Documente Academic
Documente Profesional
Documente Cultură
My students achieved the assessed objectives. So, now I will explore: 1.A.1.a(6) Identify and describe sequence represented by a physical model or in a function table
1.A.1.b(5) Create a one operation (+, -, x, with no remainders) function table to solve a real world problem 1.A.1.b(4) Create a one operation (+ or ) function table to solve a real world problem 1.A.1.b(6) Interpret and write a rule for a one-operation (+, -, x, without remainders) function table AL: Use whole numbers or decimals with no more than 2 decimal places (0-1,000) 1.A.1.c(6) Complete a function table with a given two-operation rule AL: Use the operations (+, -, x), numbers no more than 10 in the rule and whole numbers (0-50)
1.A.1.c(4) Complete a function table 1.A.1.c (5) Complete a one-operation function table using a one operation (+, -, x, with no AL: Use whole numbers with +, -, x, (with no remainders) or use remainders) rule AL: Use whole numbers decimals with no more than two decimal places with +, (0-200) (0-50) 1.A.1.d(4) Describe the relationship that generates a one operation rule 1.A.2.a(4) Generate a rule for the next level of the growing pattern AL: Use at least 3 levels but no more than 5 levels 1.A.2.b(4) Generate a rule for a repeating pattern AL: Use no more than 4 objects in the core of the pattern
1.A.1.d(5) Apply a given two operation rule for a pattern AL: Use two operations (+, -, x) and whole numbers (0-100)
These are the grade level objectives that my students were exposed to last year:
1.B.1.a(5) Represent unknown quantities with one unknown and one operation (+, -, x, with no remainders) AL: Use whole numbers (0-100) or money ($0-100)
1.B.1.b(5) Determine the value of algebraic expressions with one unknown and one-operation AL: Use +, - with whole numbers (0-1000) or x, (with no remainders) whole numbers (0-100) and the number for the unknown is no more than 9
1.B.1.a(6) Write an algebraic expression to represent unknown quantities AL: Use one unknown and one operation (+, -) with whole numbers, fractions with denominators as factors of 24, or decimals with no more than two decimal places (0-200) 1.B.1.b(6) Evaluate an algebraic expression AL: Use one unknown and one-operation (+, -) with whole numbers (0-200), fractions with denominators as factors of 24 (0-50), or decimals with no more than two decimal places (0-50) 1.B.1.c(5) Use parenthesis to evaluate a numeric expression 1.B.1.c(6) Evaluate numeric expressions using the order of operations AL: Use no more than 4 operations (+, -, x, with no remainders) with or without 1 set of parentheses or a division bar and whole numbers (0-100)
WCPS 4
These are the grade level objectives that my students were exposed to last year:
My students achieved the assessed objectives. So, now I will explore: 1.B.2.a(6) Identify and write equations and inequalities to represent relationships AL: Use a variable, the appropriate relational symbols (<, >, =), and one operational symbol (+, -, x, ) on either side and use fractions with denominators as factors of 24 (0-50) or decimals with no more than two decimal places (0200) 1.B.2.b(6) Determine the unknown in a linear equation AL: Use one operation (+, -, x, with no remainders) and positive whole number coefficients using decimals with no more than two decimal places (0-100) 1.C.1.b(6) Graph ordered pairs in a coordinate plane AL: Use no more than 3 ordered pairs of integers (-20 to 20) or no more than 3 ordered pairs of fractions/mixed numbers with denominators of 2 (-10 to 10)
1.B.2.a(5) Represent relationships using relational symbols (<, >, =) and one operational symbols (+, -, x, with no remainders) on either side AL: Use whole numbers (0-400)
1.B.2.b(4) Find the unknown in an equation with one operation AL: Use multiplication and whole numbers (0-81)
1.B.2.b(5) Find the unknown in an equation use one operation (+, -, x, with no remainders) AL: Use whole numbers (0-2000)
1.C.1.b(5) Create a graph in a coordinate plane AL: Use the first quadrant and ordered pairs of whole numbers (050)
WCPS 5
These are the grade level objectives that my students were exposed to last year:
My students achieved the assessed objectives. So, now I will explore: 6.B.1.a(6) Determine prime factorizations for whole numbers and express them using exponential form
6.B.1.b(5) Identify and use divisibility rules AL: Use the rules for 2, 3, 5, 9, or 10 with whole numbers (010,000) *6.B.1.c(5) Identify the greatest common factor AL: Use 2 numbers whose GCF is no more than 10 and whole numbers (0-100) *6.B.1.d(5) Identify a common multiple and the least common multiple AL: Use no more than 4 single digit whole numbers
6.C.1.a(5) Multiply whole numbers AL: Use a 3-digit factor by another factor with no more than 2digits and whole numbers (0 - 10,000)
6.C.1.b(6) Multiply fractions and mixed numbers and express in simplest form AL: Use denominators as factors of 24 not including 24 (0-20) 6.C.1.c(6) Multiply decimals AL: Use a decimal with no more than 3 digits multiplied by a 2-digit (0-1000) 6.C.1.d(6) Divide Decimals AL: Use a decimal with no more than 5 digits divided by a whole number with no more than 2 digits without annexing zeros (0-1000)
6.C.1.d(4) Divide whole numbers AL: Use up to a 3-digit dividend by a 1-digit and whole numbers with no remainders (0-999)
6.C.1.b(5) Divide whole numbers AL: Use a dividend with no more than a 4-digits by a 2-digit divisor and whole numbers (0 9999) 6.C.1.c(5) Interpret quotients and remainders mathematically and in the context of a problem AL: Use dividend with no more than a 3-digits by a 1 or 2 digit divisor and whole numbers (0 999)
WCPS 6
These are the grade level objectives that my students were exposed to last year:
Measurement: Time
3.C.1.c(4) Determine start time, elapsed time, and end time AL: Use hour and half hour intervals 3.C.2.b(4) Determine equivalent units of time
3.C.2.a(5) Determine start, elapsed, and end time AL: Use the nearest minute
3.C.2.b Determine equivalent units of measurement AL: Use seconds, minutes, and hours or pints, quarts, and gallons
WCPS 7
WCPS 9
mental computation (addition and subtraction in special cases, such as 2,500 + 6,000 and 9,000 5,000), by using computational estimation, and by performing paper-andpencil computations.
Adapted from: Teaching Student-Centered Mathematics Grades 3-5, Van de Walle and Lovin. Elementary and Middle School Mathematics: Teaching Developmentally, Van de Walle , Karp, BayWilliams. Curriculum Focal Points, NCTM.
WCPS 10
WCPS 11
WCPS 12
WCPS 13
second (3) minute (2) half-hour (1) hour (1) day (K) month (K) week (K) year (K) today (K) tomorrow (K) morning (K) afternoon (K) night (K) before (K) after
WCPS 14
Gr. 5 Unit 1
Gr. 5 Unit 1
Gr. 5 Unit 1
Gr. 5 Unit 1
Gr. 5 Unit 1
Gr. 5 Unit 1
Gr. 5 Unit 1
Gr. 5 Unit 1
Gr. 5 Unit 1
factor multiple
WCPS 16
Gr. 5 Unit 1
rules of divisibility
Gr. 5 Unit 1
remainder
Gr. 5 Unit 1
Gr. 5 Unit 1
WCPS 17
dividend divisor
Gr. 5 Unit 1 Gr. 5 Unit 1
inverse operation
Gr. 5 Unit 1
addends sum
Gr. 5 Unit 1 Gr. 5 Unit 1
difference
Gr. 5 Unit 1
WCPS 18
Gr. 5 Unit 1
Gr. 5 Unit 1
WCPS 19
WCPS 20
WCPS 21
Pre-Assessment Information
Pre-assessment is part of the ongoing instruction and assessment process. Teachers need to gather data about what their students know and are able to do by concept or group of concepts. Pre-assessment: helps teachers plan for instruction. yields information about options for learning. allows teachers to anticipate differences. respects what students already know and are able to do. can maximize actual learning time. The pre-assessments included in this guide are in a three column format similar to that of the grade level content maps.
Below grade level question (Grade 4) On-grade level question (Grade 5) Above grade level question (Grade 6)
Pre-Assessment Considerations: The pre-assessments are divided into sections according to the content of the unit.
WCPS 22
Which sequence below shows skip counting by adding 8? 1.A.1.a - Row 1 5, 9, 13, 17, 21 2, 10, 18, 26, 34 6, 15, 24, 33, 42 20, 23, 26, 29, 30
rule: ______________
What is the missing number in the function table below? x 4 7 10 18 y 5.5 8.5 ? 19.5
Paul used the following rule to make the function table below: multiply by 2 subtract 1. x y 5 9 6 11 8 15 10 ?
1.A.1.c Row 2
? = ___________
? = ___________
The rule for a pattern is add 2, then multiply 2. If the pattern starts with 3, what are the first four numbers in the sequence? 1.A.1.d - Row 3
The rule for the function table below is subtract 3 and then multiply the difference by 6. What is the missing number?
x 3 4 5 ?
y 0 6 12 24
? = ______________
1.B.1.a Row 4
There are 12 trucks in the parking lot. There are twice as many cars in the parking lots. Which expression names the number of cars?
James plans to complete a 28 mile bike ride in 4 hours. Which expression shows how many miles he needs to ride each hour?
In Mrs. Brengles class of 32 students one fourth of the students are in the band. Which expression shows how many students are in the band?
2 + 12 2 x 12
12 - 2 4 + 28 12 2 28 - 4 28 x 4 28 4
+ 32 x 32
32 32
N x 6 = 42
1.B.1.b Row 5 What value of N makes the equation correct?
150 N = 30
What value of N makes the equation correct?
Whitney has a number of cookies, c. She is going to split the cookies equally with her friend. The expression below shows how many each person will get.
N = _______
N = ____
1.B.2.a - Row 6
Rich buys 3 packs of 10 crayons. Julian buys 4 packs of 8 crayons. Which inequality shows the relationship between the number of crayons Rich buys and the number of crayons Julian buys?
On Monday 180 people rode the roller coaster in the morning and 152 people in the afternoon. On Tuesday 123 people rode the roller coaster in the morning and 202 people in the afternoon.
Write an inequality to show the relationship between the number of people that rode the coaster on Monday and the number of people that rode the coaster on Tuesday. ________________________________
Today the number of messages left on an answering machine was the number of messages (m) left yesterday. More than 8 messages were on the machine today. Which number sentence represents this relationship? xm=8 xm>8 xm<8 xm>8
Solve for N:
x 8 = 72
N + 525 = 2,000
Five friends spent a total of $20.25 for lunch. They solved the following equation to find p, the amount of money each should pay.
p = _______
Add a dot to the grid below so that when the points are connected they make a triangle.
1.C.1.b Row 8
Which quadrant is the point plotted in? _______ The point is _______________ The point I added was: _______ Name the coordinates of the plotted point: ______
6.B.1.a Row 9
Georges soccer jersey number is a prime number greater than 12 but less than 20. What number could be on his jersey? Write the number on the jersey below.
_________________________
6.B.1.b Row 10
How many of these numbers on MiMi has more than 260 stickers the sign below are divisible by but less than 280 stickers. The 3? number of stickers she has is WELCOME TO MATHTOWN! divisible by 2, 5, and 10. How many stickers does Marla have? 262 265 270 275 0 1 2 3
Established: 1793 Elevation: 1,347 feet Population: 8,634
__________________________
Mrs. Reichard can divide her class into groups of 3 students or groups of 4 students. Which of the following is a possible size of her class? 22 23 24 25
In baseball there are 3 outs in an inning. If a pitcher pitched 263 innings in a season, how many batters did he get out?
The local car wash can wash 220 cars in a day. How many cars can the workers wash in a month with 31 days?
Samantha walks at a rate of 3.25 miles per hour. If she walks for 3.5 hours, how far will she travel?
6.C.1.a Row 13
Sydney has 272 pennies. She wants to divide them evenly into 4 containers. How many pennies will there be in each container?
There are 624 students at Conway Elementary. The principal plans to have 24 students in each classroom. How many classrooms will there be at Conway Elementary?
The total cost for 24 students admission to a museum was $598.80. What was the cost per student?
6.C.1.b Row 14
Ginger needs 340 cupcakes. The cupcakes come in packages of 24. How many packages should Ginger buy? 6.C.1.c Row 15 John started cleaning his room at the time shown below.
3.C.2.a Row 16
Kiefer left for football practice at 2:35 pm. He returned home 2 hours and 30 minutes later. At what time did Kiefer return home?
If it took him 2 hours and 30 minutes to clean, what time did he finish? _________________________ ________________________
A football player ran 24 yards, how many feet did he run? 3.C.2.b Row 17
A pitcher holds 6 pints of liquid. What amount is this equivalent to? 1 quart 2 pints 2 quarts 3 quarts 1 gallon
_____________________feet
B 30
1.A.1.c
Row 2
1.A.1.d
Row 3
1.B.1.a
Row 4
B 7 A 9 (5, 7)
1.B.1.b
Row 5
1.B.2.a
Row 6
1.B.2.b
Row 7
1.C.1.b
Row 8
6.B.1.a
Row 9
6.B.1.b
Row 10
C 1, 3, 9 B 789 68
6.B.1.c
Row 11
6.B.1.d
Row 12
6.C.1.a
Row 13
6.C.1.b
Row 14
6.C.1.c
Row 15
3.C.2.a
Row 16
8:00 72 feet
5:05 3 quarts
3.C.2.b
Row 17
1.A.1.a - Row 1
Students:
Students:
Students:
1.A.1.c(4) Complete a function table using a one operation (+, -, x, with no remainders) rule AL: Use whole numbers (0-50)
1.A.1.c(5) Complete a one-operation function table AL: Use whole numbers with +, -, x, (with no remainders) (0-200)
1.A.1.c(6) Complete a function table with a given two-operation rule AL: Use the operations (+, -, x), numbers no more than 10 in the rule and whole numbers (0-50)
Students:
Students:
1.A.1.d(5) Apply a given two operation rule for a pattern AL: Use two operations (+, -, x) and whole numbers (0-100)
Students:
Students:
1.B.1.a Row 4
Students:
Students:
Students:
1.B.1.b(5) Determine the value of algebraic expressions with one unknown and oneoperation AL: Use +, - with whole numbers (01000) or x, (with no remainders) whole numbers (0-100) and the number for the unknown is no more than 9
1.B.1.b(6) Evaluate an algebraic expression AL: Use one unknown and one-operation (+, -) with whole numbers (0-200), fractions with denominators as factors of 24 (0-50), or decimals with no more than two decimal places (0-50)
1.B.1.b Row 5
Students:
Students:
Students:
1.B.2.a(4) Represent relationships using relational symbols (<, >, =) and operational symbols (+, -, x, ) on either side AL: Use operational symbols (+, -, x) and whole numbers (0-200)
1.B.2.a(5) Represent relationships using relational symbols (<, >, =) and one operational symbols (+, -, x, with no remainders) on either side AL: Use whole numbers (0-400)
1.B.2.a Row 6
1.B.2.a(6) Identify and write equations and inequalities to represent relationships AL: Use a variable, the appropriate relational symbols (<, >, =), and one operational symbol (+, -, x, ) on either side and use fractions with denominators as factors of 24 (0-50) or decimals with no more than two decimal places (0-200)
Students:
Students:
Students:
1.B.2.b - Row 7
Students:
Students:
Students:
1.C.1.b(4) Identify positions in a coordinate plane AL: Use the first quadrant and ordered pairs of whole numbers (0-20)
1.C.1.b(5) Create a graph in a coordinate plane AL: Use the first quadrant and ordered pairs of whole numbers (0-50)
1.C.1.b(6) Graph ordered pairs in a coordinate plane AL: Use no more than 3 ordered pairs of integers (-20 to 20) or no more than 3 ordered pairs of fractions/mixed numbers with denominators of 2 (-10 to 10)
Students:
Students:
6.B.1.a Identify or describe numbers as prime or composite AL: Use whole numbers (0-100)
6.B.1.a(6) Determine prime factorizations for whole numbers and express them using exponential form
Students:
Students:
Students:
Students:
6.B.1.c(5) Identify the greatest common factor AL: Use 2 numbers whose GCF is no more than 10 and whole numbers (0-100)
Students:
Students:
6.B.1.c(4) Identify multiples AL: Use the first 5 multiples of any single digit whole number
6.B.1.d(5) Identify a common multiple and the least common multiple AL: Use no more than 4 single digit whole numbers
Students:
Students:
Students:
Students:
Students:
6.C.1.a Row 13
6.C.1.d(4) Divide whole numbers AL: Use up to a 3-digit dividend by a 1-digit and whole numbers with no remainders (0-999)
6.C.1.b(5) Divide whole numbers AL: Use a dividend with no more than a 4-digits by a 2-digit divisor and whole numbers (0 9999)
6.C.1.d(6) Divide Decimals AL: Use a decimal with no more than 5 digits divided by a whole number with no more than 2 digits without annexing zeros (0-1000)
Students:
Students:
Students:
6.C.1.b Row 14
Students:
Students:
3.C.1.c(4) Determine start time, elapsed time, and end time AL: Use hour and half hour intervals
3.C.2.a(5) Determine start, elapsed, and end time AL: Use the nearest minute
Students:
Students:
3.C.2.b Determine equivalent units of measurement AL: Use seconds, minutes, and hours or pints, quarts, or gallons
Students:
Students:
Notes
Bucket Balances
comparing expressions equivalent expressions solving one-step equations
Use a manipulative of equal weight with the bucket balance. i.e. units cubes, bear counters of the same size, etc Test to make sure the counters are the same weight before using with students. Each SAS has a set of 40 tiles (enough for 40 students) that teachers can borrow. Each student needs 1 set of tiles (0-9) for activities.
Number Tiles
Use Tiles with: Communicating with Tiles book (SAS) Skillboards Book 1 (SAS) Skillsboards Book 2 (SAS) Tile Cards (see unit guide)
Author
Van de Walle Karp Bay-Williams Book Location: Past Math Institute Teachers SAS Resource Library Enrichment/Magnet Teacher
Possible Connections
Author
Possible Connections
Do the Math
Kim Sutton Book Location: SAS Resource Library expressions equations
MATHEMATICS BENCHMARK
Student: _________________________________________________
Mathematics
Section 1
During the test, you will answer selected-response questions and constructed-response questions. Selected-response questions are questions that ask you to choose the correct answer. You may write, circle, underline, make notes, and do calculations inside the boxed area of the test question. All your calculations and notes should be written in the test booklet. Fill in only one answer bubble completely and make your mark heavy and dark. If you want to change an answer, completely erase the mark you made before making a new mark.
Constructed-response questions are questions that require you to write your answer. Each constructed-response question has a Step A and a Step B. You may write, circle, underline, make notes, and do calculations inside the boxed area of the test question. Write your answers within the boxed area. Be sure to answer the question completely to show you clearly understand the question. Do not write outside the boxed area. The boxed area is your answer space. Only what you write in the answer space will be scored. You do not need to use the entire answer space.
Grade 5 Unit 1
Page 1
GO ON
Mathematics
Section 1
Benjamin drops a ball from different heights and measures how high it bounces. Drop Height 1 foot 2 feet 4 feet 7 feet 12 feet Bounce Height 0.5 foot 1 foot 2 feet 3.5 feet ?
If the pattern continues, what bounce height should Benjamin expect if he drops the ball from a height of 12 feet? 6 feet 5.5 feet 5 feet 4.5 feet
Ricky had $30. He bought a football that costs m dollars. He now has less than $10 left. Which inequality represents this situation? m 30 > 10 m 30 < 10 30 m > 10 30 m < 10
Grade 5 Unit 1
Page 2
GO ON
Mathematics
Section 1
What do all of these numbers have in common? They are all odd numbers. They are all even numbers. They are all prime numbers. They are all composite numbers.
Linda is making a picture display of 120 pictures. The display area can fit 10 pictures in each row. Linda can find the number of rows (r) she will need with this equation: 10 x r = 120 Which equation could she also use to find the answer? 120 + 10 = r 120 10 = r 120 x 10 = r 120 10 = r
Grade 5 Unit 1
Page 3
GO ON
Mathematics
Section 1
Eli bought 6 gallons of milk for the soccer team. They drank 10 quarts of milk. How many quarts of milk were left over? 2 quarts 3 quarts 12 quarts 14 quarts
x + 329 = 1,000
What value of x makes this equation correct? 571 671 1,229 1,329
Grade 5 Unit 1
Page 4
GO ON
Mathematics
Section 1
Hot dogs come in packages of 8. Rolls come in bags of 12. Mitch wants to buy the same number of hot dogs and rolls. What is the smallest number of hot dogs Mitch can buy? 8 12 24 32
The table below shows the start and the end times of a movie at a theater. Movie Times Start Time End Time 12:25 p.m. 2:55 p.m. 6:50 p.m. 9:25 p.m. 2:40 p.m. 5:10 p.m. 9:05 p.m. 11:40 p.m.
According to the information in the table, which of the following statements is true? The end time is exactly 2 hours 45 minutes after the start time. The end time is exactly 2 hours 15 minutes after the start time. The end time is exactly 2 hours 30 minutes after the start time. The end time is exactly 3 hours 45 minutes after the start time.
Grade 5 Unit 1
Page 5
GO ON
Mathematics
Section 1
Marci made this table to show the cost of sending some cards to her friends. Card Price $1.36 $1.99 $2.48 $2.82 Cost with Stamp $1.80 $2.43 $2.92 $3.26
Step A
Write a rule to represent the relationship between the price of the card and the total cost with a stamp. ___________________
Step B
10
Use what you know about function tables to explain how you know your answer is correct. Use words, numbers, and/or symbols in your explanation.
Grade 5 Unit 1
Page 6
GO ON
Mathematics
Section 1
11
Rosie created a number pattern with the rule add 2, then multiply by 2. She wrote down the number pattern but one number is wrong.
1, 6, 16, 32, 76
What change should be made to the pattern to correct the pattern? Replace 32 with 36 Replace 16 with 12 Replace 76 with 80 Replace 6 with 5
12
There are 365 days in a year. The expression below names the number of days remaining in the year if x days have passed.
365 - x
What is the value of the expression if x = 182? 123 183 283 547
Grade 5 Unit 1
Page 7
GO ON
Mathematics
Section 1
13
Which number is the greatest common factor (GCF) of 32 and 40? 2 4 5 8
14
Blake gets a card stamped each time he buys a cookie at the bakery. The table below shows the relationship between the number of stamps on his card and the number of free cookies he gets on his next visit. Restaurant Card Number of Number of Stamps Free Cookies 7 14 21 28 1 2 3 4
According to the information in the table, which of the following statements is true? The total number of free cookies is 6 less than the number of stamps. The total number of free cookies is 7 less than the number of stamps. The total number of free cookies is the number of stamps divided by 7. The total number of free cookies is the number of stamps divided by 6.
Grade 5 Unit 1
Page 8
GO ON
Mathematics
Section 1
15
Camryns grandmother said, My age is the only prime number between 48 and 55.
Step A
What is the age of Camryns grandmother? ___________________
Step B
16
Use what you know about prime numbers to explain why your answer is correct. Use words, numbers, and/or symbols in your explanation.
Grade 5 Unit 1
Page 9
GO ON
Mathematics
Section 1
17
Jims teacher wrote the following on the board: 9 x 4 80 2 Which symbol makes the sentence true? > < x =
18
Jimmy created a pattern using the rule multiply by 2 and subtract 3. The first number in his pattern is 4. What are the next five numbers in Jimmys pattern? 8, 5, 10, 7, 14 5, 10, 17, 31, 59 8, 16, 32, 64, 128 5, 7, 11, 19, 35
Grade 5 Unit 1
Page 10
Mathematics
Section 2
19
Ahmed needs 336 square tiles to cover his patio. The tiles come in boxes of 12. How many boxes of tiles does Ahmed need? 28 29 3,960 4,032
20
Mrs. Richmond drives 72 miles a day and Mr. Richmond drives 36 miles a day to work. They both worked 22 days in August. How many total miles did they drive to work in August? 432 792 1,584 2,376
Grade 5 Unit 1
Page 11
GO ON
Mathematics
Section 2
21
Which of the following ordered pairs is located inside the triangle? (3, 6) (8, 5) (6, 3) (5, 8)
Grade 5 Unit 1
Page 12
GO ON
Mathematics
Section 2
22
Jason has a collection of 145 trading cards. He can fit 7 cards on each page of his album.
Step A
How many pages will Jason need? ___________________
Step B
23
Jason buys 5 more trading cards. Jason thinks he needs to buy 1 more album page. Explain why Jason is correct. Use what you know about division in y our explanation. Use words, numbers, or symbols in your explanation.
Grade 5 Unit 1
Page 13
GO ON
Mathematics
Section 2
24
If Shelby attends every practice in September, what is the total number of minutes she will spend at soccer practice during the week of September 1117? 30 min. 150 min. 210 min. 720 min.
Grade 5 Unit 1
Page 14
GO ON
Mathematics
Section 2
25
Fiona won a prize at the school fair for popping a balloon that was divisible by 9. The balloon board is shown below.
Grade 5 Unit 1
Page 15
GO ON
Mathematics
Section 2
26
Mr. Stark purchased 15 laptops for classrooms in his school. Item LCD Projector Laptop Desktop Computer Cost $545 $570 $599
How much money did he spend to purchase 15 laptops? $8,985 $8,550 $8,175 $7,550
27
At the farm, 756 cantaloupes were picked this week. The cantaloupes were shipped in boxes that held 18 cantaloupes. How many boxes were filled? 42 40 34 32
Grade 5 Unit 1
Page 16
MATHEMATICS BENCHMARK
Grade 5 Unit 1
Test Timing: Each section of the test should be timed as indicated in the teacher directions. If a student does not complete the test within the time limit, give them the time they need to complete the test and submit their bubble sheet with all their answers completed. The teacher should make a note to work with these students before the next assessment. Special Education: All special education students need to be given their accommodations (in IEP) for all Post-Assessments. We encourage teachers to have students working with the accommodator that they will have for MSA, if possible. Reading the Test: Students should read the test on their own, at their own pace within the time limits. Teachers, in grades 3-5, should not read the test to the class. Manipulatives: In order to model the MSA test, students should not be allowed to use any manipulative that is not listed in the test instructions. Teachers are encouraged to continue to use manipulatives during instruction. At this level, however, teachers need to work with students to transition between the concrete and pictorial levels.
Page 1
Mathematics Section
Testing Time
31 minutes 14 SR = 21 min. 2 BCR = 10 min. 22 minutes 8 SR = 12 min. 1 Conditional BCR = 10 min.
1 2
Calculator
Page 2
Mathematics
Grade 5 Unit 1
I am going to give you your Test Book. Do not open your Test Book until I tell you to. Distribute the Test Books and materials. When all students have their books, continue. Look at the front cover of your Test Book. All fifth grade Test Books have a picture of the C&O Canal at the Cushwa Basin in Williamsport, MD. If your book does not have a picture of the Cushwa Basin, please raise your hand. Make sure all students have the appropriate Test Booklet. Turn back to the front cover and print your first and last name on the line marked Student. Give students time to print their first and last names on the line. After you are told to open your Test Book, you will see one of two very important symbols at the bottom of each page in the test. The first is the STOP SIGN. When you come to this symbol at the bottom of a page in the test, you are to stop answering test questions. The other symbol you will see at the bottom of some pages is GO ON. When you come to this symbol at the bottom of a page in the test, you should go on to the next page and continue working. Open your Test Book to Section 1 on page 1. You may use any of the test materials distributed to help solve the questions. Make sure everyone has page 2 showing. Look at the directions under Section 1 and read them to yourself as I read them aloud.
Page 3
Mathematics
Grade 5 Unit 1
During the test, you will answer selected-response questions and constructedresponse questions. Selected-response questions are questions that ask you to choose the correct answer. You may write, circle, underline, make notes, and do calculations inside the boxed area of the test question. All your calculations and notes should be written in the test booklet. Fill in only one answer bubble completely and make your mark heavy and dark. If you want to change an answer, completely erase the mark you made before making a new mark. Teacher Note: Do not hand out scratch paper, just like on the MSA, students are allowed to write everything in the booklet. We want to encourage students to use the Test Booklet for all scratch work. Constructed-response questions are questions that require you to write your answer. Each constructed-response question has a Step A and a Step B. You may write, circle, underline, make notes, and do calculations inside the boxed area of the test question. Write your answers within the boxed area. Be sure to answer the question completely to show you clearly understand the question. Do not write outside the boxed area. The boxed area is your answer space. Only what you write in the answer space will be scored. You do not need to use the entire answer space. Are there any questions? Pause for questions. Please remember that during the test you may not talk to other students, and you may not share materials or look at another students Test Book. Also remember to read all directions and questions very carefully and to choose the best answer for each question. If you are not sure about an answer, do the best you can, but do not spend too much time on any one question. Use the space inside the boxed areas for notes and calculations. You may also use any of the test materials that were distributed to you.
Page 4
Mathematics
Grade 5 Unit 1
You have 31 minutes to complete section 1. Now turn to page 2 in your Test Book. You will complete questions 1 through 18 and stop at the stop sign at the bottom of page 10. Take 30 seconds to preview the types of questions you will answer and find the stop sign at the bottom of page 9. Give students just 30 seconds to preview the section. Make sure students do not have pencils in their hands for this brief preview. This is an effective test taking strategy that will help students budget their time. Any questions? Pause for questions. You now have 31 minutes to complete questions 1 through 18. When you are finished be sure to go back and check over your work and make sure your answers are bubbled. You may begin. Give students 31 minutes to complete this section. Stop. Put your pencils down and close your Test Book. If you had some students not finish, give them extended time but work with the students in the next unit, to help them be able to complete the section within the time limit. Pass out WCPS Scan Sheets to each student. Have each student open their booklet and transfer their answers to the bubble sheet. After students have completed their scan sheet, recollect until after section 2.
Page 5
Mathematics
Grade 5 Unit 1
You have 22 minutes to complete section 2. Now turn to section 2 on page 11 in your Test Book. Notice the no calculator symbol at the top of the pages in section 2. You will not be allowed to use a calculator for this section. Be sure to show all your work on the pages of this section. You will complete questions 19 through 27 and stop at the stop sign at the bottom of page 16. Take 30 seconds to preview the types of questions you will answer and find the stop sign at the bottom of page 16. Give students just 30 seconds to preview the section. Make sure students do not have pencils in their hands for this brief preview. This is an effective test taking strategy that will help students budget their time. Any questions? Pause for questions. You now have 22 minutes to complete questions 19 through 27. When you are finished be sure to go back and check over your work and make sure your answers are bubbled. You may begin. Give students 22 minutes to complete this section. Stop. Put your pencils down and close your Test Book. If you had some students not finish, give them extended time but work with the students in the next unit, to help them be able to complete the section within the time limit. Pass out WCPS Scan Sheets to each student. Have each student open their booklet and transfer their answers to the bubble sheet.
Page 6
Mathematics
Grade 5 Unit 1 Answer Key
Grade 5 Unit 1
Problem Objective Letter Answer 1 1.A.1.c A 6 feet 2 1.B.2.a D 30 m < 10 3 6.B.1.a D They are all composite numbers. 4 1.B.1.a B 120 10 = r 5 3.C.2.b D 14 quarts 6 1.B.2.b B 671 7 6.B.1.d C 24 The end time is exactly 2 hours 15 minutes after the start time. 8 3.C.2.a B 9 1.A.1.a BCR add 44 10 7.0 BCR 11 1.A.1.d A Replace 32 with 36 12 1.B.1.b B 183 13 6.B.1.c D 8 The total number of free cookies is the number of stamps divided by 7. 14 1.A.1.a C 15 6.B.1.a BCR 53 16 7.0 BCR 17 1.B.2.a B < 18 1.A.1.d D 5, 7, 11, 19, 35 19 6.C.1.b A 28 20 6.C.1.a D 2,376 21 1.C.1.b C (6,3) 22 6.C.1.c BCR 21 pages 23 7.0 BCR This question is a conditional BCR. 24 3.C.2.b B 150 min. 25 6.B.1.b B 504 26 6.C.1.a B $8,550 27 6.C.1.b A 42
Page 7
Mathematics
Section 1
Benjamin drops a ball from different heights and measures how high it bounces. Drop Height 1 foot 2 foot 4 foot 7 foot 12 foot Bounce Height 0.5 feet 1 feet 2 feet 3.5 feet ?
If the pattern continues, what bounce height should Benjamin expect if he drops the ball from a height of 12 feet? 6 feet 5.5 feet 5 feet 4.5 feet
1.A.1.c (5) Complete a one-operation function table AL: Use whole numbers with +, -, x, (with no remainders) or use decimals with no more than two decimal places with +. (0-200)
Ricky had $30. He bought a football that costs m dollars. He now has less than $10 left. Which inequality represents this situation? m 30 > 10 m 30 < 10 30 m > 10 30 m < 10
1.B.2.a(5) Represent relationships using relational symbols (<, >, =) and one operational symbols (+, -, x, with no remainders) on either side AL: Use whole numbers (0-400)
Grade 5 Unit 1
Page 1
GO ON
Mathematics
Section 1
What do all of these numbers have in common? They are all odd numbers. They are all even numbers. They are all prime numbers. They are all composite numbers.
6.B.1.a Identify or describe numbers as prime or composite AL: Use whole numbers (0-100)
Linda is making a picture display of 120 pictures. The display area can fit 10 pictures in each row. Linda can find the number of rows (r) she will need with this equation: 10 x r = 120 Which equation could she also use to find the answer? 120 + 10 = r 120 10 = r 120 x 10 = r 120 10 = r
1.B.1.a(5) Represent unknown quantities with one unknown and one operation (+, -, x, with no remainders) AL: Use whole numbers (0-100) or money ($0-100)
Grade 5 Unit 1
Page 2
GO ON
Mathematics
Section 1
Eli bought 6 gallons of milk for the soccer team. They drank 10 quarts of milk. How many quarts of milk were left over? 2 quarts 3 quarts 12 quarts 14 quarts
3.C.2.b Determine equivalent units of measurement AL: Use seconds, minutes, and hours or pints, quarts, and gallons
x + 329 = 1,000
What value of x makes this equation correct? 571 671 1,229 1,329
1.B.2.b(5) Find the unknown in an equation use one operation (+, -, x, with no remainders) AL: Use whole numbers (0-2000)
Grade 5 Unit 1
Page 3
GO ON
Mathematics
Section 1
Hot dogs come in packages of 8. Rolls come in bags of 12. Mitch wants to buy the same number of hot dogs and rolls. What is the smallest number of hot dogs Mitch can buy? 8 12 24 32
6.B.1.d(5) Identify a common multiple and the least common multiple AL: Use no more than 4 single digit whole numbers
The table below shows the start and the end times of a movie at a theater. Movie Times Start Time End Time 12:25 p.m. 2:55 p.m. 6:50 p.m. 9:25 p.m. 2:40 p.m. 5:10 p.m. 9:05 p.m. 11:40 p.m.
3.C.2.a(5) Determine start, elapsed, and end time AL: Use the nearest minute
According to the information in the table, which of the following statements is true? The end time is exactly 2hours 45 minutes after the start time. The end time is exactly 2 hours 15 minutes after the start time. The end time is exactly 2 hours 30 minutes after the start time. The end time is exactly 3 hours 45 minutes after the start time.
Grade 5 Unit 1
Page 4
GO ON
Mathematics
Section 1
Marci made this table to show the cost of sending some cards to her friends. Card Price $1.36 $1.99 $2.48 $2.82 Cost with Stamp $1.80 $2.43 $2.92 $3.26
Step A
Write a rule to represent the relationship between the price of the card and the total cost with a stamp. add 44
1.A.1.a(5) Interpret and write a rule for a one operation (+, -, x, with no remainders) function table AL: Use whole numbers (01000) or decimals with no more than 2 decimal places (0-1,000)
Step B
10
Use what you know about function tables to explain how you know your answer is correct. Use words, numbers, and/or symbols in your explanation.
7.0 Processes of Mathematics
Grade 5 Unit 1
Page 5
GO ON
Mathematics
Section 1
11
Rosie created a number pattern with the rule add 2, then multiply by 2. She wrote down the number pattern but one number is wrong.
1, 6, 16, 32, 76
What change should be made to the pattern to correct the pattern? Replace 32 with 36 Replace 16 with 12 Replace 76 with 80 Replace 6 with 5
1.A.1.d(5) Apply a given two operation rule for a pattern AL: Use two operations (+, -, x) and whole numbers (0-100)
12
There are 365 days in a year. The expression below names the number of days remaining in the year if x days have passed.
365 - x
What is the value of the expression if x = 182? 123 183 283 547
1.B.1.b(5) Determine the value of algebraic expressions with one unknown and oneoperation AL: Use +, - with whole numbers (01000) or x, (with no remainders) whole numbers (0-100) and the number for the unknown is no more than 9
Grade 5 Unit 1
Page 6
GO ON
Mathematics
Section 1
13
Which number is the greatest common factor (GCF) of 32 and 40? 2 4 5 8
6.B.1.c(5) Identify the greatest common factor AL: Use 2 numbers whose GCF is no more than 10 and whole numbers (0-100)
14
Blake gets a card stamped each time he buys a cookie at the bakery. The table below shows the relationship between the number of stamps on his card and the number of free cookies he gets on his next visit. Restaurant Card Number of Number of Stamps Free Cookies 7 14 21 28 1 2 3 4
1.A.1.a(5) Interpret and write a rule for a one operation (+, -, x, with no remainders) function table AL: Use whole numbers (0-1000) or decimals with no more than 2 decimal places (0-1,000)
According to the information in the table, which of the following statements is true? The total number of free cookies is 6 less than the number of stamps. The total number of free cookies is 7 less than the number of stamps. The total number of free cookies is the number of stamps divided by 7. The total number of free cookies is the number of stamps divided by 6.
Grade 5 Unit 1
Page 7
GO ON
Mathematics
Section 1
15
Camryns grandmother said, My age is the only prime number between 48 and 55.
Step A
What is the age of Camryns grandmother? 53
6.B.1.a Identify or describe numbers as prime or composite AL: Use whole numbers (0-100)
Step B
16
Use what you know about prime numbers to explain why your answer is correct. Use words, numbers, and/or symbols in your explanation.
7.0 Processes of Mathematics
Grade 5 Unit 1
Page 8
GO ON
Mathematics
Section 1
17
Jims teacher wrote the following on the board: 9 x 4 80 2 Which symbol makes the sentence true? > < x =
1.B.2.a(5) Represent relationships using relational symbols (<, >, =) and one operational symbols (+, -, x, with no remainders) on either side AL: Use whole numbers (0-400)
18
Jimmy created a pattern using the rule multiply by 2 and subtract 3. The first number in his pattern is 4. What are the next five numbers in Jimmys pattern? 8, 5, 10, 7, 14 5, 10, 17, 31, 59 8, 16, 32, 64, 128 5, 7, 11, 19, 35
1.A.1.d(5) Apply a given two operation rule for a pattern AL: Use two operations (+, -, x) and whole numbers (0-100)
Grade 5 Unit 1
Page 10
Mathematics
Section 2
19
Ahmed needs 336 square tiles to cover his patio. The tiles come in boxes of 12. How many boxes of tiles does Ahmed need? 28 29 3,960 4,032
6.C.1.b(5) Divide whole numbers AL: Use a dividend with no more than a 4-digits by a 2digit divisor and whole numbers (0 9999)
20
Mrs. Richmond drives 72 miles a day and Mr. Richmond drives 36 miles a day to work. They both worked 22 days in August. How many total miles did they drive to work in August? 432 792 1,584 2,376
6.C.1.a(5) Multiply whole numbers AL: Use a 3digit factor by another factor with no more than 2digits and whole numbers (0 - 10,000)
Grade 5 Unit 1
Page 11
GO ON
Mathematics
Section 2
21
Which of the following ordered pairs is located inside the triangle? (3, 6) (8, 5) (6, 3) (5, 8)
1.C.1.b(5) Create a graph in a coordinate plane AL: Use the first quadrant and ordered pairs of whole numbers (0-50)
Grade 5 Unit 1
Page 12
GO ON
Mathematics
Section 2
22
Jason has a collection of 145 trading cards. He can fit 7 cards on each page of his album.
Step A
How many pages will Jason need? 21 pages
6.C.1.c(5) Interpret quotients and remainders mathematically and in the context of a problem AL: Use dividend with no more than a 3-digits by a 1 or 2 digit divisor and whole numbers (0 999)
Step B
23
Jason buys 5 more trading cards. Jason thinks he needs to buy 1 more album page. Explain why Jason is correct. Use what you know about division in y our explanation. Use words, numbers, or symbols in your explanation.
7.0 Processes of Mathematics
Grade 5 Unit 1
Page 13
GO ON
Mathematics
Section 2
24
If Shelby attends every practice in September, what is the total number of minutes she will spend at soccer practice during the week of September 1117? 30 min. 150 min. 210 min. 720 min.
3.C.2.b Determine equivalent units of measurement AL: Use seconds, minutes, and hours or pints, quarts, and gallons
Grade 5 Unit 1
Page 14
GO ON
Mathematics
Section 2
25
Fiona won a prize at the school fair for popping a balloon that was divisible by 9. The balloon board is shown below.
Grade 5 Unit 1
Page 15
GO ON
Mathematics
Section 2
26
Mr. Stark purchased 15 laptops for classrooms in his school. Item LCD Projector Laptop Desktop Computer Cost $545 $570 $599
How much money did he spend to purchase 15 laptops? $8,985 $8,550 $8,175 $7,550
6.C.1.a(5) Multiply whole numbers AL: Use a 3digit factor by another factor with no more than 2digits and whole numbers (0 - 10,000)
27
At the farm, 756 cantaloupes were picked this week. The cantaloupes were shipped in boxes that held 18 cantaloupes. How many boxes were filled? 42 40 34 32
6.C.1.b(5) Divide whole numbers AL: Use a dividend with no more than a 4-digits by a 2digit divisor and whole numbers (0 9999)
Grade 5 Unit 1
Page 16
How many different solutions can you find? What is the largest possible sum that you could have on either side of the inequality? How do you know? What is the largest possible difference you could have in the second inequality? How do you know?
List all the different amounts of postage you can make with the stamps you have. How do you know you have all the possible solutions? What is the largest amount of postage you can put on an envelope with your stamps?
1.A.1.a
Interpret and write a rule for a one operation (+, -, x, with no remainders) function table AL: Use whole numbers (0-1000) or decimals with no more than 2 decimal places (01,000)
Elementary and Middle School Mathematics, Seventh Edition, by John Van de Walle, Karen Karp, and Jennifer Bay-Williams, pages 269-272.
Teaching Student-Centered Mathematics Grades 3-5 by Van de Walle and Lovin, pages 52, 299-300.
Objectives 1.A.1.a and 1.A.1.c are often taught during the same lesson. The only difference is in 1.A.1.a students are to write a rule for a function table and in 1.A.1.c they are asked to complete a function table.
1.A.1.a | 1
Good Questions for Math Teaching All Aboard the Algebra Express by Kim Sutton Math Focus Activities by Kim Sutton
1.A.1.a | 2
Which of these statements correctly describes the relationship between the OUT number and the IN number? A. divide by 1 B. divide by 1.4 C. divide by 2 D. divide by 2.4
1.A.1.a | 3
1.A.1.a | 4
1.A.1.a | 5
1.A.1.a | 6
1.A.1.a | 7
Lesson Seeds
Towers Lesson This lesson also includes a PowerPoint which can be found in the
pattern. By using the function table students may be able to see that the rule is n x n. Building Patterns III This activity connects perimeter and functions. Building with Chicks Whats My Rule Cut apart the cards and have each group complete one of these using pattern blocks. Have each group share out their findings while the others decided whether they agree or disagree with their function rule. Function Table Concentration Copy the function tables on one color card stock and the rules on another color of card stock. Pairs of students lay the function tables face up and the rules face down. On their turn students turn over a 1 minutes timer. This student then picks up a function rule and then tries to find the match within one minute. If they find the match, they may keep it. If they dont match they lay the cards back down and the next player takes their turn. At the end of class time the student with the most matches wins. These cards may also be used to play Old Maid or Go Fish (See the directions below). Function Table Find your Partner
1.A.1.a | 8
Materials: One set of Function Table Cards Note: Print the function table cards on one color of card stock and the rule cards on a different color of card stock. This will make it easier for students to make matches.
Directions: 1. Hand out one card to each student. 2. Have all students stand up. 3. Play some music and instruct students to walk around and trade their cards until the music stops. 4. When you stop the music tell students to Find the Partner find the person who has the rule and missing number for your function table. 5. When students have found their partners then they should rule and the missing numbers to make sure the match. 6. Have several pairs put their matches on the document camera and have the class check them. 7. Play music and have students switch cards until the music stops. 8. Repeat steps 4-6.
1.A.1.a | 9
In 1 2 3 4 5 6
Out 9 18 27
In 20 30 40 50 60 70
Out 11 21 31
In 27 24 21 18 15 12
Out 9 8 7
In 6 8 3 9 5 7
Out 36 48 18
In 21 35 56 63 28 7
Out 3 5 8
1.A.1.a | 10
In 2 9 7 8 4 6
Out 8 36 28
In 15 18 13 21 76 43
Out 26 29 24
In 2 9 5 7 4 3
Out 16 72 40
In 4 5 3 7 6 8
Out 20 25 15
1.A.1.a | 11
Rule: Divide by 3 6, 5, 4
Rule: Divide by 7 9, 4, 1
1.A.1.a | 12
1.A.1.a | 13
Towers Lesson
Date Time Grade
MSC
1.A.1.a(5) Interpret and write a rule for a one operation (+, -, x, with no remainders) function table AL: Use whole numbers (0-1000) or decimals with no more than 2 decimal places (0-1,000)
1.A.1.c (5) Complete a one-operation function table AL: Use whole numbers with +, -, x, (with no remainders) or use decimals with no more than two decimal places with +, (0-200) snap cubes Towers PPT (included in the Grade 5 Unit Guide Electronic Files)
Objective
1. Use the included powerpoint to begin talking and getting kids curious about towers. Introduce the problem: Many buildings have a pattern in the number of windows on each level of the tower. We need to figure out how to quickly calculate the number of windows we need to order for a building if we know how the total number of floors. Introduce this background: You will each need 10-12 snap cubes. Hold up 1 snap cube. We call this a single floor in our tower. The single floor has a skylight and 4 windows. We say each single floor has 5 total windows (skylights count as windows). Take another cube to make a tower two floors high. How many windows are on this tower? Answer: 9 (4 on each floor and 1 skylight on top)
BEFORE
IDEAS: Set expectations Begin with an easier task or problem related to the During Activities. Activate Prior Knowledge Review prior days concepts to connect new knowledge Ensure that students understand the task or problem Introduce vocabulary
How will I scaffold the problem/task to help students be successful with the problem/task?
The task: You and your team are going to help builders be able to quickly determine the number of windows when they decide how many floors are in a building. Use the table provided and your snap cubes to investigate how many total windows are in towers of different heights.
DURING
1. Put students into groups of 2 (pairs). 2. Students should use the snap cubes and the activity sheet to guide their exploration and thinking.
REMINDER: Plan differentiated instruction and questions to stimulate, extend, and enrich student thinking (see page 2).
1.A.1.a | 14
AFTER
What patterns do you notice between the number of floors and number of windows? How could you determine the number of windows in a building with 75 floors without using your cubes? How did you know your rule was correct? How could you verify your rule? How does finding the pattern help us find solutions to numbers that are beyond the table?
IDEAS: Turn and talk Think aloud with students Share student responses/thinking/ connections Emphasize and revisit vocabulary Focus on justifying and evaluating results and methods Discussion with higher order thinking questions Extension Activities Use a similar problem/task
ASSESSMENT
1.A.1.a | 15
How could you determine the number of windows in a building with 75 floors without using your cubes?
1.A.1.a | 16
What patterns do you notice between the number of floors and number of windows?
How could you determine the number of windows in a building with 75 floors without using your cubes?
1.A.1.a | 17
1.A.1.a | 18
1.A.1.a | 19
1.A.1.a | 20
Building Chicks
1.A.1.a | 21
1.A.1.a | 22
1.A.1.a | 23
1.A.1.a | 24
Any Concentration Game can be used to play Old Maid or Go Fish. The directions are below.
Concentration
Lay all cards face down on the table. Students will take turns choosing two cards at a time. If they make a match they pick up the two cards and place them to the side. The next player takes a turn and follows the same procedure. The game ends when all the matches have been made.
Go Fish
Put students into groups of 2, 3 or 4. Instruct students to deal out seven cards to each player. Place the remaining cards in the center face down. The dealer begins. The dealer asks another player if they have a card to match a card in their hand. If the player does have the card he/she surrenders it to the requester. The requester makes the match and lays the two cards to the side. If the player does not have the card, he/she says go fish and the requester draws a card from the center of the table. The next player follows the same procedure. The winner is the person with the most matches at the end of the game.
1.A.1.a | 25
The next player draws a card from the person on his/her right. If they have a pair of cards in their hand that matches they announce the match and place the matched pair on the table. If a player draws a card and does not have a match in their hand they do not lay any cards down and the next player continues. The match does not have to be made from the card they pulled from the other player. The loser is the person left with the old maid card. The winner is the person with the most matches.
1.A.1.a | 26
In 9 15 24
Out 3 5 8
In 9 11 18
Out 4 6 13
In 1 3 7
Out 10 30 70
In 4 5 7
Out 20 25 35
In 0 8 24
Out 0 1 3
In 72 36 9
Out 8 4 1
In 2 3 4
Out 7 8 9
In 3 7 9
Out 21 49 63
In 5 15 25
Out 12 22 32
In 12 36 54
Out 2 6 9
In 1 2 3
Out 4 8 12
In 4 7 9
Out 14 17 19
In 6 9 15
Out 4 7 13
In 20 50 80
Out 2 5 8
In 10 8 6
Out 5 4 3
In 1 3 10
Out 35 37 44
In 7 10 15
Out 1 4 9
In 12 20 36
Out 15 23 39
In 9 11 16
Out 2 4 9
In 5 7 8
Out 30 42 48
1.A.1.a | 27
n3
n-5
n x 10
nx5
n8
n9
n+5
nx7
n+7
n6
nx4
n + 10
n-2
n 10
n2
n + 34
n-6
n+3
n-7
nx6
1.A.1.a | 28
1.A.1.a | 29
1.A.1.a | 30
1.A.1.a | 31
1.A.1.a | 32
Technology Links
Math Playground Function Table Practice http://www.mathplayground.com/functionmachine.html On the opening screen be sure to press the BEGINNER button as it will give students practice with one-step functions. In this activity students can ask the computer for values or supply their own. Teachers can change the range of numbers that can be used in the function table.
1.A.1.a | 33
1.A.1.a | 34
Guess My Rule Cards Rule: add 20 Rule: add the number Rule: add 10 Rule: add 5 Rule: add 8 Rule: add 7 Rule: subtract 5 Rule: subtract 3 Rule: subtract 1 Rule: subtract 4 Rule: subtract 2 Rule: subtract the number
1.A.1.a | 35
Guess My Rule Cards Rule: multiply by 2 Rule: multiply by 3 Rule: multiply by 5 Rule: multiply by 1 Rule: multiply by 0 Rule: multiply by 4 Rule: add 2 Rule: add 5 Rule: subtract 6 Rule: subtract 10 Rule: multiply by 6 Rule: multiply by 8
1.A.1.a | 36
1.A.1.a | 37
1) What is the relationship between Alis age and Brents age? add 2 subtract 2 multiply by 2 divide by 2
1) What is the relationship between Alis age and Brents age? add 2 subtract 2 multiply by 2 divide by 2
1.A.1.a | 38
1) What is the rule Mr. OReilly uses to determine the selling price? ______________ 2) If Mr. OReilly buys a bike for $80, how much will he sell it for? $______________
1) What is the rule Mr. OReilly uses to determine the selling price? ______________ 2) If Mr. OReilly buys a bike for $80, how much will he sell it for? $______________
1.A.1.a | 39
What is the rule that describes the relationship between the In numbers and the Out numbers? ________________________________________________
What is the rule that describes the relationship between the In numbers and the Out numbers? ________________________________________________
1.A.1.a | 40
1.A.1.c
1.A.1.c (5) Complete a one-operation function table AL: Use whole numbers with +, -, x, (with no remainders) or use decimals with no more than two decimal places with +, (0-200)
Elementary and Middle School Mathematics, Seventh Edition, by John Van de Walle, Karen Karp, and Jennifer Bay-Williams, pages 269-272
Teaching Student-Centered Mathematics Grades 3-5 by Van de Walle and Lovin, pages 295-297, 316.
1.A.1.c | 1
15 17 18 3
All Aboard the Algebra Express by Kim Sutton Math Focus Activities by Kim Sutton
1.A.1.c | 2
Lesson Seeds
See the Lesson Seeds for 1.A.1.a because these two objectives are similar, many of the activities in 1.A.1.a work well for 1.A.1.c.
Triangle Rule Machine Post Patterns
1.A.1.c | 3
Classroom Setup: small groups or pairs Materials pattern blocks triangles 7 per group Directions 1. Students will find the perimeter of triangles and record them in a function table. Students will then use the table to discover the rule for this function table. 2. Review finding perimeter using the square pattern blocks. What is the perimeter of 1 square pattern block? (4) What is the perimeter of 2 square pattern blocks (touching not separate)? (6). 3. Introduce the following question: What is the perimeter of a given number of triangles? What rule can you write that will help you determine the perimeter of a given number of triangles without using the pattern blocks, drawing a picture, or extending a function table? 4. Have students use the activity sheet to guide their exploration. Instructional Notes Do not give students enough triangles to complete the entire table. If you give students 7 triangles they will be forced to look for a pattern to complete the table. Be sure that students understand that the side of a triangle is 1 unit. Students will often notice that the pattern in the perimeter column increases by 1. This is not a function. Students need to look at the relationship horizontally between the number of triangles and the perimeter. If they do they should see that the rule is x + 2 or add 2. Possible Questions What is the relationship between the number of triangles and the perimeter? How can you use this rule to determine the perimeter of 30 triangles?
1.A.1.c | 4
1.A.1.c | 5
Post Patterns
Number of posts 1 Number of rails 0
How many rails will be required for 12 posts? How many rails will be required for 50 posts?
1.A.1.c | 6
1.A.1.c | 7
1.A.1.c | 8
Students Reading Number of Students Number of Books 2 5 10 A. B. 22, 25, 30 20, 40, 60 C. D. 20, 50, 100 40, 100, 200
Students Reading Number of Students Number of Books 2 5 10 A. B. 22, 25, 30 20, 40, 60 C. D. 20, 50, 100 40, 100, 200
1.A.1.c | 9
1.A.1.d
Apply a given two operation rule for a pattern AL: Use two operations (+, -, x) and whole numbers (0-100)
Elementary and Middle School Mathematics, Seventh Edition, by John Van de Walle, Karen Karp, and Jennifer Bay-Williams, pages 267-270.
Teaching Student-Centered Mathematics Grades 3-5 by Van de Walle and Lovin, pages 295-297, 301-303.
1.A.1.d | 1
3-5 3-5
Speedy Starters 5 4 Brain Builders 5 13 Wise Workers 5 4 th The Think Tank cards below are 6 grade assessment limit level but can be simplified to use for grade 5. For example if the rule says y =3(x+7) + 2 give the students this simplified rule: 3x + 23. Brain Booster 5 3 72-102, 104-126, 128-140
1.A.1.d | 2
C is the correct answer because each term is found by applying the 2 step rule: (4 2) 3 = 5 (5 2) 3 = 7 (7 2) 3 = 11 (11 2) 3 = 19
1.A.1.d | 3
Im Thinking of a Number
A Problem Based Lesson Seed #1 Note: This problem forces students to add numbers to a sequence given a two-step rule and work backwards. The Problem:
Im thinking of a number. Multiply the number by 2. Then add 11. The answer is 39. What is the number? Including these first 2 numbers, what are the first 5 numbers in this pattern? _____, 39, _____, _____, _____
A Problem Based Lesson Seed #2
Im thinking of a number. Three times the number plus 23 equals 53. What is the number? Including these first 2 numbers, what are the first 4 numbers in this pattern? _____, 53, _____, _____
1.A.1.d | 4
1.A.1.d | 5
1.A.1.d | 6
1.B.1.a
Represent unknown quantities with one unknown and one operation (+, -, x, with no remainders) AL: Use whole numbers (0-100) or money ($0-100)
Elementary and Middle School Mathematics, Seventh Edition, by John Van de Walle, Karen Karp, and Jennifer Bay-Williams, pages 262-264.
Teaching Student-Centered Mathematics Grades 3-5 by Van de Walle and Lovin, pages 306-308.
1.B.1.a | 1
1.B.1.a | 2
Safari Park
Lesson Seeds
Safari Park This lesson is a problem based lesson seed. There are several variations of the original problem that can be used with students of different ability levels. Sample Word Problems - This is a sheet of problems that can be used in warm-ups, activities, lesson, etc Students should first represent the problem with an equation (1.B.1.a) and then solve for the unknown quantity (1.B.2.B). The Soda Problem
1.B.1.a | 3
1.B.1.a | 4
Variation 3 Chad knows that he will ride the Terrible Tarantula, at least 2 Monkey Games, and some food and other rides. Write an equation to show how he will spend his 20 tickets in the park today. Use the equation to figure out how many tickets remain to be spent. Come up with several different plans as to how Chad can spend his tickets at the park. Be sure to explain how you know he will only spend 20 tickets on each possible plan. Variation 4 Paul knows that he will ride all of the Rhino Rides, one of the Jungle Kings, as well as play some games and eat food. Write an equation to show how he will spend his 20 tickets in the park today. Use the equation to figure out how many tickets remain to be spent. Come up with several different plans as to how Paul can spend his tickets at the park. Be sure to explain how you know he will only spend 20 tickets on each possible plan. Variation 5 Alicia decides she will ride all of the Rhino Rides, play two of the games, and may eat and ride other rides as well. Write an equation to show how she will spend her 20 tickets in the park today. Use the equation to figure out how many tickets remain to be spent. Come up with several different plans as to how Alicia can spend her tickets at the park. Be sure to explain how you know she will only spend 20 tickets on each possible plan. Variation 6 Patrick has only decided (for sure) to ride one of the Jungle Kings rides. He may decide to do more at the park. Write an equation to show how he will spend his 20 tickets in the park today. Use the equation to figure out how many tickets remain to be spent. Come up with several different plans as to how Grandpa can spend his tickets at the park. Be sure to explain how you know he will only spend 20 tickets on each possible plan.
1.B.1.a | 5
1.B.1.a | 6
1.B.1.a | 7
1.B.1.a | 8
1.B.1.a | 9
1.B.1.a | 10
Sample Problems
First write the equation using one or more variables, then solve the problem.
1. Rose had some marbles. Betty had 22 marbles. Together they had 50. How many marbles did Rose have? Tommy made $12 mowing lawns which he added to his savings. He now has $38. How much did Tommy have in his savings before? There were 54 children at a party. Some more children came to the party and then there were 99 children. How many more children came? Dana bought a cd on sale for $8.50. She saved $4.75. How much was the cd at regular price? Alan bought a new helmet for $7.00 and also bought a pair of knee-pads. He had $20.00 to begin with and came home with $3.25. How much were the knee-pads? Jennifer invited some friends to a party. Twice as many people showed up than what she invited. Not including her, there was a total of 24 people at her party. How many friends did she invite? For dinner, Matt bought some pizzas and cut each one into 8 slices. He ate three slices while waiting for everyone else to come to the table and then there were 21 slices left. How many pizzas did he buy? My secret number is 24 more than Marys. Her number is 31. What is my number? Blakes secret number is half of Michaels. If Michaels secret number is 128, what is Blakes?
2.
3.
4.
5.
6.
7.
8. 9.
10. Caitlins secret number is 9. Haleys secret number is 7 more than 4 times Caitlins. What is Haleys number? 11. Rebecca has ten less than the sum of Tessas number and Emilys number. If Emilys number is 42 and Tessas number is 28, what is Rebeccas number? 12. If Kens secret number is twice Johns plus four more; and Johns secret number is 78, what is Kens number?
1.B.1.a | 11
It is helpful if students can first write an equation for what they know. For example: 2c + 1b = 5c. Next students can substitute the information they know into their equation. For example: 2(12) + 1b = 5(12). So24 + 1b = 60. Finally students can figure out, 24 + what number = 60 (36)
1.B.1.a | 12
1.B.1.a | 13
1.B.1.a | 14
1.B.1.b
1.B.1.b(5) Determine the value of algebraic expressions with one unknown and one-operation AL: Use +, - with whole numbers (0-1000) or x, (with no remainders) whole numbers (0-100) and the number for the unknown is no more than 9
Elementary and Middle School Mathematics, Seventh Edition, by John Van de Walle, Karen Karp, and Jennifer Bay-Williams, pages 262-264.
Teaching Student-Centered Mathematics Grades 3-5 by Van de Walle and Lovin, pages 306-313.
1.B.1.b | 1
Title
Algebraic Reasoning
Grade Level
5
Page
Card
16, 26, 43
Safari Park
by Stuart Murphy
by Stuart Murphy
1.B.1.b | 2
5c
To evaluate an algebraic expression: Replace the variable with a given number and Simplify the expression by completing the computation Classroom Example 1 Evaluate a + 3 for a = 7 Answer: Replace the variable a with 7 and complete the computation
7 + 3 = 10
1.B.1.b | 3
24 t
A package of juice contains 6 juice boxes. Let p equal the number of packages of juice boxes. How many total juice boxes are there? Jill has a bag of apples. Jill eats two apples. Let b equal the number of apples in the bag. How many apples are left?
p6
b-2
1.B.1.b | 4
Lesson Seeds
Equation Old Maid Land of the Unknown Game
1.B.1.b | 5
7. 8. 9.
Example: Player 1 rolls b,6. He must substitute choice b (17) in the equation. If player 1 answers 22 (the correct answer to 5 + 17) the player moves Variable card ahead 6 spaces on the game board. If the player answers reads: incorrectly, he loses a turn.
5 + x = _______ is a. x is 3 b. x is 17 c. x is 7
1.B.1.b | 6
2x = ____ if a. b. c. x is 5 x is 9 x is 7
6x = ____ if a. b. c. x is 2 x is 5 x is 8
50 x = ____ if a. x is 9 b. c. x is 8 x is 7
100 x = ____ if a. b. c. x is 10 x is 5 x is 4
60 x = ____ if a. b. c. x is 10 x is 6 x is 2
18 x = ____ if a. b. c. x is 3 x is 6 x is 9
8 + x = ____ if a. b. c. x is 7 x is 6 x is 10
x 2 = ____ if a. b. c. x is 22 x is 12 x is 6
1.B.1.b | 7
1.B.1.b | 8
Materials: Deck of equation cards copied and cut out of card stock
Directions: 1. Instruct students to deal out the cards. It is okay if some players have 1 more card than the others. 2. The players put all of the cards into their hand. 3. The dealer begins. The dealer draws one card from the person on the right. If they have a pair of cards in their hand that match they announce the match and place the matched pair on the table. 4. The next player draws a card from the person on his/her right. If they have a pair of cards in their hand that matches they announce the match and place the matched pair on the table. 5. If a player draws a card and does not have a match in their hand they do not lay any cards down and the next player continues. 6. The match does not have to be made from the card they pulled from the other player. 7. The loser is the person left with the old maid card. The winner is the person with the most matches.
1.B.1.b | 9
a + 6 = 12 a=?
a=6
a = 220
5 x a = 45 a=?
a=9
72 a = 9 a=?
a=8
5 + a = 28 a=?
1.B.1.b | 10
a = 23
36 a = 6 a=?
a=6
6 x a = 60 a=?
a = 10
42 a = 30 a=?
a = 12
a + 18 = 28 a=?
a = 10
1.B.1.b | 11
Equation Old Maid One of these cards needed for each game.
1.B.1.b | 12
1.B.1.b | 13
1.B.1.b | 14
1.B.2.a
Represent relationships using relational symbols (<, >, =) and one operational symbols (+, -, x, with no remainders) on either side AL: Use whole numbers (0-400)
Elementary and Middle School Mathematics, Seventh Edition, by John Van de Walle, Karen Karp, and Jennifer Bay-Williams, pages 258-262.
Teaching Student-Centered Mathematics Grades 3-5 by Van de Walle and Lovin, pages 310-312.
1.B.2.a | 1
3 6, 11, 22, 60
1.B.2.a | 2
More or Less
1.B.2.a | 3
1.B.2.a | 4
4 < 5 is read "Four is less than five." 10 > 2 is read "Ten is greater than two." 72 + 30 > 45 + 45 is read "Seventytwo plus thirty is greater than fortyfive plus forty five." An equation shows expressions on both sides of an = sign that have the same numerical value. Both inequalities and equations are made up of only numbers and symbols. They do not contain words. They have only one >, <, or = sign. At this level students are expected to write equations and inequalities using whole numbers through 200. Expressions indicate an operation between numbers and represent a single numeric quantity. For example, 5+3 represents the quantity 8. There are many expressions that also represent the quantity 8. Students should be encouraged to explore the many expressions that can represent a numeric quantity. At this level students should increasingly throughout the year be able to write expressions with all four operational symbols that represent whole numbers through 200. Students often confuse expressions with equations and use the symbol = along with the expression. Expression: 3 + 8 Equation: 3 + 8 = 11 Inequality: 3 + 8 > 9 Inequalities: 988 > 878 3 4 < 20 - 5 12 < 15 Equations: 14 + 1 = 15 15 = 15 25 4 = 200 - 100 (Both sides of the equation are equivalent to 100.) 100 = 100 195 + 5 = 50 4 (Both sides of the equation are equivalent to 200.) 200 = 200
1.B.2.a | 5
Lesson Seeds
Cube Calculations Open-Ended Problems
1.B.2.a | 6
Cube Calculations
Classroom Setup: whole class Materials: (each student needs) 20 cubes Dry erase boards Directions: 1. Tell students that you have 20 cubes that are arranged in four different piles. Tell them that you are going to give them clues to see if they can figure out your piles. 2. Reveal the first clue: The first pie has 4 more cubes than the second pile. Ask students to write down something on their dry erase board that they know before moving their cubes. (They may write the first pile is > than the second pile, 1st pile has 4 more than the 2nd pile, etc) 3. Reveal the rest of the clues. Ask students to write down something they know about each clue on their boards as they work. 4. When students are finished has them to compare their answer to neighbor.
5. As a whole class ask students to justify their thinking.
1.B.2.a | 7
Cube calculations
Use 20 cubes to make 4 piles so that: The first pile has 4 more cubes than the second pile. The second pile has one cube less that the third pile. The fourth pile has twice as many cubes as the second pile. You should not have any cubes left over.
1.B.2.a | 8
1.B.2.a | 9
1.B.2.a | 10
1.B.2.a | 11
1.B.2.a | 12
1.B.2.b
Find the unknown in an equation use one operation (+, -, x, with no remainders) AL: Use whole numbers (0-2000)
Elementary and Middle School Mathematics, Seventh Edition, by John Van de Walle, Karen Karp, and Jennifer Bay-Williams, pages 262-264.
Teaching Student-Centered Mathematics Grades 3-5 by Van de Walle and Lovin, pages 306-308.
1.B.2.b | 1
MathStart Books Nimble with Numbers Weight Ways by: Marcy Cook
1.B.2.b | 2
1.B.2.b | 3
Lesson Seeds
Weight Ways by Marcy Cook Your SAS has a copy of this book. It is full of problems that can be used for this objective. Finding Unknowns Adapted from Nimble with Numbers 6-7. Equation Puzzlers - Students determine the values of the symbols so that each equation is true. For example, if students find that a = 3 in the first equation, then it must work in each equation.
1.B.2.b | 4
Finding Unknowns
Classroom Setup: Students arranged in pairs Materials: Finding Unknowns game board 2 transparent chips different kinds of markers for each player Directions: 1. The first player places on e transparent chip in each of the two rows below the gameboard, indicating two sides of an equation. The same player finds the value of x and places a marker on the corresponding square in the grid. 2. The other player moves only one of the transparent chips to a new amount. This player then fins the value of x and places a marker on that corresponding square in the grid. 3. Players alternate turns, moving one transparent chip each time, solving for x, and covering the corresponding square in the grid. 4. The winner is the first player to have four markers in a row horizontally, vertically, or diagonally. Variations: If a student has a solution which is already covered by an opponents piece, then they may remove their opponents piece and replace it with their own. Possible questions for reflection after the game: What are some good beginning plays? Explain. What strategies helped you get your markers in a row? How did you solve the equation? What did you think in your head?
1.B.2.b | 5
1.B.2.b | 6
Equation Puzzlers
If: + = 13 2() + = 20 + + = 17 3() = 12 2() + 3() = 19 If: + + = 18 + = 10 Then: = _____ = _____ = _____ = _____
If: + = 13 + + = 22 + + = 20
1.B.2.b | 7
$12 + n = $28
n = ______
$12 + n = $28
n = ______
1.B.2.b | 8
Technology Links
Illuminations Shape Balance - Build up to algebraic thinking by exploring this balance tool using shapes of unknown weight. Challenge yourself to find the weight of each shape in one of six built-in sets or a random set. Detailed instructions and a lesson plan are included with the site sponsored by NCTM. http://illuminations.nctm.org/ActivityDetail.as px?ID=33
Illuminations Number Balance - Use this tool to strengthen understanding and computation of numerical expressions and equality. In understanding equality, one of the first things students must realize is that equality is a relationship, not an operation. Many students view "=" as "find the answer." For these students, it is difficult to understand equations such as 11 = 4 + 7 or 3 5 = 17 2. http://illuminations.nctm.org/ActivityDetail.as px?id=26
1.B.2.b | 9
1.B.2.b | 10
1.B.2.b | 11
1.C.1.b
Create a graph in a coordinate plane AL: Use the first quadrant and ordered pairs of whole numbers (0-50)
Teaching Student-Centered Mathematics Grades 3-5 by Van de Walle and Lovin, pages 239-242.
8 3, 7 112-115
Typically students do not need a lot of instruction with this particular objective as the fourth grade objective is basically the same. The only difference between the grade 4 and 5 limit is the limit in grade 4 are grids 0-20 and grade 5 are grids 0-50. Use preassessment data to determine the amount of instruction students need with the objective.
Lesson Seeds
Coordinate Practice I This activity can be cut apart and completed as mini practices.
You may cut out one of the Roman Numeral picture directions for each student (so that there are several of each picture in the room). Once students have plotted their picture, have them find others in the room with the same directions and compare their pictures. Students should check each point to make sure each person in their group has the correct solution. This activity can also be cut apart and 1 or 2 might be sent home for homework. It is not suggested that students complete the entire sheet of pictures as this objective is not typically one that students struggle with.
Coordinate Practice II This activity connects algebra and geometry. In this activity
students plot points. All shapes can be drawn on the same coordinate grid.
Coordinate Grid 4 in a Row Students may be familiar with this game from grade 4.
constellations with coordinate planes. The challenge in this activity is that several points have the decimal 0.5. Students can manage this with a little instruction about finding of a square. Tic Tac Toe Coordinate Grid This is a game students can play in pairs in class or at home for homework.
Ordered Pairs
Ordered Pairs
Match My Masterpiece
Classroom Setup: pairs Materials: Graph paper sectioned into (3) 6x6 grids (can also use blackline master included with this plan) Colored pencil or marker Directions: 1. Give each student (3) 6x6 grids and have them use plot points to create a three letter word on their paper. 2. Once the three letters are plotted, list the ordered pairs table used for each individual letter. 3. Display the original grids in the classroom. Have students switch their sheets of ordered pairs. 4. Have students plot out the points which correspond with the ordered pairs they are given and connect them to form words. 5. Them have students match up their work with the original.
Variations: If a player spins an ordered pair that their opponent already has covered then they may either remove their opponents chip from that ordered pair or they may spin.
1.C.1.b | 15
1.C.1.b | 16
1.C.1.b | 17
1.C.1.b | 18
1.C.1.b | 19
1.C.1.b | 20
(9, 0) (5, 5)
(10, 10)
(2, 1)
(4, 1) (7, 2)
1.C.1.b | 22
1.C.1.b | 24
1.C.1.b | 25
1.C.1.b | 26
1.C.1.b | 27
1.C.1.b | 28
1.C.1.b | 29
1.C.1.b | 30
1.C.1.b | 31
1.C.1.b | 32
1.C.1.b | 33
1.C.1.b | 34
1.C.1.b | 35
1.C.1.b | 36
3.C.2.a
Determine start, elapsed, and end time AL: Use the nearest minute
Elementary and Middle School Mathematics, Seventh Edition, by John Van de Walle, Karen Karp, and Jennifer Bay-Williams, pages 384-385.
Teaching Student-Centered Mathematics Grades 3-5 by Van de Walle and Lovin, pages 269-271.
3.C.2.a | 1
Special Note It is recommended that converting units of time be taught at the same time as elapsed time. Teachers can ask students to turn the elapsed time they found into another unit of time. For example, if the students found the amount of time they spent in school as 6 hours, ask them how many minutes or seconds this is equivalent to.
3.C.2.a | 2
Counting to the Next Hour: If the start time is not at a whole number hour, counting to the next hour and then counting on can help students keep track of the time. At the last whole number hour, students can then count on to get to the end time. How much time has elapsed between 12:20 and 4:15?
Then combine minutes and hours to find the elapsed time: 3 hours and 55 minutes
Counting by Hours: A variation on that strategy is to count by hours and then count on at the last time to the end time. How much time has elapsed between 12:20 and 4:15?
Then combine minutes and hours to find the elapsed time: 3 hours and 55 minutes Try another example from 3:40 to 6:15
3.C.2.a | 4
Or
How Many In a Minute? The teacher will time and count how many jumping jacks students can do in one minute. Based on the data from the jumping jack activity, students will calculate how many seconds it took to do one jumping jack and how many jumping jacks they can do in one hour. The purpose of this activity is for students to begin to understand just how long a minute is. Note: Adjustments to the activity could be tapping finger, drawing circles or other short activities.
How Long is 30 Seconds? A Minute? To help students understand the length of 30 seconds as opposed to a minute, play the following game. Tell students they are going to estimate how long 30 seconds is. Students need to close their eyes. Tell them that when you say "Go", they will count and when they think 30 seconds is up, they should raise their hands. Say "Go" and time 30 seconds. After 30 seconds is up, say "Stop" and students can open their eyes. Discuss what happened. Some students raised their hands very quickly, while others may not have raised their hands at all, thinking there was still time to go. Repeat the activity. After several trials, students will become better at estimating the 30 seconds' length of time. After playing a few times, tell students you are now going to time for one minute. Discuss that 1 minute is twice the length of 30 seconds. Students should consider this when deciding when to raise their hands.
3.C.2.a | 5
Note: This is a game that can be played while students are standing in line or waiting to use the water fountain. Time increments could be 30 seconds, 1 minute, 2 minutes or any reasonable time interval.
Following a Schedule Use a schedule such as a movie, bus, train, or plane schedule or make up one. Have students work in partners to make up questions involving start, end, or elapsed time based on the given schedule. Each pair of students can then trade with another pair and answer each others questions.
3.C.2.a | 6
Level 3: Synthesis/Evaluation Peter is creating a schedule for the fifth grade field day. The opening activity will take place from 8:30 A.M. until 9:15 A.M. Each of the field day events takes one hour. 15 minutes time should be allowed between each event, including the opening activity. Lunch will be served from 11:30 A.M. until 12:15. Awards will be presented at 3:00 P.M. The following are field day events from which Peter may choose.
mile hurdles mile sprint Potato sack race Egg balancing run Metric measurement course High jump Long jump
3.C.2.a | 7
Limbo contest
Create a schedule for Peter by selecting several events in the field day. Include a start time and stop time for: The opening activity, each event before lunch, lunch, each event after lunch, and the awards ceremony. Don't forget to schedule 15 minutes between each event. Traveling by Train Question
Use the information from the sign to answer the following questions. Level 1: Knowledge/Comprehension What time will it be when the second train stops? Level 2: Application/Analysis You want to catch a train as close to 1:00 p.m. as possible. Does a train stop at 1:00 p.m.? Which train should you catch if you want to arrive before 1:00 p.m., but as close to 1:00 p.m. as possible? You have a dentist appointment at 3:00. It takes 15 minutes from the Green Line Express Station to get to your dentist. What is the latest train you could take and not be late for your dentist appointment? Level 3: Synthesis/Evaluation You and your family are traveling from Baltimore to Australia. The flight is 27 hours long. You leave at 9:00 A.M. on Monday. You have two layoversone in San Francisco of 4 hours and one in Hawaii of 3 hours. On what day and at what hour do you arrive, Baltimore time? What Time Will It Be? Question Level 1: Knowledge/Comprehension Look at the time shown on the clock. What time will it be in 2 hours and 25 minutes? Irene goes to sleep at 9:10 p.m. Her alarm is set to go off at 6:30 a.m. How much time does
3.C.2.a | 8
Irene have to sleep? Level 2: Application/Analysis Mike's alarm clock goes off at 5:40 a.m., but he hits the snooze button and goes back to sleep. The snooze button goes off every 10 minutes. Mike finally got up at 6:10 a.m. How many times did Mike hit the snooze button? Explain your answer. Level 3: Synthesis/Evaluation Dan's alarm clock goes off at 5:40 a.m., but he hits the snooze button and goes back to sleep. If the snooze button goes off every 9 minutes, how many times can Dan hit it and not get up later than 6:30 a.m.? Explain your answer.
3.C.2.a | 9
Technology Links
Clock Clipart If you need clipart of any time be sure to go to http://etc.usf.edu/clipart/sitemap/clocks.php . Each clock is available in three sizes (small, medium, and large). Each time is available.
3.C.2.a | 10
Lesson Seeds
Elapsed Time Graphic Organizer This graphic organizer can be reproduced, placed inside clear plastic sheet protectors and written on with dry erase markers. This organizer helps students first identify they type of time problem they are solving, identify important information from the problem, and then use the empty/open time line to solve the problem. Tracking Time NCTM Article from Teaching Children Mathematics, August 2008, which explains how students can use open/empty timelines to solve elapsed time problems. Elapsed Time Sort Elapsed Time Strings Hot Topics Time Problem Modified These problems are modified from Hot Math Topics. Each problem can be used to differentiate for different student abilities. Elapsed Time Open Ended Problems Elapsed Time Problems These problems are sorted by time interval to allow the teachers to quickly select problems that are appropriate for their students ability level. Additional Elapsed Time Graphic Organizers - This is another format of an empty time line that might be helpful to some students.
3.C.2.a | 11
Start time the time something starts Elapsed time the time between End time the time something ends
3.C.2.a | 12
3.C.2.a | 13
3.C.2.a | 14
3.C.2.a | 15
3.C.2.a | 16
3.C.2.a | 17
3.C.2.a | 18
3.C.2.a | 19
3.C.2.a | 20
The late movie started at 11:15 p.m. and lasted 2 hours and 15 minutes. When did the movie end?
Sam went golfing at 8:30 a.m. and golfed for 5 hours and 30 minutes. At what time did he complete his round of golf?
Carol started on a trip at 7:15 a.m. and arrived at her destination 8 hours and 30 minutes later. At what time did she arrive?
A train leaves Chicago at midnight and arrives in Kansas City 6 hours and 15 minutes later. What time did she arrive?
A TV show started at 10:00 p.m. and lasted 2 hours and 30 minutes. What time did the show end? Carol arrived at work at 6:30 a.m. and left work at 11:45 a.m. How long was she there?
A plane takes off at 8:15 p.m. and arrives at 10:00 p.m. How long is the flight?
Joe went to sleep at 10:30 p.m. and woke up at 7:15 a.m. How long did he sleep?
3.C.2.a | 24
A bus left Atlanta at 4:30 p.m. If it arrives in New York at 8:45 a.m., how long was the trip?
Mary started taking a test at 9:30 a.m. and finished it at 10:00 a.m. How long did she work on the test?
It took Ken 2 hours and 45 minutes to mow the lawn. If he finished at 10:45 a.m., when did he start?
Martin wants to eat dinner at 6:15 p.m. If it takes 1 hours and 30 minutes to prepare the meal, what time should he start?
A football game, which lasted 3 hours and 15 minutes, ended at 4:30 p.m. When did it begin?
A restaurant plans to serve a banquet at 7:30 p.m. If it takes 7 hours to prepare the meal, what time should the preparation begin?
A baseball game lasted 2 hours and 45 minutes. If it ended at 11:15 p.m., when did it begin?
3.C.2.a | 25
3.C.2.a | 26
3.C.2.a | 27
3.C.2.a | 28
The problems on the following pages, are different variations/modifications of the original problem.
3.C.2.a | 29
I parked from 9:15 in the morning until 1:00 in the afternoon. How much did I pay for parking?
I parked from 8:25 in the morning until 9:15 in the evening. How much did I pay for parking?
3.C.2.a | 30
I parked from 8:05 in the morning until 9:35 in the evening. How much did I pay for parking?
I parked from 7:05 in the morning until 4:45 in the afternoon. How much did I pay for parking?
3.C.2.a | 31
3.C.2.a | 32
The problems that follow are NOT meant to be reproduced and handed out to students as worksheets. These problems are intended for teachers to select problems that are appropriate for their students.
Time Problem Sorts print one problem on each index card. Ask students to read each problem and to decide what the problem is looking for; Start, Elapsed, or End time. Then have students choose one of each type of problem to solve. Warm-ups Exit Slips Differentiation These problems are organized so that teachers can quickly find problems that are fit their students instructional needs.
3.C.2.a | 33
3.C.2.a | 34
3.C.2.a | 35
Ending Time Problems Hour and Half Hour Intervals (next hour)
3.C.2.a | 36
3.C.2.a | 37
3.C.2.a | 38
3.C.2.a | 39
Start/Beginning Time Problems Hour and Half Hour Intervals (next hour)
3.C.2.a | 40
3.C.2.a | 41
3.C.2.a | 42
3.C.2.a | 43
3.C.2.a | 44
3.C.2.a | 45
1) Marissa puts a turkey in the oven at 10:00 a.m. The turkey cooks for 4 hours. What time will the turkey be ready to take out of the oven?
2) You call a friend at 4:30 and talk for 1 hour and 15 minutes. What time does your conversation end?
3.C.2.a | 46
Nancys train left at 8:30 a.m. and traveled for 5 hours and 45 minutes. What time did it arrive at its destination?
3.C.2.a | 47
Elapsed Time End Time 1) 2) The late movie started at 11:15 p.m. and lasted 2 hours and 15 minutes. When did the movie end? Sam went golfing at 8:30 a.m. and golfed for 5 hours and 30 minutes. At what time did he complete his round of golf? Carol started on a trip at 7:15 a.m. and arrived at her destination 8 hours and 30 minutes later. At what time did she arrive? A train leaves Chicago at midnight and arrives in Kansas City 6 hours and 15 minutes later. What time did she arrive? A TV show started at 10:00 p.m. and lasted 2 hours and 30 minutes. What time did the show end? Jan went shopping at 9:30 am and shopped for 3 hours and 45 minutes. At what time did she finish shopping? It takes 1 hour and 45 minutes to drive to the beach. If you leave at 7:30 a.m., what time will you arrive? If you enter an amusement park at 10:15 a.m. and stay for 10 hours and 45 minutes, when do you leave the park? It takes Mark 30 minutes to drive to his job. If he leaves home at 6:40 a.m., when does he arrive? Lana and Al went to a concert. They arrived at 10:30 p.m. and stayed for 1 hour and 30 minutes. What time did they leave? Pam put a roast in the oven at 11:00 a.m. It took 3 hours and 30 minutes to cook. What time did she remove it from the oven? Janes teacher said her math assignment should take 45 minutes to complete. If Jane begins the assignment at 6:45, what time should she finish? A train that normally arrives at 11:45 a.m. was 30 minutes late. What time did it arrive? Marys dance class begins at 4:45 p.m. If she dances for 2 hours and 45 minutes, what time is it when she is finished dancing? It is not 2:45 a.m. What time is it in 12 hours and 15 minutes?
3)
4)
5) 6)
7)
8)
9) 10)
11)
12)
13) 14)
15)
3.C.2.a | 48
1)
A bus leaves Baltimore at 9:00 a.m. and arrives in Virginia Beach at 2 p.m. How long was the trip?
2)
You leave your house at 11:55 a.m. and arrive at the mall at 12:20 p.m. How long did it take you to get to the mall?
3.C.2.a | 49
Fred went to sleep at 10:45 p.m. and woke up at 6:15 a.m. How long did he sleep?
3.C.2.a | 50
Elapsed Time
1) 2) 3) 4) 5)
Carol arrived at work at 6:30 a.m. and left work at 11:45 a.m. How long was she there? A plane takes off at 8:15 p.m. and arrives at 10:00 p.m. How long is the flight? Joe went to sleep at 10:30 p.m. and woke up at 7:15 a.m. How long did he sleep? A bus left Atlanta at 4:30 p.m. If it arrives in New York at 8:45 a.m., how long was the trip? Mary started taking a test at 9:30 a.m. and finished it at 10:00 a.m. How long did she work on the test? David babysat on Saturday from 3:00 p.m. until 8:30 p.m. How long did he babysit? The school day starts at 8:00 a.m. and ends at 3:15 p.m. How long is school in session? Frank worked on Thursday from 1:15 p.m. until 9:00 p.m. How long did he work? An amusement park opened at 9:30 a.m. and closed at 11:00 p.m. How long was the park open? Joan went to sleep at 9:00 p.m. and woke up at 6:15 a.m. How long did she sleep? Linda starts to do her homework at 6:45 p.m. and finished it at 9:15 p.m. How long did she spend on the homework? A shopping mall opens at 9:30 a.m. and closes at 10:00 p.m. How long is it open? Mrs. Nelson started grading papers at 3:00 p.m. and finished at 7:15 p.m. How long did she grade papers? The plane from Pittsburgh was scheduled to arrive in Hagerstown at 11:45 a.m. but did not arrive until 1:15 p.m. How late was it? Helen left the store at 9:15 a.m. She returned after shopping, lunch and a movie at 5:00 p.m. How long was she gone?
6) 7) 8) 9) 10) 11)
12) 13)
14)
15)
3.C.2.a | 51
1)
You and your family arrive at your vacation destination at 1:00 p.m. If you traveled for 3 hours, what time did you leave?
2)
You take a cake out of the oven at 4:15 p.m. After it has baked for 45 minutes. What time did you put the cake in the oven?
3.C.2.a | 52
A science class took a field trip that lasted 5 hours and 45 minutes. If they returned at 2:30 p.m., what time did they leave?
3.C.2.a | 53
Elapsed Time (Start Time) 1) It took Ken 2 hours and 45 minutes to mow the lawn. If he finished at 10:45 a.m., when did he start? Martin wants to eat dinner at 6:15 p.m. If it takes 1 hours and 30 minutes to prepare the meal, what time should he start? A football game, which lasted 3 hours and 15 minutes, ended at 4:30 p.m. When did it begin? It took Mike 3 hours and 30 minutes to wax his truck. If he finished at 11:15 a.m., when did he start? A teachers workshop lasted for 6 hours and 15 minutes. If the workshop was over at 3 p.m., what time did it start? A restaurant plans to serve a banquet at 7:30 p.m. If it takes 7 hours to prepare the meal, what time should the preparation begin? A baseball game lasted 2 hours and 45 minutes. If it ended at 11:15 p.m., when did it begin? A bus traveled for 9 hours and 15 minutes. If it arrived at its destination at 9:15 a.m., when did it begin its journey? The school day usually ends at 3:30 p.m. If it closed 1 hour and 30 minutes early because of snow, what time did it close? Judy wants to serve Sunday dinner at 12:30 p.m. If her ham takes 2 hours and 15 minutes to cook, what time should she put it in the oven? Peter arrived at his destination at 12:00 p.m. If he traveled for 6 hours and 15 minutes, what time did he begin the trip? Joe spent 5 hours and 30 minutes working on his car. If he finished at 4:15 p.m. what time did he begin? Nora woke up at 6:30 a.m. after sleeping for 8 hours and 50 minutes. What time did she go to bed? School ends at 2:15 p.m. If the school day is 6 hours and 30 minutes long, what time does school begin?
2)
3) 4)
5)
6)
7) 8)
9)
10)
11)
12)
13)
14)
3.C.2.a | 54
15)
Erics swim practice lasted for 2 hours and 45 minutes. If practice ended at 7:15 p.m., what time did practice begin?
3.C.2.a | 55
3.C.2.a | 56
3.C.2.a | 57
3.C.2.a | 58
Note: This ruler can be used with students but students gradually begin to use an open/empty time line to solve elapsed time problems as they cannot use this tool for county/state/national assessment.
3.C.2.a | 59
3.C.2.a | 60
3.C.2.a | 61
3.C.2.a | 62
3.C.2.a | 63
3.C.2.b
Determine equivalent units of measurement AL: Use seconds, minutes, and hours or pints, quarts, and gallons
Teaching Student-Centered Mathematics Grades 3-5 by Van de Walle and Lovin, pages 269-271.
3.C.2.b | 1
How many gallons of paint will Donna have after she has mixed all of the paint colors together? A. B. C. D. 3 gallons 4 gallons 6 gallons 11 gallons
3.C.2.b | 2
Terry wants to make 12 quarts of drinks. How many gallons of water will she need? A. B. C. D. 2 gallons 4 gallons 6 gallons 12 gallons
Tonya's dad is making a concrete patio in their backyard. Concrete is made from cement, sand, gravel and water. It takes twice as much sand as cement to make the concrete mix. Tonya's dad used 3 gallons of sand in the mix. Step A How many quarts of cement did he use? Step B Explain how you found your answer. Use what you know about measurement in your explanation. Use words, numbers and/or symbols in your explanation. Scoring information found at: http://mdk12.org/instruction/sampitems/mathematics/grade5/msa_math_5_018.html
3.C.2.b | 3
3.C.2.b | 4
Show a measuring cup and explain that a cup is a unit of measurement. Show a mug or a plastic cup and remind your children that while they are both cups, they are not the standard size used in measurement. Ask your students to discuss why they think we use a universal measurement called a cup. Some cups may hold more than a cup! Fill a measuring cup and model how to write the measurement 1 c. Remind your children that we use the abbreviation "c" to stand for cups. Challenge your students to think of items that come in cup-sized containers such as single servings of yogurt or small school milk cartons. Show a pint measure and explain that a pint is a unit of measurement that is larger than a cup. Ask a student to pour 2 cups into the pint measure to demonstrate that 2 cups are equal to 1 pint. Explain that we use the abbreviation "pt" to stand for pints. Brainstorm different items that come in pint sizes, such as ice cream, milk, and blueberries. Show a quart measure and explain that a quart is a unit of measurement that is larger than both a pint and a cup. Have students pour 2 pints into the quart measure to demonstrate that 2 pints are equal to 1 quart. Help your students recognize that since there are 2 cups in a pint, there are 4 cups in a quart. They can pour 4 full measuring cups into a quart measure to demonstrate. Remind children that we use the abbreviation "qt" to stand for quarts. Brainstorm different items that come in quart sizes, such as juice, milk, strawberries (large package), and paint. A gallon is a unit of measurement that is larger than a quart, pint, and cup. You may want to present to your children with an empty gallon carton of milk or a gallon soup pot. With some assistance they can pour 4 quarts into the gallon container to understand that 4 quarts are equal to 1 gallon. Since there are 2 pints in a quart, there are 8 pints in a gallon. Since there are 2 cups to a pint, there are 16 cups in a gallon. You can demonstrate how the units are related by measuring different materials and pouring them into the carton or pot. We use abbreviation "gal" to stand for gallons. Brainstorm different items that come in gallons, such as juice, milk, and gasoline. Working with cups, pints, quarts, and gallons can be confusing for some children and we suggest using plenty of hand-on activities to help them understand how the units are related. It is helpful to create a class chart of equivalent amounts, including pictures of the different measurements, to help students visualize and retain the relationships between units. Graphic organizers, mnemonics, and silly songs may also help drive the concepts home.
3.C.2.b | 5
Lesson Seeds
Gentle Giant PowerPoint This is available with the electronic copies of the unit guide. See you SAS if you cannot locate it. Use the included activity sheet with the PowerPoint. Gallon Man Like Gentle Giant, this is another device that can be used to help students remember the conversions between pints, quarts, and gallons. Create a Song - Together as a class, write a silly song about cups, pints, quarts, and gallons. You may want to use a tune from a classic song or have partners make up a rap of their own. Distribute cup, pint, quart, and gallon containers and have students use them as props as they sing or rap. Contain Yourself - Have your students each bring in different containers from home. Encourage them to be creative and bring in large and small containers, such as juice boxes, pots, casserole pans, baby bottles, etc. Then have students use cup, pint, or quart measures to find out how much their containers can hold. Students may want to use more than one unit to measure, such as cups and pints. Make a chart together listing the measurements. Lemonade Stand Song You can listen to this song at: http://www.totally3rdgrade.com/lemonade_stand.html . It can also be found on iTunes. This song goes beyond the conversions of grade 5 but it does include conversions that students need to make. Hot Math Topics: Fractions and Decimals #11- This problem involves both fractions and conversions of time (depending on how it is solved). Students will probably first subtraction 8 from 14 and get 5 . Then they have to divide 5 equally between 5 days. They will easily divide the whole number (1 hour) but may struggle with dividing into 5 equal parts. Many students will discover that one way to solve it is to think of the as 30 minutes (equivalent unit) and then divide 30 minutes by 5 and get 6 minutes. Students may also change to an equivalent fraction which they can take 5 equal parts of easier such as 5/10. Once they find 1 hour and 6 minutes they must convert the answer to minutes (as the problem asks) 66 minutes. Hot Math Topics: Fractions and Decimals #50 This problem involves both fractions and converting from yards to inches.
3.C.2.b | 6
Hot Math Topics: Fractions and Decimals #76 This problem requires students to convert to ounces to pound. The tricky part of this problem is the decimal. This problem might be reserved to be used after or during unit 2 since it involves a decimal.
3.C.2.b | 7
Gallon Man
3.C.2.b | 8
3.C.2.b | 9
Mr. Gallon
3.C.2.b | 10
Quart
Quart
Quart
Quart
3.C.2.b | 11
3.C.2.b | 12
Mr. Gallons Parts Cups Cups Cups Cups Cups Cups Cups Cups
3.C.2.b | 13
Two pints go marching two by tow, Hurrah! Hurrah! Two pints go marching two by two, Hurrah! Hurrah! As doubles they plunge into a quart, standing so quiet, as if theyre in court. As they all go marching into the chest to get out of the rain. Four quarts go marching four by four, Hurrah! Hurrah! Four quarts go marching four by four, Hurrah! Hurrah! All four follow and slip inside, standing so close as if they were tied As they all go marching into the chest to get out of the rain. A gallon goes marching one by one, Hurrah! Hurrah! A gallon goes marching one by one, Hurrah! Hurrah! Add together eight points or four quarts, the total is always one gallon of course! As they all go marching equivalent and dry out of the rain.
-Lauria Kagan Kaganonline.com/newsletter/blacklines/gallon_man.html
3.C.2.b | 14
Name ______________________________
Date ________________
He agreed and welcomed them into his home. When the 4 queens sat down around the fire, 2 little puppies scurried out from under each queens dress.
Each puppy had 2 big beautiful brown eyes with which to c. The giant understood why the puppies were so special to the queens.
3.C.2.b | 15
Questions to think about 1. 2. 3. 4. 5. 6. How many cups are in a gallon? ______________ How many pints are in a quart? ______________ How many quarts are in a gallon? _____________ How many cups are in 3 pints? _____________ How many pints are in 2 gallons? ______________ How many cups are in 2 quarts? ______________
Write 2 statements about gallons, quarts, pints, and cups. Example: I know that there are 4 pints in 2 quarts.
1. ____________________________________________________________________
2. ____________________________________________________________________ Now get those thinking caps on Youre standing in the dairy aisle of the grocery store. Your grocery list states that you need 6 cups of milk to make your favorite cheesy potato soup. The cartons of milk are packaged in pints, quarts, half gallons, and gallons. Which container(s) would give you the amount of milk you need with the least amount of milk left over? Explain how you know your answer is correct.
3.C.2.b | 16
3.C.2.b | 17
3.C.2.b | 18
Regardless of the value, each bill weighs about 0.033 ounce. A car costs $9,000. Could you buy this car with a pound of $20 bills? Explain your thinking.
3.C.2.b | 19
Technology Links
Measurement Clipart For measurement clipart go to the ETC Clipart site at: http://etc.usf.edu/clipart/mysearch.php?searchWords=quart&mySubmit=Search
BrainPop Jr. Cups, Pints, Quarts, Gallons Each school and teacher has access to BrainPop Jr. through WCPS. See your SAS if you are not sure how to access BrainPop Jr. Once you have logged in, go to Math and click on Measurement. It is under the Measurement topic that you will find the converstions information.
3.C.2.b | 20
Equivalent Units of Time Concentration This application allows students to match equivalent units of time. Students progress to more difficult levels as they complete easier levels. http://www.sheppardsoftware.com/mathgames/time/TimeConversions.htm
3.C.2.b | 21
3.C.2.b | 22
6.B.1.a
Identify or describe numbers as prime or composite AL: Use whole numbers (0-100)
6.B.1.a | 1
6.B.1.a | 2
Lesson Seeds
11x17 Number Line by Kim Sutton - Each teacher in WCPS will receive a 0-144 number line. See the teaching notes under the lesson seed titled: Kim Sutton Number Line Development. Each student should create a 11x17 number line to keep in their math tools box. This will be helpful for identifying factors, multiples, GCF, LCM, primes, composite numbers, etc Eliminate It! Revise It! Sum Square Puzzles Prime or Composite Bingo There are 3 variations of this game included for different levels of student understanding. Factor Finding Game
6.B.1.a | 3
For older students, this visual assists them with factoring and reducing fractions. Students look for the same colored dot as a shared attribute of two numbers. For example, if students are trying to decide if they can simplify 12/32 they can look at those two numbers on the number line and determine that they both have several multiples in common and use this information to simplify the fraction. Numbers without colored dots are prime, numbers with colored dots are composite. To introduce the idea of multiples the teacher will use objects that come in a constant of count to create a picture in the minds eye. To introduce multiples of two, I recommend playing the game called The Stand Up Game. One student stands up. The teacher directs the activity by asking, How many students are standing? How many eyes do these people have? Have students read the groups of sign filling in the groups that are
6.B.1.a | 4
represented by the standing students. After the solution is found, have all students identify the multiple on the class number line and individual student 11x17 number lines. Build the completed number line by completing whole class activities that develop each multiple (see below). After each multiple, the groups of statement should be read (groups of sign on the pages that follows). The dots should attached the class number line with Velcro and drawn on each student 11x17 number line.
6.B.1.a | 5
6.B.1.a | 6
6.B.1.a | 7
2s 3s 4s 5s 6s 7s 8s 9s
Red Green Orange Yellow Light Blue Neon Orange Neon Green Black
6.B.1.a | 8
2s 3s 4s 5s 6s 7s 8s 9s
sides on a pentagon number of dimes number of points on a star fingers on a hand toes on a foot
sides on an nonagon
6.B.1.a | 9
sides on a undecagon
Students: 12, 24 Teacher: Lets read this situation using our group of statement. (Teacher holds up groups of statement.) Students: 2 groups of 12 equals 24. Teacher: I need someone to come up and velcro the gold star above 24. Teacher: I am going to add a third egg carton. I will need another person to come up and hold my third carton. How many eggs do I have all together? Students: 36. Teacher: Lets count what we see Students: 12, 24, 36 Teacher: Lets read this situation using our group of statement. (Teacher holds up groups of statement.) Students: 3 groups of 12 equals 36. Teacher: I need someone to come up and velcro the gold star above 36. Teacher continues adding egg cartons until all the multiples of 12 are covered up to 144 (12 groups of 12). The teacher should then give students time to put a gold star above the multiples on their own personal number line (11x17 version).
6.B.1.a | 11
4 index cards with 4 words, expressions, number sentences, etc (these are the 4 items which students will choose 3 to keep and 1 to eliminate) markers (for each student) Revise it! sheets Eliminate It! Directions (cooperative): Put students into groups of 4. Give each group 4 index cards. Set a timer for 2-3 minutes and ask students to, on their own and without talking, decide which 3 cards they will keep and which one they will eliminate. They should write their thinking in their own section of the mat. After the time is up, give each group time to share out individual students thinking and have the group come to consensus on which card to eliminate and why. Groups must also give the 3 cards they are keeping a title. The group then writes their justification in the center of their consensus mat. Have each group share out (to the whole group) which card they eliminated and why. Revise It! Directions (independent): Each student will need a Revise It! activity sheet. Students independently write down the three cards they will keep and then create a fourth card that fits their group. Students then title their group and justify their choice.
6.B.1.a | 12
Name ____________________________________________________________________________________
Eliminate It! 39 61 54 46
Cross out the number that does not belong with the others. Justify your answer. ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________
Revise It!
______________________________________ Record the 3 numbers that go together. Decide on a title for your group of numbers. Add 1 more number that belongs with the others. Justify why your new number belongs in this group. ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________
6.B.1.a | 13
Name ____________________________________________________________________________________
Eliminate It! 41 71 61 81
Cross out the number that does not belong with the others. Justify your answer. ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________
Revise It!
______________________________________ Record the 3 numbers that go together. Decide on a title for your group of numbers. Add 1 more number that belongs with the others. Justify why your new number belongs in this group. ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________
6.B.1.a | 14
The intent behind this set of numbers is to eliminate 61 because all of the other numbers are composite and 61 is a prime number.
41 71
61 81
The intent behind this set of numbers is to eliminate 81 because it is composite and all of the other numbers are prime numbers.
6.B.1.a | 15
6.B.1.a | 16
P C P C
C P C P
P C P C
C P C P
6.B.1.a | 17
P C P C
C P C P
P C P C
C P C P
6.B.1.a | 19
P C P C
C P C P
P C P C
C P C P
6.B.1.a | 21
6.B.1.a | 22
6.B.1.a | 23
1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9
x + 6 = 10 x=?
smallest prime
72 9
product of 2 and 3
smallest odd #
56 8
largest factor of 2
odd number
6.B.1.a | 24
1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9
89 x = 87 x=?
42 7
factor of 7
odd prime
# of feet in 1 yard
360 40
2x2x1
6.B.1.a | 25
1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9
smallest prime even factor of 16 less than 8 49 7 2x2x2
inches in a foot
odd composite
6.B.1.a | 26
1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9
(12 2) - 1 # of inches in 1/3 of a foot 500 100 odd factor of 9, not 1 largest prime
of 18
composite factor of 27
6.B.1.a | 27
1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9
factor of 12 and 16 72 12 (24 4) + 2 not prime or composite factor of 10
77 11
odd composite
smallest prime #
6.B.1.a | 28
1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9
6.B.1.a | 29
6.B.1.a | 30
5 2 Prime 13
3 6 21 9
7 8 4 Prime
Prime 17 16 26
6.B.1.a | 31
Technology Links
King Kongs Prime Numbers In this game students whack King Kong if he is holding a prime number. If they hit a composite number, they lose points. http://www.xpmath.com/forums/arcade.php?do=play&gameid=60
Prime or Composite Fruit Shoot In this game students shoot the numbers that match the word (prime or composite) on their target. http://www.sheppardsoftware.com/mathgames/numbers/fruit_shoot_prime.htm
6.B.1.a | 32
6.B.1.a | 33
6.B.1.a | 34
Prime
Composite
Prime
Composite
6.B.1.a | 35
6.B.1.a | 36
6.B.1.b
Identify and use divisibility rules AL: Use the rules for 2, 3, 5, 9, or 10 with whole numbers (0-10,000)
14 9 5
5-6
6.B.1.b | 1
6.B.1.b | 2
Divisibility Rules
A number is divisible by:
If:
Example:
2 3 4 5
The last digit is even (0,2,4,6,8) The sum of the digits is divisible by 3 The last 2 digits are divisible by 4 The last digit is 0 or 5
128 is 129 is not 381 (3+8+1=12, and 123 = 4) Yes 217 (2+1+7=10, and 103 = 3 1/3) No 1312 is (124=3) 7019 is not 175 is 809 is not 114 (it is even, and 1+1+4=6 and 63 = 2) Yes
If you double the last digit and subtract it from the rest of the number and the answer is divisible by 7 or 0. (Note: you can apply this rule to that answer again if you want)
672 (Double 2 is 4, 67-4=63, and 637=9) Yes 905 (Double 5 is 10, 90-10=80, and 807=11 3/7) No
The last three digits are divisible by 8 The sum of the digits are divisible by 9
109816 (8168=102) Yes 216302 (3028=37 3/4) No 1629 (1+6+2+9=18, and again, 1+8=9) Yes 2013 (2+0+1+3=6) No 220 is 221 is not
(Note: you can apply this rule to that answer again if you want) The number ends in 0
10
11
If you sum every second digit and then 7392 ((7+9) - (3+2) = 11) Yes subtract the other digits and the answer is 25176 ((5+7) - (2+1+6) = 3) No divisible by 11 or 0 The number is divisible by both 3 and 4 648 (6+4+8=18 and 183=6, also 484=12) Yes 916 (9+1+6=16, 163= 5 1/3) No
12
6.B.1.b | 3
Digital Root = sum of the digits (keep adding digits until a single digit, the digital root, is found). For example the digital root of 54 = 5 + 4 or 9. The digital Root of 87 = 8 + 7 = 15 = 1 + 5 = 6, so the digital root of 87 is 6.
6.B.1.b | 4
Lesson Seeds
Eliminate It! Revise It! See the directions for this is section 6.B.1.a. Divisibility Lesson This is a lesson that could be used to introduce the divisibility rules. Divisibility Rocks Game Three Digit Divisibility Problem Based Lesson Seed Open Ended Problems Kim Sutton Number Properties Checklist Kim Sutton Number Lines All grade 5 teachers were provided with this tool in the fall of 2011. Students can use this tool to look at patterns of divisibility. See section 6.B.1.a for detailed information about this number line as well as the 11x17 student version.
6.B.1.b | 5
Name ____________________________________________________________________________________
Cross out the number that does not belong with the others. Justify your answer. ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________
Revise It!
______________________________________ Record the 3 numbers that go together. Decide on a title for your group of numbers. Add 1 more number that belongs with the others. Justify why your new number belongs in this group. ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________
6.B.1.b | 6
Name ____________________________________________________________________________________
Cross out the number that does not belong with the others. Justify your answer. ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________
Revise It!
______________________________________ Record the 3 numbers that go together. Decide on a title for your group of numbers. Add 1 more number that belongs with the others. Justify why your new number belongs in this group. ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________
6.B.1.b | 7
The number 985 should be eliminated because all of the other numbers are divisible by 2, 5, and 10. 985 is only divisible by 5.
3,312 6,483
5,215 9,993
The number 5,215 should be eliminated because it is not divisible by 3 as all the other numbers are.
6.B.1.b | 8
Divisibility Lesson
Before: 1. Divide the class into teams of three members each. One member is the director, one the recorder, and one the materials coordinator. 2. Each team takes four index cards and writes a different digit from 0-9 on each card. Then, from the four choices of digits, the team makes a list of all the possible fourdigit number combinations using each digit once. There will 24 possible number combinations. 3. Next, have the students each take a graphic organizer, Divisibility Test, with columns for the numbers they created, plus the columns for 2, 3, 5, 6, 9, and 10 listed across the top. Using calculators if you wish, have the students divide each of their 24 numbers by 2, 3, 5, 6, 9, and 10 to decide if their numbers divide evenly without leaving remainders. If the number divides evenly, have the students write yes in the column on the graphic organizer. If the number does not divide evenly, have the students write no in the column on the graphic organizer. 4. After the graphic organizer is complete, have each team record their yes examples on chart paper hanging around the room, one piece for each of the numbers 2, 3, 5, 6, 9, and 10. 5. Once this is done, have each team make a hypothesis about a rule for divisibility for each of the numbers 2, 3, 5, 9, and 10. Have them record their hypotheses on the graphic organizer labeled Divisibility Rules. It is important that each child have his or her own copy of the two graphic organizers because the next part of the lesson is done as a whole class. During: 1. After teams have completed their Divisibility Test graphic organizer, recorded their numbers on the chart paper, and made hypotheses about divisibility on their Divisibility Rules graphic organizer, have them return to their individual seats for a whole-class lesson. 2. Using the chart paper lists as summaries of numbers generated by the class teams, discuss each chart and have the students share their hypotheses of divisibility rules. Guide their discussions to the correct rules for each number, and have them
6.B.1.b | 9
write them on the graphic organizer. Then have them trim the edges of their graphic organizers and glue them into their math journals for later referencing. 3. Ask the students if it is possible to divide their rules into two main categories, using a Venn Diagram to compare and contrast the categories. Lead them to separate the numbers where the ones digit determines the divisibility (2, 5, 10) from the numbers that require adding all the digits (3, 9). Have them complete a Venn Diagram in their math journals while you model one on the board. 4. Play Divisibility Rocks using students journals as reminders o the divisibility rules. Note: if this game is used as one station in a variety of center activities, fewer sets of the game will need to be produced. After: Formative assessment: Check for accuracy as students write correct rules on their graphic organizers, complete their Venn diagrams, and verbalize their responses during the Divisibility Rocks game. Final assessment: Using the Divisibility Test graphic organizer as a master, list ten numbers with a variety of divisibilities and have the students complete the chart with yes or no answers.
6.B.1.b | 10
Divisibility Test
1. Write the 24 numbers you created in the first column. 2. Decide if your numbers are divisible by 2, 3, 5, 6, 9, or 10. Write yes or no in the correct columns.
Number
10
6.B.1.b | 11
6.B.1.b | 12
Divisibility Rocks
1. 2. 3. 4. 5. Take a deck of cards, a Divisibility Key, and a bag of rocks/counters/chips. Divide the cards face down evenly among players. Discard any extras. Place the pile of rocks in the center of the playing circle. Decide who is first. The person to his right is in charge of the Divisibility Key. The first player turns over his top card and decides if the number on the card is divisible by 2, 3, 5, 9, and 10. He takes one rock from the center pile for each yes answer. If the player to the left disagrees, he or she may challenge by saying Challenge! Then both players appeal to the person holding the key to see who is right. If the challenger is correct, that person gets the rocks. If the challenger is incorrect, the original player gets to keep the rocks and the challenger loses his or her turn. Play continues clockwise with each person taking a turn, rotating the person who holds the key and the person who is the challenger. When every player has had a turn, the rocks are counted. Whoever has the most rocks gets to keep all the cards from that turn. The rocks are returned to the center pile. If there is a tie, both players involved in the tie turn over their next card and collect the rocks for that card. Whoever holds the card that earns the most rocks wins the round.
6.
7.
8.
9.
10. A player is out when he or she is out of cards; the player with all the cards at the end of the game is the winner. 11. To shorten the game, the teacher may set a time limit; the person with the most cards at the end of the allocated time is the winner.
6.B.1.b | 13
24 35 44 48
34 36 46 55
6.B.1.b | 14
56 60 65 74
57 62 72 75
6.B.1.b | 15
80 98 117 130
6.B.1.b | 23
Three-Digit Divisibility
A Problem Based Lesson Seed
Note: Students should be allowed to use calculators for this so that they can discover the pattern of divisibility by 3.
The problem: Who am I? Each of my digits is different. I am divisible by 3. The above riddle has many different solutions. This poses a dilemma. How many answers are there to this riddle? What patterns do you see in all of the solutions? Can you discover a rule for dividing by 3? Your challenge is to see how many solutions you can find. With some mathematical thinking and organizational skills, you may be able to find all the solutions.
6.B.1.b | 24
6.B.1.b | 25
6.B.1.b | 26
Technology Links
Divisibility Rules Practice This activity gives the students the rules and asks them which rules applies to the number that they are given. This activity would be good to send home to parents who often like a reminder of how the rules of divisibility work. http://www.vectorkids.com/vkdivisible.htm
Divisibility Dash This is an APP for the itouch/iphone. Some schools have access to this technology. http://itunes.apple.com/us/app/everyday-mathematics divisibility/id428594346?mt=8itouch/iphone app
6.B.1.b | 27
6.B.1.b | 28
2. Use the divisibility rules to determine if the number of seats in the arena is divisible by 2, 3, 5, 9, or 10.
2. Use the divisibility rules to determine if the number of seats in the arena is divisible by 2, 3, 5, 9, or 10.
6.B.1.b | 29
6.B.1.c
Identify the greatest common factor AL: Use 2 numbers whose GCF is no more than 10 and whole numbers (0-100)
14 9 5
Fundamentals
6.B.1.c | 1
6.B.1.c | 2
ones that are in common are placed in the intersection of the Venn.
6.B.1.c | 3
Option C: Prime Factorization To use this method, students must be able to identify prime numbers and find the prime factorization of a number (commonly found using a factor tree). The Virtual Manipulatives website has a program to practice prime factorization. This site is found at: http://www.matti.usu.edu/ma/nav/activity.jsp?sid=nlvm&cid=3_2&lid=202. Steps Example: Find the GCF of 24 and 36
24=2 x 2 x 3
36 = 2 x 2 x 3 x 3
common.
6.B.1.c | 4
Option D: Alternate Prime Factorization Model This model is the same as option C but written in a little different way. Sometimes this method is easier for students to understand because it looks like division. Steps Example: Find the GCF of 24 and 36 2 2 2 3 24 12 6 3 1 3 3 2 2 36 12 4 2 1
numbers.
24=2 x 2 x 3
36 = 2 x 2 x 3 x 3
common. 2 2 2 3 24 12 6 3 1
This format is just another way to find the prime factorization (like a factor tree). Here is how this method works:
24 24
2. Draw a line beside and under the number (like an upside down division sign). 3. Think, What prime number can I divide this number by? Write that prime number outside and complete the division. 4. Think again, What prime number can I divide this number by? Write that prime number outside and complete the division. 5. Keep dividing the prime numbers out of the new number until you are left with 1. Then stop. 2 2 2 3 24 12 6 3 1 2 24 12 2 2 24 12 6
6.B.1.c | 5
Lesson Seeds
Common Factor Riddles GCF Problem Samples GCF Song GCF Bingo This activity was adapted from Nimble with Numbers 6 & 7.
6.B.1.c | 6
6.B.1.c | 7
8 4 12 4
2 8 8 10
20 12 4 6
6 4 16 4
6.B.1.c | 8
1st Spinner 12 12 12 12 12 12 16 16 16 16 16 16 20 20 20 20 20 20 24 24 24 24 24 24 36 36 36 36 36 36 48 48 48 48 48 48
2nd Spinner 28 30 32 40 56 60 28 30 32 40 56 60 28 30 32 40 56 60 28 30 32 40 56 60 28 30 32 40 56 60 28 30 32 40 56 60
GCF 4 6 4 4 4 12 4 2 16 8 8 4 4 10 4 20 4 20 4 6 8 8 8 12 4 6 4 4 4 12 4 6 16 8 8 12
6.B.1.c | 9
6.B.1.c | 10
6.B.1.c | 11
2. A party store is making balloon bouquets for a Halloween party. Every bouquet will be identical. The store will use 24 orange, 36 black and 12 purple balloons altogether. What is the greatest number of balloon bouquets the store will put together? How many of each color balloon will be in a bouquet? 3. Samantha has two pieces of cloth. One piece is 72 inches wide and the other piece is 90 inches wide. She wants to cut both pieces into strips of equal width that are as wide as possible. How wide should she cut the strips? 4. I am planting 50 apple trees and 30 peach trees. I want the same number and type of trees per row. What is the maximum number of trees I can plant per row? 5. Mrs. Evans has 120 crayons and 30 pieces of paper to give to her students. What is the largest # of students she can have in her class so that each student gets equal # of crayons and equal # of paper. 6. Rosa is making a game board that is 16 inches by 24 inches. She wants to use square tiles. What is the largest size tile she can use?
6.B.1.c | 12
Technology Links
GCF Fruit Shoot In this game students shoot the numbers that are the GCF of the given numbers. http://www.sheppardsoftware.com/mathgames/fractions/GreatestCommonFactor.htm
6.B.1.c | 13
6.B.1.c | 14
2.
12, 18 __________
3.
27, 18 __________
2.
12, 18 __________
3.
27, 18 __________
6.B.1.c | 15
6.B.1.d
Identify a common multiple and the least common multiple AL: Use no more than 4 single digit whole numbers
Teaching Student-Centered Mathematics Grades 3-5 by Van de Walle and Lovin, pages 166.
Think Tank Problem Solving The following Grade 4 Think Tank (Problem Solving) cards practice finding multiples. Think Tank Problem Solving Math Drills to Thrill by Kim Sutton
6.B.1.d | 1
Example: Find the LCM of 3 and 8 3: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30 8: 8, 16, 24, 32, 40, 48, 56, 64, 72 3: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30 8: 8, 16, 24, 32, 40, 48, 56, 64, 72 The LCM = 24
have in common.
ones that are in common are placed in the intersection of the Venn.
6.B.1.d | 2
Option C: Prime Factorization To use this method, students must be able to identify prime numbers and find the prime factorization of a number (commonly found using a factor tree). The Virtual Manipulatives website has a program to practice prime factorization. This site is found at: http://www.matti.usu.edu/ma/nav/activity.jsp?sid=nlvm&cid=3_2&lid=202. Steps Example: Find the LCM of 6 and 8
The number of primes in 6 is one 2 & one 3. The number of primes in 8 are three 2s. The largest number of 2s is three. The largest number of 3s is one. Sothe LCM is 2 x 2 x 2 x 3 which is 24.
6.B.1.d | 3
6.B.1.d | 4
Lesson Seeds
Math Drills to Thrill by Kim Sutton pages 164-166 This book gives students an opportunity to practice finding multiples of a number. Once students know the multiples of a number they can use this information to find the LCM. Least Common Multiple Bingo - Adapted from Nimble with Numbers 6 & 7. LCM Sample Problems Sum Squares Puzzles These are puzzles that are similar to those that are produced by Origo Math (Zuplez). These are original and do not duplicate these cards (These were not purchased by the county. Some schools purchased them on their own). These cards were created to fit the grade 4 and 5 objectives from the State Curriculum. When using, the students fill in the digits so that each row and column has the sum that is indicated (beside each row and column). Students should first fill in the digits that have clues that they can solve. Hot Math Topics: Fractions and Decimals #29 One way students could solve this problem would be to find a common multiple.
6.B.1.d | 5
Classroom Setup: Groups of 3 students (2 players and 1 checker) Directions: 1. Player A spins both spinners. The player uses their dry erase board to find the Least Common Multiple (LCM). The checker in the group uses the answer key to check the solution. If it is correct, the player can cover that LCM on the board. If it is incorrect, they lose their turn. 2. Players repeat step 1 until 1 player has 3 markers in a row on the game board.
6.B.1.d | 6
12 15 24 6 12 8 8 3 12
35 10 6 28 4
30 42 14 5 7 6
40 21 12 20
6.B.1.d | 7
1st Spinner 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4 5 5 5 5 5 5 6 6 6 6 6 6
2nd Spinner 3 4 5 6 7 8 3 4 5 6 7 8 3 4 5 6 7 8 3 4 5 6 7 8 3 4 5 6 7 8 3 4 5 6 7 8
LCM 3 4 5 6 7 8 6 4 10 6 14 8 3 12 15 6 21 24 12 4 20 12 28 8 15 20 5 30 35 40 6 12 30 6 42 24
6.B.1.d | 8
6.B.1.d | 9
6.B.1.d | 10
2.
4.
6.B.1.d | 11
_____________________
_____________________
6.B.1.d | 12
6.B.1.d | 13
6.C.1.a
Multiply whole numbers AL: Use a 3-digit factor by another factor with no more than 2-digits and whole numbers (0 10,000)
Elementary and Middle School Mathematics, Seventh Edition, by John Van de Walle, Karen Karp, and Jennifer Bay-Williams, pages 226-231.
Teaching Student-Centered Mathematics Grades 3-5 by Van de Walle and Lovin, pages 8, 15, 116-118, 120, 129-130.
6.C.1.a | 1
5-6
Speedy Starters Brain Builders Mental Teasers Mind Benders Super Solvers Grand Masters
4-5
Fundamentals 5-6 Mathementals Math Focus Activities by Kim Sutton 5 Your SAS has a copy of this book.
20-23, 36-39
12-15 16-19 20-23 55-76 50-53
6.C.1.a | 2
6.C.1.a | 3
6.C.1.a | 4
6.C.1.a | 5
Lesson Seeds
Fundamentals 4-5 and 5-6 Both of these books include games to practice mental math strategies with computation concepts. In unit 5 it is still very important to continue to help students develop mental computation concepts. Developing mental math concepts will also help students with estimating. Students who lack number sense and mental math strategies are often unable to estimate efficiently. Math Strings Adapted from Minilessons for Extending Multiplication and Division by Fosnot and Uittenborgaard. What are math strings? Math strings are designed as a whole group, on the carpet, guided and explicit mini-lesson to help students develop efficient computation skills. These lessons can also be used with small groups of students as you need to differentiate instruction. These minilesson strings are tightly structured computation problems designed to help students be able to look at number first, make connections, and then decide on the computation strategy to be used. These strings are designed to support the development of a variety of mental math strategies as well as traditional algorithms. Cluster Problems These problems give students a cluster of expressions that could be used to solve the given problem. Students may use one, or more, or none of the suggested problems. This scaffolding will help some students get started and for other students it will give them some other ways to think of the problem. NCTM Sample Problems The Candy Bar Problem This is a lesson seed for a problem based lesson. The Penny Problem This is a lesson seed for a problem based lesson. Product Problem This is a lesson seed for a problem based lesson.
6.C.1.a | 6
Math Strings
What are math strings? Math strings are designed as a whole group, on the carpet, guided and explicit mini-lesson to help students develop efficient computation skills. These lessons can also be used with small groups of students as you need to differentiate instruction. These mini-lesson strings are tightly structured computation problems designed to help students be able to look at number first, make connections, and then decide on the computation strategy to be used. These strings are designed to support the development of a variety of mental math strategies as well as traditional algorithms. What materials does the teacher need? Large chart paper (Teachers are encouraged to use paper so that they can be referred to later on in lessons and when doing future strings as opposed to writing on the board and erasing.) 2 markers (different colors) How do I use these math strings in my classroom? Math string mini-lessons are usually done with the whole class together in a meeting area (carpet/rug). This allows students to interact with you and each other (think/pair/share) as appropriate. The problems are written one at a time (use one color ink for the problem and another color for the students thinking) and the learners are asked to determine an answer. Students are encouraged to use mental math, but they do not have to always compute mentally. Encourage students to examine the numbers in the problem and think about creating, efficient ways to find the solution. As students share their thinking, the teacher will write their thinking using a different color marker (so that the students can clearly see the thinking they brought to the problem). It is also important to see if students can discover the relationships between each of the problems in the string. Keep in mind that we need to honor students strategies when using strings. Teachers should accept alternative solutions and explore why they work. Use models and
6.C.1.a | 7
manipulatives as needed to facilitate thinking. The intent is not to box students into one particular strategy but to help students developed number sense, computation, problem solving, and critical thinking. Second, do not use the string as a recipe that cannot be varied. You will need to be flexible. The strings are designed to encourage discussion and reflection on various strategies important for numeracy. The math strings below are samples of strings that can be used in your classroom. Teachers are encouraged to develop their own strings based on the knowledge and level of their own students. These strings are designed so that students can see how breaking apart a number can help in finding the product. For example, if a student is given the problem 2 x 32, the goal is for them to see the ways they can break it apart. In this case 2 x 10 (this is easy if kids understand the pattern of multiplication by 10), added 3 times (20 + 20 + 20), plus the product of 2 x 2 (4). Thus they would find the answer to be 60 + 4 or 64. Student could short cut this process by multiplying 2 x 30 (60) and then adding the product of 2 x 2 (4).
6.C.1.a | 8
3 x 42
How could our answers to the first 2 problems help us with this problem? How can what we learned in the first three problems help you with these problems?
6 x 10 6 x 50 6 x 53
6 x 200 6 x 14 6 x 186
How are the first 2 problems rd similar to the 3 problem? Could you use the products of the first two problems to help you solve the last problem? What strategies helped us solve these problems?
String 6 10 x 9 9 x 10
What do you notice about the first two problems? Is this always true?
36 x 7 18 x 14
How do these two problems relate? Could this relationship help you find 18 x 14 without using the traditional algorithm?
28 x 18 56 x 36
How do these two problems relate? Could this relationship help you find 18 x 14 without using the traditional algorithm?
6.C.1.a | 9
String 10 4 x 25
Can you relate this to money? How could quarters help you solve this problem?
16 x 25 400 x 25
Could the first problem help you solve this problem?
99 x 15
Which other problem most closely relates to this problem?
1600 x 25
How does this relate to 16 x 25?
30 x 100 30 x 50 32 x 50 33 x 50 84 x 50
6.C.1.a | 10
Be prepared to explain how you solved the problem. Can you solve this problem a different way? Solve the problem 96 x 52 You may want to consider using on the following expressions to help you: 96 x 100 96 x 50 96 x 2 100 x 52 4 x 52
Be prepared to explain how you solved the problem. Can you solve this problem a different way? Solve the problem 62 x 50 You may want to consider using on the following expressions to help you: 60 x 50 2 x 50 62 x 100 60 x 100
Be prepared to explain how you solved the problem. Can you solve this problem a different way?
6.C.1.a | 11
Solve the problem 235 5 You may want to consider using on the following expressions to help you: 100 5 200 5 35 5 5 x 20 5x7
Be prepared to explain how you solved the problem. Can you solve this problem a different way? Solve the problem 315 x 82 You may want to consider using on the following expressions to help you: 3 x 82 10 x 82 5 x 82 30 x 82 300 x 82 310 x 82
Be prepared to explain how you solved the problem. Can you solve this problem a different way? Solve the problem 498 x 9 You may want to consider using on the following expressions to help you: 400 x 9 500 x 9 90 x 9 8x9 2x9
Be prepared to explain how you solved the problem. Can you solve this problem a different way? Solve the problem 282 x 40 You may want to consider using on the following expressions to help you: 7 x 40 300 x 40 250 x 40 2 x 40 280 x 40 80 x 40 282 x 10 282 x 20
Be prepared to explain how you solved the problem. Can you solve this problem a different way?
6.C.1.a | 12
Solve the problem 25 x 160 You may want to consider using on the following expressions to help you: 25 x 10 25 x 100 25 x 50 10 x 160 20 x 160 5 x 160
Be prepared to explain how you solved the problem. Can you solve this problem a different way? Solve the problem 103 x 75 You may want to consider using on the following expressions to help you: 103 x 100 100 x 100 3 x 100 100 x 75 100 x 70 3 x 5 100 x 50
Be prepared to explain how you solved the problem. Can you solve this problem a different way? Solve the problem 1,640 40 You may want to consider using on the following expressions to help you: 1,000 40 1,600 40 600 40 2,000 40 80 40 320 40
Be prepared to explain how you solved the problem. Can you solve this problem a different way?
6.C.1.a | 13
After studying the length of a dinosaur's stride the distance between its footprints scientists have determined from tracks made by medium-sized dinosaurs that the fastest speed they could travel was about 27 miles per hour. At this speed, how long would it take a medium-sized dinosaur to travel 60 miles? How long would it take this dinosaur to travel 167 miles? How long would it take this dinosaur to travel from your home to your school? From your school to the nearest park or grocery store? Try counting the blades of grass in the patch of lawn that you are sitting on. It is not as hard as it sounds. Cut a one-inch square from the middle of a piece of paper. Lay the paper with its one-inch hole on the grass. Count only the blades of grass that peek through the hole. Figure out how many square inches of grass are in the patch of lawn. How could this information help you find the solution? National parks are among America's treasures. A Congressional act set aside nearly 400 sites because of their unique physical or cultural value to the nation. The U.S. Department of the Interior oversees the parks for public use, including Yellowstone National Park in Wyoming, Yosemite National Park in California, and Bryce Canyon and Zion National Parks in Utah. Imagine you have decided to take a journey around the country to see all these parks. How many months would it take if you decided to visit 2 parks per month? 4 parks per month? 6 parks per month? 8? 10? How many years would it take at those rates? Organize your data by making a chart. Look for patterns and share what you notice with a friend. To learn more about the national parks, visit www.seeamerica.org. The 112 fourth-grade students at Edgemont Elementary School are planning to donate pennies to a local charity. About how many pennies will each student need to bring to school if they are to meet their goal of collecting $75? If your grade level was to donate the same amount, how many pennies would each student need to bring?
6.C.1.a | 14
6.C.1.a | 15
6.C.1.a | 16
The Problem: Im thinking of a number. Multiply the number by itself and then by itself again and you will get 216. What is the number? How do you know?
6.C.1.a | 17
25 x 100
25 x 10
5 x 20
20 x 20
25 x 100
25 x 10
5 x 20
20 x 20
6.C.1.a | 18
6.C.1.a | 19
6.C.1.b
Divide whole numbers AL: Use a dividend with no more than a 4-digits by a 2-digit divisor and whole numbers (0 9999)
Elementary and Middle School Mathematics, Seventh Edition, by John Van de Walle, Karen Karp, and Jennifer Bay-Williams, pages 232-237.
Teaching Student-Centered Mathematics Grades 3-5 by Van de Walle and Lovin, pages 124-128.
6.C.1.b | 1
Nimble with Numbers Speedy Starters Mental Teasers Mind Benders Pace Setters Super Solvers Super Sleuths Mega Minds
5-6 5 5 5 5 5 5 5
Think Tank Problem Solving Good Questions for Math Teaching Mathementals Fundamentals Math Focus Activities by Kim Sutton
6.C.1.b | 2
leaves me with 3 ones as a remainder. In all I gave out to each group 1 hundred, 4 tens, and 5 ones with 3 left over for 145 r 3.
Based on the information about invented strategies a WCPS resource that can be used to explore these strategies are Origo Fundamentals and Mathementals resource books. Additional Invented Strategies for multiplication might include: o Halve multiples of 10 o Halve dividing by 4 o Place Value o Divide the parts o Break up the dividend This website gives teachers examples of alternative algorithms for division. Each method includes a video demonstration of the alternative algorithm. http://mb.msdpt.k12.in.us/Math/Algorithms.html
6.C.1.b | 4
Division Models: Below are four different models of division that students can use.
Ruby has a 224 photos. Each page of her photo album hold 17 pictures. How many pages will she fill up completely with her pictures? Repeated Subtraction Chimney Division Alternate Method Traditional Algorithm
In this model students find the number of pages by subtracting 17, repeatedly, until no more groups of 17 can be subtracted.
This method asks students to look at the dividend as a whole number instead of as digits as in the traditional algorithm. Students think, how This model is effective many groups of 17 can if students do not I take out of 224? know their They may choose any multiplication facts number as long as the but, they must be able product is less than or to subtract accurately equal to 224. Many and it takes up lots of students will start paper. with 10. Each time they multiply and subtract they write the partial quotients above the problem. In the end they add all of the partial quotients to get the solution (in this case 13 R 3).
This alternate method uses partial solutions to solve the problem. Like the chimney method, students look at the dividend as a whole number instead of digits and think, How many groups of 17 are in 224?
6.C.1.b | 5
6.C.1.b | 6
6.C.1.b | 7
Lesson Seeds
Open-Ended Problems
6.C.1.b | 8
Open-Ended Problems
There are many great open-ended problems in the purple book titled, Good Questions for Math Teaching. Here are some additional open-ended division problems: o Nine hundred people were divided into teams. If there were always the same number of people on all teams, what do you know about the number of possible teams and the number of members on each team? o A group of students shared 120 cookies. What can you say about the number of students and the number of cookies they each got? o Richardsville School has 600 students in K-5. There are as close to 18 students per class as possible. What can you say about the number of classes? o Lincoln Elementary has nearly 1,000 children from K-5, with about the same number of students in each grade. Most classes have close to 25 students. No class has more than 25 students. What can you figure out from this information?
6.C.1.b | 9
6.C.1.b | 11
6.C.1.b | 12
6.C.1.b | 13
6.C.1.c
Interpret quotients and remainders mathematically and in the context of a problem AL: Use dividend with no more than a 3-digits by a 1 or 2 digit divisor and whole numbers (0 999)
Nimble with Numbers Good Questions for Math Teaching Fundamentals Number Sense
5-6
5, 7, 8 2 8
6.C.1.c | 1
Book Location:
MathStart Literature
6.C.1.c | 2
Lesson Seeds
Three Remainder Plays These are three plays to explore the concept of remainders (Round-Up, You Just Drop It, Sharing is Very Important). Each one deals with real-world situations and how to interpret remainders. All three plays are important to considering the different ways to interpret remainders. It is recommended that all three plays be used and afterward have a whole class discussion (where process charts are created) where the situations and solutions are discussed Remainder Plays Questions for Discussion It is very important that students can discuss these plays so that they can form generalizations about each type of interpretation of remainders. It is highly recommended that these questions be discussed as a whole group and that they class creates a process chart about each type of remainder interpretation. The answers to the listed questions could be used to create the process chart. Remainder Stories These are intended to be used after students have read the 3 Remainder Plays and have a whole group class discussion of the play questions. These problems could be used a sort as well as having students solve them. Remainder Game Remainder Sample Problems Remainder of One Lesson by Marilyn Burns This lesson sample can give discussion ideas to help teachers guide students in making meaning from remainders. 20 Thinking Questions Base Ten Blocks Question 11
6.C.1.c | 3
6.C.1.c | 4
6.C.1.c | 5
6.C.1.c | 6
6.C.1.c | 7
Round-Up!
Characters: Narrator Wrangler John Mom Tyler Nikki Brittany Tylers Dad Voice
Scene 1
Narrator: Our play begins in the family room of a modern home where two 11-year-old children are gathered around the TV. Mom: (entering from the kitchen) Tyler! Nikki! I want to talk to you! (The children stay glued to the TV.) Nikki! Tyler! Youll want to hear what I have to say! Tyler and Nikki together: Okay, Mom, whats up? Mom: We have our plans for the family reunion. Were going to a dude ranch with all the cousins. Youll spend a week away from the TVriding horses, rafting a river. You might even get to take part in a cattle round up! Tyler: Cool! When are we going? Mom: Next Friday. Nikki: Can I ride with my cousin Brittany? Mom: Everyones coming to our house to meet. I dont think well need to take everyones cars. Gas is so expensive, we might as well take as few cars as possible.
6.C.1.c | 8
Scene 2
Narrator: Now the setting changes to the front yard outside Nikki and Tylers house. All the relatives are gathered to go to the reunion together. Nikki is standing by her mom, not really listening. Tyler is standing next to his dad. Tylers dad: All right, everyone! Stand together! How many people do we have? Lets seeI think we have 23 people, counting all the children. Each car we are taking has 5 seat belts, so how many cars do we need? Tyler: Thats easy, Dad. 23 divided by 5 = 4R3. We need 4R3 cars! Narrator: A strange voice is heard above the crowd. Everyone freezes as it calls in a low, slow, Western drawl Voice: Round-up! Narrator: Slowly the action returns, but Tyler acts as if he has been struck by lightning. Tyler: Dad, no. We dont need 4R3 cars. I have to round up that remainder. We need 5 cars.
Scene 3
Narrator: We join our cast outside the main lodge at the No-Remainder Ranch. Nikki and her mom are standing in front of Wrangler John. Wrangler John: Welcome, everyone! Gather round so I can assign you a bunk. Lets see, there are 23 of you, and I can put 4 in a cabin. How many cabins do I need? Nikki: I can do that problem in my head! 23 divided by 4 = 5R3. We need 5R3 cabins! Narrator: Again, a strange voice is heard above the crowd. Everyone freezes as it calls in a low, slow, Western drawl Voice: Round-up! Narrator: Slowly the action returns, but now Nikki acts as if she has been struck by lightning.
6.C.1.c | 9
Nikki: Wait! 5R3 cabins doesnt make any sense. I need to round up the remainder! We need 6 cabins for 23 people. One bunk will just have to be empty.
Scene 4
Narrator: Join Nikki and Tylers family in a clearing next to the bank of a fast-moving river. Family members are putting on life jackets and waiting for instructions from Wrangler John. Nikki and her cousin Brittany are standing together. Wrangler John: Be sure your life jacket is on properly. The river is fast and you will encounter some class 4 rapids. We havent lost anyone yet this year, and we dont expect to. Each raft holds 6 guests, plus a guide who knows the river well. Lets seewe have 23 guests. How many rafts do we need to take? Brittany: Thats easy! 23 divided by 6 = 3R5. We need 3R5 rafts! Narrator: Everyone suddenly becomes silent. Tyler and Nikki look around, as if expecting the voice. And, sure enough, seemingly out of nowhere, it calls Voice: Round-up! Narrator: Brittany rubs her forehead as if she has been hit by lightning. Then she excitedly calls Brittany: Wait! 3R5 rafts doesnt make any sense! I have to round up! We need 4 rafts.
Scene 5
Narrator: Its night time, and the guests of the No-Remainder Ranch are seated around a campfire. They are listening to Wrangler John tell stories about the mountains around them. Wrangler John: Do you want to hear another story? Tyler, Nikki, Brittany: Yes! Wrangler John: Well, okay. This story has been around for a long time, and folks around here believe it to be true. Have you wondered, since you have been here, how the ranch got its name? (The assembled guests nod their heads, and Wrangler John continues.) A
6.C.1.c | 10
long time ago, people around here couldnt stay safely through the winter. Gathering enough provisions took too much work, and it made sense to go down to town where it was warmer. So, early every November, after all the harvestin was done, the animals were driven down to lower ground. There wasnt much of a ranch here, and it wasnt named at all. Those who worked here came back after the animals were secure and gathered the last of their things and then went back to town in their wagons. This happened year after year without incident. That is until 1906. In 1906 snow came earlier than usual, and the cattle drive had to be put together quickly. Five men came back to the ranch after that, just to tidy things up and get the last of their provisions. They had to hurry, because a fierce storm was just a few hours away, and getting stuck at the ranch over the winter would be no picnic. Narrator: Wrangler John looked carefully over his audience to see that they were paying attention. No one spoke. Wrangler John: The men had one wagon, drawn by two work horses. They divided into teams of two for the last of their chores and then got into the wagon and drove away. What they didnt realize was that in dividing 5 men by 2, they had left one man out. Scorch, as they called him, because he usually burned dinner, had no partner, no job, and had been left to winter alone at the ranch. By the time they realized theyd forgotten Scorch, the high country was buried in three feet of snow and it was too late to go back and search for him. Tyler: Was he ever seen again? What happened to him? Wrangler John: No. The next spring, when the wranglers returned to the ranch, a careful search was conducted. But no remains were ever discovered. However, a strange legend surrounding Scorchs disappearance is told today. It is said that he protects people all over these parts from being left behind. Whenever a group is dividing into sets, and an important remainder might be forgotten, he calls in a low, slow drawl, Round-up! and the group remembers to include the remainder. In fact, its after one such experience that the name of the ranch was changed to the No-remainder Ranch. But its just a legend. I dont know anyone personally who has heard the voice Narrator: The crowd grows silent as Brittany, Nikki, and Tyler look at each other in amazement. They know THEYVE heard the voice. Each time they were about to leave an important remainder behind, the voice instructed them to round up. And, as if to remind them forever, once more they heard the low, slow, Western drawl Voice: Round-up!
6.C.1.c | 11
Scene 1
Narrator: Marisol and Shailee have lived next door to each other for nine of their eleven years, and except for a few fights every now and then have been best friends the entire time. Marisol puts up with Shailees moodiness, and Shailee puts up with Marisols clumsiness. Best friends have to forgive each otherthats why they are best friends. They do have a lot in common: both love sports and good music, and right now both of them want to be veterinarians when they grow up. In fact, they are discussing their future right now. Marisol: Shailee, how do you think we are going to be able to afford all the school it takes to be veterinarians? Shailee: I think we should start saving our money now! Marisol: What money? I dont even get an allowance. Shailee: Well, lets start a business! If we can start earning money, well be able to start saving money. Marisol: What could we do? Were a little old to sell lemonade. Shailee: Actually, Ive been thinking about this for a while. We could set up a roadside stand and sell baked goods, lemonade, and flowers. If we are smart about it, I think we could earn a lot of money.
6.C.1.c | 12
Scene 2
Narrator: Marisols mom had a connection with a flower wholesaler, and Shailees grandma made the best cookies and brownies in town. It didnt take long for Marisol and Shailee to have a whole kitchen full of flowers and goodies to sell. Shailee: Hold these flowers, Marisol, while I tie ribbons around them. I want to put them in bunches of 7. Hmmwe have 37 flowers. How many bunches of 7 can we make with 37 flowers? Marisol: Thats easy! We can make 5R2 bunches. Oops, Shailee, Im sorry! I dropped those two flowers! Im so clumsy! I accidentally dropped the remainder! Shailee: Dont worry. We couldnt make a bunch with just two flowers; we couldnt use them anyway. It was okay to drop the remainder. We really only could make 5 bunches. Now, hand me those brownies Narrator: Marisol gave Shailee a tray of brownies. Shailee: Okay, we can fit 6 brownies on each plate. How many brownies do we have? Marisol: We have 34 brownies. With 6 on a plate, we can fill 5R4 plates of browniesOh, no! I accidentally dropped 4 brownies! Theyre just crumbs on the floor now! Im sorry Im so clumsy. Shailee: Marisol, you are clumsy, but you dropped just the remainder, and we couldnt use it anyway. No one would want to pay for a plate that was only 2/3 full. We still have 5 plates of brownies. But will you carefully hand me the chocolate chip cookies? I need to count them. Marisol: Ill count them. There are 50 cookies, and they look really yummy! Lets put them in sets of 8. That way well have 6R2 plates. Narrator: Marisol started handing the tray of cookies to Shailee. But just before Shailee grasped them, Marisol slipped on the brownie crumbs on the floor and two cookies slid off. Marisol: Shailee, I just dropped two of the cookies! What will we do now? Shailee: Marisol, dont worry about that! You just dropped the remainder! They were extra anyway. We still have 6 plates of cookies to sell.
6.C.1.c | 13
Scene 3
Narrator: Every weekend Shailee and Marisol sold flowers and baked goods at their roadside stand. Soon their business grew so large that they had to hire more employees. David and Sean: Marisol and Shailee, thanks for letting us work for you. What do you want us to do? Shailee: David, will you put the flowers in bunches of 7 and tie ribbons around them? Try to choose colors that look good together. Marisol: Sean, will you put the brownies and cookies on plates and wrap them? We sell brownies in sets of 6 and cookies in sets of 8. David: There are 58 flowers. That means I can make 8 bunches of flowers with a remainder of two. What do I do with the remainder? Sean: There are 40 brownies. That means I can make 6 plates with a remainder of two. And there are 46 cookies. I have enough cookies for 5 plates with a remainder of 6. What do I do with the remainder? Narrator: Shailee and Marisol just looked at each other and laughed. Then they said to David and Sean Marisol and Shailee: YOU JUST DROP IT!
Scene 4
Narrator: The money kept piling up in the bank, and in a little over fourteen years Marisol and Shailee had their very own veterinary clinic. They were still best friends Shailee was still moody and Marisol was still clumsy. On a June morning as Shailee was standing behind the front desk, she was surprised to see David and Sean show up at their shop. It had been years since the childhood friends had seen one another. Shailee: Hi, David and Sean. Its wonderful to see you! Marisol, (she calls into a room behind her), will you bring drinks for everyone? (She turns back to David and Sean.) David: Hi! Id like you to meet my wife, Brianna, and our Golden Retriever, Lucky. We brought him to you so he could get his shots. You remember Sean, dont you?
6.C.1.c | 14
Sean: Hi! This is my Chihuahua, Bentley. He needs shots too. Marisol: (entering with 6 cups of water) Hi! Here, have some water. Oh, I brought 6 cups when I only needed five (she slips, spilling one of the cups onto the floor.) Uh, ohI dropped it! Oh, wellit was an unimportant remainder anyway. Theres nothing wrong with dropping an unimportant remainder!
6.C.1.c | 15
Scene 1
Narrator 1: Have you ever had a little brother or sister turn into a nosy tattle-tale? Scott and Travis did. Their little sister Samantha turned five and thought she was the boss of everything! But one day, they decided they were glad to have her around. That day, Little Samantha saved Travis life. Narrator 2: Our story begins in the Hunter familys back yard. Scott is 13, Travis is 10, and Samantha is 5. As usual, Scott and Travis are trying to accomplish something, and Samantha is in their way. Scott: Travis, hand me that rope. I want to tie knots in it. We can climb it to get into our tree fort. (Travis hands Scott the rope.) If we cut it in two pieces, we can use for the front door and for the back door. Hmmwe have 11 feet of rope. How long does each piece need to be? Travis: Thats easy! 11 divided by 2 = 5R1. Each piece needs to be 5R1 feet long. Samantha: Im telling Mom! Youre not sharing! Travis: Not sharing what? What are you talking about? Scott: Just ignore her. You said what about the rope? Travis: Each piece needs to be 5R1 feet long.
6.C.1.c | 16
Narrator 1: Samantha didnt want to be ignored, so she went to their mother for help. Soon Mom came into the back yard. Mom: Boys, Samantha says you arent sharing. Dont you know that you need to share whenever you can? Sharing is very important. Narrator 2: With that bit of advice, Mom went back into the house. And Travis and Scott went back to work. Travis: (with a long look at Samantha) Scott, something Mom just said made sense. We can share this remainder. Each piece of rope can be 5 feet long. Thanks, Samantha. You actually helped us with this tree house.
Scene 2
Narrator 1: Within a few days the tree house was finished, and it was time to have a sleepover in it. Scott and Travis decided there was room for 4 sleeping bags, so each of them invited his best friend. As soon as it was dark, they climbed the ropes and settled in. Narrator 2: Of course, no one really sleeps at a sleepover, right? Within minutes, on each boys sleeping bag was heaped a pile of treasurewhole bags of candy, stacks of baseball cards for trading, and Game Boys and Ipods for later, when the talking wore thin. Scott: Justin, are you ready to share your Airheads? I want a blue one. Justin: There are 17 in the bag and we have 4 kids. How many does that give each of us? Travis: Im good at division. 17 divided by 4 = 4R1. Each kid gets 4R1 Airheads. Narrator 1: At just that moment, Samanthas head popped up in the entrance to the tree fort. Samantha: Hey, you guys forgot to invite me. And youre not sharing! Dont you know sharing is very important? Scott: (with a long look at Samantha) Travis, youre right about Samantha. Sometimes she says just the right thing. We can share that remainder. Each kid gets 4 Airheads, and we can divide the last one into 4 pieces. Well each get 4 Airheads.
6.C.1.c | 17
Travis: Im okay about Airheads, but what Im really eyeing is Hectors Reeses Peanut Butter Cups. Hector, how many Reeses do you have? Hector: There are 10 in the bag. And I know that 10 divided by 4 = 2 R2, so we each get Samantha: If you dont start sharing, Im telling Mom again! Travis: (looking at Samantha) Okay, well share the remainder. 10 divided by 4= 2R2. But if we share the remainder, well each get 2 1/2 Reeses. Scott: Now, Samantha, get lost. This is a BOY tree house!
Scene 3
Narrator 2: The tree house was a big hit. For most of the summer Scott and Travis had a sleepover in it at least once a week. But in mid-August, Scotts friend, Justin, had another big idea. Justin: Hey guys, lets do a survival camp-out on Slickrock Mountain! Hector: Whats a survival camp-out? Justin: Its when we each go our own way and we have to stay alone all night, without a tent or anything! Travis: Is it safe? Scott: Sure! We dont go very far from each otherjust far enough to not see each other. Well stay at the old mine camp. Narrator 1: The boys got permission from their parents, and decided to meet in exactly one week with all their camping gear. They would get ready in Scott and Travis back yard.
Scene 4
Narrator 2: It was still hot at 7 p.m. when the boys gathered for their campout. The mine camp was just a couple of miles from Scott and Travis house, so they decided to hike in
6.C.1.c | 18
and then separate at bedtime. They piled their stuff on the concrete patio, just to be sure they had thought of everything. Justin: Does everyone have a flashlight? Boys: Yeah! Hector: What about mosquito repellent? Boys: Yeah! Scott: What about matches? Justin: Oh, I dont. Travis: Neither do I. Hector: I dont either. Scott, do you? Scott: Yeah, I have a few books of them. Do you guys want to use some? Boys: Yeah! Scott: Okay, I have 5 books. With 4 boys, we each get Travis: I know! 5 divided by 4 = 1R1. We each get 1R1 books of matches. Narrator 1: All of a sudden Samantha appeared around the corner of the house. Samantha: Hey, guys, are you sharing yet? If you dont share, Im telling Mom. Sharing is very important! Travis: (looking at Samantha) Hmmcan we share this remainder? I guess so. Well split open the book and each take 5 matches. Hows that for sharing?
Scene 5
Narrator 1: Travis, Scott, Justin and Hector took off for the old mine camp. There they cooked a fine dinner over a large campfire and then sat late into the evening, roasting
6.C.1.c | 19
marshmallows and counting the constellations. Travis absent-mindedly threw his book of matches into the fire and watched it flare up and then disappear. Narrator 2: Then it was time to find a solitary place to camp. The boys decided to each take 100 steps in a different direction, so they wouldnt be too far away. Travis chose to walk 100 steps up the side of Slickrock Mountain, hoping to find a sheltered niche against a fir tree. Travis: This is a good spot. I think Ill sleep here. Narrator 1: And so he fell asleep with a sweatshirt for a pillow and fir branches for a blanket. He slept soundly all night. Narrator 2: But when he woke up, he wasnt sure at all where he was. Everything looked different by daylight. He tried calling his brother and friends, but no one answered. Knowing the rules of survival, he didnt hike awayinstead he waited in the same spot for someone to find him. Travis: Ill stay right here. I know my family will come looking soon. Narrator 1: The day passed without anyone finding Travis. And as night came, it looked like it would snow. Suddenly, Travis was afraid he was in real trouble! Travis: I wish I hadnt thrown all my matches in the fire. I could really use a signal fire about now. I bet if I built a fire, my family would find me soon, and I would stay warm too. Narrator 2: Travis reached his hand deep into his left front pocket, wishing he had that book of matches. Almost unbelievingly, his hand found the five remainder matches that Samantha had insisted be shared. Travis: Hey! I have 5 matches! It is important to share a remainder! I can build a fire with these and my family will rescue me! Narrator 1: It didnt take long for Travis to build a roaring fire, with smoke and flames reaching high into the sky. It didnt take much longer for Travis family to find him, high on Slickrock Mountain, and to bring him home. They had been searching all day, but they had been on the opposite side of the mine camp. Narrator 2: Travis was very happy to be home. Hed survived all right, because of Samanthas insistence that they share a remainder.
6.C.1.c | 20
6.C.1.c | 21
You Just Drop It 1. Why did Shailee and Marisol have to drop their remainders each time in this story? 2. What are some situations in the real-world, where it would be appropriate to drop it? 3. Write a good rule to help you know when you need to drop the remainder.
1. 2. 3. 4.
Sharing is Very Important Why didnt the remainders in this story need to be rounded up or dropped? What are some situations in the real-world, where it would be appropriate to share the result? Why is it that when you have to share the remainder the answer is always a fraction or decimal? Write a good rule to help you know when you need to share the remainder.
6.C.1.c | 22
Remainder Stories
Answer each question with a complete sentence. Then tell how you used the remainder (whether you rounded up, dropped, or shared the remainder equally). Last, tell why you used the remainder the way you did. Each problem is worth four points (1 point = correct answer; 1 point = complete sentence; 1 point = correct use of remainder; 1 point = explanation for use of remainder). 1. Skyler is helping his mother plan a wedding breakfast for his older sister, Jessica. They are expecting 63 family members to attend, and they are using round tables that seat 8 guests each. How many tables will be needed to seat 63 people? 2. Skyler and his sister, Rylie, are preparing flower bouquets as centerpieces for each table at the wedding breakfast. They hope to have enough to decorate the table that is displaying the wedding cake as well. They have 67 carnations and wish to put 6 carnations in each bouquet. How many bouquets can they make with 67 carnations? 3. Rylie is going to the zoo for her 12th birthday party, and she is taking 9 friends. The zoo has a new baby giraffe, and groups of 3 children are allowed at a time in a special viewing room to see the giraffe and his mother. How many tours will it take for Rylie and her 8 friends to see the giraffe? 4. At Rylies 12th birthday party, she wants to give each of her friends a jar with a variety of candy from the candy store. She has 5 friends coming, and she has 113 individually wrapped pieces of candy. If she gives each person the same number of pieces of candy, how many pieces will each friend receive in her candy jar? 5. While Rylie is celebrating with her friends, Skylers mom gave him $10.00 to share equally with his three best friends so they could buy candy too. How much money do Skyler and his friends each get to spend? 6. Jessica is making curtains for her new apartment. She has 15 yards of material to make 2 sets of curtains. How much fabric can she use for each set? 7. Jessicas mother is serving punch at the wedding reception. She has a punch bowl that holds 106 ounces of punch. How many 8-ounce servings can be poured from the punch bowl when it is full?
6.C.1.c | 23
3) Now the turn passes to the other player who rolls the number cube, makes equal groups, and records the remainder on his or her paper. 4) After each player has had 10 turns, the players add up the remainders on their piece of paper. The player with the greater total wins the game. Variations: Use a six-sided number cube for struggling students. Use a ten-sided number cube and a larger number of counters (instead of 20 change the dividend to 25, 30, etc.). Use a ten-sided number cube and create a spinner to have them spin for the divisor. (See the page which follows the score sheet for a spinner.) Game Wrap-Up and Possible Reflection Questions:
6.C.1.c | 24
1) After students have had time to play one game, have them bring their Score Sheet to the carpet for a wrap-up and reflection. 2) Begin a process chart. Ask students: Who has a division sentence, from their game, that gave you a remainder of zero? The teacher lists 5-6 of them on the process chart and then asks, What do you notice about each of these division sentences?, How do you know youre not going to have a remainder? (When the divisor is a factor of the dividend.) 3) Ask students Who has a division sentence, from their game, that gave you a remainder? The teacher lists these on the process chart. What strategies did you use to figure out the quotient and remainder? If you didnt have counters how could you find the quotient and remainder?
6.C.1.c | 25
20 3 = 18 R 2
20 4 = 5
Total Score
Total Score
6.C.1.c | 26
6.C.1.c | 27
6.C.1.c | 28
6.C.1.c | 29
6.C.1.c | 30
6.C.1.c | 31
6.C.1.c | 32
6.C.1.c | 33
6.C.1.c | 34
6.C.1.c | 35
6.C.1.c | 36
Make up two different division story problems that use 28 8. Use one situation that calls for ignoring the remainder and the other that calls for including it as fraction or decimal. Possible responses: Eight books fit in a box. If there are 28 books how many boxes will be filled? Ignore the remainder because the question asks about full boxes. If you just change the question to, How many boxes will be used? you can include the remainder as a fraction, so the answer will be 3 .
6.C.1.c | 37
Technology Links
Interpreting Remainders PowerPoint http://math4u.wicomico.wikispaces.net/file/view/Interpreting+Remainders+%233.pptx This is a PowerPoint that could be used with students to illustrate how to interpret remainders.
6.C.1.c | 38
6.C.1.c | 39
6.C.1.c | 40
6.C.1.c | 41
6.C.1.c | 42
Use what you know about discussion and remainders to explain how you found your answer.
Use what you know about discussion and remainders to explain how you found your answer.
6.C.1.c | 43
6.C.1.c | 44