Big Idea: The inverse properties of multiplication and division can be associated with different situations. Understanding of these operations, together with place value, can be used to solve real-world problems.
|
|
|
| ||
Unless otherwise noted, SFUSD Math Core Curriculum is licensed under the Creative Commons Attribution 4.0 International License
Teacher-facing pages are green
Student-facing pages are white
notes for teachers are in the speaker notes
How To Use This Slide Deck
This slide deck is intended to be used during a synchronous class on Zoom. Teachers should use the Zoom Share Screen function so students see the slide deck. At different points in the lesson, the slide deck SHOULD be in Presentation Mode. At other times, the slide deck should NOT be in Presentation Mode so that the teacher can type directly onto a slide and/or model how to use digital manipulatives.
When a slide should be shown in Presentation Mode, �you will see this symbol →
When a slide has animations that the teacher can click through to reveal, you will see this symbol →
When a slide should NOT be in Presentation Mode, �you will see this symbol →
New Learning:
In Lesson 1 (Entry Task) students explore patterns in the number of zeros of a product when multiplying by powers of 10. Students continue the work with expressions that began in Unit 0 and which will continue throughout the year.
In Lessons 2 - 9, students focus on multi-digit multiplication. Building on the conceptual work done in Grade 4, students work toward the Grade 5 fluency* standard: Multiply multi-digit numbers using the standard algorithm. For more information, see this note about the Standard Algorithm and its use in the Common Core State Standards for Math.�
In the Lesson 10 (Apprentice Task), students solve a multi-step problem involving calculating the size of carpeting for a school library and deciding on the best buy for purchasing the carpeting.
In Lessons 11-18, students focus on multi-digit division. �
In Lesson 19 (Expert Task), students solve a multi-step problem involving purchasing and distributing crayons.students...
In Lesson 20 - 21, students work with problems involving both multiplication and division. �
In Lesson 22 (Milestone Task), students model a situation about a trip to an amusement park with numerical expressions and multiply and divide with attention to place value.
In all three series, students practice computation in context, connected to visual representation, and arising from real-life situations. Students use their understanding of place value and the properties of operations together with number sense to choose and carry out efficient calculations that make sense.
*The fluency requirement for Grade 5 is multi-digit multiplication. Fluent in the Standards means “fast and accurate.”
Table of Contents
Use the links below to navigate to the lesson materials you need.
(Entry Task) | (LS 1, Day 1) | (LS 1, Day 3) | (LS 1, Day 3 continued) | (LS 1, Day 4) |
(LS 1, Day 5) | (LS 1, Day 5 continued) | (LS 1, Day 7) | (LS 1, Day 7 continued) | (Apprentice Task) |
(LS 2, Day 1) | (LS 2, Day 1 continued) | (LS 2, Day 2) | (LS 2, Day 2 continued) | (LS 2, Day 3) |
(LS 2, Day 3 continued) | (LS 2, Day 4) | (LS 2, Day 4 continued) | Lesson 19�(Expert Task) | (LS 3, Day 1) |
(LS 3, Day 2) | (Milestone) |
Table of Contents
Use the links below to navigate to the lesson materials you need.
Links to template slides that teachers might adapt for their class. � Teachers can of course make their own slides. |
Option Re-engagement during Lessons 1 - 9
Teachers will decide which activities they want to adapt for online, re-engagement opportunities.
This should be based on a few factors:
For re-engagement opportunities during Lessons 2-9, teachers might adapt any of the following activities for online learning:
Option Re-engagement during Lessons 10 - 18
Teachers will decide which activities they want to adapt for online, re-engagement opportunities.
This should be based on a few factors:
For re-engagement opportunities during Lessons 10 - 18, teachers might adapt any of the following activities for online learning:
Math Talks can be used at any time, but they are often done at the beginning of a math class. Because math talks do not need to be focused on the lesson’s content, the content of the Math Talk can vary according to the needs of students.
A Math Talk is suggested for each day with the intention of providing teachers with enough resources. Teachers do not necessarily need to do a math talk everyday. �
Math Talks could happen 3 to 5 times a week, for 10–15 minutes each.
Additional Resources
Entrance Slides
Teachers can use these slides to project at the beginning of Zoom class.
Welcome to Math Class
We will be starting in a few minutes!
To prepare for class, you can do the following:
Zoom Norms
Math Norms
14
Errors are gifts that promote discussion.
Answers are important, but they are not the math.
Talk about each other’s thinking.
Ask questions until ideas make sense.
Use multiple strategies and multiple representations.
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
5.1 Lesson 1
Adapted from 5.1 Entry Task
Adapted from 5.1 Entry Task
Core math: There are patterns in the number of zeros in a product when multiplying by powers of 10.
Description: Doing a 3 Read of the Donut Warehouse problem, students explore patterns in powers of 10 and see the effects of multiplying by 10 and 100 visually.
Lesson Description
Whole Class: 8 minutes �Teacher leads the class is the 3 Read Protocol of “The Donut Warehouse” |
Whole Class: 7 minutes� Teacher leads discussion to summarize learnings from this activity. ��Core Math to Emphasize → There are patterns in the number of zeros when multiplying by powers of 10. |
Objective
Today you will make observations about multiplying by powers of 10 in order to solve a problem related to the story “The Donut Warehouse”
LAUNCH |
1 |
3 Read Protocol
We are going to read a story together.
Whenever we read stories, it’s important to read them a few times. Each time, we get different information from the story.
As I read the story out loud, think to yourself, “What is this story about?”
LAUNCH |
1 |
The Donut Warehouse - Read #1
In the donut warehouse there are 10 pallets.
Each pallet has ten cartons on it.
Each carton has ten boxes in it.
Each box has ten donuts in it.
Irma drives the forklift in the warehouse.
LAUNCH |
1 |
“What is this story about?”
Teacher can type student responses here.
LAUNCH |
1 |
3 Read Protocol
Now we are going to read the story a second time.
We already know what the story is about.
As I read the story out loud this time, think to yourself, “What are the quantities in the story?”
LAUNCH |
1 |
The Donut Warehouse - Read #2
In the donut warehouse there are 10 pallets.
Each pallet has ten cartons on it.
Each carton has ten boxes in it.
Each box has ten donuts in it.
Irma drives the forklift in the warehouse.
LAUNCH |
1 |
“What are the quantities in the story?”
Teacher can type student responses here.
LAUNCH |
1 |
3 Read Protocol
Now we are going to read the story one more time.
We already know what the story is about and what quantities are in the story.
As I read the story out loud this time, think to yourself, “What is missing? What mathematical questions can we ask about the situation?”
LAUNCH |
1 |
The Donut Warehouse - Read #3
In the donut warehouse there are 10 pallets.
Each pallet has ten cartons on it.
Each carton has ten boxes in it.
Each box has ten donuts in it.
Irma drives the forklift in the warehouse.
LAUNCH |
1 |
“What mathematical questions can we ask about the situation?”
Teacher uses the text features to scribe the questions students share. As a class, discuss whether the questions are answerable. Class decides on what question they will answer.
A question the class answers could be, “How many donuts are on the pallet?”
Group Task:
Answering our question about Donut Warehouse
EXPLORE |
2 |
Group Roles
Facilitator | Resource Manager | Recorder / Reporter |
Make sure that everyone in the group has a chance to share their ideas. “___ what do you think?” | Encourage the team to use annotations that can help any member of your team present the group’s thinking at the end. “How show our thinking using numbers, pictures, and words?” | Make sure any team member can use your Jamboard to present the group’s thinking at the end. “Does everyone feel ready to explain each other’s thinking?” |
EXPLORE |
2 |
Let’s Share Our Work
Teacher can copy and paste screenshots of student work here.
SUMMARIZE |
3 |
5.1 Lesson 2
Adapted from 5.1 Lesson Series 1, Day 1
Adapted from 5.1 Lesson Series 1, Day 1
Core math: In the base-10 place value system, every digit has ten times the value of the same digit one place to its right, and 1/10 the value of the same digit one place to its left. Multi-digit numbers can be written in different ways that reflect the base-10 place value system: standard form, word form, and expanded form.
Description: Students use digital base-10 blocks to represent numbers. Students write numbers in standard form and expanded form.
Lesson Description
Whole Class: 8 minutes �Teacher models how to represent numbers with Base 10 blocks and how to write numbers in expanded form. |
Whole Class: 7 minutes� Teacher leads discussion to summarize learnings from this activity. Teacher chooses a few student work samples to share with the class that show a partial product��Core Math to Emphasize
|
Objective:
Today you will use Base-10 blocks to represent numbers. You will also write numbers in expanded form.
LAUNCH |
1 |
The Donut Warehouse Review
| This is a single donut. |
| Each box has 10 donuts in it. |
| Each carton has 10 boxes in it. Each carton therefore has _____ donuts in it. |
| Each pallet has 10 cartons in it. Each pallet therefore has _____ donuts in it. |
100
1000
Example of how to model for students
Example of how to model for students
Example of how to model for students
Place | Thousands (1000) | Hundreds (100) | Tens (10) | Ones (10) |
Digit | | | | |
Value of digit | | | | |
Name | | | | |
2
1
2
8
2000
100
20
8
Two thousand
one hundred
twenty
eight
Let’s use our Base 10 blocks to fill out our place value chart.
Example of how to model for students
Standard Form | Expanded Form | Expanded Form |
2128 | | |
(2 x 1000)
+ (1 x 100)
+ (2 x 10)
+ (8 x 1)
2000
+ 100
+ 20
+ 8
Let’s use our Base 10 blocks and our place value chart to write 2128 with expanded notation.
Let’s Share Our Work
Teacher can copy and paste screenshots of student work here.
SUMMARIZE |
3 |
5.1 Lesson 3
Adapted from 5.1 Lesson Series 1, Day 3
Adapted from 5.1 Lesson Series 1, Day 3
Core math: Multiplication can be thought of as the area of a rectangle. By dividing the rectangle into smaller rectangles based on place value, we see how the partial product algorithm for multiplication uses decomposition, multiplication, and recomposition to arrive at a product.�
Description: Students show what they have learned about multi-digit multiplication. They use digital base-10 blocks and grid paper to solve multiplication problems with one-digit and two-digit multiplicands using an area model and connect it to the partial products method.
Lesson Description
Whole Class: 10 minutes Remind students of the work they did with multiplication in Grade 4 and present the following situation: There are 14 rows of 6 seats in the auditorium. How many seats is that? Is it enough to seat all the fifth graders at our school? Teachers should then discuss the different strategies that students used to solve that problem. Teacher will tell students that all of the strategies that they saw are valid but that for today the class will focus on area models and partial products. Teacher will then models how to use these two methods using digital tools. |
Lesson Description
Independent or Partner Work: 15 minutes �Students will practice multiplication on a grid with digital base-10 blocks then solve the same problems using the partial products method. Slidedeck .S. Key Math to Observe
|
Lesson Description (continued)
Whole Class: 5 minutes Teacher chooses a few student work samples to share with the class. Core Math to Emphasize
Lesson 4 is a continuation of this lesson, but focused on 2 digit by 2 digit multiplication. So if student understanding is not solidified at the end of Day 3, they have another opportunity to engage with the same concept in the next lesson. |
Auditorium Seats
There are 14 rows of 6 seats in the auditorium. How many seats is that?
Represent your thinking in as many ways as possible.
Using Real Student Work
If you assigned the previous problem asynchronously and are looking for student work for the discussion, sequence the choices carefully to help students connect different representations. If some students use repeated addition, help them see how multiplication is a shorthand method for repeated addition that becomes much more efficient as numbers get larger.
Examples of Student Work
The following slides show some examples of anticipated student work. If you are having a difficult time collecting student examples, you might consider showing the following examples.
All the strategies shown use grouping based on place value. Help students see the connections between any of these strategies. Draw attention to how the same numbers appear in each way of representing the problem and how the number 14 is decomposed into 10 and 4, multiplied by 6, and then recomposed into 84.
Example Student Work
Example Student Work
Example Student Work
Example Student Work
Example Student Work
What do you notice? What do you wonder?
Teacher can change out these examples for actual student work if the auditorium problem was assigned asynchronously.
LAUNCH |
1 |
Objective:
Today you will explore how multiplication can be represented with the area of rectangles and how that can be related to the partial products method.
LAUNCH |
1 |
Modeling using Base 10 blocks to create area models
At this point in the lesson, the teacher should model how to use the Base 10 blocks in order to create area models to solve multiplication problems. A video example of how to do that has been provided for you.
After that, the teacher should model how to use the partial products method and connect it back to the area model. A video example of how to do that has been provided for you.
If teachers prefer, they could direct students to use the area models on this website instead of the Google Slides manipulatives.
Example for how to model using the digital Base 10 blocks
Area =
Area =
Area =
Area =
Area =
Example for how to model using the partial products method
Let’s Share Our Work
Teacher can copy and paste screenshots of student work here.
SUMMARIZE |
3 |
5.1 Lesson 4
Adapted from 5.1 Lesson Series 1, Day 3
(continuation of Lesson 3)
Adapted from 5.1 Lesson Series 1, Day 3
Core math: Multiplication can be thought of as the area of a rectangle. By dividing the rectangle into smaller rectangles based on place value, we see how the partial product algorithm for multiplication uses decomposition, multiplication, and recomposition to arrive at a product.�
Description: Students show what they have learned about multi-digit multiplication. They use digital base-10 blocks and grid paper to solve multiplication problems with two-digit and two-digit multiplicands using an area model and connect it to the partial products method.
Lesson Description
Whole Class: 10 minutes During the Explore, students will be engaging in the same type of activity as Lesson 3, but this time focusing on multiplying two digit by two digit numbers. At this point, students might not yet have solidified their understanding of the connection between area models and partial products. Teachers could launch into this lesson by doing a Math Talk or by leading students in a discussion to connect the two strategies for multiplication. Teachers will then model how to use the digital tools for today. |
Lesson Description
Independent or Partner Work: 15 minutes �Students will practice multiplication on a grid with digital base-10 blocks then solve the same problems using the partial products method. Slidedeck .S. Key Math to Observe
|
Lesson Description (continued)
Whole Class: 5 minutes Teacher chooses a few student work samples to share with the class. Core Math to Emphasize
|
Objective:
Yesterday you explored how multiplication can be represented with the area of rectangles and how that can be related to the partial products method. Today you will continue this exploration but focus on multiplying two digit by two digit numbers.
LAUNCH |
1 |
Modeling using Base 10 blocks to create area models
At this point in the lesson, the teacher should model how to use the Base 10 blocks in order to create area models to solve multiplication problems. A video example of how to do that has been provided for you.
After that, the teacher should model how to use the partial products method and connect it back to the area model. A video example of how to do that has been provided for you.
If teachers prefer, they could direct students to use the area models on this website instead of the Google Slides manipulatives.
Example for how to model using the digital Base 10 blocks
Area =
Area =
Area =
Area =
Area =
Area =
Area =
Example for how to model using the partial products method
Let’s Share Our Work
Teacher can copy and paste screenshots of student work here.
SUMMARIZE |
3 |
5.1 Lesson 5
Adapted from 5.1 Lesson Series 1, Day 4
Adapted from 5.1 Lesson Series 1, Day 4
Core math: When multiplying multi-digit numbers, we can decompose them by their place value, multiply each component, and recompose them into a total product.
Adapted from 5.1 Lesson Series 1, Day 4
Description: Students complete the Multiplication FAL Pre-Assessment. FALs are formative assessment lessons. This lesson is structured in the following way:�
Lesson Description
Whole Class: 10 minutes Tell students that this week they used Base 10 blocks to represent numbers and to create area models to represent multiplication. Continue to explain that students can use area models as a strategy for multiplying but that they can be sketched instead of created with blocks. Ask students to estimate the answer and discuss the following situation: Hilltop school has a playground that is 26 yards by 35 yards. How many square yards is the playground? Teacher will then model sketching using the Zoom Annotation feature. As the teacher models, they might consider using Zoom Polls, Nearpod, or other digital features that will allow students to activity participate in the modeling. |
Lesson Description
Independent Work: 15 minutes �Tell students that in the next 15 minutes they will show what they know about a variety of multiplication strategies. Let students know that they may not be able to figure out all the questions, but that in the following lesson they will do a task that will help them improve their work. Give students about 15 minutes to individually work on the Multiplication Strategies FAL Pre-assessment in preparation for the next lesson. Teachers can assign this Jamboard activity in Google Classroom. |
Lesson Description (continued)
Whole Class: 5 minutes Teacher directs students to turn in their assignment, even if they haven’t finished. Core Math to Emphasize When multiplying multi-digit numbers, we can decompose them by their place value, multiply each component, and recompose them into a total product. |
Objective:
Today show what you know about a variety of multiplication strategies.
LAUNCH |
1 |
Review
This week we used Base 10 blocks to represent numbers and to help us create area models to represent multiplication.
Before you work independently, we’ll review how to sketch these area models without using blocks.
LAUNCH |
1 |
Example:
Hilltop school has a playground that is 26 yards by 35 yards. How many square yards is the playground?
LAUNCH |
1 |
Example Video
Let’s Share Our Work
Teacher can copy and paste screenshots of student work here.
SUMMARIZE |
3 |
Lesson 6
Adapted from Lesson Series 1, Day 5;
Adapted from 5.1 Lesson Series 1, Day 5
Core math: Written methods (algorithms) for multiplication are based on place value and the properties of operations. Connections can be made between visual representations of multiplication, multiplication situations (word problems), and written methods.�
Description: Students work in groups to match three sets of cards with word problems, area models, and partial products solutions to the same multiplication expressions. In a whole-class discussion, students explain their answers.
Lesson Description
Whole Class: 10 minutes Read the directions for how students would complete the card sort. |
Lesson Description
Independent Work: 12 minutes The teacher will send students into breakout rooms to complete the activity. Suggestions for how to make a copy of the slide deck and share with students is included in the Slidedeck .S. that accompanies this lesson. During this time, the teacher should visit the breakout rooms. The total time allotted for this part of the lesson might need to be adjusted depending on the number of groups that you have. Key Math to Observe
|
Lesson Description (continued)
Whole Class: 8 minutes The teacher can choose to use this part of class to reflect on how students worked in groups or to summarize the math content of the lesson. Core Math to Emphasize
If working in groups has been difficult for students, it is recommended that the class reflect on how well they adhered to the group work norms the class has set. |
Objective:
Today you will be working in groups to match different representations of multiplication.
We will focus on the representations of scenarios, area models, and partial products solutions.
LAUNCH |
1 |
What Do You Need From Your Teammates
Today you will do an activity where you will sort cards into different categories. What are some of the things you would need from your teammates to be successful? ��Think to yourself. We’ll then share out our responses.
LAUNCH |
1 |
When we are working in groups,�I need my teammates to…
What Can You Do to Support Your Team
Now that you’ve heard what your classmates need from their group mates, what is something you can do to better support your team? ��Think to yourself. We’ll then share out our responses.
LAUNCH |
1 |
When we are working in groups, �I need to…
Group Work Norms / Agreements
The teacher can lead the class in a discussion to set up some Group Work Norms / Agreements. The teacher can type those norms / agreements directly into this slide and use it to lead the end of class reflection.
LAUNCH |
1 |
Group Work
EXPLORE |
2 |
Directions:
Then that person moves the card into any of the four sections.
an area model
partial products calculations
a scenario
12 x 12
13 x 28
15 x 15
21 x 25
Directions:
“The card I got is ____________________________.��This card represents the problem _______________.”��If that card represents the same multiplication problem as the card already on the board, them put the card into the same section. If not, put the card into a different section.
an area model
partial products calculations
a scenario
12 x 12
13 x 28
15 x 15
21 x 25
Directions:
Directions:
All of the cards in the same section should represent the same multiplication problem.
Note on the Cards Selected
This task has more cards in the Card Set than are included in this online version of the activity. The ones used in this activity are colored yellow, green, and blue.
Teachers might use the remaining cards from Multiplication Strategies FAL Cards BLM S. C. to adapt for an extension activity. If creating your own card sort activity, consider how many cards you want students to sort through, how those cards fit on the screen, and if the contents of all the cards are easy to read.
Let’s Reflect on How We Worked Together
The teacher can go back to the copy of the slide that had the class generated norms/agreements or copy and paste them here. The teacher can then lead a discussion on how the group adhered to those agreements. The teacher might add/edit the sentence frames to help guide the conversation.
“Something that our group did well was …”
“Something that our group needs to improve on is…”
SUMMARIZE |
3 |
Let’s Share Our Thinking
Teacher can take a screenshot of how the cards were sorted or choose to share their screen while looking at groups’ slides.
Teacher can lead discussion on why students placed the cards as they did.
SUMMARIZE |
3 |
5.1 Lesson 7
Adapted from 5.1 Lesson Series 1, Day 5
Adapted from 5.1 Lesson Series 1, Day 5
Core math: Written methods (algorithms) for multiplication are based on place value and the properties of operations. Connections can be made between visual representations of multiplication, multiplication situations (word problems), and written methods.
Description: Students return to Lesson 5’s assessment task, and try to improve their own responses.
Lesson Description
Whole Class: 10 minutes Teacher leads students in a discussion to make connections between the representations in the Lesson 6 card sort activity. Then the teacher leads a discussion on some of the common errors from the Lesson 5 independent assessment. |
Lesson Description
Independent work: 15 minutes Teachers can return students original Lesson 5 assessment with feedback and ask students to revise their work on the document. OR Teachers can assign this Slidedeck .S. Either will allow students to re-engage with the different multiplication strategies that they have worked with so far. Key Math to Observe
|
Lesson Description
Whole Class: 5 minutes Teacher directs students to turn in their assignment, even if they haven’t finished. Core Math to Emphasize
Teacher can close out class with appreciations. |
Objective
Today you will revise your work from Lesson 5, using your knowledge of multiplication strategies.
LAUNCH |
1 |
Review of Multiplication Card Sort
How do you know that these three cards all match the same multiplication problem?
LAUNCH |
1 |
Re-engagement with Lesson 5
The teacher can select student work for the class to analyze and copy and paste screen shots of that student work into the slide deck. Some examples of student work are provided. Teachers can choose if they want the class to analyze real student work from the class or the example student work that has been provided.
Example Student Work
In this example of student work, the student has misunderstandings about place value and therefore how to decompose and recompose numbers in order to multiply them.
Possible questions to ask students:
Example Student Work
In this example of student work, the student has misunderstandings about place value and therefore how to decompose and recompose numbers in order to multiply them.
Possible questions to ask students:
Let’s Share Our Thinking
Teacher can copy and paste screenshots of student work here.
SUMMARIZE |
3 |
5.1 Lesson 8
Adapted from 5.1 Lesson Series 1, Day 7
Adapted from 5.1 Lesson Series 1, Day 7
Core math: Understanding powers of 10 can help with estimation of products. Expressions can be used to model multi-step situations that involve multiplication. Solving some problems requires making assumptions. Different assumptions will lead to different solutions.
Description: Students record and use expressions to model a multi-step situation involving a giant box of donuts that requires multi-digit multiplication. They use their understanding of powers of 10 to help them estimate.
Adapted from 5.1 Lesson Series 1, Day 7
This lesson involves a Three-Act Task. A Three-Act Task is a whole-group mathematics task consisting of three distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three. See this link for more information.
This Three-Act Task will take place over the course of two lessons. Acts One and Two are included in this lesson. Act Three will be completed in the next lesson (Lesson 8).
Lesson Description
Whole Class: 12 minutes Teacher introduces the Three Act Task by showing students the image of the Krispy Kreme mega box of donuts. Teacher then asks students what they notice about the photo. Teacher provides think time then leads class discussion, typing student responses into the slide. Teacher then asks students what they wonder about the photo. Teacher provides think time then leads class discussion, typing student responses into the slide. Teacher then tells students that today they are all going to figure out how many donuts are in the box. Teacher then asks students to think of an estimate that is too big, too small, and reasonable for the number of donuts in the box. Teacher then tells students that they might need additional information in order to answer the question. Teacher then reads the email from Krispy Kreme. |
Lesson Description
Independent work or partner work: 15 minutes Teachers can decide if students will complete the activity independently or in pairs. Teachers should go over expectations for either type of work time and then have students begin solving the problem. Teachers can assign this Jamboard .S for students to complete the assignment. Students might still feel like they need additional information to solve the problem. The teacher can guide them by giving hints as to how they can estimate the number of donuts in one layer, using the photo they have. If students are very stuck, teachers might consider showing them the picture on the following slide. Key Math to Observe
|
Lesson Description
3 minutes Direct students to turn in their work, even if they are not yet finished with the task. The summary to this lesson will happen during the following lesson, Lesson 9. |
Objective
Today you will engage in a process to solve a problem involving a giant box of donuts!
Solving some problems requires making assumptions. We’ll discuss together what facts we know about this box and what assumptions about the box we’ll need to make.
LAUNCH |
1 |
LAUNCH |
1 |
LAUNCH |
1 |
What do you notice in these photographs?
LAUNCH |
1 |
What do you wonder about these photographs?
LAUNCH |
1 |
Estimate that is too small:
Estimate that is too big:
Estimate that is reasonable:
LAUNCH |
1 |
What additional information do we need to determine the total number of donuts in the box?
LAUNCH |
1 |
5.1 Lesson 9
Adapted from 5.1 Lesson Series 1, Day 7
Adapted from 5.1 Lesson Series 1, Day 7
Core math: Understanding powers of 10 can help with estimation of products. Expressions can be used to model multi-step situations that involve multiplication. Solving some problems requires making assumptions. Different assumptions will lead to different solutions.
Description: Students record and use expressions to model a multi-step situation involving a giant box of donuts that requires multi-digit multiplication. They use their understanding of powers of 10 to help them estimate.
Adapted from 5.1 Lesson Series 1, Day 7
This lesson involves a Three-Act Task. A Three-Act Task is a whole-group mathematics task consisting of three distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three. See this link for more information.
This Three-Act Task will take place over the course of two lessons. Acts One and Two are included in this lesson. Act Three will be completed in the next lesson (Lesson 8).
Lesson Description
Teacher will lead a discussion of students’ strategies to answer the question of how many donuts are in the box. Before teaching this lesson, the teacher should select and sequence student work that will be analyzed by the class. Some example student work has been provided for you, if needed. This whole lesson will be done whole class. To keep students engaged, the teacher might consider adapt the lesson and utilizing different tech features to promote more student participation. Included in this slide deck are examples of ways to get student participation. Core Math to Emphasize
|
Objective
Today we will look at the different strategies our classmates used to solve the question of how many donuts were in the giant Krispy Kreme box.
Solving some problems requires making assumptions. We’ll discuss together what facts we know about this box and what assumptions about the box we’ll need to make.
Let’s Review the Information We Had
Let’s Review the Information We Had
How did our classmates figure out how many donuts were in each row and each column of this box?
Eliciting Student Participation During Discussion
For questions with short answers like, “How many donuts do you think are in each row and column” teachers can
Example student work for figuring out how many donuts were in each row and column
Example student work for figuring out how many donuts were in each row and column
Example student work for figuring out how many donuts were in each row and column
Let’s Review the Information We Had
After we determine how many donuts are in each row and each column, how do we find out how many donuts are in a layer?
Eliciting Student Participation During Discussion
Questions like, “How do we find out how many donuts are in a layer” will have longer answers. Teacher can choose to encourage students to do any of the following”
Example of multiplication strategy
Example of multiplication strategy
Let’s Review the Information We Had
If we know how many donuts are in a layer, how do we determine the total number of donuts in the box?
Eliciting Student Participation During Discussion
For questions with short answers like, “If we know how many donuts are in a layer, how do we determine the total number of donuts in the box?” teachers can
Example of multiplication strategy
How Many Donuts are Really in the Box?!
We’ve seen several examples of the steps our classmates have taken to determine how many donuts are in the giant Krispy Kreme box. Now let’s find out exactly how many are really inside the box.
How Do We Get 2400 Donuts?
How Do We Get 2400 Donuts?
| |
| |
20
5
30
2
600
40
150
10
+100
600
150
40
+ _____10
800
Comparing Strategies
We’ve seen several examples of the steps our classmates have taken to determine how many donuts are in the giant Krispy Kreme box.
5.1 Lesson 10
Adapted from 5.1 Apprentice Task
Adapted from 5.1 Apprentice Task
Core math: Numerical expressions can be used to model multi-step situations that involve multiplication and other operations. Multiplication can be used to solve real-life math problems.
Description: Students solve a multi-step problem involving calculating the size of carpeting for a school library and deciding on the best buy for purchasing the carpeting.
Lesson Description
Whole Class: 10 minutes Teacher leads students in the 3 read protocol of “Carpeting the School Library”. The teacher can type directly into the slides as students share their responses to what the story is about, what quantities are in the story, and what mathematical questions can be asked about the story. |
Lesson Description
Independent or Partner Work: 15 minutes Teachers can decide if they want students to complete the task independently or with partners. Teachers can also decide how they want students to complete the task. Teachers can direct students to complete this task in their Student Workbooks, if students have them; or teachers can direct students to complete the task on Jamboard. Key Math to Observe
|
Lesson Description
Whole Class: 5 minutes�Core Math to Emphasize
Based on your observation of student work and questions that came up during the classwork time, choose a couple of points to discuss as a summary. |
Objective
Today we will use strategies that we have learned to solve a real world problem involving calculating the size of carpeting for a school library.
LAUNCH |
1 |
3 Read Protocol
We are going to read a story together.
Whenever we read stories, it’s important to read them a few times. Each time, we get different information from the story.
As I read the story out loud, think to yourself, “What is this story about?”
LAUNCH |
1 |
Carpeting the School Library
A school library will receive new carpet during school renovations. The rectangular floor measures 14 feet long by 18 feet wide. Help Mr. Lee, the principal, find the best buy for the school from the stores in the table below.
LAUNCH |
1 |
Store | Cost per square foot | Sales |
Bob’s Discount Carpet | $16 | $300 off purchases larger than $3,000 |
Carpet Barn | $16 | $1 discount per square foot |
“What is this story about?”
Teacher can type student responses here.
LAUNCH |
1 |
3 Read Protocol
Now we are going to read the story a second time.
We already know what the story is about.
As I read the story out loud this time, think to yourself, “What are the quantities in the story?”
LAUNCH |
1 |
Carpeting the School Library
A school library will receive new carpet during school renovations. The rectangular floor measures 14 feet long by 18 feet wide. Help Mr. Lee, the principal, find the best buy for the school from the stores in the table below.
LAUNCH |
1 |
Store | Cost per square foot | Sales |
Bob’s Discount Carpet | $16 | $300 off purchases larger than $3,000 |
Carpet Barn | $16 | $1 discount per square foot |
“What are the quantities in the story?”
LAUNCH |
1 |
Quantity | Unit | Description |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
3 Read Protocol
Now we are going to read the story one more time.
We already know what the story is about and what quantities are in the story.
As I read the story out loud this time, think to yourself, “What is missing? What mathematical questions can we ask about the situation?”
LAUNCH |
1 |
Carpeting the School Library
A school library will receive new carpet during school renovations. The rectangular floor measures 14 feet long by 18 feet wide. Help Mr. Lee, the principal, find the best buy for the school from the stores in the table below.
LAUNCH |
1 |
Store | Cost per square foot | Sales |
Bob’s Discount Carpet | $16 | $300 off purchases larger than $3,000 |
Carpet Barn | $16 | $1 discount per square foot |
“What mathematical questions can we ask about the situation?”
Teacher uses the text features to scribe the questions students share. As a class, discuss whether the questions are answerable. Class decides on what question they will answer.
A question the class answers could be, “How many donuts are on the pallet?”
Teachers can assign this Jamboard for students to complete the Explore
Let’s Share Our Thinking
Teacher can copy and paste screenshots of student work here.
SUMMARIZE |
3 |
5.1 Lesson 11
5.1 Lesson Series 2, Day 1
Adapted from 5.1 Lesson Series 2, Day 1
Core math: Division and multiplication are inverse operations, and division problems can be represented with the same models as their corresponding multiplication problems. Written methods for multi-digit division depend on an understanding of place value.
Description: Students explore division with base-10 blocks using a fair share model and record their work.
Lesson Description
Whole Class: 8 minutes Teacher will pose this problem to students: The school has 221 seashells for art projects and they need to be shared by 3 classes. How many seashells will each class get? Ask students to think about how they would estimate the answer. Give students think time, then have students share their ideas. The teacher will then click to reveal the animations on the slide with the tape diagram to help students see why this is a division situation. Talk about how this situation is about fair share—the shells can be parsed out by giving each class one shell until they run out. Talk about how to make estimates using friendly numbers. Since 21 is divisible by 3, an easy estimate is 210 ÷ 3 = 70. Teacher then models how we can represent the same division problem using Base 10 Blocks. An example video for how to model for students is provided for you. The teacher models solving the problem 221 / 3, placing some of the blocks in the three groups. The teacher does NOT complete this problem but instead directs students to try to solve the problem on their own now that they’ve seen an example for how to use the digital manipulatives. The teacher then directs students to open up the Explore task so that they can try the problem themselves. |
Lesson Description
Independent OR partner work: 15 minutes The teacher can decide if they want students to complete the Slidedeck .S independently or in pairs. If the teacher wants students to do this in pairs, the teacher should include clear partner work roles as multiple students moving the blocks at the same time can cause confusion. Key Math to Observe
|
Lesson Description
Whole Class: 7 minutes Direct all the students to turn in their work. You can select a student’s work for the class to analyze. As you review the final answer, note that there are 73 units in each pile and 2 blocks left over. Read this as “73 and 2 of the 3 you would need to pass out one more to each group. Return to original seashell problem. Discuss how close students’ estimates were. Watch the video on Division on Fractions from 0:15 - 1:31, the section of the video discussing partitive division of whole numbers (the video should automatically play this section). Tell students that today they focused on partitive division and will focus on quotitive division in a few lessons. Core Math to Emphasize
|
Objective
At the beginning of this unit we used base 10 blocks to represent values and then to represent multiplication.
Today we will explore division with base 10 blocks using a partitive, or fair share model.
LAUNCH |
1 |
Seashells
The school has 221 seashells for art projects and they need to be shared by 3 classes. How many seashells will each class get?
Think about how you would estimate how many seashells each class gets? Be ready to share out your idea with the class.
LAUNCH |
1 |
Seashells
The school has 221 seashells for art projects and they need to be shared by 3 classes. How many seashells will each class get?
LAUNCH |
1 |
| | |
221
210
210
?
?
?
Example Modeling
Let’s Share Our Work
Teacher can copy and paste screenshots of student work here.
SUMMARIZE |
3 |
What Kind of Division Did We Do Today?
SUMMARIZE |
3 |
5.1 Lesson 12
5.1 Lesson Series 2, Day 1
Adapted from 5.1 Lesson Series 2, Day 1
Core math: Division and multiplication are inverse operations, and division problems can be represented with the same models as their corresponding multiplication problems. Written methods for multi-digit division depend on an understanding of place value.
Description: Students explore division with base-10 blocks using a fair share model and record their work.
Lesson Description
Whole Class: 8 minutes Teacher reviews partitive division with the class by showing the video. Then the teacher introduces the new problem for the day 357 ÷ 5. The teacher gives students time to think about a method for estimating the solution to this problem. After some time, the teacher has students share out their strategies. The teacher can use the annotation feature on Zoom to record students’ strategies on the slide. Then the teacher models how to use the digital base 10 blocks to solve the problem. An example video for how to model for students is provided for you. The teacher models solving the problem 357 ÷ 5, placing some of the blocks in the five groups. The teacher does NOT complete this problem but instead directs students to try to solve the problem on their own now that they’ve seen an example for how to use the digital manipulatives. The teacher then directs students to open up the Explore task so that they can try the problem themselves. |
Lesson Description
Independent OR partner work: 15 minutes The teacher can decide if they want students to work on the Slidedeck .S. independently or in pairs. If the teacher wants students to do this in pairs, the teacher should include clear partner work roles as multiple students moving the blocks at the same time can cause confusion. Key Math to Observe
|
Lesson Description
Whole Class: 7 minutes Direct all the students to turn in their work. You can select a student’s work for the class to analyze. Have students compare their answer to their estimate. Ask them whether the answer makes sense. Core Math to Emphasize
|
Objective
Yesterday we explored division with base 10 blocks using a partitive, or fair share model.
Today we will get more practice with this.
LAUNCH |
1 |
Reviewing Partitive Division
LAUNCH |
1 |
Today’s Problem: 357 ÷ 5
Today we will represent the problem 357 ÷ 5. Before we attempt to solve this problem, we want to estimate what our solution will be.
Think about how you would estimate The solution to this problem. Then be ready to share out your idea with the class.
LAUNCH |
1 |
Our estimate:
Example Modeling
Let’s Share Our Work
Teacher can copy and paste screenshots of student work here.
SUMMARIZE |
3 |
5.1 Lesson 13
5.1 Lesson Series 2, Day 2
Adapted from 5.1 Lesson Series 2, Day 2
Core math: Division and multiplication are inverse operations, and division problems can be represented with the same models as their corresponding multiplication problems. Written methods for multi-digit division depend on an understanding of place value.
Description: Students explore division with base-10 blocks using a repeated subtraction model.
Lesson Description
Whole Class: 10 minutes Teacher will show the video on partitive and quotitive division. The video should automatically play from 1:31 - 3:06. Then the teacher will introduce the problem: “You have 221 seashells for an art project. Each student needs 3 shells. How many students will be able to make the project?” Modeling this problem can take a lot of time as there are so many blocks to use. It is suggested that teachers record themselves using the blocks and show the video, pausing as needed. The benefit of this is that the teacher can speed up part of the video where blocks are being moved one by one. An example video for how to model for students has been provided. Teachers can also choose to show that. The teacher then directs students to open up the Explore task so that they can try the problem themselves. Note: If the teacher prefers to model the use of the base 10 blocks live, they might consider having students complete the task asynchronously, as the modeling and student work time will most likely surpass the 30 minutes for synchronous learning. |
Lesson Description
Independent OR partner work: 15 minutes The teacher can decide if they want students to work on the Slidedeck .S. independently or in pairs. If the teacher wants students to do this in pairs, the teacher should include clear partner work roles as multiple students moving the blocks at the same time can cause confusion. Key Math to Observe
|
Lesson Description
Whole Class: 5 minutes Core Math to Emphasize
Select a few samples of student work to share with the whole class, or have a gallery walk in which students look at each other’s work and notice one thing. Focus on looking at the relationship between the work with the base-10 blocks and the written record and about which of the methods are more or less efficient. |
Objective
Yesterday we explored division with base 10 blocks using a partitive, or fair share model.
Today we will explore division with base-10 blocks using a quotitive, or repeated subtraction model.
LAUNCH |
1 |
What is Quotitive Division?
LAUNCH |
1 |
Revisiting the Seashells Problem
The other day, we considered this problem:
The school has 221 seashells for art projects and they need to be shared by 3 classes. How many seashells will each class get?
LAUNCH |
1 |
| | |
221
?
?
?
Considering a Similar Problem
Today we will consider this similar problem:
You have 221 seashells for an art project. Each student needs 3 shells. How many students will be able to make the project?
LAUNCH |
1 |
221
3
? students
Example Modeling
Let’s Share Our Work
Teacher can copy and paste screenshots of student work here.
OR the teacher can screen share the entire Jamboard.
SUMMARIZE |
3 |
5.1 Lesson 14
5.1 Lesson Series 2, Day 2
Adapted from 5.1 Lesson Series 2, Day 2
Core math: Division and multiplication are inverse operations, and division problems can be represented with the same models as their corresponding multiplication problems. Written methods for multi-digit division depend on an understanding of place value.
Description: Students explore division with base-10 blocks using a repeated subtraction model and record their work.
Lesson Description
Whole Class: 8 minutes Teacher reviews quotitive division with the class by showing the video. Then the teacher introduces the new problem for the day 257 ÷ 6. The teacher gives students time to think about a method for estimating the solution to this problem. After some time, the teacher has students share out their strategies. The teacher can use the annotation feature on Zoom to record students’ strategies on the slide. Then the teacher models how to use the digital base 10 blocks to solve the problem. An example video for how to model for students is provided for you. The teacher does NOT complete this problem but instead directs students to try to solve the problem on their own now that they’ve seen an example for how to use the digital manipulatives. The teacher then directs students to open up the Explore task so that they can try the problem themselves. |
Lesson Description
Independent OR partner work: 15 minutes The teacher can decide if they want students to complete the Slidedeck .S. independently or in pairs. If the teacher wants students to do this in pairs, the teacher should include clear partner work roles as multiple students moving the blocks at the same time can cause confusion. Key Math to Observe
|
Lesson Description
Whole Class: 7 minutes Core Math to Emphasize
Select a few samples of student work to share with the whole class, or have a gallery walk in which students look at each other’s work and notice one thing. Focus on looking at the relationship between the work with the base-10 blocks and the written record and about which of the methods are more or less efficient. |
Objective
Yesterday we explored division with base 10 blocks using a quotitive, or repeated subtraction model.
Today we will get more practice with this.
LAUNCH |
1 |
Reviewing Quotitive Division
LAUNCH |
1 |
Today’s Problem: 257 ÷ 6
Today we will represent the problem 257 ÷ 6. Before we attempt to solve this problem, we want to estimate what our solution will be.
Think about how you would estimate The solution to this problem. Then be ready to share out your idea with the class.
LAUNCH |
1 |
Our estimate:
Example Modeling
Let’s Share Our Work
Teacher can copy and paste screenshots of student work here.
SUMMARIZE |
3 |
5.1 Lesson 15
Adapted from 5.1 Lesson Series 2, Day 3
Adapted from 5.1 Lesson Series 2, Day 3
Core math: Division problems can be either partitive (fair share) or quotitive (repeated subtraction) depending on their context. Written methods for multi-digit division depend on an understanding of place value. In cases when there is a remainder, its interpretation is based on the context of the problem. �
Description: Students explore division with place value chips using subtraction and sharing, and connect their work to a written method. This lesson reviews the models used in the previous lessons but uses place value chips instead of base-10 blocks.
Lesson Description
Whole Class: 8 minutes The teacher introduces the new problem for the day. The teacher gives students time to think about a method for estimating the solution to this problem. After some time, the teacher has students share out their strategies. The teacher can use the annotation feature on Zoom to record students’ strategies on the slide. Then the teacher models how to use the digital base 10 blocks to solve the problem as well as how to connect their work to a written method. An example video for how to model for students is provided for you. |
Lesson Description
Independent OR partner work: 15 minutes The teacher then directs students to open up the Slidedeck .S. so that they can complete their work. During their work time, students will need to be able to take pictures of their work and insert it into Google Slides. Teachers should consider assigning this lesson first (Tech skill lesson .S.) if students need practice with this skill. The teacher can decide if they want students to do this independently or in pairs. If the teacher wants students to do this in pairs, the teacher should include clear partner work roles as multiple students moving the blocks at the same time can cause confusion. Notice the strategies students are using. Key Math to Observe
As students work, take note of a couple of points from the problems that you would like to focus on for summary. This might include how and when students trade, or how they treat the remainder. |
Lesson Description
Whole Class: 7 minutes Direct all the students to turn in their work. You can select a student’s work for the class to analyze. Core Math to Emphasize
Base your summary discussion on your observation of student work and questions that came up during the class work time. Close with appreciations. |
Objective
Today we will explore division with place value chips and connect our work to a written method.
LAUNCH |
1 |
Today’s Problem
A box of pencils has 288 pencils in packets of 12. How many packets of pencils are there?
Think about how you would estimate The solution to this problem. Then be ready to share out your idea with the class.
LAUNCH |
1 |
Our estimate:
Example of how to model with the blocks
Let’s Share Our Work
Teacher can copy and paste screenshots of student work here.
SUMMARIZE |
3 |
5.1 Lesson 16
Adapted from 5.1 Lesson Series 2, Day 3
Adapted from 5.1 Lesson Series 2, Day 3
Core math: Division problems can be either partitive (fair share) or quotitive (repeated subtraction) depending on their context. Written methods for multi-digit division depend on an understanding of place value. In cases when there is a remainder, its interpretation is based on the context of the problem. �
Description: Students explore division with place value chips using subtraction and sharing, and connect their work to a written method. This lesson reviews the models used in the previous lessons but uses place value chips instead of base-10 blocks.
Lesson Description
Whole Class: 8 minutes The teacher introduces the new problem for the day. The teacher gives students time to think about a method for estimating the solution to this problem. After some time, the teacher has students share out their strategies. The teacher can use the annotation feature on Zoom to record students’ strategies on the slide. Then the teacher models how to use the digital base 10 blocks to solve the problem as well as how to connect their work to a written method. An example video for how to model for students is provided for you. |
Lesson Description
Independent OR partner work: 15 minutes The teacher then directs students to open up the Slidedeck .S. so that they can complete their work. The teacher can decide if they want students to do this independently or in pairs. If the teacher wants students to do this in pairs, the teacher should include clear partner work roles as multiple students moving the blocks at the same time can cause confusion. Notice the strategies students are using. Key Math to Observe
As students work, take note of a couple of points from the problems that you would like to focus on for summary. This might include how and when students trade, or how they treat the remainder. |
Lesson Description
Whole Class: 7 minutes Direct all the students to turn in their work. You can select a student’s work for the class to analyze. Core Math to Emphasize
Base your summary discussion on your observation of student work and questions that came up during the class work time. Close with appreciations. |
Objective
Today we will explore division with place value chips and connect our work to a written method.
LAUNCH |
1 |
Today’s Problem
There are 365 days in a year. Since there are 12 months in a year, how many days should there be in each month?
Think about how you would estimate The solution to this problem. Then be ready to share out your idea with the class.
LAUNCH |
1 |
Our estimate:
Example of how to model with the blocks
Let’s Share Our Work
Teacher can copy and paste screenshots of student work here.
SUMMARIZE |
3 |
5.1 Lesson 17
Adapted from 5.1 Lesson Series 2, Day 4
Adapted from 5.1 Lesson Series 2, Day 4
Core math: Written methods for multi-digit division depend on an understanding of place value.
Note: Fluency with the standard long division algorithm is a Grade 6 expectation.
Description: Students use a written method to solve a division problem that contextualizes place value.
Lesson Description
Whole Class: 10 minutes Choose a Norm or Math Practice Standard you want to focus on and discuss. Teacher leads students in the 3 read protocol of “School Fundraiser”. The teacher can type directly into the slides as students share their responses to what the story is about, what quantities are in the story, and what mathematical questions can be asked about the story. A question the class answers could be, “How can the donuts be shared among 3 classes?” |
Lesson Description
Independent or Partner Work: 15 minutes Teachers can decide if they want students to complete the task independently or with partners. Teachers can also decide how they want students to complete the task. Here are three options:
As students work on the task, notice the strategies they are using and look for a variety of written methods. Key Math to Observe
|
Lesson Description
Whole Class: 5 minutes�Bring students together and share and discuss the work they did. Pick one of the problems and have students share their written method. Try to show at least two different solutions. Core Math to Emphasize
|
Objective
Today we will use a written method to solve a division problem about a school fundraiser.
LAUNCH |
1 |
3 Read Protocol
We are going to read a story together.
Whenever we read stories, it’s important to read them a few times. Each time, we get different information from the story.
As I read the story out loud, think to yourself, “What is this story about?”
LAUNCH |
1 |
School Fundraiser
3 classes are participating in a donut fundraiser and the shipments have been delivered. �
The shipment consists of 5 pallets, 6 cartons, 4 boxes, and 8 individually wrapped donuts.
LAUNCH |
1 |
“What is this story about?”
Teacher can type student responses here.
LAUNCH |
1 |
3 Read Protocol
Now we are going to read the story a second time.
We already know what the story is about.
As I read the story out loud this time, think to yourself, “What are the quantities in the story?”
LAUNCH |
1 |
School Fundraiser
3 classes are participating in a donut fundraiser and the shipments have been delivered. �
The shipment consists of 5 pallets, 6 cartons, 4 boxes, and 8 individually wrapped donuts.
LAUNCH |
1 |
“What are the quantities in the story?”
Teacher can type student responses here.
LAUNCH |
1 |
3 Read Protocol
Now we are going to read the story one more time.
We already know what the story is about and what quantities are in the story.
As I read the story out loud this time, think to yourself, “What is missing? What mathematical questions can we ask about the situation?”
LAUNCH |
1 |
School Fundraiser
3 classes are participating in a donut fundraiser and the shipments have been delivered. �
The shipment consists of 5 pallets, 6 cartons, 4 boxes, and 8 individually wrapped donuts.
LAUNCH |
1 |
“What mathematical questions can we ask about the situation?”
Teacher uses the text features to scribe the questions students share. As a class, discuss whether the questions are answerable. Class decides on what question they will answer.
A question the class answers could be, “How can the donuts be shared among 3 classes?”
Let’s Share Our Work
Teacher can copy and paste screenshots of student work here.
SUMMARIZE |
3 |
5.1 Lesson 18
Adapted from 5.1 Lesson Series 2, Day 4
Adapted from 5.1 Lesson Series 2, Day 4
Core math: Written methods for multi-digit division depend on an understanding of place value.
Note: Fluency with the standard long division algorithm is a Grade 6 expectation.
Description: Students use a written method to solve a division problem that contextualizes place value.
Lesson Description
Whole Class: 5 minutes Choose a Norm or Math Practice Standard you want to focus on and discuss. Teacher will remind students of the context of the problem they solved yesterday, going over the values of the pallet, carton, and boxes of donuts. The teacher then tells students that they will solve other problems regarding the sharing of donuts amongst other classes at other schools. |
Lesson Description
Independent or Partner Work: 15 minutes Teachers can decide if they want students to complete the task independently or with partners. Teachers can also decide how they want students to complete the task. Here are three options:
As students work on the task, notice the strategies they are using and look for a variety of written methods. Key Math to Observe
|
Lesson Description
Whole Class: 10 minutes�Bring students together and share and discuss the work they did. Pick one of the problems and have students share their written method. Try to show at least two different solutions. Core Math to Emphasize
|
Objective
Today we will use a written method to solve a division problem about a school fundraiser.
LAUNCH |
1 |
School Fundraisers
Schools are participating in a donut fundraiser and the shipments have been delivered. �
LAUNCH |
1 |
Let’s Share Our Work
SUMMARIZE |
3 |
5.1 Lesson 19
Adapted from 5.1 Lesson Series 2, Expert Task
Adapted from 5.1 Lesson Series 2, Expert Task
Core math: Division and multiplication are inverse operations, and some problems can be solved using either operation. Written methods for multi-digit multiplication and division depend on an understanding of place value.
Description: Students solve a multi-step problem involving purchasing and distributing crayons.
Lesson Description
Whole Class: 8 minutes Choose a Norm or Math Practice Standard you want to focus on and discuss. Teacher leads students in the 3 read protocol of “Crayons”. The teacher can type directly into the slides as students share their responses to what the story is about, what quantities are in the story, and what mathematical questions can be asked about the story. Tell the class that they will answer the question “What is the total number of crayons Mr. Andrew bought at the store?” as well as other questions about the crayons that have been purchased. |
Lesson Description
Independent or Partner Work: 15 minutes Teachers can decide if they want students to complete the task independently or with partners. Teachers can also decide how they want students to complete the task. Here are three options:
As students work on the task, notice the strategies they are using and look for a variety of written methods. Key Math to Observe
|
Lesson Description
Whole Class: 7 minutes Based on your observation of student work and questions that came up during the classwork time, choose a couple of points to discuss as a summary. �Core Math to Emphasize
|
Objective
Today we will solve a multi-step problem involving purchasing and distributing crayons.
LAUNCH |
1 |
3 Read Protocol
We are going to read a story together.
Whenever we read stories, it’s important to read them a few times. Each time, we get different information from the story.
As I read the story out loud, think to yourself, �“What is this story about?”
LAUNCH |
1 |
Crayons
Mr. Andrew bought 4 boxes of crayons at the store to share with his students. Each box contained a total of 64 crayons.
LAUNCH |
1 |
“What is this story about?”
Teacher can type student responses here.
LAUNCH |
1 |
3 Read Protocol
Now we are going to read the story a second time.
We already know what the story is about.
As I read the story out loud this time, think to yourself, “What are the quantities in the story?”
LAUNCH |
1 |
Crayons
Mr. Andrew bought 4 boxes of crayons at the store to share with his students. Each box contained a total of 64 crayons.
LAUNCH |
1 |
“What are the quantities in the story?”
Teacher can type student responses here.
LAUNCH |
1 |
3 Read Protocol
Now we are going to read the story one more time.
We already know what the story is about and what quantities are in the story.
As I read the story out loud this time, think to yourself, “What is missing? What mathematical questions can we ask about the situation?”
LAUNCH |
1 |
Crayons
Mr. Andrew bought 4 boxes of crayons at the store to share with his students. Each box contained a total of 64 crayons.
LAUNCH |
1 |
“What mathematical questions can we ask about the situation?”
Teacher uses the text features to scribe the questions students share. As a class, discuss whether the questions are answerable. Class decides on what question they will answer.
The class should answer the question “What is the total number of crayons Mr. Andrew bought at the store?”
Let’s Share Our Work
Teacher can copy and paste screenshots of student work here.
SUMMARIZE |
3 |
5.1 Lesson 20
Adapted from 5.1 Lesson Series 3, Day 1
Adapted from 5.1 Lesson Series 3, Day 1
Core math: Estimation, multiplication, and division can be used to solve problems. In division problems, when there is a remainder, its interpretation is based on the context of the problem.
Description: Students solve a real-world problem using estimation and their understanding of multiplication and division strategies.
Lesson Description
Whole Class: 8 minutes Tell students that today they will work on a task called Egg Toss. Show students the egg toss video or explain to them what an egg toss is. Make sure students understand that each pair plays with one egg. Ask students: If we were going to have an egg toss at our school, how many eggs would we need? Help them understand the problem by listing the quantities and units, discussing what they do and don’t know. Students should see that they need to know how many students are at the school. You can tell the students the actual number of students at your school or use an estimate. Students should record their estimates in the form of an expression on their worksheet. You can remind students to use the symbol to record their estimates. |
Lesson Description
Independent or Partner Work: 15 minutes The teacher can decide if students will complete this activity independently or in pairs. They can assign the Slidedeck .S. or the teacher can adapt the task on Jamboard. As students work, take note of a couple of points from the task that you would like to focus on for summary, and consider which pieces of student work will help with the discussion.� Key Math to Observe
|
Lesson Description
Whole Class: 7 minutes �Choose a summary discussion focus based on your observation of student work and questions that came up during classwork time. Talk about the accuracy of student’s estimates. Discuss how students were able to decide which operation to use. Discuss the strategies students used to solve the problems. Because the remainder is the number of eggs needed, students need to use the next whole number of dozens to know how many cartons to buy. In addition, when the number of egg tosses doubles, the number of cartons does not necessarily because one carton might have been less than half full. Core Math to Emphasize
|
Objective
Today you will solve a real-world problem using estimation and your understanding of multiplication and division strategies.
LAUNCH |
1 |
Today’s Problem
The problem that we are solving today involves an egg toss. We will watch a video that shows us how the game is played.
LAUNCH |
1 |
Egg Toss
LAUNCH |
1 |
How many eggs?
Notice that in this game, each pair of partners needs one egg. So if we played this game as a whole school, how many eggs would we need?
LAUNCH |
1 |
How many cartons?
Now that we know how many eggs we need for this activity, you will solve for the number of cartons that need to be purchased for this activity.
EXPLORE |
2 |
Let’s Share Our Work
Teacher can copy and paste screenshots of student work here.
SUMMARIZE |
3 |
5.1 Lesson 21
Adapted from 5.1 Lesson Series 3, Day 2
Adapted from 5.1 Lesson Series 3, Day 2
Core math: Estimation, along with the four operations, can be used to solve problems. In division problems, when there is a remainder, its interpretation is based on the problem context.
Description: Students solve problems about raffle tickets using estimation and precise calculations.
Lesson Description
Whole Class: 8 minutes Choose a norm or Math Practice Standard you want to focus on and discuss. Tell students that they will be working on a problem about raffle tickets. Talk about what a raffle is and explain that with some raffles, students get points for selling a certain number of raffle tickets. Ask students, If you get a point for every 12 tickets you sell, how many points would you get for selling 36 tickets? 360 tickets? Ask students to estimate the answer to this problem. Have students share their estimation strategies: Did they round? Or use another approximation strategy such as friendly numbers? |
Lesson Description
Independent or Partner Work: 15 minutes The teacher can decide if students will complete this activity independently or in pairs. They can assign the task as a Slidedeck .S. or teachers can adapt the task to be completed on a Jamboard. As students work, take note of a couple of points from the task that you would like to focus on for summary and consider which pieces of student work will help with the discussion.� Key Math to Observe
|
Lesson Description
Whole Class: 7 minutes �Based on your observation of student work and questions that came up during the classwork time, choose a couple of points to discuss as a summary. Talk about the accuracy of student’s estimates. Discuss how students were able to decide which operation to use. Discuss which strategies were used to solve the problems. Because students only get a point for every 12 tickets sold, they will not get a point for any remainders. Core Math to Emphasize
|
Objective
Today you will solve problems about raffle tickets using estimation and precise calculations.
LAUNCH |
1 |
What is a raffle
In a raffle, tickets are randomly pulled from a container. Whoever’s ticket is pulled from that container earns a prize.
LAUNCH |
1 |
Today’s problem
Let’s imagine that students are selling raffle tickets as a fundraiser. If you get a point for every 12 tickets you sell, how many points would you get for selling 36 tickets? 360 tickets? ��Let’s estimate our answer and share out our thinking.
LAUNCH |
1 |
Our estimates:
How many points?
Now that we have estimated how many points you would have gotten, you’re going to solve for an exact number.
EXPLORE |
2 |
Let’s Share Our Work
Teacher can copy and paste screenshots of student work here.
SUMMARIZE |
3 |
5.1 Lesson 22
Adapted from 5.1 Milestone
Adapted from 5.1 Milestone
Core math:
Description: Students model a situation about a trip to an amusement park with numerical expressions and multiply and divide with attention to place value.
Lesson Description
Whole Class: 5 minutes Choose a norm or Math Practice Standard you want to focus on and discuss. Tell students that today’s task is an opportunity to show everything they learned in this unit about estimation and whole number multiplication and division. Read through the task together and answer any questions. Remind students to include an expression showing their estimates. |
Lesson Description
Independent or Partner Work: 20 minutes The teacher can decide if students will complete this activity independently or in pairs. They can assign the task as a Google Slides .S.or teachers can adapt the task to be completed on a Jamboard. As students work, take note of a couple of points from the task that you would like to focus on for summary and consider which pieces of student work will help with the discussion.� Key Math to Observe
Teachers can allow students to complete this task over the course of two days. |
Lesson Description
Whole Class: 5 minutes �Once all students have finished, if there is time, discuss the task with the class. Have students share what was easy and what was challenging and why. The last question on the task might suggest a class discussion as to whether staying an extra night means paying the admission cost again. Core Math to Emphasize
|
Objective
Today you will show everything you have learned in this unit about estimation and whole number multiplication and division.
LAUNCH |
1 |
End of the Launch;
Beginning of Student Facing Slides .S.
There are no discussion prompts included in the Launch to this Milestone.
Teachers tell students that today’s task is an opportunity to demonstrate everything they have learned in this unit about decimal and fraction addition and subtraction. Teachers should read through the task and answer any questions.
Classwork
Universal Studios Field Trip!
For the 4th & 5th grade end-of-year field trip, the PTA raised $7,985 to take students to Universal Studios Hollywood!
Directions:
Read over the contents of this slide.
Problem #1
There will be 112 students and 13 adults.
These are the admission prices:
How much will tickets cost for everyone? �Estimate, then calculate the exact answer on a piece of paper. You will then take a picture of you work and upload it to the slide deck.
Universal Studios Admission Prices | |
Students | Adults |
$37 | $55 |
Directions:
Read over the contents of this slide.
Directions:
Complete your work with paper and pencil.
EXPLORE |
2 |
Directions:
Take a picture of your written work.
[Place the photo of your work here]
EXPLORE |
2 |
Problem #2
There will be 112 students and 13 adults.
These are the hotel prices:
How many rooms will they need to reserve? How do you know? Write your calculations and explanation on a piece of paper. You will then take a picture of you work and upload it to the slide deck.
Universal Hotel Prices | |
Room for 12 | $80 |
Directions:
Read over the contents of this slide.
Directions:
Complete your work with paper and pencil.
EXPLORE |
2 |
Directions:
Take a picture of your written work.
[Place the photo of your work here]
EXPLORE |
2 |
Problem #3
There will be 112 students and 13 adults.
These are the hotel prices:
How much will it cost for everyone to stay one night at the hotel? Estimate, then calculate the exact answer on a piece of paper. You will then take a picture of you work and upload it to the slide deck.
Directions:
Read over the contents of this slide.
Directions:
Complete your work with paper and pencil.
EXPLORE |
2 |
Universal Hotel Prices | |
Room for 12 | $80 |
Directions:
Take a picture of your written work.
[Place the photo of your work here]
EXPLORE |
2 |
Problem #4
After paying the admission, they had $3,126 left over. How many nights can the whole group stay at the hotel with this amount of money? How do you know?
Write your calculations and explanation on a piece of paper. You will then take a picture of you work and upload it to the slide deck.
Directions:
Read over the contents of this slide.
Directions:
Complete your work with paper and pencil.
EXPLORE |
2 |
Directions:
Take a picture of your written work.
[Place the photo of your work here]
EXPLORE |
2 |
Let’s Share Our Work
Teacher can copy and paste screenshots of student work here.
SUMMARIZE |
3 |
Breakout Room Slides
Teachers can use these slides to prepare students to be in Zoom breakout rooms
What should you have up on your Screen?
Looking at Zoom and your work together.
About ⅔ of your screen.
About ⅓ of your screen.
EXPLORE |
2 |
Breakout Rooms
|
|
|
|
Work Expectations Template
Teachers can use these slides to review expectations for independent, partner, or group work
Independent Work Expectations
Teacher writes in the student facing expectations that will support student learning:
Suggestions:
EXPLORE |
2 |
Partner Work Expectations
Teacher writes in the student facing expectations that will support student learning:
Suggestions:
Example of document that can be shared in Google Classroom if students are working in pairs:
EXPLORE |
2 |
Appreciations
Teachers can use these slides to structure appreciations at the end of class
Appreciations
“I appreciate ____ for (teacher selects an action related to the focus norm or standard for mathematical practice the class focused on today)”�
“I appreciate ____ for explaining _____”