Transcript March_5th_Grade_Math_Alliance_2013

5th Grade
Math Alliance
March 12, 2013
Julie has 6 huge chocolate candy bars. If she eats 1/10 candy
bar each day, how long will these 6 candy bars last?
Juanita uses 0.1 pound of flour to make a batch of cookies. How
many batches of cookies can she make with 3.75 pounds of flour?
Fractions and Decimals??????
 What’s going well?
 What do you still need help with?
Multiply or Divide??????
Janie has 2 ¾ yards of yellow fabric. She uses ½ of the
fabric to make a blanket for her new baby cousin. How
many yards of fabric did Janie use for the blanket?
 What operation do you need to use to solve this
problem?
 Explain how you know.
 Solve the problem using 2 different models.
What is 0.2 x 0.5?
 Write a story problem to match this
situation
 Solve the problem using a visual model
 How could you solve this problem using
fractions, rather than decimals?
How Many People? How Many Teams?
The purpose of this unit is:
 to continue to build fluency with multiplication,
 to study the properties of multiplication and
division,
 to build fluency with division strategies
 to develop arguments about how to generate
equivalent expressions in multiplication and
division.
Ten-Minute Math Focus
 Identifying prime, square,even and odd numbers
 Determining if one number is a factor or multiple of
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another
Estimating solutions to 2-digit to 4-digit multiplication
and division problems
Estimating solutions to addition and subtraction
problems with fractions and mixed numbers
Breaking apart numbers mentally to estimate
Additional activities are listed in the CC Adaptation
section
Algebra Connections
 Students will begin to make generalizations
about “is this true for all numbers”
 Idea of equivalence when solving
multiplication and division problems
6 x 9 = 3 x 18 How could you prove this?
 Using the distributive property to multiply
larger numbers (model 134 x 26)
Investigation 1
Equivalence in
Multiplication and Division
=
?
Session 1.1 Assessment:
Equivalence in Multiplication
Think of a story problem that would show
6 x 9 = 3 x 18
What is meant by doubling and halving? (look at
the student thinking on pp 30 and 31)
Does this work for all numbers?
What about 9 x 7? What’s the difference?
Session 1.2 Tripling and Thirding
2x9=6x?
15 x 4 = 5 x ?
7x6=?X2
Session 1.3 Finding Many Equivalents
Session 1.4 Equivalence in Division
Investigation 2
Reviewing Multiplication Strategies
Session 2.1 Multiplication Review
Session 2.2 Multiplication Practice
Session 2.3
U.S Algorithm for Multiplication
Session 2.4 Assessment: 253 x 46
Investigation 3
Division Strategies and Notation
Session 3.1
Representing a Division Problem
Session 3.2 Division Notation
Session 3.3 First Steps
Session 3.4
Refining Division Strategies
Session 3.5 Refining Division
Strategies (continued)
Session 3.6 Division:
How Did I Solve It?
Session 3.7
Assessment: 701 ÷ 27
Investigation 4: Using The Operations
Session 4.1 Field Day Refreshments
Session 4.2 Field Day Activities
Session 4.3 Field Day Problems
Session 4.4 Field Day Problems
(continued)
Session 4.5 End of Unit Assessment