Math is AMAZING!

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Math is AMAZING!

We will be in FSA "Boot Camp" mode for the next several weeks. Our class time will be dividing into several sections. These sections should look something like this:

1. Daily Math - continuing to review this year's skills

2. Review Lessons - more in depth review of certain skills that have been identified

3. FSA style practice  - to get students use to the layout and design of questions that they will encounter on FSA

****NEW****

MAFS.5.MD.3.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

           a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume,    and can be used to measure volume.

           b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

***REVIEW***

 

MAFS.5.MD.3.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.5.G.2.3 – Understand that attributes belonging to a category of two dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

5.G.1.1 – Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

 

MAFS.5.MD.1.1  Convert among different-sized standard measurement units (ie.- km, m, cm; kg,g; lb, oz, T; l, ml; hr, min, sec) within a given measurement system (e.g. convert 5 cm to 0.05 meters) and use these conversions in solving multi-step real world problems.

 

MAFS.5.NF.2.3 Interpret a fraction as division of the numerator by the denominator. (a/b = a divided by b). Solve word problems involving division of whole numbers leading to ansers in the form of fractions of mixed numbers.

MAFS. 5. NF. 2.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

MAFS.5.NF.2.4 Apply and extend previous understandings of multiplication to multiply a fraction or a whole number by a fraction.

 

(we are working on modeling fraction multiplication....this includes mixed numbers, whole numbers and fractions less than one).

The next big standards test will be probably be next Wednesday or Thursday (1/24 or 1/25).

 

Daily Math - We continue daily math activites which are reviewing some decimal skills and are working with fractions. These sheets always come home on Thursday and I encourage you and your student to review them for the Friday quiz.

 

 

 

 MAFS.5.NF.1.1 - Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) (DOK 2) ● The full extent of the standard is the learning target.

MAFS.5.NF.1.2 - Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

****REVIEWING****

MAFS.5.NBT.2.7 – Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

 

 

MAFS.5.NBT.1.4 – Use place value understanding to round decimals to any place.

MAFS.5.NBT.1.1

Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. 

     ● Recognize that in a multi-digit number, a digit in one place represents          10 times as much as it           represents in the place to its right

     ● Recognize that in a multi-digit number, a digit in one place represents          1/10 of what it                      represents in the place to its left


MAFS.5.NBT.1.2

Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

      ● Explain patterns in the number of zeros of the product when multiplying a number by powers of 10
      ● Explain patterns in the placement of the decimal point when a decimal is multiplied by a power of             10
      ● Explain patterns in the placement of the decimal point when a decimal is divided by a power of 10
      ● Use whole-number exponents to denote powers of 10

MAFS.5.NBT.1.3

Read, write, and compare decimals to thousandths. 
      ● MAFS.5.NBT.1.3a Read and write decimals to thousandths using base-ten numerals, number                     names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 ×                     (1/100) + 2 × (1/1000).
               ○ Read decimals to thousandths using base-ten numerals, number names, and expanded form
               ○ Write decimals to thousandths using base-ten numerals, number names, and expanded form
      ● MAFS.5.NBT.1.3b Compare two decimals to thousandths based on meanings of the digits in each               place, using >, =, and < symbols to record the results of comparisons.
               ○ Compare two decimals to thousandths based on meanings of the digits in each place
               ○ Use >, =, and < symbols to record the results of comparisons MAFS.5.NBT.1.4 Use place                          value understanding to round decimals to any place. (DOK 1)
      

 

 

IXL - We will be using IXL in class as part of center instruction. Please do not use IXL at home. I would like to be available when students use this program to assist when needed and have the students work on skills to reinforce classroom instruction. Thanks a bunch for your cooperation!

Basic Math Facts-

We REALLY need to work on mastering those basic math facts (a third grade skill). Please work on these at home, it will greatly improve you student's ability to master MANY 5th grade standards.

www.math-drills.com