Math ents Let’s Learn Together!€¦ · DreamBox. I DID IT! My Work: Multiplication Properties Quick Reference Sheet Commutative Property You can multiply the factors in any order,

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Let’s Learn Together!

5thGrade Parents,

This learning bundle focuses on adding,

subtracting, multiplying, and dividing with

fractions in story problems. A few questions to

keep in mind as you are solving:

What model would make sense to use?

(area/region, number line, picture, or

something else)

Which operations are helping me solve?

Why?

What is the unit for this problem and is

it represented in my solution? (inches,

cupcakes, balloons, etc.)

A couple of short videos to help you understand

multiplying fractions are available to view at the

link below. As always, reach out to your teacher if

you need additional guidance.

Game board pieces and paper manipulatives may

be used again in future learning bundles. Please

be sure to keep them in a safe spot.

MY CHILD CHOSE THE FOLLOWING 4

DOCUMENTS FOR THEIR PORTFOLIO:

(PLEASE ATTACH THEM TO THIS COVER SHEET)

___________________________

Parent Signature

“Must Do” Activities At–A–Glance

Activities for May 18 – May 29, 2020

Activity Description Videos

1 Balloon Sharing https://youtu.be/Axoc9qJtR_Y

(multiplying fractions with the

area model)

https://youtu.be/qHxuAONtC0E

(Multiplying fractions with tiles

and Number Lines)

2 Connor and Makayla Discuss Multiplication

3 Cornbread Fundraiser

4 Painting a Wall

5 Pretzel Problem

6 Cut Paper Dilemma

7 Chavone’s Bathroom Tiles

Area Model and

Fractions

Multiplying

Fractions with

Tiles and

Number Lines

https://youtu.be/Axoc9qJtR_Y

https://youtu.be/qHxuAONtC0E

5th Grade Math –4.1: Problem Solving with Fractions

Complete the MUST DO activity. Then choose one more activity to do. Check the activities you completed.

MUST DO: Balloon Sharing

Attached. How many balloons did each person get? Use pictures to model your thinking.

I DID IT!

Game: Race to 1 or Bust

Attached. Use the recording sheet and a die to roll and determine if the value should be in the tenths or hundredths place. The partner closest to 1 after 5 rounds wins! Play 3 games.

I DID IT!

Complete at least 2 lessons on

DreamBox.

I DID IT!

Fluency: x 9 Another Way

Attached. Use the attached sheet and the facts you know to help you solve your x9 fact combinations.

My Work:

Must Do 4.1-Balloon Sharing

Erin brought 24 balloons to a picnic to share with her friends Karen and Tim.

She gave 1

3 of the balloons to Karen.

Then she gave 1

2 of what was remaining to Tim. She kept the rest for herself.

How many balloons did each person get? How did you determine how many

balloons each person got?

Name: _________________________________________________________ (MAY DO 4.1)

There’s Always Another Way

We have practiced multiplying by 9. Some facts can be harder to figure out than others, but there is always another way to think about the fact. Complete the chart below with pictures and tell if you agree.

9 × 4 is the same as (10 × 4) − (1 × 4)

9 × 5 is the same as (10 × 5) − (1 × 5)

9 × 10 is the same as (10 × 10) − (1 × 10)

If you get stuck multiplying by 9, you could break the 9 into a 10 and 1. Why would 10 and 1 be a good choice?

5th Grade Math 4.2: Properties of Multiplication with Fractions


MUST DO: Connor and Makayla

Discuss Multiplication

Attached. Justify who is correct in the multiplication of fractions problem. What is

the property of multiplication represented?

(associative, commutative, or distributive)

I DID IT!

Game: Rolling, Rolling, Rolling

Equivalent Fractions

Attached. Use the game board and spinner or dice to roll and cover 10 equivalent fractions.

I DID IT!


DreamBox.

I DID IT!

Solve.

My Work:

Multiplication Properties Quick Reference Sheet

Commutative Property

You can multiply the factors in

any order, and the product will

be the same.

5 x 4 = 20

4 x 5 = 20

Associative Property

You can group the factors in

different ways, and the product

will be the same.

5 x (4 x 3) = 5 x 12 = 60

(4 x 5) x 3 = 20 x 3= 60

Distributive Property

A multiplication fact can be

broken down into the sum of

two other multiplication facts.

7 x 4 = (5 x 4) + (2 x 4) = 20 + 8

Identity Property

The product of any number and

one is that number. 8 x 1 = 8.

Zero Property

The product of any number and

zero is zero. 12 x 0 = 0

5.NF Connor and MakaylaDiscuss Multiplication

Task

Makayla said, "I can represent with 3 rectangles each of length ."

Connor said, “I know that can be thought of as of 3. Is 3 copies of the same

as of 3?”

a. Draw a diagram to represent of 3.

b. Explain why your picture and Makayla’s picture together show that .

c. What property of multiplication do these pictures illustrate?

5.NF Connor and Makayla Discuss Multiplication Typeset October 25, 2016 at 17:01:02. Licensed by Illustrative Mathematics under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

3 × 23

23

× 323

23

23

23

23

3 × = × 323

23

1

Illustrative Mathematics

5th Grade Math –4.3: What is the Whole?


MUST DO: Cornbread Fundraiser

Attached. For each question posed, think about what is the whole. (the whole pan of cornbread, the whole piece of cornbread, or the whole amount of money)

I DID IT!

Game: Fluency x9 Corners

Attached. Use the attached game board and

spinner to practice your x9 combinations.

I DID IT!


DreamBox.

I DID IT!

Game: Race to 10 or Bust

Attached. Use the attached recording sheet and a die to roll and determine if the value should be in the ones place or the tenths place. The partner closest to 10 after 8 rounds wins!

My Work:

5.NF Cornbread Fundraiser

Task

The 5th graders want to raise money for their overnight camping trip by sellingcornbread during the school Chili Cook-Off contest. All the pans of cornbread aresquare. A pan of cornbread costs . The customers can buy any fractional part of apan of cornbread and pay that fraction of . For example, of a full pan costs of

.

a. Mrs. Farmer buys cornbread from a pan that is full. She buys of the remainingcornbread in the pan.

What fraction of the whole pan of cornbread does she buy? Use objects and/or adiagram to show how much of the pan of cornbread she buys.

What does she pay for the cornbread she bought? Use objects and/or a diagram toshow how much pays.b. The next customer is the school principal. He buys cornbread from a different panthat is full. He buys of the remaining cornbread in the pan.

What fraction of the whole pan of cornbread does he buy? Use a diagram to showhow much of the pan of cornbread he buys.

What does he pay for the cornbread he bought? Use a diagram to show how muchhe will pay for his part of the pan.c. What would be the cost of the cornbread the principal bought if the price of theentire pan changed to:

Use a diagram to explain each answer.

$12$12 1

212

$12

14

13

12

56

$24$6$18

1


May be photocopied for classroom use. © 2011 by Susan O'Connell and John SanGiovanni from Mastering the Basic Math Facts in Multiplication and Division. Portsmouth, NH: Heinemann.

Corners

9 18 45 90 63 9 36 18 45 81 72 36 27 27 90 72 36 63 18 54 81 18 81 36 18 72 90 27 63 54 72 27 45 63 18 45 36 45 18 45 81 63 81 18 72 9 81 72 54 90 36 54 45 27 63 18 9 81 90 18 18 81 9 81 54 36 27 9 27 54 72 54

Directions: 1. The player who spins

the lowest number goes first.

2. Players take turns spinning the spinner and multiplying the number by 9.

3. They find a space on the board with that product and place their counter or chip on it.

4. The first player to make the corners of a square wins.

9 81

27 63

Example of corners:


Corners x9 Spinner

× 9

1 3

4

5

2

10

8

7

6

9

5th Grade Math –4.4: Multiplying a Fraction by a Fraction


MUST DO: Painting a Wall

Attached. Use an area model to explain your thinking.

I DID IT!

Game: Operation Target

Attached. Practice creating equations and using parentheses to get close to a target number.

I DID IT!


DreamBox.

I DID IT!

Solve.

My Work:

5.NF Painting a Wall

Task

Nicolas is helping to paint a wall at a park near his house as part of a communityservice project. He had painted half of the wall yellow when the park director walked byand said,

This wall is supposed to be painted red.

Nicolas immediately started painting over the yellow portion of the wall. By the end ofthe day, he had repainted of the yellow portion red.

What fraction of the entire wall is painted red at the end of the day?

5.NF Painting a Wall Typeset May 4, 2016 at 22:37:52. Licensed by Illustrative Mathematics under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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2Operations and Algebraic Thinking • 5. OA.1 GRADE 5 • BUILDING CONCEPTUAL UNDERSTANDING & FLUENCY THROUGH GAMES

Operation TargetBuilding Fluency: creating equations and the use of parentheses.

Materials: digit cards (0-9) and a recording sheet per player

Number of Players: 2

Directions: 1. The cards are shuffled and placed face down in a stack. 2. The first player draws three cards. 3. The player decides how to arrange the three numbers and which operations to use to achieve a score equal to or as close

the “target number” as possible for Round One. 4. The player then records the number sentence, using parentheses if necessary, in the space provided on their recording sheet 5. The numbers are written in the triangles and the chosen operations in the circles. 6. The player records the answer in the space provided and the difference in the “How Close?” column. 7. The cards are discarded to one side. These are reshuffled and used again if needed. 8. The other player has a turn. 9. The player who is closer to the target at the end of a round is the winner. This is indicated with a check mark. 10. If a round ends in a tie, both players record a win for that round. 11. The player who wins the greater number of rounds is the overall winner.

Variation/Extension: Students can use number tiles or dice (0-9). Students can make shorter or longer equations. Once students understand how this game works they can record the equation in their math notebook instead of using recording sheet.

= NUMBER = OPERATION * USE PARENTHESES IF NECESSARY

Round Number Sentence Target How Close?

1

2

3

4

5


1

2

3

4

5


1

2

3

4

5


1

2

3

4

5


1

2

3

4

5


1

2

3

4

5

3OPERATION TARGET CONTINUED, PAGE 2 GRADE 5 • BUILDING CONCEPTUAL UNDERSTANDING & FLUENCY THROUGH GAMES


1

2

3

4

5


1

2

3

4

5


1

2

3

4

5


1

2

3

4

5

4OPERATION TARGET CONTINUED, PAGE 3 GRADE 5 • BUILDING CONCEPTUAL UNDERSTANDING & FLUENCY THROUGH GAMES

0 1 2 3

4 5 6 7

8 9 0 1

2 3 4 5

6 7 8 9

0 1 2 3

4 5 6 7

8 9

5th Grade Math –4.5: Operating with Fractions


MUST DO: Pretzel Problem

Attached. What operation(s) would you use to solve this problem? Why?

I DID IT!

Game: Multiplication Mix Up

Attached.

I DID IT!


DreamBox.

I DID IT!

Fluency: Fluency ÷9 Write to Divide Attached. Use the game board to practice dividing by 9 .

My Work:

4.5 MUST DO – Pretzel Problem

Yesterday, Jasmine bought a bag of pretzels to share with her friends. However, by the time

she got home from the store she had eaten ¼ of the pretzels. As she was putting the groceries

away, she ate ½ of what was left. There are now 6 pretzels left in the bag. How many pretzels

were in the bag to begin with?

If there were 12 pretzels left in the bag, how would this change your answer? How about 24?

Is there a pattern?

What fraction of the bag did Jasmine eat overall?

Does this problem apply more to the multiplication/division of fractions or the

addition/subtraction of fractions? Justify your answer.

Player’s Name: _____________________________________________ 4.5 May Do Fluency

Write to Divide

Write the numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, or 10 in each box. You can write a number more than once or not at all. Take turns spinning the spinner and dividing the number by 9. If you have that number in one of your boxes, cross it out. You can only cross out one number per spin. If you don’t have that number in any box, try again on your next spin. The first one to cross out all of your numbers wins.

9 270

362

455

18

90

724

63

548

817

÷9

4.5 Write to Divide Game Board

PLA

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1 P

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5th Grade Math –4.6: Finding Area


MUST DO: Cut Paper Dilemma

Attached. Read about Tyler and Alyssa’s problem with cutting paper. Solve along the way.

I DID IT!

Game: Decimal Place Value with

Playing Cards

Attached. Practice reading decimals aloud correctly in order to score the points.

I DID IT!


DreamBox.

I DID IT!

On the back of this paper, write which one

does not belong and explain why.

My Work:

4/17/2020

1

Tyler and Alyssa were each given a piece of paper by their art teacher and asked to write their names at the top of the paper and then cut off of a -inch wide strip from the bottom of the paper.

7 in.38

12 in.56

34

Tyler and Alyssa first wrote their names at the top of their papers...

7 in.38

12 in.56

Tyler Wright

7 in.38

12 in.56

Alyssa Bell

...and then they each started to cut a strip from the bottom of their papers when they looked over at what each other were doing.

7 in.38

12 in.56

7 in.38

12 in.56

Tyler Wright

Alyssa Bell

34

in. 34

in.

7 in.38

12 in.56

7 in.38

12 in.56

Tyler Wright

Alyssa Bell

34

in. 34

in.

Oh, no, Alyssa! I had my paper sideways and so my paper will be smaller than yours when I’m done cutting!

No it won’t, Tyler. We are cutting our strips to the same width so our papers will end up being the same area!

4/17/2020

2

7 in.38

12 in.56

7 in.38

12 in.56

Tyler Wright

Alyssa Bell

34

in. 34

in.

Oh, no, Alyssa! I had my paper sideways and so my paper will be smaller than yours when I’m done cutting!

No it won’t, Tyler. We are cutting our strips to the same width so our papers will end up being the same area!

Who is correct: Alyssa, Tyler, or neither one?

Solve Here

7 in.38

12 in.56

7 in.38

12 in.56

Tyler Wright

Alyssa Bell

34

in. 34

in.

How will the area of Tyler and Alyssa’s papers compare after they cut off the strip? How did you figure it out? Solve Here

4/17/2020

3

7 in.38

12 in.56

7 in.38

12 in.56

Tyler Wright

Alyssa Bell

34

in. 34

in.

If Tyler and Alyssa each cut five strips that are three-fourths of an inch wide, what will the area of their remaining paper be? Solve Here

4.6 MAY DO

DECIMAL PLACE VALUE WITH PLAYING CARDS! Materials

1. Score sheet - 1 per player

2. Deck of regular playing cards (remove all Jacks, Queens, Kings, and Jokers)

3. Pencil for each player

In this game, drawing the 10 card does not represent 10, but represents the number 0

Playing the Game

Number of players: 2-4 1. Shuffle the deck of cards. Be sure that all face cards and Jokers have been removed. Place the deck of cards in a pile face down in the center of the table.

2. Each player takes a turn taking one card from the top of the pile. Players place the card face-up directly in front of them so that all players can see each card that has been drawn.

3. Each player looks at the number on the card that he/she drew from the pile. Then, each player looks at "Round 1" on their score sheet to decide which place value to assign the number. The player can only write that number under one place value column (hundreds, tens, ones, tenths, hundredths, or thousandths). Players should not show their opponents where they wrote the number on their score sheet. Once each player has written down the number in a place value column, it cannot be changed at any point during the game.

Players repeat steps 1-3 until all 6 place value columns have been filled in (which means that 6 cards should have been drawn by each player).

5. Players show their final number to their opponents to determine who has written the highest number.

6. The player with the highest number must read his/her decimal aloud correctly (i.e. one hundred and seven thousandths, not one hundred point zero zero seven) in order to score the points.

If the player with the highest number reads his/her decimal aloud correctly, he/she gets 1 point for the round. The other players do not get any points.

If the player with the highest number does not read his/her decimal aloud correctly, he/she does not get any points. Every other player gets 1 point for the round.

7. Place all of the used cards back into the pile of cards and shuffle the entire pile again. Begin the next round by repeating the same steps. Play ends after 10 rounds have been played.

5th Grade Math –4.7: Working with Area

Complete the MUST DO activity. Then choose one more activity to do. Check on the activities you completed.

MUST DO: Chavone’s Bathroom

Tiles

Attached. Use the grid provided to help you solve.

I DID IT!

Fluency: Fluency ÷9 Ratio Race

Attached. Use the game board and spinner to practice dividing by 9. The first partner to complete the quotient table wins!

I DID IT!


DreamBox.

I DID IT!

Solve.

My Work:

5.NF.B Chavone's BathroomTiles

Task

Chavone is remodeling her bathroom. She plans to cover the bathroom floor with tilesthat are each 1 square foot. Her bathroom is feet wide and feet long.

How many tiles will she need to cover the floor? Give an exact answer that includes thefractions of a tile she will need. Each unit square has been broken into sixteenths toallow precise measurements. Use the figure below to illustrate your answer.

5.NF.B Chavone's Bathroom Tiles Typeset May 4, 2016 at 23:32:13. Licensed by Illustrative Mathematics under a

5 12 8 1

4

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Ratio Race

1. Take turns spinning the spinner. 2. Divide the number by 9. 3. Record the quotient on the ratio table. 4. The first player to complete the table wins.

Player’s Name: Player’s Name:

n n ÷ 9

9

18

27

36

45

54

63

72

81

90

n n ÷ 9

9

18

27

36

45

54

63

72

81

90


Ratio Race ÷9 Spinner

÷ 9

9 27

360

45

18

90

72

63

54

81

Documents

Math ents Let’s Learn Together!€¦ · DreamBox. I DID IT! My Work: Multiplication Properties Quick Reference Sheet Commutative Property You can multiply the factors in any order,