# Fractions

 Time Lesson/Activity MPS Learning Targets Suggested State Framework Assessment Descriptors District Model CABS Suggested Vocabulary 60 mins      15 mins   60 mins Fractions Activity 8.7, Pg. 709, Part 3: • Folding paper pizzas • Making a Fraction Book (experiences should continue throughout the summer) Comparing Fractions Activity 9.7, Pg. 774, Part 3: • Matching fractions Many Names for Fractional Parts Activity 9.8, Pg.779, Part 1: • Naming Fractional parts in several way Activity 9.8, Pg.780, Part 2: • Finding Names for fractional parts Home Link 9.8, Pg. 781 Number Operations and Relationships  Learning Target #1 Represent numbers, monetary values, and fractions (i.e., halves and fourths) to show equivalency (e.g., 5+5=8+2, 10 dimes is worth \$1.00, 4 fourths is the same as 1 whole) and to compare them. Number Operations and Relationships Suggest Descriptors B.a Concept B.a.5 Represent halves and fourths using objects and pictures to explain the meaning of fractions as parts of a whole. Mathematical Processes A.1 Use reasoning and logic to: Perceive patterns, Identify relationships, formulate questions, pose problems, make conjectures, justify strategies and test reasonableness of results. Number Operations and Relationships equal 15 mins  Ongoing   30 mins   60 mins   60 mins         30 mins       60 mins Non-Standard Linear Measures Activity 4.2, Pg. 281, Part 3 • Comparing Objects by lengthPlant Project Pg. 433, ( substitute bean seeds) Measuring with a Tape Measure Activity 4.6, Pg. 302, Part 3 • activity 1 • activity 2 Digital Clocks Activity 6.10, Pg. 587 Review Telling Time Activity 10.2, Pg. 805, Part 1 Review telling time to five minutes, Pg. 806-807 Review digital notation, Pg. 806-807 Practice with time, Pg. 806-807 Differentiation , Pg. 810, Part 3 • Analog Clock • Elapsed time Review: Thermometers and Temperature Activity 10.6, Pg. 827, Part 3 • comparing temperature scales • practicing with temperature Snake Imprints, Navigating through Measurement, Pg. 37 Project 4: All About Time Timing in seconds, Pg. 857-858 Timing Activity, Pg. 857-858 Personal Calendars, Pg. 857-858 Extending Suggestions, Pg. 857-858 Measurement Learning Target # 6 Describe measurable attributes and identify, estimate, and use nonstandard and standard units to measure attributes of objects, time, and temperature. Measurement Suggest Descriptors D.a Measurable attributes D.a.1 Use everyday language to describe measurable attributes of objects (e.g., height, length, distance around, weight, mass, capacity), time, and temperature. D.a.2 Identify appropriate nonstandard units (e.g., paper clips, cubes ) and standard units (e.g., inches, minutes, hours, days, months, degrees Fahrenheit) to quantify measurable attributes. D.b Direct measurement D.b.3 Read and interpret measuring instruments to quantify measurable attributes of objects using nonstandard units and standard units to the nearest whole unit (e.g., nearest inch or nearest number of paper clips). D.b.6 Tell time to the nearest hour or half-hour using analog clocks and tell time using digital clocks. D.c Indirect measurements D.c.7 Estimate length, weight, and mass of objects using common referents for non-standard and standard units. Mathematical Processes A.1 Use reasoning and logic to : Perceive patterns, Identify relationships, formulate questions , pose problems, make conjectures, justify strategies and test reasonableness of results. Measurement “Match the Temperature”“Telling Time” “How Would You Measure?” hourmeasure temperature 60 mins  30 mins   60 mins       30 mins       30 mins   60 mins Investigating Equally Likely Outcomes Activity 1.8, Pg.47-51, Dice roll and tally Complements of Ten Activity 2.3, Pg. 108 • Making sums of 10 • Record possible combinations using the “two-fisted penny addition Data Day Activity 3.13, Pg. 247-250 • Making a line plot • Home Link • Enrichment Exploring Data Activity 4.7, Pg. 307, • Part 1: Exploration A • “Making a Bar Graph and Finding a Typical ” Height pg. 310 Spin It, Navigations, Pg. 67 Possible or Impossible, Navigations, Pg. 65 Dice Sums Activity 5.9, Pg. 398 Data Landmarks Activity 6.12, Pg. 602 • Determine lowest and highest values of heights from 4.7 above and dice throws from 5.9 above. Pg. 603 Enrichment: • Make predictions and then collect and analyze data for student questions. Statistics and ProbabilityLearning Target # 7 Pose questions for collecting numerical and categorical data, display and draw conclusions to answer questions, and identify the likelihood of events. Statistics and Probability Suggest Descriptors E.a Probability E.b.5 Determine the likelihood (e.g., very likely, somewhat likely, not very likely, certain, impossible) of real -world events (e.g., it is very likely that people in our class will pick chocolate ice cream to each at the party). Mathematical Processes A.1 Use reasoning and logic to: Perceive patterns, Identify relationships, formulate questions, pose problems, make conjectures, justify strategies and test reasonableness of results. Statistics and Probability“ Two of Anything ” likelihood Statistics and Probability CONTINUED ON NEXT PAGE 30 mins      60 mins     30 mins Data Day Activity 10.1, Pg.801 • Use data from 4.7 and find “typical” height of children in class (mode) Activity 10.1, Pg. 802, • Find the middle value of the height data (median)Project 7 Weather and Probability Pg. 868-870 • Discussing weather forecasts • Predicting weather events • Making a class weather book Extending the Project, Pg. 868-870 Extension suggestions, Pg. 868-870 Home Link, Pg. 868-870 Statistics and ProbabilityLearning Target # 7 Pose questions for collecting numerical and categorical data, display and draw conclusions to answer questions, and identify the likelihood of events. Statistics and Probability Suggest Descriptors E.a Probability E.b.5 Determine the likelihood (e.g., very likely, somewhat likely, not very likely, certain, impossible) of real-world events (e.g., it is very likely that people in our class will pick chocolate ice cream to each at the party). Mathematical Processes A.1 Use reasoning and logic to: Perceive patterns, Identify relationships, formulate questions, pose problems, make conjectures, justify strategies and test reasonableness of results. Statistics and Probability“Two of Anything” likelihood
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