Fifth Grade Content Preview
Unit 10
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:
https://www.curriculumbits.com/prodimages/details/maths/mat0005.html
Have students practice creating stem and leaf plots.
Roll two dice (or 3 for decimals).
Tell the students the number on the left will always represent the tens (or whole number) where the number(s) on the right will represent ones or tenths/hundredths.
Students sit with a white board.
Students read the number after it is rolled and write it down.
After you have rolled 10+ times, have the students use the data they collected to create a stem and leaf plot. Give students the key to write in.
Ask questions about the data.
- What fraction of the numbers were greater than ____?
- What is the difference between the greatest number rolled and the least?
- What fraction of the numbers would estimate to _____?
Opening (5-10 min)
Problem of the day with Data:
Use the following graphing examples from TRS to ask different types of graphs:
https://docs.google.com/presentation/d/1wf_szhWu0OqlyCbnkih4dRrJYEPazsiGuQD2F8CVFHQ/edit?usp=sharing
Optional Unit 10 Activities
Bowling and Data
Using plastic bottles as pins, allow students to "bowl" five frames recording their scores on the score sheet. Each “pin” is worth 0.25. A strike is worth 2.
Students make 4 quadrants on a piece of paper, labeling each quadrant with a type of graph and the name of a talking partner that they will pair with for each graph.
As a class, create the following four graphs. Students find their talking partner after each graph has been made. Teacher poses questions for students to discuss based on the data in the graph.
Stem and Leaf Plot- using sticky notes, have the students place scores on the graph. You can create a double leaf by comparing two sets of data between two classes or placing boys scores on one side and girls on the other. With your partner, come up with 2 truths and a lie about the data. Share out large group.
Frequency chart - 0, 1, 2, 3, 4, 5 strikes. Based on the data in the table, how many students had the top 3 highest frequencies? How many students had fewer than two strikes? How many more/less students had 2 strikes than 0 strikes?
Dot plot - (Dot plots should be numerical) Estimate your bowling score to the nearest whole number. Using butcher paper, students should place their circle dot on the graph for their bowling score. How is the frequency of each score determined if there is no vertical axis representing frequency? If the teacher said anyone scoring above _ cheated, how many scores would thrown out?
Scatterplot - measure student heights in inches and create a scatterplot using the data from height in inches and points scored. With your partner come up with 2 conclusions based on the data.
click here for recording sheets and printable instructions: http://bit.do/databowling
Stack the Cup Scatterpolot
Put students in groups of 3.
- Builder- This person is the only person who builds the cups.
- Counter- This person counts the cups, and can also hand the cups to the builder.
- Recorder- This person records on the graphs at the table, as well as the large graph on the white board.
Each group gets 60 cups and three graphs, (one graph per person) and 1 colored marker (each group has a different color marker).
Use a large graph in the front to graph teams stacking.
Up the y axis- count by 3's from 0-60, this would be the number of cups and on the x axis- count by 10's 0-90, time in seconds.
Groups stack their cups neatly on the table.
Teacher says GO and times 10 seconds.
Students stack the cups for10 seconds then count the amount of cups they successfully stacked.
Repeat and increase the time by 10 seconds each round, up to 90 seconds.
Time can also go backwards, start with 90 seconds and reduced the time by 10 seconds each round.
When finished, ask questions about the data represented especially focusing on the difference between highest and lowest, how many were able to stack 20 cups or more in ______ seconds, or what fraction of the class were able to stack ____ cups in _____ seconds.
By downloading the resource, the links in the Table of Contents will become active.
5.9C -solve one- and two-step problems involving Data . . .
5.O.7: Data from Dot Plots and Stem–and–Leaf Plots with Decimals (p.51-54)
In 5.O.7 Ramp Up, students solve problems using data in dot plots and stem–and–leaf plots. The data is written as decimals so students can practice decimal operations while they practice reading data tables and solving problems.
5.O.11: Data from Dot Plots and Stem–and–Leaf Plots with Fractions (p.75-79)
In 5.O.11 Ramp Up, students solve problems using data in dot plots and stem–and–leaf plots. The data is written as fractions so students can practice fraction operations while they practice reading data tables and solving problems.
About the Problems: Problem #8 is a challenge! You may wish to place it in a center or use it separately from the rest of the
problems.
1. Guided Math
https://drive.google.com/open?id=1t_WQyUtLq8k903MHb0f49XfR7awLYzTbXwsmwxE3oyQ
2. Technology
3. Review/Preview:
The next unit begins data analysis.
Use this station to review any lead4ward strategies that you may put in place for your Rockin' Review before STAAR.
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