Line Plots. Objective To provide experience creating and interpreting line plots with fractional units. Assessment Management


 Harold Lawson
 5 years ago
 Views:
Transcription
1 Line Plots Objective To provide experience creating and interpreting line plots with fractional units. 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 Identify equivalent fractions. [ and Numeration Goal ] Identify fractions on a number line. [ and Numeration Goal 6] Add fractions and mixed numbers with like and unlike denominators. [Operations and Computation Goal ] Create a line plot. [Data and Chance Goal ] Analyze a data set. [Data and Chance Goal ] Key Activities Students make a line plot to display and analyze a data set measurements in fractions a unit. Students use equivalent fractions and operations fractions including addition and subtraction to solve problems involving information presented in line plots. Materials Math Journal, pp. and A Fraction Cards (Math Journal, Activity Sheets ) Student Reference Book, pp. 9 (optional) calculator Probability Meter Poster (optional) Operations with Multidigit Whole s and Decimals Math Journal, p. B Students practice solving problems involving operations with multidigit whole numbers and decimals. Math Boxes Math Journal, p. Students practice and maintain skills through Math Box problems. Ongoing Assessment: Recognizing Student Achievement Use Math Boxes, Problem. [ and Numeration Goal 6 and Operations and Computation Goal ] Study Link Math Masters, p. Students practice and maintain skills through Study Link activities. READINESS Identifying Fractions on a Line Math Masters, p. Students label fractions on number lines. ETRA PRACTICE Plotting Rain Gauge Data Math Master, p. Students read measures from pictures rain gauges, plot the data on a line plot, and then answer questions about data landmarks. Advance Preparation For Part, students need Fraction Cards (Math Journal, Activity Sheets ), which were cut out and used in Lesson . 9 Unit Exponents and Negative s
2 Getting Started Mental Math and Reflexes Have students rename fractions as decimals and as percents. Suggestions: _.; % _. ;. %.; % _.; %.; % _.;.%.;.%. 6 ; % _.; % Math Message Sort the Fraction Cards to find the cards equivalent to, _, _, _, and. Use your slate to record the number cards in each group. Be ready to justify your choices. Study Link 9 FollowUp Have partners compare answers and resolve differences. Teaching the Lesson Math Message FollowUp (Math Journal, Activity Sheets ) WHOLECLASS Draw a number line on the Class Data Pad, and label the benchmarks, _, _, _, and. Label the line plot Sorting Fraction Cards, the xaxis Fractions, and the yaxis Cards. Place the title, Sorting Fraction Cards, above the number line, allowing enough room for data to be added for a line plot. Tell students that the number line will be used to create a line plot displaying the results the equivalentfraction card sorting activity. Ask students to share the results their card sorting and justify their choices as you record the results on the Class Data Pad. Cards Sorting Fraction Cards Fractions Possible questions to ask include the following: How many cards show a fraction equivalent to? eight: _, _,,, 6_ 6, _, _, 6_ 6 How do you know these fractions are all equivalent to? Sample answers: The front each these cards is fully colored. The numerator is equal to the denominator in each fraction. How many cards show a fraction equivalent to _? seven: _, _, _ 6 _,, _, 6_, _ 6 How do you know these fractions are all equivalent to _? Sample answers: The denominator in each these fractions is twice the numerator. The number spaces shaded blue on each these cards is equal to the number spaces that are white. How many cards show a fraction equivalent to _? three: _, _, _ How many cards show a fraction equivalent to _? three: _, 6_, 9_ How many cards show a fraction equivalent to? three: _, _, _ 6 Cards Sorting Fraction Cards Fractions Lesson 9
3 Ask volunteers to label the fractions _, _, _, and _ on the line plot. Ask students to explain their reasoning for the placement each fraction as it is recorded. Cards Sorting Fraction Cards Fractions Have students continue to sort the Fraction Cards to find those that are equivalent to the fractions for eighths that were just added to the number line. Continue discussing students findings as you complete the line plot. Ask: How many cards did you find for each new fraction we marked on the number line? There are cards for each: _ is equal to _ 6 _, is equal to 6_ 6, _ is equal to _, and _ is equal to _ 6 6. How can you use the line plot to find the total number cards sorted? Count all the s in the line plot. Using a Line Plot to Analyze Data (Student Reference Book, pp.9 ) WHOLECLASS Cards minimum Sorting Fraction Cards median mean Fractions mode and maximum Refer students to Student Reference Book, pages 9 to review data landmarks, if necessary. Have students use slates to record information about the data on the Sorting Fraction Cards line plot. Ask students to share their thinking as they analyze the data. As they determine the various landmarks, label them on the line plot on the Class Data Pad. Which number on the line plot has the most equivalent fractions? whole, or What do we call the landmark for the value or values that occur with the greatest frequency in a set data? mode What is the maximum value in the set data? What is the minimum value in the set data? What is the range data displayed on the line plot? How did you find the range? I subtracted the minimum from the maximum: =. What is the median? _ How did you find the median? I started at each end and then worked toward the center until I found the middle number. How many cards do we have in our data set? If the blue shading on the cards represents blue liquid in a beaker, for how many beakers do we have data? What landmark would tell us how much liquid each beaker would have if the liquid were distributed equally among all the beakers? mean If you actually had these beakers liquid, what would you do to distribute the liquid equally among all beakers? Sample answer: I d pour liquid from the beakers with more liquid into the beakers with less liquid until the liquid levels in all the beakers were equal. How do you find the mean for a set data? Sample answer: Add all the data values, and then divide the sum by the number data values. 9 Unit Exponents and Negative s
4 Finding the Mean PARTNER Ask students to work with a partner to find the sum the data values using various strategies. _ Ask students to share their strategy for finding the sum. Date Student Page Time Line Plots and Data in Fractional Units Use the data in the table below to create a line plot. Rainfall in the Driest U.S. Cities City and State Annual Rainfall () City and State Annual Rainfall () Yuma, Arizona _ Alamosa, Colorado _ Las Vegas, Nevada _ Reno, Nevada _ Bishop, California _ Winslow, Arizona _ Bakersfield, California _ El Paso, Texas _ Adjusting the Activity Students who need a visual model to find the sum the fractions may benefit from using the Fraction Cards. Have students match cards that together add to a sum whole. For example, _ and _ add to whole. Using this method, all cards except for one the _ cards has a match to make whole. A U D I T O R Y K I N E S T H E T I C T A C T I L E V I S U A L Students then use a calculator to find the mean the set data. Students may convert _ to a decimal and then use the calculator to divide the sum by to find the mean. Ask students to round the quotient in the calculator display to the nearest hundredth.. / =., or about. Ask: Between which two fractions on your line plot does. fall? Between _ and _ Which fraction on your line plot is. closest to? How do you know? Sample answer:. is closest to _ because _ =.6, and.6 . =.. This is less than the distance between. and., which is.. Students then use estimation to determine an approximate placement on the line plot for the mean the set data. + Phoenix, Arizona _ Winnemucca, Nevada _ Source: National Climatic Data Center. Place an on the line plot below to represent the annual rainfall in each the driest cities in the United States. Label the line plot with the mixed numbers for the data. Rainfall in the Driest U.S. Cities Cities 6 Annual Rainfall () Now analyze the data from the table and line plot to answer the questions about the annual rainfall in the driest U.S. cities.. What is the minimum amount annual rainfall?. What is the range annual rainfall?. What is the mode annual rainfall?. What is the median annual rainfall? _ 6 _ 6. What is the combined annual rainfall for the driest cities?. What is the mean annual rainfall for the driest cities? 6. Math Journal, p. 9_EMCS_S_MJ_G_U_6.indd // :6 PM Adjusting the Activity Students who need a visual model to estimate the placement the mean on the line plot may benefit from referring to the Probability Meter Poster. After determining the approximate location the decimal on the decimal side the probability meter, students look on the opposite side the meter to determine the fraction that is closest to the one found on the line plot. Students should notice that. is greater than. and less than.6, and that it is closer to.6. A U D I T O R Y K I N E S T H E T I C T A C T I L E V I S U A L Date Time Line Plots and Data in Fractional Units cont. The table below shows rainfall for days in one the driest cities. Organize the data in a line plot. Then analyze the data to answer questions about the plotted rainfall. Rainfall Data Day 6 9 Rainfall () Student Page _. Label the approximate locations on the line plot for _, _, _, _, _, 6_, and _. Displaying and Analyzing Data on a Line Plot (Math Journal, pp. and A) PARTNER Students work with a partner. Have students solve the problems on journal pages and A involving plotting data points on a line plot with fractional units and analyzing the data with landmarks. Circulate and assist. 9. Plot the rainfall data from the table. Days Rainfall Data 6 Rainfall (). Identify the following landmarks for the rainfall data: a. mode: 6_ or _ b. range: _ c. median: 6 d. mean (as a decimal, rounded to the nearest hundredth inch):. Math Journal, p. A 9_EMCS_S_MJ_G_U_6.indd A // :6 PM Lesson 9
5 Date Time Operations with Multidigit Whole s and Decimals. Use the standard algorithm to complete the multiplication problem shown at right.. $, is shared equally among people. Student Page a. Write an open number sentence to show how much money each person gets., = m b. Will a reasonable estimate for the quotient be in the tens, hundreds, or thousands? In the hundreds c. Each person gets $.. In a store, Denny picks out jeans for $.9 and a shirt for $6.9. He has $ with him. a. Does he have enough money to buy the jeans and shirt? no b. If not, how much more money does he need? $.. a. The correct digits for the product are given. Write the decimal point in the product without actually multiplying =.6 b. Explain how you decided where to place the decimal point. Sample answer:.9 is almost, so I knew that the product would be close to 9.. a. Explain how you could use the shading in the grid to find the quotient.6.. Sample answer: The shading shows groups. in.6. b. What whole number division problem has the same quotient? Sample answer: 6 + º,, º º Ongoing Learning & Practice Operations with Multidigit Whole s and Decimals (Math Journal, p. B) INDEPENDENT Students practice solving problems involving operations with multidigit whole numbers and decimals. Math Boxes (Math Journal, p. ) INDEPENDENT Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson . The skills in Problem 6 previews Unit. Math Journal, p. B 9_EMCS_S_MJ_G_U_6.indd B // : PM Ongoing Assessment Recognizing Student Achievement Math Boxes Problem Use Math Boxes, Problem to assess students ability to add fractions with unlike denominators and to use benchmarks to compare fractions. Students are making adequate progress if they can compare the fraction _ to _ and find the sum the two fractions. Some students may be able to compare the fraction to _. [ and Numeration Goal 6 and Operations and Computation Goal ] Date Math Boxes Student Page Time. Write the following number in standard notation. Nine billion, one hundred two million, three thousand, sixtytwo 9,,,6. Shade _ the fraction stick. a. Is this more or less than _? b. Is this more or less than _? c. _ + _ = _ less more. Fill in the blanks. a. ( ) + ( ) = ( + ). b. ( ) = (.) ( ) 6 9 c. ( + ) = (6 ) + (6 ) d. (9 ) (9 ) = ( ). Write the next two numbers in each pattern. _ 9_ a. _, _, _,, b. 6,,,, 96 c. 6,,,, 6_ d. _, _, _,, _ A large jar drink mix holds. kg. How much drink mix will jars the same size hold? kg 6. 6 stamps per package. How many in... a. _ a package? b. _ 6 a package? c. _ 9 a package? d. _ a package? e. _ a package? stamps stamps stamps stamps stamps Math Journal, p. 9_EMCS_S_MJ_G_U_6.indd // : PM 9 Unit Exponents and Negative s
6 Study Link (Math Masters, p. ) INDEPENDENT Home Connection Students practice making line plots with fractional increments using insect data. Differentiation Options Name Date Time STUDY LINK Scouting for Insects Some insects are harmful to farmers crops. The insects listed in this table are harmful to alfalfa crops. Farmers scout their crops and randomly collect sample plants. They regularly observe the plants and gather data to determine if the insect population is growing or remaining stable. The table shows the result one farmer s insect scouting. Plot and label the lengths the insects from the scouting sample on the line plot below. Use the line plot to find the following data landmarks:. Minimum insect length Study Link Master Type Insect Average Length Insect () Insects Alfalfa Weevil _ Larvae Fall Armyworm _ Meadow Spittlebug _ Pea Aphid _ 6 Potato Leafhopper _ 6. Maximum insect length. Range insect lengths. Median insect length _. Mean insect length READINESS Identifying Fractions on a Line (Math Masters, p. ) SMALLGROUP Min Insects Insect Lengths Average Length () Students label fractions on number lines. Math Masters, p. ETRA PRACTICE Plotting Rain Gauge Data (Math Masters, p. ) SMALLGROUP Min _EMCS_B_MM_G_U_69.indd // 9: AM Students use rain gauge data to practice creating a line plot with fractional increments and then answer questions about the landmarks the data set. Name Date Time Identifying Fractions on a Line Label each number line with the correct fractions.. Teaching Master Name Date Time Plotting Rain Gauge Data Teaching Master Rainfall ().. 6 Example: Read the rain gauge pictured above and place an on the line plot to show how much rain has been collected.. Read each rain gauge to find out how much rain fell each day. Write the amount rain on the line below the gauge. Sun Mon Tue Wed Thu Fri Sat. Draw and label the following points on this number line. The first one is done for you. A: _ B: _ C: _ D: _ E: _ B C A D E. Jay, Kay, and Mae are in a mile walkathon. So far, Jay has walked _ mi, Kay has walked _ mi, and Mae has walked _ mi. Draw and label points on the number line below to show their approximate locations. Jay Kay Mae _. Use the number line to make a line plot recording daily rainfall for week. Label the tick marks on the number line. Place an to represent each rain amount. Days _ Daily Rainfall _ Rainfall (). Analyze the rain gauge data to answer the questions below. _ a. What is the mode amount rain that fell each day? _ Math Masters, p. b. What is the range the rainfall during the week? _ Math Masters, p. _EMCS_B_MM_G_U_69.indd // 9: AM _EMCS_B_MM_G_U_69.indd /6/ : PM Lesson 9
7 Name Date Time Identifying Fractions on a Line Label each number line with the correct fractions..... Draw and label the following points on this number line. The first one is done for you. A: _ B: _ C: _ D: _ E: _ A Copyright Wright Group/McGrawHill. Jay, Kay, and Mae are in a mile walkathon. So far, Jay has walked _ mi, Kay has walked _ mi, and Mae has walked _ mi. Draw and label points on the number line below to show their approximate locations.
8 Name Date Time STUDY LINK Scouting for Insects Some insects are harmful to farmers crops. The insects listed in this table are harmful to alfalfa crops. Farmers scout their crops and randomly collect sample plants. They regularly observe the plants and gather data to determine if the insect population is growing or remaining stable. The table shows the result one farmer s insect scouting. Type Insect Average Length Insect () Insects Alfalfa Weevil Larvae Fall Armyworm Meadow Spittlebug Pea Aphid Potato Leafhopper 6 _ 6 Plot and label the lengths the insects from the scouting sample on the line plot below. Use the line plot to find the following data landmarks:. Minimum insect length. Maximum insect length. Range insect lengths. Median insect length. Mean insect length Insect Lengths Insects Copyright Wright Group/McGrawHill Average Length ()
9 Name Date Time Plotting Rain Gauge Data Rainfall () Example: Read the rain gauge pictured above and place an on the line plot to show how much rain has been collected.. Read each rain gauge to find out how much rain fell each day. Write the amount rain on the line below the gauge. Sun Mon Tue Wed Thu Fri Sat Copyright Wright Group/McGrawHill. Use the number line to make a line plot recording daily rainfall for week. Label the tick marks on the number line. Place an to represent each rain amount. Days Daily Rainfall Rainfall (). Analyze the rain gauge data to answer the questions below. a. What is the mode amount rain that fell each day? b. What is the range the rainfall during the week?
Comparing 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 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 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 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 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 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 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 informationProgress Check 6. Objective To assess students progress on mathematical content through the end of Unit 6. Looking Back: Cumulative Assessment
Progress Check 6 Objective To assess students progress on mathematical content through the end of Unit 6. Looking Back: Cumulative Assessment The MidYear Assessment in the Assessment Handbook is a written
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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 informationFrames and Arrows Having Two Rules
Frames and Arrows Having Two s Objective To guide children as they solve FramesandArrows problems having two rules. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop
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 informationNCTM Curriculum Focal Points for Grade 5. Everyday Mathematics, Grade 5
NCTM Curriculum Focal Points and, Grade 5 NCTM Curriculum Focal Points for Grade 5 Number and Operations and Algebra: Developing an understanding of and fluency with division of whole numbers Students
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 informationU.S. Traditional Long Division, Part 1 Objective To introduce U.S. traditional long division.
Algorithm Project U.S. Traditional Long Division, Part 1 Objective To introduce U.S. traditional long division. www.everydaymathonline.com etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
More informationMultiplication and Division of Positive and Negative Numbers
Multiplication and Division of Positive Objective o develop and apply rules for multiplying and dividing positive and www.everydaymathonline.com epresentations eoolkit Algorithms Practice EM Facts Workshop
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 informationHow do you compare numbers? On a number line, larger numbers are to the right and smaller numbers are to the left.
The verbal answers to all of the following questions should be memorized before completion of prealgebra. Answers that are not memorized will hinder your ability to succeed in algebra 1. Number Basics
More informationEveryday Mathematics GOALS
Copyright Wright Group/McGrawHill GOALS The following tables list the GradeLevel Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the
More informationScope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced
More informationStandard 1: Students can understand and apply a variety of math concepts.
Grade Level: 4th Teacher: Pelzer/Reynolds Math Standard/Benchmark: A. understand and apply number properties and operations. Grade Level Objective: 1.A.4.1: develop an understanding of addition, subtraction,
More informationUnit 6 Number and Operations in Base Ten: Decimals
Unit 6 Number and Operations in Base Ten: Decimals Introduction Students will extend the place value system to decimals. They will apply their understanding of models for decimals and decimal notation,
More informationFourth Grade Math Standards and "I Can Statements"
Fourth Grade Math Standards and "I Can Statements" Standard  CC.4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and
More informationBPS Math Year at a Glance (Adapted from A Story Of Units Curriculum Maps in Mathematics K5) 1
Grade 4 Key Areas of Focus for Grades 35: Multiplication and division of whole numbers and fractionsconcepts, skills and problem solving Expected Fluency: Add and subtract within 1,000,000 Module M1:
More informationGrade 4  Module 5: Fraction Equivalence, Ordering, and Operations
Grade 4  Module 5: Fraction Equivalence, Ordering, and Operations Benchmark (standard or reference point by which something is measured) Common denominator (when two or more fractions have the same denominator)
More informationGrade 5 Common Core State Standard
2.1.5.B.1 Apply place value concepts to show an understanding of operations and rounding as they pertain to whole numbers and decimals. M05.AT.1.1.1 Demonstrate an understanding that 5.NBT.1 Recognize
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 information1 BPS Math Year at a Glance (Adapted from A Story of Units Curriculum Maps in Mathematics P5)
Grade 5 Key Areas of Focus for Grades 35: Multiplication and division of whole numbers and fractionsconcepts, skills and problem solving Expected Fluency: Multidigit multiplication Module M1: Whole
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 informationREVIEW SHEETS BASIC MATHEMATICS MATH 010
REVIEW SHEETS BASIC MATHEMATICS MATH 010 A Summary of Concepts Needed to be Successful in Mathematics The following sheets list the key concepts that are taught in the specified math course. The sheets
More informationSolving Proportions by Cross Multiplication Objective To introduce and use cross multiplication to solve proportions.
Solving Proportions by Cross Multiplication Objective To introduce and use cross multiplication to solve proportions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop
More informationAutumn  12 Weeks. Spring 11 Weeks. Summer 12 Weeks. Not As We Know It Limited 2014
A Year 5 Mathematician Planning of coverage and resources. Autumn  12 Weeks Spring 11 Weeks Summer 12 Weeks TARGETS NHM YR 5 Collins 5 Abacus 5 Abacus 6 LA Prior Step NHM 4 CPM 4 Ginn 4 Number, place
More informationObjectives To review making ballpark estimates; and to review the countingup and tradefirst subtraction algorithms. materials. materials.
Objectives To review making ballpark estimates; and to review the countingup and tradefirst subtraction algorithms. Teaching the Lesson materials Key Activities Children make ballpark estimates for digit
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 informationNUMBER CORNER YEARLONG CONTENT OVERVIEW
August & September Workouts Calendar Grid Quilt Block Symmetries Identifying shapes and symmetries Calendar Collector Two Penny Toss Probability and data analysis Computational Fluency Mental Math Fluently
More informationGrade 7 Mathematics. Unit 3. Fractions, Decimals, and Percents. Estimated Time: 23 Hours
Grade 7 Mathematics Fractions, Decimals, and Percents Estimated Time: 23 Hours [C] Communication [CN] Connections [ME] Mental Mathematics and Estimation [PS] Problem Solving [R] Reasoning [T] Technology
More informationThis lesson introduces students to decimals.
NATIONAL MATH + SCIENCE INITIATIVE Elementary Math Introduction to Decimals LEVEL Grade Five OBJECTIVES Students will compare fractions to decimals. explore and build decimal models. MATERIALS AND RESOURCES
More informationPAYCHEX, INC. BASIC BUSINESS MATH TRAINING MODULE
PAYCHEX, INC. BASIC BUSINESS MATH TRAINING MODULE 1 Property of Paychex, Inc. Basic Business Math Table of Contents Overview...3 Objectives...3 Calculator...4 Basic Calculations...6 Order of Operation...9
More informationMACMILLAN/McGRAWHILL. MATH CONNECTS and IMPACT MATHEMATICS WASHINGTON STATE MATHEMATICS STANDARDS. ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRs)
MACMILLAN/McGRAWHILL MATH CONNECTS and IMPACT MATHEMATICS TO WASHINGTON STATE MATHEMATICS STANDARDS ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRs) And GRADE LEVEL EXPECTATIONS (GLEs) / Edition, Copyright
More informationSolve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Solve word problems that call for addition of three whole numbers
More informationIntroduce Decimals with an Art Project Criteria Charts, Rubrics, Standards By Susan Ferdman
Introduce Decimals with an Art Project Criteria Charts, Rubrics, Standards By Susan Ferdman hundredths tenths ones tens Decimal Art An Introduction to Decimals Directions: Part 1: Coloring Have children
More informationThe Crescent Primary School Calculation Policy
The Crescent Primary School Calculation Policy Examples of calculation methods for each year group and the progression between each method. January 2015 Our Calculation Policy This calculation policy has
More informationCOMMON CORE STATE STANDARDS FOR MATHEMATICS 35 DOMAIN PROGRESSIONS
COMMON CORE STATE STANDARDS FOR MATHEMATICS 35 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Operations and Algebraic Thinking Represent and solve problems involving
More informationCCSS Mathematics Implementation Guide Grade 5 2012 2013. First Nine Weeks
First Nine Weeks s The value of a digit is based on its place value. What changes the value of a digit? 5.NBT.1 RECOGNIZE that in a multidigit number, a digit in one place represents 10 times as much
More informationMinnesota Academic Standards
A Correlation of to the Minnesota Academic Standards Grades K6 G/M204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
More informationNS650 Dividing Whole Numbers by Unit Fractions Pages 16 17
NS60 Dividing Whole Numbers by Unit Fractions Pages 6 STANDARDS 6.NS.A. Goals Students will divide whole numbers by unit fractions. Vocabulary division fraction unit fraction whole number PRIOR KNOWLEDGE
More informationSummary Of Mental Maths Targets EYFS Yr 6. Year 3. Count from 0 in multiples of 4 & 8, 50 & 100. Count back in 100s, 10s, 1s eg.
Autumn 1 Say the number names in order to 10. Read and write from 1 to 20 in numerals and words. Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward. Count from 0 in
More informationVocabulary Cards and Word Walls Revised: June 29, 2011
Vocabulary Cards and Word Walls Revised: June 29, 2011 Important Notes for Teachers: The vocabulary cards in this file match the Common Core, the math curriculum adopted by the Utah State Board of Education,
More informationUnit 1 Number Sense. In this unit, students will study repeating decimals, percents, fractions, decimals, and proportions.
Unit 1 Number Sense In this unit, students will study repeating decimals, percents, fractions, decimals, and proportions. BLM Three Types of Percent Problems (p L34) is a summary BLM for the material
More informationOral and mental starter
Lesson Objectives Order fractions and position them on a number line (Y6) Vocabulary gauge, litre numerator, denominator order Resources OHT. individual whiteboards (optional) Using fractions Oral and
More informationTeaching PreAlgebra in PowerPoint
Key Vocabulary: Numerator, Denominator, Ratio Title Key Skills: Convert Fractions to Decimals Long Division Convert Decimals to Percents Rounding Percents Slide #1: Start the lesson in Presentation Mode
More informationNF512 Flexibility with Equivalent Fractions and Pages 110 112
NF5 Flexibility with Equivalent Fractions and Pages 0 Lowest Terms STANDARDS preparation for 5.NF.A., 5.NF.A. Goals Students will equivalent fractions using division and reduce fractions to lowest terms.
More informationMultiplication and Division of Decimals. Suggested Time: 3
Multiplication and Division of Decimals Suggested Time: 3 1 2 Weeks 225 Unit Overview Focus and Context Math Connects This unit will draw upon students previous knowledge of multiplication and division
More information5 th Grade Common Core State Standards. Flip Book
5 th Grade Common Core State Standards Flip Book This document is intended to show the connections to the Standards of Mathematical Practices for the content standards and to get detailed information at
More information MartensdaleSt. Marys Community School Math Curriculum
 MartensdaleSt. Marys Community School Standard 1: Students can understand and apply a variety of math concepts. Benchmark; The student will: A. Understand and apply number properties and operations.
More informationEveryday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration
CCSS EDITION Overview of 6 GradeLevel Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting
More information5 Mathematics Curriculum
New York State Common Core 5 Mathematics Curriculum G R A D E GRADE 5 MODULE 1 Topic B Decimal Fractions and Place Value Patterns 5.NBT.3 Focus Standard: 5.NBT.3 Read, write, and compare decimals to thousandths.
More informationAlgebra 1. Practice Workbook with Examples. McDougal Littell. Concepts and Skills
McDougal Littell Algebra 1 Concepts and Skills Larson Boswell Kanold Stiff Practice Workbook with Examples The Practice Workbook provides additional practice with workedout examples for every lesson.
More informationEveryday Mathematics. Grade 4 GradeLevel Goals CCSS EDITION. Content Strand: Number and Numeration. Program Goal Content Thread GradeLevel Goal
Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation
More informationRounding Decimals S E S S I O N 1. 5 A. Rounding Decimals
S E S S I O N 1. 5 A Math Focus Points Rounding decimals to the nearest one, tenth, and hundredth Today s Plan ACTIVITY DISCUSSION Rounding a 9 Up SESSION FOLLOWUP 45 MIN CLASS PAIRS INDIVIDUALS 15 MIN
More informationEveryday Mathematics. Grade 4 GradeLevel Goals. 3rd Edition. Content Strand: Number and Numeration. Program Goal Content Thread GradeLevel Goals
Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation
More informationAcing Math (One Deck At A Time!): A Collection of Math Games. Table of Contents
Table of Contents Introduction to Acing Math page 5 Card Sort (Grades K  3) page 8 Greater or Less Than (Grades K  3) page 9 Number Battle (Grades K  3) page 10 Place Value Number Battle (Grades 16)
More informationGraphic Organizers SAMPLES
This document is designed to assist North Carolina educators in effective instruction of the new Common Core State and/or North Carolina Essential Standards (Standard Course of Study) in order to increase
More informationr the COR Common Core State Standards Learning Pathways
BUI LT fo COM r the MON COR E 2015 2016 Common Core State Standards Learning Pathways Table of Contents Grade 3...3 Grade 4...8 Grade 5... 13 Grade 6... 18 Grade 7...26 Grade 8...32 Algebra Readiness...36
More informationnumerical place value additional topics rounding off numbers power of numbers negative numbers addition with materials fundamentals
Math Scope & Sequence fundamentals number sense and numeration of the decimal system Count to 10 by units Associate number to numeral (110) KN 1 KN 1 KN 2 KN 2 Identify odd and even numbers/numerals and
More informationUsing Proportions to Solve Percent Problems I
RP71 Using Proportions to Solve Percent Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by solving
More informationExponents. Exponents tell us how many times to multiply a base number by itself.
Exponents Exponents tell us how many times to multiply a base number by itself. Exponential form: 5 4 exponent base number Expanded form: 5 5 5 5 25 5 5 125 5 625 To use a calculator: put in the base number,
More information5 Mathematics Curriculum
New York State Common Core 5 Mathematics Curriculum G R A D E GRADE 5 MODULE 1 Topic C Place Value and Rounding Decimal Fractions 5.NBT.4 Focus Standard: 5.NBT.4 Use place value understanding to round
More informationLesson 2: Constructing Line Graphs and Bar Graphs
Lesson 2: Constructing Line Graphs and Bar Graphs Selected Content Standards Benchmarks Assessed: D.1 Designing and conducting statistical experiments that involve the collection, representation, and analysis
More informationGrade 5 Math Content 1
Grade 5 Math Content 1 Number and Operations: Whole Numbers Multiplication and Division In Grade 5, students consolidate their understanding of the computational strategies they use for multiplication.
More informationIf These Walls Could Teach. Using your building to teach students and the community about sustainability
If These Walls Could Teach Using your building to teach students and the community about sustainability School as a Teaching Tool Integrate the sustainable features of a school facility with the school
More informationLesson Plan  Rational Number Operations
Lesson Plan  Rational Number Operations Chapter Resources  Lesson 312 Rational Number Operations  Lesson 312 Rational Number Operations Answers  Lesson 313 Take Rational Numbers to WholeNumber
More informationMATHS ACTIVITIES FOR REGISTRATION TIME
MATHS ACTIVITIES FOR REGISTRATION TIME At the beginning of the year, pair children as partners. You could match different ability children for support. Target Number Write a target number on the board.
More informationMath 0980 Chapter Objectives. Chapter 1: Introduction to Algebra: The Integers.
Math 0980 Chapter Objectives Chapter 1: Introduction to Algebra: The Integers. 1. Identify the place value of a digit. 2. Write a number in words or digits. 3. Write positive and negative numbers used
More informationMath Questions & Answers
What five coins add up to a nickel? five pennies (1 + 1 + 1 + 1 + 1 = 5) Which is longest: a foot, a yard or an inch? a yard (3 feet = 1 yard; 12 inches = 1 foot) What do you call the answer to a multiplication
More informationCharlesworth School Year Group Maths Targets
Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve
More informationSixth Grade Problem Solving Tasks Weekly Enrichments Teacher Materials. Summer Dreamers 2013
Sixth Grade Problem Solving Tasks Weekly Enrichments Teacher Materials Summer Dreamers 2013 SOLVING MATH PROBLEMS KEY QUESTIONS WEEK 1 By the end of this lesson, students should be able to answer these
More informationDecimal Notations for Fractions Number and Operations Fractions /4.NF
Decimal Notations for Fractions Number and Operations Fractions /4.NF Domain: Cluster: Standard: 4.NF Number and Operations Fractions Understand decimal notation for fractions, and compare decimal fractions.
More informationIntroduction to Decimals
Introduction to Decimals Reading and Writing Decimals: Note: There is a relationship between fractions and numbers written in decimal notation. Threetenths 10 0. 1 zero 1 decimal place Three 0. 0 100
More informationArithmetic 1 Progress Ladder
Arithmetic 1 Progress Ladder Maths Makes Sense Foundation Endofyear objectives page 2 Maths Makes Sense 1 2 Endofblock objectives page 3 Maths Makes Sense 3 4 Endofblock objectives page 4 Maths Makes
More informationMath and FUNDRAISING. Ex. 73, p. 111 1.3 0. 7
Standards Preparation Connect 2.7 KEY VOCABULARY leading digit compatible numbers For an interactive example of multiplying decimals go to classzone.com. Multiplying and Dividing Decimals Gr. 5 NS 2.1
More informationThe gas can has a capacity of 4.17 gallons and weighs 3.4 pounds.
hundred million$ ten million$ million$ 00,000,000 0,000,000,000,000 00,000 0,000,000 00 0 0 0 0 0 0 0 0 0 Session 26 Decimal Fractions Explain the meaning of the values stated in the following sentence.
More information