5th Grade Math. Sample Lessons/Activities. Unit 1: Number Puzzles & Multiple Towers Investigation 1: Finding Factors & Prime Factors

Transcription

1 1.1 Can I write multiplication equations that describe dot arrangements? Can I use arrays to model multiplication? Can I determine whether one number is a factor or multiple of another? 1.2 Can I identify prime, square, even and odd numbers? Can I determine whether one number is a factor or multiple of another? Can I use arrays to model multiplication? 1.3 Can I identify prime, square, even and odd numbers? Can I determine whether one number is a factor or multiple of another? Can I identify and learn multiplication combination (facts) not yet known fluently? 1.4 Can I use known multiplication combinations to find equivalent multiplication combinations? Can I use known multiplication combinations to find multiplication combinations for numbers related by place value? Can I find all the ways to multiply whole numbers for a given product? 5.0A.1; 5.0A.2; 5.0A.2; 5.0A.2; 5.0A.1; 5.0A.2; MP7: Look for and make use of a structure. MP6: Attend to precision MP1: Make sense of problems and persevere in solving them. MP1: Make sense of problems and persevere in solving them. 5th Grade Math Observing students at work: Can students view arrays of dots or their figures and write multiplication equations to represent them? Can students identify and examine properties of numbers? OA Can students find numbers that share common factors? Unit 1: Number Puzzles & Multiple Towers Investigation 1: Finding Factors & Prime Factors OA Observing students at work: Can students use reasoning and knowledge of properties of numbers to find a given number?; Can students use their knowledge of prime, square, odd, even, factors and multiples to identify a number with certain OA Observing students at work: Can students find and organize multiplication combinations for 18 and 180? Ten Minute Math: Quick Images Seeing Numbers; Building Arrays; Number Puzzles: 1 Clue multiplication; T1; division; factor; M13-15; product; array; SAB 1-4; dimensions (of an SMH p.16-17; array); unmarked color tiles array; multiplication combination; multiple Ten Minute Math: Quick even number; Images Seeing Numbers; odd number; Primes and Squares; prime number; Number Puzzles: 2 Clues; composite How Many Answers? number; square number Ten Minute Math: Quick Images: Seeing Numbers; Introducing Number Puzzles 4 Clues; Solving Number Puzzles 4 Clues; Explaining Homework Ten Minute Math: Quick Images: Seeing Numbers; Finding Multiplication Combinations for 18 and 180 SAB 1-7; M15; Color Tiles; SMH p21-22 T14-16; M16-26, M31; SAB p.8-11; SMH 18-22; color tiles SAB 12-14; SMH 23-24; M27-28; M30 Language Arts: Writing to explain mathematical thinking: 1.4, p 49 multiplication arrays division Unit 1 Page 1

2 1.5 Can I use known multiplication combinations to find equivalent multiplication combinations? Can I use known multiplication combinations to find multiplication combinations for numbers related by place value? Can I find all the ways to multiply whole numbers for a given product? Can I use properties (even, odd, prime, square) and relationships (factor, multiple) of numbers to solve problems? 5.0A.2; 1.6 Can I find all the factors of a number? Can I find all the ways to multiply whole numbers for a given product? 5.OA.2, 1.7 Can I find the prime factorization of a number? Can I use known multiplication combinations to find equivalent multiplication combinations (e.g., 18=3x6=3x(2x3))? Can I use known multiplication combinations for numbers related by place value (e.g., 3x6=18;3x6x10=180)? 5.OA.1, 5.OA.2, MP1: Make sense of problems and persevere in solving them. 5th Grade Math Unit 1: Number Puzzles & Multiple Towers Ten Minute Math: Quick Images: Seeing Numbers; Introducing Math Workshop; Number Puzzles and Finding Factors; 2A Assessment: Number Puzzles 2B Finding Factors; Solving a Number Puzzle MP1: Make sense of OA: Number Puzzles and problems and persevere Can students find as many Finding Factors, in solving them. multiplication continued-assessment: combinations as they can, Number Puzzles; using two or more factors, Finding Factors. for given products? *Finding all the Factors. *Daily Practice and Homework. *Ten-Minute Math- Quick Images: Seeing MP1: Make sense of OA problems and persevere Can students find in solving them. multiplication combinations with two or more factors for given products? Numbers The Longest Multiplication combination; Factors of Larger Numbers; Daily Practice and Homework; Ten Minute Math-Quick Images: Seeing Numbers prime factorization. M30; M32; M33; M34; SAB p12, 15-17; SMH p25-29 SAB-19-22; Language Arts: Writing Materials from 1.4 and to explain 1.5 as needed; mathematical thinking: M24; 1.6, p 58 & SH p SAB, pp. 12,15,19-20,23-24; Calculators(optional); M30; SH, pp multiplication arrays division Unit 1 Page 2

3 2.1 Can I solve 2-digit by 2-digit multiplication problems? Can I describe and compare strategies used to solve multiplication problems? Can I create a story problem represented by a multiplication or division expression? 2.2 Can I represent a multiplication or division problem with a picture or diagram? Can I use arrays to model multiplication? Can I solve 2-digit by 2-digit multiplication problems? 2.3 Can I multiply fluently by multiples of 10? Can I compare multiplication problems to determine which product is greater? 2.4 Can I solve 2 digit by 2 digit multiplication problems? Can I break up multiplication problems efficiently; multiplying fluently by multiples of 10? 5.OA.2, 5.NBT.2, 5.NBT.2, 5th Grade Math Unit 1: Number Puzzles & Multiple Towers Investigation 2: Multiplication Strategies MP6: Attend to precision MP2: Reason abstractly and quantitatively. MP3: Construct viable arguments and critique the reasoning of the others. MP7: Look for and make use of a structure. OA Can students solve a 2- digit by 2-digit multiplication problem? OA Can students use reasoning and knowledge of properties of numbers to find a given number? OA Can students compare multiplication problems involving multiples of 10 and decide which product is greater? OA Can students solve related multiplication problems?; Can students solve 2 digit by 2 digit multiplication problems in a story context? *Solving 35x28. *Naming Strategies. *Daily Practice and Homework. *Ten Minute Math-Quick Images: Seeing Numbers More Number Puzzles; Using Arrays to Represent Solutions; Solving Multiplication Problems; Daily Practice and Homework; Ten minute Math- Number Puzzles Ten Minute Math: Number Puzzles; Multiplying by 10s; Multiplication Compare; Making Estimates Ten Minute Math: Number Puzzles; Introducing Multiplication Cluster Problems; Multiplication Practice 2A Multiplication Cluster Problems, 2B Multiplication Compare; 2C Problems about Teams representation SAB, pp.25-26; SH pp ; M15, 31; 12" x 18" construction paper; markers; color tiles (as needed); connecting cubes (as distributive proper SAB, pp.27-29; SH p17; M15, M35,-43; Color tiles (as needed); Posters of 35x28. associative property; less than; greater than SAB p31-33; M44-45, 46; SMH pg11 SAB 35-38; materials from 2.3, Activity 2; M47; M48-50; SMH p35; G11 Language Arts: Writing to explain mathematical thinking: 2.3, p 89 multiplication arrays division Unit 1 Page 3

4 Unit 1: Number Puzzles & Multiple Towers 2.5 Can I solve 2 digit by 2 digit multiplication problems? Can I break up multiplication problems efficiently? Can I multiply fluently by multiples of 10? Can I use clear and concise notation? 5.NBT.2, MP7: Look for and make use of a structure. OA Can students study ways to begin multiplication problems as a way to develop efficiency and fluency? Ten Minute Math: Number Puzzles; Multiplication Clusters; More Multiplication Practice: 2A Multiplication Cluster Problems, 2B Multiplication Compare, 2C Problems Involving Teams SAB p35, 36, 39, 40; SMH p35; G11; materials from 2.3 multiplication arrays division 2.6 Can I solve 2 digit by 2 digit multiplication problems? Can I break up multiplication problems efficiently? Can I use clear and concise notation? MP3: Construct viable arguments and critique the reasoning of the others; MP6: Attend to precision OA Can students study ways to begin multiplication problems as a way to develop efficiency and fluency? Ten Minute Math: Number Puzzles; Starter Problems; Multiplication Strategies SAB p41-43; SMH p30-32; 2.7 Can I solve 2 digit by 2 digit multiplication problems? Can I break up multiplication problems efficiently? MP1: Make sense of OA problems and persevere Can students solve in solving them. multiplication problems by using a given first step?; Can students use knowledge of multiplication to solve a multiplication problem?; M51 Unit Assessment Ten Minute Math: Quick Images: Seeing Numbers; More Starter Problems; What is the Answer?; SAB p44-46; SMH p30-32; M51 Investigation 3: Division Strategies 3.1 Can I represent a multiplication or division problem with a picture or diagram? Can I create a story problem represented by a multiplication or division expression? Can I describe and compare strategies used to solve division problems? ; ; MP2: Reason abstractly and quantitatively. OA Ten Minute Math: Quick Can students solve a Images: Seeing division problem with a 3 Numbers; digit dividend and a 2 digit Solving a Division divisor? Problem; Naming Strategies dividend; divisor; quotient M15; M31; color tiles; connecting cubes; SAB 47-48; SMH p14, 37 Unit 1 Page 4

5 Unit 1: Number Puzzles & Multiple Towers 3.2 Can I use knowledge of multiples of 10 to solve division problems? Can I use and interpret notation that represents division and relate division and multiplication notations? 5.NBT.2; ; ; MP7: Look for and make use of a structure. OA Can students solve multiplication and division problems, using knowledge of the multiples of 21? Ten Minute Math: Quick Images: Seeing Numbers; Counting by 21s; Introducing Multiple Towers; Using Multiple Towers multiple List of multiples of 21; SAB p49-52; SMH p20 multiplication arrays division 3.3 Can I describe and compare strategies used to solve division problems? Can I use knowledge of multiples of 10 to solve division problems? Can I solve division problems with 2 digit divisors? Can I make sense of remainders in terms of problem contexts? 5.NBT.2; ; ; MP2: Reason abstractly and quantitatively. OA Can students solve division problems? Ten Minute Math: Quick Images: Seeing Numbers; Division Problems; Division Strategies SAB p53-54; SMH p Can I use and interpret notation that represents division and relating division and multiplication notations? Can I solve division problems with 2 digit divisors? Can I use clear and concise notation? 3.5 Can I solve division problems with 2 digit divisors? Can I use and interpret notation that represents division and relate division and multiplication notations? Can I solve a division problem by breaking the dividend into parts? MP6: Attend to precision MP7: Look for and make use of a structure. OA Can students solve division problems by breaking the problem in to manageable parts? OA Can students solve division problems by using related problems? Ten Minute Math: Number Puzzles; Numbers off the Tower; Division Notation Ten Minute Math: Number Puzzles; Division Cluster Problems; Breaking Up Numbers SAB p55-58; Multiple Tower for 21 (from 2.2); SMH p20 SAB p59-62; SMH p35 Unit 1 Page 5

6 3.6 Can I solve division problems with 2 digit divisors? Can I compare division problems to determine which quotient is greater? 3.7 Can I solve division problems with 2 digit divisors? Can I make sense of remainders in terms of problem contexts? Can I describe and compare strategies used to solve division problems? 3.8 Can I solve 2 digit by 2 digit multiplication problems? Can I find all the factors of a number? Can I solve a division problem by breaking the dividend into parts? ; MP2: Reason abstractly and quantitatively. MP2: Reason abstractly and quantitatively. Unit 1: Number Puzzles & Multiple Towers OA Can students compare quotients of two division problems to decide which is greater?; Can students solve division word problems? Ten Minute Math: Number Puzzles; Introducing Division Compare; Practicing Division Strategies: 2A Division Cluster Problems, 2B Division Compare, 2C Solving Division Problems; Reasoning about Division Compare Ten Minute Math: Number Puzzles; Practicing Division Strategies 1A Division Cluster Problems, 1B Division Compare, 1C Solving Division Problems; Division Strategies MP1:Make sense of OA Ten Minute Math: problems and persevere Can students use their Number Puzzles; in solving them. MP2: Reason abstractly and quantitatively. knowledge of multiplication and division to solve three problems on the end of the unit assessment?; End of Unit Assessment: M54-55 End of Unit Assessment M44-45; M52; M53; M48-M50; SAB p59-60, p63-66; SMH pg6, SAB p59-60, 65-66, 71; SMH 38-39; Materials from session 3.6, Activity 2B M54-55; SAB p72; SMH p15 Language Arts: Writing multiplication to explain arrays mathematical thinking: division 3.6, p 146 Unit 1 Page 6

7 1.1 Can I decompose 3-D shapes and then recombine them to make a given building? Can I determine the number of cubes that will fit into the box made by a given pattern? Can I develop a strategy for determining the volume of rectangular prisms? 1.2 Can I design patterns for boxes that hold a given number of cubes? Can I find the volume of rectangular prisms? Can I develop a strategy for determining the volume of rectangular prisms? 1.3 Can I find volume of rectangular prisms? Do I understand how the dimensions of a box change when the volume is changed (doubled, halved, or tripled)? 1.4 Can I organize rectangular packages to fit in rectangular boxes? 5.MD.3.a 5.MD.3.b 5.MD.4 5.MD.3.a 5.MD.3.b 5.MD.4 5.MD.5.b 5.MD.5.a 5.MD.5.a MP1: Make sense of problems and persevere MP8: Look for and express regularity in repeated reasoning MP1: Make sense of problems and persevere MP8: Look for and express regularity in repeated reasoning MP1: Make sense of problems and persevere MP8: Look for and express regularity in repeated reasoning MP1: Make sense of problems and persevere MP4: Model with mathematics Unit 2: Prisms & Pyramids Investigation 1: Finding the Volume of Boxes Can 1. Introducing Quick students find the volume of Images: 3-D given boxes? 2. Introducing How Many Cubes? 3. How Many Cubes? Minute Math: Quick Images: 3-D Can students find the volume of given boxes? 1. Work: Can students explore the relationship between the dimension of a box and doubling the number of cubes in the box? 1. Work: Can students find the number of rectangular packages that fit in a box? 1. Strategies for Finding Volume 2. Finding Volume 3.Finding Volume Minute Math: Quick Images: 3-D 1. Doubling the Cubes 2. What Are the Dimensions? Minute Math: Quick Images: 3-D 1. Introducing estimation and number sense 2. Differently-Sized Packages 3. How Many Packages? Minute-Math: Sense volume IWB: Family letter M7-M8. Connecting Cubes (20 per student) Three-Quarter-Inch Grid Paper (M11) T30 Packaging Factory SAB: p 1-3, 4-5 SH: page 105 rectangular prism dimension IWB: Family letter M9-M10 Connecting Cubes (20 per student) Three-Quarter-Inch Grid Paper (M11) T32 Large Box SAB: pages 3, 7-8, 9-10 IWB: Connecting Cubes (20 per student) Three-Quarter-Inch Grid Paper (M11) SAB: pages 11, SH: page 108 IWB: Connecting Cubes (70 per pair) Three-Quarter-Inch Grid Paper (M11) T30 Packaging Factory M13-M15 Digit Card Digit cards M16-M17 How SAB: p 15; SH: p 105, Language Arts: Writing to explain mathematical thinking: 1.1, p 29 Language Arts: Writing to explain mathematical thinking: 1.3, p 37 prisms and pyramids volume 3-D and 2-D figures Unit 2 Page 7

8 1.5A Can I use formulas to find the volume of rectangular prisms? Can I find the volume of a solid composed of two rectangular prisms? 1.5 Can I find the volume of rectangular prisms? Can I organize rectangular packages to fit in rectangular boxes? Do I understand how the dimensions of a box change when the volume is changed (doubled, halved, or tripled)? 5.OA.1 5.MD.3.a 5.MD.3b 5.MD.5.b 5.MD.5.c 5.MD.5.a MP1: Make sense of problems and persevere MP4: Model with mathematics MP1: Make sense of problems and persevere MP4: Model with mathematics 5th Grade Math Unit 2: Prisms & Pyramids 1. Work: Can students find the volume of each rectangular prism in the solid and add the volumes? Can students divide the solid into rectangular prisms? Can students find the volume of each of the prisms? 1. Volume Formulas cubic feet 2. Combining Volumes cubic inches Minute-Math: Order of Operations 1. Assessment: Finding the 1. Finding Volume Volume of Rectangular 2. Finding the Volume of Prisms Rectangular Prisms 2. 3.Counting Packages Minute Math: Work: Estimation & Number Can students find the Sense volume and draw box patterns for rectangular prisms? Can students explore the relationship between the dimensions of a box and doubling or halving the number of cubes in a box? Are students able to draw the box pattern? 3. Differentiation & Intervention Guide: R12 Common Core Book: Pages CC14-CC18 IWB: Connecting Cubes SAB: pages 19A, 19B, 19C, 19D SH: page , IWB: Language Arts: Writing Connecting Cubes (70 to explain mathematical per pair) thinking: Connecting Cubes (70 1.5, pp per pair) Three-Quarter-Inch Grid Paper (M11) M19-M20 Assessment M18 Centimeter Grid Paper SAB: p 15; 19-21; 22 SH: p 105, prisms and pyramids volume 3-D and 2-D figures Unit 2 Page 8

9 Unit 2: Prisms & Pyramids 1.6 Can I find the volume of rectangular prisms? Can I organize rectangular packages to fit in rectangular boxes? Do I understand how the dimensions of a box change when the volume is changed (coupled, halved, or tripled)? 1.7 Can I design a box that can be 5.MD.5.a completely filled with several differentshaped rectangular packages? MP1: Make sense of problems and persevere MP1: Make sense of problems and persevere 1. Finding Volume 2. Changing Dimensions Work: 3.10-Minute Math: Quick Can students design a box Images: 3-D that can be completely filled with each of flour or five differently shaped packages? Design a box 2. Boxes That Work Work: Minute Math: Quick Can students design a box Images: 3-D that can be completely filled with four or five differently shaped packages? IWB: Connecting Cubes (70 per pair) Box 1 M21 How Many Packages? Connecting Cubes (70 per pair) Three-Quarter-Inch Grid Paper (M11) M18 Centimeter Grid Paper SAB: p 19-21; SH: p 108 multiple IWB: Connecting Cubes (70 per pair) Three-Quarter-Inch Grid Paper (M11) M18 Centimeter Grid Paper Connecting Cubes (70 per pair) SAB: p 27; SH: p 105, prisms and pyramids volume 3-D and 2-D figures Unit 2 Page 9

10 2.1 Can I determine the volume, in cubic centimeters, of a small prism? 2.2 Can I construct units of volume - cubic centimeter, cubic inch, cubic foot, cubic yard (optional), cubic meter? Can I choose an appropriate unit of volume to measure a large space? 2.3 Can I find the volume of a large space, such as the classroom, using cubic meters? Can I describe and defend measurement methods? 5.MD.3.a 5.MD.3.b 5.MD.4 5.MD.5.a 5.MD.5.b 5.MD.4 5.MD.5.a 5.MD.4 5.MD.5.a 5.MD.5.b MP5: Use appropriate tools strategically MP5: 5. Use appropriate tools strategically MP5: 5. Use appropriate tools strategically Unit 2: Prisms & Pyramids Investigation 2: Using Standard Cubic Units Finding Cubic Centimeters Work: 2. How Many Cubic Can students determine Centimeters? the volume in cubic cm, of a 3. Introducing Volume small prism? Units 4.10-Minute Math: Sense 1. Work: Can students use understanding of the structure of rectangular prisms to make plans for find the volume of their classwork? Work: Can students determine the volume of their classroom in cubic meters? 1. Building Models of Volume Units 2. Which Unit Should We Use? 3. A Plan to Measure Classroom Space 4.10-Minute Math: Sense 1.How Many Cubic Meters in Our Classroom? 2. How We Measured Minute Math: Sense cubic centimeter volume linear IWB: Connecting Cubes (20 per pair) M18 Centimeter Grid Paper M22 Pattern for a Closed Box (1 per pair of students). Also make a demo box. Scissors & Tape SAB: pages 31,32 SH: page cubic meter IWB: M18 Centimeter Grid Paper Meter sticks 12-inch rulers Scissors & masking tape, scotch tape SAB: pages 33,34 SH: page length width height IWB: M11 3/4" grid paper Connecting Cubes Meter sticks (1 per pair) Cubic meter (constructed in 2.2) SAB: pages 35 SH: p 105, prisms and pyramids volume 3-D and 2-D figures Unit 2 Page 10

11 Unit 2: Prisms & Pyramids 2.4A Can I determine the volume, in cubic centimeters, of a small prism? Can I understand how the dimensions of a box change when the volume is changed (doubled, halved, or tripled)? 5.OA.1 5.MD.3.a 5.MD.3.b 5.MD.4 5.MD.5.a 5.MD.5.b MP1: Make sense of problems and persevere MP2: Reason abstractly and quantitatively MP5: Use appropriate tools strategically 1. Work: Can students explore the relationship between the dimensions of a box and doubling or halving the number of centimeter cubes in the box? 2. End-of-Unit Assessment 1.End-of-Unit Assessment 2. Boxes for Centimeter Cubes Minute Math: Order of Operations Common Core Book: Pages C14-C15 - End-of- Unit Assessment (1 per student) C16 - Assessment Checklist: Measuring Volume in Cubic Centimeters (1 per 6 students) Connecting Cubes Centimeter rulers Scissors & tape C19 Volume Puzzles (make copies) SAB: pages 38B-38C, 38D M18 (1-2 per student) SH: pages prisms and pyramids volume 3-D and 2-D figures Unit 2 Page 11

12 1.1 Can I read, write, and sequence numbers to 10,000 and 100,000? Can I understand the place-value relationships between 10, 100, 1,000, and 10,000? 5.NBT.1 Unit 3: Thousands of Miles, Thousands of Seats Investigation 1: Using Place Values MP7: Look for and make use of structure. Work: Can students read and write large numbers? 1. Practicing Place Value. 2. Introducing the 10,000 Chart. 3. Numbers on the 10,000 Chart Minute Math: Practicing Place Value. Interactive White Language Arts: Board (IWB): Opportunities for Family letter M1-M2. students to explain 10,000 charts. their mathematical Student Activity thinking in writing: Book (SAB): page 1 1.1, p 31 Student Handbook (SH): page 6 Place value Addition combinations 1.2 Can I read, write, and sequence numbers to 10,000 and 100,000? Can I understand the place-value relationships between 10, 100, 1,000, and 10,000? Can I add and subtract multiples of 100 and 1,000? 5.NBT.1 MP7: Look for and make use of structure. Work: Are students using relationships on the chart to locate numbers? Do students understand the structure of the chart? Are students fluent in adding and subtracting multiples of 100? 1. Numbers on the 10,000 Chart. 2. Introducing Moving Up and Down the Chart. 3.Adding and Subtracting Multiples of Minute Math: Practicing Place Value IWB: M3 Assessment Checklist 10,000 charts. SAB: page 2-5 SH: page Can I find the difference between 5.NBT.1 a number and 10,000? Can I find combinations of 3-digit numbers that add to 1,000? Can I use story contexts and representations, such as number lines, to explain and justify solutions to subtraction problems? MP5: 5. Use appropriate tools strategically 1. Work: How do students find the difference? Are students using correct notation to show their answers? Can students carry out some steps mentally? 2. Differentiation & Intervention Guide: R20 (May use anytime after 1.3) 1. Introducing how many steps to 10, How many steps to 10,000? 3.Close to 1, Minute Math: Practicing Place Value IWB: M3 Assessment Checklist 10,000 charts. SAB: page 7-12 SH: page G2 Digit cards T35 Unit 3 Page 12

13 Unit 3: Thousands of Miles, Thousands of Seats 1.4 Can I solve addition and subtraction problems with large numbers by focusing on the place value of the digits? Can I find the difference between a number and 10,000? Can I find combinations of 3-digit numbers that add to 1,000? 5.NBT.1 MP5: 5. Use appropriate tools strategically Introducing Work: estimation and number Do students use their sense: closest estimate. knowledge of adding and 2. Related Problems subtracting multiples of 10, 100, and 1,000 to solve the 3. Adding & subtracting related addition or large numbers subtraction problems? Minute-Math: Can students estimate Practicing Place Value about how much the sum or difference will be? Do students use their understanding of subtraction as they use one problem in a set to solve the next problem? 2. Differentiation & Intervention Guide: R21 Close to 1,000 (Use anytime after 1.4) IWB: M3 Assessment Checklist M7 (if needed) M8 Close to 1,000 10,000 charts. SAB: page SH: page G2 Digit cards T36 Place value Addition combinations 1.5 Can I solve addition and subtraction problems with large numbers by focusing on the place value of the digits? Can I read, write, and sequence numbers to 10,000 and 100,000? Can I learn the names of places larger than 100,000: million, billion, trillion? 5.NBT.1 MP5: 5. Use appropriate tools strategically Differentiation & Intervention Guide: R19: Quiz (May use anytime after 15) 1. Adding & subtracting large numbers 2. The largest number Minute-Math: Sense: Closest Estimate million billion trillion #NAME? Language Arts: Opportunities for students to explain their mathematical thinking in writing: 1.5, p 54 Unit 3 Page 13

14 2.1 Can I solve addition and subtraction problems with large numbers by focusing on the place value of the digits? Can I read, write, and sequence numbers to 10,000 and 100,000? Can I learn the names of places larger than 100,000: million, billion, trillion? Unit 3: Thousands of Miles, Thousands of Seats Investigation 2: Studying Subtraction MP3: Construct viable arguments and critique the reasoning of others MP8: Look for and express regularity in repeated reasoning 1. Observing Students work: Do all students have at least one strategy for solving a subtraction problem? What strategies are students using? 2. Differentiation & Intervention Guide: R24 (May use anytime after 2.1) 1. Solving a Subtraction Problem 2. Subtraction Strategies 3.Practicing Subtraction Minute Math: Estimation & Number Sense: Closest Estimate subtracting in IWB: parts SAB: page adding up SH: page subtracting back change the numbers to make an easier problem subtracting by place Place value Addition combinations 2.2 Can I solve whole number addition & subtraction problems efficiently? Can I use clear & concise notation for recording addition & subtraction strategies? 2.3 Can I identify, describe, & compare subtraction strategies by focusing on how each strategy starts? Can I analyze & use different subtraction strategies? Can I develop arguments about how the differences represented by two subtraction expressions are related? MP3: Construct viable arguments and critique the reasoning of others MP8: Look for and express regularity in repeated reasoning MP3: Construct viable arguments and critique the reasoning of others MP8: Look for and express regularity in repeated reasoning Work: What strategies are students using to solve problems? Are students efficiently using strategies? Are students clearly notating their work? 1. Work: Are students able to complete subtraction solutions by using two different starts? Are students using clear & concise notation to record their solutions? 2. Differentiation & Intervention Guide: R22 (May use anytime after 2.5) 1. Notating Solutions 2. Solving Distance Problems 3.10-Minute Math: Estimation & Number Sense: Closest Estimate 1. Introducing Starter Problems 2. Starter Problems 3. Do I Add or Subtract? Minute Math: Estimation & Number Sense: Closest Estimate IWB: with Language Arts: map of the Continental Opportunities for United States students to explain SAB: page their mathematical SH: page thinking in writing: T39 2.2, p 67 IWB: SAB: page SH: page Unit 3 Page 14

15 3.1 Can I solve addition & subtraction problems with large numbers by focusing on the place value of the digits? 5.NBT Can I add and subtract multiples of 100 and 1,000? Can I solve addition and subtraction problems with large numbers by focusing of the place value of the digits? Can I interpret and solve multistep problems? 5.NBT.1 Unit 3: Thousands of Miles, Thousands of Seats Investigation 3: Adding & Subtracting Large Numbers MP8: Look for and express regularity in repeated reasoning MP1: Make sense of problems and persevere MP4: Model with mathematics Work: Are students able to use strategies from Close to 1,000 that also work for Close to 7,500? Do students use some new strategies for this game when choosing digits for the hundreds place? Are students able to accurately add numbers in the thousands? 1. Work: How are students solving the problems? Are students able to recognize which problems are addition situations and which are subtraction? Are students able to accurately add numbers in the thousands? 2. Differentiation & Intervention Guide: R27 (May use anytime after 3.2) 1. Close to 7, Comparing Strategies 3. Division Facts Minute Math: Practicing Place Value 1.Using Stadium Data 2. Strategies with Larger Numbers Minute Math: Practicing Place Value IWB: SAB: page SH: page 8-9; G3 Digit Cards M16 (as needed) M17 (as needed) M18 T21-23; T40 IWB: SAB: page SH: page T41 Stadium and Arena Capacities Place value Addition combinations Unit 3 Page 15

16 Unit 3: Thousands of Miles, Thousands of Seats 3.3 Can I solve whole-number addition and subtraction problems efficiently? Can I use clear and concise notation for recording addition and subtraction strategies? Can I interpret and solve multistep problems? Can I read, write, and sequence numbers to 10,000 and 100,000? MP1: Make sense of problems and persevere MP4: Model with mathematics 1. Assessment: Numbers to 100, Work: What strategies are students using to solve these problems? How are students keeping track of their solutions? Can students interpret what is happening in each step of the problems? 3. Differentiation & Intervention Guide: R26 (May use anytime after 3.3) 1. Solving Problems with Large Numbers 2. Adding and Subtracting Large Numbers 3.10-Minute Math: Sense: Closest Estimate IWB: SAB: page 51, 59-62, 63, SH: page 7, ; G3 Stadium and Arena Capacities (T41) Digit Cards Close to 7,500 recording sheets (M16) Closest Estimate (T38) Assessment Checklist (M3) Language Arts: Opportunities for students to explain their mathematical thinking in writing: 3.3, p 109 Place value Addition combinations 3.4 Can I solve whole-number addition and subtraction problems efficiently? Can I interpret and solve multistep problems? Can I read, write, and sequence numbers to 10,000 and 100,000? MP1: Make sense of problems and persevere MP4: Model with mathematics 1. Assessment: Numbers to 100,000 (Assessment Checklist M3) 2. Work: What strategies are students using to solve these problems? How are students keeping track of their solutions? Can students interpret what is happening in each step of the problems? 1. Strategies for Large Numbers 2. Adding and Subtracting Large Numbers Minute Math: Sense: Closest Estimate IWB: SAB: page 51, 59-62, 63, 64-65, SH: page 7, ; G3 Stadium and Arena Capacities (T41) Digit Cards Close to 7,500 recording sheets (M16) Closest Estimate (T38) Assessment Checklist (M3) Unit 3 Page 16

17 Unit 3: Thousands of Miles, Thousands of Seats 3.5 Can I solve whole-number addition and subtracting problems efficiently? Can I use clear and concise notation for recording addition and subtraction strategies? 5.NBT.1 MP1: Make sense of 1. M20: End-of-Unit problems and persevere Assessment MP4: Model with 2. Differentiation & mathematics Intervention Guide: R54 (May use anytime after 3.5) 1. End-of-Unit Assessment 2. Solutions to the Assessment Problems Minute Math: Practicing Place Value M20: End-of-Unit Assessment IWB: SAB: page 69 SH: page Place value Addition combinations Unit 3 Page 17

18 1.1 * Can I interpret everyday uses of fractions, decimals, and percents? * Can I find fractional parts of a whole or of a group (of objects and people, and so on)? * Can I find a percentage of a group (of objects, people, and so on)? 1.2 * Can I find fractional parts of a whole or of a group (of objects and people, and so on)? * Can I find the percentage of a rectangular area? * Can I identify fraction and percent equivalents through reasoning about representations and known equivalents and relationships? 5.NF.1 2-Reason abstractly and quantitatively. 7-Look for and make use of structure. Unit 4: What's That Portion? Investigation 1: Using Percent's & Fractions *Ongoing assessment: Work (OA)- Can students work on problems that relate fractions and percents? *OA- Can students write fraction equivalents for percents? Can students identify percents and fraction equivalents for the shaded portion of the grid? *Use of fractions, decimals, and percents. *What Do You Already Know? *Fraction and Percent Problems. *Daily Practice and Homework. Sense Fraction, decimal, percent *Introducing Guess My equivalent Rule. *Writing Equivalent Percents and Fractions. *Grid Patterns as Percents and Fractions. *Daily Practice and Homework. Guess My Rule Estimation and Number Sense *Chart: "Everyday Uses" *SAB,pp1-4. *SH, pp *M1-M2, Family Letter *Chart: Equivalents. *SAB, pp 5-7. *M8; T42, M9. *SH, p. 47. *M3-M4, Family Letter. Guess My Rule "fair shares equal-sized used halves, thirds, fourths, fifths, sixths, eighths, tenths, and twelfths to find equivalent fractions compare and order fractions based on benchmarks fractions 1/2 and * Can I find fractional parts of a rectangular area? * Can I find the percentage of a rectangular area? * Can I identify fraction and percent equivalents through reasoning about representations and known equivalents and relationships? 7-Look for and make use of structure. *OA- *Percents for Fourths Can students divide 10 x and Eighths. 10 grids into given *What Percent is 3/8. fractional parts and *Fraction and Percent represent them with Equivalents. fraction and percent *Daily Practice and notation? Homework. Can students use an area Guess representation and what My Rule they know about fractions to find percent equivalents for fractions? *Differentiation and Intervention Guide (DIG)- R29 *SAB, pp9-12. *M9, T43,44. *Colored pencils, crayons, or transparency markers. *SH, p. 47. Guess My Rule Unit 4 Page 18

19 Unit 4: What's That Portion? 1.4 * Can I find fractional parts of a rectangular area? * Can I identify fraction and percent equivalents through reasoning about representations and known equivalents and relationships? 1.5 * Can I interpret the meaning of the numerator and denominator of a fraction? * Can I find fractional parts of a whole or of a group (of objects, people, and so on)? * Can I use equivalent fractions and percents to solve problems? 7-Look for and make use of structure. 7-Look for and make use of structure. *OA- Can students identify equivalent percents for thirds and sixths and shade in 1/3 and 1/6 of the large scale? *DIG-R30 *Assessment Activity (AA)- Fraction and Percent Problems. *OA- Can students solve problems with fractions and percents? *DIG-R28 *Reasoning About Fraction-Percent Equivalents. *Finding Thirds and Sixths. *What Percent is 1/3. *Daily Practice and Homework. Sense *How Do You Know It's 1/2? *Fraction and Percent Problems. *Daily Practice and Homework10 Minute Math- Estimation and Number Sense Estimation and Number Sense *SAB, pp10, *M9, T43,44. *Colored pencils, crayons, or transparency markers. *SH, pp. 43, 47. *Chart: "Conjectures About Fraction Equivalents". *SAB, pp *M11. *SH, pp. 42, Estimation and Number Sense "fair shares equal-sized used halves, thirds, fourths, fifths, sixths, eighths, tenths, and twelfths to find equivalent fractions compare and order fractions based on benchmarks fractions 1/2 and * Can I identify fraction and percent equivalents through reasoning about representations and known equivalents and relationships? * Can I order fractions and justify their order through reasoning about fraction equivalents and relationships? 2.2 * Can I order fractions and justify their order through reasoning about fraction equivalents and relationships? * Can I compare fractions and percents to the landmarks 0, 1/2, and 1? Investigation 2:Comparing and Ordering Fractions 7-Look for and make use of structure. 7-Look for and make use of structure. *OA Can students place fractions on a Percent Equivalent Strip? Can students order fractions with like and unlike denominators? *Marking a Percent Equivalent Strip. *Putting Fractions in Order. *Daily Practice. Guess My Rule *OA- *Introducing Which is Can students determine Greater. which of two fractions is *Which is Greater. greater and solve *Comparing Fractions. problems that involve *Daily Practice and comparing fractional parts Homework. with fractions presented Guess as numbers and in story My Rule contexts? *M12-M16. *T45. *Scissors. *SAB, p. 19. *SH, pp Guess My Rule *SAB, pp *M17, T49, M18. *SH, pp Guess My Rule Writing: 2.2 SAB p , 24 Unit 4 Page 19

20 Unit 4: What's That Portion? 2.3 * Can I identify fraction and percent equivalents through reasoning about representations and known equivalents and relationships? * Can I compare fractions and percents to the landmarks 0, 1/2, and 1? * Can I order fractions and justify their order through reasoning about fraction equivalents and relationships? 2.4 * Can I order fractions and justify their order through reasoning about fraction equivalents and relationships? * Can I find and compare fractional parts and percents of a whole or a group? * Can I order fractions and justify their order through reasoning about fraction equivalents and relationships? 2.5 * Can I order fractions and justify their order through reasoning about fraction equivalents and relationships? * Can I find and compare fractional parts and percents of a whole or a group? * Can I use equivalent fractions to 2.6 solve * Can problems? I find and compare fractional parts and percents of a whole or a group? * Can I use equivalent fractions to solve problems? * Can I compare fractional parts of different-sized wholes? 3-Construct viable arguments and critique the reasoning of others. *OA- Can students find percent equivalents for given fractions? Can students compare and order fractions? 1-Make sense of *OAproblems and persevere Can students solve story in solving them. problems involving fractions and percents? 1-Make sense of *OAproblems and persevere Can students solve story in solving them. problems involving fractions and percents? 1-Make sense of *AA-Using Fractions and problems and persevere Percents in solving them. *Fraction and Percent Equivalents. *In Between. *Daily Practice and Homework. Sense *Comparing and Ordering Fractions. *What is the Whole? *Daily Practice and Homework. Sense *Comparing and Ordering Fractions. *Solving Fraction Comparison Problems. *Daily Practice Guess My Rule *Using Fractions and Percents. *Comparing and Ordering Fractions. *Daily Practice and Homework. Guess My Rule *M9,10, *T44. *SAB, pp *SH, pp ;G10. Estimation and Number Sense *M Writing: 2.4 *SAB, pp 21-22, SAB p *SH, pp ;G10. Estimation and Number Sense *M *SAB, pp 27-28, *SH, pp ;G10. Guess My Rule *M Writing: 2.6 *SAB, pp 27-28, SAB p. 33 *SH, pp ;G10. Guess My Rule "fair shares equal-sized used halves, thirds, fourths, fifths, sixths, eighths, tenths, and twelfths to find equivalent fractions compare and order fractions based on benchmarks fractions 1/2 and 1 Unit 4 Page 20

21 3.1 * Can I find fractional parts of the rotation around a circle? * Can I add fractions by using a rotation model? 3.2 *Can I fractional parts of the rotation around a circle? *Can I add fractions by using a rotation model? 5.NF.1 5.NF.1, 4-Model with mathematics. 4-Model with mathematics. Unit 4: What's That Portion? Investigation 3: Adding and Subtracting Fractions *OA- Can students identify fractional parts of the distance around a circle, using the clock representation? Can students add fractions by using a clock face? *OA- Can students add fractions by using the clock face as a model as they play the game Roll Around the Clock? *Introducing Adding Fractions. *Clock Fractions. *Adding Clock Fractions. *Daily Practice and Homework. Guess My Rule *Introducing Roll Around the Clock. *Roll Around the Clock. *Writing Fractions Problems. Sense *T49, 50. *SAB, pp *SH, pp , Guess My Rule *M *SAB, pp *SH, pp ;G Estimation and Number Sense "fair shares equal-sized used halves, thirds, fourths, fifths, sixths, eighths, tenths, and twelfths to find equivalent fractions compare and order fractions based on benchmarks fractions 1/2 and * Can I add and subtract fractions through reasoning about fraction equivalents and relationships? 5.NF.1, 5.NF.2 4-Model with mathematics. *OA- Can students solve addition and subtraction fraction problems? *Subtracting Fractions. *Adding Fractions. *Roll Around the Clock. *Daily Practice and Homework. Sense *M17-18, 21, 24. *SAB, pp *SH, pp , 52-53;G Estimation and Number Sense Writing: 3.3 SAB p *Can I represent fractions on a number line? *Can I use equivalencies to place fractions on a set of number lines? (fraction tracks) 2-Reason abstractly and quantitatively. *OA- Can students label fractions on a set of number lines? *Introducing Fraction Tracks. *Labeling the Fraction Tracks. *Daily Practice. Sense *T51 *SAB, pp *SH, pp Estimation and Number Sense Unit 4 Page 21

22 Unit 4: What's That Portion? 3.5 * Can I compare fractions on a number line? * Can I use equivalencies to place fractions on a set of number lines? (fraction tracks) * Can I order mixed numbers and fractions greater than 1? 3.6 * Can I find combinations of fractions with sums between 0 and 2? * Can I add and subtract fractions by using a number line? 5.NF.1, 5.NF.2 2-Reason abstractly and quantitatively. 2-Reason abstractly and quantitatively. *OA- Can students label fractions on a set of number lines? Can students use what they know about fraction equivalents and relationships to put a set of fractions in order? *OA- Can students play the Fraction Track game, in which they find combinations of fractions that add up to a given fraction? *Comparing Fraction Tracks. *Patterns on the Fraction Tracks. *Ordering Fractions. *Daily Practice and Homework. Sense *Introducing Fraction Track. *Playing Fraction Track. *Moving on More Than One Track. *Daily Practice and Homework. Sense *M *T53. *SAB, pp 51-52, *SH, pp Estimation and Number Sense *M14-16, *SAB, pp 52, *SH, pp ; G8-9. Estimation and Number Sense "fair shares equal-sized used halves, thirds, fourths, fifths, sixths, eighths, tenths, and twelfths to find equivalent fractions compare and order fractions based on benchmarks fractions 1/2 and 1 2-Reason abstractly and quantitatively. *OA- Can students solve addition and subtraction fraction problems, including problems with mixed numbers? *Subtracting Fractions. *Adding and Subtracting Fractions. *Daily Practice. Sense *T53 *SAB, pp , M17,18, 21. *SH, pp ;G8,9,12,13. Estimation and Number Sense *SAB, pp , * M30,31. *SH, pp ;G8,9,12,13. Estimation and Number Sense Writing: 3.7 SAB p * Can I find combinations of fractions with sums between 0 and 2? * Can I add and subtract fractions by using a number line? * Can I add and subtract fractions through reasoning about fraction equivalents and relationships? 5.NF.1, 5.NF * Can I find combinations of 5.NF.1, fractions with sums between 0 and 5.NF.2 2? * Can I add and subtract fractions by using a number line? * Can I add and subtract fractions through reasoning about fraction equivalents and relationships? 2-Reason abstractly and quantitatively. *Adding and Subtracting Fractions. *Adding and Subtracting Fractions. *Daily Practice and Homework. Sense Unit 4 Page 22

23 Unit 4: What's That Portion? 3.9 * Can I find combinations of fractions with sums between 0 and 2? * Can I add and subtract fractions by using a number line? * Can I add and subtract fractions through reasoning about fraction equivalents and relationships? 5.NF.1, 5.NF * Can I find a percentage of a group (of objects, people, and so on)? * Can I order fractions and justify their order through reasoning about fraction equivalents and relationships?? * Can I add and subtract fractions through reasoning about fraction equivalents and relationships? 5.NF.1, 5.NF.2 2-Reason abstractly and quantitatively. 1-Make sense of *AAproblems and persevere End-of-Unit Assessment. in solving them. 2-Reason abstractly and quantitatively. *Adding and Subtracting Fractions. *Daily Practice and Homework. Sense *End-of-Unit Assessment. *Solutions to the Assessment Problems. *Daily Practice. Sense *SAB, pp *SH, pp ;G8,9,12,13. Estimation and Number Sense *M *SAB, pp *SH, pp. 44,46, Estimation and Number Sense "fair shares equal-sized used halves, thirds, fourths, fifths, sixths, eighths, tenths, and twelfths to find equivalent fractions compare and order fractions based on benchmarks fractions 1/2 and 1 Investigation 4A: Multiplying and Dividing Fractions 4A.1 * Can I use a representation to multiply a fraction and a whole number? * Can I extend understanding of the operation of multiplication to include fractions? * Can I write multiplication equations for multiplying a fraction and a whole number? 5.NF.4.a, 5.NF.5.b, 5.NF.6 2-Reason abstractly and quantitatively. 4-Model with mathematics. *OA- Can students solve multiplication problems involving fractions and whole numbers? *The Big Bicycle Race. *Writing Equations. *Daily Practice. Sense *SAB pp *C20-C23 Estimation and Number Sense 4A.2 * Can I write and interpret multiplication equations involving a fraction and a whole number? * Can I use a representation and reason to multiply a whole number by a fraction or mixed number? 5.NF.4a, 5.NF.5.b, 5.NF.6 1-Make sense of *OAproblems and persevere in solving them. 4-Model with mathematics. Can students solve word problems that involve multiplying a fraction and a whole number or a fraction and a mixed number? *Writing and Interpreting Equations. *Bicycle Race Training. *Multiplying Fractions. *Daily Practice. Sense *SAB pp *C20,-C Estimation and Number Sense Unit 4 Page 23

24 Unit 4: What's That Portion? 4A.3 * Can I multiply a fraction or mixed number and a whole number? * Can I use a representation and reason to multiply a whole number by a fraction or mixed number? 5.NF.4.a, 5.NF.5.b, 5.NF.6 4A.4 * Can I multiply a fraction by a fraction? * Can I represent a fractional part of a fractional quantity? * Do I understand the relationship between the denominators of the factors and the denominator of the product? 5.NF.4.a 1-Make sense of *OAproblems and persevere Can students solve in solving them. problems? 4-Model with mathematics. 7-Look for and make use of structure. *OA- Can students use a representation to solve multiplication problems involving unit fractions? *Multiplying Fractions or Mixed Number. *Why IS IT Multiplication. *Daily Practice. Sense: Closest Estimate *Shading Fractions by Fractions. *Examining the Denominators. *Daily Practice. Sense: Closest Estimate *SAB pp , *C20,-C24-25.,C Estimation and Number Sense: Closest Estimate *SAB pp *C20,-C24-25.,C Estimation and Number Sense: Closest Estimate "fair shares equal-sized used halves, thirds, fourths, fifths, sixths, eighths, tenths, and twelfths to find equivalent fractions compare and order fractions based on benchmarks fractions 1/2 and 1 4A.5 * Can I multiply a fraction by a fraction? * Can I understand the relationship between the numerators of the factors and the numerator of the product? * Can I develop an algorithm for multiplying fractions? 5.NF.4.a 7-Look for and make use of structure. 8-Look for and express regularity in repeated reasoning. *OA- Can students solve multiplication problems that involve multiplying a unit fraction and a fraction? *Numerators and Denominators. *A rule for the Numerators. *Daily Practice Sense: Closest Estimate *SAB pp *C20,C Estimation and Number Sense: Closest Estimate 4A.6 * Can I use arrays to represent multiplication of fractions? * Can I develop an algorithm for multiplying fractions? 5.NF.4.a, 5.NF.5.b, 5.NF.6 1-Make sense of *OAproblems and persevere in solving them. 4-Model with mathematics. Can students use arrays to represent multiplication problems involving two fractions, and they solve the problems? *Using Arrays to Multiply Fractions. *Multiplying Fractions Using Arrays. *Daily Practice. Sense: Closest Estimate *SAB pp *C Estimation and Number Sense: Closest Estimate Unit 4 Page 24

25 Unit 4: What's That Portion? 4A.7 * Can I multiply a fraction by a fraction? * Can I multiply a fraction or mixed number and a whole number? * Can I represent a fractional part of a fractional quantity? 4A.8 * Can I use representations to solve problems involving dividing a whole number by a unit fraction? * Can I use reasoning, and the relationship between division and multiplication, to dividend a whole number by a unit fraction? 5.NF.4.a, 5.NF.4.b, 5.NF.6 5.NF.7.a, 5.NF.7.c 1-Make sense of *OAproblems and persevere Can students solve in solving them. problems involving multiplication of two fractions and problems involving multiplication of whole numbers and fractions or mixed numbers? *AA- Multiplying with Fractions, Mixed Numbers, and Whole Numbers. 4-Model with mathematics. *OA- Can students solve division problems involving dividing a whole number by a unit fraction? *Review of Multiplying with Fractions and Mixed Numbers. *Strategies for Multiplication with Fractions. *Multiplying with Fractions, Mixed Numbers, and Whole Numbers. *Daily Practice. Sense: Closest Estimate *Dividing a Whole Number by a Fraction. *Division by Fractions. *Daily Practice. Sense: Closest Estimate *SAB pp *C Estimation and Number Sense: Closest Estimate *SAB pp *C Estimation and Number Sense: Closest Estimate "fair shares equal-sized used halves, thirds, fourths, fifths, sixths, eighths, tenths, and twelfths to find equivalent fractions compare and order fractions based on benchmarks fractions 1/2 and 1 4A.9 * Can I use representations to solve problems involving dividing a whole number by a unit fraction? * Can I use reasoning, and the relationship between division and multiplication, to divide a whole number by a unit fraction? 5.NF.4.b, 5.NF.7.b, 5. NF.7.c 2-Reason abstractly and quantitatively. *OA- Can students solve division problems involving dividing a unit fraction by a whole number? *Dividing a Fraction by a Whole Number. *Dividing Fractions. *Daily Practice. Sense: Closest Estimate *SAB pp *C46,48. Estimation and Number Sense: Closest Estimate 4A.10 * Can I use representations to solve problems involving dividing a whole number by a unit fraction and dividing a unit fraction by a whole number? * Can I use reasoning, and the relationship between division and multiplication, to solve division problems involving whole numbers and unit fractions? 5.NF.4.b, 5.NF.7.a, 5.NF.7.b, 5.NF.7.c 1-Make sense of *OAproblems and persevere Can students solve in solving them. division problems involving unit fractions and whole numbers? *AA- Dividing with Fractions. *Practice with Fractions and Whole Numbers. *Division Strategies. *Dividing with Fractions. *Daily Practice. Sense: Closest Estimate *SAB pp *C49,51. Estimation and Number Sense: Closest Estimate Unit 4 Page 25