The Go Math program will be supplemented with various resources such as Exemplars, problems of the week, Math Steps and the Everyday Math program. Each student will be required to complete math projects. These projects will not only enable students to synthesize and apply concepts taught during the unit, but will also increase mathematical reasoning and critical thinking skills. Students will be expected to apply strategies and concepts taught to the real world around them. In addition, students will be required to reflect upon their learning in their math notebooks.
PARTY PLANNING:
TWO, FOUR, SIX, EIGHT: ISN'T IT GREAT TO TESSELLATE? A TESSELLATIONS ACTIVITY FOR CLASS 5-301: DUE THURSDAY, MAY 7
PLEASE DO ALL TASKS. YOU DO NOT HAVE TO CREATE A "REAL" QUILT--YOU MAY CREATE ONE OUT OF OTHER MATERIALS BUT FEEL FREE TO MAKE "THE REAL DEAL."
| two_four_six_eighttessellationspowerpoint.ppt |
MATH GRAPH PARTNER ACTIVITY:
TRY THIS LINK FOR CREATING LINE GRAPHS: http://www.rapidtables.com/tools/line-graph.htm
http://mrnussbaum.com/graph/line/
http://mrnussbaum.com/graph/line/
MATH ENRICHMENT-CHAPTER 9: IN ADDITION TO THESE, YOU CAN CREATE A STORY-PICTURE BOOK THAT ILLUSTRATES AN IMPORTANT CONCEPT FROM THIS CHAPTER (SIMILAR TO "FLY ON THE CEILING"--WHICH YOU CAN USE AS A MENTOR TEXT). BE SURE TO INCLUDE VOCABULARY WORDS FROM THIS CHAPTER.
MATH ENRICHMENT PROJECT-ANY UNIT:
MATH PROJECT RUBRIC:
CLUE WORDS FOR MATH PROBLEMS:
MATH PROBLEM OF THE WEEK-USE FOUR SQUARE METHOD (OR CUDDLE-CRA-OTHER) TO SOLVE THE FOLLOWING PROBLEM. USE EXEMPLAR RUBRIC TO GUIDE YOUR RESPONSE:
CHECKBOOK CHALLENGE: PART ONE IS DUE TUESDAY, NOVEMBER 25TH. PART TWO WITH REFLECTION IS DUE TUESDAY, DECEMBER 2ND
| checkbook_challenge.doc |
DECIMAL GAMES:
Culminating Task: Start of the Year Celebration!
Students will create expressions to determine how many tables and chairs will be needed at the party.
STANDARDS FOR MATHEMATICAL CONTENT
MCC.5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate
expressions with these symbols.
MCC5.OA.2 Write simple expressions that record calculations with numbers, and interpret
numerical expressions without evaluating them.
MCC5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.
MCC.5.NBT.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.
STANDARDS FOR MATHEMATICAL PRACTICE
SMP 1. Make sense of problems and persevere in solving them.
SMP 2. Reason abstractly and quantitatively.
SMP 3. Construct viable arguments and critique the reasoning of others.
SMP 4. Model with mathematics.
SMP 5. Use appropriate tools strategically.
SMP 6. Attend to precision.
SMP 7. Look for and make use of structure.
SMP 8. Look for and express regularity in repeated reasoning.
ESSENTIAL QUESTIONS
• How can expressions be evaluated?
• How can identifying patterns help determine multiple solutions?
TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION:
Part A:
Five fifth grade classes are planning a start of the year celebration. There are a total of 120
students invited to the celebration. The teachers have decided to rent chairs and tables from a
company which charges $14 per table and $12 per chair. Write an expression for all the ways
you could arrange the tables to seat 120 people. Use pictures and charts for your solution.
• How can you determine the most cost efficient arrangement? Find the largest number of tables that could be used as well as the smallest number of tables
that could be used to seat 120 people.
Part B:
If the teachers only have $1700 to spend on the rentals, which solution would be the most
cost efficient? FORMATIVE ASSESSMENT QUESTIONS (ASK YOURSELF AS YOU GO ALONG AND JOT DOWN ANSWERS):
• What shape tables would you choose to seat your guests? Explain your reasoning.
• How can you determine the cost of your representation?
• How does your representation help you to find the best possible solution?
• How much of your money will be used?
DIFFERENTIATION:
Extension
• For an extension of this activity, change to number of persons so that students can analyze
the patterns using a different number of guests.
Intervention
• Arrange the tables to seat 48 people, rather than 120. Help students begin the task using an
organizational strategy such as is described in the “Background Knowledge” section
above.
• Work with a small group or partner.
• Model an easier problem with tables, chair, and students.
• Discuss finding factors and organizing thinking.
Students will create expressions to determine how many tables and chairs will be needed at the party.
STANDARDS FOR MATHEMATICAL CONTENT
MCC.5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate
expressions with these symbols.
MCC5.OA.2 Write simple expressions that record calculations with numbers, and interpret
numerical expressions without evaluating them.
MCC5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.
MCC.5.NBT.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.
STANDARDS FOR MATHEMATICAL PRACTICE
SMP 1. Make sense of problems and persevere in solving them.
SMP 2. Reason abstractly and quantitatively.
SMP 3. Construct viable arguments and critique the reasoning of others.
SMP 4. Model with mathematics.
SMP 5. Use appropriate tools strategically.
SMP 6. Attend to precision.
SMP 7. Look for and make use of structure.
SMP 8. Look for and express regularity in repeated reasoning.
ESSENTIAL QUESTIONS
• How can expressions be evaluated?
• How can identifying patterns help determine multiple solutions?
TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION:
Part A:
Five fifth grade classes are planning a start of the year celebration. There are a total of 120
students invited to the celebration. The teachers have decided to rent chairs and tables from a
company which charges $14 per table and $12 per chair. Write an expression for all the ways
you could arrange the tables to seat 120 people. Use pictures and charts for your solution.
• How can you determine the most cost efficient arrangement? Find the largest number of tables that could be used as well as the smallest number of tables
that could be used to seat 120 people.
Part B:
If the teachers only have $1700 to spend on the rentals, which solution would be the most
cost efficient? FORMATIVE ASSESSMENT QUESTIONS (ASK YOURSELF AS YOU GO ALONG AND JOT DOWN ANSWERS):
• What shape tables would you choose to seat your guests? Explain your reasoning.
• How can you determine the cost of your representation?
• How does your representation help you to find the best possible solution?
• How much of your money will be used?
DIFFERENTIATION:
Extension
• For an extension of this activity, change to number of persons so that students can analyze
the patterns using a different number of guests.
Intervention
• Arrange the tables to seat 48 people, rather than 120. Help students begin the task using an
organizational strategy such as is described in the “Background Knowledge” section
above.
• Work with a small group or partner.
• Model an easier problem with tables, chair, and students.
• Discuss finding factors and organizing thinking.
| clue_words_for_story_problemsmath.doc |
FOUR SQUARE PROBLEM SOLVING:
| foursquare_problemsolving.doc |
| foursquare_template.doc |
MATH CLARIFYING QUESTIONS-DISCUSSION STARTERS:
| math_reflection-higher_order_thinking_questions_1.docx |
| mathproblemsolvingcharts.doc |
IN THE KITCHEN MATH PROJECT: DUE WEDNESDAY, SEPTEMBER 24
(check thinkcentral accounts for more info). Add on: write two of your own math problems based on your products-recipes
| inthekitchenmathchapterone.doc |
| mathwritingrubric.doc |
