enable teachers and students to monitor in more detail their progress towards the targets of the standards. CTE Classroom Tasks Designed to demonstrate how the Common Core and Career and Technical Education knowledge and skills can be integrated. The tasks provide teachers with realistic applications that combine mathematics and CTE content. *3-Act Task A Task is a whole-group mathematics task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three. More information along with guidelines for 3-Act Tasks may be found in the Guide to Three-Act Tasks on georgiastandards.org and the K-5 CCGPS Mathematics Wiki. Task Name Task Type/ Grouping Strategy Content Addressed Standard(s) Order of Operations Scaffolding Task Small Group/Individual Task Deriving the of order of operations MCC5.OA.1 Trick Answers Constructing Task Individual/Partner Task Order of operations MCC5.OA.1 Money for Chores Constructing Task Individual/Partner Task Write and evaluating expressions. MCC5.OA.1 Hogwarts House Cup Constructing Tasks Individual/Partner Task Evaluate expressions with parentheses ( ), brackets [ ] and braces { }. MCC5.OA.1 MCC5.OA.2 Hogwarts House Cup Part 2 Practice Task Individual/Partner Task Evaluate expressions with parentheses ( ), brackets [ ] and braces {}. MCC5.OA.1 MCC5.OA.2 *The Beanbag Dartboard Performance Task Group Task and evaluate expressions and equations to represent a real life situation MCC5.OA.1 MCC5.OA.2 Expression Puzzle Practice Task Individual/Partner Task Interpret Numerical Expressions MCC5.OA.2 **Patterns R Us Constructing Task Partner/Small Group Task Exploring powers of ten with exponents MCC5.NBT.1 MCC5.NBT.2 Multiplication in a Row Practice Task Small Group/Partner Task Multiply multi-digit numbers MCC5.NBT.5 Preparing a Prescription CTE Task Individual/Partner Task Single and double digit multiplication in a context MCC5.NBT.5 Division & Interpreting Remainders Formative Assessment Lesson (FAL) Individual/Small Group Task Division and Interpreting Remainders MCC5.NBT.6 world
Hogwarts House Number of Students Tackling a Boggart Number of Students Identifying Potions Expression Equation Example 3 2 (15 × 3) + (20 × 2) (15 × 3) + (20 × 2) = 85 Gryffindor 4 3 Hufflepuff 2 4 Ravenclaw 5 1 Slytherin 3 3 Students at Hogwarts typically earn 5 points for using a magic spell correctly and 10 points for correctly answering a difficult question. In the chart below: Complete the as shown in the example. Hogwarts House Number of Students Correctly a Magic Spell Number of Students Correctly Answering a Question Expression Equation Example 1 1 (5 x 1) + (10 x 1) (5 x 1) + (10 x 1) = 15 Gryffindor (5 × 5)+ (10 × 2) Hufflepuff 2 3 Ravenclaw (5 × 4)+ (10 × 1) Slytherin 3 0 Name _____________________________________ Date _______________ Hogwarts House Cup Year 3 This time you are going to find out how many points the houses at Hogwarts lost! To find the total number of points lost, you will need to write an
STANDARDS FOR MATHEMATICAL CONTENT MCC.5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. STANDARDS FOR MATHEMATICAL PRACTICE SMP 1. Make of problems and persevere in solving them. SMP 2. Reason abstractly and quantitatively. SMP 3. Construct viable arguments and critique the reasoning of others. SMP 6. Attend to precision. Background Knowledge Students should have had prior experiences writing expressions. In this task, students will practice matching an expression written as a numeric calculation to its written form in words. In order to do this, students will need to be able to use and apply the commutative and associative properties of addition and multiplication as well as the correct order of operations. They will also need to apply third grade standard MCC3.NF.1 by understanding that dividing by a whole number is the same as multiplying by a unit fraction with that whole number as its denominator. For example, one-half of a quantity is the same as dividing by two, and one-third of a quantity is the same as dividing by three. COMMON MISCONCEPTIONS Students may choose the wrong operation because they don’t fully understand the meaning of each of the four operations and the vocabulary associated with each operation. Reviewing contexts for each operation and vocabulary such as product, sum, difference, etc. before doing this activity may be helpful. Students may try to the numbers in an expression to the word forms of those numbers. The puzzle has been written with distractors that use the same numbers in different operations. Therefore, students will need to carefully consider the correct operation and order when selecting the matching puzzle piece. ESSENTIAL QUESTIONS How can an expression be written? MATERIALS Directions and questions for Expression Puzzle
Multiply and put it in the box 23 X 1,000 X 100 X 10 What is happening? _________________________________________ __________________________________________ __________________________________________ Is there a pattern? __________________________________________ What do you think would happen if you multiplied your number by 1,000,000? Pick a number to multiply and put it in the box X 10 X 100 X 1,000 What is happening? _________________________________________ __________________________________________ __________________________________________ Is there a pattern? __________________________________________ _________________________________________________________________________________
What do you think would happen if you multiplied your number by 1,000,000? Complete the pattern 28 X 102 2,800 X 103 28,000 X 104 Is there a pattern? ________________________________________ Is there a similar pattern you’ve noticed? Looking at the patterns you have identified, what conjecture can you make about multiplying numbers by powers of 10? How does the use of exponents in 102 and 103 connect to changes in the value of numbers? Practice Task: Multiplication Three in a Row In this task, students practice multiplying 2-digit by 2 or 3-digit numbers in a game format.
How can estimating help us when solving division problems? What strategies can we use to efficiently solve division problems? MATERIALS Counters “Division Four in a Row” game board (printed on card stock and/or laminated for durability) Calculators GROUPING Small Group or Partner Task TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION: Comments Being able to estimate and mentally divide a 3 and 4-digit number by a 1-digit number is an important pre-requisite skill for dividing a whole number by a 2-digit number. Helping students develop their mental computation or estimation ability in general is also an important focus of Grade 5 MCC. This task challenges your students with game boards that contain simple 4-digit numbers in the Dividend Box or multiples of 10 (i.e., 10, 20, … 90) in the Divisor Box. KEY TO DIVISION FOUR IN A ROW GAME 360÷10 36 8640÷12 720 2040÷24 85 8640÷6 1440 3360÷10 336 3360÷12 280 1320÷15 88 2040÷10 204 720÷6 120 360÷24 15 1320÷30 44 3360÷6 560 360÷12 30 8640÷10 864 1320÷10 132 3360÷24 140 360÷6 60 2040÷30 68 1320÷12 110 2040÷15 136 360÷15 720÷30 24 3360÷15 224 360÷30 12 3360÷30 112 2040÷12 170 360÷15 720÷30 24 1320÷6 220 1320÷24 55 720÷24 30 8640÷30 288 8640÷24 360 2040÷6 340 720÷15 48 8640÷15 576 720÷12 60 720÷10 72 This game can be made available for students to play independently. However, it is important for students to some of the strategies they develop as they play. Strategies may include: