2019-2020 Remote Instruction Mathematics Grade 5

2019-2020 Remote Instruction Mathematics – Grade 5

GLOBAL GRADUATE

- State Process Standard

- Aligned to Upcoming State Readiness Standard

Ⓡ - State Readiness Standard

Ⓢ - State Supporting Standard

© Houston ISD Curriculum

2019-2020

of 5

Below are the recommended two-week lesson activities:

Day TEKS / Skills Approximate Time

1 Ⓡ MATH.5.2B Compare and order two decimals to thousandths and represent

comparisons using the symbols >, <, or =.

30 minutes

2 Ⓡ MATH.5.2B Compare and order two decimals to thousandths and represent

comparisons using the symbols >, <, or =.

30 minutes

3 Ⓡ MATH.5.3E Solve for products of decimals to the hundredths, including situations

involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers.

Ⓡ MATH.5.3G Solve for quotients of decimals to the hundredths, up to four-digit

dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm.

30 minutes

4 Ⓡ MATH.5.3E Solve for products of decimals to the hundredths, including situations

involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers.

Ⓡ MATH.5.3G Solve for quotients of decimals to the hundredths, up to four-digit

dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm.

30 minutes

5 Ⓢ MATH.5.3H Represent and solve addition and subtraction of fractions with unequal

denominators referring to the same whole using objects and pictorial models and properties of operations.

25 minutes

6 Ⓢ MATH.5.3H Represent and solve addition and subtraction of fractions with unequal

denominators referring to the same whole using objects and pictorial models and properties of operations.

40 minutes

7 Ⓡ MATH.5.3K Add and subtract positive rational numbers fluently. 30 minutes

8 Ⓡ MATH.5.3K Add and subtract positive rational numbers fluently. 30 minutes

9 Ⓡ MATH.5.4H Represent and solve problems related to perimeter and/or area and

related to volume.

30 minutes

10 Ⓡ MATH.5.4H Represent and solve problems related to perimeter and/or area and

related to volume. 30 minutes

http://www.houstonisd.org/cms/lib2/TX01001591/Centricity/Domain/21808/HISD-Graduate-Vision.pdf



GLOBAL GRADUATE






2019-2020

of 5

Day 1: Comparing and Ordering Whole Numbers

Activity/Task Have students create four numbers using all digit cards (or playing cards) to the millions place and through the thousandths place, one number at a time. Instruct students to record the numbers created using a place-value chart. Ask students to create comparison sentences.

Example: 9,234,567.801 > 3,456,102.789 and

1,234,098.567 < 4,231,567.089

Then have them list them from greatest to least and least to greatest. 9,234,567.801 > 4,231,567.089 > 3,456,102.789 > 1,234,098.567

Have student repeat the activity and explain their thinking and process using these sentence stems:

• ____________ is greater than _________ because

• ____________ is less than _________ because

Resources Unit 1 Module 1: Place Value and Decimals (Texas Go Math!) 1.4 Compare and Order Decimals

Handouts Place Value Chart Digit Cards

Additional Notes

A set of playing cards can be used, if available, in place of the digit cards. (A,2,3,4,5,6,7,8,9, J, Q, K where A=1 and J,Q,K = 0)

Day 2: Comparing and Ordering Whole Numbers

Activity/Task Have students cut all number cards and place them in a pile face down. Have students select four cards from the pile and write the chosen numbers on the place value chart. Have students order the cards from least to greatest and record. Repeat and alternate least to greatest and greatest to least.

Resources Unit 1 Module 1: Place Value and Decimals (Texas Go Math!) 1.4 Compare and Order Decimals

Handouts Decimal Place Value Sort Place Value Chart

Additional Notes





GLOBAL GRADUATE






2019-2020

of 5

Day 3 Problem Solving with Multiplication and Division of Decimals

Activity/Task Have students cut and sort the problems into two groups: multiplication or division. Then have students solve the problems without decimals. Using estimation, ask students to place the decimal in the correct position. Have students check their answer with a calculator.

Multiplication Division

Resources Unit 1 Module 3 and 4: Multiply Decimals and Divide Decimals (Texas Go Math!) 3.7 Multiply Decimals 4.4 Division of Decimals by Whole Numbers

Handouts Multiplication or Division Problems

Additional Notes

A calculator may be used to check solutions.

Day 4: Problem Solving with Multiplication and Division of Decimals

Activity/Task Have students sort the problems from yesterday into two groups: multiplication or division. Then have students solve the problems by using various strategies: distributive property, partial products, partial quotients, standard algorithm. Have students check their answer with a calculator.

Distributive property Partial Products Partial Quotients Standard Algorithm

$2.75 x 5 = (2x5) + (0.75 x 5) 10 + 3.75 = $13.75

2.75 x 5 0.25 3.50 10.00 13.75

Resources Unit 1 Module 3 and 4: Multiply Decimals and Divide Decimals (Texas Go Math!) 3.7 Multiply Decimals 4.4 Division of Decimals by Whole Numbers

Handouts Multiplication or Division Problem Sort

Day 5: Adding and Subtracting Fractions

Activity/Task Have students cut out the fraction cards. Then have students shuffle the cards and place them face down in a pile. Have the students choose 2 fraction cards and record them in a chart similar to the one below. Then have students use the fraction bars to help them find a common denominator. Once they have a common denominator, ask students to find the sum and difference. Have students repeat this activity with five different fraction pairs.

Fraction 1 Fraction 2 Sum Difference

Resources Unit 2 Module 5: Add and Subtract Fractions (Texas Go Math!) 5.5 Add and Subtract Fractions 5.6 Add and Subtract Mixed Numbers 5.7 Subtraction with Renaming

Handouts Fraction cards Fraction Bars




GLOBAL GRADUATE






2019-2020

of 5

Day 6: Adding and Subtracting Fractions

Activity/Task Have students cut out each of the squares, indicated by the bolded outside lines. Once cut apart, have students try to put the pieces together without rotating any of them. In other words, all of the number should be facing the same direction: up! Two pieces will only go next to each other if the edges that touch contain fractions that are equivalent. Example:

Resources Unit 2 Module 5: Add and Subtract Fractions (Texas Go Math!) 5.5 Add and Subtract Fractions 5.6 Add and Subtract Mixed Numbers 5.7 Subtraction with Renaming

Handouts Fraction Jigsaw

Day 7: Adding and Subtracting Positive Rational Numbers

Activity/Task Shuffle the playing cards (or digit cards) and place them face down in a pile. Pick ten cards. Create two five-digit numbers that go to the thousandths place. First, find the sum of the two numbers created. Then subtract the sum from the number 200. Example: Step 1: 36.521 + 89.740 = 126.261 Step 2: 200 – 126.261 = 73.739

Resources Unit 1 Module 1: Place Value & Decimals (Texas Go Math!) 1.7 Add and Subtract Decimals 1.8 Problem Solving: Add and Subtract Money

Handouts Digit Cards

Additional Notes


Day 8: Adding and Subtracting Positive Rational Numbers

Activity/Task Ask students to estimate and then solve the four questions on the handout. After solving all of the questions, ask students to write a reflection about how they solved the problems using the following sentence stem:

To solve these problems, I needed to _____________ because _______.

Resources Unit 1 Module 1: Place Value & Decimals (Texas Go Math!) 1.7 Add and Subtract Decimals 1.8 Problem Solving: Add and Subtract Money

Handouts Problem Solving Questions




GLOBAL GRADUATE






2019-2020

of 5

Day 9: Area and Perimeter

Activity/Task Provide students with a piece of grid paper and a stack of digit cards. Have students shuffle the digit cards and place them face down in a pile. Have them pull two digit cards. These digit cards represent the length and width of a rectangle. Have the students draw this rectangle on the grid paper and then calculate the perimeter (2l + 2w) and area (l x w) of the rectangle drawn. Then record the information in a chart similar to the one below. Have students repeat this process at least five times.

length width perimeter area

Resources Unit 3 Module 9: Algebra: Formulas (Texas Go Math!) 9.1 Formulas for Area and Perimeter

Handouts Grid Paper Digit Cards

Additional Notes


Day 10: Calculating Area, Perimeter, and Volume

Activity/Task Provide students with a piece of grid paper and a stack of digit cards. Have students shuffle the digit cards and place them face down in a pile. Have them pull three-digit cards. These digit cards represent the length, width, and height of a rectangular prism. Have the students draw this rectangle on the isometric grid paper and then calculate the perimeter (2l + 2w), area (l x w), and volume (l x w x h) of the rectangular prism drawn. Then record the information in a chart similar to the one below. Have students repeat this process at least five times.

length width height perimeter area volume

Resources Unit 3 Module 9: Algebra: Formulas (Texas Go Math!) 9.1 Formulas for Area and Perimeter 9.2 Formulas for Volume

Handouts Isometric Grid paper Digit Cards

Additional Notes




Billions Millions Thousands Ones

And Decimal

Hundred Billions

Ten Billions One Billions Hundred Millions

Ten Millions One Millions

Hundred Thousands

Ten Thousands

One Thousands Hundreds Tens Ones Tenths Hundredths Thousandths

A sweater’s regular price was $24. It was on sale for only 0.8 of its regular price. What was the sale price?

Melanie spent $5.35 on a yard of ribbon. Melanie cut the ribbon into 5 equal pieces. In dollars, how much did Melanie spend on each piece of ribbon?

Leon paid a total of $91.70 for a 14-month subscription to his favorite magazine. He paid the same amount each month. How much did Leon pay each month?

An amusement park had a ticket price of $13.80 for adults. A child’s ticket was 0.7 of the adult ticket price. How much was a child’s ticket?

I bought 9 packages of hot dog buns for $1.28 each. How much did the hot dog buns cost?

Apples were on sale for $1.38 per pound. Cherries cost 4 times as much as apples. How much do cherries cost per pound?

John earns $6.80 per hour working at a fast food restaurant. His brother, Sam, is a college graduate and earns 5 times as much per hour as John does. How much does Sam earn per hour?

A car dealership had an annual summer sale on new cars advertising a saving of 0.1 off the regular price. One of the cars had a regular price of $24,900. What was its sale price?

Matthew ran a total of 18.36 miles in 6 days. Matthew ran the same number of miles each day. How many miles did Matthew run each day?

Mrs. Viera spent $95.40 buying 13 pizzas for a class pizza party. How much did one pizza cost?

Adding and Subtracting Positive Rational Numbers

Jesse created a 3D model of his science project. He placed a volcano on a project board that weighed 8.4 pounds. The entire project weighed 12𝟑𝟑

𝟓𝟓 pounds. How many

pounds did his volcano weigh?

Kallie picked 8.25 pints of blueberries in the spring. Her brother, Curt, picked 6𝟑𝟑

𝟖𝟖 pints of

blueberries. How many pints of blueberries did Kallie and her brother pick last spring?

Estimation: Actual:

Estimation: Actual:

Maria ran her race in 10.8 minutes. Rebecca ran her race 4𝟑𝟑

𝟒𝟒 minutes faster than Maria.

How many minutes did it take Rebecca to finish the race?

Marta cut 5𝟏𝟏𝟑𝟑𝟐𝟐𝟐𝟐

centimeters of her hair. Before cutting her hair, it was 27 centimeters in length. How long was Marta’s hair after cutting it?

Estimation: Actual:

Estimation: Actual:

GLOBAL GRADUATE

© Houston ISD Curriculum 2019-2020 Page 1 of 1

Updated: March 10, 2020

Fraction Bars

1

𝟏𝟏𝟐𝟐

𝟏𝟏𝟐𝟐

𝟏𝟏𝟑𝟑

𝟏𝟏𝟑𝟑

𝟏𝟏𝟑𝟑

𝟏𝟏𝟒𝟒

𝟏𝟏𝟒𝟒

𝟏𝟏𝟒𝟒

𝟏𝟏𝟒𝟒

𝟏𝟏𝟓𝟓

𝟏𝟏𝟓𝟓

𝟏𝟏𝟓𝟓

𝟏𝟏𝟓𝟓

𝟏𝟏𝟓𝟓

𝟏𝟏𝟔𝟔

𝟏𝟏𝟔𝟔

𝟏𝟏𝟔𝟔

𝟏𝟏𝟔𝟔

𝟏𝟏𝟔𝟔

𝟏𝟏𝟔𝟔

𝟏𝟏𝟕𝟕

𝟏𝟏𝟕𝟕

𝟏𝟏𝟕𝟕

𝟏𝟏𝟕𝟕

𝟏𝟏𝟕𝟕

𝟏𝟏𝟕𝟕

𝟏𝟏𝟕𝟕

𝟏𝟏𝟖𝟖

𝟏𝟏𝟖𝟖

𝟏𝟏𝟖𝟖

𝟏𝟏𝟖𝟖

𝟏𝟏𝟖𝟖

𝟏𝟏𝟖𝟖

𝟏𝟏𝟖𝟖

𝟏𝟏𝟖𝟖

𝟏𝟏𝟗𝟗

𝟏𝟏𝟗𝟗

𝟏𝟏𝟗𝟗

𝟏𝟏𝟗𝟗

𝟏𝟏𝟗𝟗

𝟏𝟏𝟗𝟗

𝟏𝟏𝟗𝟗

𝟏𝟏𝟗𝟗

𝟏𝟏𝟗𝟗

𝟏𝟏𝟏𝟏𝟏𝟏

𝟏𝟏𝟏𝟏𝟏𝟏

𝟏𝟏𝟏𝟏𝟏𝟏

𝟏𝟏𝟏𝟏𝟏𝟏

𝟏𝟏𝟏𝟏𝟏𝟏

𝟏𝟏𝟏𝟏𝟏𝟏

𝟏𝟏𝟏𝟏𝟏𝟏

𝟏𝟏𝟏𝟏𝟏𝟏

𝟏𝟏𝟏𝟏𝟏𝟏

𝟏𝟏𝟏𝟏𝟏𝟏

𝟏𝟏𝟏𝟏𝟏𝟏

𝟏𝟏𝟏𝟏𝟏𝟏

𝟏𝟏𝟏𝟏𝟏𝟏

𝟏𝟏𝟏𝟏𝟏𝟏

𝟏𝟏𝟏𝟏𝟏𝟏

𝟏𝟏𝟏𝟏𝟏𝟏

𝟏𝟏𝟏𝟏𝟏𝟏

𝟏𝟏𝟏𝟏𝟏𝟏

𝟏𝟏𝟏𝟏𝟏𝟏

𝟏𝟏𝟏𝟏𝟏𝟏

𝟏𝟏𝟏𝟏𝟏𝟏

𝟏𝟏𝟏𝟏𝟐𝟐

𝟏𝟏𝟏𝟏𝟐𝟐

𝟏𝟏𝟏𝟏𝟐𝟐

𝟏𝟏𝟏𝟏𝟐𝟐

𝟏𝟏𝟏𝟏𝟐𝟐

𝟏𝟏𝟏𝟏𝟐𝟐

𝟏𝟏𝟏𝟏𝟐𝟐

𝟏𝟏𝟏𝟏𝟐𝟐

𝟏𝟏𝟏𝟏𝟐𝟐

𝟏𝟏𝟏𝟏𝟐𝟐

𝟏𝟏𝟏𝟏𝟐𝟐

𝟏𝟏𝟏𝟏𝟐𝟐



�� !"#�$%&�'"�#%()

0 1 2 3

4 5 6 7

8 9 0 1

2 3 4 5

6 7 8 9

Tenths Hundredths Thousandths

1.25 0.333 19.8

.3 2.179 0.79

1980.009 4.2 1.70

3.43 6.88 15.702

20.001 57.04 6364.6

125.5 5.999 116.77

8680.65 600.006 0.2

58

334

513

216

310

23

114

425

356

49

© Houston ISD Curriculum 2018-2019 Page 1 of 1

Fraction Jigsaw

Now try to put the square pieces together without rotating any of them (so that in the finished jigsaw all the numbers are the right way up). Two pieces may only go next to each other if the edges that touch contain fractions that are equivalent.

𝟓𝟓𝟖𝟖 −

𝟏𝟏𝟒𝟒

2019-2020 Remote Instruction Mathematics Grade 5

Documents

Transcript of 2019-2020 Remote Instruction Mathematics Grade 5