Rigor Breakdown. Part 3: Application Grades 3–5. Session Objectives. Examine the application component of rigor in G3—M5 and related content from grades 4 and 5. Explore a deep understanding of modeling and its application in the standards.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Part 3: Application
“Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so. Teachers provide opportunities at all grade levels for students to apply math concepts in “real world” situations. Teachers in content areas outside of math, particularly science, ensure that students are using math – at all grade levels – to make meaning of and access content.” (excerpt from the Shifts)
Look through the application section of the lessons in G3—M5. What model(s) other than rectangular regions are being used to facilitate students understanding of fractions?
Choose variables to represent essential features.
Formulate the model (e.g., create the equations).
Analyze the model (the relationships depicted) to draw conclusions.
Interpret the results in terms of the original situation.
Validate the conclusions by comparing them to the situation, then either improve model and repeat.
Report the results incl. assumptions, approx. made.
Example 1: Sara has 5 stamps. Mark brings her 4 more stamps. How many stamps does Sara have now?
Example 2: Sara has 16 stamps. Mark brings her 4 more stamps. How many stamps does Sara have now?
Example 3: Sara brought 4 apples to school. After Mark brings her some more apples, she has 9 apples altogether. How many apples did Mark bring her?
Example 4: brings her some more apples, she has 9 apples altogether. How many apples did Mark bring her?Matteo has 5 toy cars. Josiah has 2 more than Matteo. How many toy cars do Matteo and Josiah have altogether?
Example 5: Jasmine had 328 gumballs. Then, she gave 132 gumballs to her friend. How many gumballs does Jasmine have now?
Example 6: gumballs to her friend. Jose has 4 paper clips. Harry has twice as many paper clips as Jose. How many paper clips does Harry have?
Example gumballs to her friend. 7: Jose has 4 paper clips. Harry has twice as many paper clips as Jose. How many paper clips do they have altogether?
Example 8: gumballs to her friend. William’s weight is 40 kg. He is 4 times as heavy as his youngest brother Sean. What is Sean’s weight?
Example 9: gumballs to her friend. Jamal has 8 more marbles than Thomas. They have 20 marbles altogether. How many marbles does Thomas have?
Example 10: The total weight of a football and 10 tennis balls is 1 kg. If the weight of each tennis ball is 60 g, find the weight of the football.
Example 11: Two pears and a pineapple cost $2. Two pears and three pineapples cost $4.50. Find the cost of a pineapple.
Example 12: David spent 2/5 of his money on a storybook. The storybook cost $20 how much did he have at first?
Example 13: Alex bought some chairs. One third of them were red and one fourth of them were blue. The remaining chairs were yellow. What fraction of the chairs were yellow?
Example 14: Jim had 360 stamps. He sold 1/3 of them on Monday and ¼ of the remainder on Tuesday. How many stamps did he sell on Tuesday?
Example 15: Max spent 3/5 of his money in a shop and ¼ of the remainder in another shop. What fraction of his money was left? If he had $90 left, how much did he have at first?
Example 16: Henry bought 280 blue and red paper cups. He used 1/3 of the blue ones and 1/2 of the red ones at a party. If he had an equal number of blue cups and red cups left, how many cups did he use altogether?
Example 17: A club had 600 members. 60% of them were males. When 200 new members joined the club, the percentage of male members was reduced to 50%. How many of the new members were males?
Example 18: The ratio of the length of Tom’s rope to the length of Jan’s rope was 3:1. The ratio of the length of Maxwell’s rope to the length of Jan’s rope was 4:1. If Tom, Maxwell and Jan have 80 feet of rope altogether, how many feet of rope does Tom have?
Application in G3—M5
Modeling in the Standards
Building Proficiency with Tape Diagrams
Writing Word Problems and Real-World Problems