www.everydaymathonline.com eToolkit ePresentations Interactive Teacher’s Lesson Guide Algorithms Practice EM Facts Workshop Game™ Assessment Management Family Letters Curriculum Focal Points Common Core State Standards 590 Unit 7 Exponents and Negative Numbers Advance Preparation For Part 1, students need Fraction Cards ( Math Journal 2, Activity Sheets 5–7), which were cut out and used in Lesson 5-1. Line Plots Objective To provide experience creating and interpreting line plots with fractional units. Key Concepts and Skills • Identify equivalent fractions. [Number and Numeration Goal 5] • Identify fractions on a number line. [Number and Numeration Goal 6] • Add fractions and mixed numbers with like and unlike denominators. [Operations and Computation Goal 4] • Create a line plot. [Data and Chance Goal 1] • Analyze a data set. [Data and Chance Goal 2] Key Activities Students make a line plot to display and analyze a data set of measurements in fractions of a unit. Students use equivalent fractions and operations of fractions including addition and subtraction to solve problems involving information presented in line plots. Materials Math Journal 2, pp. 242 and 242A Fraction Cards (Math Journal 2, Activity Sheets 5–7) Student Reference Book, pp. 119–121 (optional) calculator Probability Meter Poster (optional) Operations with Multidigit Whole Numbers and Decimals Math Journal 2, p. 242B Students practice solving problems involving operations with multidigit whole numbers and decimals. Math Boxes 7 10 Math Journal 2, p. 243 Students practice and maintain skills through Math Box problems. Ongoing Assessment: Recognizing Student Achievement Use Math Boxes, Problem 3. [Number and Numeration Goal 6 and Operations and Computation Goal 4] Study Link 7 10 Math Masters, p. 212 Students practice and maintain skills through Study Link activities. READINESS Identifying Fractions on a Number Line Math Masters, p. 211 Students label fractions on number lines. EXTRA PRACTICE Plotting Rain Gauge Data Math Master, p. 213 Students read measures from pictures of rain gauges, plot the data on a line plot, and then answer questions about data landmarks. Teaching the Lesson Ongoing Learning & Practice Differentiation Options
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www.everydaymathonline.com
eToolkitePresentations Interactive Teacher’s
Lesson Guide
Algorithms Practice
EM FactsWorkshop Game™
AssessmentManagement
Family Letters
CurriculumFocal Points
Common Core State Standards
590 Unit 7 Exponents and Negative Numbers
Advance PreparationFor Part 1, students need Fraction Cards (Math Journal 2, Activity Sheets 5–7), which were cut out
and used in Lesson 5-1.
Line PlotsObjective To provide experience creating and interpreting line
plots with fractional units.
��������
Key Concepts and Skills• Identify equivalent fractions.
[Number and Numeration Goal 5]
• Identify fractions on a number line.
[Number and Numeration Goal 6]
• Add fractions and mixed numbers with
like and unlike denominators.
[Operations and Computation Goal 4]
• Create a line plot.
[Data and Chance Goal 1]
• Analyze a data set.
[Data and Chance Goal 2]
Key ActivitiesStudents make a line plot to display and
analyze a data set of measurements in
fractions of a unit. Students use equivalent
fractions and operations of fractions
including addition and subtraction to solve
problems involving information presented in
line plots.
MaterialsMath Journal 2, pp. 242 and 242A
Fraction Cards (Math Journal 2, Activity
Sheets 5–7)
Student Reference Book, pp. 119–121
(optional)
calculator � Probability Meter Poster
(optional)
Operations with Multidigit Whole Numbers and DecimalsMath Journal 2, p. 242B
Students practice solving problems
involving operations with multidigit
whole numbers and decimals.
Math Boxes 7�10Math Journal 2, p. 243
Students practice and maintain skills
through Math Box problems.
Ongoing Assessment: Recognizing Student Achievement Use Math Boxes, Problem 3. [Number and Numeration Goal 6 and
Operations and Computation Goal 4]
Study Link 7�10Math Masters, p. 212
Students practice and maintain skills
through Study Link activities.
READINESS
Identifying Fractions on a Number LineMath Masters, p. 211
Students label fractions on number lines.
EXTRA PRACTICE
Plotting Rain Gauge DataMath Master, p. 213
Students read measures from pictures of rain
gauges, plot the data on a line plot, and then
answer questions about data landmarks.
Teaching the Lesson Ongoing Learning & Practice Differentiation Options
590_EMCS_T_TLG2_G5_U07_L10_576914.indd 590590_EMCS_T_TLG2_G5_U07_L10_576914.indd 590 3/1/11 11:54 AM3/1/11 11:54 AM
Lesson 7�10 591
Getting Started
1 Teaching the Lesson
▶ Math Message Follow-Up WHOLE-CLASS
ACTIVITY
(Math Journal 2, Activity Sheets 5–7)
Draw a number line on the Class Data Pad, and label the benchmarks 0, 1 _ 4 , 1 _ 2 , 3 _ 4 , and 1. Label the line plot Sorting Fraction Cards, the x-axis Fractions, and the y-axis Number of Cards. Place the title, Sorting Fraction Cards, above the number line, allowing enough room for data to be added for a line plot.
Tell students that the number line will be used to create a line plot displaying the results of the equivalent-fraction card sorting activity.
Ask students to share the results of their card sorting and justify their choices as you record the results on the Class Data Pad.
Possible questions to ask include the following:
● How many cards show a fraction equivalent to 1? eight: 2 _ 2 , 3 _ 3 , 4 _ 4 , 5 _ 5 , 6 _ 6 , 8 _ 8 , 10 _ 10 , 16 _ 16
● How do you know these fractions are all equivalent to 1? Sample answers: The front of each of these cards is fully colored. The numerator is equal to the denominator in each fraction.
● How many cards show a fraction equivalent to 1 _ 2 ? seven: 1 _ 2 , 2 _ 4 , 3 _ 6 , 4 _ 8 , 5 _ 10 , 6 _ 12 , 8 _ 16
● How do you know these fractions are all equivalent to 1 _ 2 ? Sample answers: The denominator in each of these fractions is twice the numerator. The number of spaces shaded blue on each of these cards is equal to the number of spaces that are white.
● How many cards show a fraction equivalent to 1 _ 4 ? three: 1 _ 4 , 2 _ 8 , 3 _ 12
● How many cards show a fraction equivalent to 3 _ 4 ? three: 3 _ 4 , 6 _ 8 , 9 _ 12
● How many cards show a fraction equivalent to 0? three: 0 _ 5 , 0 _ 10 , 0 _ 16
Math MessageSort the Fraction Cards to find the cards equivalent to 0, 1
_ 4 , 1 _ 2 ,
3
_ 4 , and 1. Use your slate to record the number of cards in each group. Be ready to justify your choices.
Study Link 7�9 Follow-UpHave partners compare answers and resolve differences.
Mental Math and Reflexes Have students rename fractions as decimals and as percents. Suggestions:
Ask volunteers to label the fractions 1 _ 8 , 3 _ 8 , 5 _ 8 , and 7 _ 8 on the line plot. Ask students to explain their reasoning for the placement of each fraction as it is recorded.
Have students continue to sort the Fraction Cards to find those that are equivalent to the fractions for eighths that were just added to the number line. Continue discussing students’ findings as you complete the line plot. Ask:
● How many cards did you find for each new fraction we marked on the number line? There are 2 cards for each: 1 _ 8 is equal to 2 _ 16 , 3 _ 8 is equal to 6 _ 16 , 5 _ 8 is equal to 10 _ 16 , and 7 _ 8 is equal to 14 _ 16 .
● How can you use the line plot to find the total number of cards sorted? Count all the Xs in the line plot.
▶ Using a Line Plot to
WHOLE-CLASS ACTIVITY
Analyze Data (Student Reference Book, pp.119–121)
Refer students to Student Reference Book, pages 119–121 to review data landmarks, if necessary.
Have students use slates to record information about the data on the Sorting Fraction Cards line plot. Ask students to share their thinking as they analyze the data. As they determine the various landmarks, label them on the line plot on the Class Data Pad.
● Which number on the line plot has the most equivalent fractions? 1 whole, or 1 What do we call the landmark for the value or values that occur with the greatest frequency in a set of data? mode
● What is the maximum value in the set of data? 1 What is the minimum value in the set of data? 0
● What is the range of data displayed on the line plot? 1 How did you find the range? I subtracted the minimum from the maximum: 1 – 0 = 1.
● What is the median? 1 _ 2 How did you find the median? I started at each end and then worked toward the center until I found the middle number.
● How many cards do we have in our data set? 32
● If the blue shading on the cards represents blue liquid in a beaker, for how many beakers do we have data? 32
● What landmark would tell us how much liquid each beaker would have if the liquid were distributed equally among all the beakers? mean
● If you actually had these beakers of liquid, what would you do to distribute the liquid equally among all beakers? Sample answer: I’d pour liquid from the beakers with more liquid into the beakers with less liquid until the liquid levels in all of the beakers were equal.
● How do you find the mean for a set of data? Sample answer: Add all of the data values, and then divide the sum by the number of data values.
Ask students to work with a partner to find the sum of the data values using various strategies. 18 1 _ 2 Ask students to share their strategy for finding the sum.
Students who need a visual model to find the sum
of the fractions may benefit from using the Fraction Cards.
Have students match cards that together add to a sum
of 1 whole. For example, 7 _ 8 and 1
_ 8 add to 1 whole. Using
this method, all cards except for one of the 1 _ 2 cards has a
“match” to make 1 whole.
A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L
Students then use a calculator to find the mean of the set of data. Students may convert 18 1 _ 2 to a decimal and then use the calculator to divide the sum by 32 to find the mean. Ask students to round the quotient in the calculator display to the nearest hundredth. 18.5 / 32 = 0.578125, or about 0.58 Ask:
● Between which two fractions on your line plot does 0.58 fall? Between 1 _ 2 and 5 _ 8
● Which fraction on your line plot is 0.58 closest to? How do you know? Sample answer: 0.58 is closest to 5 _ 8 because 5 _ 8 = 0.625, and 0.625 - 0.58 = 0.045. This is less than the distance between 0.58 and 0.5, which is 0.08.
Students then use estimation to determine an approximate placement on the line plot for the mean of the set of data.
Students who need a visual model to estimate the placement of the
mean on the line plot may benefit from referring to the Probability Meter Poster.
After determining the approximate location of the decimal on the decimal side
of the probability meter, students look on the opposite side of the meter to
determine the fraction that is closest to the one found on the line plot. Students
should notice that 0.58 is greater than 0.5 and less than 0.625, and that it is
closer to 0.625.
A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L
▶ Displaying and Analyzing PARTNER ACTIVITY
Data on a Line Plot(Math Journal 2, pp. 242 and 242A)
Students work with a partner. Have students solve the problems on journal pages 242 and 242A involving plotting data points on a line plot with fractional units and analyzing the data with landmarks. Circulate and assist.
Operations with Multidigit Whole Numbers and DecimalsLESSON
7�10
1. Use the standard algorithm to complete the multiplication problem shown at right.
2. $7,550 is shared equally among 25 people.
a. Write an open number sentence to show how much money each person gets.
7,550 ÷ 25 = m b. Will a reasonable estimate for the quotient be
in the tens, hundreds, or thousands?
In the hundreds c. Each person gets $ 302 .
3. In a store, Denny picks out jeans for $34.98 and a shirt for $16.49. He has $50 with him.
a. Does he have enough money to buy the jeans and shirt? no b. If not, how much more money does he need? $1.474. a. The correct digits for the product are given. Write the decimal point in the product
without actually multiplying.
0.98 ∗ 39.39 = 3 8.6 0 2 2
b. Explain how you decided where to place the decimal point. Sample answer: 0.98 is almost 1, so I knew that the product would be close to 39.5. a. Explain how you could use the shading in the grid to find
the quotient 0.65 ÷ 0.05.
Sample answer: The shading shows 13 groups of 0.05 in 0.65.
b. What whole number division problem has the same quotient?
Whole Numbers and Decimals(Math Journal 2, p. 242B)
Students practice solving problems involving operations with multidigit whole numbers and decimals.
▶ Math Boxes 7�10
INDEPENDENT ACTIVITY
(Math Journal 2, p. 243)
Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 7-7. The skills in Problem 6 previews Unit 8.
Ongoing Assessment Math Boxes
Problem 3 �Recognizing Student Achievement
Use Math Boxes, Problem 3 to assess students’ ability to add fractions with unlike denominators and to use benchmarks to compare fractions. Students are making adequate progress if they can compare the fraction 3 _ 8 to 1 _ 2 and find the sum of the two fractions. Some students may be able to compare the fraction to 1 _ 4 . [Number and Numeration Goal 6 and Operations and Computation Goal 4]
Home Connection Students practice making line plots with fractional increments using insect data.
3 Differentiation Options
READINESS
SMALL-GROUP ACTIVITY
▶ Identifying Fractions on a 5–15 Min
Number Line(Math Masters, p. 211)
Students label fractions on number lines.
EXTRA PRACTICE SMALL-GROUP
ACTIVITY
▶ Plotting Rain Gauge Data 5–15 Min
(Math Masters, p. 213)
Students use rain gauge data to practice creating a line plot with fractional increments and then answer questions about the landmarks of the data set.