
- convert - to change
- distance - to measure how far one point is to another
- length - how long
- width - how wide
- inches - the shortest unit of distance measurement
- feet - length of 1 ruler, equivalent to 12 inches
- yards - length of 3 rulers, 3 feet, or 36 inches
- miles - the longest unit of distance measurement
Guided Model: Emru purchases a beautiful new home on Geranium Ave., but he has the tiniest rectangular garden ever! The garden measures 12 inches by 14 inches. How many square feet of soil will Emru need to cover the entire area of the garden?
- Turn and talk with your partner to develop a logical strategy for converting units of measurement in solving this problem. Cite evidence from the problem and give reasons to support your thinking, as to how your strategy would work
- Assessment - Student's will use their Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - students will cut out vocabulary cards (envisions workbook pages 633-638) and create their own "measurement flip cards"
- Technology Connection - https://www.khanacademy.org/search?referer=%2F&page_search_query=convert+inches+feet+yards+miles
Javier is building a model of his dream home in Floral Park. Javier is using legos. Javier decides to put a rectangular fence all around his model home. His home has a length of 75 inches and a width of 33 inches. How many yards of fencing will Javier need to use? Use your Exemplar's rubric to show your mathematical thinking.
conversion key:
- 12 in. = 1 ft. = 1 standard ruler
- 36 in. = 3 ft. = 1 yard = 3 standard rulers
- 63,360 in. = 5,280 ft. = 1,760 yds. = 1 mile
- 1 lb. = 16 oz.
- Javier purchases 8 gallons of milk for the cheese needed to make his special quesadillas. One batch of quesadillas requires 1 pint of milk. How many batches of quesadillas can Javier make in all?
- Turn and talk with your partner to develop a logical strategy on how you could utilize the "big G" for solving this problem. Work with your partner to construct the big G, then solve the problem together.
- Extension - If milk costs $3 per quart, how much money will Javier spend in all?
- INDEPENDENT WORK - Solve the Exemplar to figure out how much it will cost Javier to build a fence around his restaurant
- Assessment - Student's will use their Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - cut out vocabulary cards (Envisions pages 633-639) and create your own "measurement flip cards"
- Javier wants to put up a new fence around his new Mexican restaurant, Iguanas. He shows his architect the following blueprint and asks the architect to order the fencing. Fencing costs $2 per inch. How much will Javier spend to build a fence around Iguanas? Use your Exemplar's Rubric to help guide your thinking.
Jules is helping her dad who owns a fancy car dealership. Jules makes a schedule of her jobs to do today:
Two and three-fourths of an hour to help wash cars
Sixty minutes to sweep some garages
One-fourth of an hour to sort cans of oil
One-half an hour to stack tires
Ten minutes to put up signs
Three-fourths of an hour to organize tools
One-third of an hour to fill the soda machines
Jules adds in an hour for doing her nails, in her schedule. How long does it take her to complete her entire schedule?
Show all your mathematical thinking.
TP 5. - (ch12) SWBAT represent and interpret data by developing and analyzing line plots
5.MD.B.2 - Sorting Metal Fasteners
Vocabulary:
- data
- frequency
- outlier
- key
- number line
- line plot
- intervals
- x-axis
- Guided Model: Tess is late to her job at First Med, every time it snows! Tess creates the bar graph above, to help her record the number of days it has snowed over the last 4 months. How could Tess show this data using a line plot? Use your Exemplar's Rubric to help guide your thinking.
- Turn and talk with your partner to analyze the bar graph. Then formulate and construct a line plot and draw conclusions about the data, citing evidence from the two representations to support your thinking.
- Technology Connection - https://www.khanacademy.org
- Assessment - Student's will use their Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
Sorting Post-its
Diana and Dom find an assortment of post-its in their classroom. They decide to sort the post-its to see the different sizes that they have, and this is the data that they found:
- Diana has eight 1/4-inch post-its, four 5/8-inch post-its, seven 1/2-inch post-its, three 1/8-inch post-its, five 7/8-inch post-its, and six 3/4-inch post-its
- Dom has two 1/8-inch post-its, four 1/4-inch post-its, two 3/4-inch post-its, four 3/16-inch post-its, seven 3/8-inch post-its, seven 7/8-inch post-its, and five 1/2-inch post-its
- Each teacher created a line plot to represent their data. What does each line plot look like? Use your Exemplar's Rubric to help guide your thinking.
TP 5. - (ch14) SWBAT graph data using ordered pairs
5.G.A.1 - A Carnival
Vocabulary:
- coordinate grid - used to locate points in a plane using an ordered pair of numbers
- x-axis - a horizontal line on a graph that runs through zero
- y-axis - vertical line on a graph that runs through zero
- ordered pair - a pair of #s (x,y) locates a point on a coordinate grid
- origin - location of ordered pair (0,0)
RULE: WHEN NAMING AN ORDERED PAIR, YOU MUST GO ACROSS THEN UP (-->,^) - shapes can be created by connecting points on the coordinate grid
- Guided Model: PS46 is having its annual field day. Coach has set up a grid to help him place each of the following stations:
- Dunk tank - point A (0,5)
- Face painting - point B (0,2)
- Water slide - point C (4,5)
- Bouncy house - point D (4,2)
- Connect points ABCDA to show what coach's grid looks like. Use a diagram and specific math language to show all of your mathematical thinking.
- Turn and talk with your partner and connect points A to B, B to C, C to D, and D back to A. What geometric shapes have you created? What geometric properties can you cite to justify your thinking?
- Assessment - Student's will use their Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
- FIELD DAY
PS46 is having Field Day and there will be stations with different activities. The stations are represented by these points:
Point A: (2, 6)
Point B: (5, 6)
Point C: (7, 3)
Point D: (5, 1)
Point E: (2, 1)
Point F: (0, 3)
Memphis and Nicholas decide to plot these points on a grid. What does the coordinate grid look like? Memphis connects the points, in alphabetical order, and then connects Point F back to Point A and discovers that a geometric figure is made from the connected points. What geometric figure does Memphis see? Nicholas looks at the figure and notices that other figures can be found. What other shapes does Nicholas find. Show all of your mathematical thinking.
TP 5.
(ch.12 & 14): SWBAT display a mastery of the coordinate system and of line plots
5.G.A.1 -
Vocabulary:
- coordinate grid - used to locate points in a plane using an ordered pair of numbers
- x-axis - a horizontal line on a graph that runs through zero
- y-axis - vertical line on a graph that runs through zero
- ordered pair - a pair of #s (x,y) locates a point on a coordinate grid
- origin - location of ordered pair (0,0)
COORDINATE PLANE:
WHEN NAMING AN ORDERED PAIR, YOU MUST GO ACROSS THEN UP -->,^ (X,Y)
LINE PLOTS
It is a graph that uses Xs above a number line to record data. The data must be put in order, from least to greatest, and you need a title, a key, and label your axis
Guided Model:
Name each points' ordered pair.
Connect points ABCDEA
What geometric shape did you create?
Connect points EFGAE
What geometric shape did you create?
- Turn and talk with your partner to discuss, and analyze the geometric properties you found. Each partner should develop their own "I notice _________________"
- Assessment - Student's will use their Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
Running Errands
Tess and Jon are running errands, but Tess just doesn't understand how to use her iphone's GPS! Jon decides to make an executive decision, and create an old-fashioned coordinate plane to remember each of their stops:
Point A: ( , ) - The Bagel Club for breakfast
Point B: ( , ) - Alley Pond Park for a walk
Point C: ( , ) - Mickey's Gas Station for an oil change
Point D: ( , ) - The lake for lunch
Point E: ( , ) - St. Pius for volunteer work
Point F: ( , ) - Century 21 for an hour of shopping
Point G: ( , ) - The Burger Joint for NYC's best burger
Point H: ( , ) - Buttercooky for Krimpets for dessert
Carefully name each plotted point so that when you connect points ABCDEFGHA you will create 1 perfect geometric shape. What specific properties does this shape have that help you solved it? What is the name of this geometric shape?
Show all of your mathematical thinking.
TP 5.
(ch13): SWBAT write and interpret numerical expressions
5.OA.A.1 - Seashells for Lydia
Vocabulary:
- exponential growth - Growth of a system in which the amount being added to the system is proportional to the amount already present: the bigger the system is, the greater the increase
- exponents - The exponent of a number says how many times to use that number in a multiplication
- pattern - a mathematical arrangement, that follows a rule, or rules
- rate - a certain quantity or amount of one thing considered in relation to a unit of another thing and used as a standard or measure
- equation/expression - The difference is an "equation" has an equal (=) sign. An "expression," by contrast, doesn't have an equal sign.
- For example:
- 3x - 7 = 2 is an EQUATION, because it has an = sign
- 3x - 7 is an EXPRESSION, because there is no = sign
- For example:
- Guided Model: Nicholas has 2 pet fish, Harry and Rose. His fish eat flakes every day. As they age, they need to eat more and more fish flakes. When they were one year old they ate 6(10)2 fish flakes. At age three, Harry and Rose ate 12(10)2 fish flakes. At age five, Harry and Rose needed 24(10)2 . If Nicholas continues to feed Harry and Rose, at the same rate, how old will the fish be when they eat 96(10)2 fish flakes? Show all of your mathematical thinking.
- Turn and talk with your partner to analyze the exponents in the guided model. Based on the guided model, what conclusions can you make about the data? What strategy could be used to solve this problem? Cite evidence from the problem, to justify your thinking.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 5.
(ch15): SWBAT generate tables and analyze rules, and numerical patterns within the table
5.OA.B.3 - A chickadee and a cardinal
Vocabulary:
- Numerical Pattern -
- Skip Counting -
- Rule -
- Variable -
- Guided Model: Mr. Marino is recycling cans and bottles for one week to raise money for the senior trip. The first day, Mr. Marino collected twelve cans and five bottles. The second day, he collected twenty-four cans and twelve bottles. On the third day, Mr. Marino collected thirty-six cans and nineteen bottles. If this pattern continues, how many cans and how many bottles will Mr. Marino collect on the last day of the week? Show all your mathematical thinking.
- Turn and talk with your partner to design a mathematical model to analyze, graph, and solve this practical problem
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 5.
(ch16): SWBAT classify triangles by their sides and by their angles
5.G.B.3 - Envisions pages 847,848,853, & 855
- As a rule, all triangles must measure 180 degrees
- We can name a triangle in 6 ways - 3 by their sides, and 3 by their angles
- Sides - measure the exterior lengths
- Angles - measure the interior openings
- Scalene - all sides have different measurements
- Isosceles - 2 sides have the same measurements
- Equilateral - All 3 sides have the same measurements
- Acute - all 3 angles measure less than 90 degrees
- Right - 1 angle must measure exactly 90 degrees
- Obtuse - 1 angle must measure more than 90 degrees
- Guided Model: Little Tyler is helping his paca make pizza. Tyler wants to make a triangular slice that has an angle that measures 93 degrees and 29 degrees, but he can't figure out the missing angle. What must he do to solve for the missing angle?
- Tyler also knows that his slice has measurements of 8 inches, 7 inches, and 9 inches. What type of triangle will he slice of pizza be? Name it. Use diagrams and specific geometric terminology to draw, label, and classify this triangle.
- Ch16 - Exemplar:
- The angles are named XYZ.
- Angle X measures 152 degrees.
- Angles Y and Z have the same measurements.
- Its sides measure 4 inches, 3 inches, and 7 inches.
- Assessment - Independent Work - textbook pages 853/855
- Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 5.
SWBAT complete book 1 multiple choice questions as a comprehensive review of Envisions 2.0, in order to assess their own individual needs. As a connection, students will self assess, then log onto Khan Academy to work on topics that they need individual review on
Book 1 multiple choice - answers:
1b 2a 3b 4a 5b 6a
7d 8c 9d 10b 11d 12c
13d 14a 15c 16a 17c 18a
19b 20b 21b 22a 23c 24a
TP 5.
SWBAT complete book 2 multiple choice questions as a comprehensive review of Envisions 2.0, in order to assess their own individual needs. As a connection, students will self assess, then log onto Khan Academy to work on topics that they need individual review on
- Vocabulary Review: kilogram, gram, difference, sum, converting, estimate, volume, expression, inches, feet, etc...
Book 2 multiple choice - answers:
25a 26d 27b 28a 29c 30b
31b 32b 33b 34a 35d 36c
37a 38b 39d 40c 41d 42b
43b 44c 45a 46b 47d 48d 49b
TP 5.
SWBAT complete day 3 long response word problems using their Exemplar's Rubric to help guide their thinking
- PROBLEM SOLVING - Students will solve each problem correctly, and state their answer in a grammatically correct sentence
- REASONING AND PROOF - Students will show the operations used to come to their solution
- COMMUNICATION - Students will correctly use 4 math vocabulary words, in proper context, with relation to labeling
- CONNECTIONS - Students will create their own noticing, citing text evidence to support their thinking
- REPRESENTATION - Students will construct and properly label a diagram/model to support their thinking, and act as a visual representation to supplement their mathematical operations
TP 5.
SWBAT develop a mathematically based game, for our school's Family Fun Night
FAMILY GAME NIGHT 6/1/17 – 6:00pm
TIPS for doing well:
- Play your game! Test it out. Play with friends. Does the game work? Are there things that need to be altered to make it work? Is the game fun? If you don’t enjoy playing this game, will someone else enjoy it?
- Your final grade will be based on the rubric, which I have attached.
- I want you to have fun! So construct something fun. Remember, a great game will last forever - Monopoly was invented in 1902!
In a well typed, 1 page paper, you are to bullet list the following:
- Name of inventor(s) -
- Title of your game –
- Target age for your game (what grade level) -
- How many players can play the game -
- What materials are needed to play the game -
- What are the step by step rules of your game?
- Be very descriptive! Say, “player 1 ….. then player 2…”
- When is the game over?
- Be very descriptive – “the game is over when…”
- How do you win the game?
- How do you lose the game?
GAME RUBRIC:
Creativity
4 - It is evident that you used expert creativity to create your game. Evidence includes creating an entirely new type of game, with clear rules for gameplay.
3 - It is evident that you used creativity to create your game. Evidence includes an interesting presentation, and new rules added to a traditional game.
2 - It is evident that you attempted to use some creativity to create your game. Rules are unclear, and game is somewhat playable, but needs to be revised.
1 - It is evident that you did not use creativity to create your game. Rules are unclear, and the game is unplayable.
Effort
4 - It is evident that an expert level of effort was used towards creating your game. Evidence includes a neat presentation, complete information, and fulfillment of all requirements.
3 - It is evident that good effort was put into creating the game. Evidence includes a neat presentation, and fulfillment of some of the requirements.
2 - It is evident that some effort was put into creating the game.
1 - It is evident that no effort was put into creating the game.
Design and Accuracy
4 - It is evident that the game is designed with an expert level of accuracy, including detailed rules, and all game pieces are included.
3 - It is evident that all rules are outlined clearly and most necessary game pieces are included.
2 - It is evident that the game is somewhat designed to completion. Some rules are outlined, rules make sense, but need to be revised. Some of the game pieces are included.
1 - It is evident that the game lacks design and accuracy. Rules are not clear, game pieces are not included, and the game is unplayable.
TP 5.
SWBAT apply concepts of keep change flip to solve division of whole numbers and fractions
Stepping Up - Lesson #9
Envisions Workbook - pages 919 & 920
Guided Model: Nina has a 6 pound bag of mixed nuts. She wants to put 1/4 pound of nuts in each bowl. How many bowls will Nina be able to fill?
6 wholes divided by 1/4 = K.C.F. (keep, change, flip)
6/1 x 4/1 = 24/1 = 24
1. Draw a picture
2. Use 4 math vocabulary words
3. I noticed that _________
4. Show the operations that you used
5. Solve the problem correctly
TP 5.
SWBAT learn about making conjectures during math
based games
Vocabulary:
- Conjecture
Guided Model:
If we look at the data for the precipitation in a city for 29 days
and see that it has been raining every single day, what
conjecture can you make about the weather on day #30?
Active Engagement - take turns playing Nim Jr., and Connect the Dots
Turn and Talk - what conjectures are you making? What do you believe is a strategy for winning?
Assessment - Student's will notate their conjectures into their notebook, clearly analyzing specific strategies taken to win, as well as mistakes they observed which would cause them to lose.
Early Finishers - will create a thinking map of their choice to analyze their conjectures and strategies