Enrich. Grade 5 CROSSWALK TO THE NGSSS
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1 CROSSWALK TO THE NGSSS
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3 Table of Contents Lesson FL-1: All Equations Are Created Equal... E1 Lesson FL-2: Take t Away!... E2 Lesson FL-3: Add a Little Multiplication to the Solution... E3 Lesson FL-4: Divided We Stand... E4 Lesson FL-5: Substitution for the Solution... E5 Lesson FL-6: The nvisible nteger... E6 Lesson FL-7: An nteresting Maze... E7 Lesson FL-8: Amusement Park Estimation... E8 Lesson FL-9: Color Them n... E9 Lesson FL-10: Pizza Party... E10 Lesson FL-11: nvisible Divisible... E11 Lesson FL-12: Prime Search... E12 Lesson FL-13: Fix the Factorizations... E13 Lesson FL-14: Greatest Common Factor Match... E14 Lesson FL-15: Fraction Set Match... E15 Lesson FL-16: Mixed Results... E16 Lesson FL-17: Leftovers... E17 Lesson FL-18: What s Missing... E18 Lesson FL-19: Raising the Bar... E19 Lesson FL-20: Histograms... E20 Lesson FL-21: Continuous or Discrete... E21 Lesson FL-22: Choose the Right Graph... E22 Lesson FL-23: Sketch t Out!... E23 Lesson FL-24: Ready, Set, Graph!... E24 Lesson FL-25: Estimation Calculation... E25 Lesson FL-26: The Right Tool for the Job... E26 Lesson FL-27: Compare Customary Lengths... E27 Lesson FL-28: Compare Metric Lengths... E28 Lesson FL-29: Precisely!... E29 Lesson FL-30: Name That Solution... E30 Lesson FL-31: Solid Mysteries... E31 Lesson FL-32: Cubic Conundrums... E32 Lesson FL-33: Parallelogram Diagram... E33 Lesson FL-34: Tricky Triangles... E34 Lesson FL-35: Tracking Triangle Area... E35 Lesson FL-36: Trapezoids All Around... E36 iii
4 Lesson FL-37: All Aboard Trapezoid and Parallelogram Express... E37 Lesson FL-38: The Prism and the Net... E38 Lesson FL-39: Area Connection... E39 iv
5 All Equations Are Created Equally Lesson FL-1 MA.5.A.4.1 Solve the equation. Check the solution q q 5 2. a a 5 3. t t w 5 1,874 w 5 5. f , ,234 f m ,017 m 5 7. Tell how you can use subtraction to find the variable in addition equations. 8. Stretch Your Thinking Write another addition equation that has the same variable with the same value as the equation in Exercise 2. Tell how you wrote the equation. E1
6 Take t Away! Solve the equation. Check your solution. 1. n n 5 2. k k 5 Lesson FL-2 MA.5.A y y 5 4. s s 5 5. z z 5 6. b b 5 7. Tell how you can use addition to find the variable in subtraction equations. 8. Stretch Your Thinking Write another subtraction equation that has the same variable with the same value as the equation in Exercise 3. Tell how you wrote the equation. E2
7 Add a Little Multiplication to the Equation Lesson FL-3 MA.5.A.4.1 Solve the equation. Check the solution t t 5 2. u u 5 3. r r k k f f ? d d 5 7. Tell how you can use division to find the variable in multiplication equations. 8. Stretch Your Thinking Write a word problem that can be solved by using the multiplication equation in Exercise 1. Tell how you wrote the problem. E3
8 Divided We Stand Lesson FL-4 MA.5.A.4.1 Solve the equation. Check your solution. 1. x x 5 2. i i 5 3. g g 5 4. p p 5 5. m m 5 6. n n 5 7. Tell how you can use multiplication to find the value of the variable in division equations. 8. Stretch Your Thinking Write a word problem that can be solved by using the division equation in Exercise 1. Tell how you wrote the problem. E4
9 Substitution for the Solution Lesson FL-5 MA.5.A.4.1 Solve to find the missing value of the variable. 1. p p 5 q 3 6 q 5 3. t 5 3 t u 3 12 u 5 5. k k 5 s 3 50 s 5 2. m 5 4 m n n 5 4. a a 5 b b 5 6. f 5 12 f w 3 8 w 5 7. Tell how you used substitution to solve the equations and how you could check your solution. 8. Stretch Your Thinking Write another equation that has the same variables with the same values as the equation in Exercise 1. Tell how you wrote the equation. E5
10 The nvisible nteger Lesson FL-6 MA.5.A.6.3 Use the number line to help you find each integer. Write your answer on the line next to each problem am the opposite of am the opposite of am greater than 2 3 and less than 1 2. am also a multiple of am five less than am five more than am the opposite of am the opposite of am 8 units less than 1 6 and 6 units greater than am the opposite of am the opposite of am the same number of units from 1 9 as am from am 3 units greater than 0 and 3 units less than am one unit less than am one unit less than the opposite of am two units more than the opposite of Stretch Your Thinking Start on the integer that is the opposite of 1 3. Move four units right. Move one unit left. Who am? 17. Write your own integer riddle like Exercise 16. E6
11 An nteresting Maze Lesson FL-7 MA.5.A.6.4 Complete the integer maze by drawing a line through each correct expression. f you reach a dead end or need to turn around, go back and check your answers. E7
12 Amusement Park Estimation Lesson FL-8 MA.5.A.1.2 Funland Amusement Park recorded the number of people who took part in specific attractions. Look at the table and use compatible numbers to help solve the problems. Roller Coaster Fun House Log Ride Swings Amusement Park Attraction Attractions Number of People Who Took Part in Attractions f 4 people can fit into one car on the roller coaster, about how many cars did it take for everyone to ride? 2. The Fun House can have 6 people go through at one time. About how many groups of 6 people went through the Fun House? 3. Only 3 people can fit in one boat on the log ride. About how many boats did it take for everyone to ride? 4. Each set of swings holds 2 people. About how many sets of swings did it take for everyone to ride? 5. How can using compatible numbers help you estimate quotients? 6. Stretch Your Thinking Choose a new ride. Decide how many people will ride. Then create a new problem that asks for an estimated quotient using this information. E
13 Color Them n Lesson FL-9 MA.5.A.2.1 Choose two sets of shaded grid patterns that can be added together to find the sum in each exercise. Use each set of grid patterns only once. 1. Find the two sets of grid patterns that have a sum of 7_. Color the shaded parts red Find the two sets of grid patterns that have a sum of 5 _. Color the shaded parts purple Find the two sets of grid patterns that have a sum of 1. Color the shaded parts yellow. 4. Find the two sets of grid patterns that have a sum of 6 _. Color the shaded parts blue Find the two sets of grid patterns that have a sum of 4_. Color the shaded parts green Think About t! Shade the models below to show two fractions that have a sum of 5 _ Explain how you decided which rectangles to choose for Exercise 3. E9
14 Pizza Party Lesson FL-10 MA.5.A.2.1 Mr. McGee had a pizza party. He now has some pizza left over. Help him find how much of each type of pizza he has left. Use the model and write a number sentence for each type of pizza. The first one is done for you. 1. The cheese pizza was cut into 8 equal slices. Guests ate 6 of these slices. What fraction of the cheese pizza is left? 8_ 8 6_ 2 _ Shade the amount eaten. 8, or 1 _ 4 3. The mushroom pizza was cut into 10 equal slices. Guests ate 7 of these slices. What fraction of the mushroom pizza is left? 2. The pepperoni pizza was cut into 6 equal slices. Guests ate 3 of these slices. What fraction of the pepperoni pizza is left? The ham and pineapple pizza was cut into 4 equal slices. Guests ate 4 of these slices. What fraction of the ham and pineapple pizza is left? The sausage pizza was cut into 12 equal slices. Guests ate 8 of these slices. What fraction of the sausage pizza is left? The veggie pizza was cut into 9 equal slices. Guests ate 5 of these slices. What fraction of the veggie pizza is left? of a pepperoni and onion pizza left. Write a problem about the pepperoni and onion pizza. Use the exercises above as guides. 7. Stretch Your Thinking Mr. McGee has 3_ E10
15 nvisible Divisible Lesson FL-11 MA.5.A.2.4 Use the clues to find all possibilities for the missing digit in each number. 1. The number below is divisible by 3. What could the missing digit be? 2. The number below is divisible by 4. What could the missing digit be? 298, , The number below is divisible by 5. What could the missing digit be? 471, The number below is divisible by 9. What could the missing digit be? 06, The number below is divisible by 6. What could the missing digit be? 427,71 6. The number below is divisible by 3. What could the missing digit be? 9,843, The number below is divisible by 4 and 6. What could the missing digit be? 7,302, The number below is divisible by 2 and 9. What could the missing digit be? 1,545, Stretch Your Thinking A number is divisible by 2 if the last digit is divisible by 2. A number is divisible by 4 if the last two digits form a number divisible by 4. A number is divisible by 8 if the last three digits form a number divisible by 8. Find a possible pattern. Use this pattern to describe a divisibility rule for 16. Test your rule on each of the following numbers. 383, , , ,052 E11
16 Prime Search Lesson FL-12 MA.5.A.6.1 All the prime numbers from 1 to 100 are listed below. 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97 Find the prime numbers from 101 to 200. First, draw a line through all the multiples of 2. Then draw a line through all the multiples of 3, then all the multiples of 5, and continue until you have drawn lines through all the multiples of prime numbers less than 100. The remaining numbers are the prime numbers from 101 to 200. List these below the table Think About t! The number 143 has two lines through it, first as a multiple of 11 and second as a multiple of 13, so 143 is the product of two prime numbers. Find another number that is the product of two different prime numbers greater than Explain how you could find all the prime numbers from 201 to 1,000. E12
17 Fix the Factorizations Lesson FL-13 MA.5.A.2.4 Jim made a mess in his factorization. Your job is to help Jim get it right. Make a factor tree or a ladder diagram to find the prime factorization for each number in the first column. Write each prime factorization. Then look at Jim s factorization in the second column and explain what he did wrong E13
18 Greatest Common Factor Match Lesson FL-14 MA.5.A.6.1 Match the set of numbers inside each large triangle with its greatest common factor inside a small triangle Explain how you found the greatest common factor for three numbers. E14
19 Fraction Set Match Lesson FL-15 MA.5.A.2.2 Draw a line from a fraction in the first column to the fraction in the second column that will result in a fraction in the third column. The third column is already in simplest form. The first one is done for you Explain the strategy you used to match each equation. E15
20 Mixed Results Lesson FL-16 MA.5.A.2.2 Find the sum or difference. Write it in simplest form Tell how you add or subtract three mixed numbers. 8. Stretch Your Thinking Look at Exercise 6. How do you know your answer is correct? E16
21 Leftovers Lesson FL-17 MA.5.A.2.1 Shade in the fraction bars that represent each number below. the fraction 3_ 4 is shown as an example What is the sum of the leftover fractions? 3. Stretch Your Thinking How can you model subtracting 1_ 5 if you have only 1 10 fraction bars? 2. How many 1_ 4 fraction bars were subtracted? E17
22 What s Missing? Lesson FL-18 MA.5.A.2.1 Use the Commutative and Associative properties and mental math to solve. dentify the missing number. 1. _ _ _ _ Tell how the properties and mental math helped you find the missing number for Exercise Stretch Your Thinking How does using the properties help you find missing numbers mentally in these exercises? E18
23 Raising the Bar Lesson FL-19 MA.5.S.7.1 The bar graph shows the amount of time campers spend on each activity during a week at camp. However, the names of the activities were left off the graph. Use the clues below to write the labels for each column, and then complete the table with the number of minutes campers spend on each activity. CLUES Boys spend twice as much time hiking as girls. Girls spend 30 minutes more swimming than boys do. Boys and girls spend the same amount of time roller skating. Boys spend the same amount of time canoeing as they do hiking. Camp Activities A: B: C: D: Time Spent (minutes) Boys Girls A B C D Activities Activity Boys Girls 5. Hiking Swimming Roller skating Canoeing E19
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