# 5thMSPTennesseePPT

```5th Grade – Jan. 23
Introductions and Training Purpose
• Grant Purpose and Background
• Partnerships
• Purpose of this Training
Target: Increase content knowledge of identified
Tennessee Education Standards for Math as
measured through a STEM challenge.
Training Teams and Logistics
•
•
•
•
•
Teams
Bathrooms/Breaks/Cell Phones
Agenda
STEM
Materials
MSP Wikispace
– Your Source for All Resources
• http://msptennessee.wikispaces.com
• Please take the time to visit the site
later
• Contact us if you have any questions
or need any help.
Vertical Alignment
You will need these materials: A copy of the Instructional
Alignment Chart, K-12 Vertical Progression book, composition
notebook (for notes) and a sentence strip for the group
• Using the Instructional Alignment Chart – identify
the vertical alignment of the targeted standards.
• Identify the implications across the grade levels
• Discuss with your team – modify if needed.
• Choose one implication to share with the whole
group and write on a sentence strip.
Current v. Best Practices
• What works v. what doesn’t work
• Individually take notes on your sheets
• Then as a team, come up with one best
practice to record on a sentence strip. Be
prepared to share with the entire group.
1. What is the value of reviewing
the vertical alignment?
2. Name one instructional practice
that you will use in your
classroom and why?
A family of four (mom, dad, and two kids) is taking
a late winter vacation on a snowy mountaintop.
The snowmobiles take the family and all their gear
up the mountain to the campsite. They get an alert
that the temperature has risen and an avalanche
warning has been issued. They need to get off the
mountain quickly along with as much equipment as
possible.
Using the sleds, decide how to get the family and
their gear down the mountain safely. The further
your family can get from the mountain, the safer
they will be.
Video
/video/avalanche-skier?source=relatedvideo
Targeted Standards
Math
•
5.NBT.B.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.
•
SPI 506.2.5 Solve addition and
subtraction problems involving both
fractions and decimals.
Science
• SPI 0507.10.1 Differentiate
between potential and kinetic
energy.
• SPI 0507.11.1 Explain the
relationship that exists among
mass, force, and distance
traveled
• SPI 0507.12.1 Recognize that
the earth attracts objects
without touching them.
• SPI 0507.12.2 Identify the force
that causes objects to fall to the
earth.
Scaffolding Skills Chart
• Introduce challenge early in instruction
• Discuss skills/topics that have already been
taught or need to be taught
• Provide connections and integration
• Share the materials and resources if the entire
STEM team is not here
• Remember all resources will be available on the
Wiki
Fractions and Decimals Connection
• Understanding of fractions is an important
connection to decimal equivalency and place
value
• Decimals are fractions with denominators of 10
and 100
TARGET: Add and subtract
fractions using pattern blocks.
Pattern Blocks Discovery
• With your shoulder partner, sort the pattern
blocks.
• Find one yellow hexagon.
• Using only one shape at a time, how many
different combinations of blocks can you make
that are equivalent to one yellow hexagon.
• Draw and record in notebooks.
The green triangle
is what fraction of the blue
rhombus?
1
2
The red trapezoid
is what fraction of the yellow
hexagon?
1
2
How can
and
both be equivalent
1
to 2 ?
The blue rhombus
is what fraction of the yellow
hexagon?
1
3
The green triangle
is what fraction of the red
trapezoid?
1
3
How can
and
both be equivalent
to 1 ?
3
The green triangle
is what fraction of the yellow
hexagon?
1
6
Using Pattern Blocks to Add and
Subtract Fractions
One yellow hexagon is
equivalent to one whole
– add to notebooks
Show:
1
3
+
+
1
Shade on each hexagon,
3
combine like shapes.
1
3
=
=
2
3
Show:
2
3
+
What fraction skill
does this conceptually
show?
+
1
2
=
=1
1
6
Show: 1
2
3
+1
1
2
+
=
=3
1
6
Show:
2
3
-
1
2
=
=
1
6
Show: 1
2
3
-1
1
2
Show: 1
2
3
-1
1
2
Show: 1
2
3
-1
1
2
=
1
6
Exit Card
Using pattern blocks, draw and
model how to solve
1/6 + 1/2
(1 hexagon as the whole)
1. Draw a representation of how to
use pattern blocks to multiply
fractions.
2. How are fractions and decimals
connected?
3. Which do you think should be
taught first and why?
Decimal Connections to Fractions
• Decimals are fractions. In fact, they should be much
easier for students to understand due to the base
ten representation.
• Most resources state that fractions should be taught
before decimals.
• Important to use correct naming of decimal
numbers to understand whole to part.
• It is usually easy for students to work with money,
but they don’t see money as decimal or fractional
amounts.
Target
5.NBT.B.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.
Decimal Manipulatives/Representations:
Money (to see fractional amounts)
• Making “Cents” of Decimals: Dump out 100
pennies and identify heads or tails – place pennies
on a 100 chart – note how many of each on t-chart.
Add decimal amounts based on amount of heads or
tails. Have students represent with decimal amounts.
• Use dime for an extension.
• These resources/activities are on the Wiki.
Decimal Manipulatives/Representations:
Money (real world)
• Money Task: You want to purchase an Xbox One for
\$499.50. Your parents tell you that all of the family
needs to be involved in earning the money to buy it. So
they let you practice with a check book register. You
will make deposits, make withdrawals, and write checks
(recording all in the register) in order to keep track of
the finances. Your family account will begin with a
balance of \$600.00.
• These resources/activities are on the Wiki.
Like a CHECK REGISTER
Date
Payment/Depo
sit
Amount of
Payment
Amount of
Deposit
Opening
Balance \$600.00
Transactions
7/14 You are mowing lawns in your neighborhood to buy an
Xbox One for the family. The rate for mowing lawns is \$10.00 per
lawn. You mowed three lawns, your sister mowed 2 lawns, and
your brother mowed half a lawn before he broke the lawn mower.
You all deposited your money into the account toward the
purchase.
7/15 You wrote a check to Pet Palace to buy your new dog,
Bongo, for \$99.00 and his accessories which cost \$18.96.
7/16 You found a \$20.00 bill under the seat in the car and you
used it to buy ice cream for \$4.37. You deposited the rest of the
money.
Using Base Ten Blocks to Add and Subtract Decimals
http://nlvm.usu.edu/en/nav/frames_asid_264_g_2_t_1.html?from=category_g_2_t_1.html
How do you multiply decimals?
5 x 0.7
2.3 x 1.8
• Solve these two problems in your
notebooks.
• Check with your shoulder partner to see
if you agree on the answer.
Multiplication of Decimals
• Predict the answer before multiplying.
• Show the difference between
multiplying the 2 whole numbers and
the 2 decimals
Decimal Manipulatives/Representations:
Base Ten Blocks
• Multiplying decimals with base ten
blocks/area models
Decimal Manipulatives/Representations:
Decimal Tape Measure/Meter Stick
• Measurement tools can be used as number line
representations to add and subtract.
• Metric measurements work well to represent
decimals due to the base 10 representation.
How do you divide these decimals?
78.4 &divide; 0.7
2.7 &divide; 0.3
• Solve these two problems in your notebooks.
• Check with your shoulder partner to see if you
agree on the answer.
Division of Decimals
• Predict the answer before dividing.
• Show the difference between dividing
the 2 whole numbers and the 2
decimals
1. On a post-it note, list other
representations/manipulatives that you
have used to teach decimal concepts and
put on chart paper.
2. We will post the list on the Wiki.
Lunch
11:30-12:45
Measuring Weight and Mass
(there is a difference)
• Confusion of mass and weight/corresponding tools
and units
• Mass represents amount of matter, can be
measured with a balance scale and can be
represented with metric measurements like grams.
• Weight represents the amount of gravitational pull,
can be measured with a spring scale/bathroom
scales and can be represented in either
measurement (pounds, ounces, grams).
Measuring Mass with a Balance
• A balance uses counterweights to measure mass.
• Elementary schools usually have the inexpensive
plastic balances.
• Mass stays the same unless the amount of
matter is changed.
• Mass does not change in other environments.
http://www.teachertube.com/video/measuring-mass-257029
Measuring Weight with a Spring Scale?
● A spring scale is a simple
device used to measure force
or weight (not mass).
● If you have ever stood on a
bathroom scale, you have used
a spring scale.
● The scales in the produce
section of the grocery store
are also spring scales.
• http://www.teachertube.com/video/measuringweight-209500
To Use a Spring Scale:
1. First, make sure the indicator lines
up with the top of the zero line.
2. If it does not, use the metal tab or
the nut at the top of the spring scale
increments.
4. Frequently check your scale for
accuracy while you are taking
measurements.
To Use a Spring Scale:
1. Hang the object to be measured
from the spring scale hook.
2. Read the grams scale for weight.
A family of four (mom, dad, and 2 kids) is
taking a late winter vacation on a snowy
mountaintop. The snowmobiles take the
family and all their gear up the mountain to
the campsite. They get an alert that the
temperature has risen and an avalanche
warning has been issued. They need to get off
the mountain quickly along with as much
equipment as possible. Using the sleds, decide
how to get the family and their gear down the
mountain safely. The further your family can
get from the mountain, the safer they will be.
Targeted Standards
Math
Science
• 5.NBT.B.7 Add, subtract, multiply, and • SPI 0507.10.1 Differentiate
between potential and kinetic
divide decimals to hundredths, using
energy.
concrete models or drawings and
strategies based on place value, properties • SPI 0507.11.1 Explain the
relationship that exists among
of operations, and/or the relationship
mass, force, and distance
between addition and subtraction; relate
traveled
the strategy to a written method and
• SPI 0507.12.1 Recognize that
explain the reasoning used.
the earth attracts objects
• SPI 506.2.5 Solve addition and
subtraction problems involving both
fractions and decimals
without touching them.
• SPI 0507.12.2 Identify the
force that causes objects to
fall to the earth.
Table of Weights (on
Wiki) (represented with
pennies)
• As a team, weigh each bundle with the spring
scale and record measurements in the chart.
• Now determine what will be put on each sled
based on the sled (styrofoam trays) allowance
and the weights (pennies) of the bundles.
• Show equations and record.
• Test your sled on the ramp and measure the
distance traveled. Record results in the chart –
put chart in notebooks.
Challenge Extension
• Add or separate items for sleds to make it harder
to decide what to take and what to leave.
• Use other types of scales or balances to measure
the weight/mass.
1. Think about other ways that the spring
scales could be used with other
standards in Science or Math.
2. How will you use this challenge in your
classroom?
Closure
Target: Increase content knowledge of identified
Tennessee Education Standards for Math as measured
through a STEM challenge.
• Remember to check out the Wiki
• Remember to share information with rest of team
(Math and Science)
• Remember to bring back the notebook and
vertical progression book
• Take with you: composition books, vertical
progression books, tape measures, and pattern
blocks
```