Fifth Grade Tasks Weekly Enrichments Teacher Dreamers
Fifth GradeProblem Solving Tasks – Weekly EnrichmentsTeacher MaterialsSummer Dreamers 2013
SOLVING MATH PROBLEMSKEY QUESTIONSWEEK 3By the end of this lesson, students should be able to answer these key questions: How do you generate equivalent rational numbers? How do you compare rational numbers? How does using benchmark fractions, decimals, and percents help you comparerational numbers?MATERIALS:For each student: Reasonably SpeakingBasically SpeakingPractically PerfectEvaluate: Equivalent Forms of Rational NumbersFor each group of 3 students: Base Ten blocks – 1 set of approximately 10 rods and 50 ones Activity Master: Base Ten Mat
ENGAGE: The Engage portion of the lesson is designed to access prior knowledge aboutequivalent rational number. This phase of the lesson is designed for groups of 3 students.(10 minutes)1. Distribute Reasonably Speaking to each student.2. Prompt students to complete Reasonably Speaking.3. Upon completion of Reasonably Speaking, prompt students to share and justify theirsolutions with their group.4. Based on their group discussions, students may make changes to their answers ifdesired.5. Actively monitor student work and ask facilitating questions when appropriate.Facilitating Questions: How could you determine if a fraction is less than ½? Answers may vary. Possibleanswer: If the numerator is less than ½ of its denominator, then the fraction is less than ½. How could you determine if a fraction is equal to ½? Answers may vary. Possible answer:If the numerator is ½ of its denominator, then the fraction is equal to ½. What is ½ as a percent? 50%What is ½ as a decimal? 0.50What is 1 as a percent? 100%What is 1 as a decimal? 1 or 1.0How could you determine if a fraction is greater than or less than 1? If the numeratoris greater than the denominator, it is an improper fraction and it is greater than 1. If thenumerator is less than the denominator, the fraction is less than 1. How could you determine if a percent is greater than or less than 1? Answers mayvary. Possible answer: 100% is equivalent to 1; so if the percent is greater than 100%, then thepercent is greater than 1. If the percent is less than 100%, the percent is less than 1. How could you determine if a fraction is greater than or less than 2? If the numeratoris more than twice the size of the denominator, it is greater than 2. If the numerator is less thantwice the size of the denominator, it is less than 2. How could you determine if a percent is greater than or less than 2? Answers mayvary. Possible answer: 200% is equivalent to 2; so if the percent is greater than 200%, then thepercent is greater than 2. If the percent is less than 200%, the percent is less than 2.
EXPLORE: The Explore portion of the lesson provides the student with an opportunity to beactively involved in investigating equivalent rational numbers. This phase of the lesson isdesigned for groups of 3 students. (25 minutes)1. Distribute a set of Base Ten blocks and a Base Ten Mat to each group of students anddistribute Basically Speaking to each student.2. Prompt students to model each fraction with the Base Ten blocks on the Base TenMat in order to generate a fraction model in hundredths.3. Prompt students to complete Basically Speaking.4. Actively monitor student work and ask facilitating questions when appropriate.Facilitating Questions: How could you model the fraction on the Base Ten Mat? Answers may vary. Possibleanswer: Since my original fraction model shows fifths, I could divide my Base Ten Mat into 5 equalsections. Then I could cover 2 of the sections with Base Ten blocks since 2 of the 5 sections of theoriginal fraction were shaded. How do you know if your Base Ten model is correct? Answers may vary. Possible answer:The two pictures cover the same area so I know that I have modeled the fraction correctly. How could recognizing if the fraction is greater than or less than ½ help youdetermine if your decimal and percent representations are reasonable? Answers mayvary. Possible answer: If my fraction is less than ½, then my decimal should be less than 0.5 andmy percent should be less than 50%. If my fraction is greater than ½, then my decimal should begreater than 0.5 and my percent should be greater than 50%. How could rewriting each fraction as hundredths help you write the decimalrepresentations of the fraction? Answers may vary. Possible answer: Decimals are justfractions that have denominators that are 10, 100, 1000, etc. (powers of 10). So if I convert myfraction to hundredths, I could write the decimal by using place value. How could rewriting each fraction as hundredths help you write the percentrepresentation of the fraction? Answers may vary. Possible answer: Percents are justfractions that have denominators of 100. So if I convert my fraction to hundredths, I could writethe percent by using the numerator. How could you change a fraction to hundredths without using the Base Ten blocks?Answers may vary. Possible answer: Us a factor of change.
EXPLAIN: The Explain portion of this lesson provides students with an opportunity toexpress their understanding of equivalent rational numbers. The teacher will use thisopportunity to clarify key vocabulary terms and connect student experiences in the Explorephase with relevant procedures and concepts. (15 minutes)1. Debrief Basically Speaking.2. Use facilitating questions to lead the discussion.Facilitating Questions: How did you use the Base Ten models to rewrite the fractions with denominators of100? Answers may vary. Possible answer: Once I modeled the fractions with the Base Ten blocks,I counted the number of squares that were covered. How did you rewrite the fractions with denominators of 100 without using Base Tenblocks? Answers may vary. Possible answer: I found the factor of change that would convert thefraction to hundredths. Then I used the factor of change to find the new numerator anddenominator. What other denominators could you use to help you rewrite fractions as decimals?Answers may vary. Possible answer: 10, 1000, 10000, etc. These are all place values for decimals. How did you determine which denominator you should use when rewritingfractions in order to change them to decimals? Answers may vary. Possible answer: Ichecked to see if the denominator would divide evenly into 10. If not, I checked to see if it was afactor of 100, then 1000, etc. How could you use estimation to determine if your decimal and percentrepresentations were reasonable? Answers may vary. Possible answer: If my fraction is lessthan ½, then my decimal should be less than 0.5 and my percent should be less than 50%. If myfraction is greater than ½, then my decimal should be greater than 0.5 and my percent should begreater than 50%. How does generating equivalent rational numbers help you compare numbers?Answers may vary. Possible answer: Converting all of the numbers to the same form makes iteasy to compare. Fractions with like denominators or decimals are easy to compare.ELABORATE: The Elaborate portion of the lesson affords students the opportunity to extendor solidify their knowledge of equivalent forms of rational numbers. This phase of the lessonis designed for individual investigation. (15 minutes)1. Distribute Practically Perfect to each student.2. Prompt students to complete Practically Perfect.3. Actively monitor student work and ask facilitating questions when appropriate.
Facilitating Questions: How could you change each number to a percent? How might this help you answerthe question? Answers may vary. Possible answer: Rewrite the fraction with a denominator of100 in order to change it to a percent. Use the place value of hundredths in the decimal to changeit to a percent. How could you change each number to a fraction? How might this help you answerthe question? Answers may vary. Possible answer: Place the percent over 100 and simplify it inorder to write it as a fraction. Use place value to write the decimal as a fraction. How could you change each number to a decimal? How might this help you answerthe question? Answers may vary. Possible answer: Change the fraction to tenths then use placevalue to write it as a decimal. Change the percent to a decimal by using the place value ofhundredths. How could you use benchmarks to compare the accuracy rates of the 3 girls? Answersmay vary. Possible answer: I know that ¾ of a dollar is 75 , which can be written as 0.75. So, Iknow that Kelly was more accurate than Elizabeth. Then I just need to compare Kelly and Cara.EVALUATE: During the Evaluate portion of the lesson, the teacher will assess studentlearning about the concepts and procedures that the class investigated and developedduring the lesson. (20 minutes)1. Distribute Evaluate: Equivalent Forms of Rational Numbers to each student.2. Prompt students to complete Evaluate: Equivalent Forms of Rational Numbers.3. Upon completion of Evaluate: Equivalent Forms of Rational Numbers, the teachershould discuss error analysis (shown below)to assess student understanding of theconcepts and procedures the class addressed in the lesson.Answers and Error Analysis for Evaluate: Equivalent Forms of Rational tual ErrorACDABDBCSTUDENT WORKSHEETS FOLLOW!!!!!Procedural ErrorD
SOLVING MATH PROBLEMSKEY QUESTIONSWEEK 4By the end of this lesson, students should be able to answer these key questions: How do you determine if a set of fractions or decimals is in order from least togreatest? How do you determine if a set of fractions or decimals is in order from greatest toleast? What procedure(s) may be used to order a set of fractions or decimals? What procedure(s) may be used to compare two or more fractions or decimals?MATERIALS: Transparency: Problem‐Solving BoardFor each student: Activity Master: Problem‐Solving Board Bookmarks (optional)Two to SolveFast‐N‐FuriousEvaluate: Compare and order Non‐Negative Rational NumbersFor each group of 2 students: Activity Master: Mix and Match – cut apart Scissors
TEACHER TOOLSENGAGE: The Engage portion of the lesson is designed to access students’ prior knowledgeof equivalent numbers. This phase of the lesson is designed for groups of 2 students. (10minutes)1. Distribute Activity Master: Mix and Match to each group of students.2. Prompt students to create card sets by matching equivalent numbers together.3. Actively monitor student work and ask facilitating questions when appropriate.Facilitating Questions: How could you use benchmark fractions to eliminate cards? Answers may vary.Possible answer: Since I am trying to find the match for 2/5 and 2 is less than half of 5, I caneliminate decimal cards that are greater than 0.5. How could you rewrite a decimal as a fraction? Answers may vary. Possible answer: Icould use my knowledge of place value to write the decimal as a fraction then simplify the fractionif needed. How could you use place value to rewrite a decimal as a fraction? Answers may vary.Possible answer: I could use the place value of the decimal to rewrite the decimal as a fractionwith a denominator of 10, 100, or 1,000 and simplify the fraction if needed. How could you rewrite a fraction as a decimal? Answers may vary. Possible answer: Icould use my knowledge of equivalent fractions to rewrite the fraction with a denominator of 10,100, or 1,000. Then use my knowledge of place value to write a decimal. How could the rewriting of these fractions to have denominators of 10 (or 100 or1,000) help to rewrite each fraction as a decimal? Answers may vary. Possible answer:By rewriting the fraction to have a denominator of 10, 100, or 1,000, I can use place value to writean equivalent decimal.EXPLORE: The Explore portion of the lesson provides the student with an opportunity to beactively involved in using the See‐Plan‐Do‐Reflect Problem‐Solving Model by solving real‐world problems. This phase of the lesson is designed for groups of 2 students. (25 minutes)1. Display Transparency: Problem‐Solving Board and distribute Activity Master:Problem‐Solving Bookmarks to each student.2. Use Transparency: Problem‐Solving Board and the questions outlined onActivity Master: Problem‐Solving Bookmarks to introduce the problem‐solvingmodel.
3. Distribute Two to Solve to each student.4. Prompt students to complete Two to Solve with their partners.5. Actively monitor student work and ask facilitating questions when appropriate.Facilitating Questions:Problem 1 What is the problem asking you to do? Order the fractions from least to greatest. What will the answer look like? Answers may vary. Possible answer: A list of fractions willhave the smallest fraction first, the next smallest fraction, and end with the largest fraction. What information in the problem provides insight into what needs to be put inorder? Answers may vary. Possible answer: The amount of writing each student completedneeds to be put in order. How could you use the benchmark of ½ to begin sorting the fractions into orderfrom least to greatest? Answers may vary. Possible answer: I could use benchmark fractionsto determine which fractions are greater than ½ and less than ½. What strategy could be used to solve this problem? Answers may vary. Possible answer:I could rewrite each fraction using a common denominator and then compare the numerators. Would a common denominator help? Why? Answers may vary. Possible answer: Yes, Icould find the common denominator between pairs of fractions and decide within each pair whichis larger while looking for the smallest fraction to start the list. How could you determine the common denominator for these fractions? Answersmay vary. Possible answer: I could multiply the numerator and denominator of each fraction bythe same factor so that the new denominator of each fraction is the common multiple. Once you have rewritten the fractions using a common denominator, how couldyou determine which fraction is the greatest? The least? Answers may vary. Possibleanswer: Since the fractions have the same denominator, I could compare the numerators todetermine which fraction is the greatest or the least.Problem 2 What is the problem asking you to do? To order the numbers from greatest to least. What will the answer look like? Answers may vary. Possible answer: A list of fractions anddecimals with the greatest number first, the next smaller number, ending with the smallestnumber. What information in the problem provides insight into what needs to be put inorder? Answers may vary. Possible answer: The amount of rain water each student collectedneeds to be put in order.
How could you use the benchmark of ½ to begin sorting the fractions into orderfrom least to greatest? Answers may vary. Possible answer: I could use benchmark fractionsand determine which fractions or decimals are greater than ½ and less than ½. What strategy could be used to solve this problem? Answers may vary. Possible answer:I could rewrite each fraction as a decimal then line up the decimals and use the tenths place tocompare the decimals. By looking at the tenths place, how could you determine which decimal is thegreatest? The least? Answers may vary. Possible answer: The decimal with the largest valuein the tenths place is the greatest, and the decimal with the smallest value in the tenths place isthe least. How could rewriting all of the decimals as thousandths help determine the order ofthe decimals? Answers may vary. Possible answer: Since all the decimals would be written tothe thousandths place and contain the same number of digits after the decimal, I could use myknowledge of whole numbers to place the decimals in order from greatest to least.EXPLAIN: The Explain portion of the lesson provides students with an opportunity to expresstheir understanding of comparing and ordering non‐negative rational numbers. The teacherwill use this opportunity to clarify key vocabulary terms and connect student experiences inthe Explore phase with relevant procedures and concepts. (15 minutes)1. Debrief Two to Solve.2. Use the facilitating questions to lead the discussion.Facilitating Questions:Problem 1 What procedure did you use to solve the problem? Answers may vary. Possible answer: Irewrote each fraction using a common denominator and then compared the numerators todetermine the placement of each fraction. If you used a common denominator, how did you determine the commondenominator? Answers may vary. Possible answer: I listed the multiples of each denominatoruntil I found a multiple that the denominators have in common. What is the common denominator you used? Answers may vary. Possible answer: 8, 16,24, 32 How did you rewrite the fractions using the common denominator? Answers mayvary. Possible answer: I multiplied the numerator and denominator of each fraction by the samefactor so that the new denominator of each fraction is the common multiple.
Once you rewrote the fractions using a common denominator, how did youdetermine which fraction is the greatest? The least? Answers may vary. Possibleanswer: I compared the numerators to determine which fraction is the greatest or the least. What is the order of the amount of writing completed, from least to greatest, usingcommon denominators? Answers may vary. Possible answer: 2/8, 4/8, 5/8, 6/8 What is the order of the amount of writing completed from least to greatest? ¼, ½,5/8, ¾ Is there another way to solve this problem? How? Answers may vary. Possible answer:Yes, I could rewrite each fraction as a decimal and then compare each place value to determinethe order.Problem 2 What procedure did you use to solve the problem? Answers may vary. Possible answer:I rewrote each fraction as a decimal and then I lined up the decimals and used place value tocompare the decimals to determine the order. How did you determine which decimal is the greatest? The least? Answers may vary.Possible answer: The decimal with the largest value in the tenths place is the greatest, and thedecimal with the smallest value in the tenths place is the least. How could rewriting all of the decimals as thousandths help determine the order ofthe decimals? Answers may vary. Possible answer: Since all the decimals would be written tothe thousandths place and contain the same number of digits after the decimal, I could use myknowledge of whole numbers to place the decimals in order from greatest to least. What is the order of the amount of rain water collected from greatest to least usingdecimals written to the thousandths place? 0.750, 0.625, 0.500, 0.250 What is the order of the amount of rain water collected from greatest to least? 0.75,0.625, ½, ¼ Is there another way to solve this problem? How? Answers may vary. Possible answer:Yes, I could rewrite each decimal as a fraction with a common denominator and then compare thenumerators to determine the order.ELABORATE: The Elaborate portion of the lesson affords students the opportunity to extendor solidify their knowledge of comparing and ordering non‐negative rational numbers. Thisphase of the lesson is designed for individual investigation.1. Distribute Fast‐N‐Furious to each student.2. Prompt students to complete Fast‐N‐Furious.3. Actively monitor student work and ask facilitating questions when appropriate.
Facilitating Questions: What is the problem asking you to do? Determine which runner’s time is closest to 0.What do you know? I know the time it took each runner to complete the 100‐meter dash.What do you need to know? I need to know which runner’s time is closest to zero.What strategy could be used to solve this problem? Answers may vary. Possible answer:I could rewrite the times that are given in fractions as decimals then line up the decimals and useplace value to compare the decimals. How could you estimate the answer? Answers may vary. Possible answer: I could usebenchmark fractions.EVALUATE: During the Evaluate portion of the lesson, the teacher will assess studentlearning about the concepts and procedures that the class investigated and developedduring the lesson. (20 minutes)4. Distribute Evaluate: Compare and Order Non‐Negative Rational Numbers to eachstudent.5. Prompt students to complete Evaluate: Compare and Order Non‐Negative RationalNumbers.6. Upon completion of Evaluate: Compare and Order Non‐Negative Rational Numbers,the teacher should discuss error analysis (shown below)to assess studentunderstanding of the concepts and procedures the class addressed in the lesson.Answers and Error Analysis for Evaluate: Compare and Order Non‐Negative Conceptual ErrorADBABCACDBDASTUDENT WORKSHEETS FOLLOW!!!!!Procedural Error
Name:Period:Date:Two To Solve1 Joshua, Avi, Fidel, and Eduardo each completed part of their writing assignment over the31weekend. Joshua completedof the writing, Avi completed42 of the writing, Fidel51completedof the writing, and Eduardo completed84 of the writing. Place the amount ofwriting each student completed in order from least to greatest.Complete the problem-solving board below.SEE:PLAN:What is the question asking me to do?What strategy can I use to solve theproblem? Why?What do I know?What do I need to know?Estimate the answer.DO: (Solve)REFLECT:Did I answer the question asked?Is my answer reasonable? Why or whynot?Answer:
2 The table below shows the number of ounces of rain water collected by each of Mrs.Hiozek’s students.Rain 1/4Place the number of ounces each student collected in order from greatest to least.Complete the problem-solving board below.SEE:PLAN:What is the question asking me to do?What strategy can I use to solve the problem?Why?What do I know?What do I need to know?Estimate the answer.DO: (Solve)REFLECT:Did I answer the question asked?Is my answer reasonable? Why or why not?Answer:
Name:Period:Date:Fast-N-FuriousFour runners ran the 100-Meter Dash. Their completion times are recorded inthe table below. Use the number line to determine which runner ran the fastest.100-Meter 75012Complete the problem-solving board below.SEE:PLAN:What is the question asking me to do?What strategy can I use to solve theproblem? Why?What do I know?What do I need to know?DO: (Solve)REFLECT:Did I answer the question asked?Is my answer reasonable? Why or whynot?Answer:
Name: Date:
SOLVING MATH PROBLEMSKEY QUESTIONSWEEK 5By the end of this lesson, students should be able to answer these key questions: How do you generate equivalent rational numbers? How do you compare rational numbers?MATERIALS: Warm‐Up: Who is Correct? Activity Master: Number Line – assembled and posted on the wallFor each student: Fractions, Decimals, and Percents, Oh My! Race Car Stat Evaluate: Equivalent Rational NumbersFor each group of 2 students: Activity Master: Fractions, Decimals, and Percents – cut apart, 1 set of cards per group
TEACHER TOOLSENGAGE: The Engage portion of the lesson is designed to access students’ prior knowledge ofpercent models. This phase of the lesson is designed for groups of 2 students. (10 minutes)1. Distribute “Who is Correct?” warm‐up.2. Prompt students to individually complete the warm‐up “Who is Correct?”3. Upon completion of the warm‐up, prompt students to share and justify their solutionswith a partner.4. Actively monitor student work and ask facilitating questions when appropriate.Facilitating Questions: What is the question asking you to do?Answers may vary. Possible answer: Determine who is correct by determining the percent of the flagthat is shaded. What do you know?Answers may vary. Possible answer: I know the answer given by each person, and I was given apicture of the flag. What do you need to know?Answers may vary. Possible answer: I need to know the percent of the flag that is shaded in order todetermine who is correct. What strategy could you use to determine who is correct?Answers may vary. Possible answer: I could find the percent of the flag that is shaded then comparemy answer to the answer of each person to determine who is correct. How many squares make up the flag?32 How many squares are shaded?12 How could you write a ratio that compares the number of shaded squares to the totalnumber of squares on the flag?Answers may vary. Possible answer: 3 to 8, 3:8, 3 out of 8, 3/8 What do you know about percents? Answers may vary. Possible answer: I know that percentsare how many out of a 100.
How could you use the ratio of the shaded squares to the total number of squares tohelp you determine what percent of the flag is shaded? Answers may vary. Possible answer:I know the ratio of shaded squares to total squares is 3/8; therefore, I could use a factor of change torewrite the ratio as a fraction with a denominator that is a power of 10, such as 1000. What factor of change could you use to change 3/8 to thousandths?Multiply by 125 What is 3/8 written as thousandths?375/100 How could you rewrite 375/1000 as a percent?Answers may vary. Possible answer: Multiply the numerator and the denominator by 1/10 in order togenerate an equivalent fraction with a denominator of 100, 37.5/100. Then I could use the numeratoras my percent, since percent means out of 100.EXPLORE: The Explore portion of the lesson provides the student with an opportunity to beactively involved in investigating equivalent rational numbers. This phase of the lesson isdesigned for groups of 2 students. (25 minutes)1. Distribute 1 set of Activity Master: Fractions, Decimals, and Percents to each group ofstudents and Fractions, Decimals, and Percents, Oh My! to each student. (NOTE: HaveActivity Master cards pre‐cut for student use.)2. Prompt students to complete Fractions, Decimals, and Percents, Oh My!3. Actively monitor student work and ask facilitating questions when appropriate.Facilitating Questions: What information is found on the cards?Answers may vary. Possible answer: The cards contain rational numbers written in different forms.Rewriting Fractions as Decimals How could rewriting each fraction as hundredths help you write the decimalrepresentation of the fraction?Answers may vary. Possible answer: Decimals are just fractions that have denominators that are 10,100, 1000, etc. (powers of 10). So if I rewrite the fraction as hundredths, I could write the decimal byusing place value. What factor of change could you use to rewrite this fraction as hundredths?Answers may vary.
Rewriting Fractions as Percents How could rewriting each fraction as hundredths help you write the percentrepresentation of the fraction?Answers may vary. Possible answer: Percents are just fractions that have denominators of 100. So if Irewrite the fraction as hundredths, I could write the percent by using the numerator. What factor of change could you use to rewrite this fraction as hundredths?Answers may vary.x 125.62.5%Rewriting Decimals as Percents How could rewriting each decimal as a fraction help you write the decimal as a percent?Answers may vary. Possible answer: Place value is based on powers of 10: 10, 100, 1000, etc. So if Irewrite the decimal as a fraction, I could apply a factor of change to the fractions to rewrite thefractions as hundredths then I could write the percent by using the numerator. What factor of change could you use to rewrite this fraction as hundredths?Answers may vary.
Rewriting Decimals as Fractions How could place value help you write each decimal as a fraction in simplest form?Answers may vary. Possible answer: Place value is based on powers of 10: 10, 100, 1000, etc. So Icould rewrite the decimal as a fraction with a denominator of tenths, hundredths, or thousandths thensimplify.Rewriting Percents as Fractions What procedures could be used to write a percent as a fraction in simplest form?Answers may vary. Possible answer: Percents are just fractions that have denominators of 100. So if Irewrite the fraction as hundredths, then I could simplify.Rewriting Percents as Decimals How could rewriting a percent as a fraction help you write a percent as a decimal?Answers may vary. Possible answer: Percents are just fractions that have denominators of 100. So if Irewrite the percent as a fraction, I could write the decimal by using place value.Ordering from Least to Greatest Which representation is the easiest to use to help you determine which rational numberrepresents the largest amount? Why?Answers may vary. Possible answer: To compare the rational numbers, I could use the fractionswritten as hundredths, the percent, or the decimal form to compare easily. Which representation is the easiest to use to help you determine which rational numberrepresents the smallest amount? Why?Answers may vary. Possible answer: To compare the rational numbers, I could use the fractionswritten as hundredths, the percent, or the decimal form to compare easily.Comparing 83.5% How could you determine which of the numbers are equivalent to 83.5%?Answers may vary. Possible answer: I could rewrite 83.5% as a fraction and as a decimal and comparemy values with the values of the answer choices. What process could you use to rewrite 83.5% as a fraction with a denominator of 100?Answers may vary. Possible answer: Percents are just fractions that have denominators of 100. So Icould rewrite 83.5% as a fraction where 83.5 is the numerator and 100 is the denominator.
What process could you use to rewrite 83.5% as a fraction with a denominator of 1000?Answers may vary. Possible answer: I could rewrite 83.5% as a fraction where 83.5 is the numeratorand 100 is the denominator then use a factor of change to rewrite the fraction as thousandths. What factor of change could be used to convert 83.5/100 to thousandths?10 What process could you use to rewrite 83.5% as a decimal?Ans
1. Distribute a set of Base Ten blocks and a Base Ten Mat to each group of students and distribute Basically Speaking to each student. 2. Prompt students to model each fraction with the Base Ten blocks on the Base Ten Ma
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
fifth wheel king pin jost kz1006 kz1012-01 20.10001 fifth wheel lock claw jost sk1489 sk1489z 20.10002 fifth wheel lock claw jost sk1489zs 20.10021 fifth wheel lock jaw jost sk210515 20.10026 fifth wheel lock jaw jost sk240514 20.10027 fifth wheel lock jaw jost sk240514 20.10028 fifth wheel lock jaw jost sk240514z 20.10003 fifth wheel lock ring .
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
Four kids are each in a different grade. Figure out which grade they are in. The Clues 1. Anna is not in third grade and is also not in fifth grade. 2. Destiny is not in fifth grade and is also not in third grade. 3. Timothy is not in second grade and is also not in first grade. 4. Jacob is not in first grade
7 Grade 1 13 Grade 2 18 Grade 3 23 Grade 4 28 Grade 5 33 Grade 6 38 Elementary Spanish. 29 Secondary. 39 Grade 7 43 Grade 8 46 Grade 9 49 Grade 10 53 Grade 11 57 Grade 12 62 Electives. Contents. Textbook used with Online Textbook used with DVD. Teacher Edition & Student Books. Color Key
Grade C Grade A Level C1 Cambridge English Scale *IELTS is mapped to, but will not be reported on the Cambridge English Scale C2 C1 B1 A2 A1 Below A1 Independent user Pr oficient user Basic user Grade A Grade B Grade C Level B2 Grade B Grade C Grade A Grade B Grade C Grade A Level B1 Level A2 B1 Preliminary B2 First C1 Advanced Grade A Grade B .
security rules for protecting EU classified information, certain provisions in this guide are still based on Commission Decision 2001/844. In the absence of new guidelines they should continue to be applied. Under the new security rules, all classification markings must now be written in FR/EN format (e.g. RESTREINT UE/EU RESTRICTED). EU grants: H2020 Guidance — Guidelines for the .
