11 views

Uploaded by api-252715380

- Engageny Math Grade 7 Module 3
- a list of formative assessment game rules
- International Olympiad Practice Problems
- MCQs in Fundamentals in Algebra Part II
- edma310 georga
- 3rd grade math lesson plan
- gc-tips
- K 1004
- revised lesson plan- 6th grade math 5
- Pagalguy.com-finding Approximate Results of Difficult Calculations Quantitative Ability Amp DI PaGaLGuY Forums
- bk9_10
- Action Algebra[1]
- Practice & Homework Book
- 2018 Grade 5 Math Challenge.pdf
- alg1eocpbsq
- 4 proper and improper fraction
- lesson-on-fraction-activities-for-grade-5
- 2015-Second-Form-Maths.pdf
- 22 Which Fractions Become Terminating Decimals - PgWhenRatnlTerm
- Mathematics

You are on page 1of 7

Big Idea

Standards:

SMP

You can use common

1,2,3,4,5,6,7,8

18 days for Chapter 9denominators to add or5.NF.1 ADD and

subtract fractions with SUBTRACT

unlike denominators. fractions with unlike

denominators

Essential Question (including mixed

How do you add or

numbers) by

subtract fractions with

REPLACING given

unlike denominators?

fractions with

equivalent fractions

in such a way as to

Big Idea

You can tell the

produce an

validity of an answer equivalent sum or

by using benchmark difference of

fractions and number fractions with like

sense.

denominators. For

example, 2/3 + 5/4 =

Essential Question

8/12 + 15/12 = 23/12.

How do you know

when your answer is (In general, a/b + c/d

= (ad + bc)/bd.)

reasonable when

multiplying fractions?

5.NF.2 Solve word

problems involving

addition and

subtraction of

fractions referring to

the same whole,

including cases of

Pacing:

Resources:

Assessments:

My Math: Chapter 9

(ALL)

assessments for

Chapter 9 (quizzes and

test)

ALL

Envision: Topic 11

Lesson 1

3

completed by

Feb. 13

Pacing:

Big Idea

You can find the area of

15 days for Chapter 10 rectangles with fractional

side lengths using tiles

and multiplication.

Standards:

SMP:

product (a/b) x q as a

parts of a partition of q

into b equal parts;

Essential Question

equivalently, as the

How can you find the

result of a sequence of

areas of rectangles.

operations a x q /b. For

example, use a visual

Big Ideas

fraction model to show

a. If you multiply a

(2/3) x 4 = 8/3, and

number a number by a

create a story context for

fraction that is greater

this equation. Do the

(lesser) than one the

same with (2/3) x (4/5) =

product will be bigger

(lesser) than the number. 8/15. (In general, (a/b) x

(c/d) = ac/bd.)

b. If a fraction is

multiplied by one (4/4), 5.NF. 4b. Find the area

of a rectangle with

the quantity is unchanged.

fractional side lengths

and show that the area is

Essential Questions

the same as would be

a. What causes the

found by multiplying the

product of a given number side lengths. Multiply

to be greater or lesser than fractional side lengths to

the given number when find areas of rectangles,

multiplied by a fraction? and represent fraction

products as rectangular

areas.

Standards:

5.NF.5a comparing the

size of product to the

Resources:

Assessments:

My Math- Chapter 10

assessments for Chapter

10 (quizzes and test)

Envision: Topic 9,

Lesson 3

Envision: Topic 11

Goal is give Common

Lesson 1 & 2

Assessment on March 10

(Focus on word problems)

or 11 (Chapters 9 & 10)

Engage NY

Module 4

Learning Objectives:

Students will solve word problems by interpreting a fraction as division of the numerator by the denominator.

Students will determine the common factors and the greatest common factor of a set of numbers

Students will generate equivalent fractions by writing a fraction in simplest form.

Students determine the common multiples and the least common multiples of a set of numbers

Students will compare fractions by using the least common denominator.

Students will explore how to use models and fraction equivalence to write fractions as decimals.

Students will use fraction equivalence to write fractions as decimals.

5.NF.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

riceequallybyweight,howmanypoundsofriceshouldeachpersonget?Betweenwhattwowholenumbersdoesyouranswerlie?

5.NF.2Solvewordproblemsinvolvingadditionandsubtractionoffractionsreferringtothesamewhole,includingcasesofunlike

denominators,e.g.,byusingvisualfractionmodelsorequationstorepresenttheproblem.Usebenchmarkfractionsandnumbersense

offractionstoestimatementallyandassessthereasonablenessofanswers.Forexample,recognizeanincorrectresult2/5+1/2=

3/7,byobservingthat3/7<1/2.

5.b 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.

5.NBT.5Fluentlymultiplymultidigitwholenumbersusingthestandardalgorithm.

This unit is titled Fractions and Decimals and concentrates on the Number and Operations-Fractions

domain. The unit will be taught during the third nine weeks of the school year. In order to be successful in

this unit, fifth grade students will need to build off knowledge learned in the fourth grade. Students prior

knowledge should consist of the following fourth grade common core standards: expression of a fraction

with denominator 10 as an equivalent fraction with denominator 100 and use this technique to add two

fractions with respective denominators 10 and 100 (4.NF.5), use of decimal notation for fractions with

denominators 10 or 100 (4.NF.6), and comparison of two decimals to hundredths by reasoning about their

size (4.NF.7).

To assess students on their prior knowledge and their ability to use a fraction to represent division, use

models to represent division, write a fraction in simplest form, compare fractions with unlike denominators,

and use models to write fractions as a decimal, which are all fifth grade standards, their will be a preassessment given to students. This pre-assessment will come from the math workbook Am I Ready? on

page 543. Although the pre-assessment will not be graded, it will be used to differentiate instruction

amongst students; placing students on either on level, approaching level, or beyond level. After preassessment is collected, the data will be analyzed to judge students readiness.

When teaching this unit, there will be many strategies used to assist the growth of students. Strategies

like the use of math journals where student record their math notes, use of tenths and hundredths grids,

models, knowledge of vocabulary words, math talk strategy, communication, and a study organizer

foldable.

During the pre-teaching, students will review vocabulary to gain a better understanding of the words and

learn how to use them when talking math. They will also read and understand the essential questions

provided with each lesson. Reading and understanding the essential questions allows students the

opportunity to see how learning the information will benefit them. While the lessons are taught, students

will be expected to meet an array of expectations. Some of those expectations are to record notes in their

math notebook, and complete the guided and independent practices in their workbooks. Communication

is also another strategy that will be used during every part of the unit allowing the integration of a ELA

content area standard CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

After the lessons are taught, students will have a formative and summative assessment. Formative

assessment will require students to correctly complete their homework and exit slips; exit slips will also

allow the opportunity to integrate the ELA content area by incorporating the ELA standard CCSS.ELALiteracy.W.5.2.e Provide a concluding statement or section related to the information or explanation presented. Summative

assessment will take form of a chapter or unit test.

The major long-range plan objectives will be crafted to start off focusing on fractions and division with

hopes that students will understand how fractions and division work together. Following fractions and

division, students will learn how to find the greatest common factor of a set of numbers by learning how to

use prime factorization. Then, students will learn how to use the greatest common factor to learn how to

simplify fractions. Next, students will learn how to find the least common multiple and least common

denominator in order to compare factions. Once students have learned how to compare fractions,

students will then learn how to write fractions as decimals.

It is important that students are exposed to these five standards at the beginning of the of third nine

weeks, with the expectation that fifth grade students will be able to successfully understand how factors

and multiples are helpful in solving problem. The placement of this unit will also benefit students when

moving to the next unit - measurements. When learning about measurements, students will have the prior

knowledge from this unit to assist them. Students prior knowledge will also advise them in the years to

come when leaning about fraction. Integrating ELA in this unit is beneficial to the sequence as well. ELA

grants students the opportunity to effectively communicate and successfully work with on another.

Students ability to communicate and work well with others will be very important in years to come on the

middle school level, high school level, college level, and in the real world.

- Engageny Math Grade 7 Module 3Uploaded byDylan
- a list of formative assessment game rulesUploaded byapi-237489329
- International Olympiad Practice ProblemsUploaded byChinmay Kulkarni
- MCQs in Fundamentals in Algebra Part IIUploaded bylucas
- edma310 georgaUploaded byapi-357648875
- 3rd grade math lesson planUploaded byapi-278820618
- gc-tipsUploaded bynicolas_urdaneta
- K 1004Uploaded byguru serasa
- revised lesson plan- 6th grade math 5Uploaded byapi-467115700
- Pagalguy.com-finding Approximate Results of Difficult Calculations Quantitative Ability Amp DI PaGaLGuY ForumsUploaded byVivekUV
- bk9_10Uploaded byRahique Shuaib
- Action Algebra[1]Uploaded bysudarsakkat
- Practice & Homework BookUploaded byRavvi Ganesan
- 2018 Grade 5 Math Challenge.pdfUploaded byLORY ANNE SISTOZA
- alg1eocpbsqUploaded byswainanjan
- 4 proper and improper fractionUploaded byapi-349916631
- lesson-on-fraction-activities-for-grade-5Uploaded byapi-283597214
- 2015-Second-Form-Maths.pdfUploaded bywafa hamed
- 22 Which Fractions Become Terminating Decimals - PgWhenRatnlTermUploaded byNora
- MathematicsUploaded byVicky Alvarez Flor
- Common Core Grade 5 Math Printable WorksheetsUploaded byJessica
- grade-5-math-test-item-specificationsUploaded byapi-290541111
- GY308_EN.pdfUploaded byManuelGuaicara
- End Year Maths Paper1 2010Uploaded byFadhlina Fadil
- Derivation of Compound Interest Formulas (DerivForm4Ed).pdfUploaded bydes
- web2 0toolassureUploaded byapi-301349748
- Gloss 1Uploaded byapi-3723109
- Apt 1Uploaded byMAHESH V
- probability lessons jewellUploaded byapi-347124237
- UntitledUploaded byapi-161714983

- marvaye feedback for tws6Uploaded byapi-252715380
- sumit this to ts twsUploaded byapi-252715380
- tws 5Uploaded byapi-252715380
- all i want forUploaded byapi-252715380
- coe lesson plan template1Uploaded byapi-252715380
- tws 3 2Uploaded byapi-252715380
- tws 8Uploaded byapi-252715380
- contextual factorsUploaded byapi-252715380
- tws7Uploaded byapi-252715380
- alteration rubricUploaded byapi-252715380
- tws final 2Uploaded byapi-252715380
- tws 6Uploaded byapi-252715380
- tws 9 revisedUploaded byapi-252715380
- guided reading groupUploaded byapi-252715380
- peroclesUploaded byapi-252715380
- geometryUploaded byapi-252715380
- twwwwwsssssUploaded byapi-252715380
- gilbert lesson planUploaded byapi-252715380
- marvaye science lessonUploaded byapi-252715380
- presentation1Uploaded byapi-252715380
- tws 4Uploaded byapi-252715380
- tws1Uploaded byapi-252715380
- measurementsUploaded byapi-252715380
- lesson reflection guiding prompts lessonUploaded byapi-252715380
- tws10Uploaded byapi-252715380
- contextual factors 4291Uploaded byapi-252715380
- tws 8Uploaded byapi-252715380
- teacher education lesson plan templateUploaded byapi-252715380

- lesson plan6Uploaded byapi-320662464
- Clinical Exam SimpleUploaded bySimona Elena
- Effective Leadership is all About Communicating.pdfUploaded byQinanta Putra
- Interpersonal Deception TheoryUploaded byHal Edgar
- cardboard arcade rubric-timeline 301-1Uploaded byapi-300424365
- Tim IngoldUploaded bymmoo_t
- ChapterIVLanguage(English)Uploaded byChandu Panda
- Job Analysis, Structured Interview, Perf. Appraisal: T&D ManagerUploaded byEric F.’s Portfolio
- Em UndselfUploaded byEm Em Bermeo
- WEB.docxUploaded bygirirajvyas2
- Designing an Emotionally Intelligent Workplace Organizational EQ Development ModelUploaded byMichael Andrews
- Critique of Descartes' Definition of Substance in 'Principles of Philosophy,' I, 51Uploaded byPaul Horrigan
- 81001.pdfUploaded byHmap Punjab Mag Pakeez
- LIFELINE SBSG Practice HandbookUploaded byAmethyst Carey
- CHAPTER IUploaded byAnnaReyes
- Sgc Map Down LoaderUploaded byRaden Wisnugroho
- 20150918081833_curriculum Development Assignment 8 NovUploaded byNony Goven
- Soap NotesUploaded byred_reaper15
- balanced scorecard.pdfUploaded byDeluchabelle E-garagesale
- Contrastive and Error Analysis Based TeachingUploaded bytayyabijaz
- Psychotherapy%20with%20Deaf%20and%20Hard%20of%20Hearing%20PersonsUploaded bySreevidhya Palakkot
- Michael Riffaterre Criteria for Style AnalysisUploaded byJovanka Kalaba
- ldbofpluong1095.pdfUploaded byivstinivs
- Ejmh116 en UsUploaded byPraveen Kumar
- 65ezr.6.Habits.of.Highly.effective.teamsUploaded byiMangekyou30
- stephanie barnes letter of recommendation brad severUploaded byapi-249681211
- Colin druryUploaded byprincebaat
- Buckman ReportUploaded bybharatjai
- GE2022Uploaded bySenthil Rajkumar
- Assignment in ResearchUploaded byCate Lagrada