Eureka Math
5th Grade
Module 6
Lesson 21
At the request of elementary teachers, a team of Bethel & Sumner educators met as a committee to create Eureka slideshow presentations. These presentations are not meant as a script, nor are they required to be used. Please customize as needed. Thank you to the many educators who contributed to this project!
Directions for customizing presentations are available on the next slide.
Customize this Slideshow
Reflecting your Teaching Style and Learning Needs of Your Students
Screen A
“pop-out”
Screen B
Icons
Read, Draw, Write
Learning Target
Think Pair Share
Individual
Partner
Whole Class
Small Group Time
Small Group
Personal White Board
Problem Set
Manipulatives Needed
Fluency
I can make sense of complex, multi-step problems, and persevere in solving them. I can share and critique peer solutions.
Fluency
Change Mixed Numbers to Improper Fractions
1 1/2 How many halves are in 1?
1 1/2 = 2/2 + 1/2 .
What is 2/2 + ½? _____halves
1 1/2 = 3/2 3 + ½
Write the answer as a mixed number.
How many halves are in 1?
How many halves are in 2?
How many halves are in 3?
Fluency
Change Mixed Numbers to Improper Fractions
(Write 3 1/2 = __ /2 + 1/2 = __ /2 .)
Write the addition sentence, filling in the missing numerators.
Fluency
Add Unlike Denominators
Materials: (S) Personal white board Note:
1/2 + 1/3
Add the fractions. Simplify the sum, if possible.
Concept Development
This topic culminates the year with five days dedicated to problem solving.
The problems solved in Lessons 21, 22, and 24 and then shared and critiqued in Lessons 23 and 25 are nonroutine and multi-step. The intent is to encourage students to integrate cross-modular knowledge, to strategize, and to persevere.
In Lessons 21, 22, and 24, a protocol is suggested to allow for teams (level-alike or student-selected as per the teacher’s professional discretion) to work at their own pace through the nine problems with the understanding that one group may complete two problems while another group completes them all.
Concept Development
Problems are handed out one at a time to each team individually as they complete work on each problem to the best of their abilities. (Notes on an approach to this system are included in the Universal Design for Learning (UDL) box to the right.)
There are no Exit Tickets for these lessons, shortening the Student Debrief. This is to allow more time for problem solving.
Concept Development
1. Establish the intention of Lessons 21–25 with teams.
2. Over the next five days, they will be working in teams to solve some great problems and will be sharing their solutions with peers.
3. Each team will work at its own pace to solve as many problems as possible. The object is not to compete with other groups but for each team to do its personal best.
4. Protocol for Problem Solving: Think, pair, share, and complete.
Think: Work independently to begin each problem. Read the problem through quietly. Pair: Work together with a partner from within the team to complete the problem. Share: Share with the other pair of the team of four, giving each pair an opportunity to share. (A more in-depth analysis and share and critique are explored in Lessons 23 and 25.) Complete: Return to work following the sharing in order to incorporate ideas that came from the collaboration. Finalize the solution.
Concept Development
2. Establish a system for teams to communicate the completion of a problem. Throughout the session, I will circulate and check solutions prior to giving teams the next problem in the sequence. We will celebrate success when appropriate.
Concept Development
3. Your completed work will be collected, organized, and analyzed.
Teacher Note:
To prepare for the share and critique protocol in Lessons 23 and 25, compile student work for the same problem from various teams. For example, after the first day, all sets of student solutions from Problem 1 would be housed in a dedicated folder, as would sets of solutions from Problem 2, and so on.
This organization allows for efficient redistribution of solutions as students work with members from different teams to analyze and critique the solution strategies.
Problem Set
For Lessons 21-23
Debrief: Reflection Questions
The debrief for the next few lessons are specific to each problem solved. They are for several days of this problem solving sequence.
If you encountered a difficulty while solving the problem, what strategies did you use to keep going?
What advice would you give a classmate who was having trouble with a difficult problem?
What did you learn about yourself as a problem solver today that will help you to be a better problem solver tomorrow?
Note: There is no Exit Ticket for this lesson.
Exit Ticket
There is no exit ticket for this lesson.