Fifth Grade Fourth Marking Period CCSS Extended Constructed

Fifth Grade Fourth Marking Period CCSS Extended Constructed Response Questions 2015 -2016 http: //prezi. com/tmicodcrvaoe/? utm_campaign=shar e&utm_medium=copy Elizabeth Public Schools

Intervention Block Framework O Students work independently to solve extended constructed response question. O Students work in groups to either discuss responses and compile 1 response or students work together to score each response based on the rubric. O Students share responses or discussion points as a whole group.

Scoring Guide for Mathematics Extended Constructed Response Questions (Generic Rubric) 3 -Point Response O The response shows complete understanding of the problem’s essential mathematical concepts. The student executes procedures completely and gives relevant responses to all parts of the task. The response contains few minor errors, if any. The response contains a clear, effective explanation detailing how the problem was solved so that the reader does not need to infer how and why decisions were made. 2 -Point Response O The response shows nearly complete understanding of the problem’s essential mathematical concepts. The student executes nearly all procedures and gives relevant responses to most parts of the task. The response may have minor errors. The explanation detailing how the problem was solved may not be clear, causing the reader to make some inferences. 1 -Point Response O The response shows limited understanding of the problem’s essential mathematical concepts. The response and procedures may be incomplete and/or may contain major errors. An incomplete explanation of how the problem was solved may contribute to questions as to how and why decisions were made. 0 -Point Response O The response shows insufficient understanding of the problem’s essential mathematical concepts. The procedures, if any, contain major errors. There may be no explanation of the solution or the reader may not be able to understand the explanation. The reader may not be able to understand how and why decisions were made.

Part 1 The table below shows the amount of liquid in 8 glasses at a party. The amount is in terms of cups. Based on the data, make a line plot to display the data. 1 and 5/8 1 and 1/4 7/8 1 and 3/8 1/2 3/4 1 and 1/2 1 and 1/8 Part 2 • What is the difference between the amount of punch in the glass with the most punch and the glass with the least amount of punch? • What is the combined amount of punch in all 8 glasses? • If all of the punch were to be poured into a container and then shared equally among the 8 people how much punch would each person receive? 5. MD. 2 - Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots

THE STRUCTURE ON THE LEFT IS PARTIALLY FILLED WITH UNIT CUBES. WHEN FULL, THE STRUCTURE ON THE RIGHT APPEARS. A. HOW MANY UNIT CUBES ARE IN THE STRUCTURE ON THE LEFT? B. HOW MANY MORE UNIT CUBES WOULD BE NEEDED TO CONSTRUCT THE STRUCTURE ON THE RIGHT? 5. MD. 3 - Recognize volume as an attribute of solid figures & understand concepts of volume measurement

Mrs. Sullivan owns a bakery. One of her customers cancelled their cake order after the cake was already made. Mrs. Sullivan gave half of the cake to her employees to eat. She brought the other half home for her family to eat. If there are 5 members of the Sullivan family, and they share the cake equally, how much of the original cake will each family member get to eat? Draw a model and write an equation to show your work. 5. NF. 7 A-C Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non 5. NF. 7 A-C -Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non -zero whole number, and compute such quotients. Interpret division of a whole number by a unit fraction, and compute such quotients. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e. g. , by using visual fraction models and equations to represent the problem.

ISOSCELES. EQUILATERAL, AND ACUTE TRIANGLES HAVE SPECIAL CHARACTERISTICS. EXPLAIN THE RELATIONSHIP BETWEEN ISOSCELES, EQUILATERAL, AND ACUTE TRIANGLES. BE SPECIFIC TO EXPLAIN YOUR REASONING. 5. G. 4 - Classify two-dimensional figures in a hierarchy based on its properties

5. MD. 4 – Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft. and improvised units.

In last Sunday's football game, The New York Jets had the football for exactly 7/12 of the game. If the entire game consists of four, fifteen minute quarters, how many minutes did the Jets have the ball for? Solve and explain your reasoning. Use fraction models and equations to support your reasoning. 5. NF. 6 Solve real world problems involving multiplication of fractions and mixed numbers, e. g. by using visual fraction models or equations to represent the problem

The table below shows the length of strips of bubble gum that each student has. Measurements are in feet. 2 and 5/8 1 and 3/8 2 and 1/4 2 and 5/8 2 and 1/4 2 and 1/2 1 and 3/4 1 and 7/8 2 and 1/2 2 and 3/8 Part 1 Based on the data, make a line plot to display the data. Write a sentence explaining how you know that you plotted the data correctly. Part 2 • What is the difference between the longest and shortest strips of gum? • What is the total length of all of the strips of gum? • If all of the strips were combined and equally distributed to the 10 students, how much gum would each student get? 5. MD. 2 - Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots

Jeremy is building a wall out of bricks that are cubes. He builds the bottom row by leaving some space between each brick. This is what his wall looks like: ZZZZ Jeremy continues building his wall until the bottom row has 8 bricks in it and it is 5 bricks high. He fills in the space between the bricks with a special colorful plaster. Jeremy then calculates that the volume of his wall is 38 cubic units. Is Jeremy correct? Why or why not? 5. MD. 3 - Recognize volume as an attribute of solid figures & understand concepts of volume measurement

Alysha really wants to ride her favorite ride at the amusement park one more time before her parents pick her up at 2: 30 pm. There is a very long line at this ride, which Alysha joins at 1: 50 pm (point A in the diagram below). Alysha is nervously checking the time as she is moving forward in the line. By 2: 03 she has made it to point B in line. What is your best estimate for how long it will take Alysha to reach the front of the line? If the ride lasts 3 minutes, can she ride one more time before her parents arrive? 5. NF. 7 A-C Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non 5. NF. 7 A-C -Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non -zero whole number, and compute such quotients. Interpret division of a whole number by a unit fraction, and compute such quotients. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e. g. , by using visual fraction models and equations to represent the problem.

Which polygon does not belong with the other 3? Explain your reasoning. 5. G. 4 - Classify two-dimensional figures in a hierarchy based on its properties

5. MD. 4 – Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft. and improvised units.

Michelle's mother bought 7 large pizzas for her birthday party. Each large pizza is cut into eighths. If 5/8 of the total slices were eaten, how many slices were left over? Solve and explain your reasoning. Use fraction models and equations to support your reasoning. 5. NF. 6 Solve real world problems involving multiplication of fractions and mixed numbers, e. g. by using visual fraction models or equations to represent the problem

Jim recorded the amount of lemonade mix, measured in cups, used at his lemonade stand over the month of July, for the different sized pitchers. His data is marked on the line plot above. • If Jim wanted to spread the amount of lemonade mix he used over 1 month equally over every pitcher no matter it’s size, how much mix should he use (mean/average)? • Jim is expecting to triple the amount of mix he needs for the month of August. How many cups of mixture will he need in stock? 5. MD. 2 - Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots

Jill’s teacher asked her to construct a rectangular prism from unit cubes. She has built the structure above. In order for Jill to complete her assignment, how many unit cubes will Jill need to add to the above structure? 5. MD. 3 - Recognize volume as an attribute of solid figures & understand concepts of volume measurement

5. NF. 7 A-C Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non 5. NF. 7 A-C -Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a nonzero whole number, and compute such quotients. Interpret division of a whole number by a unit fraction, and compute such quotients. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e. g. , by using visual fraction models and equations to represent the problem.

Kites, rhombi, squares, rectangles, parallelograms, and trapezoids are ALL inside the quadrilateral shape. Therefore, ALL kites, rhombi, squares, rectangles, parallelograms, and trapezoids are quadrilaterals. Study the figure below carefully. Quadrilateral s Trapezoids Parallelograms Rectangles Rhombi Kites ua Sq e r all T O N t u B ngles. a t c e r uares. a q s s e e r r a a u s tangle ALL sq c s e r n with a e m m a r s g i a h i t d g this n s figure, i i s h ns. t u o i n y t i f i a t e l n n a g e l n d p i a ex he rect ou can t y e s d e i s p a n i h re is on of s i t a c i f i The squa s s the cla t u o b a n tio f informa 5. G. 4 - Classify two-dimensional figures in a hierarchy based on its properties

5. MD. 4 – Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft. and improvised units.

The distance between Rosa’s house and her school is 1 and ¾ mile. She ran 1/3 of the way to school. A. How many miles did she run? B. How much distance remains until she reaches school? Solve and explain your reasoning. Use fraction models and equations to support your reasoning.

The line plot above is the data recorded for Mrs. Smith’s classes’ weekend television time. How many hours of television did her class view over the weekend? 5. MD. 2 - Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots

Bill’s class conducted a 4 th marking period experiment. The class grew flowers in single pot holders. Bill measured the following lengths for the flowers: 3 3 4 6 5 5 and and and 1/4 2/8 3/4 7/8 1/2 3/8 inches inches PART A: Create a line plot to display their data. PART B: What is the difference in length of the tallest and shortest flowers (range)? PART C: Bill’s class hypothesizes that the protein they are feeding their flowers will result in a maximum height that is quadruple the height of their tallest plant at this point. What is the expected height of these flowers? 5. MD. 2 - Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots

Describe the difference between a piece of loose leaf paper and a stack of loose leaf paper. Dorothy suggested that they can be measured in square units and cubic units. Henry wants to know which type of units he should use for each. Explain to Henry which measurements are used for the loose leaf and stack of paper. 5. MD. 3 - Recognize volume as an attribute of solid figures & understand concepts of volume measurement

5. NF. 7 A-C Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non 5. NF. 7 A-C -Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a nonzero whole number, and compute such quotients. Interpret division of a whole number by a unit fraction, and compute such quotients. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e. g. , by using visual fraction models and equations to represent the problem.

NICK AND CARLOS ARE STUDYING PARALLELOGRAMS AND TRAPEZOIDS. THEY AGREE THAT A PARALLELOGRAM IS A QUADRILATERAL WITH 2 PAIRS OF PARALLEL SIDES. NICK SAYS, “A TRAPEZOID HAS ONE PAIR OF PARALLEL SIDES AND A PARALLELOGRAM HAS TWO PAIRS OF PARALLEL SIDES. SO A TRAPEZOID IS ALSO A PARALLELOGRAM. ” CARLOS SAYS, “NO. A TRAPEZOID CAN HAVE ONLY ONE PAIR OF PARALLEL SIDES. ” NICK SAYS, “THAT’S NOT TRUE. A TRAPEZOID HAS AT LEAST ONE PAIR OF PARALLEL SIDES, BUT IT CAN ALSO HAVE ANOTHER. ” SOME PEOPLE USE NICK’S DEFINITION FOR A TRAPEZOID, AND SOME PEOPLE USE CARLOS’ DEFINITION. WHICH STATEMENTS BELOW GO WITH NICK’S DEFINITION? WHICH STATEMENTS GO WITH CARLOS’ DEFINITION? A. B. C. D. E. F. ALL PARALLELOGRAMS ARE TRAPEZOIDS. SOME PARALLELOGRAMS ARE TRAPEZOIDS. NO PARALLELOGRAMS ARE TRAPEZOIDS. ALL TRAPEZOIDS ARE PARALLELOGRAMS. SOME TRAPEZOIDS ARE PARALLELOGRAMS. NO TRAPEZOIDS ARE PARALLELOGRAMS. 5. G. 4 - Classify two-dimensional figures in a hierarchy based on its properties

Alisa had 2 and 1/2 gallons of water. She drank 1 and 3/4 of the water after her first race. A. How much water did Alisa drink after her first race? B. If Alisa drank ¼ of the remaining water after her second race, how much would she drink? Solve and explain your reasoning. Use fraction models and equations to support your reasoning. 5. NF. 6 Solve real world problems involving multiplication of fractions and mixed numbers, e. g. by using visual fraction models or equations to represent the problem

John had cut the following lengths of ribbon for wrapping gifts: 4 ½ feet, 3 ¼ feet, 5 ¾ feet, 3 ½ feet, 4 ¾ feet, 6 ¼ feet, 3 ¾ feet, 5 ¼ feet, 3 ¼ feet and 4 feet A. Draw a line plot to display the amount of ribbon John cut. B. How many feet of ribbon did John cut? C. What is the difference between the longest and shortest piece of ribbon John used? D. If John wanted to cut an equal amount of ribbon for his next 10 gifts using the total amount of ribbon he used displayed in your the line plot, how much should he cut each ribbon? 5. MD. 2 - Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots

USING CENTIMETER CUBES, BUILD FIVE DIFFERENT RECTANGULAR PRISMS. ORDER YOUR RECTANGULAR PRISMS FROM LEAST TO GREATEST VOLUME. DRAW EACH RECTANGULAR PRISM AND RECORD THE STEPS YOU TOOK TO CALCULATE ITS VOLUME. WHAT IS THE DIFFERENCE BETWEEN THE LEAST AND GREATEST VOLUME? 5. MD. 3 - Recognize volume as an attribute of solid figures & understand concepts of volume measurement

Julius has 4 blue marbles. If one third of Julius' marbles are blue, how many marbles does Julius have? Draw a diagram and explain. If Julius gives ¼ of his marbles to his friend, how many marbles will he have left? 5. NF. 7 A-C Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non 5. NF. 7 A-C -Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non -zero whole number, and compute such quotients. Interpret division of a whole number by a unit fraction, and compute such quotients. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e. g. , by using visual fraction models and equations to represent the problem.

JILL’S TEACHER PLACED THE STATEMENTS BELOW ON THE BOARD. THEY ARE INCORRECT STATEMENTS. READ EACH STATEMENT AND EXPLAIN WHY EACH IS INCORRECT. BE SPECIFIC IN YOUR REASONING. 1. All four-sided figures are not parallelograms because they do not have two pairs of parallel sides. 2. Kites and trapezoids are parallelograms because they do not have 2 pairs of parallel sides. 3. Squares are not parallelograms because they have two pairs of parallel sides. 4. Rectangles, rhombuses, and squares are not parallelograms because they have two sets of parallel sides. 5. Squares are not rhombi because they have two sets of parallel sides and all sides are the same length. 5. G. 4 - Classify two-dimensional figures in a hierarchy based on its properties

You have been asked to create the packaging for a new kind of cereal. The manufacturer wants three different sized boxes: 1. A standard sized cereal box 2. A mini sized box that is half as tall, half as wide, and half as deep as the standard size 3. A super sized box that is three times as tall, three times as wide and three times as deep as the standard size. Using grid paper, draw a possible design for each box. Label the dimensions and calculate the volume. Which box do you think would be the best seller? Write your answer on the lines below and tell why you think so. 5. MD. 4 – Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft. and improvised units.

Kendra is making 1/4 of a recipe. The full recipe calls for 3 and ¾ cup of flour. How many cups of flour should Kendra use? Solve and explain your reasoning. Use fraction models and equations to support your reasoning. 5. NF. 6 Solve real world problems involving multiplication of fractions and mixed numbers, e. g. by using visual fraction models or equations to represent the problem

Carolina’s banana pudding recipe calls for the following: 2 cups sour cream 5 cups whipped cream 3 cups vanilla pudding mix 4 cups milk 8 bananas Carolina is making her special banana pudding recipe. She is looking for her cup measure, but can only find her quarter cup measure. A. How many quarter cups does she need for the sour cream? Draw a picture to illustrate your solution, and write an equation that represents the situation. B. How many quarter cups does she need for the milk? Draw a picture to illustrate your solution, and write an equation that represents the situation. C. Carolina does not remember in what order she added the ingredients but the last ingredient added required 12 quarter cups. What was the last ingredient Carolina added to the pudding? Draw a picture to illustrate your solution, and write an equation that represents the situation. 5. NF. 7 A-C Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non 5. NF. 7 A-C -Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non -zero whole number, and compute such quotients. Interpret division of a whole number by a unit fraction, and compute such quotients. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e. g. , by using visual fraction models and equations to represent the problem.

Classify each shape. All shapes must be placed in at least one column. If a shape meets the properties of more than one category, it must be placed into the boxes of all the types of shapes it can be classified as. Square Rectangl Rhombu Parallelogra Polygon e s m Quadrilateral Trapezoid 5. G. 4 - Classify two-dimensional figures in a hierarchy based on its properties

You are designing a toy box for child’s bedroom. The toy box needs to be able to hold 30 cubic meters of toys. What might the dimensions be? Draw and label two possible designs for the toy box. Explain which design would work best in a child’s bedroom and give reasons to support your choice. 5. MD. 4 – Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft. and improvised units.

Some of the problems below can be solved by multiplying 1/8× 2/5, while others need a different operation. Select the ones that can be solved by multiplying these two numbers. For the remaining, tell what operation is appropriate. In all cases, solve the problem (if possible) and include appropriate units in the answer. A. Two-fifths of the students in Anya’s fifth grade class are girls. One-eighth of the girls wear glasses. What fraction of Anya’s class consists of girls who wear glasses? B. A farm is in the shape of a rectangle 1/8 of a mile long and 25/ of a mile wide. What is the area of the farm? C. There is 2/5 of a pizza left. If Jamie eats another 1/8 of the original whole pizza, what fraction of the original pizza is left over? D. In Sam’s fifth grade class, 1/8 of the students are boys. Of those boys, 2/5 have red hair. What fraction of the class is red-haired boys? E. Only 1/20 of the guests at the party wore both red and green. If 1/8 of the guests wore red, what fraction of the guests who wore red also wore green? Solve and explain your reasoning. Use fraction models and equations to support your reasoning. 5. NF. 6 Solve real world problems involving multiplication of fractions and mixed numbers, e. g. by using visual fraction models or equations to represent the problem

The line plot above shows the amount of olive oil, in ounces, used in 13 different pizza recipes. Isabella wants to make one pizza from each of the recipes. Will she have enough olive oil to make the pizzas if she buys a 16 -ounce bottle of olive oil? Explain or show your reasoning. 5. MD. 2 - Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots

VIEW THE ABOVE STRUCTURE. HOW MANY CUBES WOULD NEED TO BE ADDED IN ORDER TO HAVE A VOLUME OF 18 CUBIC UNITS? EXPLAIN YOUR REASONING 5. MD. 3 - Recognize volume as an attribute of solid figures & understand concepts of volume measurement

CARTER’S CANDY COMPANY IS SELLING A NEW TYPE OF CHOCOLATE. THEY HAVE DECIDED TO SELL THE CANDY IN PACKAGES OF 24. YOU ARE LEADING A TEAM IN CHARGE OF DEVELOPING A BOX FOR THE CANDY. USE UNIT CUBES TO BUILD ALL OF THE POSSIBLE BOXES FOR THE PACKAGE OF CANDY. HOW MANY POSSIBILITIES ARE THERE? RECORD THE DIMENSIONS AND VOLUME OF EACH BOX. WHAT DO YOU NOTICE ABOUT ALL OF THE VOLUMES? AFTER DETERMINING ALL OF THE POSSIBLE BOXES, YOU MUST MAKE A RECOMMENDATION TO THE PRESIDENT OF THE COMPANY ABOUT WHICH BOX SHOULD BE USED. WRITE A PARAGRAPH EXPLAINING WHICH BOX WOULD BE BEST. MAKE SURE TO EXPLAIN YOUR REASONS FOR CHOOSING THIS BOX. TWO OF YOUR TEAM MEMBERS GET IN AN ARGUMENT ABOUT THE BOXES. CATHY SAYS THAT A 1 X 24 BOX IS THE SAME AS A 24 X 1 BOX. CURTIS SAYS THAT THESE DIMENSIONS WOULD LEAD TO TWO DIFFERENT BOXES. WHO DO YOU AGREE WITH? WHY? 5. MD. 3 - Recognize volume as an attribute of solid figures & understand concepts of volume measurement

5. NF. 7 A-C Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non 5. NF. 7 A-C -Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non -zero whole number, and compute such quotients. Interpret division of a whole number by a unit fraction, and compute such quotients. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e. g. , by using visual fraction models and equations to represent the problem.

BOB SAYS THAT ALL SQUARES ARE RECTANGLES BUT ALL RECTANGLES ARE NOT SQUARES. DO YOU AGREE WITH BOB’S STATEMENT? WHY OR WHY NOT? EXPLAIN YOUR REASONING BY PROVIDING CHARACTERISTICS OF BOTH RECTANGLES AND SQUARES THAT SUPPORT YOUR ANSWER. 5. G. 4 - Classify two-dimensional figures in a hierarchy based on its properties

Your teacher wants to take three boxes of books home from school. She needs to know if they will all fit in her truck, or if she needs to make two trips to get all the boxes home. Here is some information you will need: • Two of the boxes are the same size. (2 ft. long, 3 ft. wide, and 2 ft. high) • One box is larger than the others. (3 ft. long, 3 ft. wide, and 3 ft. high) • Your teacher’s truck has 60 cu. ft. of space. Can your teacher take all three boxes in one load? Show you know with pictures, words, and numbers. 5. MD. 4 – Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft. and improvised units.

Ashley slept for 7 1/4 hours on Saturday night. A. How many minutes did she sleep on Saturday night? B. If Ashley sleeps ½ of the amount of hours on Sunday night that she slept on Saturday night, how many hours will she sleep on Sunday night? Solve and explain your reasoning. Use fraction models and equations to support your reasoning. 5. NF. 6 Solve real world problems involving multiplication of fractions and mixed numbers, e. g. by using visual fraction models or equations to represent the problem

JOHN SAYS THAT THE ABOVE STRUCTURE HAS A VOLUME OF 64 CUBIC UNITS. HENRY TELLS JOHN THAT HE IS INCORRECT. DO YOU AGREE WITH JOHN OR HENRY? WHAT REASONING MAY HENRY GIVE JOHN TO EXPLAIN HIS OPINION? 5. MD. 3 - Recognize volume as an attribute of solid figures & understand concepts of volume measurement

5. NF. 7 A-C Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non 5. NF. 7 A-C -Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a nonzero whole number, and compute such quotients. Interpret division of a whole number by a unit fraction, and compute such quotients. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e. g. , by using visual fraction models and equations to represent the problem.

Part 1: Create the following figures. 1. A shape with two sets of parallel sides and no right angles. 2. A shape with exactly one set of parallel sides and no right angles. 3. A shape with two sets of parallel sides and 2 or more right angles. 4. A shape with exactly one set of parallel sides and 2 or more right angles. Part 2: While doing Part 1 above, Kyle said, on problem 3 every time I make a shape with 2 sets of parallel sides I create a shape with 4 right angles. It is impossible to make a shape with 2 sets of parallel sides and only have two right angles. Is Kyle correct? Write a sentence explaining why or why not? 5. G. 4 - Classify two-dimensional figures in a hierarchy based on its properties

Steve fills Box A and Box B with one centimeter cubes. How many cubes can Steve fit into Box A? How many cubes can Steve fit into Box B? Explain how you found the volume of each box. Which of the two boxes can hold more cubes? 5. MD. 4 – Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft. and improvised units.

Some of the problems below can be solved by multiplying 1/8× 2/5, while others need a different operation. Select the ones that can be solved by multiplying these two numbers. For the remaining, tell what operation is appropriate. In all cases, solve the problem (if possible) and include appropriate units in the answer. A. At the start of the trip, the gas tank on the car was 2/5 full. If the trip used 1/8 of the remaining gas, what fraction of a tank of gas is left at the end of the trip? B. On Monday, 1/8 of the students in Mr. Brown’s class were absent from school. The nurse told Mr. Brown that 2/5 of those students who were absent had the flu. What fraction of the absent students had the flu? C. Of the children at Molly’s daycare, 1/8 are boys and 2/5 of the boys are under 1 year old. How many boys at the daycare under one year old? D. The track at school is 2/5 of a mile long. If Jason has run 1/8 of the way around the track, what fraction of a mile has he run? E. Alex was planting a garden. He planted 2/5 of the garden with potatoes and 1/8 of the garden with lettuce. What fraction of the garden is planted with potatoes or lettuce? Solve and explain your reasoning. Use fraction models and equations to support your reasoning. 5. NF. 6 Solve real world problems involving multiplication of fractions and mixed numbers, e. g. by using visual fraction models or equations to represent the problem