5th grade eog review 2012-2013 - elementary math -...

Charlotte Mecklenburg School District 5th Grade Common Core Review Tasks 2012-2013

Grade FiveTasks for Review

of the

Common Core State Standards in Mathematics

Weight Distributions for Grades 3–5

Domain Grade 3 Grade 4 Grade 5Operations and Algebraic Thinking 30–35% 12–17% 5–10%Number and Operations in Base Ten 5–10% 22–27% 22–27%Number and Operations—Fractions 20–25% 27–32% 47–52%Measurement and Data 22–27% 12–17% 10–15%Geometry 10–15% 12–17% 2–7%

Total 100% 100% 100%

1


5th Grade EOG Review 2012-2013

Notes:

*This is not mandatory. This is a suggested outline of what EOG review might look like, according to the EOG % of domain distribution document; as well as the major, supporting, and additional cluster document.

*Keep in mind the Standards for Mathematical Practice while you are planning for EOG Review.

*When students are using models to solve word problems, make sure they write equations that match the problem.

*Make sure students are using reasoning to solve problems when multiplying and dividing decimals.

Day One- April 29

Warm- Up

5.NF.1-2Add and Subtract

Fractions(on number line)

Day Two- April 30

Warm- Up

5.MD.2-interpreting data

Day Three- May 1

Warm- Up

5.NBT.6-Using Properties to Multiply

and Divide

Day Four- May 2

Warm- Up

5.NBT.5-7Multiply and Divide

using are models

Day Five- May 3

Warm- Up

NBT.2- Expanded Form using exponents for

powers of ten

Activity

5.G.3,4 Classify two-

dimensional figures into categories based on their

properties

Activity

5.MD.3,4,5Geometric

measurement:Understand concepts of

volume and relate volume to multiplication

and addition

Activity

5.MD.3,4,5Geometric

measurement:Understand concepts of

volume and relate volume to multiplication

and addition

Activity

5.OA.3Analyze patterns and

relationships

5.G.1-2Graph points on the coordinate plane to

solve real-world and mathematical problems

Activity

5.NBT.1-2Understand

the place value system

5.NBT.5-6Perform operations with

multi-digit whole numbers and with

decimals to hundredths.

*5.MD.1 Measurement conversions can be

included with multiplication review

Day Six- May 6

Warm- Up

5.NBT.1-4Multiply

Using properties(order of operations)

Day Seven- May 7

Warm- Up

5..NBT.7Add, Subtract, Multiply

and Divide with Decimals

Day Eight- May 8

Warm- Up

5.NF.3

Interpret fractions as division

Day Nine- May 9

Warm- Up

5.NF 5.MD.1

Adding and Subtracting Fractions

Measurement conversions

Day Ten- May 10

Warm- Up

5.MD.2

Represent and Interpret Data

2


Activity

5.NBT1-2Powers of 10 with

decimals

5.NBT.3-4 Read, write, compare

decimals up to thousandths

Activity

5.NBT.7Add, sub, mult, divide

decimals

*Stress Reasoning to solve these types of

problems!

Activity

5.NBT.7 Add, sub, mult, divide

decimals

*Stress Reasoning to solve these types of

problems!

Activity

5.NF.1-2 Adding and subtracting

fractions

*Make sure you are using visuals for word

problems NF.2

*Make sure students are using equivalents, including decimals

Activity

5.NF.1,2Adding and subtracting

fractions

*Make sure you are using visuals for word

problems NF.2

*Make sure students are using equivalents, including decimals

Day Eleven- May 13

Warm- Up

5.OA.1

Write and interpret numerical expressions

Day Twelve- May 14

Warm- Up

5.NF

Solve problems with fractions

Day Thirteen- May 15

Warm- Up

5.OA.1

Review Classifying shapes

Day Fourteen- May 16

Warm- Up

5.G.3-4

Classify 2-dimensional figures

5.OA.3

Analyze patterns and relationships

Day Fifteen- May 17

Warm- Up

5.NF

Solve problems with multiplication and

division of fractions

Activity

5.NF.3-7 Multiply and Divide

Fractions

Activity

5.NF.3-7 Multiply and Divide

Fractions

Activity

5.NF.3-7Multiply and Divide

Fractions

Activity


Fractions

Activity


Fractions

Fraction Fun Time

*Comprehensive Review- You could use Jeopardy, games, etc.

EOG’s= Week of May 20th

3


Activities and Warm-Up ProblemsDay One

Cla

ssify

two-

dim

ensi

onal

figu

res i

nto

cate

gori

es b

ased

on

thei

r pr

oper

ties

5.G.3-4

3. Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

4. Classify two-dimensional figures in a hierarchy based on properties.

Activity

The Hierarchy of Quadrilaterals

Using the following shapes, create a hierarchy diagram and list the properties that are specific to each quadrilateral. Have groups share their results.

Warm-Up Problem - 5.NF.1-2

(try to use the number line to help you solve the following problem….)

Sensational Smoothies

Lana is using the following recipe to make smoothies for herself and three of her friends.

Ingredients: 1 1/3 cups of banana, 1/2 cup yogurt, 1 cup strawberries and 3/4 cup orange juice

If all the ingredients are placed in the blender and blended until smooth, is there enough for Lana and her 3 friends to each have at least 1 cup of smoothie? Explain how you know.

4


Day Two

Geo

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f vol

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and

rela

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5.MD.3-5

3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.

b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.

a. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.

b. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.

Activity

Building Rectangular Prisms

Have students construct as many different rectangular prisms as possible using 36 centimeter cubes (or snap cubes). Have them draw and label each one and explain how they determined the volume of each. Examples: (2 x 3 x 6), (2 x 9 x 2), (4 x 3 x 3), (3 x 1 x 12), and (6 x 6 x 1)

Warm-Up Problem - 5.MD.2

Mrs. Maye drew the following line plot on the board. She told the class that it represented the length of several different Lego blocks in centimeters.

How many blocks measure 1/2 centimeter?

If you put all the blocks together end to end, what would be the total length of all the blocks?

Show how you would label this line plot.

5

1/4 2/4 3/4 4/4 5/4


Day Three

Geo

met

ric

Mea

sure

men

t: u

nder

stan

d co

ncep

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f vol

ume

and

rela

te v

olum

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mul

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n an

d to

ad

ditio

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5.MD.3-5

3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

c. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.

d. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

c. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.

d. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.

Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.

Activity

Filling Boxes

Adam is filling three boxes with centimeter cubes. Box One measures 3 centimeters by 2 centimeters on the bottom and is 5 centimeters high. Box Two measures 2 centimeters by 2 centimeters on the bottom and is 6 centimeters high. Box Three measures 6 centimeters by 3 centimeters on the bottom and is 2 centimeters high.

Which box holds more cubes? Explain how you know.

How many cubes does each box hold?

Find the measurements of a different box that would hold the same number of cubes as Box Two.

Click the link below for additional activities from the NCDPI Lessons for Learning: Filling Boxes and Candy Boxes

http://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasks-Grade5.pdf/375611936/CCSSMathTasks-Grade5.pdf

Warm-Up Problem 5.NBT.6

Makayla tried to solve a word problem on her math test. She knew how to solve the problem but she couldn’t remember what 8 x 7 was? Show two ways Makayla could have found the answer by decomposing (breaking apart) the numbers.

6




Day Four

Gra

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the

coor

dina

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to

solv

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al-w

orld

and

mat

hem

atic

al 5.G.1-2

1. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

2. Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

5.OA.3

3. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

7

Charlotte Mecklenburg School District 5th Grade Common Core Review Tasks 2012-2013pr

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ms

Activity:

Pattern Block Trains

In this activity students will build a train made out of one kind of pattern block and record its growing perimeter as you add each new block. The challenge is to look for patterns and rules.

Remember: to find the perimeter of a figure you have to add the lengths of all the sides of the figure. (Therefore figure 3 would have a perimeter of 5, not 4. There are 2 triangles on the bottom of this trapezoid)

1.Complete the table below by finding the perimeters of the first five figures

Train # Perimeter

1

2

3

4

5

2. What patterns can you find?

3. Find the perimeter of a train with 12 triangles. Explain in words how you found your answer.



6. Write a rule to help you find the perimeter of a train with any number of triangles.

7. On graph paper, plot the data from the triangle pattern block train table. Here are some questions to think about when making your graph.

What will you label the x-axis? The y-axis?

What intervals will you use on each axis?

What will the title of your graph be?

Extension: Following the same directions as the triangle activity, find the perimeter of trains using squares, and

8


Day Five

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ith d

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o hu

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.

5.NBT.5-6

5. Fluently multiply multi-digit whole numbers using the standard algorithm.

6. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Activity:

The Largest Product/The Largest Quotient

Materials- deck of digit cards, calculator

Number of Players 2-4

Player One draws four cards and creates two 2-digit numbers that when multiplied together will create the largest product. Player Two should use the calculator to check the response.

Player Two draws four new cards and repeats the procedure from player one. At the end of each round the player with the greatest product earns one point. The first player to reach 5 points wins.

Variation: The Largest Quotient

Players draw 6 cards and create the dividend and divisor that will result in the largest quotient possible. The calculator can be used to check each answer.

Another variation: follow the above procedures and create the smallest products and quotients.

Warm-Up Problem: 5.MD.1

1. Reid needs a piece of molding 90 inches long for his science project. Molding is sold by the yard. How many yards does he need to buy? Explain how you know.

2. Joanne needs to make the punch for her family reunion. Her recipe calls for 2 1/2 cups of lemonade per batch of punch. She needs to make 20 batches of punch in order to have enough for everyone. She wants to buy the lemonade in gallon containers. How many gallons of lemonade does she need to buy? Explain how you know.

9



Optional Activity- Day Five

Con

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ts w

ithin

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iven

mea

sure

men

t sys

tem

.

5.MD.1

1. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

Activity

Matchbox Magic

Create a ramp approximately 9 inches high using a stack of books and a board about 18 inches long. Place a matchbox car at the top of the ramp and let it ride down the ramp. Measure the distance the car traveled to the nearest meter. Measure the same number of meters using a centimeter ruler. What do you notice about the relationship between the number of meters and the number of centimeters? Using a ruler with millimeters marked on it, measure the number of millimeters in the same number of centimeters. What is the relationship between the number of centimeters and the number of millimeters?

Click the link below for an additional activity from NCDPI grade 5 Lessons for Learning: Measurement Mania


Warm-Up Problem 5.MD.1 (choose from the following)

1. Each afternoon Mrs. Williams walks 1500 meters on the YMCA exercise bike. How many kilometers does she ride in 5 days? Explain how you know.

2. Our family cat weighs 3000 grams. Our puppy weighs 2 kilograms. Which animal weighs more? Explain how you know.

3. The largest bat is the giant golden-crowned flying fox with a weight up to 1.6 kg. How many grams is this?

4. The flying fox also has a wingspan of up to 1.7 m. How many centimeters is this? How many millimeters?

10

http://en.wikipedia.org/wiki/Giant_golden-crowned_flying_fox




Day Six

Und

erst

and

the

plac

e va

lue

syst

em

5.NBT.3-4

3. Read, write, and compare decimals to thousandths.

a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).

b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

4. Use place value understanding to round decimals to any place.

11


Activity

Decimal Clue Conundrum

Students will compose decimals that are in between two numbers, use comparison and place value to compose decimals, and represent decimals in many ways.

Materials:

number cards (0-9) one set per student

decimal point and direction cards (one of each per student)

Decimal Clue cards (one set per group)

Students work in groups of 3. Groups should set the Decimal Clue cards face down in the center of their group. Each student should take one clue card and build the decimal number that fits the clue using their number cards and decimal point. When everyone in the group has built their decimal, they should take turns sharing their Decimal Clue card and explain how their decimal fits the clue on the card. Group members should discuss whether they agree or disagree.

Now the three students should put their 3 clue cards together and try to create one decimal that fits all 3 clues. Once they find a decimal that fits the clues, they should write their decimal on a record sheet using 3 additional representations. (as a fraction, in words, as a picture, on a number line or in expanded form). If it is impossible to build a number that meets all 3 clues, explain why)*

When the group has finished examining the student work, the group may draw 3 new cards and repeat the process.

* If it is impossible to create a decimal that meets all 3 criteria, change one of the decimal cards to make it possible to create a number that fits all 3 clues.

Click on the link below to access the entire activity which includes all the blackline masters needed. The activity is found on pages 11-17 of the Lessons for Learning document.

http://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasks-Grade5.pdf

Warm-up Problem- 5.NBT.1-4 select from the following options

1. Using a number line, locate the following decimals: 1.4, 1.7, and 1.6. Round each to the nearest whole number. Explain how the number line can help you round decimals.

2. Tanya wrote the number 108.605 in expanded form as 100 + 8 x 1 + 6 x 1/100 + 5 x 1/1,000. Is she correct? Explain how you know.

3. What is ten times twenty-two thousandths written in standard and expanded form?

4. Write the number 135,248.796 in expanded form using exponents.

5. Write a story problem using the decimals 0.18 and 0.9 and 12.1

12

http://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasks-Grade5.pdf


Day Seven

Perf

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ith m

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digi

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le n

umbe

rs a

nd

with

dec

imal

s to

hund

redt

hs.

5.NBT.7

7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Activity

Close to Ten

2-4 players Materials: deck of digit cards

Game: each player draws 4 cards and creates two decimal numbers that when added together come as close to 10 as possible. The score is based on how close to 10 their answer is.

For example: Lea drew a 6, 2, 1 and 4 and created the numbers 6.2 and 4.1. She totaled them to get 10.3. So her score is 0.3. At the end of 5 rounds the player with the lowest score wins. (note- the decimal can be anywhere in either number created)

Warm-Up Problem- 5.NBT

Mara has a silver bracelet that measures 12 centimeters long and is made up of 4 charms and 18 beads. Each of the charms is 0.75 cm long. How long is each bead?

Use a model to solve this problem and explain how you found the length of each bead.

Day Eight

Perf

orm

op

erat

ions

with

m

ulti-

digi

t

5.NBT.7

7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

13

Charlotte Mecklenburg School District 5th Grade Common Core Review Tasks 2012-2013w

hole

num

bers

and

with

dec

imal

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Activity

Decimals on the Hundredths Grids

Using hundredths grids, show how you would multiply and divide the following decimals:

1. 0.2 x 0.4

2. 2 ÷ 0.5

3. 0.25 x 3

4. 3 ÷ 0.2

Explain how the hundredths grids help you to multiply and divide decimals.

Warm Up Problem 5.NF.3

If 5 fifth grade students have to share 3 submarine sandwiches and each student wants to have an equal share, what fraction of the sandwiches will each student receive?

Show how you know.

Day Nine

14

Charlotte Mecklenburg School District 5th Grade Common Core Review Tasks 2012-2013U

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quiv

alen

t fra

ctio

ns a

s a

stra

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to a

dd a

nd

subt

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frac

tions

.5.NF.1-2

1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

15


Activity

The Perfect S’Mores

Nick and Tasha are buying supplies for a camping trip. They need to buy chocolate bars to make s’mores, their favorite campfire dessert. Each of them has a different recipe for their perfect s’more. Nick likes to use 1/2 of a chocolate bar to make a s’more. Tasha will only eat a s’more that is made with exactly 2/5 of a chocolate bar.

1. What fraction of a chocolate bar will Nick and Tasha use in total if they each eat one s’more?

2. Nick wants to cut one chocolate bar into pieces of equal size so that he and Tasha can make their s’mores. How many pieces should he cut the chocolate bar into so that each person will get the right amount of chocolate to make their perfect s’more?

3. After Nick cuts the chocolate bar into pieces of equal size, how many pieces of the chocolate bar should he get? How many pieces of the chocolate bar should he give to Tasha?

The purpose of this instructional task is to motivate a discussion about adding fractions and the meaning of the common denominator. The different parts of the task have students moving back and forth between the abstract representation of the fractions and the meaning of the fractions in the context.

Click on the link below to view the entire commentary

http://www.illustrativemathematics.org/illustrations/861

Warm Up Problem 5.NF and 5MD ( Converting Fractions of a Unit into a Smaller Unit)

Choose from the following:

5.NF and 5.MD Converting Fractions of a Unit into a Smaller Unit1. Five brothers are going to take turns watching their family's new puppy. How much time will each brother spend watching the puppy in a single day if they all watch him for an equal length of time? Write your answer

Using only hours, Using a whole number of hours and a whole number of minutes, and Using only minutes.

16

http://www.illustrativemathematics.org/illustrations/861


Day Ten

Use

equ

ival

ent f

ract

ions

as

a st

rate

gy to

add

and

su

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5.NF.1-2

1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

17


Activity

The Jog-A-Thon

Alex is training for his school's Jog-A-Thon and needs to run at least one mile per day. If Alex runs to his grandma's house, which is 5/8 of a mile away, and then to his friend Justin's house, which is 1/2 of a mile away, will he have trained enough for the day?

Model two ways of solving this problem.

Challenge students to work in groups of 2-3 to write 2 original word problems involving the addition and subtraction of fractions with unlike denominators.

Warm-Up Problem- 5.MD.2

Bags of Candy

Mr. Brown’s class was planning an end of the year party. They filled 10 bags with candy to be distributed to each group. One of the students suggested weighing the bags to make sure they were all the same. The 10 bags had the following metric weights:

2 1/2 kg, 2 1/4 kg, 2 1/2 kg, 1 1/2kg, 3 kg, 2 1/4kg, 3 1/4 kg,

3 kg, 2 1/4kg, and 2 1/2kg

Plot the measurements on a line plot with a title and the axes labeled.

Mr. Brown wants the candy evenly distributed among the 10 bags. Explain how much candy will have to be in each bag.

Day Eleven

App

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ultip

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5.NF.3

3. Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

18

Charlotte Mecklenburg School District 5th Grade Common Core Review Tasks 2012-2013m

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Activity:

Picture Frame Task

Emily wants to make different size picture frames. She bought 3 pieces of wood that are 3 meters long each. For each piece of wood, she wants to cut different lengths for her picture frames.

A. Emily wants to cut the first piece of wood into 9 equal parts. How long will each picture frame part be? Write an equation for this situation.

B. For the second piece of wood, Emily wants to make some picture frame parts that are either 1/4 or 1/5 meter long. Which size will give Emily the most picture frame parts? Explain how you determined your answer.

C. What are some other lengths that would give more picture frame parts than 1/4 and 1/5? Explain your thinking in words.

D. For the last piece of wood, explain the meaning of each number in the equation

3 ÷ 1/2 = 6 in context of the problem and show this on a diagram.

To access this entire task click on the following link:

http://tncore.org/sites/www/Uploads/files/tasks/5/Picture%20Frames%20Task%20Gr%205.pdf

Warm-Up Problem 5.OA.1

Make the following equations true by using what you know about the properties and operations of numbers:

1. 15 - 7 – 2 = 10

2. 8 + 6 x 2 – 3 + 5 = 12

3. Compare 3 x 2 + 5 and 3 x (2 + 5)

4. Compare 15 – 6 + 7 and 15 – (6 + 7)

Day Twelve

19



Charlotte Mecklenburg School District 5th Grade Common Core Review Tasks 2012-2013A

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ious

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frac

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.5.NF.4

4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

b. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)

c. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

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Activity:

Art Task

Mrs. Fox, the art teacher at East Elementary School, has an empty space on her wall that measures 6 ft. x 3 1/2 ft. She was given some special white tiles that measure 1/3 ft. by 1/3 ft. She wants her 175 fifth grade students to each design and paint a tile to be hung in the empty space on the wall.

1. Will there be enough room in the designated space to hang all 175 tiles? Justify your answer with a picture or a diagram.

2. What is the area of the space Mrs. Fox wants to fill? Justify your answer with words, diagrams, or an equation.

Click the link below for the complete activity and assessment questions.

http://www.tncore.org/sites/www/Uploads/files/tasks/DOE_tasks_3.18/Gr5_Art_Task.pdf

Warm-Up Problem: 5.NF

A recipe for chocolate chip cookies makes 4 dozen cookies and calls for the following ingredients:

1 1/2 C margarine 1 3/4 C sugar

2 t vanilla

3 1/4 C flour

1 t baking powder

1/4 t salt

8 oz chocolate chips

1. How much of each ingredient is needed for 12 dozen cookies?

2. How much of each ingredient is needed for 3 dozen cookies?

( illustrativemathematics.org)Day Thirteen

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Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.

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http://www.tncore.org/sites/www/Uploads/files/tasks/DOE_tasks_3.18/Gr5_Art_Task.pdf

Charlotte Mecklenburg School District 5th Grade Common Core Review Tasks 2012-2013an

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Activity

Is It True or False?

Determine whether the following statements are True or False. Give examples and use visual fraction models and words to justify your conclusions

1. When you multiply a given number by a fraction greater than 1, the product is greater than the given number.

2. When you multiply a fraction less than one, by a fraction less than one, the product is a number greater than one.

3. When you multiply a given number by a fraction less than 1, the product is greater than the given number.

Warm-Up Problem 5.OA.1

Evaluate the following numerical expressions.

1. 2×5+3×2+42. 2×(5+3×2+4)3. 2×5+3×(2+4)4. 2×(5+3)×2+45. (2×5)+(3×2)+46. 2×(5+3)×(2+4)

Can the parentheses in any of these expressions be removed without changing the value the expression?

Day Fourteen

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Charlotte Mecklenburg School District 5th Grade Common Core Review Tasks 2012-2013A

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6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1

a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.

b. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.

c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?

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Activity

Servings at the Fifth Grade Ice Cream Party

Click on the link below to access the entire activity from the fifth grade DPI fraction unit –Lesson 3: Servings at the Fifth Grade Ice Cream Party

http://maccss.ncdpi.wikispaces.net/file/view/5thGradeUnit.pdf/295516386/5thGradeUnit.pdf

Warm-Up Problem 5.G.3-4

Sorting Shapes

Click on the link below for an activity to review sorting shapes

http://insidemathematics.org/common-core-math-tasks/5th-grade/5-2006%20Sorting%20Shapes.pdf

Optional Warm-Up Problem 5OA.3

Austin likes to watch squirrels find and store acorns for the winter. Brown Squirrels cancarry two acorns at a time. Gray Squirrels can carry three acorns at a time and BlackSquirrels can carry five acorns at a time. There is a pile of 24 acorns.How many trips would a Brown Squirrel need to make to store all of the acorns in thepile?How many trips would a Gray Squirrel need to make to store all of the acorns in the pile?

How many trips would a Black Squirrel need to make to store all of the acorns in thepile?If all three squirrels worked together to store the acorns how many trips would thesquirrels need to make to store all of the acorns?Explain your solution.

Suppose the three squirrels all wanted to store acorns for the winter. Depending on howmotivated each squirrel was they would end up with different amounts. For instancesuppose the Brown Squirrel took 4 trips, the Gray Squirrel took 2 trips and the BlackSquirrel took 2 trips. The Brown Squirrel would end up with 8 acorns, the Gray Squirrelwould have 6 acorns and the Black Squirrel would have 10 . Between them they tookevery one of the 24 acorns.How many different ways could the three Squirrels divide up the 24 acorns and not leave any left over? Each Squirrel must carry their maximum load each trip.How do you know that you have found all of the ways?

Extension questions:

The Squirrels are rather smart. They realize that they can carry less than their maximumloads. How many different ways could the Squirrels divide up the 24 acorns.Explain your solution.

Suppose there are a different number of acorns than 24. Determine a generalization for

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Day Fifteen

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5.NF.6-7

6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1

d. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.

e. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.

f. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?

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http://insidemathematics.org/problems-of-the-month/pom-squirrelingitaway.pdf


Activity

Tiling the Walls of the Art Room

Click on the link below to access this lesson from the DPI grade five Fraction Unit- Lesson 4: Tiling the Walls of the Art Room


Optional Activity

Put the following problems on the board and have the students create (in groups) word problems to model the situation

1. 1/4 ÷ 5

2. 6 ÷ 1/3

3. 3/4 x 3/8

4. 2 1/5 x 1/2

Warm Up Problems 5.NF (choose from the following)

1. Kendra is making 1/2 of a recipe. The full recipe calls for 3 1/4 cup of flour. How many cups of flour should Kendra use?

2. A package contains 4 cups of oatmeal. There is 1/3 cup of oatmeal in each serving. How many servings of oatmeal are there in the package? Explain. Draw a picture to illustrate your solution.

3. After a class potluck, Emily has three equally sized apple pies left and she wants to divide them into eight equal portions to give to eight students who want to take some pie home.

Draw a picture showing how Emily might divide the pies into eight equal portions.

Explain how your picture shows eight equal portions.

What fraction of a pie will each of the eight students get?

Explain how the answer to (b) is related the division problem 3÷8.

4. Kulani is painting his room. He needs 1/3 of a gallon to paint the whole room.

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Other Resources:

NCDPI Math wiki http://maccss.ncdpi.wikispaces.net/

K-5 Math Teaching Resources http://www.k-5mathteachingresources.com/

Georgia Department of Education: http://www.doe.k12.ga.us/Pages/Home.aspx

TNCore http://www.tncore.org/

Illustrative Mathematics http://www.illustrativemathematics.org/

Inside Mathematics http://www.insidemathematics.org/

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http://www.insidemathematics.org/

http://www.illustrativemathematics.org/

http://www.tncore.org/

http://www.doe.k12.ga.us/Pages/Home.aspx

http://www.k-5mathteachingresources.com/

http://maccss.ncdpi.wikispaces.net/

5th grade eog review 2012-2013 - elementary math -...

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