EACH CHAPTER INCLUDES...Getting Started • Multiples of 3 are the numbers you say when you skip count by 3s: 3, 6, 9, 12, 15, 18, ___. Show the pattern on a multiplication table

Grade 5

EACH CHAPTER INCLUDES: •Prescriptivetargetedstrategic

interventioncharts. •Studentactivitypages

alignedtotheCommonCoreStateStandards.

•Completelessonplanpageswithlessonobjectives,gettingstartedactivities,teachingsuggestions,andquestionstocheckstudentunderstanding.

Targeted Strategic Intervention

Grade 5, Chapter 11

Based on student performance on Am I Ready?, Check My Progress, and Review, use these charts to select the strategic intervention lessons found in this packet to provide remediation.

Am I Ready?

If Students miss

Exercises…

Then use this Strategic

Intervention Activity…

Concept

Where is this concept in My Math?

1-7 11-A: Find the Product Multiplication 5.NBT.5 Chapter 2, Lessons 4 and 9

8-14 11-B: Review Division Facts

Division 5.NBT.6

Chapter 3, Lessons 3 and 4;

Chapter 4, Lesson 3

Check My Progress 1

If Students miss

Exercises…


Intervention Activity…

Concept


4-5 11-C: Measure Length in Inches Measure length 5.MD.1 Chapter 11,

Lesson 1

6-9 11-D: Multiply and Divide by 3 or 12

Convert customary units of length 5.MD.1 Chapter 11,

Lesson 2

10-13 11-E: Multiply and Divide by 2 or 16

Convert customary units of weight 5.MD.1 Chapter 11,

Lesson 5

14-15 11-F: Relate Pounds and Ounces Compare weights 5.MD.1 Chapter 11,

Lesson 5

Check My Progress 2

If Students miss

Exercises…


Intervention Activity… Concept


3-6 11-G: Compare Capacity Compare measurements 5.MD.1 Chapter 11,

Lessons 7 and 10

11-H: Multiply by 4 or 8 7-12 11-I: Dividing by 10, 100,

and 1,000

Convert measurements 5.MD.1 Chapter 11,

Lessons 7 and 10

13 11-J: Compare Fractions

with Common Denominators

Display measurements on a

line plot 5.MD.2 Chapter 11,

Lesson 8

Review If

Students miss Exercises…


Intervention Activity… Concept


6-15 11-K: Capacity, Mass, Length, and Weight

Convert units of length, weight,

mass, and capacity 5.MD.1

Chapter 11, Lessons 2, 5, 7, 10,

12, and 13

16 11-L: Identify Fractions on a Number Line

Display measurement data

in a line plot 5.MD.2 Chapter 11,

Lesson 8

Name

Find the Product

Find each product by using repeated addition.

1. 3 × 5 = 2. 5 × 9 =

3. 1 × 4 = 4. 2 × 5 =

5. 8 × 3 = 6. 6 × 4 =

7. 7 × 4 = 8. 5 × 8 =

Draw an array to model each fact. Find the product. Then write its related multiplication fact.

9. 2 × 3 = ; 10. 4 × 8 = ;

Draw an array to find the product.

11. 4 × 5 = 12. 1 × 3 =

13. 5 × 6 = 14. 3 × 3 =

15. 5 × 7 = 16. 4 × 9 =

Program: SI_Chart Component: SEPDF Pass

Vendor: Laserwords Grade: 5

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Program: SI_Chart Component: TEPDF Pass


USING LESSON 11-A

WHAT IF THE STUDENT NEEDS HELP TO

Lesson Goal• Use repeated addition and

arrays to find the product of a multiplication number sentence.

What the Student Needs to Know• Skip count.

• Use an array to model a multiplication sentence.

Getting Started• Multiples of 3 are the numbers you

say when you skip count by 3s: 3, 6, 9, 12, 15, 18, ___. Show the pattern on a multiplication table.

• What number comes next when skip counting? (21)

• Multiples of 5 are the numbers you say when you skip count by 5s: 5, 10, 15, 20, 25, ____. Show the pattern on a multiplication table.

• What number comes next when skip counting? (30)

TeachRead and discuss Exercise 1 at the top of the page.

• We can use repeated addition to find the product of 3 × 5.

• What factor will we repeatedly add? (5)

• How many times will we repeatedly add 5? (3 times)

• Let’s break down 5 + 5 + 5 to add two numbers at a time.

• What is 5 + 5? (10) What is 10 + 5? (15)

• Therefore, 5 + 5 + 5 equals 15.

• Skip count to check your answer. (5, 10, 15)

Practice• Read the directions as students

complete Exercises 2 through 16.

• Check student work.

• If students have difficulty with the activity, have them use connecting cubes to model the arrays.

Skip Count • On a hundreds chart, have the

student use an orange crayon to shade the boxes with the multiples of 3.

• Use a second hundreds chart to have the student use a yellow crayon to shade the boxes with the multiples of 4.

• Use a third hundreds chart to have the student use a red crayon to shade the boxes with the multiples of 5.

• Have the student practice skip counting the numbers by reading them aloud.

Use an Array to Model a Multiplication Sentence• Model 4 rows with 2 counters

in each row.

• Have the student count by 1s if necessary and work up to counting by 2s or 4s to find the total number of cubes.

• Have the student write a multiplication sentence for the array of 4 rows of 2 counters. (4 × 2 = 8.)

• Continue to work with the student to create arrays with multiples of 3, 4, and 5 on a daily basis until the student can write multiplication sentences with arrays independently.

Name

Find the Product

Find each product by using repeated addition.

1. 3 × 5 = 5 + 5 + 5 = 15 2. 5 × 9 = 9 + 9 + 9 + 9 + 9 = 45

3. 1 × 4 = 4 = 4 4. 2 × 5 = 5 + 5 = 10

5. 8 × 3 =

3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 = 24 6. 6 × 4 =

4 + 4 + 4 + 4 + 4 + 4 = 24

7. 7 × 4 =

4 + 4 + 4 + 4 + 4 + 4 + 4 = 28 8. 5 × 8 = 8 + 8 + 8+ 8 + 8 = 40

Draw an array to model each fact. Find the product. Then write its related multiplication fact.

9. 2 × 3 = 6 ; 3 × 2 = 6 10. 4 × 8 = 32 ; 8 × 4 = 32

Draw an array to find the product.

11. 4 × 5 = 20 12. 1 × 3 = 3

13. 5 × 6 = 30 14. 3 × 3 = 9

15. 5 × 7 = 35 16. 4 × 9 = 36

Lesson

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Name

1. 28 ÷ 7 = 2. 40 ÷ 8 =

3. 36 ÷ 9 = 4. 36 ÷ 6 =

Use the array to write a division sentences.

5. How many shapes in all?

6. How many shapes in each row?

7. How many rows of shapes?

8. Write the division sentence that describes the shapes.

Draw an array to model each quotient. Then write the division fact.

9. Draw an array to show 18 ÷ 2.

Write the division fact.

Review Division FactsFind each quotient. Draw an array to show equal groups.



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USING LESSON 11-B

Model Division Number Sentences• Have the student use a geoboard

and grid paper to model division number sentences.

• Write several division number sentences on the board.

• Ask the student to model each number sentence on their geoboard to find the quotient.

• On grid paper, the student should draw the array they made on the geoboard and explain how it proves their quotient is correct.

Divide Larger Groups into Smaller Groups• Use counters to demonstrate

how to divide even numbers into 2 equal groups.

• Have the student practice dividing the number 4 into 2 groups with connecting cubes. The student will find that each group will have 2 connecting cubes.

• Move on to the idea of 3, 4, 5, 6, 7, 8, and 9 equal groups of 2 connecting cubes.

• Demonstrate how repeated addition or multiplication can be used to show a number was divided correctly.


Lesson Goal• Draw an array to divide a fact into

equal groups of rows and columns.

What the Student Needs to Know• Model division number sentences.

• Divide larger groups into smaller groups.

Getting Started• Describe a way to say 16 ÷ 2.

(16 divided by 2; the quotient of 16 and 2; half of 16)

• Let’s use the number sentence 16 ÷ 2 = 8 to find the quotient, divisor, and dividend.

• What number is the dividend? (16) How do you know? (It’s the number being divided.)

• What number is the divisor? (2) How do you know? (It’s the number by which the dividend is being divided.)

• What number is the quotient? (8) How do you know? (It’s the answer to the division problem.)


• We need to create an array with an equal number of counters in the rows and an equal number of counters in the columns.

• Take a look at the division number sentence 28 ÷ 7 = 4.

• Let’s use connecting cubes to form an array. How many cubes will we need in all? (28)

• How many rows of cubes should the array have? (7)

• How many cubes will be in each row? (4) This will be the total amount of columns.

• The array has 7 equal rows with 4 cubes in each row.

• Therefore, 28 ÷ 7 = 4.




Name

1. 28 ÷ 7 = 4 2. 40 ÷ 8 = 5

3. 36 ÷ 9 = 4 4. 36 ÷ 6 = 6

Use the array to write a division sentences.

5. How many shapes in all? 8

6. How many shapes in each row? 4

7. How many rows of shapes? 2

8. Write the division sentence that describes the shapes. 8 ÷ 2 = 4

Draw an array to model each quotient. Then write the division fact.

9. Draw an array to show 18 ÷ 2. Sample answer:

Write the division fact. 18 ÷ 2 = 9

Review Division FactsFind each quotient. Draw an array to show equal groups.

Sample answer: Sample answer:

Sample answer:Sample answer:

Lesson

11-B

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Name

Measure each object in inches.

1.

1 2 3inches0

2.

1 2inches0

The carrot is

inches long.

The broccoli is

inches long.

3.

1 2 3inches0

4.

1inches0

The strawberry is

inch long.

The sandwich is

inches long.

Measure Length in Inches

Program: SI_Chart Component: SEFirst Pass




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USING LESSON 11-C


Lesson Goal• Measure length to the nearest

inch.

What the Student Needs to Know• Identify numbers on a ruler.

• Measure using inches.

Getting Started• Measure a small paper clip with

a ruler to show students that it equals about 1 inch.

• Inches can be used to measure how long an object is.

• Measure the length of a pencil by using paper clips.

• Show students how to line up the paper clips end to end under the pencil. Make sure there are no spaces in between each paper clip.

• Show students how the pencil is about 7 paper clips long.

• Have students work with a partner to measure other items in the classroom using paper clips.

• Ask students to record their measurements.


• Take a look at the carrot in Exercise 1.

• Let’s use the ruler on the paper to measure the carrot in inches.

• On the left end of the ruler, what number is the carrot lined up with? (0)

• Find the inch mark closest to the right end of the carrot. What number is the end of the carrot closest to? (3)

• How long is the carrot? (3 inches)

Practice• Have students complete Exercises 2

through 4.


Identify Numbers on a Ruler• Use number cubes to help the

student understand the concept of length on a ruler.

• Review the numbers 0 to 12.• Point out and say the numbers

on a ruler. Have the student repeat the names of the numbers.

• Have the student roll one or two number cubes. Then have him or her find the number on the ruler. Ask the student to identify the number.

• Have two students roll number cubes. Have them both find the number they rolled on the ruler. Ask them to tell you which number is greater.

Measure Using Inches• Divide students into groups of

three. Give each group a set of small paper clips.

• One student should choose an object to measure.

• The second student should line up paper clips to measure the object.

• The third student should count the number of paper clips out loud.

• Remind students that a small paper clip measures about one inch.

• Students should take turns in order to have a chance to complete each role.

Name

Measure each object in inches.

1.

1 2 3inches0

2.

1 2inches0

The carrot is 3 inches long.

The broccoli is 2 inches long.

3.

1 2 3inches0

4.

1inches0

The strawberry is 1 inch long.

The sandwich is 3 inches long.

Measure Length in Inches Lesson

11-C

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Name

Multiply and Divide by 3 or 12

Multiply.

Find 12 × 35.

Think: I can multiply by one digit at a time and then add the products.

1. Multiply by the ones digit.

1

35× 12

70

2. Multiply by the tens digit.

/1

35× 12

70+ 350

3. Add the products.

/135

× 1270

+ 350420

Think:2 × 5 = 102 × 30 = 6060 + 10 = 70

Think:10 × 5 = 5010 × 30 = 300300 + 50 = 350

Divide.

Find 156 ÷ 12.

Think: I cannot divide 12 into 1. I can divide 12 into 15, so I will start there.

1. Decide where to place the first digit. Then divide and subtract.

112 � �� 156

-120 30

2. Bring down the next digit.

112 � �� 156

-120 36

3. Divide and subtract.

1312 � �� 156

-120 36 -36 0

Lesson

11-D

What Can I Do?I want to multiply and

divide numbers by 3 or 12.

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Name

1. 1

12× 6

2

2. 1

36× 3

8

3. 24× 2

8

4. 40

× 30

5. 2

3 � �� 81 6. 2

3 � �� 69 7. 1

12 � �� 144 8. 3

12 � �� 360

Multiply or divide.

9. 32× 3

10. 12× 9

11. 12× 5

12. 60× 3

13. 12× 2

14. 23× 3

15. 12× 7

16. 18× 3

17. 3 � �� 96 18. 12 � �� 72 19. 12 � �� 96 20. 3 � �� 12

21. 3 � �� 24 22. 12 � �� 120 23. 12 � �� 108 24. 3 � �� 36

Complete. Multiply or divide.Lesson

11-D

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USING LESSON 11-D


Lesson Goal• Multiply and divide numbers

by 3 or 12.

What the Student Needs to Know• Recall multiplication facts.

• Multiply by a one-digit number.

• Divide by a one-digit number.

Getting Started• Have students multiply some

two-digit numbers by one-digit numbers. Include examples with and without regrouping. For example: 3 × 42 (126), 6 × 12 (72), 3 × 77 (231).

• Ask students where to place the first digit of the quotient for each of these examples: 48 ÷ 3 (over the 4), 75 ÷ 3 (over the 7), 84 ÷ 12 (over the 4).

What Can I Do?Read the question and the response. Then read and discuss the examples. Ask:

• How do you multiply two digit numbers? (To multiply by two digits you multiply by each of the digits separately. Then you add the products.)

• How do you decide where to place the first digit in a quotient? (Look for the first number that the divisor can be divided into.)

• How do you know if the number you choose for the quotient is too great? (You will not be able to subtract.)

• How do you know if the number you choose for the quotient is not great enough? (When you subtract, the difference will be greater than the divisor.)

Recall Multiplication Facts• Remind the student that he

or she can draw an array, use repeated addition, use facts he or she knows, or skip count to find products he or she has forgotten.

• Demonstrate how the student can break down a fact he or she cannot remember into two simpler facts. For example to find 8 × 3, the student can find (4 × 3) + (4 × 3).

Multiply by a One-Digit Number• Have the student use base-ten

blocks to find some products. Review the process of regrouping ones as tens.

• Ask the student to write the multiplication exercise as he or she uses base-ten blocks to find a product. Review the placement of regrouped digits. Then have the student multiply by one digit numbers without using base-ten blocks.

Name


Multiply.

Find 12 × 35.

Think: I can multiply by one digit at a time and then add the products.

1. Multiply by the ones digit.

1

35× 12

70

2. Multiply by the tens digit.

/1

35× 12

70+ 350

3. Add the products.

/135

× 1270

+ 350420

Think:2 × 5 = 102 × 30 = 6060 + 10 = 70

Think:10 × 5 = 5010 × 30 = 300300 + 50 = 350

Divide.

Find 156 ÷ 12.

Think: I cannot divide 12 into 1. I can divide 12 into 15, so I will start there.

1. Decide where to place the first digit. Then divide and subtract.

112 � �� 156

-120 30

2. Bring down the next digit.

112 � �� 156

-120 36

3. Divide and subtract.

1312 � �� 156

-120 36 -36 0

Lesson

11-D

What Can I Do?I want to multiply and

divide numbers by 3 or 12.

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Lesson 11-D




Divide by a One–Digit Number• Have the student use base-ten

blocks to find quotients that involve dividing two or more digits by one digit.

• Ask the student to write down the division exercise when using base-ten blocks to solve a problem. Encourage the student to explain how he or she know s whether or not they can divide using the base-ten blocks. Help the student translate their model to the written problem.

Complete the Power Practice• Discuss each incorrect answer.

If it is practical, have the student use base-ten blocks to model the problem. If not, have the student model a simpler problem writing the steps down as they go.

Try It• You may want to discuss the

placement of the first digit in each quotient before students begin the exercises.

Power Practice• Review each answer with the

students. Have volunteers describe how they solved any problems that are missed by several students.

• Ask students to share their methods for selecting digits to try in the quotient. Encourage students who are not immediately successful at selecting the correct digit to adjust their estimates. Point out that with practice their estimating skills will improve.

Name

1. 1

12× 6

72

2. 1

36× 3108

3. 24× 2

48

4. 40

× 3120

5. 27

3 � �� 81 6. 23

3 � �� 69 7. 12

12 � �� 144 8. 30

12 � �� 360

Multiply or divide.

9. 32× 3

96

10. 12× 9108

11. 12× 5

60

12. 60× 3180

13. 12× 2

24

14. 23× 3

69

15. 12× 7

84

16. 18× 3

54

17. 32

3 � �� 96 18. 6

12 � �� 72 19. 8

12 � �� 96 20. 4

3 � �� 12

21. 8

3 � �� 24 22. 10

12 � �� 120 23. 9

12 � �� 108 24. 12

3 � �� 36

Complete. Multiply or divide.Lesson

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Name


Use basic facts and mental math to complete multiplication and division number sentences.

2 × ? = 40 Think: What number will make the number sentence true?

2 × 20 = 40

32 ÷ ? = 2 Think: What number will make the number sentence true?

32 ÷ 16 = 2

Use mental math to find the number that makes the number sentence true.

1. 4 × ? = 8 Think: 4 × 2 = 8

So, the number that makes the statement true is .

2. 16 × ? = 48 Think: 16 × 3 = 48


3. 2 × ? = 48 Think: 2 × 24 = 48


4. 16 × ? = 80 Think: 16 × 5 = 80


5. 36 ÷ ? = 18 Think: 36 ÷ 2 = 18


6. 64 ÷ ? = 16 Think: 64 ÷ 4 = 16


Lesson

11-E

What Can I Do?I want to use mental math to complete a number sentence.

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USING LESSON 11-E


Lesson Goal• Use mental math to complete

multiplication and division sentences.

What the Student Needs to Know• Recall basic multiplication and

division facts.

• Use basic facts to complete number sentences.

Getting Started• Review some basic multiplication

and division facts with students. For example, ask:

• What is 2 × 7? (14) 16 × 1? (16)

• What is 12 ÷ 2? (6) 16 ÷ 2? (8)

• Then have students complete number sentences such as the following:

12 × 2 = ? (24), 9 × 2 = ? (18), 48 ÷ 2 = ? (24), and 16 ÷ 1 = ? (16)


• How can you decide what number makes each number sentence true? (Possible answer: Use basic facts to decide which number will make the number sentence true, then substitute that number into the number sentence to check that it works.)

• Since we know 2 × 2 = 4, we can figure out 2 × 20 = 40.

• If we divide 32 by 2, we’ll find the missing number is 16.

Try It• Have students explain how they

recognized the number that makes each number sentence true. Then have them tell how they can check their work.

Recall Basic Multiplication and Division Facts• Practice multiplication and

division facts for the factors 16 and 2 for about 10 to 15 minutes daily until the student can recall the products and quotients automatically.

Use Basic Facts To Complete Number Sentences• Have the student write out

and list the multiplication facts for the factors 16 and 2.

• Remind the student of the

inverse relationship between multiplication and division. When the product corresponds to the dividend, have the student compare the multipli-cation sentence to the division sentence.

Name


Use basic facts and mental math to complete multiplication and division number sentences.

2 × ? = 40 Think: What number will make the number sentence true?

2 × 20 = 40

32 ÷ ? = 2 Think: What number will make the number sentence true?

32 ÷ 16 = 2

Use mental math to find the number that makes the number sentence true.

1. 4 × ? = 8 Think: 4 × 2 = 8

So, the number that makes the statement true is 2 .

2. 16 × ? = 48 Think: 16 × 3 = 48


3. 2 × ? = 48 Think: 2 × 24 = 48


4. 16 × ? = 80 Think: 16 × 5 = 80


5. 36 ÷ ? = 18 Think: 36 ÷ 2 = 18


6. 64 ÷ ? = 16 Think: 64 ÷ 4 = 16


Lesson

11-E

What Can I Do?I want to use mental math to complete a number sentence.

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Lesson

11-F

100 110

120

90

80

Pounds

5

4

3

Pounds/Ounces

What Can I Do?I want to read the

weight shown on a scale.

Name

Relate Pounds and Ounces

Read weight in pounds.

First look at the numbers on the scale.

Think: The weight is between 80 and 90 pounds.

Then determine what the marks in between the numbers show.

Think: There are 9 marks between 80 and 90, so each mark shows 1 pound. The arrow points to the 6th mark after 80. The weight is 86 pounds.

Read weight in pounds and ounces.

Sometimes the units used will be written on the scale.

Think: The numbers on this scale show pounds (lb). The marks in between show ounces (oz).

The weight is between 3 and 4 pounds.

The grapes weigh 3 pounds, 7 ounces, or 3 pounds 7 ounces.

Remember: 16 oz = 1 lb

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lb.

oz.oz.

oz. oz. oz.

Lesson

11-F

5

4

3

Pounds/Ounces

Name

Read the weight shown on each scale.

5. 100

110120

90 8

0

Pounds

6.

3

2

1

Pounds/Ounces

7.

5

4

3

Pounds/Ounces

8.

8

7

6

Pounds/Ounces


1. The fish weighs between

pounds and pounds.

2. Each mark shows ounce.

3. The fish weighs pounds ounces.

The weight of each lb

is 1 pound.

The weight of each oz

is 1 ounce.

4. The rock weighs pound ounces.

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USING LESSON 11-F


Lesson Goal• Read weight shown on a scale.

What the Student Needs to Know• Read a number line.

• Read a scale.

• Recognize the relationship between pounds and ounces.

Getting Started• Have students skip count to 16 by

twos and list the numbers.

• Have a volunteer draw a number line from 0 to 16 with ones marked. Then have another volunteer erase numbers so the number line shows 0 to 16 with multiples of 2 labeled. Ask students to locate 8 on the number line.


• What marker shows the weight on the scale? (Students will point to the indicator line on the scale.)

• How can you tell that the weight is between 80 and 90 pounds? (The marker is between the numbers 80 and 90 on the scale.)

• How can you check to be sure that each of the small marks shows one pound? (Count by ones from 80. If you count 90 at the 90 mark, the marks show 1 pound.)

• How many marks are there between each pound mark on the pounds/ounces scale? (15)

• Remind students that 16 oz = 1 lb.

Read a Number Line• Use a number line with tens

labeled from 0 to 50. Have the student count by ones to name the points between the labeled tens. Then name a number and have the student point to it on the number line.

• Provide a blank number line and have the student label it.

Read a Scale• Provide practice reading scales

in the form of number lines with different multiples labeled. For instance show a number line

with multiples of 8 labeled. Ask the student to find 24, and then to find 12 on the number line.

• Have the student label similar number lines using skip counting by various numbers such as 2, 5, and 10. Then have the student name the scale he or she would use to locate a given number such as 88. Some scales will not include this number while others will. Ask the student to explain how he or she would estimate where the number is located on the scale.

Lesson

11-F

100 110

120

90

80

Pounds

5

4

3

Pounds/Ounces

What Can I Do?I want to read the

weight shown on a scale.

Name

Relate Pounds and Ounces

Read weight in pounds.

First look at the numbers on the scale.

Think: The weight is between 80 and 90 pounds.

Then determine what the marks in between the numbers show.

Think: There are 9 marks between 80 and 90, so each mark shows 1 pound. The arrow points to the 6th mark after 80. The weight is 86 pounds.

Read weight in pounds and ounces.

Sometimes the units used will be written on the scale.

Think: The numbers on this scale show pounds (lb). The marks in between show ounces (oz).

The weight is between 3 and 4 pounds.

The grapes weigh 3 pounds, 7 ounces, or 3 pounds 7 ounces.

Remember: 16 oz = 1 lb

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Lesson 11-F




Recognize the Relationship Between Pounds and Ounces• Remind the student that there

are 16 ounces in a pound. Have him or her draw a number line and number it from 1 to 64. The student should label this scale ounces. Then have him or her use a different color marker to color each 16 th mark. The student can then number the marks from 1 to 4 and label this scale pounds. The number line will illustrate the relationship between pounds and ounces.

Complete the Power Practice• Discuss each incorrect answer

with the student. Ask the student to point out where on the scale the weight is indicated. Then ask him or her to tell how the scale measures weight and explain how they read the scale.

Try It• Check to see that students can

locate the mark that indicates the weight. Have them point out where they will read the weight from the scale.

• Have a volunteer describe how a balance scale shows weight. Ask how the scale will look if not enough weights have been placed on the scale.

• Tell students to suppose they do not have any pound weights. Ask how they could use ounce weights to weigh the rock in pounds and ounces.

Power Practice• For each exercise, ask a volunteer

to explain how he or she decided what weight was shown on the scale. Each explanation should include a description of the markings and their meaning.

lb.

oz.oz.

oz. oz. oz.

Lesson

11-F

5

4

3

Pounds/Ounces

Name


5. 100

110120

90 8

0

Pounds

6.

3

2 1

Pounds/Ounces

99 lb 1 lb 8 oz

7.

5

4

3

Pounds/Ounces

8.

8

7

6

Pounds/Ounces

4 lb 1 oz 8 lb 2 oz


1. The fish weighs between

3 pounds and 4 pounds.

2. Each mark shows 1 ounce.

3. The fish weighs 3 pounds 2 ounces.

The weight of each lb

is 1 pound.

The weight of each oz

is 1 ounce.

4. The rock weighs 1 pound 5 ounces.

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Name

Compare Capacity

Use comparison.

Think about the size of each object in real life.

Gallons Pint

Which one is larger? The larger object will hold more liquid when completely filled.

The pool is larger than the glass in real life, so the pool has a greater capacity.

Use comparison. Circle the object that holds more liquid when completely filled.

1.

Gallon Cup

2.

Pint Gallon

Lesson

11-G

What Can I Do?I want to tell

which object holds more liquid.

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Name

Circle the object that holds more liquid when completely filled.

3.

Gallons Quart

4.

Cups Gallon

5.

Gallons Quart

6.

Gallons Pint

7.

Gallons Cup

8.

Cups Gallon

9.

Gallons Pint

10.

Cup Gallons

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USING LESSON 11-G


Lesson Goal• Compare the capacity of objects.

What the Student Needs to Know• Compare the size of real-life

objects based on non-scale drawings.

Getting StartedFind out what students know about capacity. Ask:

• What are some objects that can hold a small amount of liquid? (Possible answers: an eyedropper, a teaspoon, a thimble)

• What are some objects that can hold a large amount of liquid? (Possible answers: a water tower, a swimming pool, a pond)

• Which two objects of different sizes can usually hold more liquid—the larger object or the smaller object? (the larger object)

What Can I Do?Read the question and the response. Then read and discuss the example. Ask:

• If the drawing of the drinking glass were larger than the drawing of the pool, what would the correct answer to the problem be? (It would still be the pool.) Why? (Because it is the size of the object in real life that matters, not how large it is drawn.) Compare the Size of

Real-Life Objects Based on Non-Scale Drawings• Draw a truck and a television so

that both drawings are about the same size. Ask the student to identify both drawings. Explain that the drawings don’t really show how big the objects are compared to one another. Make it clear that the student has to form a picture in their mind of how big both objects are in real life.

• Encourage the student to draw the objects as they might look if they were sitting next to each other. Be sure the student is able to draw one object as noticeably larger than the other.

• Explain that another way of testing which of two objects is larger is to figure out whether one object will fit into another. For example, a television can fit into a truck, but a truck can’t fit into a television.

Name

Compare Capacity

Use comparison.

Think about the size of each object in real life.

Gallons Pint

Which one is larger? The larger object will hold more liquid when completely filled.

The pool is larger than the glass in real life, so the pool has a greater capacity.

Use comparison. Circle the object that holds more liquid when completely filled.

1.

Gallon Cup

2.

Pint Gallon

Lesson

11-G

What Can I Do?I want to tell

which object holds more liquid.

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Lesson 11-G




• Have the student practice comparing the sizes of objects represented in words or pictures until it can be done easily.


Have the student identify both objects in the exercise. Ask the student to envision both objects next to one another, and to tell you which is larger and able to hold more liquid.

• If the student is unable to visualize the correct answer, help the student draw both objects as they might appear sitting side by side. Then have the student identify which object is able to hold more liquid.

Try ItHave students look at Exercises 1 and 2. Be sure it is clear to students what each object is. Then have students complete the exercises. Review the answers. Have volunteers describe why one object is larger than the other.

Power Practice• Have students complete the

practice items. Then review each answer.

• Select a few of the exercises and have a volunteer identify both objects. Then have the volunteer describe the relative sizes of both objects.

Name

Circle the object that holds more liquid when completely filled.

3.

Gallons Quart

4.

Cups Gallon

5.

Gallons Quart

6.

Gallons Pint

7.

Gallons Cup

8.

Cups Gallon

9.

Gallons Pint

10.

Cup Gallons

Lesson

11-G

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357_358_S_G5_C11_SI_119817.indd 358 19/07/12 11:06 AM


Name

Draw an array to model each multiplication fact. Find the product. Then write the related multiplication fact.

1. 4 × 8 = ; 2. 3 × 4 = ;

Use skip counting by fours or eights to find the answer.

3. 2 × 4 , ;

4. 5 × 8 , , , , ;

5. 4 × 4 , , , ;

6. 8 × 4 , , , , , , , ;


7. 8 × 6 = ; 8. 2 × 8 = ;

Find each product.

9. 8 × 1 = 10. 3 × 8 = 11. 8 × 9 =

12. 7 × 4 = 13. 0 × 4 = 14. 10 × 4 =

15. 8 × 7 = 16. 5 × 4 = 17. 8 × 8 =

Multiply by 4 or 8



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USING LESSON 11-H


Lesson Goal• Multiply by a factor of 4 or 8.

What the Student Needs to Know• Repeated addition and skip

counting with 4 and 8.

Getting Started• Write 6 × 4 = 24 and 4 × 6 = 24

on the board. Draw an array to model each multiplication sentence. Explain why these two facts are related multiplication facts.

• What is the related multiplication fact for 8 × 6 = 48? (6 × 8 = 48)

• Challenge students to give other examples of related multiplication facts with a factor of 4 or 8.


• We will model the multiplication sentence 4 x 8 to find the product.

• How many rows will be in the array? (4) 4 is the first factor in the multiplication sentence.

• How many columns will be in the array? (8) 8 is the second factor in the multiplication sentence.

• How many total squares are in the array? (32)

• What is the product of 4 × 8? (32)

• What two factors in the multiplication sentence will be switched to be the related multiplication fact? (4 and 8)

• What is the related multiplication fact? (8 × 4 = 32).




• If students have difficulty with the activity, work with them to use connecting cubes to model arrays.

Repeated Addition and Skip Counting with 4 and 8• Use a hundreds chart to practice

repeatedly adding 4 or 8.

• Have the student use connecting cubes to create equal groups of four. As the student repeatedly adds each group of 4, have him or her shade the number on the hundreds chart with a light blue crayon. The student should practice verbally reading the numbers while coloring them.

• Have the student use connecting cubes to create equal groups of eight. As the student repeatedly adds each group of 8, have him or her shade the number on the hundreds chart with a yellow crayon. The student should practice verbally reading the numbers while coloring them.

• Have the student use the chart to practice skip counting by 4s and 8s until it can be done with ease.

Name


1. 4 × 8 = 32 ; 8 × 4 = 32 2. 3 × 4 = 12 ; 4 × 3 = 12

Use skip counting by fours or eights to find the answer.

3. 2 × 4 4 , 8 ; 8

4. 5 × 8 8 , 16 , 24 , 32 , 40 ; 40

5. 4 × 4 4 , 8 , 12 , 16 ; 16

6. 8 × 4 4 , 8 , 12 , 16 , 20 , 24 , 28 , 32 ; 32


7. 8 × 6 = 48 ; 6 × 8 = 48 8. 2 × 8 = 16 ; 8 × 2 = 16

Find each product.

9. 8 × 1 = 8 10. 3 × 8 = 24 11. 8 × 9 = 72

12. 7 × 4 = 28 13. 0 × 4 = 0 14. 10 × 4 = 40

15. 8 × 7 = 56 16. 5 × 4 = 20 17. 8 × 8 = 64

Multiply by 4 or 8 Lesson

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Name

Dividing by 10, 100, and 1,000

Use patterns.To divide a number by 10, move the decimal point of the number 1 place to the left in the quotient:

8,000 ÷ 10 = 8000. = 800

450 ÷ 10 = 450. = 45

To divide a number by 100, move the decimal point of the number 2 places to the left in the quotient:

8,000 ÷ 100 = 8000. = 80

450 ÷ 100 = 450. = 4.5

To divide a number by 1,000, move the decimal point of the number 3 places to the left in the quotient.

8,000 ÷ 1,000 = 8000. = 8

450 ÷ 1,000 = 450. = 0.45

Divide.

1. 3,700 ÷ 100 = 3700. = 2. 80 ÷ 10 = 80. =

3. 8,000 ÷ 1,000 = 8000. = 4. 21 ÷ 100 = 21. =

Divide.

5. 20 ÷ 100 = 6. 4,300 ÷ 10 =

7. 5,000 ÷ 1,000 = 8. 4,020 ÷ 100 =

9. 3,500 ÷ 100 = 10. 5.6 ÷ 10 =

Lesson

11-I

What Can I Do?I want to divide numbers by 10,

100, and 1,000.

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USING LESSON 11-I


Lesson Goal• To divide by 10, 100, and 1,000.

What the Student Needs to Know• Write equivalent decimals.

• Recognize place value in decimal numbers.

Getting Started• Review how to write equivalent

decimals for greater numbers. Ask:

• What is a decimal that is equivalent to 7,000? (Possible answer: 7,000.0) to 70? (Possible answer: 70.00)

What Can I Do?Read the question and the response. Then read and discuss the examples. Remind students that multiplication and division “undo” each other. Then ask:

• If you move the decimal point to the right when multiplying by 10, 100, or 1,000, in which direction do you think you will move the decimal point when dividing by 10, 100, or 1,000? (to the left)

• How can you remember how many places to move the decimal point to the left? (Possible answer: by the number of zeros in 10, 100, or 1,000.)

Try ItHave the student explain why the decimal point is moved the number of places shown to find each quotient. Then ask:

• Why is it not necessary to add zeros after the decimal point when dividing by 10, 100, or 1,000? (Possible answer: Because you are moving the decimal point to the left.)

Power Practice• Have students complete the

practice items. Then review each answer. Remind students that they can use multiplication to check their quotients.

Write Equivalent Decimals• Review writing equivalent

decimals for both decimal numbers and whole numbers, for example, 18 = 18.00 and 1.8 = 1.800. Give the student decimal and whole numbers and have him or her write at least two equivalent decimals for each number.

Recognize Place Value in Decimal Numbers• Have the student write

decimals using a place-value chart that has tens, ones, tenths, and hundredths.


Have the student count the number of zeros in the power of ten, and use the number of zeros to find the correct number of places to move the decimal point to the left in the quotient.

Name

Dividing by 10, 100, and 1,000

Use patterns.To divide a number by 10, move the decimal point of the number 1 place to the left in the quotient:

8,000 ÷ 10 = 8000. = 800

450 ÷ 10 = 450. = 45

To divide a number by 100, move the decimal point of the number 2 places to the left in the quotient:

8,000 ÷ 100 = 8000. = 80

450 ÷ 100 = 450. = 4.5

To divide a number by 1,000, move the decimal point of the number 3 places to the left in the quotient.

8,000 ÷ 1,000 = 8000. = 8

450 ÷ 1,000 = 450. = 0.45

Divide.

1. 3,700 ÷ 100 = 3700. = 37 2. 80 ÷ 10 = 80. = 8

3. 8,000 ÷ 1,000 = 8000. = 8 4. 21 ÷ 100 = 21. = 0.21

Divide.

5. 20 ÷ 100 = 0.2 6. 4,300 ÷ 10 = 430

7. 5,000 ÷ 1,000 = 5 8. 4,020 ÷ 100 = 40.2

9. 3,500 ÷ 100 = 35 10. 5.6 ÷ 10 = 0.56

Lesson

11-I

What Can I Do?I want to divide numbers by 10,

100, and 1,000.

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363_S_G5_C11_SI_119817.indd 363 7/13/12 12:42 PM


Name

1. 3 __ 4

2 __ 4

2. 1 __ 5

3 __ 5

3. 2 __ 6

4 __ 6

4. 1 __ 6

3 __ 6

5. 3 __ 3

3 __ 3

6. 2 __ 4

1 __ 4

7. 4 __ 5

2 __ 5

8. 5 __ 8

8 __ 8

9. 2 __ 3

1 __ 3

10. 1 __ 8

1 __ 8

11. 3 __ 5

1 __ 5

12. 5 __ 8

7 __ 8

13. 4 __ 6

5 __ 6

14. 4 __ 4

3 __ 4

15. 3 __ 5

3 __ 5

Compare Fractions with Common DenominatorsCompare. Write >, <, or =.



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USING LESSON 11-J


Lesson Goal• Compare fractions with common

denominators.

What the Student Needs to Know• Identify the numerator and

denominator of a fraction.

Getting Started• Hold up 4 pencils and 2 erasers.

Ask the class: “Do I have more pencils or erasers?” (pencils)

• We use the symbols greater than (>), less than (<), or equal to (=) when comparing two numbers.

• Think of the greater than and less than sign in terms of an arrow. The “arrow” points to the smaller number and the open end points to the bigger number.

• Is 4 pencils greater than, less than, or equal to 2 erasers? (greater than) Write the inequality on the board. (4 > 2)


• We will be comparing the fractions 3 __ 4 and 2 __ 4 in Exercise 1.

• What do you notice about the numbers in the numerator and denominator? (The numbers in the numerator are different and the numbers in the denominator are the same.)

• Since the numbers in the denominator are the same, we need to compare the numbers in the numerator.

• Is 3 less than, greater than, or equal to 2? (greater than)

• Check your work by looking at the two sets of balloons. Three shaded balloons is greater than two shaded balloons.

• Therefore, 3 __ 4 > 2 __ 4 .

Practice• Have students complete Exercises 2

through 15.

Identify the Numerator and Denominator of a Fraction• Remind students that the top

number in a fraction is the numerator and the bottom number is the denominator.

• Write the following on the board:

numerator __________ denominator

• Help students practice identifying the numerator and denominator by playing a game.

• Divide students into two teams and ask both teams to line up across the front of the room.

• Ask the first student in each line to stand near the board and tap the board when they know the answer.

• Hold up a fraction card (a card displaying a fraction with a numerator and denominator) and point to either the top or bottom number.

• The first student who taps the board is called on to answer whether that number that is being pointed to is the numera-tor or denominator.

• Repeat until students are able to quickly label the numerator and denominator of a fraction.

Name

1. 3 __ 4

2 __ 4

>

2. < 1 __

5 3 __

5

3. < 2 __

6 4 __

6

4. 1 __ 6

< 3 __ 6

5. 3 __ 3

= 3 __ 3

6. 2 __ 4

> 1 __ 4

7. 4 __ 5

> 2 __ 5

8. 5 __ 8

< 8 __ 8

9. 2 __ 3

> 1 __ 3

10. 1 __ 8

= 1 __ 8

11. 3 __ 5

> 1 __ 5

12. 5 __ 8

< 7 __ 8

13. 4 __ 6

< 5 __ 6

14. 4 __ 4

> 3 __ 4

15. 3 __ 5

= 3 __ 5

Compare Fractions with Common DenominatorsCompare. Write >, <, or =.

Lesson

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365_S_G5_C11_SI_119817.indd 365 7/17/12 11:26 AM


Name

Circle each item for which you could find the capacity. Put a square around the items for which you could only find the mass.

1.

Complete each sentence using the words greater than, less than, or the same as.

Bowl A Bowl B

2. The weight of the box of balloons is the weight of the box of books.

3. The capacity of the box of books is the capacity of the box of balloons.

4. The weight of Bowl B is the weight of Bowl A.

5. The capacity of Bowl A is the capacity of Bowl B.

Complete each sentence using the words multiply or divide.

6. To convert a smaller unit to a larger unit, you should .

7. To convert a larger unit to a smaller unit, you should .

Complete each sentence using the words larger or smaller.

8. A quart is than a pint.

9. A millimeter is than a meter.

10. A milligram is than a kilogram.

11. A ton is than a pound.

12. A foot is than a yard.

Capacity, Mass, Length, and Weight



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USING LESSON 11-K


Lesson Goal• Compare objects with different

units of measure.

What the Student Needs to Know• Understand prefixes.

• Understand how to measure mass, capacity, weight, and length.

Getting Started• Write the following words on the

board: centimeter, gram, milliliter, kilometer, millimeter, kilogram, liter, and meter.

• Let’s separate these words into the categories length, mass, and capacity.

• Create a large chart with three columns. Label the columns length, mass, and capacity.

• Point to the length column. What vocabulary words measure length? (centimeter, kilometer, millimeter, and meter)

• Point to the mass column. What vocabulary words measure mass? (gram and kilogram)

• Point to the capacity column. What vocabulary words measure capacity? (milliliter and liter)

• A meter is a measure for length, a gram is a measure for mass, and a liter is a measure for capacity.


• Remind students what they learned about capacity and mass.

• Which objects can have water placed in them to find the capacity? (watering can, bowl, and milk jug)

• Which objects can we find the mass for? (calculator, fan, ball, and carrot)

Practice• Read the directions and have

students complete Exercises 2 through 12.

Understand Prefixes• Have the student make a chart

on poster board.• Tell him or her to begin with

the largest prefix, kilo-, to the smallest, milli-.

• Then have the student place the meaning for each prefix on the chart.

• Tell the student to color code each prefix with a different color.

Understand How to Measure Mass, Capacity, Weight, and Length• In order to understand

vocabulary terms and their abbreviations, the student must be familiar with measuring mass, length, weight, and capacity of objects.

• To measure mass, provide a student with a metric scale and several classroom items such as a stapler, textbook, or box of crayons. Instruct the student to practice measuring in grams.

• To measure capacity, the student can use water and a measuring cup to measure the volume of a variety of containers.

• To measure weight, the student can use a bathroom scale to measure a variety of classroom items. He or she can practice measuring in pounds.

• To measure length, the student can use a ruler or meter stick to measure the length of a variety of classroom items.

Name

Circle each item for which you could find the capacity. Put a square around the items for which you could only find the mass.

1.

Complete each sentence using the words greater than, less than, or the same as.

Bowl A Bowl B

2. The weight of the box of balloons is less than the weight of the box of books.

3. The capacity of the box of books is the same as the capacity of the box of balloons.

4. The weight of Bowl B is greater than the weight of Bowl A.

5. The capacity of Bowl A is less than the capacity of Bowl B.

Complete each sentence using the words multiply or divide.

6. To convert a smaller unit to a larger unit, you should divide .

7. To convert a larger unit to a smaller unit, you should multiply .

Complete each sentence using the words larger or smaller.

8. A quart is larger than a pint.

9. A millimeter is smaller than a meter.

10. A milligram is smaller than a kilogram.

11. A ton is larger than a pound.

12. A foot is smaller than a yard.

Capacity, Mass, Length, and Weight Lesson

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Name

Write each numerator on the number line. Circle the fraction.

1. 1 __ 6

2. 2 __ 3

0 or 16 6 6 6 6 6

0 or 1

3 3 3

3. 6 __ 8

0

8 8 8or 1

8 8 8 8 8

4. 3 __ 8

5. 4 __ 8

0

8 8 8 8 8 8 8or 1

8

Identify Fractions on a Number Line

08 8 8 8 8 8 8

or 18

Program: SI_Chart Component: SEPDF 2nd


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Program: SI_Chart Component: TEPDF 2nd


USING LESSON 11-L


Lesson Goal• Identify fractions on a number line.

What the Student Needs to Know• Identify the numerator and

denominator.

• Order numbers on a number line.

Getting Started• Write the following statements

on the board and ask students which one correctly describes how vocabulary words relate to each other.

• A numerator has a fraction and a denominator. (incorrect)

• A fraction has a numerator and a denominator. (correct)

• A denominator has a numerator and a fraction. (incorrect)

• Write the fraction 1 __ 5 on the board.

• What number is the numerator? (1; because it is on top)

• What number is the denominator? (5; because it is on the bottom)

Teach Read and discuss Exercise 1 at the top of the page.

• On the board, draw a number line with seven tick marks spaced equally. Label zero (0) at the first tick mark.

• Point to the remaining tick marks and explain to students that every tick mark represents a fraction.

• After zero, label the first fraction tick mark 1 __ 6 . Help students label the remaining fraction tick marks 2 __ 6 through 6 __ 6 .

• What fraction does the rectangular

model represent? ( 1 __ 6 )

• Where is 1 __ 6 located on the number line? (between 0 and 2 __ 6 ) Circle the

fraction.

Practice• Have students complete Exercises

2 through 5. Check student work.

Identify the Numerator and Denominator• The student can remember the

placement of the numerator and denominator within a fraction by pointing out the words “number” and “ numerator” both have the same beginning. The numerator is the number of parts being used in the whole.

• Along with that, both “ denominator” and “down” begin with the letter “d.” The denominator is the total number of equal parts in the whole.

Order Numbers on a Number Line• Remind the student that on a

number line, the number just before another number is 1 to the left of it.

• The number just after another number is 1 to the right of it.

• The number just between two numbers is 1 to the left of the greater number and 1 to the right of the lesser number.

• Have the student practice numbering number lines with numbers increasing by one.

• Ask the student questions about the numbers before, after, or between a certain number on their number line.

Name

Write each numerator on the number line. Circle the fraction.

1. 1 __ 6

2. 2 __ 3

0 or 116

26

36

46

56

66

0 or 11

323

33

3. 6 __ 8

0 1

828

88

or 138

48

58

68

78

4. 3 __ 8

5. 4 __ 8

0 1

828

38

48

58

68

78

or 188

Identify Fractions on a Number Line

0 18

28

38

48

58

68

78

or 188

Lesson

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369_S_G5_C11_SI_119817.indd 369 7/18/12 5:10 PM


Documents

EACH CHAPTER INCLUDES...Getting Started • Multiples of 3 are the numbers you say when you skip count by 3s: 3, 6, 9, 12, 15, 18, ___. Show the pattern on a multiplication table