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You have found the Main Math Page!

Homework is now listed at the bottom of this page as a "Related File".

This page provides a brief overview of what we are studying in our classrooms. It also contains many "related files" and links, at the bottom of the page, that can be viewed in order help with important 5th grade math concepts. For more detailed information, please visit your teacher's web page!

 

Our third major state benchmarks address geometry. 

Students must be able to:

From www.Floridastandards.org

 MA.5.G.5.1: Identify and plot ordered pairs on the first quadrant of the coordinate plane.  

 

 MA.5.G.5.2: Compare, contrast, and convert units of measure within the same dimension (length, mass, or time) to solve problems.

  

 MA.5.G.5.3: Solve problems requiring attention to approximation, selection of appropriate measuring tools, and precision of measurement. 
     

 MA.5.G.5.4: Derive and apply formulas for areas of parallelograms, triangles, and trapezoids from the area of a rectangle. 

 

 

 

 MA.5.G.3.1: Analyze and compare the properties of two-dimensional figures and three-dimensional solids (polyhedra), including the number of edges, faces, vertices, and types of faces. 

 

MA.5.G.3.2: Describe, define, and determine surface area and volume of prisms by using appropriate units and selecting strategies and tools.

 

 

  

 

It would be very wise to review some geometry concepts including:

 

trapezoids      

 

triangles   

Parallelograms     

        

Prisms       

 

  Pyramids

       

                                                 

 

Throughout the year, we will also be engaged in a program called EDC (Every Day Counts- Calendar Math). This program is designed as a 10-20 minute math "wake up". This is a block of time set aside for practicing skills on a daily basis. The skills are always useful and hopefully, fun. Many of the activities involve money and other "real life" concepts. So, maintaining a great EDC notebook will be very important! 

So far, some of the important concepts covered include:

factors, multiples, composite numbers, prime numbers, square numbers, square roots, arrays, dimensions (base X height), rules of divisibility, sum of the digits... (It has been a VERY busy time at school!)

 

Stuff to do at home:

Study the 15 basic multiplication facts! This assumes that you know all of your 0s,1s, 2s, 5s, 10s, and doubles (like 8X8=64...6X6=36). When you read "know" that means like instantly, kind of like you know how to breathe. So, you can study the facts that are not in the list as well if you need to.

15 Basic Facts

 

9 X 8 = 72

9 X 7=  63

9 X 6 = 54

9 X 4 = 36

9 X 3 = 27

8 X 7 = 56

8 X 6 = 48

8 X 4 = 32

8 X 3 = 24

7 X 6 = 42

7 X 4 = 28

7 X 3 = 21

6 X 4 = 24

6 X 3 = 18

4 X 3 = 12

 

When practicing these, please try a multi-format approach.

 

For example:   8 X 7 = 56  could be asked as 56 ÷ 8 = __or 

56 ÷ ___=  7. Using all of these approaches makes for a better understanding!

 

 Make flash cards. Mix them up. Quiz Granny. Become a multiplying maniac!

 

Please study these fractions and their equivalent percent and decimal notations! This is REEAAALLLYYY important.

1/8 = 12  1/2 % = 0.125

1/6 = 16 2/3 % = 0.1666666666...

1/5 = 20%= 0.2

1/4 = 25% = 0.25

1/3 = 33  1/3 % = 0.33333333...

3/8 = 37 1/2 % = 0.375

2/5 = 40% = 0.4

1/2, 2/4, 3/6, T/2T = 50% =0.5  

3/5 = 60% = 0.6

5/8 = 62 1/2 % = 0.625

2/3 = 66 2/3 % = 0.666...

3/4 = 75% =0.75

5/6 = 83 1/3 % = 0.8333...

7/8 = 87 1/2 % = 0.875

1/1, 2/2, 3/3, T/T = 100%  = 1.000  Know the fraction. Be the fraction!   

  

How to Create a Complete Answer to a Word Problem

 

   >         Write an estimate (estimates make sure that students are pre-thinking the question!)

 

>         Write an equation    Samples:   714 ¸ 2= n         47 + 52 = n     47 x n = 94

 

>         Solve the problem using as much visual evidence as possible, especially if you are using a traditional “column form” strategy—This might include a chart, number line, graph, picture, or other visual aid

 

>         Rewrite the equation with the answer--Samples 714 ¸ 2 = 357   47 + 52 =99

 

>         Write the answer in a COMPLETE SENTENCE that restates the question.

 

Example :

 

Gidgi has 67 students, and Kay has 53 students. Who has the most students and by how much? 

 

Estimate: Gidgi has 15 more students in her class.

 

Equation: 67 - 53 = n

 

Work:         60      7

             -     50        3

       ____________

                     10  +    4 = 14

 

Gidgi has 14 more students in her class than Kay.

 

Ask yourself, "Does my answer make sense?" If not, please fix the work or at least highlight the work so that you can ask about the problem in class:-}

Please be sure to scroll down to the bottom of this page to see all of the related files. There is great information and some samples of student work included, but if you don't scroll, you might miss it :-}

 

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Recommended Math Related Web Sites

Math Strategies Link-                                                                           http://www.schultzcenter.org/mathvideos.shtml

Here you will find video clips which explain many of the strategies we are using in class for addition, subtraction, multiplication, and division of whole numbers!

 



Related Files

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Related Links





5th Grade - Heroes at Work !
Duval County
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Jacksonville, FL 32224
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