Elementary Mathematics

5th Grade Unit 9: How Long Can You Stand On One Foot?


Unit at a Glance

Suggested Dates:
June 1-June 11

Estimated Duration: 9 days

*Investigation 1:  6 lessons (including 1.5A and 1.6A)
*Investigation 2:  SKIP THIS INVESTIGATION
*Investigation 3:  SKIP THIS INVESTIGATION

Smart Board, Promethean, and Power Point Files: 
 







*Remember to upload files to share with others, or locate files to use, on the wiki. Be sure to join discussion posts with other colleagues to ask questions, answer questions, and discuss math.

STANDARDS FOR MATHEMATICAL PRACTICE

MP3. Can your students make viable arguments and critique the reasoning of others by analyzing data and using the line plot as a conversation tool?

MP7. Can your students connect the data in a table to data on a line plot?  Are they able to see how the data is organized and are they able to make use of the structures while using their own data? 

*Standard 3 goes well with standard 7.  If they students can make use of the structure and see how the data is put together (7) then they should next be able to construct viable arguments and critique the data (3).

TEAM TIME!
DISCUSS THE FOLLOWING WITH YOUR GRADE LEVEL TEAM:

“Data Terms and Representations” p. 113 Teacher’s Manual:

-What does each “X” stand for?

-Line plots are used to show ________ of values.

-How is a line plot different from a line graph?

-How can you find the mode of a line plot by looking at it?

-What is an “outlier” in the data?  What two ways can they be found?

-In what ways can we interpret data on a line plot?

“Focusing on the Shape of the Data” p. 115 Teacher’s Manual:

-How can the shape of a line plot help students compare two groups or sets of data?

-As you discuss data with your students reference the bulleted questions listed on p. 116.

OPPORTUNITIES FOR DIFFERENTIATION...

Suggestions for students who are struggling...


Have the students orally tell what the data is representing or have them write 3-4 statements explaining what the data represents.  This will allow them to explain and internalize what all of the data means.  Then they can look at the data and compare or make conclusions one step at a time.

Suggestions for students who fully understand...

Line plot activities with fractions 5MD


COMMON CORE STATE STANDARDS IN THIS UNIT

 Link to CCSS Unpacking Document- Updated Sept. '14

Represent and interpret data.

5MD2. 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.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

5NBT5. Fluently multiply multi-digit whole numbers using the standard algorithm.

5NBT6. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using 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, rectangular arrays, and/or area models.

5NF6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.



Words you should hear students use in Mathematical Conversations...

outlier, median, mode, line plot, data, experiment, range, length, mass, liquid volume

Ask students to think, pair, share; “How are line plots and line graphs different?” Listen for the students to use the following words: change in time, frequency, horizontal, line, x’s

 Using the following words: outlier, median, mode, line plot, range

Allow the student to walk around and tell someone what one of these words means.  You may repeat this activity with music.  When the music stops, the students find someone to speak to.


TAKE NOTE FOR EACH INVESTIGATION

INVESTIGATION 1


INVESTIGATION 2

Skip this investigation


INVESTIGATION 3

Skip this investigation
TEN MINUTE MATH!