Fifth Grade Content Preview
Unit 08
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.
Turn on the music and do a quick vocabulary review daily!
Use the following google slide document with any type of music.
Students, WITHOUT TALKING, show a motion to represent the vocabulary word. Vocabulary words can be read by the teacher but build to students reading the word independently to show the motion.
https://drive.google.com/open?id=1gBDOeHQU_3CifwFbf-hfF62G7R4DRUPLLCkJgvZLN3o
Examples:
Edges: use hands down the "sides" of the body
Angles: Form an angle with one bent arm, the other arm makes the angle mark on the inside of the angle
Vertex/Vertices: Make a "corner" with one bent arm and point to the elbow.
Perpendicular: fist to elbow making arms perpendicular
Parallel: Touchdown motion hands overhead
Right Angle: One arm straight up the other straight out to the side
Obtuse Angle: Using arms
Acute Angle: Using arms
Polygons: Clap/hop/dab the number of sides/vertices.
Opening (5-10 min)
Virtual number dice: http://www.curriculumbits.com/mathematics/virtual-dice/
Using the virtual dice, encourage students to use the STAAR released references to find perimeter, area, or volume. See suggestions below on cues to use in class.
ONE DI:
- This is the length of one side in a cube, what is the volume?
- This is the length of one side in a square, what is the area? What is the perimeter?
TWO DICE:
- ____ is the length of one side in a parallelogram (or rectangle), ____ is the length of the other side. What is the perimeter?
- What is the area?
- If you put these dice together to make a two digit number, what would be the possible length and widths that would make a rectangle if this is the area (or perimeter)?
THREE DICE:
- If ____ is the length, ____ is the width, and ______ is the height, what would be the volume of this rectangular prism?
- If you put these together to make a three digit number, can you make a rectangular prism and tell me the dimensions?
Optional Unit 08 Activities
Maker Space Tiny Treehouse
Maker Space Tiny Tree House
Prior: have students bring in small boxes, any size
With partners, students will design their own tiny tree houses. Partners must select which box they want to use for their treehouse and justify their choice.
Students should decorate by using any available materials. They may also create any furniture, windows, passages, etc. that they want to. They must choose a type of flooring and paint by visiting a home improvement store website for pricing information and complete the calculation sheet with the project.
Feel free to reach out to Roshni Varghese or Lisa Maldonado, 5th grade teachers at CRES, who implemented this project in their fifth grade last year with real samples from Home Depot!
Click this link for a recording sheet: https://docs.google.com/a/hayscisd.net/document/d/18b56IaYses_l9MxDHYRB0QIGCOMY039w5OCawQXNx0o/edit?usp=sharing
Filling the Freezer
The Math Club meets one day a week after school to do projects and math investigations. They enjoy having an ice cream snack at each meeting. Their project this week is to buy the ice cream they'll be storing in their freezer for their upcoming meetings.
Before they leave for the store they measure the freezer. The interior of the freezer is 65 cm wide, 45 cm deep, and 35 cm tall.
At the store they measure an ice cream container. The dimensions of the top of the box are 17.5 cm by 11.6 cm. The height is 12.2 cm.
One group, the Protractors, figures out how many boxes will fit in the freezer if they place each box with the lid facing up and the 17.5 cm dimension along the front of the freezer.
Another group, the Right Angles, agrees that they'll keep the lids facing upwards (to avoid messes as some of the containers start to get eaten) and they figure out how many boxes will fit if they turn the boxes and have the 11.6 cm dimension along the front of the freezer.
- Click this link to access the scenario, problem, teacher packet, and rubric:
- https://drive.google.com/open?id=1waGk9rGErPVYEuPRg96BKiKPijg76DtM
Hierarchy of Shapes - Fact or Fib?
After classifying the Hierarchy of shapes, have teams use the anchor charts to work in groups to play fact or fib using the statements found on the following google slides. Within the team, students have an index card that says fact or fib. The teacher presents the statement to the groups. The team members have individual time to think and look at the anchor charts to decide if the statement is a fact or fib. When the teacher calls out, students lay their card that says fact or fib. Teams collectively argue their point until the team agrees. The teacher facilitates and listens for the team(s) that have the correct argument to rebuke teams that have argued incorrectly.
https://docs.google.com/presentation/d/1-n9xKDoOpV3-T3eJ6WBc4sr2Cu1kc8tP-QayRVciVb4/edit?usp=sharing
These can also be used for exit tickets throughout the unit.
Polygon Tree Diagram
Classification of Triangles: Angles then sides
Classification of Triangles: Sides then Angles
Quadrilateral Venn Diagram
Quadrilateral Venn Diagram
Two-Dimensional Figure Tree Diagram.
Conversion Challenge
Materials Needed: Scoot problems (in link), STAAR conversion formulas, recording sheet (suggestion to use scrap paper, folded in fourths, with a drawn rectangle in each corner for students to record the point value for each problem).This link contains word problems from TRS without the answer choices. The goals is to get students to use the STAAR conversion chart and earn BONUS points for problems that they will do more than one conversion step. This can be done as a scoot activity in groups or with partners.
Literature Connection:
Zachary Zormer Shape Transformer
Friday is Zachary Zormer's favorite day of the week. At least it is until he realizes he forgot this week's assignment, "Bring in something fun to measure." Tyler, the class show-off, brings a picture of himself from the newspaper. How can Zack top that when all he has to work with is a piece of paper he finds in his pocket? Week after week Zack takes on a different math concept (length, width, area, perimeter) with surprising projects including a mobius strip, a paper frame large enough to step through, and a light show that demonstrates how the sun heats the earth.
I spy shapes in Art
Each of the fourteen magnificent paintings in this book contains a different shape for you to find. Some are easy to spot, and others are more challenging. But take a closer look -- after you think you've found them all, there are even more shapes to look at and discover.
I Spy Shapes in Art features a remarkable variety of artists from around the world, including Georgia O'Keeffe, Henri Matisse, and M.C. Escher. This picture book pairs a classic game with timeless art, making it the perfect way to introduce fine art to children.
Grandfather Tang's Story
When Little Soo asks for a story, Grandfather Tang arranges the tangram pieces and two magic fox fairies spring to life. The foxes change shapes as quick as a wink, from rabbits to dogs to squirrels and geese. But their game turns dangerous when a hunter raises his bow.
1. Guided Math
https://drive.google.com/open?id=1D8EZwfAaUByt3AjX2W3Isrj4Ap-Mjhskb-gki9nmit4
2. Technology
3. Review/Preview:
In the next unit, students will begin graphing coordinates in the first quadrant of the coordinate plane. Students are expected to graph ordered pairs in the first quadrant of the coordinate plane that are generated from number patterns or an input-output table. Number patterns are examined closely as students recognize the difference between additive and multiplicative numerical patterns when given in a table or graph. Students use input-output tables and graphs to generate numerical patterns when given a rule in the form y = ax (multiplicative numerical pattern) or y = a + x (additive numerical pattern).
Provide students during this station opportunities to review input output tables and generating rules based on the patterns they see in the input out put tables. Students can use written sentences to express their thinking of what is happening in the input/output table. Students can also be given the opportunity to create their own.
For an online version of an input/output table click here:
http://www.amblesideprimary.com/ambleweb/mentalmaths/functionmachines.html
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