Assessment Management


 Adele Owens
 2 years ago
 Views:
Transcription
1 Areas of Rectangles Objective To reinforce students understanding of area concepts and units of area. epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards Curriculum Focal Points Interactive Teacher s Lesson Guide Teaching the Lesson Ongoing Learning & Practice Differentiation Options Key Concepts and Skills Multiply fractions and mixed numbers to find the area of a rectangle. [Operations and Computation Goal 5] Use a formula to calculate the areas of rectangles. [Measurement and Reference Frames Goal 2] Compare inch and centimeter measures for length and area. [Measurement and Reference Frames Goal 3] Key Activities Students review area concepts and the names and notations for common area units. They find areas of rectangles by counting and by applying an area formula. Ongoing Assessment: Informing Instruction See page 725. Ongoing Assessment: Recognizing Student Achievement Use an Exit Slip (Math Masters, page 414). [Measurement and Reference Frames Goal 2] Key Vocabulary area square units base height formula variable Materials Math Journal 2, pp. 304 and 305 Student Reference Book, p. 188 Study Link 9 3 Math Masters, p. 414 transparency of Math Masters, p. 436 Class Data Pad inch ruler slate roll of paper towels, wax paper, or aluminum foil (optional) Fraction Division Review Math Journal 2, p. 306 Student Reference Book, pp B Students use visual models and number stories to solve fraction problems. Math Boxes Math Journal 2, p. 307 Students practice and maintain skills through Math Box problems. Study Link Math Masters, p. 265 Students practice and maintain skills through Study Link activities. READINESS Comparing Perimeter and Area Math Masters, p. 266 per partnership: 2 sixsided dice, 36 centimeter cubes Students use centimeter grids to compare the perimeters and areas of rectangles. ENRICHMENT Comparing Perimeter and Area for Irregular Figures Math Masters, pp. 267 and differentcolored pencils or markers scissors Students compare the perimeters and areas of irregular polygons. EXTRA PRACTICE 5Minute Math 5Minute Math, p. 212 Students calculate the areas of rectangles. EXTRA PRACTICE Area: Tiling and Using a Formula Math Masters, pp. 293A and 436 Students find the areas of rectangles with fractional units by tiling and using a formula. ELL SUPPORT Building a Math Word Bank Differentiation Handbook, p. 142 Students define and illustrate the terms length, height, base, and width. Advance Preparation For Part 1, display a set of unit squares. (See Planning Ahead, Lesson 92.) Use a roll of paper or foil to demonstrate carpet rolls for Math Journal 2, page 305, Problem 2. Teacher s Reference Manual, Grades 4 6 pp , 233, 234, Unit 9 Coordinates, Area, Volume, and Capacity
2 Getting Started Mental Math and Reflexes Have students write fractions as equivalent decimals and percents. Suggestions: 2_ ; 66 2_ 3 % 4_ 0.8; 80% 5 8_ 0.32; 32% 25 19_ 0.95; 95% 20 24_ 0.48; 48% 50 3_ ; 37.5% Math Message Read page 188 of the Student Reference Book, and write two important facts about area. Study Link 9 3 FollowUp Have partners compare answers and resolve any differences. 1 Teaching the Lesson Math Message FollowUp (Student Reference Book, p. 188) WHOLECLASS DISCUSSION Ask volunteers to share what they wrote about area. Use their responses and the display of common units of area to review basic area concepts. Emphasize the following points: Area is a measure of the surface, or region, inside a closed boundary. It is the number of whole and partial unit squares needed to cover the region without gaps or overlaps. NOTE It is more precise to talk about the area of a rectangular region, the area of a triangular region, and so on. However, it is customary to refer to area in terms of the figure that is the boundary: the area of a rectangle, the area of a triangle, and so on. Measurement Student Page Area is measured in square units. There are many units to choose from, and some choices make more sense than others. Call students attention to the classroom display of unit squares and to alternative ways of writing the units: square inch, sq in., or in 2 ; square meter, sq m, or m 2 ; and so on. Ask students to share the relationships they observe among the units for example, a square meter is larger than a square yard. There are 9 square feet in a square yard and 144 square inches in a square foot. A square inch is larger than a square centimeter. Area Area is a measure of the amount of surface inside a closed boundary. You can find the area by counting the number of squares of a certain size that cover the region inside the boundary. The squares must cover the entire region. They must not overlap, have any gaps, or extend outside the boundary. Sometimes a region cannot be covered by an exact number of squares. In that case, count the number of whole squares and fractions of squares that cover the region. Area is reported in square units. Units of area for small regions are square inches (in. 2 ), square feet (ft 2 ), square yards (yd 2 ), square centimeters (cm 2 ), and square meters (m 2 ). For large regions, square miles (mi 2 ) are used in the United States, while square kilometers (km 2 ) are used in other countries. You may report area using any of the square units. But you should choose a square unit that makes sense for the region being measured. Examples Area of the field is 6,000 square yards. Area 6,000 yd 2 The area of a fieldhockey field is reported below in three different ways. 100 yd Area of the field is 54,000 square feet. Area 54,000 ft ft 1 in. 1 cm 1 cm 1 square centimeter (actual size) 1 in. 1 square inch (actual size) Area of the field is 7,776,000 square inches. Area 7,776,000 in. 2 3,600 in. 60 yd 180 ft 2,160 in. Although each of the measurements above is correct, reporting the area in square inches really doesn t give a good idea about the size of the field. It is hard to imagine 7,776,000 of anything! The International Space Station (ISS) orbits the Earth at an altitude of 250 miles. It is 356 feet wide and 290 feet long, and has an area of over 100,000 square feet. Student Reference Book, p. 188 Lesson 723
3 Date 1 cm 2 1 cm 1 cm A Student Page Time Areas of Rectangles base (or length) C height (or width) 1. Fill in the table. Draw rectangles D, E, and F on the grid. B Rectangle Base (length) Height (width) Area A 2 cm 5 cm 10 cm 2 B 4 cm 4 cm 16 cm 2 E D F Finding the Area of a Rectangle (Math Journal 2, p. 304) Ask volunteers to define the terms base and height. The term base is often used to mean both a side of a figure and the length of that side. The height of a rectangle is the length of a side adjacent to the base. Ask students to decide upon the phrasing of a common definition for these vocabulary terms. Record the student definitions on the Class Data Pad. Ask a volunteer to draw a rectangle on the board and label the base and height. C 2.5 cm 2.5 cm 6.25 cm 2 D 6 cm 2 cm 12 cm 2 E F 3.5 cm 4 cm 3 cm 3.5 cm 14 cm cm 2 height 2. Write a formula for finding the area of a rectangle. Area = base height (b h), or length width (l w) Math Journal 2, p _EMCS_S_G5_MJ2_U09_ indd 304 2/22/11 5:18 PM base In Fourth Grade Everyday Mathematics, students found the area of a rectangle by counting unit squares. Then they developed a formula for finding the area of a rectangle. Expect that students might use either method formula or counting squares to find the areas of the rectangles on journal page 304. With the counting method, some rectangles enclose partial grid squares, and students must count and add the full and partial squares to find areas. For example, rectangle C encloses 4 full squares (4 cm 2 ), 4 halfsquares (4 1_ 2 = 2 cm2 ), and 1 quartersquare ( 1_ 4 cm2 ). Its total area is _ 4 = 61_ 4 cm2. 4 full squares 4 cm 2 4 halfsquares 2 cm 2 Each halfsquare has an area of 1_ 2 cm2. +1 quartersquare 1_ 4 cm2 The quartersquare is 1_ 2 cm total area 6 1_ 4 cm2 long and 1_ 2 cm wide. 1 cm 2 1 cm 1 cm C Assign journal page 304, Problem 1. Circulate and assist. 724 Unit 9 Coordinates, Area, Volume, and Capacity
4 Discussing Formulas for the Area of a Rectangle (Math Journal 2, p. 304; Math Masters, p. 436) WHOLECLASS DISCUSSION Algebraic Thinking Ask volunteers to give the dimensions of rectangles A F as other volunteers draw the rectangles on a transparency of Math Masters, page 436. Ask: What do you notice about the relationship between the base and height and the actual area of each figure? The base multiplied by the height is equal to the area. Reinforce this rule: If the length of the base and the height of a rectangle are known, the area can be found by multiplying the length of the base by the height. Such a rule is called a formula. The formula can be written in abbreviated form as: A = b h, where A stands for the area, b stands for the length of the base, and h stands for the height. Ask students to complete Problem 2 on journal page 304. Remind students that letters used in this way are called variables. Add the abbreviated formula to the definitions on the Class Data Pad, and have students write the abbreviated formula after their answers for Problem 2 on journal page 304. Refer students to the rectangles drawn on the transparency. Have students apply the formula for the rectangles in Problem 1. Ask volunteers to record a number model for the area of each rectangle on the transparency. For example, 2 cm 5 cm = 10 cm 2. Have students check their total count of the squares with the product from the number model. For rectangles C and E, ask students to think about the decimals as fractions (2 1_ cm 21_ cm = 61_ cm2, and 4 cm 3 1_ 2 cm = 14 cm2 ). Ask partners to estimate, in inches, the length of the sides of the rectangles on journal page 304. Then have students measure the sides of rectangle C using their inch rulers. (Each side of rectangle C is about 1 inch long.) Ask students what the area of rectangle C is when the unit is inches. 1 square inch Point out that there are about 2.5, or 2 1_ centimeters in 1 inch, and about 6.25, or 61_ 2 4 square centimeters in 1 square inch. Applying the Area Formulas (Math Journal 2, p. 305) INDEPENDENT PROBLEM SOLVING NOTE An alternative formula for the area of a rectangle is A = l w, where l stands for the length and w stands for the width of the rectangle. Students are familiar with both versions of the formula from Fourth Grade Everyday Mathematics. Date Area Problems 1. A bedroom floor is 12 feet by 15 feet (4 yards by 5 yards). Floor area = Floor area = Student Page square feet square yards 2. Imagine that you want to buy carpet for the bedroom in Problem 1. The carpet comes on a roll that is 6 feet (2 yards) wide. The carpet salesperson unrolls the carpet to the length you want and cuts off your piece. What length of carpet will you need to cover the bedroom floor? Time 3. Calculate the areas for the 4. Fill in the missing lengths for figures below. the figures below. a. 9 yd a. 12 ft 12 yd 3 yd 6 yd 72 6 yd Area = yd 2 6 yd 12 ft (4 yd) 6 ft (2 yd) 30 ft, or 10 yd 15 ft (5 yd) 360 ft 30 2 ft 30 ft 12 ft Have students complete journal page 305. Circulate and assist. b ft b. 15 yd 8 ft 2 ft 4 ft ft 25 yd 375 yd 2 25 yd 76 Area = ft 2 Math Journal 2, p yd _EMCS_S_MJ2_G5_U09_ indd 305 3/22/11 12:42 PM Lesson 725
5 Student Page Date Time Fraction Division Review 1. Liz, Juan, and Michael equally share 9_ 12 of a pizza. a. To show how the 9 pieces can be distributed, write the student s initial on each piece that he or she is getting. b. Each student will get 3 pieces. c. Write a number model to show what fraction of the whole pizza each student gets. 2. A football team orders a 6footlong submarine sandwich. Each player will eat 1_ 3 of a foot of sandwich. Draw tick marks on the ruler to help you find how many players the sandwich will serve. Math Journal 2, p. 306 J M L L J M L M J 9_ 12 3 = 3_ 12, or 1_ 4 0 FEET The sandwich will serve players. So, 6 1_ 3 =. 3. When Mr. Showers won a large amount of money, he donated half to a local college. The funds were divided equally among 5 departments. a. Write an open number model to show how much of Mr. Shower s prize went to each department. b. Each department received of the prize. 4. The stone is a unit of weight used in the United Kingdom and Ireland. One pound equals 1_ 14 stone. Anna s pen pal in Ireland weighs 6 stones. How much is this in pounds? 1_ 2 5 = p 1_ pounds 5. Write a number story that can be solved by dividing 3 by 1_ 4. Solve your problem. Ongoing Assessment: Informing Instruction Watch for students who hesitate with Problem 2. Ask: Which unit makes more sense to work with, feet or yards? yards Refer students to Problem 1 and ask how many yards of carpet are needed. 20 square yards Illustrate Problem 2 using a roll of paper towels, waxed paper, or aluminum foil to demonstrate how a piece of carpet is cut from a roll. As the carpet unrolls, the area increases. For example, in Problem 2, each foot unrolled adds an additional 6 square feet or 2 square yards. As you unroll the model, have students shade the grid in Problem 1 to show how much floor is covered. Prompt students to tell you where to cut the model. When most students have completed the journal page, ask volunteers to share their solution strategies. Ask questions like the following: In Problem 2, how will you cut the carpet to make it fit the bedroom? If students determine that they will need a piece of carpet 30 feet or 10 yards long, they will need to cut it in half to fit the bedroom. Each of the two pieces will be 2 yards by 5 yards _EMCS_S_MJ2_G5_U09_ indd 306 4/6/11 11:01 AM 2 yd 10 yd 2 yd 2 yd 4 yd 5 yd Date Math Boxes Student Page Time In Problem 4, how did you find the missing lengths? Encourage students to use multiplication/division relationships and open number sentences. For example, = h, or 25 b = A rope 3_ 4 meter long is cut into 6 equal pieces meters a. Draw lines on the rope to show how long each piece will be. b. Write a number model to describe the problem. 3_ 4 6 = 1_ 8 3. Compare. Use <, >, or =. a. 8 * 10 5 > 80,000 b million = 12,400,000 c. 7,000,000 > 7 * 10 5 d. 8 2 < 28 e. 5.4 * 10 2 < 5,400 80A 80B 2. What is volume of the prism? Choose the best answer. 4. Solve. 240 units 3 90 units 2 30 units 3 90 units 3 a. 429 b. 134 * 15 * 82 6,435 10,988 c. 706 * , Ongoing Assessment: Recognizing Student Achievement Exit Slip Use an Exit Slip (Math Masters, page 414) to assess students ability to calculate area. Have students write a response to the following: Explain how you found the area for the figure in Problem 3b on journal page 305. Students are making adequate progress if they multiply the side lengths to find the areas of the rectangles in order to find the total area. [Measurement and Reference Frames Goal 2] Write true or false. a. 5,278 is divisible by 3. false b. 79,002 is divisible by 6. true c. 86,076 is divisible by 9. true d. 908,321 is divisible by 2. false 6. Complete the What s My Rule? table, and state the rule. Rule: in out Math Journal 2, p _EMCS_S_MJ2_G5_U09_ indd 307 4/6/11 11:01 AM 726 Unit 9 Coordinates, Area, Volume, and Capacity
6 2 Ongoing Learning & Practice Fraction Division Review (Math Journal 2, p. 306; Student Reference Book, pp B) Study Link Master Name Date Time STUDY LINK More Area Problems 1. Rashid can paint 2 square feet of fence in 10 minutes. Fill in the missing parts to tell how long it will take him to paint a fence that is 6 feet high by 25 feet long. Rashid will be able to paint 150 sq ft of fence in. 12 hr 30 min (area) (hours/minutes) 2. Regina wants to cover one wall of her room with wallpaper. The wall is 9 feet high and 15 feet wide. There is a doorway in the wall that is 3 feet wide and 7 feet tall. How many square feet of wallpaper will she need to buy? 114 square feet Have students review information about fraction division problems on pages 80 80B of the Student Reference Book. Discuss the use of visual models and number stories. Then have students complete the journal page. Calculate the areas for the figures below yd yd 4 yd 4 yd 4 ft 2 ft 1 ft 9 ft 10 yd Math Boxes (Math Journal 2, p. 307) INDEPENDENT Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 92. The skill in Problem 6 previews Unit 10 content. Writing/Reasoning Have students write a response to the following: Explain how you could determine the volume of the rectangular prism in Problem 2 by counting the unit cubes. Then write a number model for the formula you could use to find the volume. Sample answers: I could count the number of unit cubes in the bottom layer first. The width is 6 and the length of the base is 5. So there are 30 unit cubes in the bottom layer. The height is 3, so there are three layers of 30. The volume is 90 units 3. The formula is B h = V. The number model is (5 6) 3 = 90 units Area = yd 2 Area = ft 2 Fill in the missing lengths for the figures below cm cm _497_EMCS_B_MM_G5_U09_ indd 265 3,000 cm 2 50 cm 6 m 60 cm Math Masters, p ft 33 5 ft 33 m 198 m 2 33 m 6 m 3/23/11 1:09 PM Study Link (Math Masters, p. 265) Home Connection Students solve area problems. INDEPENDENT Teaching Master Name Date Time Comparing Perimeter and Area 3 Differentiation Options READINESS Comparing Perimeter and Area (Math Masters, p. 266) 5 15 Min Roll 2 sixsided dice. The numbers on top are the lengths of 2 sides of a rectangle. Draw the rectangle in the grid below. Record the perimeter and the area of the rectangle in the table. Use centimeter cubes to find other rectangles that have the same area, but different perimeters. Draw the rectangles and record their perimeters and areas in the table. Repeat until you have filled the table. You might need to roll the dice several times. Rectangle Perimeter Area A B C D E F To support students understanding of perimeter and area, have partners roll 2 sixsided dice to determine the dimensions of a rectangle. They draw a rectangle with those dimensions and find the perimeter and area of the rectangle. Partners then find other rectangles with the same area, but different perimeters. They repeat this process until the table on page 266 is completed. Discuss what conclusions can be drawn from the table. Sample answers: Different perimeters can have the same area; the dimensions are factor pairs for the area. Math Masters, p _497_EMCS_B_MM_G5_U09_ indd 266 3/23/11 1:09 PM Lesson 727
7 Teaching Master py g g p Name Date Time Perimeter and Area of Irregular Figures Cut 6 rectangles that are 6 columns by 7 rows from the centimeter grid paper. Record the area and the perimeter of one of these rectangles in Problem 1. Divide each rectangle by using 3 different colored pencils to shade three connected parts with the same number of boxes. The parts must follow the grid, and the squares must be connected by sides. Divide each rectangle in a different way. 1. For a rectangle that is 6 cm by 7 cm: Area = 42 cm 2 Perimeter = _497_EMCS_B_MM_G5_U09_ indd Record the perimeters for the divisions of the 6 rectangles in the table. Rectangle What is the area for each of the parts? Perimeters Part 1 Part 2 Part 3 4. What is the range of the perimeters for each of the parts? 5. a. Describe one relationship between perimeter and area. 26 cm 14 square centimeters Sample answer: Shapes with the same area can have different perimeters. b. Is the relationship the same for rectangles and irregular figures? Explain. Math Masters, p /23/11 1:09 PM ENRICHMENT Comparing Perimeter and Area for Irregular Figures (Math Masters, pp. 267 and 436) Min To apply students understanding of perimeter and area to irregular figures, have partners divide rectangles and compare the relationship between perimeter and area. When students have finished, have them share the parts they cut from their rectangles and discuss questions such as the following: Can you use the area of a figure to predict the perimeter of that figure? No Can you use the perimeter of a figure to predict the area of that figure? No Guide students to conclude that perimeter and area are independent measures. EXTRA PRACTICE 5Minute Math SMALLGROUP 5 15 Min To offer students more experience with calculating the area of rectangles, see 5Minute Math, page 212. Name Date Time Area: Tiling and Using a Formula For each rectangle below, cut out a rectangle from the centimeter grid paper (Math Masters, page 436) that has the same dimensions. Follow the directions for each problem. 1. The length of the base of the rectangle is 6 cm and the height is 2 1_ 2 cm. a. Tape the centimeter grid over the rectangle, and then use the counting method to find the area of the rectangle. 15 cm 2 b. Use the formula to write an open number model that can be used to find the area. c. Area = 15 cm2 Teaching Master 6 2 1_ 2 = A EXTRA PRACTICE Area: Tiling and Using a Formula (Math Masters, pp. 293A and 436) Min To find the area, students use grid paper to tile rectangles that have fractional side lengths. They also use the formula for the area of a rectangle to show that both methods produce the same result. ELL SUPPORT SMALLGROUP Building a Math Word Bank (Differentiation Handbook, p. 142) 5 15 Min 2. The length of the base of the rectangle below is 12 1_ 2 cm and the height is 2 1_ 2 cm. a. Tape the centimeter grid over the rectangle, and then use the counting method to find the area of the rectangle. 31 1_ 4 cm 2 b. Use the formula to find the area. 31 1_ 4 cm 2 3. a. Use the formula to find the area of the rectangle below. 15 3_ 4 cm 2 b. Tape the centimeter grid over the rectangle, and then use the counting method to find the area of the rectangle. 15 3_ 4 cm 2 1 1_ 2 cm py g g p To provide language support for area, have students use the Word Bank Template found on Differentiation Handbook, page 142. Ask students to write the terms length, height, base, and width; draw pictures relating to each term; and write other related words. See the Differentiation Handbook for more information. 10 1_ 2 cm c. Explain why the formula and the counting method produce the same area. Sample answer: Each row has the same number of squares. So, multiplying the base by the height gives you the number of squares there are in all. Counting the squares gives you the same area. Math Masters, p. 293A 293A_EMCS_B_MM_G5_U09_ indd 293A 3/22/11 9:31 AM 728 Unit 9 Coordinates, Area, Volume, and Capacity
8 Name Date Time Area: Tiling and Using a Formula For each rectangle below, cut out a rectangle from the centimeter grid paper (Math Masters, page 436) that has the same dimensions. Follow the directions for each problem. 1. The length of the base of the rectangle is 6 cm and the height is 2 1 _ 2 cm. a. Tape the centimeter grid over the rectangle, and then use the counting method to find the area of the rectangle. cm 2 b. Use the formula to write an open number model that can be used to find the area. c. Area = cm 2 2. The length of the base of the rectangle below is 12 1 _ 2 cm and the height is 2 1 _ 2 cm. a. Tape the centimeter grid over the rectangle, and then use the counting method to find the area of the rectangle. cm 2 b. Use the formula to find the area. cm 2 3. a. Use the formula to find the area of the rectangle below. cm 2 b. Tape the centimeter grid over the rectangle, and then use the counting method to find the area of the rectangle. cm _ 2 cm 1 1 _ 2 cm c. Explain why the formula and the counting method produce the same area. Copyright Wright Group/McGrawHill 293A
Assessment Management
Area Objectives To provide experiences with the concept of area, distinguishing between area and perimeter, and finding areas of rectangular figures by partitioning and counting squares. www.everydaymathonline.com
More informationVolume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms.
Volume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
More informationNumber Models for Area
Number Models for Area Objectives To guide children as they develop the concept of area by measuring with identical squares; and to demonstrate how to calculate the area of rectangles using number models.
More informationVolume of Rectangular Prisms Objective To provide experiences with using a formula for the volume of rectangular prisms.
Volume of Rectangular Prisms Objective To provide experiences with using a formula for the volume of rectangular prisms. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts
More informationObjective To introduce a formula to calculate the area. Family Letters. Assessment Management
Area of a Circle Objective To introduce a formula to calculate the area of a circle. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment
More informationComparing Fractions Objective To provide practice ordering sets of fractions.
Comparing Fractions Objective To provide practice ordering sets of fractions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management
More informationMultiplication Arrays
Multiplication Arrays Objective To provide opportunities to use arrays, multiplication/ division diagrams, and number models to represent multiplication number stories. www.everydaymathonline.com epresentations
More informationVolume of Pyramids and Cones
Volume of Pyramids and Cones Objective To provide experiences with investigating the relationships between the volumes of geometric solids. www.everydaymathonline.com epresentations etoolkit Algorithms
More informationMeasuring with Yards and Meters
Measuring with Yards and Meters Objectives To provide review for the concept of nonstandard units of measure; and to introduce yard and meter. www.everydaymathonline.com epresentations etoolkit Algorithms
More informationSurface Area. Assessment Management
Surface Area Objective To introduce finding the surface area of prisms, cylinders, and pyramids. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
More informationFractions and Decimals
Fractions and Decimals Objectives To provide experience with renaming fractions as decimals and decimals as fractions; and to develop an understanding of the relationship between fractions and division.
More informationMultiplication Facts Practice
Multiplication Facts Practice Objectives To introduce the 5facts test; and to provide practice with multiplication facts. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts
More informationObjective To guide the development and use of a rule for generating equivalent fractions. Family Letters. Assessment Management
Equivalent Fractions Objective To guide the development and use of a rule for generating equivalent fractions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
More informationMeasuring with a Ruler
Measuring with a Ruler Objective To guide children as they measure line segments to the nearest inch, _ inch, _ inch, centimeter, _ centimeter, and millimeter. www.everydaymathonline.com epresentations
More informationBaseball Multiplication Objective To practice multiplication facts.
Baseball Multiplication Objective To practice multiplication facts. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common
More informationThe Mean and the Median
The Mean and the Median Objectives To introduce the mean of a set of data; and to review the median of a set of data. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop
More informationSubtracting Mixed Numbers
Subtracting Mixed Numbers Objective To develop subtraction concepts related to mixed numbers. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
More informationFamily Letters. Assessment Management. Playing Fraction Of
Formula for the Area of a Parallelogram Objectives To review the properties of parallelograms; and to guide the development and use of a formula for the area of a parallelogram. www.everydaymathonline.com
More informationA CoinToss Experiment
A CoinToss Experiment Objective To guide children as they develop intuition equally likely events. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family
More informationObjective To introduce the concept of square roots and the use of the squareroot key on a calculator. Assessment Management
Unsquaring Numbers Objective To introduce the concept of square roots and the use of the squareroot key on a calculator. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts
More informationExploring Length, Area, and Attributes
Explorations Exploring Length, Area, and Attributes Objectives To guide children as they measure lengths and distances to the nearest inch and centimeter, explore area by tiling surfaces, and sort attribute
More informationObjective To guide exploration of the connection between reflections and line symmetry. Assessment Management
Line Symmetry Objective To guide exploration of the connection between reflections and line symmetry. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family
More informationSimplifying Expressions: Combining Like Terms Objective To simplify algebraic expressions by combining like terms.
Simplifying Expressions: Combining Like Terms Objective To simplify algebraic expressions by combining like terms. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop
More informationThe Distributive Property
The Distributive Property Objectives To recognize the general patterns used to write the distributive property; and to mentally compute products using distributive strategies. www.everydaymathonline.com
More informationReview: Comparing Fractions Objectives To review the use of equivalent fractions
Review: Comparing Fractions Objectives To review the use of equivalent fractions in comparisons. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
More informationParentheses in Number Sentences
Parentheses in Number Sentences Objective To review the use of parentheses. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management
More informationConstructing Geometric Solids
Constructing Geometric Solids www.everydaymathonline.com Objectives To provide practice identifying geometric solids given their properties; and to guide the construction of polyhedrons. epresentations
More informationHidden Treasure: A Coordinate Game. Assessment Management. Matching Number Stories to Graphs
Hidden Treasure: A Coordinate Game Objective To reinforce students understanding of coordinate grid structures and vocabulary. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM
More informationMiddle Value (Median) of a Set of Data
Middle Value (Median) of a Set of Data Objectives To guide children as they sort numerical data and arrange data in ascending or descending order, and as they find the middle value (median) for a set of
More informationComparing and Ordering Fractions
Comparing and Ordering Fractions Objectives To review equivalent fractions; and to provide experience with comparing and ordering fractions. www.everydaymathonline.com epresentations etoolkit Algorithms
More informationMultiplication and Division Fact Families
Multiplication and Division Fact Families Objectives To review fact families and the Multiplication/Division Facts Table; and to guide children as they practice multiplication and division facts. www.everydaymathonline.com
More informationProperties of Polygons Objective To explore the geometric properties of polygons.
Properties of Polygons Objective To explore the geometric properties of polygons. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment
More informationPerimeter, Area, and Volume
Perimeter is a measurement of length. It is the distance around something. We use perimeter when building a fence around a yard or any place that needs to be enclosed. In that case, we would measure the
More informationAddition of Multidigit Numbers
Addition of Multidigit Numbers Objectives To review the partialsums algorithm used to solve multidigit addition problems; and to introduce a columnaddition method similar to the traditional addition
More informationFactor Trees. Objective To provide experiences with finding the greatest common factor and the least common multiple of two numbers.
Factor Trees Objective To provide experiences with finding the greatest common factor and the least common multiple of two numbers. www.everydaymathonline.com epresentations etoolkit Algorithms Practice
More informationPerimeter, Area and Volume What Do Units Tell You About What Is Being Measured? Teacher Materials
Lesson 1 Perimeter, Area and Volume What Do Units Tell You About What Is Being Measured? Teacher Materials Perimeter: The Line Club T1: Before class: Copy one set of student pages for each student in the
More informationThe PartialQuotients Division Algorithm, Part 1
The PartialQuotients Division Algorithm, Part 1 Objectives To introduce and provide practice with a lowstress division algorithm for 1digit divisors. www.everydaymathonline.com epresentations etoolkit
More informationBuying at the StockUp Sale
Buying at the StockUp Sale Objective To guide children as they multiply using mental math and the partialproducts algorithm. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM
More informationMultiplying Fractions by Whole Numbers
Multiplying Fractions by Whole Numbers Objective To apply and extend previous understandings of multiplication to multiply a fraction by a whole number. www.everydaymathonline.com epresentations etoolkit
More informationFormula for the Area of a Triangle Objective To guide the development and use of a formula for the area of a triangle.
Formula for the rea of a Triangle Objective To guide the development and use of a formula for the area of a triangle. www.everydaymathonline.com epresentations etoolkit lgorithms Practice EM Facts Workshop
More informationCapacity. Assessment Management
Capacity Objective To review units of capacity. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards
More informationCalculator Practice: Computation with Fractions
Calculator Practice: Computation with Fractions Objectives To provide practice adding fractions with unlike denominators and using a calculator to solve fraction problems. www.everydaymathonline.com epresentations
More informationThe Lattice Method of Multiplication
The Lattice Method of Multiplication Objective To review and provide practice with the lattice method for multiplication of whole numbers and decimals. www.everydaymathonline.com epresentations etoolkit
More informationLesson 3: Area. Selected Content Standards. Translating Content Standards into Instruction
Lesson 3: Area Selected Content Standards Benchmark Assessed: M.3 Estimating, computing, and applying physical measurement using suitable units (e.g., calculate perimeter and area of plane figures, surface
More informationMultiplication Facts Survey
Multiplication Facts Survey Objective To guide children as they determine which multiplication facts they still need to learn. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM
More informationReview: Addition and Subtraction of Positive and Negative Numbers
Review: Addition and Subtraction of Positive and Negative Numbers Objective To practice adding and subtracting positive and negative numbers. www.everydaymathonline.com epresentations etoolkit Algorithms
More informationExponential Notation for Powers of 10
Expntial Notation for Objective To introduce numberandword notation for large numbers and expntial notation for powers of 10. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM
More informationSubtraction of Multidigit Numbers
Subtraction of Multidigit Numbers Objectives To review the tradefirst and countingup methods, and to introduce the partialdifferences method of solving multidigit subtraction problems; and to provide
More informationMD526 Stacking Blocks Pages 115 116
MD526 Stacking Blocks Pages 115 116 STANDARDS 5.MD.C.4 Goals Students will find the number of cubes in a rectangular stack and develop the formula length width height for the number of cubes in a stack.
More informationInequalities. Assessment Management. Dividing Decimals by Decimals: Part 1
Inequalities Objectives To find and represent all the values that make an inequality in one variable true; and to represent realworld situations with inequalities. www.everydaymathonline.com epresentations
More informationPlace Value in Whole Numbers
Place Value in Whole Numbers Objectives To provide practice identifying values of digits in numbers up to one billion; and to provide practice reading and writing numbers up to one billion. www.everydaymathonline.com
More informationPackaging Engineering
Project Packaging Engineering Objectives To use nets to represent and calculate the surface area of 3dimensional shapes; and to apply concepts of area, surface area, and volume to design a package for
More informationChange Number Stories Objective To guide children as they use change diagrams to help solve change number stories.
Number Stories Objective To guide children as they use change diagrams to help solve change number stories. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
More informationMultiplication of Mixed Numbers
Multiplication of Mixed Numbers Objective To introduce multiplication with mixed numbers. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment
More informationWHAT IS AREA? CFE 3319V
WHAT IS AREA? CFE 3319V OPEN CAPTIONED ALLIED VIDEO CORPORATION 1992 Grade Levels: 59 17 minutes DESCRIPTION What is area? Lesson One defines and clarifies what area means and also teaches the concept
More informationReview of Basic Fraction Concepts
Review of asic Fraction Concepts Objective To review fractions as parts of a whole (ONE), fractions on number lines, and uses of fractions. www.everydaymathonline.com epresentations etoolkit lgorithms
More informationGeorgia Department of Education Common Core Georgia Performance Standards Framework Fourth Grade Mathematics Unit
Fourth Grade Mathematics Unit Constructing Task: Area and Perimeter Adapted from Fixed Perimeters and Fixed Areas in Teaching StudentCentered MATHEMATICS Grades 35 by John Van de Walle and LouAnn Lovin.
More informationThe Addition/Subtraction Facts Table
The Addition/Subtraction Facts Table Objectives To provide experience exploring patterns in sums of two dice; and to introduce the Addition/Subtraction Facts Table. www.everydaymathonline.com epresentations
More informationGrade 4 Mathematics Measurement: Lesson 2
Grade 4 Mathematics Measurement: Lesson 2 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and all information outside
More informationSunriseSunset Line Graphs
SunriseSunset Line Graphs Objectives To guide children as they analyze data from the sunrisesunset routine; and to demonstrate how to make and read a line graph. www.everydaymathonline.com epresentations
More informationUnit 6 Measurement and Data: Area and Volume
Unit 6 Measurement and Data: Area and Volume Introduction In this unit, students will learn about area and volume. As they find the areas of rectangles and shapes made from rectangles, students will need
More informationAssessment Management
Facts Using Doubles Objective To provide opportunities for children to explore and practice doublesplus1 and doublesplus2 facts, as well as review strategies for solving other addition facts. www.everydaymathonline.com
More informationLine Plots. Objective To provide experience creating and interpreting line plots with fractional units. Assessment Management
Line Plots Objective To provide experience creating and interpreting line plots with fractional units. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family
More informationGrade 5 supplement. Set D1 Measurement: Area & Perimeter. Includes. Skills & Concepts
Grade 5 supplement Set D1 Measurement: Area & Perimeter Includes Activity 1: Measuring Area D1.1 Activity 2: Measuring Perimeter D1.5 Activity 3: The Ladybugs Garden D1.9 Activity 4: Hexarights D1.15 Independent
More informationThe LengthofDay Project
The LengthofDay Project Objectives To review telling time and finding elapsed time; and to introduce the LengthofDay project. www.everydaymathonline.com epresentations etoolkit Algorithms Practice
More informationPatternBlock Fractions
Patternlock Fractions Objective To guide students as they find fractional parts of polygonal regions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family
More informationMultiplication Fact Power and Shortcuts
Multiplication Fact Power and Shortcuts Objectives To discuss multiplication facts and the importance of fact power; and to review fact shortcuts. www.everydaymathonline.com epresentations etoolkit Algorithms
More informationSubtraction Strategies
Subtraction Strategies Objective To review solution strategies for subtraction of multidigit numbers. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family
More informationAddition and Subtraction of Decimals Objective To add, subtract, and round decimals.
Addition and Subtraction of Decimals Objective To add, subtract, and round decimals. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment
More informationReading and Writing Large Numbers
Reading and Writing Large Numbers Objective To read and write large numbers in standard, expanded, and numberandword notations. www.everydaymathonline.com epresentations etoolkit Algorithms Practice
More informationReading and Writing Small Numbers
Reading Writing Small Numbers Objective To read write small numbers in stard exped notations wwweverydaymathonlinecom epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment
More informationFamily Letters. Assessment Management. Playing Target: 50
The PartialSums Algorithm Objectives To guide children as they make ballpark estimates; and to provide opportunities to model and practice the partialsums algorithm for  and digit numbers. www.everydaymathonline.com
More informationFormulas for Area Area of Trapezoid
Area of Triangle Formulas for Area Area of Trapezoid Area of Parallelograms Use the formula sheet and what you know about area to solve the following problems. Find the area. 5 feet 6 feet 4 feet 8.5 feet
More informationSubtraction from Addition
Subtraction from Addition Objectives To review the and 1 shortcuts; and to guide children to identify the subtraction facts related to given addition facts. www.everydaymathonline.com epresentations etoolkit
More informationBox Plots. Objectives To create, read, and interpret box plots; and to find the interquartile range of a data set. Family Letters
Bo Plots Objectives To create, read, and interpret bo plots; and to find the interquartile range of a data set. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop
More informationObjective To review the partialquotients division algorithm with whole numbers.
Objective To review the partialquotients division algorithm with whole numbers. 1 Teaching the Lesson materials Key Activities Students review and practice the use of a friendly number paperandpencil
More informationGRADE 4 SUPPLEMENT. Set D5 Measurement: Area in Metric Units. Includes. Skills & Concepts
GRADE 4 SUPPLEMENT Set D5 Measurement: Area in Metric Units Includes Activity 1: Metric Rectangles D5.1 Activity 2: Ladybug Dream House D5.7 Independent Worksheet 1: Measuring Area in Metric Units D5.13
More informationAssessment Management
Weight Objectives To review grams and ounces as units of mass and weight; and to guide the estimation and measurement of weight in grams and ounces. www.everydaymathonline.com epresentations etoolkit Algorithms
More informationFamily Letters. Assessment Management. Math Boxes 1 4
Objective To calculate and compare the median and mean of a data set. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management
More informationThe Median. Objectives To review how to display a set of data with a line plot; and to review how to find the median of a set of data.
The Median Objectives To review how to display a set of data with a line plot; and to review how to find the median of a set of data. www.everydaymathonline.com epresentations etoolkit Algorithms Practice
More informationArchdiocese of Washington Catholic Schools Academic Standards Mathematics
5 th GRADE Archdiocese of Washington Catholic Schools Standard 1  Number Sense Students compute with whole numbers*, decimals, and fractions and understand the relationship among decimals, fractions,
More informationRelationships Between Quantities
Relationships Between Quantities MODULE 1? ESSENTIAL QUESTION How do you calculate when the numbers are measurements? CALIFORNIA COMMON CORE LESSON 1.1 Precision and Significant Digits N.Q.3 LESSON 1.2
More informationMeasure the side of the figure to the nearest centimeter. Then find the perimeter. 1.
Measure the side of the figure to the nearest centimeter. Then find the perimeter. 1. a. 3 cm b. 6 cm c. 8 cm d. 9 cm 2. a. 4 cm b. 6 cm c. 8 cm d. 10 cm Powered by Cognero Page 1 Find the perimeter of
More informationUnit 8 Geometry. Introduction. Materials
Unit 8 Geometry Introduction In this unit, students will learn about volume and surface area. As they find the volumes of prisms and the surface areas of prisms and pyramids, students will add, subtract,
More informationCommon Core State Standards 1 st Edition Math Pacing Guide Fourth Grade 4 th Nine Week Period
Common Core State Standards 1 st Edition Math Pacing Guide Fourth Grade 4 th Nine Week Period 1 st Edition Developed by: Christy Mitchell, Amy Moreman, Natalie Reno ``````````````````````````````````````````````````````````````````````````````````````
More informationArea and Circumference of Circles
Teacher Created Materials 21208 Focused Mathematics Student Guided Practice Book of Circles Learning Objectives Geometry Know the formulas for the area and circumference of a circle and use them to solve
More informationCopyright 2013 Edmentum  All rights reserved.
Division with Fractions 1. Solve the following. Copyright 2013 Edmentum  All rights reserved. Volume 2. A stick of butter has a length of 8 inches, a width of 2 inches, and a height of 2 inches. What
More informationSolving Geometric Applications
1.8 Solving Geometric Applications 1.8 OBJECTIVES 1. Find a perimeter 2. Solve applications that involve perimeter 3. Find the area of a rectangular figure 4. Apply area formulas 5. Apply volume formulas
More informationMATH STUDENT BOOK. 7th Grade Unit 9
MATH STUDENT BOOK 7th Grade Unit 9 Unit 9 Measurement and Area Math 709 Measurement and Area Introduction 3 1. Perimeter 5 Perimeter 5 Circumference 11 Composite Figures 16 Self Test 1: Perimeter 24 2.
More informationTallahassee Community College PERIMETER
Tallahassee Community College 47 PERIMETER The perimeter of a plane figure is the distance around it. Perimeter is measured in linear units because we are finding the total of the lengths of the sides
More informationThe HalfCircle Protractor
The Halfircle Protractor Objectives To guide students as they classify angles as acute, right, obtuse, straight, and reflex; and to provide practice using a halfcircle protractor to measure and draw
More informationFree PreAlgebra Lesson 3 page 1. Example: Find the perimeter of each figure. Assume measurements are in centimeters.
Free PreAlgebra Lesson 3 page 1 Lesson 3 Perimeter and Area Enclose a flat space; say with a fence or wall. The length of the fence (how far you walk around the edge) is the perimeter, and the measure
More informationVOLUME of Rectangular Prisms Volume is the measure of occupied by a solid region.
Math 6 NOTES 7.5 Name VOLUME of Rectangular Prisms Volume is the measure of occupied by a solid region. **The formula for the volume of a rectangular prism is:** l = length w = width h = height Study Tip:
More informationPrecision and Measurement
NAME DATE PERIOD Precision and Measurement The precision or exactness of a measurement depends on the unit of measure. The precision unit is the smallest unit on a measuring tool. Significant digits include
More informationSolving Simple Equations Objective To use trial and error and a coverup method to
Solving Simple Equations Objective To use trial and error and a coverup method to solve equations. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family
More informationArea and Perimeter. Name: Class: Date: Short Answer
Name: Class: Date: ID: A Area and Perimeter Short Answer 1. The squares on this grid are 1 centimeter long and 1 centimeter wide. Outline two different figures with an area of 12 square centimeters and
More informationObjectives To review and provide practice with the lattice method for multiplication.
Objectives To review and provide practice with the lattice method for multiplication. Teaching the Lesson materials Key Activities Students review the lattice method for multiplication with  and digit
More informationLesson 18: Determining Surface Area of Three Dimensional Figures
Lesson 18: Determining the Surface Area of Three Dimensional Figures Student Outcomes Students determine that a right rectangular prism has six faces: top and bottom, front and back, and two sides. They
More informationCommon Core State Standards. Mathematical Practices SMP1, SMP5, SMP6, SMP8. Content Standards 3.OA.5, 3.OA.8
Project Objective To introduce the rules for order of operations. www.everydaymathonline.com etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards
More information