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Weekly handouts and information for Math

We are at Week 19.   Scroll down to week 19.  We will be adding and subtracting  fractions with like denominators.  We will also work on making fractions equivalent.

Week 32  Review for GMAP

Week 31  Review for GMAP

Week 30  Lineplots

MGSE 5.M
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

Week 29

MGSE5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

MGSE5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

MGSE5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

a. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.

b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real world and mathematical problems.

c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.

Volume=Length  X  Width  X  Height

This week we will be working on finding the volume of composite figures.

Week 28

MGSE5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

MGSE5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

MGSE5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

a. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.

b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real world and mathematical problems.

c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.

Volume=Length  X  Width  X  Height

Week 27

MGSE5.MD.1 Convert among different-sized standard measurement units (mass, weight, length, time, etc.) within a given measurement system (customary and metric) (e.g., convert 5cm to 0.05m), and use these conversions in solving multi-step, real world problems.

ESSENTIAL QUESTIONS:

How do I convert measurement units within the customary system?
How do I use converted measurement to solve multi-step real world problems?

King Henry Died Drinking Chocolate Milk by Matthew S. Ray

One upon a time, in the country of Metricland,

There lived a king named Henry, and one thing he couldn’t stand

Was regular white milk – whole, low fat, or skim.

Only chocolate milk ever appealed to him.

He’d call on his servants, “Bring me my milk!”

“And don’t get it on my robe made of silk!”

“And make sure it’s chocolate, not white, and not red!”

So every day he’d wake up with a glass of the chocolate treat

Sitting on his nightstand with a plate of cookies to eat.

He’d gobble them down, then swallow the drink,

Then get up and walk down to the bathroom sink.

When he turned on the faucet, instead of water there would be

Chocolate milk a-flowing from a chocolate milky sea.

After brushing his teeth, he’d start on his path,

To his chocolate bath tub for his chocolate milk bath.

While bathing in chocolate, Henry would sit with a straw

Drinking up the bath milk and the filth that he saw.

He drank up the whole bath: soap, milk, and all.

And one day was his last bath, it was King Henry’s fall.

The queen came in that day and no, she couldn’t stand.

Lying dead in the bath tub was the king of Metricland.

Never again would he wear his robe made of silk:

King Henry Died Drinking Chocolate Milk.

Week 26  Customary Measurement  and Metric Measurement

STANDARD:

MGSE5.MD.1 Convert among different-sized standard measurement units (mass, weight, length, time, etc.) within a given measurement system (customary and metric) (e.g., convert 5cm to 0.05m), and use these conversions in solving multi-step, real world problems.

ESSENTIAL QUESTIONS:

How do I convert measurement units within the customary system?
How do I use converted measurement to solve multi-step real world problems?

Song:  https://www.youtube.com/watch?v=P9sYvDCnI0g      Remember  Horse to Fly -Multiply Fly to Horse Divide of course

Customary Measurements

1 foot = 12 inches

1 yard = 3 feet = 36 inches

1 mile = 1,760 yards = 5,280 feet = 63,360 inches

Gallon MAN

Websites and Activities:
https://learnzillion.com/lessonsets/407 - Word Problem Practice
http://www.k-5mathteachingresources.com/4th-grade-measurement-and-data.html - Variety of fun activities

Videos:
http://viewpure.com/DQPQ_q59xyw - History of measurement systems
http://viewpure.com/BHOrKVlgRec  -  The Story of Gallon Man
http://viewpure.com/RpRC78Cwz0c  - Customary Capacity
http://viewpure.com/Z-bNMZyLsEU  - Customary weight measures
http://viewpure.com/itvu0uuwps8 - Customary Units of Weight
http://viewpure.com/S_5pynxG-4U - Estimate length in inches
www.educanon.com/public/94358/215589 - Measurement with Educanon

Songs:
http://viewpure.com/E4UC_StFhAk - UMIGO: A cup fills up (capacity)

Metric Measurements

Websites and activities:
https://learnzillion.com/lesson_plans/66 - Follow through lesson for practice on converting large to small units
http://www.k-5mathteachingresources.com/4th-grade-measurement-and-data.html - Variety of fun activities

Videos:
http://viewpure.com/1nbLvI-gNKk - Word Problems with measurements
http://viewpure.com/U04nHNUMfPA  - Bill Nye's Introduction to the Metric System
http://viewpure.com/6q98k4ybJKw - Metric Measurement - Weight
http://viewpure.com/DzcnqT7YZPg - Measure and estimate liquid volumes and masses Lesson 1

Songs:
http://viewpure.com/1X7kzWZS_tk - The Measurement song (to Happy and you know it!)
http://viewpure.com/XKCZn5MLKvk - How to Convert Units using a simple formula
http://viewpure.com/wqE8TmS_rVc - Capacity Song
http://viewpure.com/hY6K5eNkxp8 - Meters, Liters, and grams music video

Week 25   Coordinate Planes

MGSE5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

MGSE5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

ESSENTIAL QUESTIONS:

1.  Describe the origin on the coordinate system.

The x- and y-axes intersect at the origin and the point, (0,0), is the ordered pair.

2.  What is the x-axis?

The x-axis is a horizontal number line that intersects the y-axis at the origin (0,0).

3.  What is the y-axis?

The y-axis is a vertical number line that inersects the x-axis at the origin (0,0).

4.  What is a x-coordinate?

It describes the horizontal distance from the origin and is the first coordinate in the ordered pair.

5.  What is the y-coordinate?

It describes the vertical distance from the origin and is the second coordinate in the ordered pair.

https://www.brainpop.com/math/dataanalysis/coordinateplane/

http://www.mathnook.com/math/skill/coordinategridgames.php

http://www.wikihow.com/Graph-Points-on-the-Coordinate-Plane

Week 24

MGSE5.G.3 Understand that attributes belonging to a

category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

ESSENTIAL QUESTIONS:

1.  Describe the attributes of triangles.  (using their sides and angles).

2.  Describe the attributes of parallelograms.

http://www.cpalms.org/Public/PreviewResourceLesson/Preview/46746

http://http://youtu.be/F8jm9kqQNoo paper airplanes

https://safeshare.tv/x/HzhvuWwcgn

https://safeshare.tv/x/HzhvuWwcgn

Week 23

MGSE5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole
numbers and whole numbers by unit fractions.

a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients.
For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the
quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 =
1/12 because (1/12) × 4 = 1/3.

b. Interpret division of a whole number by a unit fraction, and compute such quotients. For
example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the
quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20
because 20 × (1/5) = 4.

c. Solve real world problems involving division of unit fractions by non-zero whole numbers and
division of whole numbers by unit fractions, e.g., by using visual fraction models and equations
to represent the problem. For example, how much chocolate will each person get if 3 people
share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?

ESSENTIAL QUESTIONS:
1.  How do I model division of a whole number by a fraction?  Fraction by a fraction?  Fraction by a whole number?

2.  How do I use the algorithm to divide a whole number by a fraction?  fraction by a fraction?  Fraction by a whole number?

3.  How does the relationship between multiplication and division help me divide fractions?

https://learnzillion.com/lesson_plans/7994-divide-whole-numbers-by-unit-fractions-using-a-model  a whole number divided by a fraction

https://learnzillion.com/lesson_plans/7994-divide-whole-numbers-by-unit-fractions-using-a-model  a fraction divided by a whole number.

http://www.mathsisfun.com/fractions_division.html   This video will walk you through the process.

## There are 3 Simple Steps to Divide Fractions:

 Step 1. Turn the second fraction (the one you want to divide by) upside down  (this is now a reciprocal). Step 2. Multiply the first fraction by that reciprocal Step 3. Simplify the fraction (if needed)

Week 22

MGSE5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. a. Apply and use understanding of multiplication to multiply a fraction or whole number by a fraction. Examples: ?? ?? × ?? as ?? ?? × ?? 1 and ?? ?? × ?? ?? = ???? ???? b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths.

Homework Thursday and a test on Friday..

### There are 3 simple steps to multiply fractions

1. Multiply the top numbers (the numerators).

2. Multiply the bottom numbers (the denominators).

3. Simplify the fraction if needed.

### Example:

Step 1. Multiply the top numbers:

1/2  X 2/5        1 x 2  =3

Step 2. Multiply the bottom numbers

2 X 5 = 10
Step 3Simplify the fraction:

2/10  = 1/5

### With Pizza

Here you can see it with pizza ...

Week 21

MGSE5.NF.1 Add and subtract fractions and mixed numbers with unlike denominators by finding a common denominator and equivalent fractions to produce like denominators.

ESSENTIAL QUESTIONS:  How do you add and subtract fractions and mixed numbers with unlike denominators?

Week 20

MGSE5.NF.1 Add and subtract fractions and mixed numbers with unlike denominators by finding a common denominator and equivalent fractions to produce like denominators.

Week 19

MGSE4.NF.1 Explain why two or more fractions are equivalent ?? ?? = ?? × ?? ?? × ?? ex: 1 4 = 3 × 1 3 × 4 by using visual fraction models. Focus attention on how the number and size of the parts differ even though the fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

MGSE4.NF.3 Understand a fraction ?? ?? with a numerator >1 as a sum of unit fractions 1 ?? . a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole

Week 18

MGSE5.NF.3 Interpret a fraction as diingvision of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. Example: 3 5 can be interpreted as “3 divided by 5 and as 3 shared by 5”.

https://learnzillion.com/resources/10071

Week 17   We are learning the divisibility rules.  2, 3, 4, 5, 6, 9, 10

http://www.helpingwithmath.com/by_subject/division/div_divisibility_rules.htm

Week 16

MGSE5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

We will be using models to divide decimals.

Week 15

MGSE5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

We will be dividing decimals using the standard algorithm.  Parents this is the way we learned how to divide decimals

Week 14

MGSE5.NBT.6 Fluently divide up to 4-digit dividends and 2-digit divisors by using at least one of the following methods: 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 or concrete models. (e.g., rectangular arrays, area models).

EQs:

How can estimating help us when solving division problems?

What strategies can we use to efficiently solve division problems?

What are the steps to the traditional division algorithm?

Week 13

MGSE5.NBT.6 Fluently divide up to 4-digit dividends and 2-digit divisors by using at least one of the following methods: 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 or concrete models. (e.g., rectangular arrays, area models).

EQs:

How can estimating help us when solving division problems?

What strategies can we use to efficiently solve division problems?

What are the steps to the traditional division algorithm?

Week 12

MGSE5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

We will be ,multiplying decimal numbers.

Week 11

MGSE5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm (or other strategies demonstrating understanding of multiplication) up to a 3 digit by 2 digit factor.

We will continue to work on Multiplication of Multi-Digit numbers

We have been working on this will be the third week.  Please have your child practice their multiplication facts.

Week 10

MGSE5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm (or other strategies demonstrating understanding of multiplication) up to a 3 digit by 2 digit factor.

We will continue to work on Multiplication of whole numbers.

http://www.homeschoolmath.net/teaching/md/multiply_2_digit.php

Week 9

http://www.mathplayground.com/multiplication05.html   practice for multiplying with the algorithm

https://learnzillion.com/lesson_plans/8117-use-partial-products-for-multiplication partial product

MGSE5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm (or other strategies demonstrating understanding of multiplication) up to a 3 digit by 2 digit factor.

Week 8

MGSE5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

https://www.youtube.com/watch?v=dAgfnK528RA   video on order of operations

# Order of Operations - PEMDAS

## Operations

"Operations" means things like add, subtract, multiply, divide, squaring, etc. If it isn't a number it is probably an operation.

But, when you see something like ...

7 + (6 × 52 + 3)

... what part should you calculate first?

Start at the left and go to the right?
Or go from right to left?

Warning: Calculate them in the wrong order, and you will

So, long ago people agreed to follow rules when doing calculations, and they are:

## Order of Operations

Do things in Parentheses First. Example:

 6 × (5 + 3) = 6 × 8 = 48 6 × (5 + 3) = 30 + 3 = 33 (wrong)

Exponents (Powers, Roots) before Multiply, Divide, Add or Subtract. Example:

 5 × 22 = 5 × 4 = 20 5 × 22 = 102 = 100 (wrong)

Multiply or Divide before you Add or Subtract. Example:

 2 + 5 × 3 = 2 + 15 = 17 2 + 5 × 3 = 7 × 3 = 21 (wrong)

Otherwise just go left to right. Example:

 30 ÷ 5 × 3 = 6 × 3 = 18 30 ÷ 5 × 3 = 30 ÷ 15 = 2 (wrong)

## How Do I Remember It All ... ? PEMDAS !

 P Parentheses first E Exponents (ie Powers and Square Roots, etc.) MD Multiplication and Division (left-to-right) AS Addition and Subtraction (left-to-right)

Week 7

STANDARD:  MGSE5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

https://www.youtube.com/watch?v=26nJw1Ko4-A   song for lining up decimals

Week 6    Unit TEST this week -  We will review everything we have learned for the past 6 weeks.

STANDARD:    MGSE5.NBT.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.

MGSE5.NBT.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.

MGSE5.NBT.3 Read, write, and compare decimals to thousandths.
a. Read and write decimals to thousandths using base-ten numerals, number names, and
expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

MGSE5.NBT.4 Use place value understanding to round decimals up to the hundredths place.

Powers of Ten

Representation of Decimals

Comparing decimals

Rounding decimals

Week 5 Powers of Ten

We will be working on the above standards again.  We will be working with powers of ten.

This video is about Mr. Dull  -He helps us move the decimal to the correct place  or multiply by powers of ten with accuracy.

https://www.youtube.com/watch?v=ZWZ5n5slX8I    our song for multiplying and dividing  decimals

Examples.   36 × 10 = 360   Add on one 0.

36 × 100 = 3600                Add on two 0's.

36 × 1000 = 36,000             Add on three 0's.

 Examples. 63.4 ÷ 10 = 6.34 Move the point one place left. 63.4 ÷ 100 = .634 Move the point two digits left. 63.4 ÷ 1000 = .0634 Move the point three digits left.  To do this, add on a 0.

Week 4 Rounding

Videos that will help

http://www.calculatorsoup.com/calculators/math/roundingnumbers.php

http://www.webmath.com/k8round.html       This explains how to round numbers and is quite fun!

http://www.aaamath.com/dec44bx2.htm   fun practice

Week 1, 2, 3