Loudon Elementary School

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Carlson - 5th Grade Math Assignments

Instructor
Mrs. Katherine Carlson
Term
2020-2021 School Year
Department
5th Grade
Description
Thank you for visiting this page to keep up with assignments in and out of class! A little overview...
  • Math & Movements- This is a daily kinesthetic activity to get the students up and out of their seats while practicing fact fluency. Each day a student will select the movement of the day and while doing the movement we drill our math facts. This activity takes no more than 3 minutes, but students enjoy it while also practicing fluency!
  • Homework- There will be weekly assigned homework. The homework will be given at the beginning of the week and it is expected to be completed and returned on Friday of that week. (Please note, the homework is a review of the concepts covered the week prior.)
  • The format "I do, we do, you do"- In a nutshell, this is teacher lingo for showing agenda for the lesson. The "I do" part is me teaching the content. The "we do" part is when as a class we practice the concept. Then, students are tasked with the "you do" part of the lesson by showing what they know!  ls

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Past Assignments

Due:

Assignments for the Week!

You may print or download this attachment for an overview of what our plans in both Block 1 & 2 will be! 

Due:

Assignments for the Week!

Click the picture below to view our math assignments for block 1 & 2 for this week.

Due:

Assignments for the day!

Assignments for the day!

Standard: 5.MD.A.1

 

Topic: 

Essential Question: How can you compare and convert customary units of length?

Vocabulary:

  • Common Multiple- a number that is a multiple of two or more numbers
  • Benchmark- A familiar number used as a point of reference
  • Simplest Form- The form of a fraction in which the numerator and the denominator have only 1 as their common factor
  • Mixed number- A number that is made up of a whole number and a fraction
  • Common Denominator- A common multiple of two or more denominators
  • Equivalent Fractions- Fractions that name the same amount or part

Go Math Lesson 10.1

I do:

  • Model how to compare and convert customary units of length

We do:

  • Page 586 and 587 numbers 1-9 + 11. 

You do:

  • Students will complete numbers 1-17 on page 589.

Check Point:

Can the student compare and convert customary units of length?

 

Due:

Assignments for the day!

Today, students will take a practice TN Ready test. As explained at the beginning of the year, students take the same TN Ready practice test in August, January, and will take the same test in early April. This creates a baseline for the students. Students will look back at the assessment that they took in August and see areas of improvement and/or weaknesses that they have. The areas of improvement and/or weaknesses will be addressed in a small group setting in the following weeks.
 
 

Due:

Assignments for the day!

Standard: 5.MD.B.2

Make a line plot to display a data set of measurements in fractions of a
unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems
involving information presented in line plots. For example, given different
measurements of liquid in identical beakers, find the amount of liquid each beaker
would contain if the total amount in all the beakers were redistributed equally.

Topic: Read/Create/Analyze Line Plots + Redistribution of Data on Line Plots

Essential Question: How can a line plot help you find an average with data given in fractions?

Vocabulary:

Mean, Average, Redistribute Data

I do / We do:

  • Review the steps/processes of how to average data on a line plot.
  • Create a scavenger hunt for students to solve various redistributing fractional line plots, read, and analyze line plots.
  •  

You do:

  • Applied practice: The learner will complete a handout that requires them to solve and analyze fractional line plots then redistribute data on a line plot.

Due:

Assignments for the day!

Standard: 5.MD.B.2

Make a line plot to display a data set of measurements in fractions of a
unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems
involving information presented in line plots. For example, given different
measurements of liquid in identical beakers, find the amount of liquid each beaker
would contain if the total amount in all the beakers were redistributed equally.

Topic: Read/Create/Analyze Line Plots + Redistribution of Data on Line Plots

Essential Question: How can a line plot help you find an average with data given in fractions?

Vocabulary:

Mean, Average, Redistribute Data

I do:

  • Review the steps/processes of how to average data on a line plot
  • Explain the rules of our escape room that focuses on using operations of fractions to solve problems involving information presented in line plots.

We do:

  • In their pods, students will work through 5 levels of an escape room. Each level will give the students a code that gives them access to the next level. Students will work together to solve each problem presented.

You do:

  • The learner will reflect on the escape room thinking of how they worked together as a team. What strengths did they have? What was their favorite challenge? What was the most difficult? What did they learn from the escape room? How did they contribute to their team?

Due:

Assignments for the day!

Standard: 5.MD.B.2

Make a line plot to display a data set of measurements in fractions of a
unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems
involving information presented in line plots. For example, given different
measurements of liquid in identical beakers, find the amount of liquid each beaker
would contain if the total amount in all the beakers were redistributed equally.

Topic: Read/Create/Analyze Line Plots + Redistribution of Data on Line Plots

Essential Question: How can a line plot help you find an average with data given in fractions?

Vocabulary:

Mean, Average, Redistribute Data

I do:

  • Review the steps/processes of how to average data on a line plot.
  • Create a life-size line plot for us to graph various types of data

We do:

  • Create, read, and analyze our life-size line plot. (Students will place x's on various to act as one point of data on our line plot. Students should expect to have to lay their x on things such as I would rather drink water, sprite, or coke.) 

You do:

  • Applied practice: The learner will complete a handout that requires them to create analyze fractional line plots then redistribute data on a line plot.

Due:

Assignments for the day!

Standard: 5.NF.A.2

 

Go Math 6.9

Topic: 

Essential Question: How can the strategy work backward help you solve a problem with fractions that involves addition and subtraction?

 

Vocabulary:

  • Common Multiple- a number that is a multiple of two or more numbers
  • Benchmark- A familiar number used as a point of reference
  • Simplest Form- The form of a fraction in which the numerator and the denominator have only 1 as their common factor
  • Mixed number- A number that is made up of a whole number and a fraction
  • Common Denominator- A common multiple of two or more denominators
  • Equivalent Fractions- Fractions that name the same amount or part

I do:

  • Review strategies for adding and subtracting mixed numbers. (Strategies we will review are how to convert mixed numbers to improper fractions and how to solve the fractions first then the whole number as the book does it).
  • Model how to work word problems backward with the goal of solving addition and subtraction problems.

We do:

  • We will work through pages 401 and 402 together.

You do:

  • Applied practice: IXL L.12, Word Problems for adding and subtracting fractions.

Check Point:

How can you use models to add fractions that have different denominators?

How can you use models to subtract fractions that have different denominators?

How can you make reasonable estimates of fractions sums and differences?

How can you rewrite a pair of fractions so they have a common denominator?

How can you use a common denominator to add and subtract fractions with unlike denominators?

How can you add and subtract mixed numbers with unlike denominators?

How can the strategy work backward help you solve a problem with fractions that involves addition and subtraction?

Due:

Assignments for the day!

Standard: 5.NF.A.2

 

Topic: 

Essential Question: How can you add and subtract mixed numbers with unlike denominators?

 

Vocabulary:

  • Common Multiple- a number that is a multiple of two or more numbers
  • Benchmark- A familiar number used as a point of reference
  • Simplest Form- The form of a fraction in which the numerator and the denominator have only 1 as their common factor
  • Mixed number- A number that is made up of a whole number and a fraction
  • Common Denominator- A common multiple of two or more denominators
  • Equivalent Fractions- Fractions that name the same amount or part

I do:

  • Review strategies for adding and subtracting mixed numbers. (Strategies we will review are how to convert mixed numbers to improper fractions and how to solve the fractions first then the whole number as the book does it).

We do:

  • We will practice adding and subtracting mixed numbers together on our whiteboards.

You do:

  • Applied practice: IXL K.6, Convert between improper fractions and mixed numbers

Check Point:

How can you use models to add fractions that have different denominators?

How can you use models to subtract fractions that have different denominators?

How can you make reasonable estimates of fractions sums and differences?

How can you rewrite a pair of fractions so they have a common denominator?

How can you use a common denominator to add and subtract fractions with unlike denominators?

How can you add and subtract mixed numbers with unlike denominators?

Due:

Assignments for the day!

Standard: 5.NF.A.2

 

Go Math 6.6

Topic: 

Essential Question: How can you add and subtract mixed numbers with unlike denominators?

 

Vocabulary:

  • Common Multiple- a number that is a multiple of two or more numbers
  • Benchmark- A familiar number used as a point of reference
  • Simplest Form- The form of a fraction in which the numerator and the denominator have only 1 as their common factor
  • Mixed number- A number that is made up of a whole number and a fraction
  • Common Denominator- A common multiple of two or more denominators
  • Equivalent Fractions- Fractions that name the same amount or part

I do:

  • Introduce strategies for adding and subtracting mixed numbers. (Strategies we will discuss are how to convert mixed numbers to improper fractions and how to solve the fractions first then the whole number as the book does it).

We do:

  • We will complete page 385 together #s 1-13

You do:

  • Students will complete #s 1-8 on page 387.

Check Point:

How can you use models to add fractions that have different denominators?

How can you use models to subtract fractions that have different denominators?

How can you make reasonable estimates of fractions sums and differences?

How can you rewrite a pair of fractions so they have a common denominator?

How can you use a common denominator to add and subtract fractions with unlike denominators?

How can you add and subtract mixed numbers with unlike denominators?

Due:

Assignments for the day!

Standard: 5.NF.A.2

 

Go Math 6.5

Topic: 

Essential Question: How can you use a common denominator to add and subtract fractions with unlike denominators?

 

Vocabulary:

  • Common Multiple- a number that is a multiple of two or more numbers
  • Benchmark- A familiar number used as a point of reference
  • Simplest Form- The form of a fraction in which the numerator and the denominator have only 1 as their common factor
  • Mixed number- A number that is made up of a whole number and a fraction
  • Common Denominator- A common multiple of two or more denominators
  • Equivalent Fractions- Fractions that name the same amount or part

I do:

  • Review the strategies for adding and subtracting fractions. (Students may choose to use the division ladder or the finding multiples.) 

We do:

  • We will complete page 377 together to practice finding the least common denominator to subtract and add fractions.

You do:

  • Students will complete #s 1-11 on page 379.
  • Students will finish working on IXL K.7 (least common denominator)

Check Point:

How can you use models to add fractions that have different denominators?

How can you use models to subtract fractions that have different denominators?

How can you make reasonable estimates of fractions sums and differences?

How can you rewrite a pair of fractions so they have a common denominator?

How can you use a common denominator to add and subtract fractions with unlike denominators?

Due:

Assignments for the day!

Standard: 5.NF.A.2

 

Go Math 6.3 and 6.4

Topic: 

Essential Question: How can you make reasonable estimates of fractions sums and differences?

How can you rewrite a pair of fractions so they have a common denominator?

 

Vocabulary:

  • Common Multiple- a number that is a multiple of two or more numbers
  • Benchmark- A familiar number used as a point of reference
  • Simplest Form- The form of a fraction in which the numerator and the denominator have only 1 as their common factor
  • Mixed number- A number that is made up of a whole number and a fraction
  • Common Denominator- A common multiple of two or more denominators
  • Equivalent Fractions- Fractions that name the same amount or part

I do:

  • Model how to use models of fractions to subtract numbers with different denominators
  •  Page 363
  • Model how to rewrite a pair so that they have a common denominator

We do:

  • Take notes on how to estimate (emphasis on number lines!)
  • Page 364 A and B
  • Page 365 numbers 1-4.
  • Page 369 (multiply the denominators or make a list)
  • Page 371 numbers 5-11

You do:

  • Students will begin working on IXL K.7 (least common denominator)

Check Point:

How can you use models to add fractions that have different denominators?

How can you use models to subtract fractions that have different denominators?

How can you make reasonable estimates of fractions sums and differences?

How can you rewrite a pair of fractions so they have a common denominator?

Due:

Assignments for the day!

5.NBT.7
Today students will take their test on adding, subtracting, multiplying, and dividing decimals. (This week student's homework has been practicing their weaknesses of these skills on IXL!)

Due:

Assignments for the day!

Standard: 5.NF.A.2

 

Go Math 6.3 and 6.4

Topic: 

Essential Question: How can you make reasonable estimates of fractions sums and differences?

How can you rewrite a pair of fractions so they have a common denominator?

 

Vocabulary:

  • Common Multiple- a number that is a multiple of two or more numbers
  • Benchmark- A familiar number used as a point of reference
  • Simplest Form- The form of a fraction in which the numerator and the denominator have only 1 as their common factor
  • Mixed number- A number that is made up of a whole number and a fraction
  • Common Denominator- A common multiple of two or more denominators
  • Equivalent Fractions- Fractions that name the same amount or part

I do:

  • Model how to use models of fractions to subtract numbers with different denominators
  •  Page 363
  • Model how to rewrite a pair so that they have a common denominator

We do:

  • Take notes on how to estimate (emphasis on number lines!)
  • Page 364 A and B
  • Page 365 numbers 1-4.
  • Page 369 (multiply the denominators or make a list)
  • Page 371 numbers 5-11

You do:

  • Students will complete page 373 numbers 1-6.

Check Point:

How can you use models to add fractions that have different denominators?

How can you use models to subtract fractions that have different denominators?

How can you make reasonable estimates of fractions sums and differences?

How can you rewrite a pair of fractions so they have a common denominator?

Due:

Assignments for the day!

Standard: 5.NF.A.2

 

Go Math 6.2

Topic: Investigate: Subtraction with Unlike Denominators

Essential Question: How can you use models to subtract fractions that have different denominators?

 

Vocabulary:

  • Common Multiple- a number that is a multiple of two or more numbers
  • Benchmark- A familiar number used as a point of reference
  • Simplest Form- The form of a fraction in which the numerator and the denominator have only 1 as their common factor
  • Mixed number- A number that is made up of a whole number and a fraction
  • Common Denominator- A common multiple of two or more denominators
  • Equivalent Fractions- Fractions that name the same amount or part

I do:

  • Fluency Builder from page 357B
  • Model how to use models of fractions to subtract numbers with different denominators. (Use questions from page 358 under Making Connections)

We do:

  • Take notes on how to model subtracting fractions with unlike denominators.
  • Page 358 numbers A,1 & 2. 
  • Page 359 numbers 3 amd 4.

You do:

  • Students will complete numbers 5 and 6 on page 335. 
  • Then, students will complete numbers 1-11 on page 361.

Check Point:

How can you use models to add fractions that have different denominators?

How can you use models to subtract fractions that have different denominators?

Due:

Assignments for the day!

Standard: 5.NF.A.1 and 5.NF.A.2

 

Go Math 6.1

Topic: Investigate: Addition with Unlike Denominators

Essential Question: How can you use models to add fractions that have different denominators?

 

Vocabulary:

  • Common Multiple- a number that is a multiple of two or more numbers
  • Benchmark- A familiar number used as a point of reference
  • Simplest Form- The form of a fraction in which the numerator and the denominator have only 1 as their common factor
  • Mixed number- A number that is made up of a whole number and a fraction
  • Common Denominator- A common multiple of two or more denominators
  • Equivalent Fractions- Fractions that name the same amount or part

 

Go Math Lesson 5.1

I do:

  • Fluency Builder from page 351B
  • Model how use models to with different denominators. (Use questions from page 352 under Making Connections)

We do:

  • Take notes on how to model adding fractions with unlike denominators.
  • Page 353 numbers 3-7. 

You do:

  • Students will complete numbers 1-6 on page 335. 

Check Point:

How can you use models to add fractions that have different denominators?

Due:

Assignments for the day!

Standard: 5.NBT.B.7

 

5.7 and 5.8 

Topic: Divide Decimals by Whole Numbers

Essential Question: When do you write a zero in the dividend to find a quotient?

How do you use the strategy work backward to solve multi-step decimal problems? 

 

 

Vocabulary:

  • Decimal Point- is a symbol used to separate the ones place from the tenths place in decimal numbers
  • Compatible numbers- Numbers that are easy to compute mentally
  • Tenth- One of one ten equal parts
  • Hundredth- One of one hundreds of equal parts
  • Place Value- The value of each digit in a number based on the location of the digit
  • Decimal- A number with one or more digits right of the decimal points
  • Dividend- Is the number that is to be divided in a division problem
  • Estimate- A strategy that you can use to find a number that is close to the exact amount

 

Go Math Lesson 5.1

I do:

  • Model how and when to place a zero in the dividend (there are no remainder)
  • Model how to work backward to solve multi-digit decimal word problems.

We do:

  • Page 329 and 331 numbers 1-8. Then page 335 and 336 (take notes on this!)

You do:

  • Students will complete numbers 9-12 on page 331. Then complete numbers 4-6 on page 338

Check Point:

Can the student find patterns in quotients when dividing by powers of 10?

How can patterns help you place the decimal point in a quotient?

Can the student model division of decimals by whole numbers?

When do you write a zero in the dividend to find a quotient?

How do you use the strategy work backward to solve multi-step decimal problems?

Due:

Assignments for the day!

We will have a spooktacular escape room, today. Students will complete an escape room that requires them to add, subtract, multiply, and divide decimals!

Due:

Assignments for the day!

Standard: 5.NBT.B.7

 

Topic: Divide Decimals by Whole Numbers

Essential Question: How can you use a model to divide a decimal by a whole number?

 

Vocabulary:

  • Decimal Point- is a symbol used to separate the ones place from the tenths place in decimal numbers
  • Compatible numbers- Numbers that are easy to compute mentally
  • Tenth- One of one ten equal parts
  • Hundredth- One of one hundreds of equal parts
  • Place Value- The value of each digit in a number based on the location of the digit
  • Decimal- A number with one or more digits right of the decimal points
  • Dividend- Is the number that is to be divided in a division problem
  • Estimate- A strategy that you can use to find a number that is close to the exact amount

 

Go Math Lesson 5.1

I do:

We do:

  • Together, we will complete number 1 on page 298 then numbers 1-5 on page 299.

You do:

  • Students will complete numbers 1-8 on page 301 on their own.

Check Point:

Can the student find patterns in quotients when dividing by powers of 10?

How can patterns help you place the decimal point in a quotient?

Can the student model division of decimals by whole numbers?

Due:

Assignments for the day!

Standard: 5.NBT.B.7

 

Topic: Division Patterns with Decimals

Essential Question: How can patterns help you place the decimal point in a quotient?

 

Vocabulary:

  • Decimal Point- is a symbol used to separate the ones place from the tenths place in decimal numbers
  • Compatible numbers- Numbers that are easy to compute mentally
  • Tenth- One of one ten equal parts
  • Hundredth- One of one hundreds of equal parts
  • Place Value- The value of each digit in a number based on the location of the digit
  • Decimal- A number with one or more digits right of the decimal points
  • Dividend- Is the number that is to be divided in a division problem
  • Estimate- A strategy that you can use to find a number that is close to the exact amount

 

Go Math Lesson 5.1

I do:

We do:

  • Together, we will complete number 1 on page 292. Then numbers 2-5.

You do:

  • Students will complete numbers 6-13 on page 293 on their own.

Check Point:

Can the student find patterns in quotients when dividing by powers of 10?

How can patterns help you place the decimal point in a quotient?

Due:

Assignments for the day!

Standard: 5.NBT.B.7

 

Topic: Zeros in the Product

Essential Question: How do you know you have the correct number of decimal places in your product?

 

Vocabulary:

  • Place Value- The value of each digit in a number based on the location of the digit
  • Product- The answer to a multiplication problem
  • Multiplication- Is the process used to find the total number of items in a given number of groups
  • Hundredths- One of one hundreds of equal parts
  • Expanded Form- It is a way to write a number that shows the value of each digit

 

Go Math Lesson 4.8

I do:

  • Powerpoint
  • Review strategies taught to multiply decimals (area model, standard algorithm, and distributive property)

We do:

  • Together, we will complete numbers 1-6 on page 279.

You do:

  • Students will complete numbers 1-12 on page 281 on their own.

Check Point:

Can the student correctly place the decimal point in decimal multiplication?

What strategies can you use to place a decimal point in the product?

How do you know you have the correct number of decimal places in your product?

Due:

Assignments for the Day!

Standard: 5.NBT.B.7

 

Topic: Multiply Decimals

Essential Question: What strategies can you use to place a decimal point in a product?

 

Vocabulary:

  • Place Value- The value of each digit in a number based on the location of the digit
  • Product- The answer to a multiplication problem
  • Multiplication- Is the process used to find the total number of items in a given number of groups
  • Hundredths- One of one hundreds of equal parts
  • Expanded Form- It is a way to write a number that shows the value of each digit

 

Go Math Lesson 4.7

I do:

  • Powerpoint
  • Review strategies taught to multiply decimals (area model, standard algorithm, and distributive property)

We do:

  • Together, we will complete numbers 6-11.

You do:

  • Students will complete numbers 12-20 on their own.

Check Point:

Can the student correctly place the decimal point in decimal multiplication?

What strategies can you use to place a decimal point in the product?

Due:

Assignments for the day!

In-Person and Distance Learners:
  • Catch/Make-Up Day! The end of the term is approaching and if you are missing assignments it will affect your overall grade for the class. You will have time in class to make-up any missing assignments during this time.
  • If you do not have missing work or if you complete your missing work early, you will work on IXL modules from your lowest scoring standard from the common assessment. 
  • After completing your assigned IXL modules you may get on Prodigy.

Due:

Assignments for the day!

In person and Distance Learners:
Today we will take our 9-week common assessment! 

Due:

Assignments for the day!

In-Person and Distance Learners
Today we will begin our review of standards covered over the past 9 weeks. We will do this using Factile. Click the link to access our Factile review game: https://www.playfactile.com/commonassessment1reviewgame 
 
There is no homework this week! (You may use the "flashcard" version of the game to review more for the common assessment.)

Due:

Assignments for the day!

In-Person and Distance Learners
Today we will begin our review of standards covered over the past 9 weeks. We will do this using Factile. Click the link to access our Factile review game: https://www.playfactile.com/commonassessment1reviewgame 
 
There is no homework this week! (You may use the "flashcard" version of the game to review more for the common assessment.)

Due:

Assignments for the day!

Standard: 5.NBT.B.7

 

Topic: Add Decimals

Essential Question: How can place value help you add decimals? 

Vocabulary:

  • Place Value- The value of each digit in a number based on the location of the digit
  • Round- To replace a number with one that is simpler and is approximately the same size as the original number
  • Sequence- An ordered set of numbers
  • Benchmark- A familiar number used as a point of reference
  • Term- Each of the numbers in a sequence
  • Tenth- One of ten equal parts
  • Hundredth- one of one hundred equal parts
  • Thousandth- One of one thousand equal parts

 

Go Math Lesson 3.8

I do:

We do:

  • Page 196 and 197 numbers 6-9 

You do:

  • Page 199  numbers 1-10
  • CheckPoint:
    • Can the student successfully add decimals? 

If no, then view the URL below!

https://www.youtube.com/watch?v=-0pts2x3ApY

Due:

Assignments for the day!

Standard: 5.NBT.B.7

Topic: Place Value with Decimals, Compare & Order Decimals, Addition and Decimal Subtraction

Essential Question:

How can you read, write, and represent decimals through thousandths?

How can you use place value to compare and order decimals?

How can you use base ten blocks to model decimal addition?

How can you use base ten blocks to model decimal subtraction? 

Vocabulary:

  • Place Value- The value of each digit in a number based on the location of the digit
  • Round- To replace a number with one that is simpler and is approximately the same size as the original number
  • Sequence- An ordered set of numbers
  • Benchmark- A familiar number used as a point of reference
  • Term- Each of the numbers in a sequence
  • Tenth- One of ten equal parts
  • Hundredth- one of one hundred equal parts
  • Thousandth- One of one thousand equal parts

 

Go Math Lesson 3.5

I do:

  • Powerpoint
  • Short review of what we have learned thus far

You do:

  • The student will take our mid-point chapter quiz on decimals. The quiz will be taken on Edulastic. CheckPoint:
    • Can the student read, write, and represent decimals through thousandths?
    • Can the student use place value to compare and order decimals?

    • Can the student use base ten blocks to model decimal addition?

    • Can the student use base ten blocks to model decimal subtraction?

       

If no, then view the URL below!

Place Value of Decimals:

https://www.youtube.com/watch?v=wtrrr15mbvQ

Representing decimals with base 10 blocks:

https://www.youtube.com/watch?v=yDa0ytNgbJI

Adding decimals with base 10 blocks:

https://www.youtube.com/watch?v=jjvyB4zj_lQ

Subtracting decimals with base 10 blocks:

Due:

Assignments for the day!

Standard: 5.NBT.B.7

 

Topic: Decimal Subtraction

Essential Question: How can you use base ten blocks to model decimal subtraction? 

Vocabulary:

  • Place Value- The value of each digit in a number based on the location of the digit
  • Round- To replace a number with one that is simpler and is approximately the same size as the original number
  • Sequence- An ordered set of numbers
  • Benchmark- A familiar number used as a point of reference
  • Term- Each of the numbers in a sequence
  • Tenth- One of ten equal parts
  • Hundredth- one of one hundred equal parts
  • Thousandth- One of one thousand equal parts

 

Go Math Lesson 3.5

I do:

  • Powerpoint
  • Model how to subtract decimals using base ten blocks
  • Page 181

We do:

  • Page 182-183, 184 #7

You do:

  • Page 185 numbers 1-8
  • CheckPoint:
    • Can the student successfully draw or model addition problems with decimals? 

If no, then view the URL below!

https://www.youtube.com/watch?v=rOjdSarrNLo

Due:

Assignments for the day!

Standard: 5.NBT.B.7

Topic: Decimal Addition

Essential Question: How can you use base ten blocks to model decimal addition? 

Vocabulary:

  • Place Value- The value of each digit in a number based on the location of the digit
  • Round- To replace a number with one that is simpler and is approximately the same size as the original number
  • Sequence- An ordered set of numbers
  • Benchmark- A familiar number used as a point of reference
  • Term- Each of the numbers in a sequence
  • Tenth- One of ten equal parts
  • Hundredth- one of one hundred equal parts
  • Thousandth- One of one thousand equal parts

 

Go Math Lesson 3.5

I do:

  • Powerpoint
  • Model how to add decimals using base ten blocks
  • Page 175

We do:

  • Page 176-177, 178 #7

You do:

  • Page 179 numbers 1-8
  • CheckPoint:
    • Can the student successfully draw or model addition problems with decimals? 

If no, then view the URL below!

https://www.youtube.com/watch?v=yDa0ytNgbJI

Due:

Assignments for the day!

Standard: 5.NBT.A.1

 

Topic: Compare and Order Decimals

Essential Question: How can you use place value to compare and order decimals? 

Vocabulary:

  • Place Value- The value of each digit in a number based on the location of the digit
  • Round- To replace a number with one that is simpler and is approximately the same size as the original number
  • Sequence- An ordered set of numbers
  • Benchmark- A familiar number used as a point of reference
  • Term- Each of the numbers in a sequence
  • Tenth- One of ten equal parts
  • Hundredth- one of one hundred equal parts
  • Thousandth- One of one thousand equal parts

 

Go Math Lesson 3.3

I do:

  • Powerpoint
  • Model how to compare and order decimals
  • Page 165

We do:

You do:

  • Page 166 number 27 and 167 numbers 1-11
  • CheckPoint:
    • Can the student successfully assess and label place value? 

If no, then view the URL below!

Khan Academy: Compare and Order Decimals

https://www.youtube.com/watch?v=GeHK8LD7AaM 

Due:

Assignments for the day!

Standard: 5.NBT.A.1

 

Topic: Place Value with Decimals

Essential Question: How do you read, write, and represent decimals through the thousandths?

 

Vocabulary:

  • Place Value- The value of each digit in a number based on the location of the digit
  • Round- To replace a number with one that is simpler and is approximately the same size as the original number
  • Sequence- An ordered set of numbers
  • Benchmark- A familiar number used as a point of reference
  • Term- Each of the numbers in a sequence
  • Tenth- One of ten equal parts
  • Hundredth- one of one hundred equal parts
  • Thousandth- One of one thousand equal parts

 

Go Math Lesson 3.2

I do:

  • Lead the class to our decimal place value with a Parody to “Shake it Off”:
  • Powerpoint
  • Introduce and explain the Decimal Place Value Game (see attached PDFs)
    • This game will be a hands-on way for students to practice place value. It will also act as an introductory activity for comparing decimals (the following lesson).

You do:

  • Students will work in their pod participating in our Decimal Place Value Game
  • CheckPoint:
    • Can the student successfully assess and label place value? 

If no, then view the URL below!

Khan Academy: Place Value with Decimals

Due:

Assignments for the day!

Standard: 5.NBT.A.1

 

Topic: Investigate Thousands

Essential Question: How can you use describe the relationship between two decimal place-value positions??

 

Vocabulary:

  • Place Value- The value of each digit in a number based on the location of the digit
  • Round- To replace a number with one that is simpler and is approximately the same size as the original number
  • Sequence- An ordered set of numbers
  • Benchmark- A familiar number used as a point of reference
  • Term- Each of the numbers in a sequence
  • Tenth- One of ten equal parts
  • Hundredth- one of one hundred equal parts
  • Thousandth- One of one thousand equal parts

 

Go Math Lesson 3.1

I do:

We do:

  • Page 151-153

You do:

  • Students will complete page 155 problems 1-12 on their own.
  • CheckPoint:
    • Can the student successfully assess and label place value?

Due:

Assignments for the day!

Chapter 2 Test

 

Standard: 5.NBT.B.6

 

Vocabulary:

  • Compatible numbers- Numbers that are easy to compute with mentally 
  • Dividend- The number that is to be divided in a division problem 
  • Divisor- The number that divides the dividend
  • Factor- A number multiplied by another number to find a product
  • Product- The answer to a multiplication problem
  • Quotient- The answer to a division problem
  • Remainder- The amount left over that cannot be divided equally

You do: Students will complete an assessment over Chapter 2 on Edulastic. 

Learning Checkpoints:

Can your student divide 2 digit divisors and 4 digit dividends?

Can your students analyze a problem a find the mistake?

Can your students use problem-solving skills to solve division word problems?

Due:

Assignments for the day!

Standard: 5.NBT.B.6

 

Topic: Problem Solving Using Division

Essential Question: How can the strategy draw a diagram to help you solve a division problem?

 

Math & Movements: x10

 

Vocabulary:

  • Compatible numbers- Numbers that are easy to compute with mentally 
  • Dividend- The number that is to be divided in a division problem 
  • Divisor- The number that divides the dividend
  • Factor- A number multiplied by another number to find a product
  • Product- The answer to a multiplication problem
  • Quotient- The answer to a division problem
  • Remainder- The amount left over that cannot be divided equally

 

Go Math Lesson 2.9

I do:

  • Powerpoint
  • Modeling how to read the problem starting on page 137 (unlock the problem) 
  • Lead the students in our song https://www.youtube.com/watch?v=A-TI8PfGNPo 
    • Students should ask themselves: (CUBES)
      • Circle all of the numbers
      • Box keywords and find out what the question is asking
      • Evaluate what steps do I take
      • Solve and check the problem

and page 138 (try another problem) boxed in blue.

We do:

  • Page 139 problems 1-3
    • Remember to use CUBES! 

You do:

  • Students will complete page 141 problems 1-3
  • CheckPoint:
    • Can the students solve one-digit divisor or two-digit divisor division problems?
    • Can the students properly use CUBES to break apart and solve word problems?
    • Can the student identify and define the parts to a division problem? (Divisor, dividend, factors, & quotient)

Due:

Assignments for the day!

Standard: 5.NBT.B.6

 

Topic: Problem Solving Using Division

Essential Question: How can the strategy draw a diagram to help you solve a division problem?

 

Math & Movements: x10

 

Vocabulary:

  • Compatible numbers- Numbers that are easy to compute with mentally 
  • Dividend- The number that is to be divided in a division problem 
  • Divisor- The number that divides the dividend
  • Factor- A number multiplied by another number to find a product
  • Product- The answer to a multiplication problem
  • Quotient- The answer to a division problem
  • Remainder- The amount left over that cannot be divided equally

 

Go Math Lesson 2.9

I do:

  • Powerpoint
  • Modeling how to read the problem starting on page 137 (unlock the problem) 
  • Lead the students in our song https://www.youtube.com/watch?v=A-TI8PfGNPo 
    • Students should ask themselves: (CUBES)
      • Circle all of the numbers
      • Box keywords and find out what the question is asking
      • Evaluate what steps do I take
      • Solve and check the problem

and page 138 (try another problem) boxed in blue.

We do:

  • Page 139 problems 1-3
    • Remember to use CUBES! 

You do:

  • Students will complete page 141 problems 1-3
  • CheckPoint:
    • Can the students solve one-digit divisor or two-digit divisor division problems?
    • Can the students properly use CUBES to break apart and solve word problems?
    • Can the student identify and define the parts to a division problem? (Divisor, dividend, factors, & quotient)

Due:

Assignments for the day!

Standard: 5.NBT.B.6

 

Topic: Adjust Quotients

Essential Question: How can you adjust the quotient if your estimate is too high or too low?

 

Math & Movements: x9

 

Vocabulary:

  • Compatible numbers- Numbers that are easy to compute with mentally 
  • Dividend- The number that is to be divided in a division problem 
  • Divisor- The number that divides the dividend
  • Factor- A number multiplied by another number to find a product
  • Product- The answer to a multiplication problem
  • Quotient- The answer to a division problem
  • Remainder- The amount left over that cannot be divided equally

 

Go Math Lesson 2.8

I do:

  • Powerpoint
  • Modeling how to adjust quotients starting on page 131 (unlock the problem) and page 132 (try this) boxed in blue.

We do:

  • Page 132 problems 1-6
    • (Note, really emphasize for students to use and find facts that they know and are familiar with. For example, count by 10s, 20s, 30s, 40s, and so on. Students need to know and realize that they can play with numbers! Make the problem easy in their minds to understand. Then, apply their idea to get an estimate for the quotient. Students will then test their theory by dividing it! (This is very similar to what we did in lesson 2.4 )

You do:

  • Students will complete page 135 problems 1-4 and 9-10 on their own.
  • CheckPoint:
    • Can the student realize that the digit in a quotient is too high when the number being subtracted is greater than than the number from which it is being subtracted?
      • For example, if a problem is asking 2 ÷ 45 and the student suggests 2 can go into 4, 9 times. Then the quotient is too high for what is actually being subtracted. 
    • The digit in a quotient is too low when the result of the subtraction is greater or equal to the divisor.
      • For example, if a problem is asking 2 ÷ 45 and the student suggests 2 can go into 4 just 1 time. Then the quotient is too low for what is actually being subtracted and or greater or equal to the divisor. 
    • Can the student identify and define the parts to a division problem? (Divisor, dividend, factors, & quotient)

Due:

Assignments for the day!

Standard: 5.NBT.B.6

 

Topic: Divide by 2-Digit Divisors

Essential Question: How do you divide by 2-digit divisors?

 

Math & Movements: x4

 

Vocabulary:

  • Compatible numbers- Numbers that are easy to compute with mentally 
  • Dividend- The number that is to be divided in a division problem 
  • Divisor- The number that divides the dividend
  • Factor- A number multiplied by another number to find a product
  • Product- The answer to a multiplication problem
  • Quotient- The answer to a division problem
  • Remainder- The amount left over that cannot be divided equally

 

Go Math Lesson 2.6

I do:

  • Powerpoint
  • Modeling how to divide by 2-digit divisors on page 120 with problems A & B

We do:

  • We will watch the Number Rocks video for students to see another way to divide. (At this point students have been exposed to “Division Family”, partial quotients, and now will see again the correlation between multiplication and division through song.)
  • Page 121 problems 1-3

You do:

  • Students will complete page 121 solving problems 7-9  on their own. 
    • Students must solve the division problem first
    • Students must then check their answer using multiplication (students will multiply the quotient by the divisor)

 

  • After students have completed these three problems and have them checked by me. They will then solve problems 10-12 on their own.
  • CheckPoint:
    • Can the student accurately divide by 2 digit divisors?
      • If no, watch the youtube video link guidance.
    • Can the student identify and define the parts to a division problem? (Divisor, dividend, factors, & quotient)

Due:

Assignments for the day!

Standard: 5.NBT.B.6
 
CHAPTER 2 QUIZ
Topic: Divide by 1-Digit Divisors & Partial Quotients
 
Vocabulary:
  • Compatible numbers- Numbers that are easy to compute with mentally 
  • Dividend- The number that is to be divided in a division problem 
  • Divisor- The number that divides the dividend
  • Factor- A number multiplied by another number to find a product
  • Product- The answer to a multiplication problem
  • Partial Quotients- A method for dividing where multiples of the divisor are subtracted from the dividend and the quotients are added together.
  • Quotient- The answer to a division problem
  • Remainder- The amount left over that cannot be divided equally
 
Go Math Lesson 2.4
We do:
You do:
  • Students will complete the quiz on Edulastic
  • CheckPoint:
    • Can the student divide by 1-digit divisors?
      • If no, watch the youtube video (under extra resources) link for further guidance.
    • Can the student successfully use the partial quotient method?
      • If no, watch the youtube video (under extra resources) link for further guidance.
    • Can the student identify and define the parts to a division problem? (Divisor, dividend, factors, & quotient)
EXTRA RESOURCES (If your child was absent or just needs a refresher):
Diving using the "Division Family" method:
How to use partial quotient:

Due:

Assignments for the day!

Standard: 5.NBT.B.6
 
Topic: Partial Quotients
Essential Question: How can you use partial quotients to divide by 2-digit divisors?
 
Math & Movements: x6
 
Vocabulary:
  • Compatible numbers- Numbers that are easy to compute with mentally 
  • Dividend- The number that is to be divided in a division problem 
  • Divisor- The number that divides the dividend
  • Factor- A number multiplied by another number to find a product
  • Product- The answer to a multiplication problem
  • Partial Quotients- A method for dividing where multiples of the divisor are subtracted from the dividend and the quotients are added together.
  • Quotient- The answer to a division problem
  • Remainder- The amount left over that cannot be divided equally
 
Go Math Lesson 2.4
I do:
  • Powerpoint
  • Model how to use the partial quotient method
We do:
  • Page 107 problems 4-13 using the partial product method
You do:
  • Students will complete page 109 problems 1-6 on their own.
  • CheckPoint:
    • Can the student successfully use the partial quotient method?
      • If no, watch the youtube video (under extra resources) link for further guidance.
    • Can the student identify and define the parts to a division problem? (Divisor, dividend, factors, & quotient)
EXTRA RESOURCES (If your child was absent or just needs a refresher):
How to use partial quotient:

Due:

Homework for the Week 09/14-09/18

**Weekly assigned homework/IXL is due on Friday of each week!**
 
Students will receive the homework on 09/14. Students will need to complete the homework on a separate sheet of paper- I want to see their awesome work! :)
 
IXL Modules this week: 
(Students will be given the opportunity to work on their assigned IXL modules during Tribe Time. Please note, if your child is pulled for RTI at this time then they are only expected to complete D.3 this week, but may complete D.5 if they have extra time!)
 

Due:

Assignments for the day!

Standard: 5.NBT.B.6
 
Topic: Partial Quotients
Essential Question: How can you use partial quotients to divide by 2-digit divisors?
 
Math & Movements: x6
 
Vocabulary:
  • Compatible numbers- Numbers that are easy to compute with mentally 
  • Dividend- The number that is to be divided in a division problem 
  • Divisor- The number that divides the dividend
  • Factor- A number multiplied by another number to find a product
  • Product- The answer to a multiplication problem
  • Partial Quotients- A method for dividing where multiples of the divisor are subtracted from the dividend and the quotients are added together.
  • Quotient- The answer to a division problem
  • Remainder- The amount left over that cannot be divided equally
 
Go Math Lesson 2.4
I do:
  • Powerpoint
  • Model how to use the partial quotient method
We do:
  • Page 107 problems 4-13 using the partial product method
You do:
  • Students will complete page 109 problems 1-6 on their own.
  • CheckPoint:
    • Can the student successfully use the partial quotient method?
      • If no, watch the youtube video (under extra resources) link for further guidance.
    • Can the student identify and define the parts to a division problem? (Divisor, dividend, factors, & quotient)
EXTRA RESOURCES (If your child was absent or just needs a refresher):
How to use partial quotient:

Due:

Assignments for the day!

Standard: 5.NBT.B.6
 
Topic: Divide by 1-Digit Divisors
Essential Question: How do you solve and check division problems?
 
Math & Movements: x6
 
Vocabulary:
  • Compatible numbers- Numbers that are easy to compute with mentally 
  • Dividend- The number that is to be divided in a division problem 
  • Divisor- The number that divides the dividend
  • Factor- A number multiplied by another number to find a product
  • Product- The answer to a multiplication problem
  • Quotient- The answer to a division problem
  • Remainder- The amount left over that cannot be divided equally
 
Go Math Lesson 2.2
I do:
  • Powerpoint
  • Modeling how to divide by 1-digit divisors using the "Division Family" method. (The "Division Family" method helps students remember which step is next. (Here is a link to a video of my explaining it more in-depth and providing examples. https://www.youtube.com/watch?v=ub_Qcb20kMI )
    • Method: Our "Division Family"
      • 1. Dad (Division)
      • 2. Mom (Multiplication)
      • 3. Sister (Subtraction )
      • 4. Brother (Bring down)
      • 5. Dog named Rover 
We do:
  • Page 89 problems 4-12 using the Division Family method
You do:
  • Students will complete page 91 problems 1-8 on their own.
  • CheckPoint:
    • Can the student accurately divide by 1 digit divisors?
      • If no, watch the youtube video link guidance.
    • Can the student identify and define the parts to a division problem? (Divisor, dividend, factors, & quotient)

Due:

Assignments for the day!

Standard(s): All 4th grade math standards
 
Students will be taking part "B" of a learning loss assessment. This assessment will not count as a grade for your child. This spring, everyone did the best they could under such unforeseen circumstances, but there is the possibility that students have developed learning gaps. This simply means that students may not remember or were not even exposed to key materials due to school closure. However, we are ready and eager to combat this! The purpose of this assessment is to help me to see if and where significant learning gaps are. Again, this is not a grade so your child will not be penalized for not knowing the material. This is simply a way for me to assess how I can better support your child. 

Due:

Assignments for the day!

Standard(s): All 4th grade math standards
 
Students will be taking part "A" of a learning loss assessment. This assessment will not count as a grade for your child. This spring, everyone did the best they could under such unforeseen circumstances, but there is the possibility that students have developed learning gaps. This simply means that students may not remember or were not even exposed to key materials due to school closure. However, we are ready and eager to combat this! The purpose of this assessment is to help me to see if and where significant learning gaps are. Again, this is not a grade so your child will not be penalized for not knowing the material. This is simply a way for me to assess how I can better support your child. 

Due:

Assignments for the day!

Assignments for the day!

(Chapter Test including the following standards:)
Standard: 5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents
10 times as much as it represents in the place to its right and 1/10 of what it
represents in the place to its left.
Standard: 5.NBT.A.2 Explain patterns in the number of zeros of the product when multiplying
a number by powers of 10, and explain patterns in the placement of the decimal
point when a decimal is multiplied or divided by a power of 10. Use whole-number
exponents to denote powers of 10.
Standard: 5.NBT.B.5 Fluently multiply multi-digit whole numbers (up to three-digit by four-digit
factors) using appropriate strategies and algorithms.
Standard: 5.NBT.B.6 Find whole-number quotients and remainders of whole numbers with up
to four-digit dividends and two-digit divisors, using strategies based on place value,
the properties of operations, and/or the relationship between multiplication and
division. Illustrate and explain the calculation by using equations, rectangular
arrays, and/or area models
 
Chapter 1 Test (Go Math Lessons 1.1, 1.2, 1.4, 1.6, 1.7, & 1.8)
You do: Complete our Go Math Chapter 1 assessment in Edulastic.
 

Due:

Assignments for the day!

Assignments for the day!

(Chapter Review of the following standards:)
Standard: 5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents
10 times as much as it represents in the place to its right and 1/10 of what it
represents in the place to its left.
Standard: 5.NBT.A.2 Explain patterns in the number of zeros of the product when multiplying
a number by powers of 10, and explain patterns in the placement of the decimal
point when a decimal is multiplied or divided by a power of 10. Use whole-number
exponents to denote powers of 10.
Standard: 5.NBT.B.5 Fluently multiply multi-digit whole numbers (up to three-digit by four-digit
factors) using appropriate strategies and algorithms.
Standard: 5.NBT.B.6 Find whole-number quotients and remainders of whole numbers with up
to four-digit dividends and two-digit divisors, using strategies based on place value,
the properties of operations, and/or the relationship between multiplication and
division. Illustrate and explain the calculation by using equations, rectangular
arrays, and/or area models
 
Review of Go Math Lessons 1.1, 1.2, 1.4, 1.6, 1.7, & 1.8
I do: Lead our review for chapter 1 using Factile.
We do: Work with your team to answer each question correctly. 
You do: Aid your team during the review game.
 
IMPORTANT MESSAGE FOR PARENTS:
Below is the link for the review game we will play in class. You may practice this at home! Questions on this review will be the same or similar to questions students will see on the test. (Click the link below! You may choose if you want to review using the Jeopardy-style game, flashcards, or a memory game!)

Due:

Assignments for the day!

Assignments for the day!

Standard: 5.NBT.B.6 Find whole-number quotients and remainders of whole numbers with up
to four-digit dividends and two-digit divisors, using strategies based on place value,
the properties of operations, and/or the relationship between multiplication and
division. Illustrate and explain the calculation by using equations, rectangular
arrays, and/or area models
 
Math & Movements: x4
 
Go Math Lesson 1.8
I do: Powerpoint and modeling how multiplication and division relate to one another
We do: Pages 51 #s 2-13
You do: Pages 53 (we will finish the "I do" segment of the lesson on 09/03!)

Due:

Assignments for the day!

Assignments for the day!

Standard: 5.NBT.B.5 Fluently multiply multi-digit whole numbers (up to three-digit by four-digit
factors) using appropriate strategies and algorithms.
 
Math & Movements: x5
 
Applied practice of Go Math Lesson 1.7
I do: Powerpoint and modeling how multiplication and division relate to one another
We do: Students will apply their knowledge of multiplication and solve various multiplication problems through our football game.
You do: Use your knowledge of multiplication to solve various multiplication problems (2 digit by 2 digit, 4 digit by 1 digit, 3 digit by 2 digit, or 3 digit by 4 digit).

Due:

Assignments for the day!

Standard: 5.NBT.B.6 Find whole-number quotients and remainders of whole numbers with up
to four-digit dividends and two-digit divisors, using strategies based on place value,
the properties of operations, and/or the relationship between multiplication and
division. Illustrate and explain the calculation by using equations, rectangular
arrays, and/or area models
 
Math & Movements: x4
 
Go Math Lesson 1.8
I do: Powerpoint and modeling how multiplication and division relate to one another
We do: Pages 53-54
You do: Pages 53-54 and turn it in. 

Due:

Assignments for the day!

Standard: 5.NBT.B.5 Fluently multiply multi-digit whole numbers (up to three-digit by four-digit
factors) using appropriate strategies and algorithms
 
Math & Movements: x6
 
Go Math Lesson 1.7
I do: Powerpoint and modeling how to multiply by multi-digit numbers
We do: Pages 44-46
You do: Edulastic (independent practice of lesson 1.7)

Due:

Assignments for the day!

Standard: 5.NBT.B.5 Fluently multiply multi-digit whole numbers (up to three-digit by four-digit
factors) using appropriate strategies and algorithms.
 
Math & Movements: x6
 
Go Math Lesson 1.6
I do: Powerpoint and modeling how to multiply by 1 digit numbers
We do: Pages 37-40
You do: Microsoft Forms (independent practice of lesson 1.6)

Due:

Assignments for the day!

Standards Covered:
5.NBT.A.2- Explain patterns in the number of zeros of the product when multiplying
a number by powers of 10, and explain patterns in the placement of the decimal
point when a decimal is multiplied or divided by a power of 10. Use whole-number
exponents to denote powers of 10.
5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents
10 times as much as it represents in the place to its right and 1/10 of what it
represents in the place to its left.
 
Math & Movements: x3
 
Go Math Mid-Chapter Check Point
 
IXL

Due:

Assignments for the day!

Standard: 5.NBT.A.2- Explain patterns in the number of zeros of the product when multiplying
a number by powers of 10, and explain patterns in the placement of the decimal
point when a decimal is multiplied or divided by a power of 10. Use whole-number
exponents to denote powers of 10.
 
Math & Movements: x6
 
Go Math Lesson 1.5
I do: Powerpoint and modeling multiplication patterns
We do: Pages 30-31
You do: Edulastic (independent practice of lesson 1.5)

Due:

Homework for the Week 08/24-08/28

The homework is a review from the concepts that we learned last week, but that students struggled on. The homework will be given to students on Monday and is expected to be completed and returned on Friday.