Fifth Grade Content Preview
Unit 07
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.
Virtual number dice:
- Use three dice. Teacher calls for the students to make a fraction and multiply/divide by the third number with a partner. Have a tube of manipulatives and dry erase markers available for students that want to use those resources.
- http://www.curriculumbits.com/mathematics/virtual-dice/
Opening (5-10 min)
3-Act Tasks with Graham Fletcher https://gfletchy.com/3-act-lessons/
- The Peach - multiplying and dividing fractions - How many cubes will it take to balance the scale?
- How Much Dew - multiplying fractions - How many cups of Mountain Dew was drank? How many cups of Dew is left?
Optional Unit 07 Activities
By downloading the resource, the links in the Table of Contents will become active.
The above Teach Transform Master Fractions resource is a complete book on fractions.
- Bridges are activities that activate prior knowledge and connect 4th and 5th grades. They remind students, in a fun way, about things they already know but may have forgotten. These activities are perfect to begin a unit and are created for small groups and centers.
- Most of the activities in this book are Masters. Masters are on-grade-level activities that teach and require students to apply 5th-grade skills. Some Masters contain scaffolds that help students tackle difficult skills. Some Masters contain challenge questions that require students to think deeply or use their skills in ways they haven’t yet thought of. Use these in regular 5th-grade math instruction, during intervention or tutoring, and in centers.
Vertical Alignment: Multiplication and Division of Fractions (5.3I, 5.3J) .....................p.138
Section 2 Thought Extenders .........................................................................................p. 139
5.F.16 Bridge: Introduction to Multiplying a Whole Number by a Fraction ..............p. 140
5.F.17 Master: Multiplying Whole Numbers & Fractions Using Area Models ...........p. 143
5.F.18 Master: Multiplying Whole Numbers & Fractions ............................................. p.154
5.F.19 Master: Multiplying a Whole Number & a Fraction Using Number Lines ......p. 161
5.F.20 Master: Matching Models & Word Problems; Multiplying Fractions & Whole Numbers; Matching Products, Models, & Equations ...................................................p. 172
5.F.21 Master: Multiplication of Fractions & Whole Numbers ....................................p. 186
5.F.22 Master: Dividing Whole Numbers by Unit Fractions Using Area Models .......p.189
5.F.23 Master: Dividing Unit Fractions by Whole Numbers Using Area Models .......p.196
5.F.24 Master: Dividing Whole Numbers & Unit Fractions ...........................................p.203
5.F.25 Master: Multiplication & Division of Fractions & Whole Numbers ..................p.208
5.F.26 Master: Patterns in Mult. & Division of Fractions & Whole Numbers...............p212
5.F.27 Evaluate: Posttest for Section 2............................................................................p 215
Literature Connection:
1. Guided Math
https://drive.google.com/open?id=1uJy6fN-fOBDWLVkps0wW_6pLuKI3e8v0B9d2duUSZ3Y
2. Technology
3. Review/Preview:
In the next unit, students will be exploring Geometry and measurement. You can use any of the following Teach Transform activities from the fourth grade Measurement edition to have students review what they learned last year in preparation for the next unit. The link below takes you to the Teach Transform Measurement Resource and suggested lesson activities are listed.
https://drive.google.com/file/d/0BybLi_gTmQZbTlRDaE5VM3Rvcnc/view
- In 4.MMT.3 (P.21-26) Students perform conversions that are given in the form of word problems. While conversion problems are often fairly boring, considerable effort has been made to write problems using a context that will be interesting.. Each problem has a table that includes the conversion rate. Students have to fill in the numbers that are given in the problem.
- 4.MMT.10 (p.71-81) : Students solve length, perimeter, and area problems with conversions. Before solving the problems, however, the class should spend time sorting the problems in two different ways. First, they should sort the problems according to what kind of problems they area—length, perimeter, or area. Second, they should sort the problems according to whether or not they have to perform a conversion.
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