Grade 5: NC READY EOG – Math Menu of Activities
Using these EOG review lessons for assessment preparation can serve as a frame for meaningful performance goals as
it can help learners to clarify targeted standards; yield evidences of understandings or misunderstandings; and support
learning outcomes and benchmarks. The purpose of this resource is to inform teaching and improve learning so
students can achieve the highest academic standards possible in mathematics.
Not all of the content in a given grade is emphasized equally in the standards. Some clusters require greater emphasis than others based on the
depth of the ideas, the time it takes to master, and/or their importance to future mathematics. Some things having greater emphasis is not to say
that anything in the standards can safely be neglected in instruction. The major works for the grade level are listed in the table below
The following outlines the percentages of
items in each domain of the NC MATH
EOG for the grade level:
Number and Operations-Fractions
47-52%
Numbers and Operations -Base Ten
22-27%
Measurement and Data
10-15%
Operations and Algebraic Thinking
5-10%
Geometry
2-7%
Fifth Grade
Major Clusters
Number and Operations in Base Ten
 Understand the place value system.
 Perform operations with multi-digit whole
numbers and with decimals to hundredths.
Supporting/Additional Clusters
Operations and Algebraic Thinking
 Write and interpret numerical
expressions.
Number and Operations—Fractions
 Use equivalent fractions as a strategy to add
and subtract fractions.
Measurement and Data
 Convert like measurement units within a
given measurement system.
 Apply and extend previous understandings
 Represent and interpret data.
of multiplication and division to multiply
and divide fractions.
Measurement and Data
 Geometric measurement: understand
concepts of volume and relate volume to
multiplication and to addition.
Helping students be ready for the EOG
using such strategies as setting criteria for
clarity of tasks; providing relevant lessons
connected to assessments; and giving
feedback so they can successfully learn and
meet the expectations will influence students’ motivation to learn.
 Analyze patterns and relationships.
Geometry
 Graph points on the coordinate plane to
solve real-world and mathematical
problems.
 Classify two-dimensional figures into
categories based on their properties.
Released version of the NC Ready EOG can be found at http://www.ncpublicschools.org/docs/accountability/testing/releasedforms/g5mathpp.pdf.
All items in review lessons and games come solely from this released version.
Wake County Public School System, 2014
Building the Language of Math for Students to be Ready for the EOG
Mathematically proficient students communicate precisely by engaging in discussions about their reasoning using appropriate mathematical
language. The terms students should learn to use at this grade level with increasing precision are included in this document. Communication
plays an important role in helping children construct links between their formal, intuitive notions and the abstract language and symbolism of
mathematics; it also plays a key role in helping children make important connections among physical, pictorial, graphic, symbolic, verbal, and
mental representations of mathematical ideas.
* Curriculum and Evaluation Standards for School Mathematics, the National Council of Teachers of Mathematics (p. 26)
Mathematical vocabulary however should not be taught in isolation where it is meaningless and just becomes memorization. We know from
research that meaningless memorization is not retained nor will it help build the deep understanding of the mathematical content. The students
must be provided adequate opportunities to develop vocabulary in meaningful ways such as mathematical explorations and experiences.
Students should be immersed into the mathematical language as they experience the following high-level tasks. As student communicate their
thoughts, ideas, and justify the reasonableness of their solutions the mathematical language will begin to evolve.
* NCDPI
The following resources can be used conjunction with these EOG Ready Lessons to help students understand the math vocabulary as listed on
the next page. In each lesson, a math vocabulary game is included; however, if students need more support, please see the direct link below.
Math Vocabulary Development Lesson Activities and Games: *Building Background Knowledge, Marzano
http://morethanenglish.edublogs.org/files/2011/08/Vocabulary-Development-Strategies-1vjq96a.pdf
Math Glossary Hyperlinks:
http://www.mathsisfun.com/definitions/index.html
www.amathsdictionaryforkids.com
http://mathlearnnc.sharpschool.com/UserFiles/Servers/Server_4507209/File/Instructional%20Resources/GlossarySP.pdf
(words and definitions in English/Spanish for parents, students, and teachers)
Wake County Public School System, 2014
These math vocabulary words have been organized by domain and listed in each cluster to better promote connection and precision of the language.
5th Grade Math Vocabulary (NCDPI)
Operations and
Algebraic Thinking
Number and
Operations in
Base Ten
Number and
OperationsFractions
Measurement
and Data
Geometry
5–10% of EOG
22-27% of EOG
47–52 % of EOG
10–15% of EOG
2–7 % of EOG
Write and interpret
numerical expressions.
parentheses, brackets, braces,
numerical expressions,
symbols, equation
Analyze patterns and
relationships.
numerical patterns, rules,
ordered pairs, coordinate
plane
Understand the place
value system.
place value, decimal,
decimal point, patterns,
multiply, divide, tenths,
thousands, greater than,
less than, equal to, ‹, ›,
=, compare/comparison,
round, digit
Perform operations
with multi-digit whole
numbers and with
decimals to
hundredths.
multiplication/multiply,
division/division,
decimal, decimal point,
tenths, hundredths,
products, quotients,
dividends, divisor,
rectangular arrays, area
models, addition/add,
subtraction/subtract,
(properties)-rules about
how numbers work,
reasoning
Use equivalent fractions
as a strategy to add and
subtract fractions.
fraction, equivalent,
addition/ add, sum,
subtraction/subtract,
difference, unlike
denominator, numerator,
benchmark fraction,
estimate, reasonableness,
mixed numbers
Apply and extend
previous understanding
of multiplication and
division to multiply and
divide fractions.
fraction, numerator,
denominator, operations,
multiplication/multiply,
division/divide, mixed
numbers, product,
quotient, partition, equal
parts, equivalent, factor,
unit fraction, area, side
lengths, fractional sides
lengths, scaling,
comparing, whole
Convert like measurement units
within a given measurement
system.
conversion/convert, metric and
customary measurement
From previous grades: relative size,
liquid volume, mass, length,
kilometer (km), meter (m),
centimeter (cm), kilogram (kg),
gram (g), liter (L), milliliter (mL),
inch (in), foot (ft), yard (yd), mile
(mi), ounce (oz), pound (lb), cup
(c), pint (pt), quart (qt), gallon (gal),
hour, minute, second, a.m., p.m.,
clockwise, counter clockwise
Present and interpret data.
line plot, length, mass, liquid
volume
Geometric measurement:
understand concepts of volume
and relate volume to
multiplication and to addition.
measurement, attribute, volume,
solid figure, right rectangular prism,
unit, unit cube, gap, overlap, cubic
units (cubic cm, cubic in. cubic ft.
nonstandard cubic units),
multiplication, addition, edge
lengths, height, area of base
Graph points on the coordinate
plane to solve real-world and
mathematical problems.
coordinate system, coordinate
plane, first quadrant, points, lines,
axis/axes, x-axis, y-axis,
horizontal, vertical, intersection of
lines, origin, ordered pairs,
coordinates, x-coordinate, ycoordinate
Classify two-dimensional figures
into categories based on their
properties.
attribute, prism, plane figure,
category, subcategory, hierarchy,
properties (attributes, features),
defining characteristics and nondefining characteristic, congruent,
parallel, perpendicular, two
dimensional
From previous grades: polygon,
rhombus/rhombi, rectangle,
square, triangle, quadrilateral,
pentagon, hexagon, cube,
trapezoid, half/quarter circle, circle
Wake County Public School System, 2014
Building Fluency Through Games (NCDPI)
Developing fluency requires a balance and connection between conceptual understanding and computational
proficiency. Computational methods that are over-practiced without understanding are forgotten or remembered
incorrectly. Conceptual understanding without fluency can inhibit the problem solving process. * NCTM,
Principles and Standards for School Mathematics, pg. 35
Why Play Games?
People of all ages love to play games. They are fun and motivating. Games provide students with opportunities to
explore fundamental number concepts, such as the counting sequence, one-to-one correspondence, and
computation strategies. Engaging mathematical games can also encourage students to explore number
combinations, place value, patterns, and other important mathematical concepts. Further, they provide
opportunities for students to deepen their mathematical understanding and reasoning. Teachers should provide
repeated opportunities for students to play games, and let the mathematical ideas emerge as they notice new
patterns, relationships, and strategies. Games are an important tool for learning. Here are some advantages for
integrating games into elementary mathematics classrooms:
strategies for solving
problems and it deepens their understanding of numbers.
rovide the problems.
Teachers can then observe or assess students, or work with individual or small groups of students.
– such as 10s, 100s, and 1000s and provide engaging opportunities to practice computation, building a deeper
understanding of operations.
playing games with them at home.
Building Fluency
Developing computational fluency is an expectation of the Common Core State Standards. Games provide
opportunity for meaningful practice. The research about how students develop fact mastery indicates that drill
techniques and timed tests do not have the power that mathematical games and other experiences have.
Appropriate mathematical activities are essential building blocks to develop mathematically proficient students
who demonstrate computational fluency (Van de Walle & Lovin, Teaching Student-Centered Mathematics Grades
K-3, pg. 94). Remember, computational fluency includes efficiency, accuracy, and flexibility with
strategies (Russell, 2000).
The kinds of experiences teachers provide to their students clearly play a major role in determining the extent and
quality of students’ learning. Students’ understanding can be built by actively engaging in tasks and experiences
designed to deepen and connect their knowledge. Procedural fluency and conceptual understanding can be
developed through problem solving, reasoning, and argumentation (NCTM, Principles and Standards for School
Mathematics, pg. 21). Meaningful practice is necessary to develop fluency with basic number combinations and
strategies with multi-digit numbers. Practice should be purposeful and should focus on developing thinking
strategies and a knowledge of number relationships rather than drill isolated facts (NCTM, Principles and
Standards for School Mathematics, pg. 87). Do not subject any student to computation drills unless the student has
developed an efficient strategy for the facts included in the drill (Van de Walle & Lovin, Teaching Student
Centered Mathematics Grades K-3, pp.117) Drill can strengthen strategies with which students feel
comfortable—ones they “own”—and will help to make these strategies increasingly automatic. Therefore, drill of
strategies will allow students to use them with increased efficiency, even to the point of recalling the fact without
being conscious of using a strategy. Drill without an efficient strategy present offers no assistance (Van de Walle
& Lovin, Teaching Student-Centered Mathematics Grades K-3, pg. 117)
Wake County Public School System, 2014
Cautions
Sometimes teachers use games solely to practice number facts. These games usually do not engage children for
long because they are based on students’ recall or memorization of facts. Some students are quick to memorize,
while others need a few moments to use a related fact to compute. When students are placed in situations in which
recall speed determines success, they may infer that being “smart” in mathematics means getting the correct
answer quickly instead of valuing the process of thinking. Consequently, students may feel incompetent when they
use number patterns or related facts to arrive at a solution and may begin to dislike mathematics because they
are not fast enough.
Introduce a game
A good way to introduce a game to the class is for the teacher to play the game against the class. After briefly
explaining the rules, ask students to make the class’s next move. Teachers may also want to model their strategy
by talking aloud for students to hear his/her thinking. “I placed my game marker on 6 because that would give me
the largest number.”
Games are fun and can create a context for developing students’ mathematical reasoning. Through playing and
analyzing games, students also develop their computational fluency by examining more efficient strategies and
discussing relationships among numbers. Teachers can create opportunities for students to explore mathematical
ideas by planning questions that prompt students to reflect about their reasoning and make predictions. Remember
to always vary or modify the game to meet the needs of your leaners. Encourage the use of the
Standards for Mathematical Practice.
Holding Students Accountable
While playing games, have students record mathematical equations or representations of the mathematical tasks.
This provides data for students and teachers to revisit to examine their mathematical understanding. After playing
a game have students reflect on the game by asking them to discuss questions orally or write about them in a
mathematics notebook or journal:
1. What skill did you review and practice?
2. What strategies did you use while playing the game?
3. If you were to play the games a second time, what different strategies would you use to be more successful?
4. How could you tweak or modify the game to make it more challenging?
For students to become fluent in arithmetic computation, they must have efficient and accurate methods that are
supported by an understanding of numbers and operations. “Standard” algorithms for arithmetic computation are
one means of achieving this fluency. NCTM, Principles and Standards for School Mathematics, pg. 35.
Overemphasizing fast fact recall at the expense of problem solving and conceptual experiences gives students a
distorted idea of the nature of mathematics and of their ability to do mathematics. Seeley, Faster Isn’t Smarter:
Messages about Math, Teaching, and Learning in the 21st Century, pg. 95
Fluency refers to having efficient, accurate, and generalizable methods (algorithms) for computing that are based
on well-understood properties and number relationships. NCTM, Principles and Standards for School
Mathematics, pg. 144
Computational fluency refers to having efficient and accurate methods for computing. Students exhibit
computational fluency when they demonstrate flexibility in the computational methods they choose, understand
and can explain these methods, and produce accurate answers efficiently.
NCTM, Principles and Standards for School Mathematics, pg. 152
Wake County Public School System, 2014
WordSplash!
Purpose: To provide explicit vocabulary concept development for a specific math domain or
cluster of standards for the grade level.
Lesson Materials Needed:




EOG Math Vocabulary words from a specific domain or cluster
Math journal or notebook paper
Pencils
Wordsplash! Handout (attached)
Directions:
1. Teacher provides vocabulary concept development for a specific math domain or cluster as
listed in the vocabulary section for the grade level.
2. Students work with a partner and use the words that are “splashed” with WordArt
displayed on paper or projected to talk about how they are connected.
3. Students then write a journal entry to record in complete statements about how the words
are connected using as many words as possible to explain. Journal entries must make
sense. Allow time for students to share their journal entries with a small group.
4. The following is an example of a WordSplash! for the grade level. Adapt this activity for
any domain or cluster.
Wake County Public School System, 2014
WordSplash!
Discuss the following words with a partner that are “splashed” on the page below. Be as precise as possible
when talking about how the following words are connected. After discussion, each student will write a
journal entry capturing an example to show how the words are connected using as many words as possible.
Journal entries must make sense. Be ready to share your entry with a small group.
Wake County Public School System, 2014
Numbered Heads Together
Purpose: To provide an effective and engaging practice activity in reviewing material prior to an
assessment and as well as encourage the sharing of information so that all students regardless of
levels can master the content and language related to the topic.
Lesson Materials Needed:
-EOG Problem Question Set (attached)
-Whiteboards/Markers
-Blank Paper
-Pencils
-TI-15 Calculators (optional) http://education.ti.com/en/us/product-resources/demo_1015
-EOG Graph Paper http://www.ncpublicschools.org/docs/accountability/testing/eog/EOG_Graph_Paper.pdf
-Bubble Sheet (optional)
http://images.pcmac.org/Uploads/PassChristianSD/PassChristianSD/Sites/Forms/Bubble%20Sheet.pdf
Directions:
1. Groupings are made of heterogeneously mixed students of four. Once grouped, they count off
so that each student has a number 1-4.
2. Teacher uses prepared assessment review questions from the EOG Review Question Sets
displayed or projected. Problems are revealed one at a time and each group discusses the
possible answer choices finding a consensus on the correct answer.
3. The teacher then spins a spinner and calls out a number 1-4. If the number is “2” then all
students who are number 2 in each group stand up and give their groups answer. Though
everyone in the group is responsible for the answer, only one student in each group will be
chosen randomly to report the answer.
4. Use the following sentence frames to support groups’ math talk discussions: It may be helpful
to post these on sentence strips or index cards for students to refer to during cooperative group
work.
“I disagree with that answer because I think it should be ____ because I know___.”
“I agree that is the correct answer because ______________.”
“The correct answer is _____ because _________.”
*Variation: Instead of students having a number 1-4, they can be assigned a letter A-D to
represent an multiple choice answer. Teacher then randomly picks a letter card from a bag and
then all students with that letter must stand and explain why that answer choice is correct OR
why that answer choice is not correct. Teacher facilitates discussion of the correct answer choice
while students give rationales as to why the other answer choices would not make sense.
Wake County Public School System, 2014
SNAP!
Purpose: To provide vocabulary concept development for a specific math domain or cluster in
the grade level.
Lesson Materials Needed:
- EOG Math Vocabulary words from a specific domain or cluster
-Snap Handout (attached)
-Index Cards (optional)
-Small bag or box
Directions:
1. Focus words are written on index cards or can be typed into the attached template handout.
Write the word “SNAP” on a couple of cards.
2. Place all cards in a small bag or box. Student draws out one card and tries to define the word
with a picture, gesture, or verbally
3. If correct, the student keeps the card; however, if incorrect the student puts the card back in the
bag.
4. If a student draws a “SNAP” card, all cards from every student must go back into the bag. The
bag is passed from student to student until time runs out or teacher calls time.
Wake County Public School System, 2014
Numbers and Operations in Base Ten SNAP!
Digit
Decimal
Tenths
Hundredths
Compare <, >, =
Place value
Estimate
Reasonable
Product
Multiply
Quotient
Divide
Models
Share equally
Groups of
Expanded form
Whole number
Pattern
*SNAP*
*SNAP*
Wake County Public School System, 2014
Operations and Algebraic Thinking SNAP!
Parenthesis
Brackets
Braces
Numerical
expression
Symbols
Equation
Pattern
Rule
Ordered pair
Coordinate plane
*SNAP*
*SNAP*
*SNAP*
*SNAP*
Wake County Public School System, 2014
Numbers and Operations Fractions SNAP!
Fraction
Equivalent
Unlike
denominator
Numerator
Benchmark
fraction
Estimate /
reasonableness
Mixed number
Partition
Unit fraction
Comparing
*SNAP*
*SNAP*
*SNAP*
*SNAP*
Wake County Public School System, 2014
Measurement and Data SNAP!
Convert
Metric
Customary
Mass
Liquid volume
Volume
Line plot
Length
Width
Height
Area of base
Depth
*SNAP*
*SNAP*
Kilometer
Meter
Kilogram
Gram
Inch
Foot
Wake County Public School System, 2014
Yard
Mile
Ounce
Pound
Pint
Quart
Gallon
Hour
Minute
Second
*SNAP*
*SNAP*
Wake County Public School System, 2014
Geometry SNAP!
Coordinate
system
Coordinate plane
First quadrant
Points
Lines
x-axis
y-axis
Horizontal
Vertical
Origin
coordinate
Ordered pair
*SNAP*
*SNAP*
Prism
Plane figure
Parallel
Perpendicular
Hierarchy
properties
Wake County Public School System, 2014
4-Corners
Purpose: To provide an exciting movement activity for all learners to participate in sharing their
answer choice to a review assessment question in a non-threatening way to a group.
Lesson Materials Needed:
-EOG Problem Question Set (attached)
-Whiteboards/Markers
-Blank Paper
-Pencils
-TI-15 Calculators (optional) http://education.ti.com/en/us/product-resources/demo_1015
-EOG Graph Paper http://www.ncpublicschools.org/docs/accountability/testing/eog/EOG_Graph_Paper.pdf
-Bubble Sheet (optional)
http://images.pcmac.org/Uploads/PassChristianSD/PassChristianSD/Sites/Forms/Bubble%20Sheet.pdf
Directions:
1. Each corner of the room is labeled with a letter A, B, C, D. Teacher uses prepared assessment
review questions from EOG Review Question Set displayed or projected one at a time. All
students solve the problem using individual whiteboard.
2. When teachers says “GO” students mix around the room comparing their solutions and answer
choices. When teacher says “CORNER” each student to the corner they believe to be showing
the correct answer choice to the review question.
3. Teacher monitors understandings or misunderstandings and can take advantage of teachable
moments. Instruction now becomes whole group as teacher clarifies.
4. Promote more whole group math talk to connect ideas by posing questions such as: What did
____just say? Can you tell me more? Who can repeat what _____just said? Does anyone want
to add on to what ____said? Do you agree or disagree with _____’s idea/answer? Is this what
you said? Can you prove it? What do you think will happen if _____? What makes you say that?
Wake County Public School System, 2014
Practice Test
Purpose: To provide an engaging experience with a practice test (at home or school) utilizing
technology to review material previously taught.
Lesson Materials Needed:
-computer/projector (if whole group practice)
-blank paper and graph paper
-pencil
-(TI-15) calculators (optional)
Directions:
Use hyperlink to display or project a grade level practice test for common core math Grade 5.
https://sat3.sbacpt.tds.airast.org/Student/Pages/TestShellModern.aspx
Optional Activities:
1. Project for the whole group each question. Allow time for students to work independently first
to find the answer. Then have students pair and share to compare answers. Randomly choose
students to solve and discuss at the board as they manipulate the screen to show the correct
answer.
2. Send home this link attached with a piece of blank paper and graph paper. Allow parents to
utilize this technology practice test with their student. Have students respond in writing to one of
the following prompt:
“What is the one thing after taking the math practice test that you understand the most? What
about the least?”
3. Allow for students to individually take the practice test on a computer or another functioning
device. Monitor students and assist as necessary responding to individual needs.
*Note: Explore more tests and performance tasks online at http://sbac.portal.airast.org/
Wake County Public School System, 2014
LINGO!
Purpose: To provide vocabulary concept development for a specific math domain or
cluster as listed in the vocabulary section for the grade level.
Lesson Materials Needed:
- EOG Math Vocabulary words from a specific domain or cluster
-Markers
-LINGO board per student (attached)
-Vocabulary Cards (attached)
Directions:
1. Have students write in empty boxes from a set of focus words in a specific domain or
cluster. Teacher provides the word list for students to choose from.
2. Teacher gives a description and a picture representation of each word.
3. In order to win, the first student with 5 in a row (vertical, horizontal, diagonal) must
restate or explain each word using a gesture or drawing to the rest of the class.
*Variation: Rather than just have “winners” restate each word, as they use gestures
and/or drawings to explain to the class, this activity can easily turn into a quick game of
charades or Pictionary which will allow for all students to remain engaged in the learning
process as the winner’s words are revealed!
OPERATIONS
and ALGEBRAIC
THINKING
NUMBERS and
OPERATIONS in
BASE TEN
parenthesis,
brackets, braces,
numerical
expressions,
symbols,
equations,
patterns, rules,
ordered pairs,
coordinate plane
decimal, point,
divide, multiply,
less than, greater
than, compare,
equal to, digit,
tenths,
hundredths,
product,
quotient, arrays,
area model,
properties,
addition,
subtraction,
round, place,
value
Wake County Public School System, 2014
NUMBERS and
OPERATIONS
FRACTIONS
Fraction, whole,
equivalent, add,
subtract, difference,
unlike denominator,
numerator,
benchmark fraction,
reasonable, estimate,
mixed number,
operation, multiply,
divide, partition,
factor, scaling, side
lengths, area, unit
fraction, equal parts
MEASUEMENT and DATA
GEOMETRY
Conversion, metric,
customary, liquid volume,
mass, length, kilometer,
meter, centimeter,
kilogram, gram, liter,
milliliter, inch, foot, yard,
mile, ounce, pound, cup,
pint, quart, gallon, hour,
minute, second, AM, PM,
clockwise, counter
clockwise, volume, line
plot, unit cube, length,
height, area of base, edge,
line plot, width, depth
Coordinate plane, fist
quadrant, points,
lines, y axis, x axis,
horizontal, vertical,
origin, attribute,
prism, plane figure,
hierarchy, congruent,
parallel,
perpendicular, two
dimensional,
polygon, rhombi,
quadrilateral,
trapezoid, hexagon,
rectangle, square, kite
L
I
N G O
FREE
Wake County Public School System, 2014
Find Someone Who
Purpose: To provide an engaging movement activity that allows students to peer coach each
other on previously taught material to review for an assessment.
Lesson Materials Needed:
-EOG Problem Question Set (attached)
-Whiteboards/Markers
-Blank Paper
-Pencils
-TI-15 Calculators (optional) http://education.ti.com/en/us/product-resources/demo_1015
-EOG Graph Paper http://www.ncpublicschools.org/docs/accountability/testing/eog/EOG_Graph_Paper.pdf
-Bubble Sheet (optional)
http://images.pcmac.org/Uploads/PassChristianSD/PassChristianSD/Sites/Forms/Bubble%20Sheet.pdf
Directions:
1. Students are given a review sheet of assessment problems from EOG Review Question Set.
2. Students are given a ten minute head start to independently find answers to the problems.
Teacher may assist struggling students during this10 minutes. Then all students circulate around
the room to find help answering the questions on the sheet.
3. As they approach each other and ask a question and if the student knows the answer, s/he must
“teach and tell” it to the other student while that student writes it down on review sheet. The
student who gave the answer/information will then sign or initial next to the answer on the other
students’ paper. Each student may give information to no more than one question on another
student’s paper.
4. After a given time, students take their seats and the teacher displays the correct answer choices
for all of the problems while each student self checks his/her review sheet.
5. Then the teacher facilitates a review session for difficult problems so that students can make
sense of the answers. Promote more whole group math talk to connect ideas by posing questions
such as: What did ____just say? Can you tell me more? Who can repeat what _____just said?
Does anyone want to add on to what ____said? Do you agree or disagree with _____’s
idea/answer? Is this what you said? Can you prove it? What do you think will happen if _____?
What makes you say that?
Wake County Public School System, 2014
Word Sorts!
Purpose: To provide vocabulary concept development for a specific math domain or cluster as
listed in grade level standards.
Lesson Materials Needed:
-EOG Math Vocabulary words from a specific domain or cluster
-Envelope
-Word Sort handout (attached)
-Index Cards (optional)
-T-chart or Venn diagram http://wvde.state.wv.us/strategybank/GraphicOrganizers.html
Directions:
1. Give small groups or pairs of students a list of focus words from a specific domain or cluster
of standards. Have the cards typed into the attached handout and precut or wrote on index cards.
All cards are then placed in an envelope and given to a group of students.
2. Ask students to work together to sort the words into categories. Monitor students as they are
discussing words and listen for precise descriptions.
3. A graphic organizer like a T-chart of Venn diagram can be used when sorting words to help
students.
*Note- all words in the example below will not be used in one complete sort. This allows for
students to make multiple sorts.
4. Allow time for small group to be in the “fishbowl” as other groups circle around to listen and
learn how and why the group sorted the words that way. Students can ask questions for the
group inside the “fishbowl” to answer.
5. Teacher can provide a whole class discussion to connect and clarify ideas using math talk.
Wake County Public School System, 2014
Measurement and Data Word Sorts!
Measure
Customary
Metric
Mass
Length
Volume
Cups
Gallon
Inches
Feet
Yards
Meters
Kilometers
Miles
Ounce
Gram
Pound
Centimeter
Pints
Quarts
Milliliters
Liters
Hour
Minute
Second
Unit
Conversion
Width
Height
Wake County Public School System, 2014
Number and Operations in Base Ten Word Sort!
Place value
Decimal
Multiply
Divide
Tenths
Hundredths
Thousandths
Less than <
Greater than >
Equal to =
Compare
Product
Quotient
Addition
Subtraction
Round
Digit
Estimate
Wake County Public School System, 2014
Geometry Word Sort!
Attribute
Plane figure
Rectangular Prism
Hierarchy
Subcategory
Properties
Defining
characteristic
Congruent
Parallel
Perpendicular
Two-dimensional Three-dimensional
Polygon
Cone
Rhombus
Quadrilateral
Square
Pentagon
Hexagon
Cube
Trapezoid
Cylinder
Wake County Public School System, 2014
Number and Operations Fractions Word Sort!
Fraction
Equivalent
Compare
Denominator
Numerator
Benchmark
fraction
Estimate
Reasonableness
Mixed number
Addition
Subtraction
Division
Multiplication
Unit fraction
Whole
Partition
Product
Quotient
Sum
Difference
Wake County Public School System, 2014
Vocabulary Paint Chips
Purpose: To provide vocabulary concept development for a specific math domain or cluster of
standards in small group review session
Lesson Materials Needed:
-a set of colored paint chips/cards (pick up for FREE at a local hardware store)
- EOG Math Vocabulary words from a specific domain or cluster
Directions:
Assign each student in a small group a specific vocabulary word from a particular math domain
or cluster. Pass out a blank colored paint chip card to each student. Allow time for the students
to complete each portion of the card. See example below.
Optional Activities:
1. You can ask students in the small group to sort all of their words in a way that make sense.
Make sure that you are assigning words from a domain that can be sorted in multiple ways.
Monitor students as they are discussing words and listen for precise descriptions. You can also
provide a graphic organizer (Venn diagram, T-Chart, 2-column chart, ect.) for students to write
on which will allow for some accountability in learning. Allow time for students to share with the
whole group.
2. You can have students paired together for peer partners. Once students in the classroom have
created a set of paint chip vocabulary cards, partner students together and provide a few premade
paint chip cards and a short list of the terms from the paint chip cards on a sheet of paper. One
student serves as the coach and the other a player. While the player works to define a key term
from the list, the coach provides assistance, feedback, or praise based on the word, definition,
sentence, or picture from the paint chip. Students take turns and reverse roles until all words on
the list have been reviewed.
3. You can have students in a small group take turns use descriptions
and gestures to describe the words without saying the vocabulary
word. Place all paint chips vocabulary cards face down. Have one
student at a time turn over a card. Then that student demonstrates for
the small group that word until someone from the group guesses the
word. Each player takes a turn. Once paint chip cards have been used,
keep them face up so another student doesn’t choose that word again.
Wake County Public School System, 2014
Circle the Sage
Purpose: To allow student instruction to be maximized for all levels of learners as well as allow
a structured time for classroom teacher to work with a struggling group of students while student
leaders are facilitating small group learning.
Lesson Materials Needed:
-EOG Problem Question Set (attached)
-Whiteboards/Markers
-Blank Paper
-Pencils
-TI-15 Calculators (optional) http://education.ti.com/en/us/product-resources/demo_1015
-EOG Graph Paper http://www.ncpublicschools.org/docs/accountability/testing/eog/EOG_Graph_Paper.pdf
-Bubble Sheet (optional)
http://images.pcmac.org/Uploads/PassChristianSD/PassChristianSD/Sites/Forms/Bubble%20Sheet.pdf
Directions:
1. The teacher prepares review assessment problems from EOG Review Question Set displayed
or projected. The teacher asks for 4-5 “sages” who feel they could answer the question correctly
and explain with precision to a small group of students why the answer makes sense.
2. The sages sit in a chair located in different places around the room. It might be helpful to
prepare questions cards for the sages to ask students to check for understanding such as:
“Can you show me a model?” “Can you prove why this answer choice is correct?”
“Does anyone else have any questions for me?” “Can you explain how this problem was
solved?” “Does this answer make sense? Why or why not?”
3. The other students then divide themselves equally among the sages. They sit down on the floor
to listen and learn from the sage. These students are required to take notes and write down the
answer proving it with a model to help make sense of the problem and solution.
4. Then all students return back to their original desks. Teacher then facilitates whole group
discussion on the problems and promotes more math talk to connect ideas by posing questions
such as:
What did ____just say? Can you tell me more? Who can repeat what _____just said?
Does anyone want to add on to what ____said? Do you agree or disagree with _____’s
idea/answer? Is this what you said? Can you prove it? What do you think will happen if
_____? What makes you say that?
Wake County Public School System, 2014
Jeopardy
Purpose: To facilitate cooperative group learning through technology but allow for independent
accountability for each player on the team.
Lesson Materials Needed:
-Jeopardy Game Board per student (attached)
-Jeopardy Math PPT file (attached)
-Whiteboards/Markers
-Blank Paper and pencils
-TI-15 Calculators (optional)
-EOG Graph Paper
http://www.ncpublicschools.org/docs/accountability/testing/eog/EOG_Graph_Paper.pdf
Directions:
1. Every student is given a copy of the blackline master, “Jeopardy Game Board” to keep track of
individual answers. This allows for all students to participate in solving the problem. Teacher manages
the PowerPoint presentation clicking on the cell for which a contestant chooses. Categories are based on
math domains.
2. Students are placed into 3 heterogeneous groups of mixed ability and then one student is chosen from
each group to be the contestant representing the group. Teacher can randomly choose contestants each
time or students can choose.
3. A point value is added to the group if their contestant responds correctly; however, a point value is not
subtracted from the game score if the contestant responds incorrectly as the process is important.
Teacher must facilitate discussion around why the correct answer choice makes sense and why the other
answer choices are not correct.
4. If the contestant answers correctly within reasonable time, the group remains in control, but a new
contestant from the group must be chosen. No contestant can have another turn until all students have
participated.
5. Students are given a couple of minutes to work on the problem presented as soon as the contestant has
chosen it. No answers can be given from any contestant. Contestant must use whiteboard/markers to
show their solutions. The rest of the groups can discuss quietly in their teams.
6. In order for an answer to be counted as point, the contestant must explain and justify why the answer
choice is correct.
7. If the contestant answers incorrectly, another contestant playing in the round can answer.
8. Double Jeopardy is when the point values double and only the contestant who selected it will be
allowed to answer. This question cannot go to another group.
9. Final Jeopardy is when all students agree on a wager (within their points) and every group must play
by answering the question. Every person has about 2 minutes to respond on the back of their game
board. Every student in the group that gets the correct answer to the question is multiplied by a point
value the team wagered.
10. Award all players a small token for participation.
Note: *More interactive games to use for EOG review. Simply download and customize to your class using similar test prep questions.
http://www.sueresources.com/games.html
**Additional assessment items from NCDPI can be found at http://3-5cctask.ncdpi.wikispaces.net/home
Wake County Public School System, 2014
MATH EOG Jeopardy Game Board
Fractions
Measurement & Data
Geometry
Operations & Algebra
Base Ten
100
100
100
100
100
200
200
200
200
200
300
300
300
300
300
400
400
400
400
400
500
500
500
500
500
Wake County Public School System, 2014
I Have/Who Has
Purpose: To provide a fast-paced review game in small group setting on specific material
previously taught.
Lesson Materials Needed:
-Set(s) of I Have/Who Has cards (attached)
-Whiteboards and markers
-TI-15 Calculators (optional for all students, or allow one student in each small group to be the
checker)
Directions:
1. Make copies of the “I have/who has” card deck for each small group.
2. Deal all the cards to the players in the group. Each student can receive multiple cards
depending on the size of small group.
3. The player with the ‘Start’ card reads his/her card aloud to the whole group.
4. Each player checks to see if s/he has the correct answer. If so, that player then reads the
answer and the question on his/her card.
5. The game ends when the player who started the game reveals his/her answer. All players
should have an opportunity to participate in each player answered correctly.
*Variation: The game ends with the first player to turn over all of his/her cards after it has been
shared in the small group!
Wake County Public School System, 2014
Measurement Conversion Card Deck (small group)
START
I have 36 inches.
Who has 1 foot?
I have 12 inches.
Who has 60
minutes?
I have 1 hour.
Who has 60
seconds?
I have 1 minute.
Who has 5,280 feet?
I have 1 mile.
Who has 2 cups?
I have 1 pint.
Who has 1 gallon?
I have 4 quarts.
Who has 1 pound?
I have 16 ounces.
Who has 1
kilometer?
I have 1,000 meters.
Who has 1 meter?
I have 100
centimeters.
Who has 1 liter?
I have 1,000
milliliters.
Who has 1
kilogram?
I have 1,000 grams.
Who has 2 pints?
I have 1 quart.
Who has 1 yard?
Fractions Card Deck (small group)
START
I have 7 8/10.
Who has 2/3 + 5/4?
I have 1 11/12.
Who has 2/5 + 1/2?
I have 9/10.
Who has 2/3 x 4/5?
I have 8/15.
Who has 2/3 x 4?
I have 8/3.
Who has 1/3 ÷ 4?
I have 1/12.
Who has 4 ÷ 1/3?
I have 12.
Who has 3/5 – 4/10?
I have 2/10.
Who has 1 2/3 x 3/4?
I have 1 3/12.
Who has 4/5 x 2?
I have 1 3/5.
Who has 8 – 2/10?
Wake County Public School System, 2014
QR Codes
Purpose: To provide a quick response, group activity utilizing technology that will engage all
learners in review of previously taught material.
Lesson Materials Needed:
-QR codes printed on different colored paper (attached)
- Ipads or device with a QR scanner
-Blank Paper
-Clipboards
-Create more unique QR codes for continued review at http://www.qrstuff.com/
Directions:
1. Display the QR codes around the room on brightly colored paper or create more and place
around the school as a scavenger hunt for students. Each QR code is linked to a different EOG
review problem.
2. Group students together and give them a device to scan the QR code. Allow time for students
solve the 6 problems on blank paper. Clipboards may be provided.
3. Once all teams have quickly responded to the codes, provide time to discuss in whole group to
solidify and summarize the problems and solutions. Teacher asks probing questions to connect
and clarify ideas such as:
What did ____just say? Can you tell me more? Who can repeat what _____just said?
Does anyone want to add on to what ____said? Do you agree or disagree with _____’s
idea/answer? Is this what you said? Can you prove it? What do you think will happen if
_____? What makes you say that?
Wake County Public School System, 2014
QR Codes
Wake County Public School System, 2014
BINGO
Purpose: To provide specific review for fraction concepts and computations within the grade
level standards.
Lesson Materials Needed:
-BINGO game board per student (attached)
Whiteboards/markers
TI-15 calculators (optional)
-colored markers
Directions:
After students have randomly entered the answers into their bingo game board, teacher calls out the following
fraction problems and allows time for students to complete on whiteboards. Students then mark their answer by
circling it using a colored marker on the game board. The first student with 5 in a row (vertically, diagonally, or
horizontally) wins!
1.
2.
3.
4.
5.
6.
3
1
3 4
5
3
1
5
7 2
2
9
10  6
7
8
21  4
6
11
8
3
6
9
14
7
Change the improper fraction to a mixed number:
Wake County Public School System, 2014
28
5
7.
Change the mixed number to an improper fraction:
8.
Subtract:
9.
Change the fraction into a whole number:
10 – 9
3
4
10
2/3
27
9
10.
1
Softball practice was
3
2
1
4 hours on Thursday and 5
hours on Friday. How long was
practice all together?
11.
Elephants can communicate through low-frequency infrasonic rumbles. Such sounds can
travel from
12.
1
8
1
9
km to
2
km. Find the difference between these two differences.
The route Jo usually takes to work is
2
4
5
flooded, she must take a different route that is
miles. After heavy rains, when that road is
9
4
10
miles. How much longer is Jo’s alternate
route?
13.
has
14.
2
2
1 cups of flour to make muffins and 4 cups to make bread. If he
Mr. Hansley used
3
3
5
3 cups left, how much flour did Mr. Hansley have before making his muffins and bread?
6
1
8
A standard piece of notebook paper has a length of 11 inches and a width of
2 inches.
What is the difference between these two measurements?
Wake County Public School System, 2014
15.
Octavio used a brand new 6-hour DVD to record some television shows. He recorded a movie
1
that is
1
2
1
hours long and a cooking show that is
1
4
hours long. How much time is left on the
tape?
16.
Mr. James purchased a 5-pound bag of sugar. He used
3
7
8
pounds to make cookies for the
class. How much sugar does he have left?
17.
18.
19.
20.
21.
22.
6
3
10
3
11
11
5
7
1
3
10
2
12  4
2
13
2
1
4 3 2
3
3
5
2
32  13
7
5
14
Kristen’s backpack weighs
7
20
12
lbs. Kyle’s backpack weighs
1
4
lbs. How much
do the backpacks weight together?
23.
24.
How much more does Kristen’s backpack weigh than Kyle’s?
Kristen takes her
3
1
4
lbs. math book out of her backpack. How much does it weigh now?
Wake County Public School System, 2014
FREE
SPACE
Write the answers below into the bingo card above! Be sure to use a random order!!
43
1
3
10
2
5
2
5
10
1
14
1
3
2
7
3
4
5
15
3
11
17
1
7
1
26
4
13
8
5
18
7
3
11
1
19
16
3
35
2
8
20
1
1
1
5
16
2
10
3
11
10
6
4
3
1
1
9
11
2
18
8
10
14
11
Wake County Public School System, 2014
Practice: Grade 5 Open Response Questions (NCDPI)
Some questions are open response. They will require you to enter a numerical answer, rather than select an answer
from several choices.
Guidelines
1. Write only one digit or symbol in each box. Spaces are permitted before or after your answer, but not within
the answer. Darken the corresponding circle below each box. The computer scores based on the darkened
circles.
2. Do not use symbols such as commas or dollar signs. See Examples D and E. Use only symbols that are
provided in the circles.
3. If an answer is a mixed number, it must be changed and entered as an improper fraction or a decimal.
Example C has the mixed number four and one-half, which is 9/2 as an improper fraction or 4.5 as a decimal.
Examples
Enter the numbers below into the grids. (See the notes for more guidance.) Examples of Correct and Incorrect
Gridded Responses can be found at http://www.ncpublicschools.org/docs/accountability/testing/g5gridexamples.pdf
A
5/10
A
B
C
D
E
B
3/2
C
4 1/2
D
5,600
E
$25.99
5/10 can be also answered as 1/2, as 0.5 or as .5. (Equal numbers are fine.)
3/2 is an improper fraction. It may be entered as 3, then /, then 2. It may also be entered as 1.5.
4 1/2 can be answered as 9/2 or as 4.5. Spaces in a number are not permitted. Also, the entry 41/2 with no space
would be interpreted as 41 divided by 2.
5,600 should be answered as 5600. (Commas are not permitted.)
$25.99 should be answered as 25.99. (Dollar signs are not permitted.)
Wake County Public School System, 2014
QUESTION SET A – Geometry (2-7%) and Operations and Algebraic Thinking (5-10%)
Which point is inside triangle MPQ?
Wake County Public School System, 2014
Which choice is a polygon that could have exactly two sides with the
same length?
A. rhombus
B. scalene triangle
C. regular octagon
D. isosceles triangle
QUESTION SET B- Measurement and Data (10-15%)
A right rectangular prism measures 8 feet tall, 3 feet wide,
and 5 feet long. What is the volume of the prism in cubic
feet?
A full punch bowl holds 4 gallons of punch. If each glass
holds 4 ounces of punch, how many glasses can be filled
from a full punch bowl?
A. 24 cubic feet
A. 16 glasses
B. 16 cubic feet
B. 32 glasses
C. 120 cubic feet
C. 64 glasses
D. 43 cubic feet
D. 128 glasses
Wake County Public School System, 2014
The juice will be poured from jug to jug so
that all five jugs contain the same amount
of juice.
How much juice will there be in each jug?
A. 1/8 gallon
B. 1/4 gallon
C. 3/8 gallon
D. 1/2 gallon
Jennifer needs to buy peanuts.
Wake County Public School System, 2014
 She has enough money to buy 20 ounces
of peanuts.
 She puts 1 ½ pounds of peanuts into a
bag.
QUESTION SET C – Numbers and Operations –Base Ten (22-27%)
*Practice Gridding Open Ended Answers
The fifth grade has 152 students. Each student has 18
pencils. How many pencils do the students have
altogether?
Wake County Public School System, 2014
How many 16 ounce bottles would be needed to hold the
same total of water as 56 bottles that each holds 20
ounces?
Six friends are sharing pizza. The pizza is cut into eight
equal slices. How many slices of pizza will each friend get
if they share the pizza equally?
A. 1 1/6
Mrs. Lewis will put a fence around her rectangular garden.
 The length of the garden is 9 5/6 yards.
 The width of the garden is 5 1/4 yards.
How many yards of fencing does Mrs. Lewis need?
A. 14 6/10
B. 1 1/4
B. 29 1/12
C. 1 1/3
C. 29 1/5
D. 1 1/2
Scott had $12.58.
D. 30 1/6
 He purchased two apples for $1.13 each and one
bottle of juice for $1.76.
 There was no sales tax.
How much money did Scott have after his purchase?
A farmer is packing grapefruit into boxes.
 He packs the same number of grapefruit into each
box.
 He has packed a total of 264 grapefruit into 22
boxes.
 He still has 180 grapefruit that must be packed.
How many more boxes must the farmer pack?
What is the value of 4.25 ÷ 17?
Wake County Public School System, 2014
What is 0.1675 rounded to the nearest hundredth?
A rectangle has a length of 4 ½ inches and a width of 2 ¾
inches. What is the area of the rectangle in square inches?
A. 12 3/8
Jasmine feeds her cat ¼ cup of food each day. There are 6
cups of cat food in the bag. How many days will the bag of
cat food last?
A. 4
B. 12 1/4
B. 6
C. 6 2/3
C. 10
D. 6 3/8
D. 24
Janie bought 3 1/2 pounds of apples at the store. She used 2 3/5 pounds of apples to make a pie.
How many pounds of apples does she have left?
A. 1
B. .9
C. .5
D. 1.2
Operations Fractions (4752%)
Wake County Public School System, 2014
Q
UE
ST
IO
N
SE
T
D
–
Nu
mb
ers
and
There were 5 pizzas at the pizza party for two families.
 Caroline’s family ate 1 3/8 pizzas.
 Julia’s family ate 1 2/6 pizzas.
What is the closest estimate of how much pizza was left?
Josh poured 38 gallons of water into 6 buckets. He poured
the same amount into each bucket. How much water did
Josh pour into each bucket?
A. 6 4/6 gallons
A. 1 pizza
B. 6 1/2 gallons
B. 2 pizzas
C. 6 1/3 gallons
C. 3 pizzas
D. 6 1/16 gallons
D. 4 pizzas
What is the value of this expression?
The picture below shows a large square with side lengths
equal to 1 yd. The square is divided into smaller squares
that are all of equal size. Some of the smaller squares are
shaded, forming a shaded rectangular region.
What is the area (in square feet) of the shaded rectangular
region?
Wake County Public School System, 2014
A. 3 square yards
B. 3 square feet
C. 12 square feet
D. 36 square feet
Two-thirds of the students in a class are wearing blue jeans.
Two-sixths of the students who are wearing blue jeans are also
wearing red shirts. What fraction of the students in the class
are wearing blue jeans and red shirts?
James will draw a rectangle with an area of 25 square yards.
Which set of measurements can James use?
A. 2/18
B. 2/9
C. 6/18
D. 4/9
B. length = 5 ¾ inches, width = 4 ¾ inches
A. length = 5 ½ inches, width = 5 inches
C. length = 12 ½ inches, width = 2 inches
D. length = 12 ½ inches, width = 12 ½ inches
Jim has ½ pound of raisins. He put the raisins into 4 bags. He
The total length of three boards is 7/8 of a yard. The lengths of
put the same amount into each bag. What amount of raisins did two of the boards are 1/4 of a yard and 3/16 of a yard. What is
Jim put into each bag?
the length of the third board?
A. 1/4 pound
A. 9/16 of a yard
B. 1/6 pound
B. 1/2 of a yard
C. 1/8 pound
C. 7/16 of a yard
D. 1/10 pound
D. 3/8 of a yard
Wake County Public School System, 2014
At a picnic, 12 people shared 4 large sandwiches equally.
How much of a sandwich did each person get to eat?
Each of the 5 boys at 2/3 of a pizza. What is the total amount
of pizza the boys ate?
A. 1/2 of a sandwich
A. 4 1/3 pizzas
B. 1/3 of a sandwich
B. 4 pizzas
C. 1/4 of a sandwich
C. 3 1/3 pizzas
D. 1/6 of a sandwich
D. 3 pizzas
Mrs. Jones has half of a pie left from yesterday’s dinner.
Today, her four children will share this leftover pie equally.
What fraction of a whole pie will each child get?
A dog’s food bowl holds 2 cups of dog food. Pete uses a
scoop that holds 1/3 of a cup of dog food. How many scoops
will it take for Pete to fill the dog bowl?
A. 1/8
A. 6
B. 1/6
B. 5
C. 1/4
C. 4
D. 1/2
D. 3
Wake County Public School System, 2014
ANSWER KEYS
Question Set A
C. parentheses around 5 x 8
B. 3 x (8 + 5) – 15
A. (2 , 3)
D. isosceles triangle
Question Set C
Question Set D
2,736 pencils
C. 1 1/3
70 bottles
D. 30 1/6
$8.56
A. 12 3/8
15 more boxes
D. 24
0.25
B. .9 pounds left
0.17
B. 2 pizzas
Question Set B
C. 120 cubic feet
D. 128 glasses
C. 75 cubic units
B. ¼ gallon
C. 24
A. 4 ounces
C. 6 1/3 gallons
‘
A. 20 1/8
B. 3 square feet
B. 2/9
C. length= 12 ½ in,
width = 2 in.
C. 1/8 pound
C. 7/16 of a yard
B. 1/3 of a sandwich
C. 3 1/3 pizzas
A. 1/8
A. 6
Wake County Public School System, 2014
Wake County Public School System, 2014