Unit: 6/Using Data; Addition and Subtraction of Fractions Edgewood MAT H Grade 5
Lesson # 6.1 Organizing DataMath Message
Day 1: Reflexes T.E. p. 379
Day 2: / Vocabulary:
Minimum
Maximum
Mode
Median
Landmark
Line plot
Mental Math: / Materials:
Calculators
Post-it notes
Instruction:
1. Follow T. E. p. 379
2. Complete MJ1. P. 169 with teacher
3. Complete MJ1 p. 165 with buddy
4. Complete MJ1 p. 166 and 167
5. Complete Study Link mm. p. 157 / Indicators/Benchmarks:
Patterns, Functions and Algebra
F. Use representations, such as tables, graphs and equations, to model situations and to solve problems, especially those that involve linear relationships.
5. Model problems with physical materials and visual representations, and use models, graphs and tables to draw conclusions and make predictions.
Data Analysis and Probability
A. Read, create and use line graphs, histograms, circle graphs, box-and-whisker plots, stem-and-leaf plots, and other representations when appropriate.
1. Read, construct and interpret frequency tables, circle graphs and line graphs.
C. Evaluate interpretations and conclusions as additional data are collected, modify conclusions and predictions, and justify new findings.
5. Modify initial conclusions, propose and justify new interpretations and predictions as additional data are collected.
E. Collect, organize, display, and interpret data for a specific purpose or need.
2. Select and use a graph that is appropriate for the type of data to be displayed; e.g., numerical
vs. categorical data, discrete vs. continuous data.
4. Determine appropriate data to be collected to answer questions posed by students or teacher, collect and display data, and clearly communicate findings.
F. Determine and use the range, mean, median and mode to analyze and compare data, and explain what each indicates about the data.
6. Determine and use the range, mean, median and mode, and explain what each does and does not indicate about the set of data.
Assessment: / Notes:
Lesson # 6.2 (optional) Measures of Length
Math Message
Day 1:T. E> p. 385
Day 2: / Vocabulary:
Mental Math: / Materials: Everyday math deck
Instruction:
1. Using SRB p. 182, complete MJ1 p. 168 and 169 in small groups
2. Game: MJ1 p. 170 “Finish First”
3. Complete MJ1 p. 172 individually (as class, complete Box # 2 and 5)
4. Complete mm. 178 / Indicators/Benchmarks:
Measurement
B. Convert units of length, area, volume, mass and time within the same measurement system.
5. Make conversions within the same measurement system while performing computations.
Data Analysis and Probability
I. Describe the probability of an event using ratios, including fractional notation.
8. Identify the probability of events within a simple experiment, such as three chances out of eight.
J. Compare experimental and theoretical results for a variety of simple experiments.
10. Compare what should happen (theoretical/expected results) with what did happen (experimental/actual results) in a simple experiment.
K. Make and justify predictions based on experimental and theoretical probabilities.
11. Make predictions based on experimental and theoretical probabilities.
Assessment: / Notes:
Lesson # 6.3 Stem and Leaf Plots
Math Message
Day 1: Reflexes T.E. p. 390
Day 2: / Vocabulary:
Stem-and-leaf plot
Mental Math: / Materials:
protractor
ruler
Instruction:
1. Complete journal p. 173 in small groups
2. Game: MJ1 p. 170-171 “Finish First”
3. Complete MJ p. 175 individually
4. Supplemental Wks. 19 “Jump to It” / Indicators/Benchmarks:
Measurement
C. Identify appropriate tools and apply appropriate techniques for measuring angles, perimeter or circumference and area of triangles, quadrilaterals, circles, and composite shapes, and surface area and volume of prisms and cylinders.
7. Use benchmark angles (e.g.; 45º, 90º, 120º) to estimate the measure of angles, and use a tool to measure and draw angles.
Patterns, Functions and Algebra
F. Use representations, such as tables, graphs and equations, to model situations and to solve problems, especially those that involve linear relationships.
5. Model problems with physical materials and visual representations, and use models, graphs and tables to draw conclusions and make predictions.
Data Analysis and Probability
D. Compare increasingly complex displays of data, such as multiple sets of data on the same graph.
3. Read and interpret increasingly complex displays of data, such as double bar graphs.
F. Determine and use the range, mean, median and mode to analyze and compare data, and explain what each indicates about the data.
6. Determine and use the range, mean, median and mode, and explain what each does and does not indicate about the set of data.
I. Describe the probability of an event using ratios, including fractional notation.
8. Identify the probability of events within a simple experiment, such as three chances out of eight.
J. Compare experimental and theoretical results for a variety of simple experiments.
10. Compare what should happen (theoretical/expected results) with what did happen (experimental/actual results) in a simple experiment.
Assessment: / Notes:
Lesson # 6.4 Mystery Plots
Math Message
Day 1: T. E. p 396
Day 2: / Vocabulary:
Stem-and-Leaf
Mental Math: / Materials:
Instruction:
1. Complete Journal p. 176 and 177
2. Game: MJ1 p. 170 and 171 “Finish First”
3. Complete MJ! P. 179 individually (teacher helps with Box # 2, 5)
4. Supplemental Wks. 21 “Plotting Field Day” / Indicators/Benchmarks:
Number, Number Sense and Operations
I. Use a variety of strategies, including proportional reasoning, to estimate, compute, solve and explain solutions to problems involving integers, fractions, decimals and percents.
4. Round decimals to a given place value and round fractions (including mixed numbers) to the nearest half.
Patterns, Functions and Algebra
F. Use representations, such as tables, graphs and equations, to model situations and to solve problems, especially those that involve linear relationships.
5. Model problems with physical materials and visual representations, and use models, graphs and tables to draw conclusions and make predictions.
Data Analysis and Probability
D. Compare increasingly complex displays of data, such as multiple sets of data on the same graph.
3. Read and interpret increasingly complex displays of data, such as double bar graphs.
E. Collect, organize, display, and interpret data for a specific purpose or need.
2. Select and use a graph that is appropriate for the type of data to be displayed; e.g., numerical vs. categorical data, discrete vs. continuous data.
F. Determine and use the range, mean, median and mode to analyze and compare data, and explain what each indicates about the data.
6. Determine and use the range, mean, median and mode, and explain what each does and does not indicate about the set of data.
J. Compare experimental and theoretical results for a variety of simple experiments.
10. Compare what should happen (theoretical/expected results) with what did happen (experimental/actual results) in a simple experiment.
Assessment: Math Masters p. 165 / Notes:
Lesson # 6.6 Data Analysis
Math Message
Day 1:T.E. 406 Reflexes
Day 2: / Vocabulary:
Sample
Survey
Frequency table
Mental Math: / Materials:
Protractor
Ruler
Instruction:
1. Using SRB p. 116, complete MJ1. 183 and 184 in small group
2. Complete MJ1 p. 185 independently
3. Game: Frac-Tac-Toe following SRB p. 309-310 and mm. 472 and 474
4. Complete MJ1 p. 186 (teacher directs box 4, 5)
5. Complete mm. 170 independently / Indicators/Benchmarks:
Number, Number Sense and Operations
B. Compare, order and convert among fractions, decimals and percents.
3. Identify and generate equivalent forms of fractions, decimals and percents.
Patterns, Functions and Algebra
F. Use representations, such as tables, graphs and equations, to model situations and to solve problems, especially those that involve linear relationships.
5. Model problems with physical materials and visual representations, and use models, graphs and tables to draw conclusions and make predictions.
Data Analysis and Probability
A. Read, create and use line graphs, histograms, circle graphs, box-and-whisker plots, stem-and-leaf plots, and other representations when
appropriate.
1. Read, construct and interpret frequency tables, circle graphs and line graphs.
D. Compare increasingly complex displays of data, such as multiple sets of data on the same graph.
3. Read and interpret increasingly complex displays of data, such as double bar graphs.
E. Collect, organize, display, and interpret data for a specific purpose or need.
2. Select and use a graph that is appropriate for the type of data to be displayed; e.g., numerical vs. categorical data, discrete vs. continuous data.
F. Determine and use the range, mean, median and mode to analyze and compare data, and explain what each indicates about the data.
6. Determine and use the range, mean, median and mode, and explain what each does and does not indicate about the set of data.
I. Describe the probability of an event using ratios, including fractional notation.
9. Use 0,1 and ratios between 0 and 1 to represent the probability of outcomes for an
event, and associate the ratio with the likelihood of the outcome.
Assessment: / Notes:
Lesson # 6.8 Add and Subtract Fractions (without slide ruler)
Math Message
Day 1: T. E. 418
Day 2: Complete what you did not finish / Vocabulary:
Mental Math: / Materials:
Everyday Math Deck
Instruction:
1. Model how to find common denominators by demonstrating the Least Common Multiple
2. Complete MJ1 p. 191 with a buddy
3. Complete MJ1 p. 192 independently
4. Complete MJ1 p. 193 independently
5. Game: Divisibility Dash
Using SRB p. 302
6. Complete MJ1 p. 175 / Indicators/Benchmarks:
Number, Number Sense and Operations
B. Compare, order and convert among fractions, decimals and percents.
3. Identify and generate equivalent forms of fractions, decimals and percents.
H. Use and analyze the steps in standard and non-standard algorithms for computing with fractions, decimals and integers.
10. Justify why fractions need common denominators to be added or subtracted.
I. Use a variety of strategies, including proportional reasoning, to estimate, compute, solve and explain solutions to problems involving integers, fractions, decimals and percents.
12. Use physical models, points of reference, and equivalent forms to add and subtract commonly used fractions with like and unlike denominators and decimals.
Assessment: / Notes:
Lesson # 6.9 Clock Fractions and Common Denominators
Math Message
Day 1: T.E. 424 Teacher Model and MJ1 p. 194 (part 1) independently
Day 2: / Vocabulary:
Common denominators
Unlike denominators
Mental Math: / Materials:
dice
Instruction:
1. Complete MJ1 p. 194 complete Part 2 as class
2. Complete MJ1 p. 194 (part 3) as a summative assessment
3. Review how to find common denominators
4. Complete MJ1 p. 196 and 197 with a partner
5. Game: “Fraction Capture” following MJ1 p. 198 and using mm. 460
6. Complete MJ1 p. 199 (complete Box #5 with teacher)
7. Complete Study Link mm. 178 / Indicators/Benchmarks:
Number, Number Sense and Operations
B. Compare, order and convert among fractions, decimals and percents.
2. Use various forms of “one” to demonstrate the equivalence of fractions.
3. Identify and generate equivalent forms of fractions, decimals and percents.
H. Use and analyze the steps in standard and non-standard algorithms for computing with fractions, decimals and integers.
10. Justify why fractions need common denominators to be added or subtracted.
I. Use a variety of strategies, including proportional reasoning, to estimate, compute, solve and explain solutions to problems involving integers, fractions, decimals and percents.
12. Use physical models, points of reference, and equivalent forms to add and subtract commonly used fractions with like and unlike denominators and decimals.
Assessment:MJ1 p. 194 (part 3) / Notes:
Lesson # 6.10 Quick Denominators
Math Message
Day 1: T.E. p. 200 Reflexes
Day 2: / Vocabulary:
Simplest form
Quick denominator
Mental Math: / Materials:
Calculators
Instruction:
1. As a whole class, complete MJ1 p. 200
2. Complete MJ1 p. 201 with partner
3. Complete MJ1 p. 202 as a class
4. Complete MJ1 p. 203 independently (teacher assists with Box #5)
5. Complete Study Link mm. 181 / Indicators/Benchmarks:
Number, Number Sense and Operations
B. Compare, order and convert among fractions, decimals and percents.
2. Use various forms of “one” to demonstrate the equivalence of fractions.
3. Identify and generate equivalent forms of fractions, decimals and percents.
I. Use a variety of strategies, including proportional reasoning, to estimate, compute, solve and explain solutions to problems involving integers, fractions, decimals and percents.
12. Use physical models, points of reference, and equivalent forms to add and subtract commonly used fractions with like and unlike denominators and decimals.
Assessment: / Notes:
Lesson # Test Review
Math Message
Day 1:
Day 2: / Vocabulary:
Mental Math: / Materials:
Instruction:
1. Complete “Mystery Graphs” supplemental packet, as a class
2. Review voc: mean, median, mode, range
3. Complete supplemental Wks. 133 “By the Bag” front and back
4. Teacher create any sample problems to review for the test / Indicators/Benchmarks:
Assessment: / Notes:
Lesson # 6.11 Progress Check
Math Message
Day 1:
Day 2: / Vocabulary:
Mental Math: / Materials:
Instruction:
1. Complete progress check for Unit 6 using pages 181, 182, 183
2. Complete MJ1 p. 204 / Indicators/Benchmarks:
Assessment: summative assessment (Rubric TBA) / Notes:
Edgewood 5th grade/November 2009 Page 1 of 13