# 5Th Grade Math Estimation Worksheets Scranton School by nky85654

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5Th Grade Math Estimation Worksheets document sample

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```									                                                    Scranton School District
Planned Course
Mathematics

Standards               Skills/Knowledge                        Suggested Activities                     Assessment
2.1 Numbers, Number      A. Use expanded notation to         1. Identify and write the place value for   Ø Formal assessment and
Systems and Number      represent whole numbers or          each digit in a whole number up to         teacher observations
Relationships           decimals.                           hundred millions.

2. Write decimals in expanded form using
whole numbers, tenths, and hundredths.

3. Place value charts, base ten blocks.

1. Use commutative property, associative
B. Apply number theory                 property and distributive property to    Ø Formal assessment and
concepts to rename a                rename number quantities.                  on-going teacher
number quantity. (e.g. six, 6,
12                                                                           observations
3
, 2 x 2, 10 – 4).                2. Worksheets, applicable Practice Book
Brace) daily assignments.

1. Solve a variety of story problems using
C. Demonstrate that               the four operation of Mathematics.            Ø On-going teacher
mathematical operations can                                                    observation and
represent a variety of      2. E-Lab Software.                                 assessment
problem situations.
Standards                Skills/Knowledge                    Suggested Activities                         Assessment
2.1 Numbers, Number          D. Use models to represent        1. Use fraction circles, base ten              Ø Teacher observation of
Systems and Number          fractions and decimals.           blocks, decimal number line, and              classroom activities
Relationships – Con’t.                                        decimal squares to represent                  involving the use of
fractions and decimals (up to                 manipulatives
thousandths).

Ø Formal assessment
E. Explain the concepts of        1. List the prime numbers to 100.                and classroom
prime composite numbers.          Identify whole numbers as prime or            observation
composite.

2. Explain in writing the difference
between prime and composite
numbers.

3. Sieve of Eratosthenes, square
tiles

F. Use simple concepts of                                                        Ø Teacher observation of
1. Use manipulatives such as number
negative numbers (e.g., on a                                                    classroom activities
lines or thermometers to represent
number line, in counting, in                                                    involving the use of
negative numbers.
temperature).                                                                   manipulatives

G. Develop and apply number                                                      Ø Classroom activities
1. Factor numbers up to 100 using
theory concepts (e.g.,                                                          and formal assessment
rules for divisibility by 2, 3, 5, 6, and
primes, factors, multiples,       10.
composites) to represent
numbers in various ways.       2. Use prime factors to find the
greatest common factor of two
numbers to 50.

3. Use prime factors to find the least
common multiple of two numbers
up to 50.
Standards               Skills/Knowledge                    Suggested Activities                 Assessment
2.2 Computation and   A. Create and solve word problems       1. Story problems                  Ø Teacher observation and
Estimation           involving addition, subtraction,     2. Practice book and Mixed           formal assessment
multiplication and division of whole    Applications (Math Advantage,
numbers.                                Harcourt Brace).
3. Student created word problems

B. Develop and apply algorithms to     1. Practice book and mixed          Ø Teacher observation and
solve word problems that involve       applications (Math Advantage,      formal assessment
multiplication with decimals with
and without regrouping.             2. Student created word problems

C. Develop and apply algorithms to                                         Ø Teacher observation and
1. Practice book and mixed
solve word problems that involve                                          formal assessment
multiplication with fractions and
mixed numbers that include like     2. Student created word problems
and unlike denominators.            3. Fraction Fireworks software

D. Demonstrate the ability to round                                        Ø Teacher observation and
1. Round whole numbers up to the      formal assessment
numbers.                               nearest million place and
decimals to the nearest tenth,
hundredth and thousandth.

2. Classroom place value chart
Standards                   Skills/Knowledge                   Suggested Activities                   Assessment
2.2 Computation and       E. Determine through estimations      1. Estimate by rounding or use of     Ø Teacher observation and
Estimation – Con’t.      the reasonableness of answers         compatible numbers to                formal assessment
to problems involving addition,       determine the reasonableness
subtraction, multiplication and       of answers in problem solving.
division of whole numbers.

F. Demonstrate skills for using       1. Fraction calculator                Ø Teacher observation and
fraction calculators to verify                                             formal assessment
conjectures, confirm
computations and explore
complex problem-solving
situations.

G. Apply estimation strategies to a   1. Teacher made activities,           Ø Teacher observation and
variety of problems including         workbook pages (Math                 formal assessment
time and money.                       Advantage, Harcourt Brace).

H. Explain multiplication and                                               Ø Teacher observation and
1. Oral and written explanations of
division algorithms.                                                       formal assessment
the involved algorithm.

I.   Select a method for computation 1. Select paper and pencil, mental     Ø Teacher observation and
and explain why it is appropriate.                                       formal assessment
Math or a calculator to solve a
variety of problems and explain
the appropriateness of using the
selected method.
Standards               Skills/Knowledge                      Suggested Activities                   Assessment
2.3 Measurement and   A. Select and use appropriate         1. Metric and English rulers, balance    Ø Teacher observation
Estimation           instruments and units for             scales, digital and analog clocks,      and formal assessment
measuring quantities (e.g.,           and Fahrenheit and Celsius
perimeter, volume, area, weight,      thermometers, grid paper and grid
time, temperature).                   transparencies.

Ø Teacher observation
B. Select and use standard tools to 1. Metric and English rulers, trundle        and formal assessment
measure the size of figures with    wheel, one inch grid paper and one
specified accuracy, including       centimeter grid paper.
length, width, perimeter and area.

Ø Teacher observation
C. Estimate, refine and verify                                                   and formal assessment
specified measurements of          1. Metric and English rulers, capacity
objects.                              containers and scales.

Ø Teacher observation
D. Convert linear measurements                                                   and formal assessment
within the same system.            1. Metric and English rulers, capacity
containers and scales, conversion
charts.

Ø Teacher observation
E. Add and subtract measurements                                                 and formal assessment
1. Add and subtract measurements with
and without renaming.
Standards            Skills/Knowledge                      Suggested Activities                    Assessment
2.4 Mathematical    A. Compare quantities and             1. Less than, greater than and equal to Ø Teacher observation
Reasoning and      magnitudes of numbers.                equations.                             and formal assessment
Connections

B. Use models, number facts,          1. Analyze a problem to see how parts     Ø Teacher observation
properties and relationships to       logically relate to each other.          and formal assessment
check and verify predictions       2. Use synthesis by applying inductive
and explain reasoning.                reasoning to the facts presented in
a problem.
Ø Teacher observation
C. Draw inductive and deductive                                                   and formal assessment
conclusions within                 1. Draw inductive conclusions within
mathematical contexts.                mathematical contexts.
2. Draw deductive conclusions within
mathematical contexts.
3. Identify relevant and irrelevant
information in a word problem.         Ø Teacher observation
and formal assessment
D. Distinguish between relevant
and irrelevant information in a    1. Problem solving – Think Along
mathematical problem.                 worksheets (Series Resource            Ø Teacher observation
book)                                    and formal assessment

precise language of logic (e.g., 1. Solve word problems using key
“all”, “or”, “every”, “none”,       words “or”, “and”, “but”, etc.           Ø Teacher observation
“some”, or “many”).                                                            and formal assessment

F. Use statistics to quantify
issues (e.g., in social studies,   1. Cross-curricular activities from the
in science).                          Math Advantage series teacher’s
edition.
Standards                  Skills/Knowledge                      Suggested Activities                       Assessment
2.5 Mathematical          A. Develop a plan to analyze a       1. Demonstrate an understanding of the        Ø Formal and informal
Problem Solving and      problem, identify the information    problem. (Retell the problem, list the       assessments and
Communication            needed to solve the problem,         pertinent information).                      teacher observation
carry out the plan, check
2. Develop a plan to solve the problem.
sense and explain how the
and make an estimate).
problem was solved.
3. Solve the problem. Show the solution
and write the answer in a complete
sentence.
4. Look back and check the answer for
accuracy. Explain the steps involved.

B. Use appropriate mathematical      1. Same as above.                             Ø Formal and informal
terms, vocabulary, language                                                       assessments and
symbols and graphs to explain     2. Explain solutions orally and in writing.
teacher observation
clear and logical solutions to
problems.

1. Student created models (drawings,
C. Show ideas in a variety of ways,    charts, graphs, tables, etc.) to
including words, numbers,           represent concepts, equations and        Ø Formal and informal
symbols, diagrams and models.       solutions to a variety of math problems.   assessments and
teacher observation
Standards                Skills/Knowledge                 Suggested Activities                   Assessment
2.6 Mathematical          D. Connect, extend and                                                 Ø Formal and informal
Problem Solving and      generalize problem solutions                                          assessments and teacher
Communication –          to other concepts, problems                                           observation
Con’t.                   and circumstances in
mathematics.

E. Select, use and justify the
methods, materials and         1. Orally explain the reasons for    Ø Teacher observation
strategies used to solve          using specific methods.
problems.

F. Use appropriate problem-
solving strategies (e.g.,      1. Given a variety of problems       Ø Formal and informal
solving a simpler problem,        the student will select the         assessments and teacher
drawing a picture or              appropriate strategy and            observation
diagram).                         apply that strategy to find the
correct solution.
Standards               Skills/Knowledge                 Suggested Activities                   Assessment
2.6 Statistics and Data   A. Organize and display data      1. Students will construct charts, line Ø Teacher observation and
Analysis                 using pictures, tallies,          graphs, bar graphs and line plots      informal assessment
tables, charts, bar graphs        to describe data.
and circle graphs.

Ø Formal and informal
B. Describe data sets using       1. Given a set of data, the student     assessments and
mean, median, mode and            will supply its mean, median,        teacher observation
range.                            mode and range.

C. Sort data using Venn           1. Using Venn diagrams, students
diagrams.                         will compare and contrast data.

Ø Classroom observation
D. Predict the likely number of   1. Number cubes, coins, tree            and formal assessment
times a condition will occur      diagrams, spinners and dice will
based on analyzed data.           be used to predict probability.

E. Construct and defend
simple conclusions based
on data.

F.

G. Select and use appropriate                                           Ø Open ended question/
strategies, including        1. Distributive property                  answer rubric
concrete materials, to solve
number sentences and         2. Base ten block activity
explain the method of
solution.                    3. Graph paper modeling
Standards              Skills/Knowledge                Suggested Activities                  Assessment
2.6 Statistics and Data   H. Locate and identify points    1. Plant Growth activity, p. 163,    Ø Interpreting data on a
Analysis – Con’t.        on a coordinate system.          Principles and Standards graph      coordinate grid
paper.

I.   Generate functions from     1. Plant Growth activity, p. 163,    Ø Open ended question/
tables of data and relate      Principles and Standards, Table     answer rubric
data to corresponding          of Date and Coordinate Grid
graphs and functions.          Interpretation.                   Ø Formal assessment
Standards          Skills/Knowledge                  Suggested Activities                      Assessment
2.7 Probability and   A. Perform simulations with       1. Coin Toss Activity E62, Harcourt      Ø Teacher observation
Predictions          concrete devices (e.g.,           Enrichment
dice, spinners) to predict                                              Ø Assessment worksheet
the chance of an event         2. Dice Activity E63, Harcourt
occurring.                        Enrichment

B. Determine the fairness of      1. The probability =                     Ø Formal assessment
the design of the spinner.           Number of selections
Total number of selections

2. Write each probability as a
fraction a/b.

C. Express probabilities as       1. Math explorer calculator activities   Ø Cooperative group
fractions and decimals.           using F~D function key.                 activity

Ø Teacher observation

1. Computer software, Number
D. Compare predictions               Heroes, Probability, Harcourt         Ø Teacher Observation
based on theoretical
probability and
experimental results.

1. Enrichment Activity, E64, E65,
E. Calculate the probability of      Harcourt                              Ø Formal assessment
a simple event.
Standards                   Skills/Knowledge                     Suggested Activities                    Assessment
2.7 Probability and        F. Determine patterns generated       1. Students create and interpret a       Ø Teacher observation
Predictions – Con’t.      as a result of an experiment.         table in which they organize data
from an experiment.                   Ø Worksheet activity

G. Determine the probability of an 1. Define terms                             Ø Worksheet activity
event involving “and”, “or”, or
“not”.                          2. Write sentences using “and”, “or”,
and “not” based on student spinner
simulation activity.

H. Predict and determine why          1. Math journals – define terms and      Ø Word search or
some outcomes are certain,            give examples of each term.             crossword puzzle,
more likely, less likely                                                      puzzlemaker.com
equally likely or impossible.      2. Enrichment activity, E66, Harcourt
Ø Worksheet activity

I.   Find all possible combinations   1. Students make an organized list of    Ø Teacher observation of
and arrangements involving a        data (all possible outcomes).           students in cooperative
limited number of variables.                                                groups

J. Develop a tree diagram and
list elements.                     1. Math journals – define term and       Ø Student activity
draw illustration.
Ø Teacher formal
2. Students develop problems               assessment
involving multiple combinations and
illustrate as a tree diagram.

3. Students list outcomes.
Standards                  Skills/Knowledge                    Suggested Activities                    Assessment
2.8 Algebra and Functions   A. Recognize, reproduce,             1. Express “growing squares” as        Ø Teacher observation
extend, create, and describe         mathematical sentences. p151,
patterns, sequences and              Principles and Standards            Ø Dot paper sheet
relationships verbally,
numerically, symbolically, and
graphically, using a variety of
materials.

B. Connect patterns to               1. Use “growing squares” model to      Ø Graph paper activity
geometric relations and basic        predicate area. Extend the
number skills.                       pattern.

C. Form rules based on patterns      1. Number patterns – find the next     Ø Activity sheet
(e.g. an equation that relates       three terms. Write the rule. E49,
pairs in a sequence).                Harcourt                            Ø Cooperative team
activity

D. Use concrete objects and
combinations of symbols and       1. Rectangular multiplication, base    Ø Base ten block activity
numbers to create                    ten blocks. p161, Principles and
expressions that model               Standards                           Ø Cooperative team
mathematical situations.                                                   activity
2. Commutative Property Practice
Ø Teacher observation
3. Distributive Property Practice
Standards                  Skills/Knowledge                  Suggested Activities                  Assessment
2.8 Algebra and Functions –   E. Explain the use of         1. Surface Area Activity   p.p.160- Ø Teacher observation
Con’t.                       combinations of symbols       162 Tower of Cubes Principles
and numbers in                and Standards       S = 4 x n + 2 Ø Cooperative team activity
expressions, equations and
inequalities.                                                   Ø Modeling

Ø Open-ended question/
1. Plant Growth Activity    p.163,
F. Describe realistic situation                                          answer rubric. Samples
Principles and Standards
using information given in                                            in Performance
equations, inequalities,                                              Assessment
tables or graphs.
Standards        Skills/Knowledge                   Suggested Activities                    Assessment
2.9 Geometry     A. Give formal definition of       1. Glossary                            Ø Vocabulary word search
geometry.                       2. Journal                             Ø Crossword puzzle

B. Classify and compare            1. Triangle Land Activity              Ø Activity sheets
triangles and quadrilaterals    2. Measure Me Activity       (E138,    Ø Teacher observation
according to sides or angles.      E139) Harcourt Brace

C. Identify and measure circles,    1. Pattern Block activity, Non-       Ø Teacher observation
their diameters and their radii.    standard unit of measure to find   Ø Activity sheet
patterns in angle, sums of
polygons. (tan pattern blocks)

D. Describe in words how
geometric shapes are            1. Number Heroes Geocomputer           Ø Rubric performance
constructed.                       Nest of geometric shapes to be        assessment
constructed by students.
Students describe in written form
step by step instructions for
shape construction. Harcourt
Brace Software
2. Journal

E. Construct two and three
dimensional shapes and          1. Geocomputer Activities, Harcourt Ø Teacher observation
figures using manipulatives,       Brace Software
geoboards and computer          2. Geoboard and Dot Paper
software.                          Activities.
3. Pattern Block Modeling
Standards                Skills/Knowledge                     Suggested Activities                 Assessment
2.9 Geometry – Con’t.   F. Find familiar solids in the         1. Writing activity                  Ø Rubric
environment and describe
2. Glossary
them.
3. Journal

G. Create an original tessellation.    1. Pattern block activity            Ø Teacher observation

H. Describe the relationship           1. Discovering area with tangrams.   Ø Teacher observation
between the perimeter and              (Use smallest triangles to
area of triangles, quadrilaterals      construct squares and
and circles.                           parallelograms).
2. Explore area and perimeter
geoboard activities.
Mathematics Methods for
Elementary and Middle School
Teachers 4/e p. 129.
Hatfield/Edwards/Bitter/Morrow
3. Journals

I.   Represent and use concepts of     1. E133, What’s the Point Harcourt   Ø Activity sheet
line, point and plane.                                                 Ø Word search
2. Journals
3. Glossary                          Ø Crossword puzzle
Standards                 Skills/Knowledge                        Suggested Activities                     Assessment
2.9 Geometry – Con’t.   J. Define the basic properties of       1. Geocomputer Harcourt software           Ø Formal assessment
squares, pyramids,
2. Geoboard activities                     Ø Student/Teacher
parallelograms, trapezoids,
interview
polygons, rectangles, rhombi,        3. Journals – correctly draw and
circles, triangles, cubes, prisms,      describe
spheres and cylinders.
4. Glossary
5. Polygons in Circles Activity,

K. Analyze simple transformations                                                  Ø Activity sheets
1. How Did I Get Here? Activity, E142,
of geometric figures and                Harcourt.
rotations of line segments.
2. Number Heroes, Geocomputer
Software, Harcourt
3. E-Lab Activity 24, Harcourt software.

L. Identify properties of geometric                                                Ø Identify geometric
figures (e.g., parallel,                                                          figures and write a
Manipulatives, Cuisenaire
perpendicular, similar, congruent                                                 definition for each
and symmetrical).                                                                 figure.
Standards         Skills/Knowledge                   Suggested Activities                      Assessment
2.10Trigonometry   A. Identify and compare parts of 1. Geoboard Activities,                  Ø Teacher observation
right triangles, including right    Pythagorean theorem
2   2    2
angles, acute angles,                 a +b =c                          Ø Modeling by student
hypotenuses and legs.
2. Make the smallest right triangle   Ø Math journal
possible. Find the area.
A = ½ b x h Construct a
square on each side of the
triangle. Find the area of each
square. A = length x width.
What is the relationship
between these areas?

1. Geoboard Activity
B. Create right triangles on a                                            Ø Identify right triangle
geoboard.
Standards            Skills/Knowledge                         Suggested Activities                           Assessment
2.11Concepts of   A. Make comparisons of               1. Practice writing sentences comparing           Ø Teacher observation
Calculus        numbers (e.g., more, less,           data with the > and <.                         Ø Dot paper sheet
same, least, most, greater
than, less than).

Ø Graph paper activity
B. Identify least and greatest       1. Students write sentences with < and >
values represented in bar and        comparing least and greatest values on
circle graphs.                       bar graphs and circle graphs.

Ø Activity sheet
C. Identify maximum and              1. Plot the maximum and minimum values on
minimum.                             a graph.                                       Ø Cooperative team act

Ø Base ten block activity
D. Describe the relationship         1. Line graph activity; Plot the attendance for
between rates of change and          6 months at a baseball stadium. Create a       Ø Cooperative team activity
time.                                table displaying the data.                     Ø Teacher observation

Ø Teacher observation
E. Estimate areas and volumes        1. Patterns with cubes.                           Ø Cooperative team
as the sums of areas of tiles     2. Share and Share Alike, E77, Harcourt           Ø Modeling
and volumes of cubes.

F. Describe the relationship                                                           Ø Open-ended
between the size of the unit of   1. Color tiles activity, Students explore and       question/answer rubric.
measurement and the                  analyze A = L x W.                               Samples in Performance
estimate of the areas and         2. Students explore and discover            V       Assessment
volumes.                             = L x W x H.
3. Compare square units and cubic units