How Close Can You Get?

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1 How Close Can You Get? Group: Pairs Materials: calculator, How Close Can You Get Sheet, How Close Can You Get cards Give each pair a cut out set of the How Close Can You Get cards. Issue a How Close Can You Get sheet to each student. Arrange the cards in rows with ten cards in each row. Begin by having Student A choose a card from the array and then the student writes the number from the card in the first box on his or her sheet. Any card chosen is not returned to the array. Student B chooses another card. This student writes the number from the card in the first box on his or her sheet. Pairs take turns until each has chosen three different numbers that will have a sum that is close to the sum that is indicated in the sum column of the table. Pairs use a calculator to add their numbers. The students write the sum in the Our Sums column of the sheet. They also find the difference between their sum and the indicated sum. The student that is close to the indicated sum is the best estimator for that round. Students continue until they have completed all the rounds.

2 Name How Close Can You Get? Activity Round Numbers Our Sums How close can you get to the sums below? Student A 5 Student B Student A 0 Student B Student A 0 Student B Student A 8 Student B 5 Student A 5 Student B

3 Activity How Close Can You Get Cards

4 5. What is the Value? Group: Pairs Materials: What is the Value cards, Model the Values sheet Give each a set of the Show the Value cards. Issue a Show the Value sheet to each student. Students mix the model cards together and place them face down in a stack. Pairs alternate displaying a card and then find the corresponding value on the sheet that is equivalent to the models on the card. Pairs then write the letter of the models that match the number sentence. Instruct students to use the models to write a solution and a number sentence using appropriate numbers.

5 Activity 5 Show the Values Cards A hundred thousands ten thousands thousands hundreds B C D tens ones hundreds tens

6 Activity 5 Show the Values Cards E F millions hundred thousands G H hundreds tens

7 5. Modeling Fractions with Strip Diagrams Group: Whole Class/Alone Materials: adding machine strips, Modeling Fractions with Strip Diagrams sheet, map pencils Issue a strip of adding machine tape and map pencils to each student. Direct students as to how to fold the strip into sixths. Students first fold the strips into thirds as shown below. Once the paper is folded into thirds, fold it again to form sixths. 5 After the paper is folded, instruct students to write in each section. Write on the board. Have students to 5 lightly shade of their strip with a pencil. Next, have students write the decomposition as a sum of unit fractions. ( ) Then have them record the decomposition in a variety of other ways. See the examples below Give students Modeling Fractions with Strip Diagrams sheet. Instruct students to write a number sentence to match each diagram. Guide students through the first example.

8 Name Modeling Fractions with Strip Diagrams Activity 5 Use the strip diagrams to decompose the fractions. 5. = + +. = = + +. = + 5. = = = =

9 Name Number Bond Fractions Activity 5 Write the total or the parts in the diagrams. Write the number sentence to match each number bond

10 Name Fractions and Decimals on Display Activity 97 Complete the number lines. Place a point on the number line to show the fraction and decimal equivalence for the shaded part of the strip

11 CC Name Use the Box Method to Multiply Activity Find the product using the box method.. x. 87 x 9. x 89. x x 5. 5 x 7 7. x x 57

12 CC Name Incomplete Rectangular Mats Activity 97 Find the area of each rectangular mat... Area: sq units. Area: sq units. Area: sq units 5. Area: sq units. Area: sq units 7. Area: sq units 8. Area: sq units Area: sq units

13 9. Pick a Card Group: Three Materials: Pick a Card cards Give each group a cut out set of the Pick a Card cards. Cards are placed face down in a stack. Students take turns turning up a card and then identifying the angle by its measure or by a pictorial model. Students identify the angles as being acute, right, straight, or obtuse.

14 Activity 9 Pick a Card A B C 5⁰ 5⁰ ⁰ D E F 78⁰ 7⁰ 0⁰ G H I 80⁰ 9⁰ 55⁰

15 CC Name Nail Sizes Activity Organize the nail sizes in order from least to greatest order. Finish writing the nails sizes below the number line. Use the data to complete the dot plot. Nail Sizes Sizes. How many nails are at least inches long?. How many nails are between and inches long?. What is the most frequent measurement? A. How many nails were plotted for this measurement?. A nail that was inches long was found on the floor. Can this nail be plotted on the dot plot? Why or Why not?

16 Activity Nail Sizes Cards

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