Multiplying and Dividing Whole Numbers



Grade 5 End of the Year Unit: Summer CampActivity #1 – Designing the BunksCommon Core State Standard(s): 5.MD.35.MD.45.MD.5Standard(s) for Mathematical Practice: 2. Reason abstractly and quantitatively.Model with mathematics.Use appropriate tools strategically.Attend to precision.Materials Needed:Blackline Master “Designing the Bunks”RulerPaper/Grid PaperCalculatorInstructions:Present students with the scenario that they will be working on a unit that centers around the idea of summer camp. To get started, read the first task from Blackline Master “Designing the Bunks”. Students will work with a partner to create a design based on the problem. Note: The unit is based on this overall theme. There are multiple activities with several parts that you may adapt as needed for your class and their interests. Some activities may take one class period while most can span over several days. You may also choose to work on activities in a different order as activities will allow (Activity 4 must follow Activity 3).After each pair group has designed their cabin, have each student group partner with another student group to share their work. Ask students to explain their reasoning and decisions they made as they designed their cabin. Encourage groups to ask questions to one another and make suggestions to improve. After reviewing another group’s cabin design, would you make any changes? If so, what and why? As a class, have students share some of their discussions and summaries. Discuss the challenges and changes that may be needed. Make sure to gather this information by making a list for the class to see and reflect.-496570-57150000Designing the BunksSummer is here and you will be enjoying a week at Crystal Clear Lake Summer Camp. You will be staying in a cabin with seven other campers. Each cabin is 480 square feet with dimensions 20’ x 24’ x 12’. A bed frame measures 59.5” x 80” x 34” and frames can be stacked to create a bunk if desired. Create a scale drawing or model of your cabin. Label your drawing/model including dimensions. You may add additional details but must include a bed for each camper. Write a description of your cabin explaining why your design should be chosen by the staff at Crystal Clear to be used for all the cabins this summer. Be prepared to present your cabin model to the class!Grade 5 End of the Year Unit: Summer CampActivity #2 – Planning for a PicnicCommon Core State Standard(s): 5.NF.45.NF.65.NF.7Standard(s) for Mathematical Practice: 2. Reason abstractly and quantitatively.4. Model with mathematics. 6. Attend to precision.Materials Needed:Blackline Master “Plan for a Picnic/Plan for a Picnic Part 2”RecipesComputer (optional) –For designing pamphletInstructions:1. Students will be working with fractions to find the amount of ingredients needed to make enough food for the 160 people attending the camp welcome picnic as well as finding the amount of ingredients to make each recipe fitting for a family of 4. 2. Present class with Blackline Master “Plan for a Picnic”. Have students work with a partner to rewrite the 4 recipes. Each partner group may decide how they would like to present the information. Students should be using models to display their work with fractions. 3. As students are working on revising recipes, have a few share. Have a few groups share one recipe to the class, allowing other students an opportunity to ask questions and critique each other’s work. You can repeat this process as you look at all 4 recipes.4. Present class with Blackline Master “Plan for a Picnic Part 2”. Have students again work with a partner (possibly change partners at this time) to create the pamphlet that will be sent home with the visiting families.5. Have students share their pamphlet with another partner group and give them time to check and ask questions to one another. Students should use appropriate vocabulary as they discuss their work with fractions.Plan for a Picnic4000500220472000The staff at Crystal Clear Lake Summer Camp hosts a welcome picnic for all campers and their families. They will have sandwiches and lots of sides to choose from. They have selected 4 of their favorite recipes to share. Your task is to calculate the amount of ingredients they will need to make each recipe for approximately 160 people. Plan for a Picnic Part 2The picnic was a success and many families have asked for the recipes. Since the recipes make more than what a family can eat, the staff has asked you to help them rewrite the recipes so they make a smaller amount. Your task is to rewrite each of the 4 recipes so that you can feed a family of 4. Create a small pamphlet thanking the families for attending the picnic and that includes the rewritten recipes.-571500-22860000Potato Salad(Serves 12-14 people)12 medium potatoes, cooked and diced2 1/4 cups mayonnaise3 tablespoons cider vinegar3 tablespoons sugar1 1/2 tablespoons yellow mustard1 1/2 teaspoons salt1 1/2 teaspoons garlic powder3/4 teaspoon pepper3 celery ribs, sliced1 1/2 cups onion, minced7 1/2 hard-boiled eggs1 1/2 to taste paprikaDirections:1. Boil peeled potatoes in salted water until done. Cool to room temperature.2. Place diced potatoes in large bowl.3. Mix mayonnaise, cider vinegar, sugar, mustard, salt, garlic powder, and pepper in another bowl.4. Add to potatoes.5. Add celery and onions and mix well.6. Stir in eggs.7. Sprinkle a little paprika on top.4914900-57150000Pasta Salad(Serves 8-10 people)1 (1 lb) box tri-colored pasta2 cups chopped green peppers2 cups diced tomatoes1 1/2 cups chopped red onions1/2 lb cubed provolone cheese (optional)1/2 lb sliced pepperoni1/2 cup sliced black olivesDRESSING3/4 cup extra virgin olive oil3/4 cup red wine vinegar 1/4 cup sugar1 tablespoon oregano1 teaspoon salt1/2 teaspoon pepperDirections:1. Mix together dressing first and set aside until sugar is dissolved completely.2. Cook pasta according to box directions and rinse under cold water until cool.3. Slice the sliced pepperoni circles in half and separate slices.4. Mix together with pasta and chopped items, except the provolone cheese.5. Pour dressing over it all and mix well.6. Chill well.7. Add provolone cheese to salad before serving, otherwise it gets soggy.8. You may have to add extra red wine vinegar or olive oil to get it to the desired consistency.-342900-57150000Asian Coleslaw(Serves 16-18 people)1/2 cup rice wine vinegar1/2 cup vegetable oil1/2 cup creamy peanut butter1/4 cup soy sauce1/4 cup brown sugar3 tablespoons minced fresh ginger root2 tablespoons minced garlic8 cups thinly sliced green cabbage3-1/4 cups thinly sliced red cabbage3-1/4 cups shredded napa cabbage3-1/4 red bell peppers, thinly sliced3-1/4 carrots, julienned9-1/2 green onions, chopped3/4 cup chopped fresh cilantroDirections:1. In a medium bowl, whisk together the rice vinegar, oil, peanut butter, soy sauce, brown sugar, ginger, and garlic.2. In a large bowl, mix the green cabbage, red cabbage, napa cabbage, red bell peppers, carrots, green onions, and cilantro. Toss with the peanut butter mixture just before serving.5143500-57150000Lemon Bars(Serves 12 people)For Base2 cups sifted flour1/2 cup powdered sugar1 cup butterFor Top4 large beaten eggs2 cups white sugar1/3 cup lemon juice1/4 cup flour1/2 teaspoon baking powder1/2 teaspoon fresh lemon rind (optional)Directions:1. For the base mix the butter into the flour and sugar.2. Mix with hands until it clings together.3. Press into a 13 x 9 x 2-inch pan.4. Bake at 350°F for 20-25 minutes or until lightly browned.5. For the filling, beat together eggs, sugar and lemon juice.6. Sift together flour and baking powder.7. Stir into egg mixture.8. Pour over baked, cooled crust.9. Bake at 350°F for 25 minutes.10. Cool and sprinkle with powdered sugar.11. Cut into bars.Grade 5 End of the Year Unit: Summer CampActivity #3 – Creating an Obstacle CourseCommon Core State Standard(s): 5.G.15.G.2Standard(s) for Mathematical Practice: 4. Model with mathematics. 6. Attend to precision.Materials Needed:Poster BoardGrid PaperColor Pencils/MarkersInstructions:1. Each cabin will compete in an obstacle course designed by another cabin. Your role is to design an obstacle course on a coordinate grid. You must decide on 8 stations for your course. Write the rules of each station and label each station on a coordinate grid. 2. Create the pathway to complete the obstacle course. In your pathway, write a description from point A to point B that describes the travel from point to point. Use appropriate mathematical language in your description.3. Have students share their course with another group and give them time to check and ask questions to one another. Students should use appropriate vocabulary as they discuss their coordinate grids.4. Have a few groups share their obstacle courses to the class, allowing other students an opportunity to ask questions and critique each other’s work. If students need to go back and make any revisions, give them time to do so. Students will be using their obstacle course in the next activity.Grade 5 End of the Year Unit: Summer CampActivity #4 – An Obstacle Course GameCommon Core State Standard(s): 5.G.15.G.2Various NBT standards such as… 5.NBT.5, 5.NBT.6, 5.NBT.7Standard(s) for Mathematical Practice:1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.4. Model with mathematics.Materials Needed:Poster BoardIndex CardsBlackline Master “Designing a Game Board”Instructions:1. Use your obstacle course to create a game board. Design a game board that will follow your pathway to each station on your obstacle course. At each station, provide summer camp themed questions and challenges that practice mathematical skills that we have worked on throughout the year. You can ultimately decide the rules of your game and what it will take to move along your path and to win the game. Some examples of questions and problems:The Mountaineer Cabin and Red Oak Cabin attend swimming every Monday and Wednesday each week. As part of their warm-up, each cabin member swims 12 laps. How many total laps do both cabins swim each week? (Remember each cabin has 8 members)For the craft project during camp, students will be creating garland out of cans to decorate their cabins and other areas on the grounds. The camp leader has set up 14 tables of equal amount of cans for campers to work at. If there are 1,470 cans total, how many cans are at each table?At the camp store, a postcard costs $0.74. If you buy 6 postcards, how much will it cost?2. Play your game as a group. What do you like most about your game?Are the rules of your game clear and easy to understand? If not, what can you change to make the game better? Can one person win the game?How is the pace of your game? Too fast? Too slow? What changes can you make to your game to make it better?Are there any changes that you need to make to your game after playing it through? If so, make those changes.3. Exchange your game with another group. Allow that group to play through your game once. After you both have finished, report back to one another. Review the questions above again. Discuss the positive components of each game as well as things that can be changed to make the games better. After each group has been given feedback, if you would like to make any additional revisions, do so.4686300-26670000Designing a Game BoardYour task as a small group is to create a game, using your obstacle course as a game board.You should include:Game Rules including information on how a winner is determinedGame (board, question cards, other game pieces)Question Cards should include summer camp themed questions that review mathematics that we have learned and practiced this year. Questions should be on one side of an index card and solutions on the other side. For example:The Mountaineer Cabin and Red Oak Cabin attend swimming every Monday and Wednesday each week. As part of their warm-up, each cabin member swims 12 laps. How many total laps do both cabins swim each week? (Remember each cabin has 8 members)For the craft project during camp, students will be creating garland out of cans to decorate their cabins and other areas on the grounds. The camp leader has set up 14 tables of equal amount of cans for campers to work at. If there are 1,470 cans total, how many cans are at each table?At the camp store, a postcard costs $0.74. If you buy 6 postcards, how much will it cost?The Mountaineer Cabin and Red Oak Cabin attend swimming every Monday and Wednesday each week. As part of their warm-up, each cabin member swims 12 laps. How many total laps do both cabins swim each week? (Remember each cabin has 8 members)For the craft project during camp, students will be creating garland out of cans to decorate their cabins and other areas on the grounds. The camp leader has set up 14 tables of equal amount of cans for campers to work at. If there are 1,470 cans total, how many cans are at each table?At the camp store, a postcard costs $0.74. If you buy 6 postcards, how much will it cost?Play your game as a group. What do you like most about your game?Are the rules of your game clear and easy to understand? If not, what can you change to make the game better? Can one person win the game?How is the pace of your game? Too fast? Too slow? What changes can you make to your game to make it better?Are there any changes that you need to make to your game after playing it through? If so, make those changes.Grade 5 End of the Year Unit: Summer CampActivity #5 – Summer Camp OlympicsCommon Core State Standard(s): 5.OA.3Standard(s) for Mathematical Practice: 2. Reason abstractly and quantitatively.4. Model with mathematics.5. Use appropriate tools strategically. 6. Attend to precision. 8. Look for and express regularity in repeated reasoning.Materials Needed:Grid PaperColor PencilsRulersBlackline Master “Summer Olympics”Blackline Master “Backwards Egg Walk”Blackline Master “Hop to It”Blackline Master “High Tower”Blackline Master “Circle O”StopwatchesPlastic EggsSpoonsPopcubesPaperPainters Tape or Masking Tape to mark 18 ft courseInstructions:1. Students will compete in Summer Camp Olympics. Teacher will need to set up stations around the room. There are 4 total stations. Plan ahead to make sure you have all materials ready prior to the lesson.2. Present Blackline Master “Summer Camp Olympics.” Discuss the components of each station as well as how students should complete each. Teacher should review variables and ask students to identify the independent and dependent variables of each experiment. Encourage students to use color pencils in the group graph and label each member. As students move to each station, it will be helpful for each student to keep the same color for each graph. Assign students to groups and then assign each group to a station to complete. Develop a plan to rotate students around to each task. 2. After students have completed all stations, ask each group to compare graph to graph. Students should compare Backwards Egg Walk to Hop to It, then High Tower to Circle O. Allow time for students to compare and contrast each set and then lead a classroom discussion on their findings. If you have a document camera, allow students to display their graphs as they share. This should be lead by students. 3. Have each group design their own Summer Camp Olympics. They will need to come up with several stations that the group finds interesting and may want to test. Have each group decide on one station that they would like to do and allow time for students to collect data and graph their results. Students should create a poster that highlights their game and include their data and graph. Allow time for students to do a gallery walk around the room to see what other groups did and then time for students to ask each other questions and critique one another’s work.-457200-22860000Summer Camp OlympicsIn order to meet new campers, the staff has put you into groups of 5 or 6 to compete in Summer Camp Olympics. You will compete at 4 stations:Backwards Egg WalkHop to ItHigh TowerCircle OCollect data in the group chart provided at each station and create a group graph on grid paper representing each member’s data. Write a description of your data comparing and contrasting individual data within the group. 5143500-80010000Backwards Egg WalkMaterials: 18 feet straight course measured, spoon, plastic egg, timerDirections: Given an 18 feet course, you will measure the time it takes you to walk backwards carrying an egg (plastic) on a spoon.NameDistanceTime (seconds)18 feet18 feet18 feet18 feet18 feet18 feetBased on your individual data above, each person should complete the table below and use their chart to graph their results on the group graph.DistanceTime (seconds)0 feet9 feet18 feet36 feet-571500-55816500Hop to ItMaterials: 18 feet straight course measured, timerDirections: Given an 18 feet course, you will measure the time it takes you to hop the distance.NameDistanceTime (seconds)18 feet18 feet18 feet18 feet18 feet18 feetBased on your individual data above, each person should complete the table below and use their chart to graph their results on the group graph.DistanceTime (seconds)0 feet9 feet18 feet36 feet5143500-57150000High TowerMaterials: popcubes, timerDirections: Given a tub of single pop cubes and 30 seconds, you will calculate how many cubes you can put together.NameNumber of CubesTime 30 seconds30 seconds30 seconds30 seconds30 seconds30 secondsBased on your individual data above, each person should complete the table below and use their chart to graph their results on the group graph.Number of CubesTime 0 seconds15 seconds30 seconds60 seconds5143500-45720000Circle OMaterials: paper, pen, timerDirections: Given 30 seconds, you will calculate how many circles you can draw.NameNumber of CubesTime 30 seconds30 seconds30 seconds30 seconds30 seconds30 secondsBased on your individual data above, each person should complete the table below and use their chart to graph their results on the group graph.Number of CubesTime 0 seconds15 seconds30 seconds60 seconds ................
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