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5th Grade Math Summer Packet Pacing Guide 2020
Interactive Virtual Learning Websites
Click the icons to access
Real-World Applications of Math Videos
Assignments and
Course Mastery
Username:
Ftowne
Password:
knights20
Students have their
individual username and
password
Username: Ftowne
Password: Towne#18
Free Games
Username: firstname.lastname
Password: Towne#19
Surui Cultural Map
(Data)
Baseball Batting Averages
(Fractions)
Moving Truck
(Volume)
Bill Nye
(Patterns)
Bill Nye
(measurement)
Diving
(Decimals)
Occupations
(Fractions)
Maps
(Coordinate Grids )
Animation at Pixar
(Geometry)
June 1 - 7 June 8 - 14 June 15 - 21 June 22 - 28
Decimal Place Value Add and Subtract Decimals Multiply Decimals Divide Multi-Digit Numbers and
Decimals
Kahn Academy: 1 Hour
Prodigy: 30 Minutes
BrainPop: Decimals
Video Tutorials:
Game: Rounding Decimals
:
Kahn Academy: 1 Hour
Prodigy: 30 Minutes
Video Tutorials:
Game: Decimal Race to 100
Task: Drinking Water
Kahn Academy: 1 Hour
Prodigy: 30 Minutes
BrainPop: Multiplying Decimals
Video Tutorials:
Task: Place Settings
Kahn Academy: 1 Hour
Prodigy: 30 Minutes
BrainPop: Dividing Decimals
Video Tutorials:
Game: Dividing Decimals
June 29 – July 5 July 6 - 12 July 13 - 19 July 20 - 26
Add and Subtract Fractions Multiply and Divide Fractions Order of Operations Volume
Kahn Academy: 1 Hour
Prodigy: 30 Minutes
BrainPop: Adding and
Subtracting Fractions
Video Tutorials:
Games: Fractions Sums and
Differences and Mixed Numbers
Kahn Academy: 1 Hour
Prodigy: 30 Minutes
BrainPop: Multiplying and
Dividing Fractions
Video Tutorials:
Task: Baked Goods (Dividing
Fractions)
Kahn Academy: 1 Hour
Prodigy: 30 Minutes
BrainPop: Order of
Operations
Video Tutorials:
Game: Evaluating
Expressions
Kahn Academy: 1 Hour
Prodigy: 30 Minutes
BrainPop: Volume of
Prisms
Video Tutorials:
Task: Swimming Pool
Performance Task
Math Antics
Spectrum Tutor
5th Grade Math
Math Antics
Numberock
Numberock
Dividing Decimals
Numberock
Math Antics
Different Denominators
Math Antics (Mult.)
Math Antics (Div.)
Math Antics
Numberock
Rectangular Prism
Composite Prisms
July 27 – August 2 August 3 - 9 August 10 - 16 August 17 - 23
Coordinate Planes Converting Units of Measurement Line Plots Properties of Shapes
Kahn Academy: 1 Hour
Prodigy: 30 Minutes
BrainPop: Coordinate
Plane
Video Tutorials:
Task: Planting a Garden
Kahn Academy: 1 Hour
Prodigy: 30 Minutes
BrainPop: Customary
Units and Metric Units
Video Tutorials:
Game: Measurement Match
Kahn Academy: 1 Hour
Prodigy: 30 Minutes
Video Tutorials:
Game: Fractions as Data
Kahn Academy: 1 Hour
Prodigy: 30 Minutes
BrainPop: Types of
Triangles
Video Tutorials:
Game: Classify
Quadrilaterals
The following games and tasks are attached below:
1. Game: Rounding Decimals
2. Game: Decimal Race to 100
3. Task: Drinking Water
4. Task: Place Settings
5. Game: Decimal Race to 100
6. Games: Fractions Sums and Differences and Mixed
Numbers
7. Task: Baked Goods (Dividing Fractions)
8. Game: Most Valuable Expressions
9. Task: Swimming Pool Performance Task
10. Task: Planting a Garden
11. Game: Measurement Match
12. Game: Fractions as Data
13. Game: Classify Quadrilaterals
Plotting Points
Numberock
Math Antics (Metric)
Customary Units
Fractional Line Plot 1
Fractional Line Plot 2
Answer Questions
Math Antics (Quad.)
Math Antics (Triangles)
MAFS.5.NBT.1.4
Number and Operations in Base Ten | Level 5 ©Curriculum Associates, LLC
Copying permitted for classroom use.1
Go Further!
Copy the six decimal numbers from the last table on the Recording Sheet onto a separate sheet of paper. Underline the digits in the hundredths place. Round each number to the nearest tenth.
Ready® Center Activity 5.13 ★★
Round Decimal Numbers
What You Need• colored pencil for Partner A
• colored pencil in different color for Partner B
• Recording Sheet
What You Do1. Take turns. Choose any number from the
column on the left side of the Recording Sheet.
2. Decide which category the number goes with on the table to the right of the number—Rounds to or Does Not Round to the given number.
3. Say why you think your answer is correct.
4. If your partner agrees, write the number in the correct category. Score 1 point.
5. If your partner proves you are incorrect, your turn ends.
6. The first player to get 10 points wins.
Check Understanding
Which numbers round to 8.23? Explain your reasoning.
8.227 8.224 8.231
I can use a benchmark number to help me round. The digit 5 is a benchmark.0.5 is halfway between 0 and 1.0.0.25 is halfway between 0 and 0.5.I always round up at a halfway point.
Number and Operations in Base Ten | Level 5 ©Curriculum Associates, LLC
Copying permitted for classroom use.2
Ready® Center Activity 5.13 ★★ Recording Sheet
Round Decimal Numbers
Partner A
Partner B
Rounds to 5.6 Does Not Round to 5.6
Rounds to 8.4 Does Not Round to 8.4
Rounds to 0.32 Does Not Round to 0.32
Rounds to 6.39 Does Not Round to 6.39
5.634
5.714
5.678
5.578
5.509
5.539
8.306
8.429
8.37
8.351
8.044
8.412
0.313
0.324
0.327
0.319
0.302
0.318
6.402
6.387
6.329
6.383
6.309
6.392
©Curriculum Associates, LLC Copying is not permitted. 85Unit 1 Number and Operations in Base Ten
Unit 1 Game Name:
Directions
• The goal of the game is to add 5 numbers to get as close as you can to 100, without going over
• Take turns making decimal numbers On your first turn, choose three digit cards Write them in any order and put the decimal point before or after any digit Write your decimal on the Recording Sheet and shuffle the cards back into the pile
• On your second turn, pick three more cards to make another decimal in the same way Write the second decimal on the recording sheet Line up the decimal points and add your two numbers
• Take turns making decimal numbers and adding the number to your sum
• After 5 rounds, subtract your sum from 100 The player who is closest to 100 without going over is the winner
Decimal Race to 100
What you need: Recording Sheet, 2 sets of Digit Cards (0–9)
90 Unit 1 Number and Operations in Base Ten
Name:
©Curriculum Associates, LLC
Decimal Race to 100 Recording Sheet
Player A Name
1.
2. 1
3. 1
4. 1
5. 1
100.00 2
Final Score Player A
Player B Name
1.
2. 1
3. 1
4. 1
5. 1
100.00 2
Final Score Player B
Paul Lynn
76.2 16.29.84 25.2
86.04 41.4
90
With these digits, I could make numbers from 762 (way too big!) all the way down to 0.267 (which won’t get me very close to 100!).
0
7 6 2
86 Unit 1 Number and Operations in Base Ten
Name:
©Curriculum Associates, LLC
Decimal Race to 100 Recording Sheet
Player A Name
1.
2. 1
3. 1
4. 1
5. 1
100 00
2
Final Score Player A
Player B Name
1.
2. 1
3. 1
4. 1
5. 1
100 00
2
Final Score Player B
87Unit 1 Number and Operations in Base Ten©Curriculum Associates, LLC
Digit Cards
0 1 2 3 4
5 6 7 8 9
0 1 2 3 4
5 6 7 8 9
�
Copyright © by Savvas Learning Company LLC. All Rights Reserved. 5Performance Task
Topic 2Performance TaskName
Drinking Water For a school project, four students recorded how much water they drank each day for 3 days. Their results are shown in the Water Journal table.
1. Use the table to answer the questions.
Part A
Estimate the total amount of water each student drank. Explain how you found your estimates.
Part B
How much water in all did the students drink on Wednesday? Use mental math to solve.
2. How much water did Maya drink in all? Explain how to use mental math to solve.
3. How much water did Bria drink in all? Show how to shade the grids to solve.
Water Journal
NameNumber of Liters
Mon. Tues. Wed.
Allie 1.85 1.76 1.94
Bria 1.06 0.96 0.97
Maya 1.98 2.08 1.8
Moe 1.4 1.65 1.87
L
1 of 2
Copyright © by Savvas Learning Company LLC. All Rights Reserved. 5Performance Task
4. Answer the following to determine how much more water Allie drank than Moe.
Part A
Complete the bar diagram to find how much water Allie drank.
Tues.Mon. Wed.
liters
Part B
Complete the bar diagram to find how much water Moe drank.
Tues.Mon. Wed.
liters
Part C
How much more water did Allie drink than Moe? Write an equation to model your work.
Part D
Explain how to use an estimate to check that your answer is reasonable.
2 of 2
©Curriculum Associates, LLC Copying is not permitted. 91Unit 1 Number and Operations in Base Ten
Unit 1 Performance Task Name:
Answer the questions and show all your work on separate paper.
A fifth-grade class has a budget of $160 00 to buy props for a play They need to buy 3 matching place settings A place setting includes 1 plate, 1 cup, 1 bowl, 1 fork, and 1 spoon They have a table but need to buy 3 matching chairs The charts below show prices of different options
Cost per Plate Cost per Bowl Cost per Cup
Patterned Dinnerware $9 19 $8 62 $5 99
Solid Dinnerware $6 99 $6 75 $3 12
Basic Forks and Spoons Fancy Forks and Spoons
Cost per Item $0 83 $2 29
Metal Folding Chairs
Chairs with Cloth Seats
Chairs with Wooden Seats
Cost per Chair $19 99 $24 45 $21 22
There is a tax of 0 05 times the total purchase
Use rounding to first help you estimate which items to buy Then make two different plans for buying the props the students need for their play Make sure to include the tax Show that each plan stays within the budget Tell how much money is left over with each plan
Reflect on Mathematical Practices1 Make Sense of Problems How did you organize your
information for buying the props? What equations did you write? How do the equations represent the information in the problem?
2 Be Precise When you calculated the tax on the purchase, how did you handle thousandths in the decimals? Why?
ChecklistDid you
identify the goal of the task?
estimate the solution?
check that the results make sense?
©Curriculum Associates, LLC Copying is not permitted.92 Unit 1 Number and Operations in Base Ten
Performance Task TipsWord Bank Here are some words that you might use in your answer.
add sum subtract
difference tenth hundredth
thousandth dollar estimate
round about multiply
Models Here are some models that you might use to find the solution.
Cost per Plate Cost per Bowl Cost per Cup Cost for 1 Set Cost for 3 Sets
Patterned Dinnerware
Solid Dinnerware
Basic Forks and Spoons Fancy Forks and Spoons
Cost per Item
Cost for 3 Forks & 3 Spoons
Metal Folding Chairs Chairs with Cloth Seats Chairs with Wooden Seats
Cost per Chair
Cost for 3 Chairs
Sentence Starters Here are some sentence starters that might help explain your work.
To find the tax
The cost of three
The total cost of
After buying everything and paying tax
Share your thinking while you work.
Partner Talk
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 57-6ACenter Activity H
Toss Get paper and a pencil. Read the expression. Explain how to find the quotient.
2 4.69 ÷ 7
3 13.932 ÷ 9
4 3.534 ÷ 6
5 162.0 ÷ 4
6 153.92 ÷ 32
0.407 3.12 40.5 0.67
49.75 5.03 4.81 61.534
4.81 49.75 0.589 40.5
1.548 71.25 3.12 71.25
7 49.92 ÷ 16
8 945.25 ÷ 19
9 427.5 ÷ 6
10 2.035 ÷ 5
11 615.34 ÷ 10
12 40.24 ÷ 8
Get Started or
Get 10 squares in one color and 10 in another color. Get two number cubes. Take turns with another player or team. Talk about math as you play!
At Your Turn
Toss two number cubes. Add the dots. Find your toss below.Follow the directions. Cover the answer. If the answer is taken, lose your turn. Have fun!
Play again!
If you have more time
How to Win
You win if you are the first to get four connected rectangles, like:
MTH12_ANC5_TRM_CA07_06a.indd 11 7/19/11 4:42 PM
©Curriculum Associates, LLC Copying is not permitted. 181Unit 2 Number and Operations—Fractions
Unit 2 Game Name:
Directions
• Both players roll the number cube four times and record the four numbers at the top of the Recording Sheet Players use these same numbers for Rounds 1 through 4
• In each round the players use these four digits to create two fractions
• In Round 1, the player with the greatest sum wins the round Use the digits to make two fractions, and add them Record the addition and sum on the Recording Sheet
• In Round 2, the player with the greatest difference wins the round Make two fractions, and subtract one from the other Record the difference
• In Round 3, the player who makes the least sum wins
• In Round 4, the player who makes the least difference wins
• In Round 5, the players decide together whether to add or subtract and whether to try for the greatest or least result After deciding, players both roll 4 new numbers to use in the final round
Fraction Sums and Differences
What you need: Recording Sheet, 1 number cube (1–6)
©Curriculum Associates, LLC Copying is not permitted.
184 Unit 2 Number and Operations—Fractions
Name:
Fraction Sums and Differences Recording Sheet
Player A Name
Digits:
Greatest Sum
1. ···· 1 ···· 5
Greatest Difference
2. ···· 2 ···· 5
Least Sum
3. ···· 1 ···· 5
Least Difference
4. ···· 2 ···· 5
Players’ Choice
5. ···· ···· 5
Player B Name
Digits:
Greatest Sum
1. ···· 1 ···· 5
Greatest Difference
2. ···· 2 ···· 5
Least Sum
3. ···· 1 ···· 5
Least Difference
4. ···· 2 ···· 5
Players’ Choice
5. ···· ···· 5
Pam Scott
2
2 54 16 6 2 ·· 4 6 1 · 3 41 3
54 36 11 4
184
The greater the fractions, the greater the sum. But what does it mean to have the greatest difference?
26 4
182 Unit 2 Number and Operations—Fractions
Name:
©Curriculum Associates, LLC
Fraction Sums and Differences Recording Sheet
Player A Name
Digits:
Greatest Sum
1. ···· 1 ···· 5
Greatest Difference
2. ···· 2 ···· 5
Least Sum
3. ···· 1 ···· 5
Least Difference
4. ···· 2 ···· 5
Players’ Choice
5. ···· ···· 5
Player B Name
Digits:
Greatest Sum
1. ···· 1 ···· 5
Greatest Difference
2. ···· 2 ···· 5
Least Sum
3. ···· 1 ···· 5
Least Difference
4. ···· 2 ···· 5
Players’ Choice
5. ···· ···· 5
Share your thinking while you work.
Partner Talk
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 510-7ACenter Activity H
Toss Read the expression. Explain how to add or subtract. Simplify the expression.
2 1 58 + 2 143 4 59 – 2 134 2 23 + 1 495 4 38 – 1 346 1 13 + 2 34
2 58 4 19 2 12 2 56
1 34 1 910 4 112 3 78
2 29 2 56 4 12 3 910
4 112 4 12 2 58 1 910
7 4 12 – 1 238 4 25 – 2 129 1 56 + 2 2310 3 14 – 1 1211 2 710 + 1 1512 3 56 – 1 13
Get Started or
Get 10 squares in one color and 10 in another color. Get two number cubes. Take turns with another player or team. Talk about math as you play!
At Your Turn
Toss two number cubes. Add the dots. Find your toss below.Follow the directions. Explain your thinking. Cover the answer. If the answer is taken, lose your turn. Have fun!
Play again!
If you have more time
How to Win
You win if you are the first to get four connected rectangles, like:
MTH12_ANC5_TRM_CA10_07a.indd 9 7/19/11 4:55 PM
Share your thinking while you work.
Partner Talk
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 56-6ACenter Activity H
TossExplain how to use the correct order of operations to evaluate the expression.
You may use paper and a pencil.
2 [(8 x 2.5) ÷ 4] + 1.3
3 16.4 – [44.4 ÷ 11.1] × 3
4 9.3 + [(15 – 7) × 4.5]
5 [2 × (75 ÷ 3)] – 9.7
6 5.2 + (3.6 – 2.1)
1.2 6.3 1.1 5.1
45.3 2.1 40.3 6.7
6.7 4.4 10.6 1.2
40.3 1.1 2.1 29.9
7 (6.2 + 4.3) ÷ 5
8 (8.3 – 1.7) ÷ 6
9 7.6 – (9.6 ÷ 3) × 2
10 5.3 × [(4 × 3.5) ÷ 7]
11 [(3 + 4.6) – 5.1] + 2.6
12 2.9 + (8.1 ÷ 0.9) × 3
Get Started or
Get 10 squares in one color and 10 in another color. Get two number cubes. Take turns with another player or team. Talk about math as you play!
At Your Turn
Toss two number cubes. Add the dots. Find your toss below.Follow the directions. Explain your thinking. Cover the answer. If the answer is taken, lose your turn. Have fun!
Play again!
If you have more time
How to Win
You win if you are the first to get four connected rectangles, like:
MTH12_ANC5_TRM_CA06_06a.indd 1 7/19/11 4:35 PM
Share your thinking while you work.
Partner Talk
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 56-6ACenter Activity HH
TossExplain how to use the correct order of operations to evaluate the expression.
You may use paper and a pencil.
2 18.4 – 3.1 × 5 + 2
3 7.2 ÷ 9 + 3 – 1.6
4 4.5 ÷ 9 + 3 × 2.3
5 5 – 3.6 ÷ 6 + 1
6 9.2 – 6.3 ÷ 7
6.8 8.2 10.2 7.4
4.9 15 5.4 8.3
8.3 7.3 2.2 6.8
5.4 10.2 15 11.9
7 3.6 + 5.7 × 2
8 14.7 ÷ 7 + 8.1
9 2.5 × 2 + 3.4 – 1.6
10 4 × 3.2 – 7.2 ÷ 8
11 8.4 ÷ 4 + 2.6 × 2
12 4.9 + 10.5 ÷ 5 + 1.2
Get Started or
Get 10 squares in one color and 10 in another color. Get two number cubes. Take turns with another player or team. Talk about math as you play!
At Your Turn
Toss two number cubes. Add the dots. Find your toss below.Follow the directions. Explain your thinking. Cover the answer. If the answer is taken, lose your turn. Have fun!
Play again!
If you have more time
How to Win
You win if you are the first to get four connected rectangles, like:
MTH12_ANC5_TRM_CA06_06a.indd 2 7/19/11 4:35 PM
©Curriculum Associates, LLC Copying is not permitted. 297Unit 4 Measurement and Data
Unit 4 Performance Task Name:
Answer the questions and show all your work on separate paper.
There’s going to be a new swimming pool at the park! The pool will be used by everyone who lives nearby This includes people of all ages Some just want to play in the water, others will swim laps for exercise There will even be an area for diving
To meet everyone’s needs, the pool will have 3 sections and each section will have a different depth: • 2 ft deep for playing, • 4 ft deep for lap swimming, and • 15 ft deep for diving
Each section of the pool will be a rectangular prism, but the lengths and widths do not have to be the same
The 4-ft deep section should be at least 80 feet long and no more than 40 feet wide
The other sections must be 20–50 feet wide and no more than 60 feet long
The park supervisor has decided that the total volume of the pool must be between 35,000 and 46,000 cubic feet This will help keep costs under control
Make a plan for the pool Include a chart and show that your plan meets all specifications Draw a diagram of how the sections will fit together, as seen from above Be sure to label the dimensions Include 2 or 3 sentences to describe the pool design to the park supervisor
Reflect on Mathematical Practices1 Make Models What does your diagram tell you that
your chart does not? Why is this important?
2 Be Precise Why is it important to write the units when working with measurement?
ChecklistDid you
draw a diagram?
use a formula?
describe your plan?
©Curriculum Associates, LLC Copying is not permitted.298 Unit 4 Measurement and Data
Performance Task TipsWord Bank Here are some words that you might use in your answer
volume length width
depth multiply sum
product total
Models Here are some models that you might use to find the solution
Length Width Depth Volume
Section 1
Section 2
Section 3
Total
? ft? ft
? ft
Sentence Starters Here are some sentence starters that might help explain your work
The depth of section
The volume formula
The total volume
The pool has
©Curriculum Associates, LLC Copying is not permitted. 345Unit 5 Geometry
Unit 5 Performance Task Name:
Answer the questions and show all your work on separate paper.
Your school is getting ready to plant a garden You are using a field on the school property that is 25 yards long and 15 yards wide There is a shed on the field and the field is fenced in
You need to decide where to plant three sections of the garden for tomatoes, squash, and cucumbers Each section needs to be rectangular and between 20 and 30 square yards in area
A math teacher had students draw a diagram of the field on a coordinate grid It’s on the back side of this page
Here is your task:
• Draw the three sections of vegetables where you want them to go Label each section with the vegetable name
• On a separate piece of paper, write the ordered pairs for the vertices of the three vegetable sections on your diagram
• Explain how you decided on the arrangement of the sections Show how your plan meets the requirements
Reflect on Mathematical Practices1 Repeated Reasoning What did you notice about the
corresponding x-coordinates and y-coordinates of the vertices of the rectangles?
2 Models How did the coordinate plane help you complete this task?
ChecklistDid you
draw a diagram on the coordinate plane?
write ordered pairs?
show how to find the areas?
©Curriculum Associates, LLC Copying is not permitted.346 Unit 5 Geometry
Performance Task TipsWord Bank Here are some words that you might use in your answer
area length ordered pair
square yards x-axis y-axis
x-coordinate y-coordinate
Models Here is a model that you might use to find the solution
0
16
14
12
10
8
6
4
2
2 4 6 8 10 12 14 16 18 20 22 24
y
x
shed
(3,13)(0,15) (25,15)
(5,13)
(3,11)
(0,0) (25,0)
(5,11)
Field
Sentence Starters Here are some sentence starters that might help explain your work
The ordered pairs
The length of
MAFS.5.MD.1.1
Measurement and Data | Level 5 ©Curriculum Associates, LLC
Copying permitted for classroom use.1
Go Further!
Convert 5 centimeters to millimeters.
Convert 0.25 mile to feet.
Show your work. Tell your partner how you found the answers.
Ready® Center Activity 5.36 ★★
Measurement Match
What You Need• Recording Sheet
What You Do1. Choose any measurement on the
Recording Sheet.
2. Identify the equivalent measure. Some of the answer choices will not be used.
3. Explain your reasoning to your partner.
4. If your partner agrees, write the answer on the Recording Sheet and score 1 point. If you are incorrect, your turn ends.
5. Continue until all the problems have been completed. The partner with the most points wins.
Check Understanding
Convert 60 meters to kilometers and then to millimeters. Show your work. Explain the difference in the two conversions.
When I convert from a larger unit to a smaller unit, I need more units.
When I convert from a smaller unit to a larger unit, I need fewer units.
Measurement and Data | Level 5 ©Curriculum Associates, LLC
Copying permitted for classroom use.2
Ready® Center Activity 5.36 ★★ Recording Sheet
Measurement Match
Partner A
Partner B
Customary Measures
4 cups 24 ounces 5 yards 90 feet 3 quarts 0.5 pound
16 cups 32 ounces 7 yards 2,640 feet 20 quarts 1.5 pounds
8 ounces 5 pound(s)
4 quarts 5 cups
21 feet 5 yards
0.5 mile 5 feet
30 yards 5 feet
2 pints 5 cups
180 inches 5 yards
2 pounds 5 ounces
Metric Measures
65,000 50,000 16,000 3,500 3,200 25 0.05
1.2 0.85 0.35 0.25 0.12 0.32 6,500
16 kilometers 5 meter(s)
350 grams 5 kilogram(s)
2,500 centimeters 5 meter(s)
1,200 milliliters 5 liter(s)
32 meters 5 centimeter(s)
850 milliliters 5 liter(s)
65 kilograms 5 gram(s)
50 meters 5 millimeter(s)
MAFS.5.MD.2.2
Measurement and Data | Level 5 ©Curriculum Associates, LLC
Copying permitted for classroom use.1
Go Further!
Ask your partner a True or False question that can be answered by the data.
Ready® Center Activity 5.38 ★★
Fractions as Data
What You Need• number cube
• Recording Sheet
What You Do1. Take turns. Roll the number cube. Read the
measurement next to that toss in the table.
2. Show where you would place an X to represent this measurement on the line plot on the Recording Sheet.
3. If your partner agrees, write the X.
4. Each partner takes ten turns.
5. Ask your partner a question that can be answered using the line plot. Your partner tells you the answer to the question. If you agree, write the question and answer on the on the Recording Sheet.
6. Your partner repeats Step 5.
Check Understanding
Use the data on the line plot you made to answer this question. Su-Jin wants to sew 3 inches of beads across the top of a pocket. Based on the data you plotted, what beads could she use? Explain your reasoning.
Toss Diameter
1 ·· 8 inch
1 ·· 4 inch
3 ·· 8 inch
1 ·· 2 inch
5 ·· 8 inch
3 ·· 4 inch
1
2
3
4
5
6
Measurement and Data | Level 5 ©Curriculum Associates, LLC
Copying permitted for classroom use.2
Ready® Center Activity 5.38 ★★ Recording Sheet
Fractions as Data
Partner A
Partner B
18
14
38
58
12
Diameter of Beads (inches)
Kayla's Beads
34
There are 3 sizes of beads in a package. Kayla measured the diameter of each bead and plotted the data on the line plot above.
Question 1:
Answer 1:
Question 2:
Answer 2:
MAFS.5.G.2.3
Geometry | Level 5 ©Curriculum Associates, LLC
Copying permitted for classroom use.1
Go Further!
Choose three of the shapes from the table above and draw an example for each one. Ask your partner to name each shape, using its most specific term. Check your partner’s answers.
Ready® Center Activity 5.49 ★★
Classify Quadrilaterals
What You Need• 12 game markers in one color
• 12 game markers in a different color
• Game Board
What You Do1. Take turns. Choose a letter. Read the name of
the quadrilateral next to that letter in the table.
2. Point to one shape on the Game Board that has the properties of this figure, even if it has other properties. Justify your choice.
3. If your partner agrees, place a game marker on the shape. If there is not a shape to cover or if you are not correct, your turn ends.
4. Take turns. Continue until all of the shapes are covered. The player with more markers on the Game Board wins.
Check Understanding
Explain the meaning of this hierarchy of categories:
trapezoid
parallelogram
rectangle
square
A isosceles trapezoid
B parallelogram
C rectangle
D rhombus
E square
F trapezoid
Geometry | Level 5 ©Curriculum Associates, LLC
Copying permitted for classroom use.2
Ready® Center Activity 5.49 ★★ Game Board
Classify Quadrilaterals
Partner A
Partner B
1. 2. 3.
4. 5. 6.
7. 8. 9.
10. 11. 12.
I can classify figures from the least specific term to the most specific term. The figure below is:
polygon quadrilateral trapezoid isosceles trapezoid rectangle
