Grade 5 Game Plan
For Knowledge and Skills 5.3 Number and Operation
5.3 NUMBER AND OPERATIONS
The student applies mathematical process standards to develop and use strategies and methods for positive rational number
computations in order to solve problems with efficiency and accuracy. The student is expected to:
Readiness Standards
My
Goal
My
Goal
CHECKPOINT
1
2
56
44
CHECKPOINT
1
2
5.3(E) solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings,
properties of operations, and the relationship to the multiplication of whole numbers
72
47
5.3(G) solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and
algorithms, including the standard algorithm
60
53
5.3(K) add and subtract positive rational numbers fluently
52
42
5.3(L) divide whole numbers by unit fractions and unit fractions by whole numbers
55
44
Supporting Standards
My
Goal
3
3
CHECKPOINT
1
2
5.3(A) estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division
53
65
5.3(B) multiply with fluency a three-digit number by a two-digit number using the standard algorithm
54
73
5.3(C) solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm
57
5
5.3(D) represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models
53
26
5.3(F) represent quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using objects and pictorial
models, including area models
57
13
5.3(H) represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial
models and properties of operations
56
60
5.3(I) represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models,
including area models
53
66
5.3(J) represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using
objects and pictorial models, including area models
73
26
3
K&S
Strategies
2 Instructional
1
1-2-3 Daily Game Plan
Stimuli
Grade Level: 5th
Day 1-2
Day 2-3
Day 3-4
Vocabulary
Link to Think
Engaging Items
Day 4-5
5.3 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for
positive rational number computations in order to solve problems with efficiency and accuracy.
Open Card Sort
(Students make own
categories)
Match Mine with
Mix Freeze Group
Symbolic representations
3
Content: 5.3
What Went Wrong
Tour of Knowledge
Always Sometimes Never
Name It Plus
Information Text
Pictorial
TOTAL
Thinking
Analyze
Interpret
Apply
Classify
Compare/Contrast
Categorize
Differentiate
Distinguish
Evaluate
Justify Valid Reasoning
Resource
s
Verbal Representations
Lead4ward Academic
Vocabulary
Justify
Summarize
Apply reasonableness
Interpret
Analyze
Infer
Reflect
Multiple Representations
CBA tests
Analyze
Summarize
Compare/Contrast
Create
Justify
Communicate
Released STAAR Questions
CBA tests
Match Mine with Mix-Freeze-Group for 5.3 Number and Operations
Thinking: Interpret, Solve, Use, Communicate, Evaluate, Justify
1.
INDIVIDUALLY match the term to the best description/example for #1 - #6.
2. MIX – Walk around the room as music plays
3. FREEZE – Stop whenever the music stops
4. GROUP – Partner with the person closest to you.
5.
MATCH MINE = Collaborate with your partner to explain your responses, and you may change your mind and
revise your answers after you collaborate.
6. MATCH the TEACHER = Teacher will clarify/verify correct responses.
7. Repeat MIX-FREEZE-GROUP until all sections are completed
Term/Concept
Descriptions
Mix-Freeze-Group: Match #1 - #6 with the correct Description/Example
_____1. Sum
A. The total when two or more factors are multiplied
_____2. Quotient
B. 232 + 67 = 299
_____3. Divisor
C. The number that is being divided
_____4. Product
D. The result of division
_____5. Dividend
_____6. Difference
E.
F. The number the dividend is being divided by
Mix-Freeze-Group: Match #7 - #11 with the correct Description/Example
_____7. Whole Number
_____8. Rational Number
_____9. Fraction
_____10. Decimal
_____11. Unit Fraction
G. Numbers that can be expressed as a fraction. EX: ½ =
0.5 or ¾ = 0.75 or 6/4 = 1.5 or 10/5 = 2
H.
I. A number that has a decimal point followed by digits
that show a value smaller than one.
J. Numbers that are counting numbers and zero {0, 1,
2,3…}
K. a number in the form where a and b are whole
numbers and b is not equal to zero
Mix-Freeze-Group: Match #12 - #17 with the correct Description/Example
L.
_____12. Denominator
_____13. Numerator
_____14. Factors
_____15. Mixed Number
_____16. Improper Fraction
M.
N.
O. a fraction where the numerator is greater than or
equal
to the denominator.
P.
2: 2, 4, 6, 8, 10, 12 ….
3: 3, 6, 9, 12, 13, 18 …
4: 4, 8, 12, 16, 20, 24 …
_____17. Multiples
Q.
Mix-Freeze-Group: Match #18 - #21 with the correct Description/Example
R.
0.3
_____18. Place Value
_____19. Tenths
_____20. Hundredths
_____21. Estimate
S. The value of a digit as determined by its location in a
number, such as ones, tens, hundreds, one thousands,
ten thousands, etc.
T.
0.14
U. An approximate value…. “about 200 marbles”
Open Card Sort for 5.3 Number and Operations
1. The teacher and/or students create a set of cards reflecting various vocabulary terms,
images, models, assessment items, or content associated with the TEKS in the unit of study.
2. Students work cooperatively in small groups or with partners to sort the cards into various
categories, first through an open sort and second through a closed sort.
 OPEN SORT: student create their own categories, sort the cards, and justify their thinking.
 CLOSED SORT: teacher provides the categories and asks student to re-sort their cards into
these new categories and justify their thinking.
3. As students sort, the teacher should circulate among the groups asking for justifications, but
not correcting errors yet. Instead, the teacher may pull a card and ask students to first
justify their categorization. Rather than telling students they are incorrect, the teacher
should ask students to “re-think” their categorization. The blank rectangle pieces can be
used as labels for students to name the categories they created.
4. Teacher clarifies/verifies as a whole group.
5. Students may transfer the sorting categorization cards into a graphic representation in their
journals.
NOTE: To save preparation time, write terms on the white board, and ask students to form
group and create their own card set using note cards or notebook paper cut into rectangles.
For assessment item sorts, present groups with a worksheet or test and ask them to cut the
items apart into separate “cards.” If the card set has images, copy one set of the images for
each group and ask students to cut the images apart to create their card set.
Open Card Sort Vocabulary from for 5.3 Number and Operations
Sum
Fraction
Place Value
Estimate
Denominator
Dividend
Product
Hundredths
Divisor
Factors
Numerator
Quotient
Whole
Number
Unit Fraction
Multiples
Tenths
Improper
Fraction
Difference
Rational
Number
Mixed
Number
Decimal
What Went Wrong for 5.3 Number and Operations
1. Provide students with assessment items that have been incorrectly solved/answered.
2. Students determine what went wrong within the problem solving process and identify the incorrect answer
as one of the following:
 Guessing
 Careless
 Stopped too soon
 Mixed things up
3. Students use the Problem Solving Flow Chart to address misconceptions.
4. Students apply the Problem Solving Flow Chart when evaluating their own work.
What Went Wrong?
5.
Wayne caught a trout that weighed 14 34 pounds and
his friend caught a salmon that weighed 6
How much more did the trout weigh?
The Brown family ordered three lobsters. The
first weighed 2.4 pounds, the second weighed
1.85 pounds, and the third weighed 1.9 pounds.
What was the weight of the three lobsters?
7
8
pounds.
Tour of Knowledge – 5.3 Number and operation
1. Students are organized into groups.
2. Each group is given a different colored Marker.
3. Groups rotate through stations observing a given assessment item stimuli. (graph,
table, equation, geometric shape, text, model, measurement tool, etc.)
4. Groups have 3 minutes at each station to record anything they know about the given
stimuli on the provided chart paper. Groups place a check mark beside information
they agree with from other groups and add new ideas.
5. Repeat steps #1 - #4. However, with this cycle, students write a question that could
be asked with the provided stimulus.
6. Students solve an assessment item associated with the given stimulus, identifying
what information was needed to answer the question.
QUESTIONS
Tour of Knowledge for Knowledge and Skills 5-3
page 1
Lori’s weekly allowance is $12, so her monthly budget income is $48. She
spends $36 on her lunch at school each month. The rest is for savings or to buy
something she wants. Last week she saw a Blu-ray movie that she wants to buy.
The movie will cost a total of $19.99.
Avi has 4 cups of apple juice. She uses ¼ cup of apple juice in each
serving of fruit punch.
Tour of Knowledge 5-3
page 2
Always, Sometimes, Never-- for 5.3 Number and Operations
1. Content Cards include True / False statements.
2. Use a cooperative structure such as Mix-Freeze-Group, Stand Up/Hand Up/Pair up, or
Shake and Share to organize students into pairs or triads.
3. For one content card at a time, student pairs analyze if the statement is “Always
true”, “Sometimes true” or “Never true” and justify their response.
4. Student groups debate the statements on any which they disagree.
5. Teacher clarifies, verifies—very important for students to leave with the correct
learning!!!!
Cards:
When adding decimals, line
up the decimal points before
adding.
When comparing decimals,
the number with the most
digits is the larger.
When simplifying an
expression involving
parentheses, multiplication,
and division, start at the
beginning of the expression
and work straight through.
Dividing 6 by any divisor will
result in a quotient smaller
than 6.
You can add two fractions
with unlike denominators.
In order to add or subtract
fractions with unlike
denominators, you must first
find the LCM.
Factors and Multiples are the
same.
When simplifying an
expression, starting from left
to right, you always multiply
and divide before you add and
subtract.
When converting larger units
of measurements to smaller
units you must multiply.
1 gallon = 16 cups
Prime numbers only have 1 as
its factors.
The number 2 is a composite
number.
The number 51 is a prime
number.
When simplifying a fraction,
you must find the greatest
common factor of both
denominators before you can
divide.
You will ROCK the STAAR
Math test!