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A Story of Units

A Story of Units. Grade 5 – Module 5 Addition and Multiplication with Volume and Area. Session Objectives. Analyze Module 5 in order to implement this module . Explore specific lessons to support planning. Curriculum Overview of A Story of Units. Agenda. Introduction to Module

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A Story of Units

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  1. A Story of Units Grade 5 – Module 5 Addition and Multiplication with Volume and Area

  2. Session Objectives • Analyze Module 5 in order to implement this module. • Explore specific lessons to support planning.

  3. Curriculum Overview of A Story of Units

  4. Agenda Introduction to Module Concept Development Module Review

  5. Module Overview • Read the descriptive narrative and underline key phrases. • Summarize the major learning of the module in 1-2 sentences.

  6. Mid-Module Assessment • What concepts are the focus of the first half of the module? • What vocabulary and manipulatives will be new to students? • Keep these concepts in mind as we examine Topics A & B.

  7. Agenda Introduction to Module Concept Development Module Review

  8. Topic A: Concepts of Volume 3 Lessons • What is volume? • What methods will students use to find volume?

  9. Lesson 1Objective: Explore volume by building with and counting unit cubes. Topic A: Lesson 1 – Concept Development

  10. Lesson 1Objective: Explore volume by building with and counting unit cubes. Topic A: Lesson 1 – Problem Set Complete problems 1 and 2 in your Problem Set.

  11. Lesson 1Objective: Explore volume by building with and counting unit cubes. Topic A: Lesson 1 • How does this lesson move from concrete to pictorial?

  12. Lesson 2Objective: Find the volume of a right rectangular prism by packing with cubic units and counting. Topic A: Lesson 2 – Concept Development

  13. Lesson 2Objective: Find the volume of a right rectangular prism by packing with cubic units and counting. Topic A: Lesson 2 – Problem Set Complete problems 3 and 4in the Problem Set.

  14. Lesson 2Objective: Find the volume of a right rectangular prism by packing with cubic units and counting. Topic A: Lesson 2 • How does folding and packing these diagrams help students to develop an understanding of volume?

  15. Lesson 3Objective: Compose and decompose right rectangular prisms using layers. Topic A: Lesson 3 – Concept Development

  16. Lesson 3Objective: Compose and decompose right rectangular prisms using layers. Topic A: Lesson 3 – Problem Set Complete problem 6from the Problem Set.

  17. Lesson 3Objective: Compose and decompose right rectangular prisms using layers. Topic A: Lesson 3 • How does decomposing prisms into various layers help to deepen the understanding of volume?

  18. Topic A: Concepts of Volume (Review) Topic A: Lessons 1–3 • What skills and strategies have students developed for finding and conceptualizing volume? • What volume concept have we • not yet discussed?

  19. Topic A: Review • Sights: • Unit cubes • Boxes being constructed and packed • Isometric dot & grid paper • Drawings showing layers • Sounds: • Volume • Cubic units • Packing • Layers • Height, length, width • Rectangular prisms Topic A: Lessons 1–3 What would a classroom look and and sound like during this topic?

  20. Topic B: Volume and the Operations of Multiplication and Addition 6 Lessons How could students make connections to the volume formula from what they have learned so far?

  21. Lesson 4Objective: Use multiplication to calculate volume. Topic B: Lesson 4 – Concept Development

  22. Lesson 4Objective: Use multiplication to calculate volume. Topic B: Lesson 4 – Problem Set Complete problem 7 in your Problem Set.

  23. 4L 2L Lesson 5Objective: Use multiplication to connect volume as packing with volume as filling. Topic A: Lesson 5 – Concept Development What is the connection between volume in centimeters and liquid volume in milliliters?

  24. Lesson 5Objective: Use multiplication to connect volume as packing with volume as filling. Topic A: Lesson 5 – Problem Set Complete problem 8 in your Problem Set.

  25. Lesson 7Objective: Solve word problems involving the volume of rectangular prisms with whole number edge lengths. Topic B: Lesson 7 – Problem Set Work on problem 9 on your Problem Set.

  26. Lesson 7Objective: Solve word problems involving the volume of rectangular prisms with whole number edge lengths. Topic B: Lesson 7 – Debrief • What effect does doubling one dimension have on the volume? • Doubling two dimensions? • Doubling all dimensions? • Why?

  27. Lessons 8–9Objective: Apply concepts and formulas of volume to design a sculpture using rectangular prisms within given parameters. David Smith’s Cubi XII Topic B: Lessons 8–9

  28. Lessons 8–9Objective: Apply concepts and formulas of volume to design a sculpture using rectangular prisms within given parameters. Topic B: Lessons 8–9 - Rubrics What is the value of having students use a rubric on their own work and a partner’s?

  29. Topic B: Review • Sights: • Centimeter cubes • Scissors • Plastic boxes filled with water or rice • Sculpture of rectangular prisms • Volume = l×w×h • Rubrics • Sounds: • Filling • Packing • Volume • Milliliter • Cubic Unit • Students questioning each other 6 Lessons What would a classroom look and sound like during this topic?

  30. End-Module Assessment • What concepts are the focus of the second half of the module? • What vocabulary and manipulatives might be new to students?

  31. Topic C: Area of Rectangular Figures with Fractional Side Lengths How can we build understanding of area, working from concrete to representational to abstract?

  32. Lesson 10Objective: Find the area of rectangles with whole-by-mixed and whole-by-fractional number side lengths by tiling, record by drawing, and relate to fraction multiplication. Topic C:Lesson 10- Note & Preparation • Read and discuss Note and Preparation directions that precede this Concept Development.

  33. Objectives: Find the area of rectangles with…Lesson 10: whole-by-mixed and whole-by-fractional number…Lesson 11: mixed-by-mixed and fraction-by-fraction…side lengths by tiling, record by drawing, and relate to fraction multiplication. Topic C:Lessons 10–11 – Concept Development How can we tile rectangles to find their areas?

  34. Objectives: Find the area of rectangles with…Lesson 10: whole-by-mixed and whole-by-fractional number…Lesson 11: mixed-by-mixed and fraction-by-fraction…side lengths by tiling, record by drawing, and relate to fraction multiplication. Topic C: Lessons 10–11 – Concept Development Using square patty paper, tile three “Mystery Rectangles.”

  35. Lesson 12Objective: Measure to find the area of rectangles with fractional side lengths. Topic C:Lesson 12 – Problem Set • How can we find the area by measuring the dimensions of a rectangle? • At your table, measure the dimensions of two rectangles in problem 10, and then determine the area.

  36. Lesson 13Objective: Multiply mixed number factors, and relate to the distributive property and the area model. Topic C:Lesson 13 – Concept Development • Study the two strategies shown for problem 11. • How are these strategies the same? Different?

  37. Lesson 13Objective: Multiply mixed number factors, and relate to the distributive property and the area model. Topic C: Lesson 13 – Concept Development When finding area, which process is more efficient: the Distributive Property or renaming with improper fractions?

  38. Lessons 14 & 15Objective: Solve real world problems involving area of figures with fractional side lengths using visual models and/or equations. Topic C: Lesson 15 CD/Problem Set • How do we solve real world problems involving area? • Complete problem 12 in your Problem Set.

  39. Lessons 14 & 15 Objective: Solve real world problems involving area of figures with fractional side lengths using visual models and/or equations. The length of a flowerbed is 4 times as long as its width. If the width is 38 meter, what is the area? Topic C: Lesson 15 Problem Set/CD

  40. Topic C: Review • Sights: • Square paper for tiling • Rulers • Mystery rectangles • Sounds: • Area • Square units • Dimensions • Side length 6 Lessons What would a classroom look and sound like during this topic?

  41. Topic D: Drawing, Analysis, and Classification of Two-Dimensional Shapes Rhombuses 6 lessons • Can we create a hierarchy that depicts quadrilaterals from the most general to the most specific?

  42. Lesson 16Objective: Draw trapezoids to clarify their attributes, and define trapezoids based on those attributes. Topic D: Lesson 16 – Homework Complete problem 13 in your problem set.

  43. Lesson 16 Objective: Draw trapezoids to clarify their attributes, and define trapezoids based on those attributes. Topic D: Lesson 16 – Concept Development • Draw a trapezoid • Explore the angles as described in the Concept Development • What is the sum of the 4 angles of a trapezoid?

  44. Lesson 16Objective: Draw trapezoids to clarify their attributes, and define trapezoids based on those attributes. Topic D: Lesson 16 – Concept Development • Define “trapezoid.” • How is this definition different from the exclusive definition?

  45. Lesson 17Objective: Draw parallelograms to clarify their attributes, and define parallelograms based on those attributes. Topic D:Lesson 17– Concept Development. What do you notice about parallelograms?

  46. Lesson 17Objective: Draw parallelograms to clarify their attributes, and define parallelograms based on those attributes. Topic D: Lesson 17 – Concept Development. At your table, define “parallelogram.”

  47. Lesson 18Objective: Draw rectangles and rhombuses to clarify their attributes, and define rectangles and rhombuses based on those attributes. Topic D: Lesson 18– Concept Development • Draw either a rhombus or rectangle as described in the Concept Development of Lesson 18. • What do you notice about the angles and the diagonals of rhombuses and rectangles?

  48. Lesson 18 Objective: Draw rectangles and rhombuses to clarify their attributes, and define rectangles and rhombuses based on those attributes. Topic D: Lesson 18– Concept Development • At your table, discuss the definitions of rectangles and rhombuses. • How are these definitions different from the exclusive definitions?

  49. Lesson 19Objective: Draw kites and squares to clarify their attributes, and define kites and squares based on those attributes. Topic D: Lesson 19 – Concept Development • Draw either a square or a kite as described in the Concept Development of Lesson 19. • What do you notice about the angles and the lengths of the sides of squares and kites?

  50. Lesson 19 Objective: Draw kites and squares to clarify their attributes, and define kites and squares based on those attributes. Topic D: Lesson 19 – Concept Development Define “kite” and “square.”

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