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Grade 5: NC READY EOG – Math Menu of ActivitiesUsing these EOG review lessons for assessment preparation can serve as a frame for meaningful performance goals as it can help learners to clarify targeted standards; yield evidences of understandings or misunderstandings; and support learning outcomes and benchmarks. The purpose of this resource is to inform teaching and improve learning so students can achieve the highest academic standards possible in mathematics.

Not all of the content in a given grade is emphasized equally in the standards. Some clusters require greater emphasis than others based on the depth of the ideas, the time it takes to master, and/or their importance to future mathematics. Some things having greater emphasis is not to say that anything in the standards can safely be neglected in instruction. The major works for the grade level are listed in the table below

Fifth GradeMajor Clusters Supporting/Additional Clusters

Number and Operations in Base Ten Understand the place value system. Perform operations with multi-digit whole

numbers and with decimals to hundredths.

Number and Operations—Fractions Use equivalent fractions as a strategy to add

and subtract fractions. Apply and extend previous understandings

of multiplication and division to multiply and divide fractions.

Measurement and Data Geometric measurement: understand

concepts of volume and relate volume to multiplication and to addition.

Operations and Algebraic Thinking Write and interpret numerical

expressions. Analyze patterns and relationships.

Measurement and Data Convert like measurement units within a

given measurement system. Represent and interpret data.

Geometry Graph points on the coordinate plane to

solve real-world and mathematical problems.

Classify two-dimensional figures into categories based on their properties.

The following outlines the percentages of items in each domain of the NC MATH EOG for the grade level:

Number and Operations-Fractions47-52%

Numbers and Operations -Base TenWake County Public School System, 2014

22-27%

Measurement and Data 10-15%

Operations and Algebraic Thinking5-10%

Geometry2-7%

Helping students be ready for the EOG using such strategies as setting criteria for clarity of tasks; providing relevant lessons connected to assessments; and giving feedback so they can successfully learn and meet the expectations will influence students’ motivation to learn.

Released version of the NC Ready EOG can be found at http://www.ncpublicschools.org/docs/accountability/testing/releasedforms/g5mathpp.pdf. All items in review lessons and games come solely from this released version.

Building the Language of Math for Students to be Ready for the EOGMathematically proficient students communicate precisely by engaging in discussions about their reasoning using appropriate mathematical language. The terms students should learn to use at this grade level with increasing precision are included in this document. Communication plays an important role in helping children construct links between their formal, intuitive notions and the abstract language and symbolism of mathematics; it also plays a key role in helping children make important connections among physical, pictorial, graphic, symbolic, verbal, and mental representations of mathematical ideas. * Curriculum and Evaluation Standards for School Mathematics, the National Council of Teachers of Mathematics (p. 26)

Mathematical vocabulary however should not be taught in isolation where it is meaningless and just becomes memorization. We know from research that meaningless memorization is not retained nor will it help build the deep understanding of the mathematical content. The students must be provided adequate opportunities to develop vocabulary in meaningful ways such as mathematical explorations and experiences. Students should be immersed into the mathematical language as they experience the following high-level tasks. As student communicate their thoughts, ideas, and justify the reasonableness of their solutions the mathematical language will begin to evolve. * NCDPI

The following resources can be used conjunction with these EOG Ready Lessons to help students understand the math vocabulary as listed on the next page. In each lesson, a math vocabulary game is included; however, if students need more support, please see the direct link below.

Math Vocabulary Development Lesson Activities and Games: *Building Background Knowledge, Marzano http://morethanenglish.edublogs.org/files/2011/08/Vocabulary-Development-Strategies-1vjq96a.pdf

Math Glossary Hyperlinks: http://www.mathsisfun.com/definitions/index.html

Wake County Public School System, 2014

http://www.mathsisfun.com/definitions/index.html

http://morethanenglish.edublogs.org/files/2011/08/Vocabulary-Development-Strategies-1vjq96a.pdf

http://www.ncpublicschools.org/docs/accountability/testing/releasedforms/g5mathpp.pdf

www.amathsdictionaryforkids.comhttp://mathlearnnc.sharpschool.com/UserFiles/Servers/Server_4507209/File/Instructional%20Resources/GlossarySP.pdf (words and definitions in English/Spanish for parents, students, and teachers)

These math vocabulary words have been organized by domain and listed in each cluster to better promote connection and precision of the language.

5th Grade Math Vocabulary (NCDPI)Operations and

Algebraic Thinking

Number and Operations in

Base Ten

Number and Operations-

Fractions

Measurementand Data Geometry

5–10% of EOG 22-27% of EOG 47–52 % of EOG 10–15% of EOG 2–7 % of EOGWrite and interpret numerical expressions. parentheses, brackets, braces, numerical expressions, symbols, equationAnalyze patterns and relationships.numerical patterns, rules, ordered pairs, coordinate plane

Understand the place value system.place value, decimal, decimal point, patterns, multiply, divide, tenths, thousands, greater than, less than, equal to, ‹, ›, =, compare/comparison, round, digitPerform operations with multi-digit whole numbers and with decimals to

Use equivalent fractions as a strategy to add and subtract fractions. fraction, equivalent, addition/ add, sum, subtraction/subtract, difference, unlike denominator, numerator, benchmark fraction, estimate, reasonableness, mixed numbersApply and extend previous understanding

Convert like measurement units within a given measurement system.conversion/convert, metric and customary measurementFrom previous grades: relative size, liquid volume, mass, length, kilometer (km), meter (m), centimeter (cm), kilogram (kg), gram (g), liter (L), milliliter (mL), inch (in), foot (ft), yard (yd), mile (mi), ounce (oz), pound (lb), cup

Graph points on the coordinate plane to solve real-world and mathematical problems.coordinate system, coordinate plane, first quadrant, points, lines, axis/axes, x-axis, y-axis, horizontal, vertical, intersection of lines, origin, ordered pairs, coordinates, x-coordinate, y-coordinateClassify two-dimensional figures into categories based on their properties.


http://mathlearnnc.sharpschool.com/UserFiles/Servers/Server_4507209/File/Instructional%20Resources/GlossarySP.pdf

http://www.amathsdictionaryforkids.com/

hundredths.multiplication/multiply, division/division, decimal, decimal point, tenths, hundredths, products, quotients, dividends, divisor, rectangular arrays, area models, addition/add, subtraction/subtract, (properties)-rules about how numbers work, reasoning

of multiplication and division to multiply and divide fractions.fraction, numerator, denominator, operations, multiplication/multiply, division/divide, mixed numbers, product, quotient, partition, equal parts, equivalent, factor, unit fraction, area, side lengths, fractional sides lengths, scaling, comparing, whole

(c), pint (pt), quart (qt), gallon (gal), hour, minute, second, a.m., p.m., clockwise, counter clockwisePresent and interpret data.line plot, length, mass, liquid volumeGeometric measurement: understand concepts of volume and relate volume to multiplication and to addition.measurement, attribute, volume, solid figure, right rectangular prism, unit, unit cube, gap, overlap, cubic units (cubic cm, cubic in. cubic ft. nonstandard cubic units), multiplication, addition, edge lengths, height, area of base

attribute, prism, plane figure, category, subcategory, hierarchy, properties (attributes, features), defining characteristics and non-defining characteristic, congruent, parallel, perpendicular, two dimensionalFrom previous grades: polygon, rhombus/rhombi, rectangle, square, triangle, quadrilateral, pentagon, hexagon, cube, trapezoid, half/quarter circle, circle


Building Fluency Through Games (NCDPI) Developing fluency requires a balance and connection between conceptual understanding and computational proficiency. Computational methods that are over-practiced without understanding are forgotten or remembered incorrectly. Conceptual understanding without fluency can inhibit the problem solving process. * NCTM, Principles and Standards for School Mathematics, pg. 35 Why Play Games? People of all ages love to play games. They are fun and motivating. Games provide students with opportunities to explore fundamental number concepts, such as the counting sequence, one-to-one correspondence, and computation strategies. Engaging mathematical games can also encourage students to explore number combinations, place value, patterns, and other important mathematical concepts. Further, they provide opportunities for students to deepen their mathematical understanding and reasoning. Teachers should provide repeated opportunities for students to play games, and let the mathematical ideas emerge as they notice new patterns, relationships, and strategies. Games are an important tool for learning. Here are some advantages for integrating games into elementary mathematics classrooms: Playing games encourages strategic mathematical thinking as students find different strategies for solving problems and it deepens their understanding of numbers. Games, when played repeatedly, support students’ development of computational fluency. Games provide opportunities for practice, often without the need for teachers to provide the problems. Teachers can then observe or assess students, or work with individual or small groups of students. Games have the potential to develop familiarity with the number system and with “benchmark numbers” – such as 10s, 100s, and 1000s and provide engaging opportunities to practice computation, building a deeper understanding of operations. Games provide a school to home connection. Parents can learn about their children’s mathematical thinking by playing games with them at home. Building Fluency Developing computational fluency is an expectation of the Common Core State Standards. Games provide opportunity for meaningful practice. The research about how students develop fact mastery indicates that drill techniques and timed tests do not have the power that mathematical games and other experiences have. Appropriate mathematical activities are essential building blocks to develop mathematically proficient students who demonstrate computational fluency (Van de Walle & Lovin, Teaching Student-Centered Mathematics Grades K-3, pg. 94). Remember, computational fluency includes efficiency, accuracy, and flexibility with strategies (Russell, 2000). The kinds of experiences teachers provide to their students clearly play a major role in determining the extent and quality of students’ learning. Students’ understanding can be built by actively engaging in tasks and experiences designed to deepen and connect their knowledge. Procedural fluency and conceptual understanding can be developed through problem solving, reasoning, and argumentation (NCTM, Principles and Standards for School Mathematics, pg. 21). Meaningful practice is necessary to develop fluency with basic number combinations and strategies with multi-digit numbers. Practice should be purposeful and should focus on developing thinking strategies and a knowledge of number relationships rather than drill isolated facts (NCTM, Principles and Standards for School Mathematics, pg. 87). Do not subject any student to computation drills unless the student has developed an efficient strategy for the facts included in the drill (Van de Walle & Lovin, Teaching Student Centered Mathematics Grades K-3, pp.117) Drill can strengthen strategies with which students feel comfortable—ones they “own”—and will help to make these strategies increasingly automatic. Therefore, drill of strategies will allow students to use them with increased efficiency, even to the point of recalling the fact without being conscious of using a strategy. Drill without an efficient strategy present offers no assistance (Van de Walle & Lovin, Teaching Student-Centered Mathematics Grades K-3, pg. 117)


Cautions Sometimes teachers use games solely to practice number facts. These games usually do not engage children for long because they are based on students’ recall or memorization of facts. Some students are quick to memorize, while others need a few moments to use a related fact to compute. When students are placed in situations in which recall speed determines success, they may infer that being “smart” in mathematics means getting the correct answer quickly instead of valuing the process of thinking. Consequently, students may feel incompetent when they use number patterns or related facts to arrive at a solution and may begin to dislike mathematics because they are not fast enough. Introduce a game A good way to introduce a game to the class is for the teacher to play the game against the class. After briefly explaining the rules, ask students to make the class’s next move. Teachers may also want to model their strategy by talking aloud for students to hear his/her thinking. “I placed my game marker on 6 because that would give me the largest number.” Games are fun and can create a context for developing students’ mathematical reasoning. Through playing and analyzing games, students also develop their computational fluency by examining more efficient strategies and discussing relationships among numbers. Teachers can create opportunities for students to explore mathematical ideas by planning questions that prompt students to reflect about their reasoning and make predictions. Remember to always vary or modify the game to meet the needs of your leaners. Encourage the use of the Standards for Mathematical Practice. Holding Students Accountable While playing games, have students record mathematical equations or representations of the mathematical tasks. This provides data for students and teachers to revisit to examine their mathematical understanding. After playing a game have students reflect on the game by asking them to discuss questions orally or write about them in a mathematics notebook or journal: 1. What skill did you review and practice? 2. What strategies did you use while playing the game? 3. If you were to play the games a second time, what different strategies would you use to be more successful? 4. How could you tweak or modify the game to make it more challenging? For students to become fluent in arithmetic computation, they must have efficient and accurate methods that are supported by an understanding of numbers and operations. “Standard” algorithms for arithmetic computation are one means of achieving this fluency. NCTM, Principles and Standards for School Mathematics, pg. 35.

Overemphasizing fast fact recall at the expense of problem solving and conceptual experiences gives students a distorted idea of the nature of mathematics and of their ability to do mathematics. Seeley, Faster Isn’t Smarter: Messages about Math, Teaching, and Learning in the 21st Century, pg. 95 Fluency refers to having efficient, accurate, and generalizable methods (algorithms) for computing that are based on well-understood properties and number relationships. NCTM, Principles and Standards for School Mathematics, pg. 144 Computational fluency refers to having efficient and accurate methods for computing. Students exhibit computational fluency when they demonstrate flexibility in the computational methods they choose, understand and can explain these methods, and produce accurate answers efficiently. NCTM, Principles and Standards for School Mathematics, pg. 152


WordSplash!Purpose: To provide explicit vocabulary concept development for a specific math domain or cluster of standards for the grade level.

Lesson Materials Needed:

EOG Math Vocabulary words from a specific domain or cluster Math journal or notebook paper Pencils Wordsplash! Handout (attached)

Directions:

1. Teacher provides vocabulary concept development for a specific math domain or cluster as listed in the vocabulary section for the grade level.

2. Students work with a partner and use the words that are “splashed” with WordArt displayed on paper or projected to talk about how they are connected.

3. Students then write a journal entry to record in complete statements about how the words are connected using as many words as possible to explain. Journal entries must make sense. Allow time for students to share their journal entries with a small group.

4. The following is an example of a WordSplash! for the grade level. Adapt this activity for any domain or cluster.


WordSplash!

Discuss the following words with a partner that are “splashed” on the page below. Be as precise as possible when talking about how the following words are connected. After discussion, each student will write a journal entry capturing an example to show how the words are connected using as many words as possible. Journal entries must make sense. Be ready to share your entry with a small group.


Numbered Heads TogetherPurpose: To provide an effective and engaging practice activity in reviewing material prior to an assessment and as well as encourage the sharing of information so that all students regardless of levels can master the content and language related to the topic.

Lesson Materials Needed:-EOG Problem Question Set (attached)-Whiteboards/Markers-Blank Paper-Pencils-TI-15 Calculators (optional) http://education.ti.com/en/us/product-resources/demo_1015-EOG Graph Paper http://www.ncpublicschools.org/docs/accountability/testing/eog/EOG_Graph_Paper.pdf-Bubble Sheet (optional)http://images.pcmac.org/Uploads/PassChristianSD/PassChristianSD/Sites/Forms/Bubble%20Sheet.pdf

Directions:1. Groupings are made of heterogeneously mixed students of four. Once grouped, they count off so that each student has a number 1-4.

2. Teacher uses prepared assessment review questions from the EOG Review Question Sets displayed or projected. Problems are revealed one at a time and each group discusses the possible answer choices finding a consensus on the correct answer.

3. The teacher then spins a spinner and calls out a number 1-4. If the number is “2” then all students who are number 2 in each group stand up and give their groups answer. Though everyone in the group is responsible for the answer, only one student in each group will be chosen randomly to report the answer.

4. Use the following sentence frames to support groups’ math talk discussions: It may be helpful to post these on sentence strips or index cards for students to refer to during cooperative group work.

“I disagree with that answer because I think it should be ____ because I know___.”“I agree that is the correct answer because ______________.”“The correct answer is _____ because _________.”

*Variation: Instead of students having a number 1-4, they can be assigned a letter A-D to represent an multiple choice answer. Teacher then randomly picks a letter card from a bag and then all students with that letter must stand and explain why that answer choice is correct OR why that answer choice is not correct. Teacher facilitates discussion of the correct answer choice while students give rationales as to why the other answer choices would not make sense.


http://images.pcmac.org/Uploads/PassChristianSD/PassChristianSD/Sites/Forms/Bubble%20Sheet.pdf

http://www.ncpublicschools.org/docs/accountability/testing/eog/EOG_Graph_Paper.pdf

http://education.ti.com/en/us/product-resources/demo_1015

SNAP!Purpose: To provide vocabulary concept development for a specific math domain or cluster in the grade level.


- EOG Math Vocabulary words from a specific domain or cluster-Snap Handout (attached)-Index Cards (optional)-Small bag or box

Directions:

1. Focus words are written on index cards or can be typed into the attached template handout. Write the word “SNAP” on a couple of cards.

2. Place all cards in a small bag or box. Student draws out one card and tries to define the word with a picture, gesture, or verbally

3. If correct, the student keeps the card; however, if incorrect the student puts the card back in the bag.

4. If a student draws a “SNAP” card, all cards from every student must go back into the bag. The bag is passed from student to student until time runs out or teacher calls time.


Numbers and Operations in Base Ten SNAP!

Digit Decimal

Tenths HundredthsCompare <, >, = Place value

Estimate ReasonableProduct MultiplyQuotient DivideModels Share equally

Groups of Expanded formWhole number Pattern

*SNAP* *SNAP*Operations and Algebraic Thinking SNAP!


Parenthesis Brackets

Braces Numerical expression

Symbols EquationPattern Rule

Ordered pair Coordinate plane*SNAP* *SNAP**SNAP* *SNAP*

Numbers and Operations Fractions SNAP!


Fraction Equivalent

Unlike denominator

Numerator

Benchmark fraction

Estimate / reasonableness

Mixed number PartitionUnit fraction Comparing

*SNAP* *SNAP**SNAP* *SNAP*

Measurement and Data SNAP!


Convert Metric

Customary MassLiquid volume Volume

Line plot LengthWidth Height

Area of base Depth*SNAP* *SNAP*

Kilometer MeterKilogram Gram

Inch FootYard Mile

Ounce PoundWake County Public School System, 2014

Pint QuartGallon Hour

Minute Second*SNAP* *SNAP*

Geometry SNAP!

Coordinate system

Coordinate plane


First quadrant PointsLines x-axisy-axis Horizontal

Vertical Origincoordinate Ordered pair

*SNAP* *SNAP*Prism Plane figure

Parallel PerpendicularHierarchy properties

4-CornersPurpose: To provide an exciting movement activity for all learners to participate in sharing their answer choice to a review assessment question in a non-threatening way to a group.


-EOG Problem Question Set (attached)-Whiteboards/Markers-Blank Paper-PencilsWake County Public School System, 2014

-TI-15 Calculators (optional) http://education.ti.com/en/us/product-resources/demo_1015-EOG Graph Paper http://www.ncpublicschools.org/docs/accountability/testing/eog/EOG_Graph_Paper.pdf-Bubble Sheet (optional)http://images.pcmac.org/Uploads/PassChristianSD/PassChristianSD/Sites/Forms/Bubble%20Sheet.pdf

Directions:

1. Each corner of the room is labeled with a letter A, B, C, D. Teacher uses prepared assessment review questions from EOG Review Question Set displayed or projected one at a time. All students solve the problem using individual whiteboard.

2. When teachers says “GO” students mix around the room comparing their solutions and answer choices. When teacher says “CORNER” each student to the corner they believe to be showing the correct answer choice to the review question.

3. Teacher monitors understandings or misunderstandings and can take advantage of teachable moments. Instruction now becomes whole group as teacher clarifies.

4. Promote more whole group math talk to connect ideas by posing questions such as: What did ____just say? Can you tell me more? Who can repeat what _____just said? Does anyone want to add on to what ____said? Do you agree or disagree with _____’s idea/answer? Is this what you said? Can you prove it? What do you think will happen if _____? What makes you say that?

Practice TestPurpose: To provide an engaging experience with a practice test (at home or school) utilizing technology to review material previously taught.


-computer/projector (if whole group practice)

-blank paper and graph paper





-pencil

-(TI-15) calculators (optional)

Directions:

Use hyperlink to display or project a grade level practice test for common core math Grade 5. https://sat3.sbacpt.tds.airast.org/Student/Pages/TestShellModern.aspx

Optional Activities:

1. Project for the whole group each question. Allow time for students to work independently first to find the answer. Then have students pair and share to compare answers. Randomly choose students to solve and discuss at the board as they manipulate the screen to show the correct answer.

2. Send home this link attached with a piece of blank paper and graph paper. Allow parents to utilize this technology practice test with their student. Have students respond in writing to one of the following prompt:

“What is the one thing after taking the math practice test that you understand the most? What about the least?”

3. Allow for students to individually take the practice test on a computer or another functioning device. Monitor students and assist as necessary responding to individual needs.

*Note: Explore more tests and performance tasks online at http://sbac.portal.airast.org/

LINGO!Purpose: To provide vocabulary concept development for a specific math domain or cluster as listed in the vocabulary section for the grade level.


http://sbac.portal.airast.org/

https://sat3.sbacpt.tds.airast.org/Student/Pages/TestShellModern.aspx

Lesson Materials Needed:- EOG Math Vocabulary words from a specific domain or cluster-Markers-LINGO board per student (attached)-Vocabulary Cards (attached)Directions:

1. Have students write in empty boxes from a set of focus words in a specific domain or cluster. Teacher provides the word list for students to choose from.

2. Teacher gives a description and a picture representation of each word.

3. In order to win, the first student with 5 in a row (vertical, horizontal, diagonal) must restate or explain each word using a gesture or drawing to the rest of the class.

*Variation: Rather than just have “winners” restate each word, as they use gestures and/or drawings to explain to the class, this activity can easily turn into a quick game of charades or Pictionary which will allow for all students to remain engaged in the learning process as the winner’s words are revealed!

OPERATIONS and

ALGEBRAIC THINKING

NUMBERS and OPERATIONS in

BASE TEN

NUMBERS and OPERATIONS FRACTIONS

MEASUEMENT and DATA GEOMETRY

parenthesis, brackets, braces, numerical expressions, symbols, equations, patterns, rules, ordered pairs, coordinate plane

decimal, point, divide, multiply, less than, greater than, compare, equal to, digit, tenths, hundredths, product, quotient, arrays, area model, properties, addition, subtraction, round, place, value

Fraction, whole, equivalent, add, subtract, difference, unlike denominator, numerator, benchmark fraction, reasonable, estimate, mixed number, operation, multiply, divide, partition, factor, scaling, side lengths, area, unit fraction, equal parts

Conversion, metric, customary, liquid volume, mass, length, kilometer, meter, centimeter, kilogram, gram, liter, milliliter, inch, foot, yard, mile, ounce, pound, cup, pint, quart, gallon, hour, minute, second, AM, PM, clockwise, counter clockwise, volume, line plot, unit cube, length, height, area of base, edge, line plot, width, depth

Coordinate plane, fist quadrant, points, lines, y axis, x axis, horizontal, vertical, origin, attribute, prism, plane figure, hierarchy, congruent, parallel, perpendicular, two dimensional, polygon, rhombi, quadrilateral, trapezoid, hexagon, rectangle, square, kite


L I N G O

FREE


Find Someone WhoPurpose: To provide an engaging movement activity that allows students to peer coach each other on previously taught material to review for an assessment. Lesson Materials Needed:

-EOG Problem Question Set (attached)-Whiteboards/Markers-Blank Paper-Pencils-TI-15 Calculators (optional) http://education.ti.com/en/us/product-resources/demo_1015-EOG Graph Paper http://www.ncpublicschools.org/docs/accountability/testing/eog/EOG_Graph_Paper.pdf-Bubble Sheet (optional)http://images.pcmac.org/Uploads/PassChristianSD/PassChristianSD/Sites/Forms/Bubble%20Sheet.pdf

Directions:1. Students are given a review sheet of assessment problems from EOG Review Question Set.

2. Students are given a ten minute head start to independently find answers to the problems. Teacher may assist struggling students during this10 minutes. Then all students circulate around the room to find help answering the questions on the sheet.

3. As they approach each other and ask a question and if the student knows the answer, s/he must “teach and tell” it to the other student while that student writes it down on review sheet. The student who gave the answer/information will then sign or initial next to the answer on the other students’ paper. Each student may give information to no more than one question on another student’s paper.

4. After a given time, students take their seats and the teacher displays the correct answer choices for all of the problems while each student self checks his/her review sheet.

5. Then the teacher facilitates a review session for difficult problems so that students can make sense of the answers. Promote more whole group math talk to connect ideas by posing questions such as: What did ____just say? Can you tell me more? Who can repeat what _____just said? Does anyone want to add on to what ____said? Do you agree or disagree with _____’s idea/answer? Is this what you said? Can you prove it? What do you think will happen if _____? What makes you say that?





Word Sorts!Purpose: To provide vocabulary concept development for a specific math domain or cluster as listed in grade level standards.


-EOG Math Vocabulary words from a specific domain or cluster-Envelope-Word Sort handout (attached)-Index Cards (optional)-T-chart or Venn diagram http://wvde.state.wv.us/strategybank/GraphicOrganizers.htmlDirections:

1. Give small groups or pairs of students a list of focus words from a specific domain or cluster of standards. Have the cards typed into the attached handout and precut or wrote on index cards. All cards are then placed in an envelope and given to a group of students.

2. Ask students to work together to sort the words into categories. Monitor students as they are discussing words and listen for precise descriptions.

3. A graphic organizer like a T-chart of Venn diagram can be used when sorting words to help students.

*Note- all words in the example below will not be used in one complete sort. This allows for students to make multiple sorts.

4. Allow time for small group to be in the “fishbowl” as other groups circle around to listen and learn how and why the group sorted the words that way. Students can ask questions for the group inside the “fishbowl” to answer.

5. Teacher can provide a whole class discussion to connect and clarify ideas using math talk.


http://wvde.state.wv.us/strategybank/GraphicOrganizers.html

Measurement and Data Word Sorts!

Measure Customary MetricMass Length VolumeCups Gallon InchesFeet Yards Meters

Kilometers Miles OunceGram Pound CentimeterPints Quarts MillilitersLiters Hour Minute

Second Unit ConversionWidth Height

Number and Operations in Base Ten Word Sort!


Place value DecimalMultiply DivideTenths Hundredths

Thousandths Less than <Greater than > Equal to =

Compare ProductQuotient Addition

Subtraction RoundDigit Estimate

Geometry Word Sort!

Attribute Rectangular PrismWake County Public School System, 2014

Plane figure HierarchySubcategory Properties

Defining characteristic

Congruent

Parallel PerpendicularTwo-dimensional Three-dimensional

Polygon RhombusCone Quadrilateral

Square PentagonHexagon CubeTrapezoid Cylinder

Number and Operations Fractions Word Sort!

Fraction EquivalentCompare Denominator


Numerator Benchmark fraction

Estimate ReasonablenessMixed number Addition

Subtraction DivisionMultiplication Unit fraction

Whole PartitionProduct Quotient

Sum DifferenceVocabulary Paint Chips

Purpose: To provide vocabulary concept development for a specific math domain or cluster of standards in small group review sessionLesson Materials Needed:-a set of colored paint chips/cards (pick up for FREE at a local hardware store)- EOG Math Vocabulary words from a specific domain or clusterDirections:Assign each student in a small group a specific vocabulary word from a particular math domain or cluster. Pass out a blank colored paint chip card to each student. Allow time for the students to complete each portion of the card. See example below.


Optional Activities:

1. You can ask students in the small group to sort all of their words in a way that make sense. Make sure that you are assigning words from a domain that can be sorted in multiple ways. Monitor students as they are discussing words and listen for precise descriptions. You can also provide a graphic organizer (Venn diagram, T-Chart, 2-column chart, ect.) for students to write on which will allow for some accountability in learning. Allow time for students to share with the whole group.

2. You can have students paired together for peer partners. Once students in the classroom have created a set of paint chip vocabulary cards, partner students together and provide a few premade paint chip cards and a short list of the terms from the paint chip cards on a sheet of paper. One student serves as the coach and the other a player. While the player works to define a key term from the list, the coach provides assistance, feedback, or praise based on the word, definition, sentence, or picture from the paint chip. Students take turns and reverse roles until all words on the list have been reviewed.

3. You can have students in a small group take turns use descriptions and gestures to describe the words without saying the vocabulary word. Place all paint chips vocabulary cards face down. Have one student at a time turn over a card. Then that student demonstrates for the small group that word until someone from the group guesses the word. Each player takes a turn. Once paint chip cards have been used, keep them face up so another student doesn’t choose that word again.

Circle the SagePurpose: To allow student instruction to be maximized for all levels of learners as well as allow a structured time for classroom teacher to work with a struggling group of students while student leaders are facilitating small group learning.



-EOG Problem Question Set (attached)-Whiteboards/Markers -Blank Paper-Pencils-TI-15 Calculators (optional) http://education.ti.com/en/us/product-resources/demo_1015-EOG Graph Paper http://www.ncpublicschools.org/docs/accountability/testing/eog/EOG_Graph_Paper.pdf-Bubble Sheet (optional)http://images.pcmac.org/Uploads/PassChristianSD/PassChristianSD/Sites/Forms/Bubble%20Sheet.pdf

Directions:

1. The teacher prepares review assessment problems from EOG Review Question Set displayed or projected. The teacher asks for 4-5 “sages” who feel they could answer the question correctly and explain with precision to a small group of students why the answer makes sense.

2. The sages sit in a chair located in different places around the room. It might be helpful to prepare questions cards for the sages to ask students to check for understanding such as:

“Can you show me a model?” “Can you prove why this answer choice is correct?” “Does anyone else have any questions for me?” “Can you explain how this problem was solved?” “Does this answer make sense? Why or why not?”

3. The other students then divide themselves equally among the sages. They sit down on the floor to listen and learn from the sage. These students are required to take notes and write down the answer proving it with a model to help make sense of the problem and solution.

4. Then all students return back to their original desks. Teacher then facilitates whole group discussion on the problems and promotes more math talk to connect ideas by posing questions such as:

What did ____just say? Can you tell me more? Who can repeat what _____just said? Does anyone want to add on to what ____said? Do you agree or disagree with _____’s idea/answer? Is this what you said? Can you prove it? What do you think will happen if _____? What makes you say that?

JeopardyPurpose: To facilitate cooperative group learning through technology but allow for independent accountability for each player on the team.





Lesson Materials Needed:-Jeopardy Game Board per student (attached)-Jeopardy Math PPT file (attached)-Whiteboards/Markers-Blank Paper and pencils-TI-15 Calculators (optional)-EOG Graph Paper http://www.ncpublicschools.org/docs/accountability/testing/eog/EOG_Graph_Paper.pdfDirections:1. Every student is given a copy of the blackline master, “Jeopardy Game Board” to keep track of individual answers. This allows for all students to participate in solving the problem. Teacher manages the PowerPoint presentation clicking on the cell for which a contestant chooses. Categories are based on math domains.2. Students are placed into 3 heterogeneous groups of mixed ability and then one student is chosen from each group to be the contestant representing the group. Teacher can randomly choose contestants each time or students can choose.3. A point value is added to the group if their contestant responds correctly; however, a point value is not subtracted from the game score if the contestant responds incorrectly as the process is important. Teacher must facilitate discussion around why the correct answer choice makes sense and why the other answer choices are not correct. 4. If the contestant answers correctly within reasonable time, the group remains in control, but a new contestant from the group must be chosen. No contestant can have another turn until all students have participated.5. Students are given a couple of minutes to work on the problem presented as soon as the contestant has chosen it. No answers can be given from any contestant. Contestant must use whiteboard/markers to show their solutions. The rest of the groups can discuss quietly in their teams.6. In order for an answer to be counted as point, the contestant must explain and justify why the answer choice is correct.7. If the contestant answers incorrectly, another contestant playing in the round can answer.8. Double Jeopardy is when the point values double and only the contestant who selected it will be allowed to answer. This question cannot go to another group.9. Final Jeopardy is when all students agree on a wager (within their points) and every group must play by answering the question. Every person has about 2 minutes to respond on the back of their game board. Every student in the group that gets the correct answer to the question is multiplied by a point value the team wagered.10. Award all players a small token for participation.Note: *More interactive games to use for EOG review. Simply download and customize to your class using similar test prep questions. http://www.sueresources.com/games.html **Additional assessment items from NCDPI can be found at http://3-5cctask.ncdpi.wikispaces.net/home


http://3-5cctask.ncdpi.wikispaces.net/home

http://www.sueresources.com/games.html


MATH EOG Jeopardy Game Board

Fractions Measurement & Data Geometry Operations & Algebra Base Ten

100 100 100 100 100

200 200 200 200 200

300 300 300 300 300

400 400 400 400 400

500 500 500 500 500


I Have/Who HasPurpose: To provide a fast-paced review game in small group setting on specific material previously taught. Lesson Materials Needed:-Set(s) of I Have/Who Has cards (attached)-Whiteboards and markers-TI-15 Calculators (optional for all students, or allow one student in each small group to be the checker)Directions:

1. Make copies of the “I have/who has” card deck for each small group.

2. Deal all the cards to the players in the group. Each student can receive multiple cards depending on the size of small group.

3. The player with the ‘Start’ card reads his/her card aloud to the whole group.

4. Each player checks to see if s/he has the correct answer. If so, that player then reads the answer and the question on his/her card.

5. The game ends when the player who started the game reveals his/her answer. All players should have an opportunity to participate in each player answered correctly.

*Variation: The game ends with the first player to turn over all of his/her cards after it has been shared in the small group!


Measurement Conversion Card Deck (small group)START

I have 36 inches.Who has 1 foot?

I have 12 inches.Who has 60

minutes?

I have 1 hour.Who has 60

seconds?

I have 1 minute.Who has 5,280 feet?

I have 1 mile. Who has 2 cups?

I have 1 pint.Who has 1 gallon?

I have 4 quarts.Who has 1 pound?

I have 16 ounces. Who has 1 kilometer?

I have 1,000 meters.Who has 1 meter?

I have 100 centimeters.

Who has 1 liter?

I have 1,000 milliliters.Who has 1 kilogram?

I have 1,000 grams.Who has 2 pints?

I have 1 quart.Who has 1 yard?

Fractions Card Deck (small group)

START I have 7 8/10.Who has 2/3 + 5/4?

I have 1 11/12.Who has 2/5 + 1/2?

I have 9/10.Who has 2/3 x 4/5?

I have 8/15.Who has 2/3 x 4?

I have 8/3.Who has 1/3 ÷ 4?

I have 1/12.Who has 4 ÷ 1/3?

I have 12.Who has 3/5 – 4/10?

I have 2/10.Who has 1 2/3 x 3/4?

I have 1 3/12.Who has 4/5 x 2?

I have 1 3/5.Who has 8 – 2/10?


QR CodesPurpose: To provide a quick response, group activity utilizing technology that will engage all learners in review of previously taught material.

Lesson Materials Needed:-QR codes printed on different colored paper (attached)- Ipads or device with a QR scanner-Blank Paper-Clipboards-Create more unique QR codes for continued review at http://www.qrstuff.com/

Directions:

1. Display the QR codes around the room on brightly colored paper or create more and place around the school as a scavenger hunt for students. Each QR code is linked to a different EOG review problem.

2. Group students together and give them a device to scan the QR code. Allow time for students solve the 6 problems on blank paper. Clipboards may be provided.

3. Once all teams have quickly responded to the codes, provide time to discuss in whole group to solidify and summarize the problems and solutions. Teacher asks probing questions to connect and clarify ideas such as:

What did ____just say? Can you tell me more? Who can repeat what _____just said? Does anyone want to add on to what ____said? Do you agree or disagree with _____’s idea/answer? Is this what you said? Can you prove it? What do you think will happen if _____? What makes you say that?


http://www.qrstuff.com/

QR Codes


BINGOPurpose: To provide specific review for fraction concepts and computations within the grade level standards. Lesson Materials Needed:

-BINGO game board per student (attached)

Whiteboards/markers

TI-15 calculators (optional)

-colored markers

Directions: After students have randomly entered the answers into their bingo game board, teacher calls out the following fraction problems and allows time for students to complete on whiteboards. Students then mark their answer by circling it using a colored marker on the game board. The first student with 5 in a row (vertically, diagonally, or horizontally) wins!

1.

3 35+4 1

3

2.7 1

2−2 5

9

3.10+6 7

8

4.21−4 6

11

5.8 3

14+9 6

7

6. Change the improper fraction to a mixed number:

285


7. Change the mixed number to an improper fraction: 4 3

10

8. Subtract: 10 – 9 2/3

9. Change the fraction into a whole number:279

10. Softball practice was 1 3

4 hours on Thursday and 1 2

5 hours on Friday. How long was practice all together?

11. Elephants can communicate through low-frequency infrasonic rumbles. Such sounds

can travel from

18 km to

9 12 km. Find the difference between these two differences.

12. The route Jo usually takes to work is 4 2

5 miles. After heavy rains, when that road is

flooded, she must take a different route that is 4 9

10 miles. How much longer is Jo’s alternate route?

13. Mr. Hansley used 1 2

3 cups of flour to make muffins and 4 2

3 cups to make bread. If

he has 3 5

6 cups left, how much flour did Mr. Hansley have before making his muffins and bread?

14. A standard piece of notebook paper has a length of 11 inches and a width of 8 1

2 inches. What is the difference between these two measurements?Wake County Public School System, 2014

15. Octavio used a brand new 6-hour DVD to record some television shows. He recorded

a movie that is 1 1

2 hours long and a cooking show that is 1 1

4 hours long. How much time is left on the tape?

16. Mr. James purchased a 5-pound bag of sugar. He used 3 7

8 pounds to make cookies for the class. How much sugar does he have left?

17.6 3

11−3 10

11

18.5 7

10−3 1

2

19.12−4 2

13

20.4 2

3+3 1

3+2

21.32 5

7−13 2

5

22. Kristen’s backpack weighs 14 7

20 lbs. Kyle’s backpack weighs 12 1

4 lbs. How much do the backpacks weight together?

23. How much more does Kristen’s backpack weigh than Kyle’s?

24. Kristen takes her 3 1

4 lbs. math book out of her backpack. How much does it weigh now?Wake County Public School System, 2014

FREESPACE

Write the answers below into the bingo card above! Be sure to use a random order!!

4310

2 12

5 35 10

3 14

7 1415

2 15 3

26 35

7 1113

4 1718

1 18

16 78

191135

12

2 110

10 16

13

16 511

9 38

18 114

11 110

2 411


Practice: Grade 5 Open Response Questions (NCDPI)

Some questions are open response. They will require you to enter a numerical answer, rather than select an answer from several choices.

Guidelines

1. Write only one digit or symbol in each box. Spaces are permitted before or after your answer, but not within the answer. Darken the corresponding circle below each box. The computer scores based on the darkened circles.

2. Do not use symbols such as commas or dollar signs. See Examples D and E. Use only symbols that are provided in the circles.

3. If an answer is a mixed number, it must be changed and entered as an improper fraction or a decimal. Example C has the mixed number four and one-half, which is 9/2 as an improper fraction or 4.5 as a decimal.

ExamplesEnter the numbers below into the grids. (See the notes for more guidance.) Examples of Correct and Incorrect Gridded Responses can be found at http://www.ncpublicschools.org/docs/accountability/testing/g5gridexamples.pdf

A B C D E5/10 3/2 4 1/2 5,600 $25.99

A 5/10 can be also answered as 1/2, as 0.5 or as .5. (Equal numbers are fine.)B 3/2 is an improper fraction. It may be entered as 3, then /, then 2. It may also be entered as 1.5.C 4 1/2 can be answered as 9/2 or as 4.5. Spaces in a number are not permitted. Also, the entry 41/2 with no space

would be interpreted as 41 divided by 2.D 5,600 should be answered as 5600. (Commas are not permitted.)E $25.99 should be answered as 25.99. (Dollar signs are not permitted.)


http://www.ncpublicschools.org/docs/accountability/testing/g5gridexamples.pdf

QUESTION SET A – Geometry (2-7%) and Operations and Algebraic Thinking (5-10%)

Which point is inside triangle MPQ?


Which choice is a polygon that could have exactly two sides with the same length?

A. rhombus

B. scalene triangle

C. regular octagon

D. isosceles triangle

QUESTION SET B- Measurement and Data (10-15%)

A right rectangular prism measures 8 feet tall, 3 feet wide, and 5 feet long. What is the volume of the prism in cubic feet?

A. 24 cubic feet

B. 16 cubic feet

C. 120 cubic feet

D. 43 cubic feet

A full punch bowl holds 4 gallons of punch. If each glass holds 4 ounces of punch, how many glasses can be filled from a full punch bowl?

A. 16 glasses

B. 32 glasses

C. 64 glasses

D. 128 glasses


The juice will be poured from jug to jug so that all five jugs contain the same amount of juice.

How much juice will there be in each jug?A. 1/8 gallon B. 1/4 gallon C. 3/8 gallon D. 1/2 gallon


QUESTION SET C – Numbers and Operations –Base Ten (22-27%)

*Practice Gridding Open Ended Answers

The fifth grade has 152 students. Each student has 18 pencils. How many pencils do the students have altogether?

How many 16 ounce bottles would be needed to hold the same total of water as 56 bottles that each holds 20 ounces?

Scott had $12.58.

He purchased two apples for $1.13 each and one bottle of juice for $1.76.

There was no sales tax.

A farmer is packing grapefruit into boxes.

He packs the same number of grapefruit into each box.

He has packed a total of 264 grapefruit into 22 boxes.


How much money did Scott have after his purchase? He still has 180 grapefruit that must be packed.

How many more boxes must the farmer pack?

What is the value of 4.25 ÷ 17? What is 0.1675 rounded to the nearest hundredth?

Six friends are sharing pizza. The pizza is cut into eight equal slices. How many slices of pizza will each friend get if they share the pizza equally?

A. 1 1/6

B. 1 1/4

C. 1 1/3

D. 1 1/2

Mrs. Lewis will put a fence around her rectangular garden. The length of the garden is 9 5/6 yards. The width of the garden is 5 1/4 yards.

How many yards of fencing does Mrs. Lewis need?

A. 14 6/10

B. 29 1/12

C. 29 1/5

D. 30 1/6


A rectangle has a length of 4 ½ inches and a width of 2 ¾ inches. What is the area of the rectangle in square inches?

A. 12 3/8

B. 12 1/4

C. 6 2/3

D. 6 3/8

Jasmine feeds her cat ¼ cup of food each day. There are 6 cups of cat food in the bag. How many days will the bag of cat food last?

A. 4

B. 6

C. 10

D. 24

Janie bought 3 1/2 pounds of apples at the store. She used 2 3/5 pounds of apples to make a pie. How many pounds of apples does she have left?

A. 1 B. .9 C. .5 D. 1.2


QUESTION SET D – Numbers and Operations Fractions (47-52%)


There were 5 pizzas at the pizza party for two families. Caroline’s family ate 1 3/8 pizzas. Julia’s family ate 1 2/6 pizzas.

What is the closest estimate of how much pizza was left?

A. 1 pizza

B. 2 pizzas

C. 3 pizzas

D. 4 pizzas

Josh poured 38 gallons of water into 6 buckets. He poured the same amount into each bucket. How much water did Josh pour into each bucket?

A. 6 4/6 gallons

B. 6 1/2 gallons

C. 6 1/3 gallons

D. 6 1/16 gallons

What is the value of this expression? The picture below shows a large square with side lengths equal to 1 yd. The square is divided into smaller squares that are all of equal size. Some of the smaller squares are shaded, forming a shaded rectangular region.

What is the area (in square feet) of the shaded rectangular region?

A. 3 square yards B. 3 square feet

C. 12 square feet D. 36 square feet

Two-thirds of the students in a class are wearing blue jeans. Two-sixths of the students who are wearing blue jeans are also wearing red shirts. What fraction of the students in the class are wearing blue jeans and red shirts?

A. 2/18B. 2/9C. 6/18D. 4/9

James will draw a rectangle with an area of 25 square yards. Which set of measurements can James use?

A. length = 5 ½ inches, width = 5 inches

B. length = 5 ¾ inches, width = 4 ¾ inches

C. length = 12 ½ inches, width = 2 inches

D. length = 12 ½ inches, width = 12 ½ inches

Jim has ½ pound of raisins. He put the raisins into 4 bags. He put the same amount into each bag. What amount of raisins did Jim put into each bag?

A. 1/4 pound

B. 1/6 pound

C. 1/8 pound

D. 1/10 pound

The total length of three boards is 7/8 of a yard. The lengths of two of the boards are 1/4 of a yard and 3/16 of a yard. What is the length of the third board?

A. 9/16 of a yard

B. 1/2 of a yard

C. 7/16 of a yard

D. 3/8 of a yard


At a picnic, 12 people shared 4 large sandwiches equally. How much of a sandwich did each person get to eat?

A. 1/2 of a sandwich

B. 1/3 of a sandwich

C. 1/4 of a sandwich

D. 1/6 of a sandwich

Each of the 5 boys at 2/3 of a pizza. What is the total amount of pizza the boys ate?

A. 4 1/3 pizzas

B. 4 pizzas

C. 3 1/3 pizzas

D. 3 pizzasMrs. Jones has half of a pie left from yesterday’s dinner. Today, her four children will share this leftover pie equally. What fraction of a whole pie will each child get?

A. 1/8

B. 1/6

C. 1/4

D. 1/2

A dog’s food bowl holds 2 cups of dog food. Pete uses a scoop that holds 1/3 of a cup of dog food. How many scoops will it take for Pete to fill the dog bowl?

A. 6

B. 5

C. 4

D. 3


ANSWER KEYS

C. parentheses around 5 x 8

B. 3 x (8 + 5) – 15

A. (2 , 3)

D. isosceles triangle

Question Set B

C. 120 cubic feet

D. 128 glasses

C. 75 cubic units

B. ¼ gallon

C. 24

A. 4 ounces

Question Set C

2,736 pencils

70 bottles

$8.56

15 more boxes

0.25

0.17

‘

Question Set D

C. 1 1/3

D. 30 1/6

A. 12 3/8

D. 24

B. .9 pounds left

B. 2 pizzas

C. 6 1/3 gallons

A. 20 1/8

B. 3 square feet

B. 2/9

C. length= 12 ½ in, width = 2 in.

C. 1/8 pound

C. 7/16 of a yard

B. 1/3 of a sandwich

C. 3 1/3 pizzas

A. 1/8

A. 6


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