Grade 5 – Module 5 Module Focus Session

Grade 5 – Module 5 Module Focus Session
February 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 0 minutes MATERIALS NEEDED: X A Story of Units Grade 5 – Module 5 Addition and Multiplication with Volume and Area NOTE THAT THIS SESSION IS DESIGNED TO BE 270 MINUTES IN LENGTH. Welcome! In this module focus session, we will examine Grade 5 – Module 5.

February 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute MATERIALS NEEDED: X Session Objectives Analyze Module 5 in order to implement this module. Explore specific lessons to support planning. The objectives for this session are to: Analyze Module 5 in order to implement this module. Explore specific lessons to support planning.

Curriculum Overview of A Story of Units
Grade 5 – Module 5 Module Focus Session February 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 0 minutes MATERIALS NEEDED: X Curriculum Overview of A Story of Units The fifth module in Grade 5 is Addition and Multiplication With Volume and Area. The module includes 21 lessons and is allotted 25 instructional days. This module fills a gap between Grade 4’s work with two-dimensional figures and Grade 6’s work with volume and area.

February 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 0 minutes MATERIALS NEEDED: X Agenda Introduction to Module Concept Development Module Review

February 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 0 minutes MATERIALS NEEDED: X Module Overview Read the descriptive narrative and underline key phrases. Summarize the major learning of the module in 1-2 sentences. Take a few minutes to read the Module Overview. As you read, highlight key phrases that help build a picture of what the learning in this Module will look like. After you finish reading, gather your thoughts by jotting down 1-2 sentences that summarize the major learning of the module. (Allow 1 minute for jotting.) Turn and talk with others at your table. Share observations about what is new or different to you about the way these concepts are presented. (Allow 2 minutes for discussion.)

Mid-Module Assessment
Grade 5 – Module 5 Module Focus Session February 2014 Network Team Institute Mid-Module Assessment What concepts are the focus of the first half of the module? What vocabulary and manipulatives will be new to students? Keep these concepts in mind as we examine Topics A & B. Now that you know the focus of the module, let’s see how students are assessed at the half-way point. The Mid-Module Assessment is administered after Topic B. Take a look at the questions on the assessment. It provides a glimpse of the key concepts taught in the first 9 lessons of the Module. Talk to your neighbor, what concepts will students need to master at the midpoint of the module? Keep these problems in mind as we look at the concepts developed in the module.

February 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 0 minutes MATERIALS NEEDED: X Agenda Introduction to Module Concept Development Module Review

Topic A: Concepts of Volume
Grade 5 – Module 5 Module Focus Session February 2014 Network Team Institute Topic A: Concepts of Volume What is volume? What methods will students use to find volume? Give participants time to discuss each guiding question in their groups. If time allows, have participants share their thoughts. 3 Lessons

February 2014 Network Team Institute Lesson 1 Objective: Explore volume by building with and counting unit cubes. Model this problem as a teacher would with fifth grade students. A vignette is included in the Concept Development. It is one possible way to guide students’ thinking. Complete CD with participants. Topic A: Lesson 1 – Concept Development

February 2014 Network Team Institute Lesson 1 Objective: Explore volume by building with and counting unit cubes. Complete problems 1 and 2 in your Problem Set. This is an opportunity for participants to practice the strategies just demonstrated in Lesson 1. The facilitator should circulate, and model how the teacher might get students to articulate their thinking. Topic A: Lesson 1 – Problem Set

February 2014 Network Team Institute Lesson 1 Objective: Explore volume by building with and counting unit cubes. How does this lesson move from concrete to pictorial? Give participants time to share and discuss. Topic A: Lesson 1

February 2014 Network Team Institute Lesson 2 Objective: Find the volume of a right rectangular prism by packing with cubic units and counting. Model this problem as a teacher would with fifth grade students. A vignette is included in the CD. It is one possible way to guide students’ thinking. Complete problems 1(a-c) with participants. Topic A: Lesson 2 – Concept Development

February 2014 Network Team Institute Lesson 2 Objective: Find the volume of a right rectangular prism by packing with cubic units and counting. Complete problems 3 and 4 in the Problem Set. This is an opportunity for participants to practice the strategies just demonstrated in Lesson 1. The facilitator should circulate, and model how the teacher might get students to articulate their thinking. Topic A: Lesson 2 – Problem Set

February 2014 Network Team Institute Lesson 2 Objective: Find the volume of a right rectangular prism by packing with cubic units and counting. How does folding and packing these diagrams help students to develop an understanding of volume? Give participants time to share and discuss. Topic A: Lesson 2

February 2014 Network Team Institute Lesson 3 Objective: Compose and decompose right rectangular prisms using layers. Model this problem as a teacher would with fifth grade students. A vignette is included in the CD. It is one possible way to guide students’ thinking. Complete first half of CD with participants. (Use problem 5 in Participant Problem Set to model the 2 unit by 2 unit by 5 unit rectangular prism.) Topic A: Lesson 3 – Concept Development

February 2014 Network Team Institute Lesson 3 Objective: Compose and decompose right rectangular prisms using layers. Complete problem 6 from the Problem Set. This is an opportunity for participants to practice the strategies just demonstrated in Lesson 1. The facilitator should circulate and model how the teacher might get students to articulate their thinking. Topic A: Lesson 3 – Problem Set

February 2014 Network Team Institute Lesson 3 Objective: Compose and decompose right rectangular prisms using layers. How does decomposing prisms into various layers help to deepen the understanding of volume? Give participants time to share and discuss. Topic A: Lesson 3

Topic A: Concepts of Volume (Review)
Grade 5 – Module 5 Module Focus Session February 2014 Network Team Institute Topic A: Concepts of Volume (Review) What skills and strategies have students developed for finding and conceptualizing volume? What volume concept have we not yet discussed? Talk with your neighbors. -What skills and strategies have students developed for finding and conceptualizing volume? (Encourage participants to share their thoughts…) We have moved from concrete to pictorial. Students can use unit cubes to build and count volume. Students can draw rectangular prisms on isometric dot paper. Students can draw and cut out nets diagrams, fold and tape them to make boxes, and then fill the boxes. Students can decompose prisms into layers and count the layers. What volume concept have we not yet discussed? Students are not yet using the volume formula to calculate volume. Topic A: Lessons 1–3

February 2014 Network Team Institute Topic A: Review What would a classroom look and and sound like during this topic? Sights: Unit cubes Boxes being constructed and packed Isometric dot & grid paper Drawings showing layers Sounds: Volume Cubic units Packing Layers Height, length, width Rectangular prisms (This slide is intended for an abbreviated session, perhaps for administrators.) Topic A: Lessons 1–3

Topic B: Volume and the Operations of Multiplication and Addition
Grade 5 – Module 5 Module Focus Session February 2014 Network Team Institute Topic B: Volume and the Operations of Multiplication and Addition How could students make connections to the volume formula from what they have learned so far? Turn and talk. Look for responses like: They could connect the concrete & pictorial with the volume formula They could build cubic units mentally They can see decomposing into layers They can see multiple layers They can see the same shape from multiple perspectives 6 Lessons

Lesson 4 Objective: Use multiplication to calculate volume.
Grade 5 – Module 5 Module Focus Session February 2014 Network Team Institute Lesson 4 Objective: Use multiplication to calculate volume. Model this problem as a teacher would with fifth grade students. A vignette is included in the CD (the portion to be modeled, starts on page 5). It is one possible way to guide students’ thinking. (Focus excerpt included here.) T: (Write V = 3 cm × 2 cm × 4 cm = 24 cm3 and 6 cm2 × 4 cm = 24 cm3 on the board.) I notice some of you wrote 6 cm2 × 4 cm, and others multiplied centimeters by centimeters by centimeters. What happens to the square units when you multiply them by the third factor? Why? Talk with a partner. S: Each square unit becomes cubic.  You start out with length units, the second factor makes them square units, and the third factor makes them cubic units.  To measure area we use squares. To measure volume we use cubes. The third factor means we don’t just have flat squares, but cubes. T: Is this the same volume we found when we counted by the number of cubes in each layer? S: Yes. T: Let’s use this method again, but I’d like to use the area of this face. (Point to the layer on the end.) Write a multiplication expression that shows how to find the area of this face. S: 2 cm × 4 cm. T: (Write (2 cm × 4 cm).) To find volume, we need to know how many layers are to the left of this face. What dimension of this prism tells us how many layers this time? How many centimeters is that? Turn and talk. S: This time there are 3 layers.  The length is the one that shows how many layers this time. It’s 3 centimeters.  The prism is 3 centimeters long. This shows the layers beside this face. T: (Write (4 cm × 2 cm) × 3 cm.) Multiply to find the volume. S: (Work to find 24 cm3.) Topic B: Lesson 4 – Concept Development

Lesson 4 Objective: Use multiplication to calculate volume.
Grade 5 – Module 5 Module Focus Session February 2014 Network Team Institute Lesson 4 Objective: Use multiplication to calculate volume. Complete problem 7 in your Problem Set. This is an opportunity for participants to practice the strategies just demonstrated in Lesson 4. The facilitator should circulate and model how the teacher might get students to articulate their thinking. Topic B: Lesson 4 – Problem Set

February 2014 Network Team Institute Lesson 5 Objective: Use multiplication to connect volume as packing with volume as filling. What is the connection between volume in centimeters and liquid volume in milliliters? Model this problem as a teacher would with fifth grade students. This vignette is included in the CD, starting on page 4. It is one possible way to guide students’ thinking. Show a beaker with water and displacement by a centimeter cube if possible. 2L 4L Topic A: Lesson 5 – Concept Development

February 2014 Network Team Institute Lesson 5 Objective: Use multiplication to connect volume as packing with volume as filling. Complete problem 8 in your Problem Set. This is an opportunity for participants to practice the strategies just demonstrated in Lesson 5. The facilitator should circulate and model how the teacher might get students to articulate their thinking. Topic A: Lesson 5 – Problem Set

February 2014 Network Team Institute Lesson 7 Objective: Solve word problems involving the volume of rectangular prisms with whole number edge lengths. Work on problem 9 on your Problem Set. This is an opportunity for participants to practice the strategies just demonstrated in Lessons 4 and 5. The facilitator should circulate and model how the teacher might get students to articulate their thinking. Topic B: Lesson 7 – Problem Set

February 2014 Network Team Institute Lesson 7 Objective: Solve word problems involving the volume of rectangular prisms with whole number edge lengths. What effect does doubling one dimension have on the volume? Doubling two dimensions? Doubling all dimensions? Why? Participants may discuss with the people at their tables. Topic B: Lesson 7 – Debrief

February 2014 Network Team Institute Lessons 8–9 Objective: Apply concepts and formulas of volume to design a sculpture using rectangular prisms within given parameters. David Smith’s Cubi XII Explain what happens in these two sessions. Ideally, presenters would complete a sculpture and use it to show participants what the completed project might look like. (NOTE: I think it would be good to have a photo in here of one in case they can’t make a sculpture. Can we make one before the deadline?) Topic B: Lessons 8–9

February 2014 Network Team Institute Lessons 8–9 Objective: Apply concepts and formulas of volume to design a sculpture using rectangular prisms within given parameters. What is the value of having students use a rubric on their own work and a partner’s? Participants may have a brief discussion about this. Topic B: Lessons 8–9 - Rubrics

February 2014 Network Team Institute Topic B: Review What would a classroom look and sound like during this topic? Sounds: Sights: Centimeter cubes Filling Scissors Packing Plastic boxes filled with water or rice Volume Milliliter Sculpture of rectangular prisms Cubic Unit Students questioning each other Volume = l×w×h Rubrics (This slide is intended for an abbreviated session, perhaps for administrators.) 6 Lessons

End-Module Assessment
Grade 5 – Module 5 Module Focus Session February 2014 Network Team Institute End-Module Assessment What concepts are the focus of the second half of the module? What vocabulary and manipulatives might be new to students? Now that you’ve seen the first half of the module, let’s see how students are assessed at the conclusion of the module. The End-Module Assessment is administered after Topic D. Take a look at the questions on the assessment. It provides a glimpse of the key concepts taught in the final 12 lessons of the Module. Talk to your neighbor, what concepts will students need to master at the conclusion of the module? Keep these problems in mind as we look at the concepts developed in the module’s 2nd half.

Topic C: Area of Rectangular Figures with Fractional Side Lengths
Grade 5 – Module 5 Module Focus Session February 2014 Network Team Institute Topic C: Area of Rectangular Figures with Fractional Side Lengths How can we build understanding of area, working from concrete to representational to abstract? Encourage participants to keep this question in mind as they work through this topic.

February 2014 Network Team Institute Lesson 10 Objective: Find the area of rectangles with whole-by-mixed and whole-by-fractional number side lengths by tiling, record by drawing, and relate to fraction multiplication. Read and discuss Note and Preparation directions that precede this Concept Development. Give participants time to read the Note and Preparation Directions that precede the Concept Development in Lesson 10. Once these guiding ideas are read, participants will be better able to visualize the next few lessons. Check for understanding by showing the patty paper, and by describing how we made the mystery rectangles. Topic C: Lesson 10 - Note & Preparation

February 2014 Network Team Institute Objectives: Find the area of rectangles with… Lesson 10: whole-by-mixed and whole-by-fractional number… Lesson 11: mixed-by-mixed and fraction-by-fraction… side lengths by tiling, record by drawing, and relate to fraction multiplication. This focus question is posted to guide participants. They read the question, and proceed to the next slide. How can we tile rectangles to find their areas? Topic C: Lessons 10–11 – Concept Development

February 2014 Network Team Institute Objectives: Find the area of rectangles with… Lesson 10: whole-by-mixed and whole-by-fractional number… Lesson 11: mixed-by-mixed and fraction-by-fraction… side lengths by tiling, record by drawing, and relate to fraction multiplication. Using square patty paper, tile three “Mystery Rectangles.” Ask participants to follow along as you tile one of the mystery rectangles together. After you do one together, participants should continue to tile the other two mystery rectangles. These rectangles are a combination of rectangles from Lessons 10 & 11, progressing from simple to more complex. Model the process using Rectangle B from Lesson 10 (3 units × 21/2 units). Participants will follow along by tiling this same rectangle as it’s modeled. After this first rectangle is tiled together, participants will tile Rectangle A from Lesson 11 (21/2 units × 41/2 units) and Rectangle C from Lesson 11 ( ¾ units by 1 ½ units). ADAM, WE NEED THESE 3 RECTANGLES ON THE LIST OF MATERIALS. Topic C: Lessons 10–11 – Concept Development

February 2014 Network Team Institute Lesson 12 Objective: Measure to find the area of rectangles with fractional side lengths. How can we find the area by measuring the dimensions of a rectangle? At your table, measure the dimensions of two rectangles in problem 10, and then determine the area. Ask participants to follow along as you measure one rectangle and record the measurements to find area. Work together to measure and record the rectangle in problem 10a (original Problem Set 1b). Allow participants to measure and multiply to find the area of the rectangle in problem 10b (original Problem Set 1d). Topic C: Lesson 12 – Problem Set

February 2014 Network Team Institute Lesson 13 Objective: Multiply mixed number factors, and relate to the distributive property and the area model. Study the two strategies shown for problem 11. How are these strategies the same? Different? Give participants a chance to look at both strategies that show the solution for 3 2/3 x 3 2/3. The strategy on the left may be the more familiar strategy, but the strategy on the right may actually be the more efficient. Topic C: Lesson 13 – Concept Development

February 2014 Network Team Institute Lesson 13 Objective: Multiply mixed number factors, and relate to the distributive property and the area model. When finding area, which process is more efficient: the Distributive Property or renaming with improper fractions? Discuss the two strategies with participants. Stress that it is best to know multiple strategies in order to choose not a favorite, but the most efficient. The strategy on the left shows how to turn the dimensions (3 2/3 x 3 2/3) into improper fractions which can then be multiplied. This may be the more traditional approach to multiply mixed numbers. The strategy on the right shows how the Distributive Property can also be used to find the product of two mixed numbers. In this case, perhaps its easier to find the product using the Distributive Property. Topic C: Lesson 13 – Concept Development

February 2014 Network Team Institute Lessons 14 & 15 Objective: Solve real world problems involving area of figures with fractional side lengths using visual models and/or equations. How do we solve real world problems involving area? Complete problem 12 in your Problem Set. Ask participants to solve this problem before they review the annotation in their packets. ADAM, PLEASE INCLUDE THE ANNOTATED PROBLEM 1 IN THE PACKET. Topic C: Lesson 15 CD/Problem Set

February 2014 Network Team Institute Lessons 14 & 15 Objective: Solve real world problems involving area of figures with fractional side lengths using visual models and/or equations. The length of a flowerbed is 4 times as long as its width. If the width is 38 meter, what is the area? After participants have had the opportunity to solve problem 12, discuss the solution in the module. Annotation is provided in the module. Topic C: Lesson 15 Problem Set/CD

February 2014 Network Team Institute Topic C: Review What would a classroom look and sound like during this topic? Sights: Square paper for tiling Rulers Mystery rectangles Sounds: Area Square units Dimensions Side length (This slide is intended for an abbreviated session, perhaps for administrators.) 6 Lessons

February 2014 Network Team Institute Topic D: Drawing, Analysis, and Classification of Two-Dimensional Shapes Can we create a hierarchy that depicts quadrilaterals from the most general to the most specific? Rhomb uses This Topic includes 6 lessons. This focus question is meant to guide participants thinking as we continue to study the lessons in this module. 6 lessons

February 2014 Network Team Institute Lesson 16 Objective: Draw trapezoids to clarify their attributes, and define trapezoids based on those attributes. Complete problem 13 in your problem set. Start this topic by allowing participants to think about the definition of trapezoids. The slide shows a homework problem that is similar to problem 1 in the Concept Development. Give participants a few minutes to solve this problem. Then, in a large group, discuss their answers. Topic D: Lesson 16 – Homework

February 2014 Network Team Institute Lesson 16 Objective: Draw trapezoids to clarify their attributes, and define trapezoids based on those attributes. Draw a trapezoid Explore the angles as described in the Concept Development What is the sum of the 4 angles of a trapezoid? Follow Problem 2 in the Concept Development as participants follow along at their tables. After completing the activity, have participants answer the question, “What is the sum of the 4 angles of a trapezoid?” Participants will conclude that no matter what the trapezoid looks like, the angles will always add up to 360 degrees. MATERIALS: ruler, protractor, right angle template, scissors, crayons, blank paper for drawing Topic D: Lesson 16 – Concept Development

February 2014 Network Team Institute Lesson 16 Objective: Draw trapezoids to clarify their attributes, and define trapezoids based on those attributes. Define “trapezoid.” How is this definition different from the exclusive definition? After participants have had an opportunity to create a definition, post the definition of “trapezoid” included in the module. A trapezoid: Is a quadrilateral in which one pair of opposite sides is parallel. The exclusive definition states that a trapezoid has only one pair of parallel sides. The visual that is shown on slide 38 and in Lesson 19 will be introduced step-by-step starting here. The quadrilateral and the trapezoid should be displayed. Topic D: Lesson 16 – Concept Development

February 2014 Network Team Institute Lesson 17 Objective: Draw parallelograms to clarify their attributes, and define parallelograms based on those attributes. What do you notice about parallelograms? Follow the Concept Development in Lesson 17 as participants follow along at their tables. After completing the activity, have participants answer the question, “What do we notice about parallelograms?” Participants will conclude even though the parallelograms look different, the diagonals still cross at the midpoint and the angles add up to 360 degrees. MATERIALS: RULERS, RIGHT ANGLE TEMPLATES, PROTRACTORS. Topic D: Lesson 17 – Concept Development.

February 2014 Network Team Institute Lesson 17 Objective: Draw parallelograms to clarify their attributes, and define parallelograms based on those attributes. At your table, define “parallelogram.” Post the definition of “parallelogram.” A parallelogram: Is a quadrilateral in which both pairs of opposite sides are parallel. Add the parallelogram to the visual that is shown on slide 38 and in Lesson 19. Topic D: Lesson 17 – Concept Development.

February 2014 Network Team Institute Lesson 18 Objective: Draw rectangles and rhombuses to clarify their attributes, and define rectangles and rhombuses based on those attributes. Draw either a rhombus or rectangle as described in the Concept Development of Lesson 18. What do you notice about the angles and the diagonals of rhombuses and rectangles? Half of the table should follow the directions in Problem 1 of the CD. They will be drawing rhombuses. The other half of the table should follow the directions in Problem 2. They will be drawing rectangles. Participants will work through the concept development for Lesson 18. They will notice the relationships between the angles, and the diagonals. Have participants consider the focus question as they work through the concept development. MATERIALS: Ruler, set square or square template, protractor Topic D: Lesson 18 – Concept Development

February 2014 Network Team Institute Lesson 18 Objective: Draw rectangles and rhombuses to clarify their attributes, and define rectangles and rhombuses based on those attributes. At your table, discuss the definitions of rectangles and rhombuses. How are these definitions different from the exclusive definitions? Post the definitions: A rhombus: Is a quadrilateral with all sides of equal length. A rectangle: Is a quadrilateral with four right angles. Add these 2 shapes to the hierarchy visual. Topic D: Lesson 18 – Concept Development

February 2014 Network Team Institute Lesson 19 Objective: Draw kites and squares to clarify their attributes, and define kites and squares based on those attributes. Draw either a square or a kite as described in the Concept Development of Lesson 19. What do you notice about the angles and the lengths of the sides of squares and kites? Half of the table should follow the directions in Problem 1 of the CD. The other half of the table should follow the directions in Problem 2. Participants will work through the concept development for Lesson 19. They will notice the relationships between the angles, and the lengths of the sides. Have participants consider the focus question as they work through the concept development. MATERIALS: Ruler, square template, protractor Topic D: Lesson 19 – Concept Development

February 2014 Network Team Institute Lesson 19 Objective: Draw kites and squares to clarify their attributes, and define kites and squares based on those attributes. Define “kite” and “square.” Give participants an opportunity to discuss the definitions of squares and kites. Afterwards, post the definitions found in the modules. A square: Is a rhombus with four right angles. Is a rectangle with four equal sides. A kite: Is a quadrilateral in which two consecutive sides have equal length, and has two remaining sides of equal length. Add kites and squares to the hierarchy visual. Topic D: Lesson 19 – Concept Development

February 2014 Network Team Institute Lesson 20 Objective: Classify two-dimensional figures in a hierarchy based on properties. How can we classify quadrilaterals from the most specific to the least specific? Complete problem 14 in the problem set. Give participants time to answer problem 14 in the Problem Set, using the hierarchy visual. Participants should rewrite a false statement to make it true. Topic D: Lesson 20 - Problem Set, Question 1

February 2014 Network Team Institute Lesson 20 Objective: Classify two-dimensional figures in a hierarchy based on properties. How can we correct each false statement? As a large group, read each statement to determine if it is true or false. If the statement is false, ask participants to rewrite it to make the statement true. Topic D: Lesson 20 – Debrief

February 2014 Network Team Institute Lesson 21 Objective: Draw and identify varied two-dimensional figures from given attributes. Complete problem 15 in your problem set. Write as many names as possible for this shape. Circle the most specific name. What shape could you draw to satisfy the attributes on this task card? Draw this shape. Explain to participants that this task is one of 24 that are presented to students on cards. Give participants time to work on this task. After participants have answered the questions on the slide, conduct a whole group discussion. Some possible answers include: I could draw a parallelogram. It has two sets of equal sides. A rectangle would work because it has two pairs of equal sides. It says two pairs of equal sides. I would draw a square. It has two sets of equal sides. The two sets also happen to be equal to each other. A rhombus would work, too, because it’s like a square. It has two sets of equal sides. I could draw a kite. It has 2 pairs of equal sides. The sides that are equal are just next to each other rather than across from each other. The most specific shape is either square or kite. Topic D: Lesson 21 – Concept Development

February 2014 Network Team Institute Lesson 21 Objective: Draw and identify varied two-dimensional figures from given attributes. Compare the shapes that you drew. Must they be the same shape to correctly follow the directions on the card? Why or why not? As a large group, debrief lesson 21 with these questions. Topic D: Lesson 21 – Debrief

February 2014 Network Team Institute Topic D: Review What would a classroom look and sound like during this topic? Sights: Drawing of shapes Rulers Protractors Right angle templates or set squares Straight edge Hierarchy graphic A collection of quadrilaterals Sounds: Parallel Perpendicular Students Defining and classifying Bisect Diagonal Quadrilateral Adjacent Trapezoid Parallelogram Rectangle Rhombus Square Kite Angle (straight, right, acute, obtuse) (This slide is intended for an abbreviated session, perhaps for administrators.) 6 Lessons

February 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 0 minutes MATERIALS NEEDED: X Agenda Introduction to the Module Concept Development Module Review

February 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 3 minutes MATERIALS NEEDED: X Biggest Takeaway What are the key ideas of teaching…. Volume? Area with fractional side lengths? Two-dimensional Shapes? Take two minutes to turn and talk with others at your table. During this session, what information was particularly helpful and/or insightful? What new questions do you have? Allow 2 minutes for participants to turn and talk. Bring the group to order and advance to the next slide.

February 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 2 minutes MATERIALS NEEDED: X Key Points Volume & Area: Concrete  Pictorial  Abstract Mixed number multiplication Hierarchy of quadrilaterals The following points are the key ideas of Module 5. The study of volume and area should precede from concrete  pictorial abstract. Mixed number multiplication can be solved using the Distributive Property and the area model or renaming as a fractions greater than one (improper fractions). Students should reason about which way is most efficient, rather than choosing a favorite strategy. Quadrilaterals form a hierarchy as defined in an inclusive rather than exclusive manner.

Grade 5 – Module 5 Module Focus Session

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Grade 5 – Module 5 Module Focus Session

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