Student+Directions


 * Big Idea:** Humans use many strategies to add and subtract quickly

** "I Can..." Skills Assessment ** Directions: Use **lined paper** to **show** that you “**Can**” complete a task. If you can complete a task, put a check in the "**I can**" check box. If you can't complete a task, check the "**I can’t**" check box and we will re-learn this next week. ** Estimating, Approximating, Rounding **
 * Essential Question: What strategies do humans use to add or subtract quickly? **

1.) □ I can or □ I can’t round 56 to the nearest **//__10__//**.

2.) □ I can □ I can’t round 378 to the nearest **//__10__//**.

3.) □ I can or □ I can’t round 1,423 to the nearest **//__10__//**.

4.) □ I can or □ I can’t round 286 to the nearest **//__100__//**.

5.) □ I can □ I can’t round 3,245 to the nearest **//__100.__//**

6.) □ I can or □ I can’t round 12,589 to the nearest **//__100.__//**

7.) □ I can or □ I can’t round 1,113 to the nearest **//__1000__//**.

8.) □ I can □ I can’t round 23,456 to the nearest **//__1000.__//**

9.) □ I can or □ I can’t round 723,458 to the nearest **//__1000.__//**  ** Addition **

10.) □ I can or □ I can’t solve the following problem: 345 + 233?

11.) □ I can or □ I can’t solve the following problem: 672 + 849?

12.) □ I can or □ I can’t solve the following problem: 329 + 145 + 672 + 875 + 279 + 310 + 780?

13.) □ I can or □ I can’t **//__estimate__//** to solve the following problem: 768 + 269?

14.) □ I can or □ I can’t **//__estimate__//** to solve the following problem: 67 + 23 + 87 + 90 + 13?

** Subtraction ** 15.) □ I can or □ I can’t solve the following problem: 489 – 357? 16.) □ I can or □ I can’t solve the following problem: 600 – 289? 17.) □ I can or □ I can’t solve the following problem: 508 – 459? 18.) □ I can or □ I can’t **//__estimate__//** to solve the following problem: 56 - 23? 19.) □ I can or □ I can’t **//__estimate__//** to solve the following problem: 387 - 238? 20.) □ I can or □ I can’t **//__estimate__//** to solve the following problem: 3729 - 3728? Bonus: □ I can or □ I can’t solve the following problem: 249 - 329?

Microsoft Word Document for you to use as a template:


 * Big Idea:** There are many ways to solve a problem. Real-life problems are usually not solved in one-step.


 * Objective** - We are going to work on solving multi-step problems

Set the timer for 12 minutes, please.
 * Time Keeper** - Emily will you keep time for us? You can use your phone or the online stopwatch

Group #1: Vivian, Alfred, Mary Kate, & Emily Group #2: Hannah, Danielle, Megan B. & Kayla Group #3: Jen, Alissa, Kasey, & Megan R. Group #4: Allison, Nicole, Ariel, & Kat
 * Flexible Groups**

**Group #1:** Working with me - click here to see our math problem >> **Group #2:** Analyzing Shape Attribute Data > 5.) Why did Allison & Alfred's cylinder hold the same amount of books as Kasey and Megan R.'s? >> 1.) Fold your paper into 1/4ths >> 2.) In panel #4, answer the question to #5 by yourself >> 3.) Share your responses with your group >> >> 4.) >> a.) In panel #2, write a question about any of the data b.) Present your question to the group and discuss possible answers c.) In panel #3, write an explanation for this question: What could Emily and Danielle have done different d.) Share your explanations with your group
 * Directions**
 * 1) //__** Technology needed: 1 laptop for the group **__//
 * 2) Ariel is saving up money to go on a trip. This month, she saved three times as much money as she saved last month. Last month, she saved $24.74. How much money did Kayla save this month?
 * 3) We will evaluate the solutions using this criteria:
 * Thumb up/down: did the student present a solution?
 * Thumb up/down: did the solution solve each step?
 * Thumb up/down: did the student show the solution or just explain it (can you see their work AS they talk?
 * 1) //__** Technology needed: 1 laptop for the group **__//
 * 2) Last week, you built shapes that held Charlie Brown 'cyclopedias
 * 3) [[image:shapes and charlie brown.png width="800" height="302"]]
 * 4) This is a bar graphical representation of the amount of Charlie Brown 'Cyclopedias held by each shape [[image:shapes and CB bar graph.png width="720" height="531"]]

>> 5.) "Tomorrow" we will re-write them in another way >> 6.) Bring your papers to me when you are done with this center

**Group #3:** Developing Math Fluency - Guess the factor card game
 * 1) //__** No technology needed **__//
 * 2) You will need playing cards

**Group #4:** Lattice Method
 * 1) //__** Technology needed: 1 laptop for the group **__//
 * 2) Grab a piece of lined paper
 * 3) Write your name on the top
 * 4) Help each other learn and use the lattice method to solve multiplication problems. The lattice method is an alternative to the traditional algorithm.
 * 5) Use the **lattice method** to solve these problems: 238 x 458 = ?; 729 x 190 = ? 932 x 342 = ?; and 3285 x 5679 = ?
 * 6) Bring me your papers when you are done

BIG IDEA: Engineers build structures out of shapes.

Take a look at the Peace Bridge, located in Buffalo, NY.

1. How many shapes do you see in this picture?

2. Did you ever wonder which shape is the strongest? What I mean by that is, how much weight can a shape hold?

3. In today's lesson you are going to answer this question: Which shape is the strongest?

4. You will need to work in the following pairs: 5. You will need 6 sheets of paper, a long strip of masking tape (about 36" or 3 feet), Charlie Brown Encyclopedias (there are not enough for you to have a certain amount, so you have to share) and an index card for EACH partner.
 * a. Megan B. and Jen
 * b. Hannah and Mary Kate
 * c. Emily and Danielle
 * d. Megan R. and Kasey
 * e. Ariel and Allison
 * f. Alfred and Kayla
 * g. Alissa and Kathleen
 * h. Nicole and Vivian

6. Create the following shapes. Hint: how many sides does each shape have? 7. Now see how strong each shape is using the Charlie Brown Encyclopedias. 8. Use your data to tell us which shape was the strongest and what properties of the shape you thought made it the strongest. Write your explanation on the index card (don't forget your name)
 * a. tent
 * b. box
 * c. cylinder
 * d. triangle
 * a. How will you record your data?
 * a. Share your explanation with your partner.
 * b. Do you agree or disagree with your partner?

9. Magis (doing more than what is expected) - CHOOSE ONE OR MORE OF THE FOLLOWING TASKS > a. make a hexagon and/or octagon to test those shapes > b. play with the shape lab > c. show your results in a new format