Fifth Grade Content Preview
Unit 09
Energizers (5 min)
Below you will find a new spin on some energizers you may have already used in your classroom. Feel free to continue to use the other energizers listed in Unit 01 by clicking here: http://bit.ly/2evd1Dc.
http://www.amblesideprimary.com/ambleweb/mentalmaths/functionmachines.html
Use the function machine and create input/output tables as well as the relationship between x and y. When students think they know the rule, have them tell you what would be the input (x) and what would be the output (y) instead of the rule to give more students an opportunity to discover the rule before revealing it.
Encourage students to use decimal numbers as well!
You can also have a a student keeping track on a poster size x and y table along with another student graphing the points in the first quadrant as well.
Opening (5-10 min)
DESMOS!
Use Desmos: https://www.desmos.com/calculator to create graphs for your class to create an input/output table and algebraic expression that represents the numerical pattern.
When logging in, click on the wrench in the corner of the screen to adjust to only the first quadrant of the coordinate plane.
Prior to starting class, create a graph using an additive or multiplicative pattern (don't forget to include decimals). Then click on the + icon in the corner to add a table. Students can practice calling out x values and y values to see if would follow the rule and land on the line. You can then help guide students on labeling the graph, wrapping this around a word problem (like those featured below), or finding the algebraic relationship between the two.
Optional Unit 09 Activities
Desmos Scoot
After using the Desmos activity as an opener whole class, the students can create their own graphs on the desmos around the room for a scoot activity.
Desmos link: https://www.desmos.com/calculator
Pair students up and have them create a additive/multiplicative (including decimals or fractions) expression and graphing the line in the first quadrant. Students will add a blank table to the graph.
When all groups are ready, the pair of students will scoot to the next computer and add one point to the table that would follow the rule based on the equation given. Once they have been successful, the students will then write a truth or a lie about the pattern (example: If the equation was x + 2 = y, the students would write based on the equation if x is 1.2 then y will be 3.2) This continues around the room until all students have inputted a point in the table and written a truth or lie.
When pairs are back to their original starting point, the pair goes through the truth and lie statements about their graph and identifies if the statements written are truths or lies based on their expression.
Don't forget to have students click on the wrench in the corner of the screen to adjust to only the first quadrant of the coordinate plane and the view of quadrant.
Round the Room Rules
Split the class into two groups.
Give each student a note card.
Group one writes an additive equation using any number to 20 (decimals included!). Group two writes a multiplicative equation with the same parameters.
When the music starts, rotate around the room. As the music stops, trade cards with a partner.
Using your partner’s rule, on a blank piece of paper folded into fourths, write the relationship between the x and y , make a vertical input/output table, a graph, and a reflection. (It was easier to generate the ___ from the rule because __)
When the music starts, travel with your new card and repeat the activity except this time, have the students make their table horizontal with an x and y label.
Remember: Give students the rule AND the graph or the pattern in the table. The students should NOT generate the rule in this SE.
IQ Slap Down from Lead4ward
Use this google slide doc to access questions from STAAR released 2015 and 2016 to go with this activity: https://goo.gl/E7dbtv
1. Organize students into thinking partners.
2. Each student creates a set of “A-B-C-D” cards using index cards or notebook paper.
3. Provide students with a specific assessment question.
• Round 1: At the teacher’s signal, students slap down the answer choice that represents the worst answer and then justify their response with their partner. Teacher clarifies.
• Round 2: At the teacher’s signal, students slap down the answer choice that represents the distracter (answer that is close to being correct, but not the best answer) and then justify with their partner. Teacher clarifies.
• Round 3: At the teacher’s signal, students slap down the answer that represents the correct answer and then justify with their partner. Teacher clarifies.
4. After each IQ Slap Down question, students summarize what they learned and how they plan to avoid the mistakes discussed.
5. Teacher sees and hears student’s thinking and clarifies/verifies as appropriate.
Shapes on a Coordinate Plane
Grid paper
Rulers (for drawing straight lines)
Use the following resource to have students practice graphing coordinates in the first quadrant of the coordinate plane.
After the students have graphed the points, have the students identify the shapes they have created as well as justify the attributes the shapes have that make it that shape.
https://www.k-5mathteachingresources.com/support-files/shapes-on-the-coordinate-plane.pdf
The Fly on the Ceiling
Listen to the story, The Fly on the Ceiling, (youtube video below) and draw a picture that can be made with straight lines on the coordinate grid. (Suggestion to use a grid that uses decimals or fractions).
Then the students record the ordered pairs that they connected.
Students then double points and make predictions on what will happen to their picture.
Directions available here: https://www.k-5mathteachingresources.com/support-files/shapes-on-the-coordinate-plane.pdf
1. Guided Math
https://drive.google.com/open?id=1MzVMyHSQk6k_jn7e_WmbTa7RVG0kla2U-DxInIGO_GQ
2. Technology
3. Review/Preview:
The next unit begins data analysis.
Use this station to review data from fourth grade. Suggestions:
- Make an anchor chart in this station labeling the different graphs: Frequency table, dot plot, bar graph, stem and leaf plot, scatterplot and labeling the different features of the graphs. Create an anchor chart with three columns: Name of graph, example of graph, and what does the data show? You can use graphs from the Go Math Vol 2 book to make the anchor chart by having students cut these graphs out of the following pages:
Frequency Table - p. 552
Bar Graph - p.563
Dot Plot - p. 577
Stem and Leaf Plot - p.589
Scatter Plot - p. 601 - Penny Drop Game (Go Math Vol 2 p. 544)
Fluency:
- At the fluency station, this is an opportunity to think about what your students need to become more fluid with? What do your students need more opportunity for practice. One suggestion for practice at the fluency station is to set up four problems for review. Use your Go Math resource and find a challenging problem from yesterday, a week ago, a month ago, two months ago. This type of practice helps the retrieval process in remembering content that has been learned previously and have continued practice with various things throughout the year. For example, you can put a white board at this station with a Go Math workbook and tell the students the page number with ONE problem they will complete in their journal, another page number from the last unit with ONE problem, etc. for a total of four problems.
Closing (5 min): Relate back to learning and language objectives
- Class Journal
- Personal journal
- Partner talks
- Self assessment