# Everyday Math Worksheets

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```					Math Curriculum Framework: Everyday Math Grade 5
Topic: Lessons 1.1 – 2.6 (Instructional Days 1 - 21)
Content
Program of Studies                                                                        Everyday Math
What skills, concepts, and understandings do students need to learn and be                                  Activities/Resources
able to do?                                    What effective instructional activities and suggested materials could be used to
Core Content for Assessment                                                                 teach this content?
What do students need to understand and be able to apply to new situations?
NUMBER OPERATIONS                                                                         Students will:
Students will:                                                                Numeration:
 develop and apply computational procedures to add, subtract,                    Develop definitions of and identify prime and composite numbers (1.6,
1.9)
multiply and divide whole numbers using basic facts and                         Develop strategy for Factor Captor by recognizing that a prime has only 2
technology as appropriate.                                                        factors (1.6)
 add and subtract decimals through one-thousandths using                         Identify and explore properties of square numbers (1.7, 1.8, 1.9)
manipulatives or symbolic notation.                                             Use exponential notation to represent square numbers (1.7, 1.9)
 Review name-collection boxes (1.9)
MA-05-1.3.1                                                                       Introduce and practice finding factor strings and prime factorization (1.9)
 The Sieve of Eratosthenes Project: Use the Sieve of Eratosthenes to
Students will analyze real-world problems to identify the                           identify prime numbers from 1 to 100 (Unit 1 or after)
appropriate representations using mathematical operations,                        Deficient, Abundant, and Perfect Numbers Project: Classify whole
and will apply operations to solve real-world problems with                         numbers from 1 to 50 as deficient, abundant, or perfect (After Unit1)
the following constraints:                                                        Review place value for whole numbers and decimals (2.2)
 Add, subtract, multiply, and divide whole numbers
Operations and Computation:
(less than 100,000,000), using technology where
 Review multiplication facts using rectangular arrays (1.2)
appropriate; and                                                           Review factors, factor pairs, and products (1.3)
 Add and subtract decimals through hundredths.                                Take a timed multiplication facts test (1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9)
DOK 2                                                                             Fact Triangles (1.3, 1.4, 1.6)
 Review divisibility and relate factors and divisibility (1.4); test for divisibility
MA-05-1.5.1                                                                          using a calculator (1.5)
Students will identify and determine composite numbers,                           Introduce and use divisibility test for 2, 3, 5, 6, 9, and 10 (1.5, 1.9)
 Classify number as prime or composite by listing factors (1.6)
prime numbers, and factors of numbers, and will apply
 Use the exponent key on a calculator to find square numbers (1.7);
these numbers to solve real-world problems.                                          explore “unsquaring” a number (1.8)
DOK 2                                                                             Deficient, Abundant, and Perfect Numbers Project: Find the proper
factors of whole numbers form 1 to 50 (After Unit 1)
 Review addition and subtraction algorithms (2.2, 2.3)
MA-05-1.5.2
   Solve multidigit addition/subtraction problems, including decimals (2.2,
Students will use the commutative properties in written and
2.3, 2.4)
Grade 5: Lessons 1.1-2.6                                                                                                                               11/17/2010
Page 1 of 6
Math Curriculum Framework: Everyday Math Grade 5
Topic: Lessons 1.1 – 2.6 (Instructional Days 1 - 21)
mental computation. (Everyday Math: turn-around rule)                   Review situation diagrams used for solving number stories (2.4)

Patterns, Functions, and Algebra:
PROPERTIES OF NUMBERS AND OPERATIONS
 Review rectangular arrays; make all possible rectangular arrays for a
Students will:                                                           given number (1.2)
 use factors to determine prime and composite numbers.                Write multiplication number models for rectangular arrays. (1.2)
 skip-count forwards and backwards with fluency.                      Review number sentences, open sentences, and variables (2.4)
 use properties of numbers for written and mental computation         Solve addition/subtraction number stories by modeling with open
sentences (2.4)
(e.g., combine commutative and associative properties to
rearranged multiplication exercises such as 4x(7X5) which can   Measurement and Reference Frames:
be rearranged as (4x5)x7 to simplify the multiplication).           Use estimation to solve a time and distance problem for which an exact
(Everyday Math: turn-around rule)                                     answer is not possible (2.1)

MA-05-1.1.1                                                       Data and Chance:
 Review maximum, minimum, mode, median, and mean (2.5)
Students will:                                                        Collect and record data from an experiment (2.5)
 Apply multiple representations (e.g., drawings,                  Analyze data from an experiment, using landmarks (2.5)
manipulatives, base-10 blocks, number lines,                     Interpret data displayed in a table (2.5)
expanded form, symbols) to represent whole                       Review and apply vocabulary describing chance events (2.6)
numbers (0 to 99,999,999);                                       Introduce the Probability Meter (2.6)
 Explain how the base-10 number system relates to                 Perform an experiment to estimate the probability of a chance event and
record the results on the Probability Meter (2.6)
place value.                                                     Identify landmarks for a given data set (2.6)
DOK 2

MA-05-1.1.2
Students will read, write, and rename whole numbers and
decimals, and apply to real-world and mathematical problems.

MA-05-1.1.3
Student will compare (<,>,=) and order whole numbers (0 to
99,999,999) and decimals (through thousandths).
DOK 2

MEASURING PHYSICAL ATTRIBUTES
Students will:
 solve problems involving money.
Grade 5: Lessons 1.1-2.6                                                                                                           11/17/2010
Page 2 of 6
Math Curriculum Framework: Everyday Math Grade 5
Topic: Lessons 1.1 – 2.6 (Instructional Days 1 - 21)

SYSTEMS OF MEASUREMENT
Students will:
 describe, define, give examples of and use to solve real-world
and/or mathematical problems both nonstandard and standard
units of measurement to include money.

DATA REPRESENTATIONS
Students will:
 pose questions and choose an appropriate method to collect,
organize and display student-collected data to answer the
question.
 analyze and make inferences from data display (e.g.,
tables/charts).

MA-05-4.1.1
Students will analyze and make inferences from data
displays (tables/charts).
DOK 3

CHARACTERISTICS OF DATA
Students will:
 draw conclusions and make predictions based on data.
 develop the meaning and interpretation of the arithmetic mean
(average) for numerical data.
 determine the mean, median, mode and range of a set of data
and use the results to answer questions about the set of data.
MA-05-4.2.1
Students will determine and apply the mean, median, mode
(for a data set with no more than one mode), and range of a
set of data.
DOK 2

EXPERIMENTS AND SAMPLES
Grade 5: Lessons 1.1-2.6                                           11/17/2010
Page 3 of 6
Math Curriculum Framework: Everyday Math Grade 5
Topic: Lessons 1.1 – 2.6 (Instructional Days 1 - 21)
Students will:
 pose questions and collect, organize, display and interpret
data to answer the questions.

MA-05-4.3.1
Students will describe and give examples of the process of using
data to answer questions (e.g., pose a question, plan, collect
data, organize and display data, interpret data to answer
questions).

PROBABILITY
Students will:
 determine the possible outcomes of simple probability
experiments that are conducted by using manipulatives.
 determine the likelihood of an event and represent that
likelihood in numerical terms.
 examine events and describe their probability as likely or
unlikely.

MA-05-4.4.2
Students will determine the likelihood of an event and the
probability of an event (expressed as a fraction).
DOK 2

VARIABLES, EXPRESSIONS AND OPERATIONS
Students will:
 explore unknowns and open sentences to express
relationship.
 represent real-world situations with mathematical sentences
containing missing values.
 use variables of missing values to model verbal descriptions of
real-world situations.

Grade 5: Lessons 1.1-2.6                                            11/17/2010
Page 4 of 6
Math Curriculum Framework: Everyday Math Grade 5
Topic: Lessons 1.1 – 2.6 (Instructional Days 1 - 21)

MA-05-5.2.1
Students will model verbal descriptions of real-world and
mathematical problems using a variable or a missing value
in an expression.
DOK 2
Everyday Math Learning Goals: Find the prime factorizations of numbers (1.9); Rename numbers written in exponential notation (1.7-
1.9); Use a divisibility test to determine if a number is divisible by another number (1.5); Identify prime and composite numbers (1.6,
1.9); Understand how square numbers and their square roots are related (1.8); Draw arrays to model multiplication (1.2, 1.7); Know
multiplication facts (1.2-1.9); Identify even and odd numbers (1.4, 1.5); Find the factors of numbers (1.3, 1.4, 1.6, 1.9); write and solve
open sentences for number stories (2.4); Find the sum and difference of multi-digit whole numbers and decimals (2.2., 2.3); Identify the
maximum, minimum, median, mode, and mean for a data set (2.5)
Vocabulary:                                              Rectangular array, number model, turn-around rule (for multiplication), perpetual calendar, factor,
What terms could students use to clarify communication        product, factor pair, even number, odd number, remainder, divisible, factor rainbow, quotient,
about this content?                                           square array, square number, exponent, square root, factor string, prime factorization, value, digit,
partial-sums method, algorithm, column-addition method, number sentence, open sentence,
variable, minimum, maximum, range, mean, impossible, certain, Probability Meter, likely, unlikely
Practice and Intervention:                                    High-Number Toss: Decimal Version; Multiplication Top-It; Beat the Calculator; Baseball
What games and activities should students use for topic       Multiplication; Factor Captor; Factor Top-It; Addition Top-It
development, continued practice and/or intervention?

Assessment:
How will students be assessed to find out what they already
know and what they’ve learned?

Inclusions needed within the lessons to                              Vocabulary term of “multiples”
correlate with Program of Studies and/or Core                        Properties of Number and Operations:
o MA-05-1.3.2 Students will skip-count forwards and backwards.
Content for Assessment:
o MA-05-1.5.2 Students will use the commutative properties of addition and
multiplication, the associative properties of addition and multiplication, the identity
properties of addition and multiplication, and the zero property of multiplication in
written and mental computation.
   Do as a Routine Activity: Students will document the beginning and ending time on their
journal pages to the nearest minute and then determine elapsed time.
   Measuring Physical Attributes:
o MA-05-2.1.1 – Students will apply standard units to measure time (nearest
minute). DOK 2
   Systems of Measurement:

Grade 5: Lessons 1.1-2.6                                                                                                                                11/17/2010
Page 5 of 6
Math Curriculum Framework: Everyday Math Grade 5
Topic: Lessons 1.1 – 2.6 (Instructional Days 1 - 21)
o    MA-05-2.2.1 – Students will determine elapsed time. DOK 3
o    MA-05-2.2.3 – Students will convert units within the same measurement
system (money) and use the units to solve problems. DOK 2 (Use Minute
Math (Gr. 1-3) pgs. 65, 66, 67; Games: Buyer-Vendor Game; Coin Top-It; Making
Change; Pick-A-Coin)
o describe, define, give examples of and use money to solve real-world and/or
mathematical problems.
    Patterns, Relations and Functions:
o MA-05-5.1.1 – Students will extend patterns, find the missing term(s) in a
pattern, or describe rules for patterns (e.g., numbers, pictures, tables, words)
from real-world and mathematical problems. DOK 3
o MA-05-5.1.3 – Students will determine an output value or an input value for a
function rule given the other value. DOK 2
o MA-05-5.3.1 – Students will model real-world and mathematical problems with
simple number sentences (equations and inequalities) with a variable or
missing value (e.g., 4 = 2 X N, ____ + 5 > 14) and apply simple number
sentences to solve mathematical and real-world problems. DOK 2

Grade 5: Lessons 1.1-2.6                                                                                                        11/17/2010
Page 6 of 6

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