Unit 5 - Task #1mrdonnelly.weebly.com/uploads/5/3/2/9/5329409/5th... · Unit 5 - Task #11 The digits in the computation below are all correct, but the decimal point has been removed

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Unit 5 - Task #1

Using the charts below, determine the value of each number of coins. Explain what patterns you

see when multiplying by 10, 100, or 1,000.

Number

of Nickels

1

2

3

4

5

10

100

1,000

Value

Number

of Dimes

1

2

3

4

5

10

100

1,000

Value

I Can Statements:

1. I can explain patterns in the product when multiplying by 10 repeatedly.

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Unit 5 - Task #2

Mrs. Cash made a list for grocery shopping. Look at her list below.

Item Price Amount

Needed

Estimated Cost

Bread $2.39 per loaf 4 loaves

Chopped Meat $3.89 per pound 3 pounds

Eggs $2.10 per dozen 2 dozen

Cheese $4.70 per package 3 packages

Milk $2.90 per gallon 2 gallons

Total Cost:

1. What would be reasonable whole-number estimates of the total cost of each item?

Record on the table.

2. Explain how the estimates were made.

3. Will $50 cover the total cost? Explain your thinking.

I Can Statements:

1. I can estimate product of decimal numbers.

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Unit 5 - Task #3

Part 1: Paul is attaching 3 planks of wood together end-to-end to begin making a fence. Each plank is

0.45 meters long. How could you find the total length of the wood? Use the grids to help you find

the answer. Then record the multiplication below the model.

I Can Statements:

1. I can solve real world math word problems using different strategies.

2. I can explain the reasoning used to solve the problem.

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Unit 5 - Task #3

Part 2: Devin set up the model below to multiply a whole number with a decimal.

1. What equation is represented by his model?

2. Explain how to use the model to get the product.

I Can Statements:

1. I can multiply decimals to hundredths using models.


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Unit 5 - Task #4

Part 1: Multiply 2.7 x 3. You can use any method to solve this problem. Explain your thinking.

Part 2: Aaliyah multiplied 2.7 x 3 using the following method:

Explain Aaliyah’s strategy using the 10 x 10 grids. Explain how to rename 10

81 as a decimal number.

I Can Statements:

1. I can multiply decimals to hundredths using different strategies.


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10 x 10 Grids

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Unit 5 - Task #5

A gardener can plant flowers in 1.5m2 of her garden. She decides to plant bluebells on 0.6 of the

garden. On how many square meters can she plant bluebells? Explain your method.

I Can Statements:



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Unit 5 - Task #6

Ethan’s family has a deck. He used the model below to determine the area of the deck.

Ethan’s Model:

1. What are the dimensions of the deck?

2. Explain how he used the model below to get the total area of the deck.

3. Ethan needs to know the perimeter of the deck so he can put a railing around the deck.

What is the perimeter? Explain your reasoning.

I Can Statements:



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Unit 5 - Task #7

Solve 24 x 63.

Use the product from the above problem and estimation to give the exact answer to each of the

following.

0.24 x 6.3 =

24 x 0.63 =

2.4 x 63 =

0.24 x 0.63 =

Explain how you decided to place the decimal point. You can double-check your work with a

calculator.

I Can Statements:

1. I can estimate product of decimal numbers.

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Unit 5 - Task #8

Nancy walked 1.7 miles in 1 hour. If she walks at the same rate, how far will she walk in 1.5 hours?

Show an estimate first. Explain how you determined your answer.

I Can Statements:



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Unit 5 - Task #9

An object is 279.4 cm wide. If you divide the object into 10 equal parts, how wide will each part

be? How wide will each part be if you divide the object into 100 equal parts? What if you divide it

into 1,000 parts? What patterns do you notice?

I Can Statements:

1. I can explain patterns in the quotient when dividing by a power of 10.

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Unit 5 - Task #10

Xavier goes to the store with $40. He spends $38.60 on 13 bags of popcorn.

(a.) About how much does one bag of popcorn cost? Explain how you came up with the

estimate.

(b.) Does he have enough money for another bag? Use your estimate to explain your answer.

I Can Statements:

1. I can estimate quotient of decimal numbers.

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Unit 5 - Task #11

The digits in the computation below are all correct, but the decimal point has been removed.

169 ÷ 4 = 4225

Use the information from above and estimation to find the quotients of the following. Justify each

response. Check your answers using a calculator.

(a.) 169 ÷ 0.4 =

(b.) 1.69 ÷ 4 =

(c.) 16.9 ÷ 0.4 =

(d.) 1690 ÷ 40 =

I Can Statements:

1. I can estimate quotient of decimal numbers.

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Unit 5 - Task #12

The three children in the Diego family are equally sharing the cost of an anniversary gift for their

parents. How much will each child pay if the gift costs $42.45? Explain the strategy you used to

solve the problem.

I Can Statements:



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Unit 5 - Task #13

Christian was solving the following problem:

A group of 12 girls went to see a new movie on its opening night. Altogether their entrance

fees were $88.20. How much did each girl pay?

This is how he solved it:

Christian’s Work: 88.20 ÷ 12

Explain Christian’s strategy. Does it work? Why or why not? How do you think he determined

where to place the decimal point?

I Can Statements:



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Unit 5 - Task #14

Part 1: Susan solved 1.4 ÷ 0.2 using the diagram below. Is her reasoning correct? Explain her thinking.

What is 1.4 ÷ 0.2?

Part 2: Geraldine solved a problem: 3.5 ÷ 0.7 = 5. Ralph didn’t understand “This is wrong because a

quotient can’t be greater than the whole you start with. For example, 8 ÷ 2 = 4 and 250 ÷ 5 = 50.”

Who is correct? Explain your thinking.

I Can Statements:

1. I can divide decimals to hundredths using different strategies.


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Unit 5 - Task #15

Marvin was solving the following problem:

What is the length of a rectangle whose width is 17 inches and whose area is 581.4 in2?

Marvin ignored the decimal point. This is how he decided to represent the problem:

Explain Marvin’s strategy. What would be his final answer? How do you think he determined

where to place the decimal point?

I Can Statements:



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Unit 5 - Task #16

Abbi was solving the following problem:

Solve 21.6 ÷ 0.6 beginning with the following first step: 6 x 20.

This is how she solved it:

What is the answer? Explain Abbi’s strategy. Does it work? Why or why not? How do you think she

determined where to place the decimal point?

I Can Statements:



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Unit 5 - Task #17

To solve 2.4 ÷ 0.6, Amya rewrote the division expression as a fraction. Next she wanted to change

the decimal numbers into whole numbers so she multiplied the numerator and denominator by a

number. What number did she use to multiply the numerator and denominator? Finish solving the

problem. Explain why this strategy works?

I Can Statements:



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Unit 5 - Task #18

Part 1: Measure the string in yards, feet, and inches. Record your measurement in the table below. What

relationships do you notice between yards to feet, feet to inches, and yards to inches?

Measurement in

Yards

Measurement in

Feet

Measurement in

Inches

Piece of String

Part 2: Sidney is going to make bracelets to sell for a fundraiser. She bought 8.5 feet of yarn. She wants to

cut it into pieces that are 6 inches long for each bracelet. How many bracelets can Sidney

make? Explain your thinking

I Can Statements:

1. I can find relationships between different sized standard measurement units.

2. I can solve multi-step real world problems.

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Unit 5 - Task #19

Part 1: Take some time to study the conversion chart for capacity and write down “I notice, I wonder…”

statements.

Use your conversion chart for capacity to answer the following questions:

It is recommended that people drink 8 cups of water each day.

a. How many pints does that equal?

b. How many quarts does that equal?

c. How many gallons does that equal?

I Can Statements:


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Unit 5 - Task #19

Part 2: When NASA operated the space shuttle program, each space shuttle astronaut was allotted 6

gallons of water a day. This restriction was necessary because water is heavy. Extra weight on the

space shuttle required extra fuel for liftoff. Water also took up space that could be used for other

payloads and experiments.

List all of the ways that you use water each day.

Estimate how much you need for each use of water. Express your estimates in pints. You

can use decimals in your estimates.

Convert each estimate of pints to cups and gallons.

Water Use

Estimated

Amount of

Water in Pints

Estimated

Amount of

Water in Cups

Estimated

Amount of

Water in Gallons

1. Based on your estimates, about how much water do you use each day?

2. Do you think you could manage in space on 6 gallons of water a day? Why or why not?

I Can Statements:

1. I can use measurement conversions to solve multi-step real world problems.

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Unit 5 - Task #20

Part 1: Take some time to study the two-column conversion table for weight. What pattern do you

notice? After understanding the pattern in the conversion table, complete the table.

Customary Weight Table

Weight Measured in ounces Weight Measured in Pounds

16 ounces 1 pound

32 ounces 2 pounds

I Can Statements:


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Unit 5 - Task #20

Part 2: Liza’s cat had four kittens. When Liza and her brother weighed all the kittens together, they

weighed 1 pounds. Since all the kittens are about the same size, about how many ounces does

each kitten weigh? Explain your thinking.

I Can Statements:


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Unit 5 - Task #21

Part 1: In your small group, measure each string in meters, centimeters, and millimeters. Record your

measurement in the table below. What relationships do you notice between meters to

centimeters, centimeters to millimeters, and meters to millimeters? Write down any other patterns

you notice.

Measurement in

Meters

Measurement in

Centimeters

Measurement in

Millimeters

String

A

String

B

String

C

String

D

Using the patterns your group noticed, solve the problem below:

The longest mammal is the blue whale. Its length has been reported to reach 31 meters. Mike said

that 31 meters is equal to 3.1 centimeters and Samantha said that 31 meters is equal to 3,100

centimeters. Who is correct? Explain how you know.

I Can Statements:



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Unit 5 - Task #21

Part 2: Carla’s famous punch calls for 3 liters of mango juice. The only mango juice she can find is sold in

500 mL cartons. How many cartons of mango juice does Carla need to buy? Explain your thinking.

Part 3: A pineapple is 7 times as heavy as an orange. The orange weighs 145.64 grams.

1. What is the total weight in grams for the pineapple and orange?

2. Express the total weight of the pineapple and orange in kilograms.

I Can Statements:


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Unit 5 - Task #1mrdonnelly.weebly.com/uploads/5/3/2/9/5329409/5th... · Unit 5 - Task #11 The digits in the computation below are all correct, but the decimal point has been removed