5.NSO.2.3 – Add and subtract multi-digit numbers with decimals to the thousandths, including using a standard algorithm with procedural fluency.
OBJECTIVE: Students will learn how to add and subtract decimals using a standard algorithm.
MATERIALS: (Per 2 students)
1 set of School Supply Cards
2 Recording Tables
1 regular die (six-sided)
2 pencils
2 dry erase boards
2 dry erase markers
2 dry erasers
LESSON DISCUSSION:
• Review decimal place values tenths, hundredths, and thousandths.
• Review how to add and subtract decimals. Remind students that all place values must be vertically aligned before adding or subtracting.
Teacher preparation:
Step 1: Cut out a set of School Supply Cards for each pair of students.
Step 2: Print out and cut the Recording Table paper in half so each student will have their own half-sheet.
Procedure:
Step 1: Have the students get into groups of 2. Distribute the materials to each group.
Step 2: Ask the students to shuffle and place the School Supply Cards facedown on their desks. To determine who goes first, the students will roll the die, and the person who rolls the higher number will go first.
Step 3: Tell students they will pretend to be teachers with $150.00 to spend to buy extra school supplies for their students. The first student will flip over a School Supply Card and roll the die. The number they roll indicates how many of that item they will purchase. For example, if the student rolls a “3” and flips over the scissors, they will need to purchase 3 scissors at $1.99 each.
Step 4: Ask students to use addition to calculate the total cost of their purchase on their Recording Sheet and keep their card. For example, to purchase 3 scissors, the student would add $1.99 three times. Students can use their dry erase boards to solve.
Step 5: Students will repeat step 3 and 4 until there are no more School Supply Cards in the deck.
Step 6: Have the students calculate the total amount of money they spent on their school supplies.
Step 7: Ask students to subtract the total amount they spent from the total amount of money they started with. The student who spent the closest to $150.00 without going over wins.
Essential Question for Discussion or Journaling:
Why is it important to vertically align each place value when adding decimals?
Fidget Spinner: $2.25
Pencil: $0.50
Pencil Pouch: $3.15
Backpack: $12.30
Scissors: $1.99
Binder: $4.18
Water Bottle: $5.67
Lunchbox: $8.22
Highlighters: $3.33
Colored Pencils: $1.29
Basketball: $10.99
DIRECTIONS: Determine the sum for the following decimals. 1.86 + 2.5 = _______
What are two decimals with digits in the thousandths place where the sum is greater than 0.9 and
DIRECTIONS: Determine the difference of the following decimals.
What are two decimals with digits in the thousandths place where the difference is greater than 0.9 and less than 1.1?
Name: ______________________________________________
LEVELED PRACTICE 3 – 5.NSO.2.3
DIRECTIONS: Solve the following word problems.
Leon found $0.75 in his car, $4.37 in his room, and $10.09 in his coin bank. How much money did Leon find in all?
Libby has 52.36 milliliters of vinegar. She needs to pour 37.09 ml in Beaker A and 12.3 ml in Beaker B for her experiment. How many milliliters does she have left after her experiment?
Jean’s batting average was 0.342, while Phillip’s batting average was 0.207. How much greater is Jean’s batting average than Phillip’s?
Karen had 15.5 grams of sugar left after baking. If she used 102.36 grams for baking cookies and 86.732 grams for baking macaroons, how many total grams of sugar did Karen start with?
Joshua states that 0.5 + 0.15 is 0.20. Do you agree with his answer? Explain your reasoning.
5.AR.1.3– Solve real-world problems involving division of a unit fraction by a whole number and a whole number by a unit fraction.
OBJECTIVE: Students will learn and understand how to divide unit fractions in word problems.
MATERIALS: (teacher)
1 Recipe Cards Answer Key
MATERIALS: (per 3 students)
1 set of Recipe Cards
1 envelope
1 Recording Sheet printout
1 Write and Wipe holder
3 dry erase boards
3 dry erase markers
3 dry erasers
1 regular die (six-sided)
LESSON DISCUSSION:
• Review that a unit fraction is any fraction whose numerator is 1. It represents one shaded part of a whole.
• Review common unit fractions: 1/2, 1/3 , 1/4, 1/8, etc.
• Review how many unit fractions are in a whole.
• Review how to divide a fraction by a whole number using a model. For the example, 1/3 ÷ 4 = 1/12:
• Review how to divide a whole by a unit fraction using a model. For example, 4 ÷ 1/3 = 12:
Whole
Teacher preparation:
Step 1: Print and cut out recipe cards for each group of students. Place the cards in an envelope.
Step 2: Print and place a Recording Sheet in a Write and Wipe holder for each group.
Procedure:
Step 1: Divide students into groups of 3 and pass out their materials.
Step 2: Instruct students to roll the die. The student who rolled the largest number will select a card from the envelope first, then the student with the second largest roll will go next, followed by the last student who gets the last card.
Step 3: Explain to students that they will need to divide the ingredients by the whole number or unit fraction given based on the instructions on the recipe card they selected.
Step 4: The students in the group will work independently to solve their recipe cards using their dry erase boards and fill out the Recording Sheet with their answers. They will check each other’s work for accuracy. The first group to finish their Recording Sheet with the correct answers first will win.
Step 5: Once all the groups are done, review all the answers with the class.
Extension Activity
Step 1: Ask each group to create their own recipe card with ingredients and instructions, along with an answer key on the back of their Write and Wipe holder.
Step 2: Groups will trade Write and wipe holders and solve each other’s recipes, checking the answer keys when finished.
Essential Questions for Discussion or Journaling:
(1) When dividing a unit fraction by a whole number, does the unit fraction become smaller or bigger?
(2) When dividing a whole number by a unit fraction, does the whole number become smaller or bigger?
Recording Sheet
Recipe Card #1: Appetizer
Veggie Dippers
Recipe Card #2: Main Course
Mini Pizzas
_____ cup baby carrots
_____ cup cherry tomatoes
_____ cup sliced cucumbers
_____ cup hummus
_____ cup of ranch
_____ cup of tzatziki sauce
_____ mini pizza crusts
_____ cups tomato sauce
_____ cups mozzarella cheese
_____ cups pepperoni
_____ cup olives
Recipe Card #3: Dessert
Fruit Kabobs
_____ strawberries
_____ peaches
_____ oranges
_____ cups pineapple chunks
_____ cups of grapes
_____ of a watermelon
Recipe Card 1: ANSWER KEY
Instructions:
1. Divide the baby carrots and cherry tomatoes by 6. (1/12, 1/18)
2. Divide the cucumbers by 5. (1/20)
3. Divide the hummus by 3. (1/15)
4. Divide the ranch by 4. (1/24)
5. Divide the tzatziki sauce by 2. (1/16)
Recipe Card 2: ANSWER KEY
Instructions:
1. Divide the pizza crusts by 1/2. (20)
2. Divide the tomato sauce and the mozarella cheese by 1/4. (16, 12)
3. Divide the pepperoni by 1/8. (16)
4. Divide the olives by 1/6. (6)
Recipe Card 3: ANSWER KEY
Instructions:
1. Divide the strawberries and peaches by 1/5. (60, 30)
2. Divide the oranges and pineapple chunks by 1/3. (15, 9)
3. Divide the grapes by 1/10. (20)
4. Divide amount of watermelon by 5. (1/50)
5. Divide the amount of apples by 6. (1/12)
DIRECTIONS: Complete the following word problems.
A recipe calls for 1/4 cup of sugar to make 12 cookies. How much sugar is needed to make one cookie?
Maria wants to make pancakes for breakfast. The recipe calls for 1/2 cup of milk to make 4 pancakes. How much milk is needed to make one pancake?
Emily wants to share a bag of candy equally between herself and four friends. If the bag is only 1/3 full of candy, what fraction of the bag will each person receive?
How can you use a model to divide a unit fraction by a whole number?
DIRECTIONS: Complete the following word problems.
A 12-meter long rope is cut into 1/6 meter pieces. How many pieces are there?
A construction worker needs 1/3 of a bag of cement to complete one section of a wall. If he has 3 bags of cement, how many sections of the wall can he complete?
A baker uses 1/8 of a bag of flour for one batch of cookies. If he has 4 bags of flour, how many batches of cookies can he make?
How can you use a model to divide a whole number by a unit fraction?
Name:
LEVELED PRACTICE 3 – 5.AR.1.3
DIRECTIONS: Complete the following word problems.
Gabby and Preston are painting a mural. They have 1/2 gallon of purple paint and 1/6 gallon of gold paint. If they only use half the amount of each color of paint for their mural, how much of each color of paint will they use?
Patricia is tie dyeing T-shirts for her dance team. She has 1/2 cup of red dye, 1/3 cup of orange dye, and 1/4 cup of blue dye. She is splitting the dye among 6 shirts. How much of each color of dye will each shirt have?
Horatio is making scones for a bake sale. If he needs 1/8 cup butter and 1/3 cup sugar to make six scones, how much of each ingredient does Horatio need to make a single scone?
How does the quotient differ when a unit fraction is divided by a whole number versus when a whole number is divided by a unit fraction?
5.GR.3.2 – Find the volume of a right rectangular prism with whole-number side lengths using a visual model and a formula.
OBJECTIVE: Students will learn and understand how to find volumes by counting unit cubes and using the volume formula.
MATERIALS: (Per Group of 4)
1 sheet of cardstock
1 pencil
1 pair of scissors
1 metric ruler
12 inches of masking tape
25 one-inch wooden cubes
LESSON DISCUSSION:
Explain that volume is the quantity of space enclosed by some boundary, i.e., the space that a shape occupies or contains.
Procedure:
Step 1: Start the activity by asking students to form groups of 4. Distribute materials to each group.
Step 2: Instruct the groups to use the cardstock to create a box. Students start by measuring, drawing, and cutting an 8-inch × 7-inch rectangle from the sheet of cardstock.
Step 3: Tell the students to cut a 2-inch × 2-inch square from each corner of the 8-inch × 7-inch rectangle.
Step 4: Students are to create a box by connecting the corners using masking tape.
Step 5: Ask the groups to measure their box using the metric ruler. The box should have a length of 4 inches, width of 3 inches, and height of 2 inches.
Step 6: Ask the groups to guess the volume of the box.
Step 7: Explain that to find the actual volume of the box, they will arrange wooden cubes inside the box. Students should make sure the box is completely filled and there is no extra space inside the box.
Step 8: Tell each group to count the number of wooden cubes inside the box. There should be 24 wooden cubes inside.
Step 9: Ask students to compare the actual number of wooden cubes to their predictions.
Step 10: Ask students to use the volume formula to determine the volume of the rectangular box. Was the volume the same as when they counted the wooden cubes?
Step 11: Have students explain why the number of wooden cubes is equal to the volume of the rectangular box.
Extension Activity
Instruct groups to create another rectangular shape with different dimensions that has the same volume as the box they created using only the 24 wooden cubes. Let each group share their findings with the entire class.
Essential Questions for Discussion or Journaling:
(1) Explain how the inside of a 3-D figure may be represented.
(2) Describe the dimensions of a box that can be filled with 32 wooden cubes.
(3) Draw the template for the box dimensions described in Question 2.
DIRECTIONS: Find the dimensions and volume of each of the following rectangular prisms.
Length: ____ Width: ____ Height: ____ Volume:____________________
Length: ____ Width: ____ Height: ____
= 1 cubic unit = 1 cubic unit
Length: ____ Width: ____ Height: ____
Length: ____ Width: ____ Height: ____
How can the volume of a rectangular prism be found using unit cubes?
DIRECTIONS: Use a formula to find the volume.
Length: 2 in.
Width: 2 in.
Height: 2 in.
Length: 3 m
Width: 4 m
Height: 5 m
Length: 3 cm
Width: 1 cm
Height: 4 cm
Length: 6 ft
Width: 4 ft
Height: 2 ft
Can two rectangular prisms have the same volume but different dimensions? Explain.
DIRECTIONS: Solve the following word problems.
A rectangular prism has a volume of 24 cubic meters. If the prism is 3 meters long, what might the other dimensions be?
A rectangular prism has a volume of 36 cubic inches. If the prism is 6 inches wide, what might the other dimensions be?
A rectangular prism has a volume of 50 cubic centimeters. If the prism is 2 centimeters high, what might the other dimensions be?
Describe a real-life situation in which the volume of an object would need to be known.
