1 Progress Check 6 Objective To assess students progress on mathematical content through the end of Unit 6. Looking Back: Cumulative Assessment The Mid-Year Assessment in the Assessment Handbook is a written assessment that you may use to determine how students are progressing toward a range of Grade-Level Goals. Input student data from Progress Check 6 and the Mid-Year Assessment into the Assessment Management Spreadsheets. Materials Study Link 6 0 Assessment Handbook, pp. 9 99, 0,, and Mid-Year Assessment Assessment Handbook, pp.,, and slate CONTENT ASSESSED Identify place in numbers to billions. [Number and Numeration Goal ] Solve problems involving percent. [Number and Numeration Goal ] Convert among fractions, decimals, and percents. [Number and Numeration Goal 5] Find common [Number and Numeration Goal 5] Use paper-and-pencil algorithms to solve problems involving whole numbers. [Operations and Computation Goals and ] Add and subtract fractions with like [Operations and Computation Goal ] Add and subtract fractions with unlike [Operations and Computation Goal ] Use benchmarks to estimate sums and differences. [Operations and Computation Goal 6] Construct stem-and-leaf plots. [Data and Chance Goal ] Identify and use data landmarks; interpret data. [Data and Chance Goal ] Understand how sample size affects results. [Data and Chance Goal ] Measure to the nearest _ of an inch. [Measurement and Reference Frames Goal ] S ASSESSMENT ITEMS SELF ORAL/SLATE WRITTEN OPEN PART A PART B RESPONSE 6 5 0b 0d 6 5, 6 6 7, 6 9, 6 0, , 9c , 9 9b , 6, 6 6, 6 6, 5a, 6 7, 0a , 6 6 5b, 5c 0e 6, 6 9a Looking Ahead: Preparing for Unit 7 Math Boes 6 Study Link 6 : Unit 7 Family Letter Materials Math Journal, p. 0 Math Masters, pp. 6 Unit 6 Progress Check 6
2 Getting Started Math Message Self Assessment Complete the Self Assessment Assessment Handbook, p. 0. Study Link 6 0 Follow-Up Briefly review students answers. Looking Back: Cumulative Assessment Math Message Follow-Up Self Assessment, Assessment Handbook, p. 0 The Self Assessment offers students the opportunity to reflect upon their progress. Oral and Slate Assessments SMALL-GROUP Problems and provide summative information and can be used for grading purposes. Problems and provide formative information that can be useful in planning future instruction. Oral Assessment. Decide if the sum or difference for each fraction epression is closest to 0, _, or. _ + _ 9 + _ 9 _ 5 + _ + _ 9 0 _ - _ 9 _ - 5. Round the following numbers to the indicated place : 9 to the nearest ten to the nearest ten 60,605 to the nearest hundred,600.7 to the nearest tenth to the nearest whole number 0 Slate Assessment. Write the decimal and percent for each fraction: _ 0. 6 ; 66_ % _ 0 0.; 0% 7_ 0.; % 5. Rename as improper fractions: _ 7 7_ 7 _ 6 6_, or _ 6 _ 9_ Name Date Time 6 Self Assessment Think about each skill listed below. Assess your own progress by checking the most appropriate bo.. Read stemand-leaf plots.. Make stemand-leaf plots.. Eplain how sample size affects results.. Find common 5. Add and subtract fractions with like 6. Add and subtract fractions with unlike 7. Convert between fractions, decimals, and percents. Progress Check 6 Skills I can do this on my I can do this on I can do this if own and eplain my own. I get help or look how to do it. at an eample. Assessment Handbook, p. 0 Lesson 6 5
3 Name Date Time Progress 6 Written Assessment Check 6 Part A Fill in the ovals to match the words to their definitions.. Median smallest. Maimum smallest. Mode smallest. Minimum smallest 5. Sonia asked seven girls in her fifth-grade class how many CDs they own. Here are the results of her survey: a. What was the median number of CDs owned? b. Sonia concluded: The typical fifth grader owns about 5 CDs. Do you agree with her conclusion? Eplain. c. Describe two ways Sonia could improve her survey Answers vary. Sample answers: Ask more students. Ask boys and girls. 5. Circle the fraction pair represented by the drawing below. and and 9 5 and and 5 5 5CDs 6 5, or 5, or 6 5, or 7, or 5 5 Assessment Handbook, p. Name Date Time 6 Written Assessment continued 5. Write a pair of fractions with common denominators for the pictures in Problem. 6. David was writing a report on sleep and dreams. He gave a survey to the students in his class. The following were three of the questions: A. About how many hours do you sleep each night? B. About how many dreams do you remember having in an average week? C. What time do you usually get up on a school day? The graphs below show the answers to two of these questions. Match the questions with their graphs. Write A, B, or C under each graph. Part B A Circle each stem-and-leaf plot with a median of. Put an through each stem-andleaf plot with a mode of. There may be more than one. Stems Leaves Stems Leaves Stems Leaves 0s s 0s s 0s s B Martha s class made these estimates for the number of jellybeans in a jar:, 6, 5, 9,, 0, 5, 7, 55, 0, 9, 5, 5, 5, 7, 5 a. Eplain the mistake in the stem-and-leaf plot for the jellybean estimates. Sample answer: 5 appears only once, and it should appear times. 5 appears once; it should appear times. b. Correct the stem-and-leaf plot at the right. Assessment Handbook, p Stems Leaves 00s and 0s s Written Assessment Assessment Handbook, pp. Part A Recognizing Student Achievement Problems 6 provide summative information and may be used for grading purposes. Problems 5a, 6 Description Find and use data landmarks. 6, Add and subtract fractions with like 7, 9 Add and subtract fractions with unlike, 5 Find a common denominator. 5b, 5c Understand how sample size affects results. Part B Informing Instruction Problems 7 provide formative information that can be useful in planning future instruction. Problems Description 7 Read and interpret stem-and-leaf plots. Construct stem-and-leaf plots. 9a-b 9c Add and subtract fractions with unlike Add and subtract fractions with common Find a common denominator. 0a 0d, 0e Convert between fractions, decimals, and percents. Understand how sample size affects results. Use the checklists on pages 67 and 69 of the Assessment Handbook to record results. Then input the data into the Assessment Management Spreadsheets to keep an ongoing record of students progress toward Grade-Level Goals. Open Response Assessment Handbook, p. Mean Age The open-response item requires students to apply skills and concepts from Unit 6 to solve a multistep problem. See Assessment Handbook, pages for rubrics and students work samples for this problem. 6 Unit 6 Progress Check 6
4 Mid-Year Assessment Assessment Handbook, pp. The Mid-Year Assessment Assessment Handbook, pages provides an additional assessment opportunity that you may use as part of your balanced assessment plan. This assessment covers some of the important concepts and skills presented in Fifth Grade Everyday Mathematics. They should be used to complement the ongoing and periodic assessments that appear within lessons and at the end of the units. Please see the Assessment Handbook, pages 00 and 0 for further information. Looking Ahead: Preparing for Unit 7 Math Boes 6 Math Journal, p. 0 Name Date Time 6 Written Assessment continued 9. a. Use your ruler to draw a line segment that is in. long. b. If you erased inch from this line segment, how long would it be? c. If you drew a line segment twice as long as the original line segment, how long would it be? 0. One survey reported favorite types of books for fifth graders. The results of the survey were as follows: adventure books: % Adventure mystery books: 0% Mystery Comedy comedies: % Other other: 0% Number of Children a. Circle the bar graph that best represents the survey results. b. If 00 students answered the survey, how many of them chose adventures? c. If 0 students answered the survey, how many of them chose other? d. If 50 students answered the survey, how many of them chose mysteries? e. If you were trying to decide what kinds of books to buy for the library in your town, how many fifth graders would you interview? Answers vary. Eplain why you chose that number.. Eplain how you would use the multiplication rule to find common denominators for the fraction pair you circled in Problem.. Eplain one way to rename 5 as a percent without using a calculator. Sample answer: Rewrite 5 as 6, or or %, so 5 60%. 5 in. 6 in., or in. % of Children Answers vary. Adventure Mystery Comedy Other Sample answer: Multiply the denominators, and, to get the common denominator of. Assessment Handbook, p.. Mied Practice This Math Boes page previews Unit 7 content. Study Link 6 : Unit 7 Family Letter Math Masters, pp. 6 Home Connection The Unit 7 Family Letter provides parents and guardians with information and activities related to Unit 7 topics. Date 6 Math Boes Student Page Time. Use your calculator to rename each of the following in standard notation. a. 5 5 =,5 b. 7 = c. 9 = 79 d. 9 = 9,6. Write the following numbers in order from greatest to least. 50,00; 5,00; 5,000; 5,00,00; 500,00 5,00,00 500,00 5,000 50,00 5,00 6. Continue each pattern. a. 5,,,,, 50 b., 00, 5, 0, 56, 0 c., 7,, 9, 5, d. 60.5,, 6.5,, 6.5 e. 0.75,.50,.5,,.75. Complete the What s My Rule? table and state the rule. Rule out = in 0 in out , ,600, Write the mied number name and fraction name by each diagram. a. Mied number Fraction b. Mied number Fraction Whole heagon _ 5 5_ 6 6. Make true sentences by inserting parentheses. a. 5 = b = 5 c. 9 / = 9 d. 6 / 9 + = e. 7 / = Math Journal, p. 0 EMMJ_G5_U06_6-0.indd 0 // 6:5 PM Lesson 6 7
5 Name Date Time STUDY LINK 6 Unit 7: Family Letter Eponents and Negative Numbers In Unit 7, your child will learn to write eponential and scientific notation for naming very large and very small numbers. These topics become increasingly important later on when your child begins algebra. If you have enjoyed playing math games in the past, you might want to play Eponent Ball during these lessons. Your child will also review how parentheses make epressions unambiguous and will learn rules that determine the order for performing operations in a mathematical epression. Finally, your child will learn to work with positive and negative numbers, using a variety of tools. For eample, your child will use number lines and red and black counters to model addition and subtraction problems. The counter activities are especially helpful. Students use counters to represent an account balance. The red counters -$ represent a debit, and the black counters +$ represent a credit. If there are more red counters than black ones, the account is in the red, that is, the balance is negative. On the other hand, if there are more black counters than red ones, the account is in the black, that is, the balance is positive. By adding or subtracting red and black counters from an account, your child can model addition and subtraction of positive and negative numbers. To assist your child, you might want to eplain how a checking or savings account works. Students will practice their new skills in the Credits/Debits Game. Copyright Wright Group/McGraw-Hill Please keep this Family Letter for reference as your child works through Unit 7.
6 STUDY LINK 6 Unit 7: Family Letter cont. Vocabulary Important terms in Unit 7: account balance An amount of money that you have or that you owe. eponential notation A way to show repeated multiplication by the same factor. For eample, is eponential notation for. epression A mathematical phrase made up of numbers, variables, operation symbols, and/or grouping symbols. An epression does not contain symbols such as =, >, and <. in the black Having a positive balance; having more money than is owed. in the red Having a negative balance; owing more money than is available. negative number A number less than zero. nested parentheses Parentheses within parentheses in an epression. Epressions are evaluated from within the innermost parentheses outward following the order of operations. Eample: 6 - / - / / = number-and-word notation A way of writing a large number using a combination of numbers and words. For eample, 7 billion is number-and-word notation for 7,000,000,000. opposite of a number A number that is the same distance from 0 on the number line as a given number but on the opposite side of 0. For eample, the opposite of + is -; the opposite of -5 is +5. order of operations Rules that tell the order in which operations in an epression should be carried out. The order of operations is:. Do operations inside grouping symbols first. Use rules inside the grouping symbols.. Calculate all the epressions with eponents.. Multiply and divide in order from left to right.. Add and subtract in order from left to right. parentheses Grouping symbols used to indicate which operations in an epression should be done first. scientific notation A system for writing numbers in which a number is written as the product of a power of 0 and a number that is at least and less than 0. Scientific notation allows you to write big and small numbers with only a few symbols. For eample, 0 is scientific notation for,000,000,000,000. standard notation Our most common way of representing whole numbers, integers, and decimals. Standard notation is base-ten, place- numeration. For eample, standard notation for three hundred fifty-si is 56. Copyright Wright Group/McGraw-Hill
7 STUDY LINK 6 Unit 7: Family Letter cont. As You Help Your Child with Homework As your child brings assignments home, you might want to go over the instructions together, clarifying them as necessary. The answers listed below will guide you through this unit s Study Links. Study Link 7. Should be 6 = 6 6 6; 6. Should be 9 = ; 5. Should be 7 = ; 6, _ 5 7, or _ 7 Study Link 7. billion. 0. trillion thousand; 0 6. million; , Study Link ; million. 60 million 5. 0 million 6. 5 Study Link 7. = - /. = + - /. = - + / 5. = + - / 6. 6 = a = _, or _ 9. p = _ 0. d = _, or _. y = 0 Study Link false. true 9. true 0. true. false. true. false. true 5. z = 9,0 6. r = 7,00 7. s =.5 Study Link 7 6. Sales were at their highest in 90. Sales dropped by 60 million from 90 to Before TV sets were common, more people went to the movies. 6 Study Link , -,., 5 _, 5 _ 7. F. F 9. T 0. T. - < ; T. f =.5 5. n = _ Study Link 7. <. >. >. > 5. debt 6. 5 cash a = 0 7. p = 5 Study Link u = 65, 66. e =. w = m = 5.6 Study Link 7 0. _ Number of Insects. _ Study Link 7. _ Insect Lengths 0 Average Length in.. _ = _ 7. 0, b = 0.6. a =,57. 7 _, or 7 R 7 Copyright Wright Group/McGraw-Hill