Level 4 Module 5

module 5--lOUISIANA sTUDENT sTANDARDS

Louisiana Standards

5.NF.B.4Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
- 5.NF.B.4.bConstruct a model to develop understanding of the concept of multiplying two fractions and create a story context for the equation. [In general, (m/n) x (c/d) = (mc)/(nd).]
5.NF.B.6Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
5.MD.C.3Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
- 5.MD.C.3.aA cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.
- 5.MD.C.3.bA solid figure that can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
5.MD.C.4Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
5.MD.C.5Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume.
- 5.MD.C.5.aFind the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.
- 5.MD.C.5.bApply the formulas V = l × w × h and V = B × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real-world and mathematical problems.
- 5.MD.C.5.cRecognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real-world problems.
5.G.B.3Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.
For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
5.G.B.4Classify quadrilaterals in a hierarchy based on properties. (Students will define a trapezoid as a quadrilateral with at least one pair of parallel sides.)

Place Value Concepts for Decimal Fractions

Module 5 extends students’ understanding of tenths and hundredths as fractional units to recognizing tenths and hundredths as place value units. They compare decimal numbers and add mixed numbers and fractions with the unlike, but related, units of tenths and hundredths.

practice and practice partner

Practice = Homework: These are the problems that should be completed and turned in.

Practice Partner = Homework Helper: These go over examples to help you and your child with the homework.

If you click the icon to the left, it will open up the practice and practice partner pages in case your child loses his/her apply workbook.

tOPIC a Overview

Topic A

Drawing, Analysis, and Classification of Two-Dimensional Figures

Students construct, analyze, and classify trapezoids, kites, parallelograms, rectangles, rhombuses, and squares. They identify properties of quadrilaterals that involve pairs of parallel sides, angle measures, side lengths, diagonals, and lines of symmetry and use these properties to create a hierarchy of quadrilaterals. They use the hierarchy to determine the most specific name of any quadrilateral and all names for the quadrilateral.

tOPIC B Overview

Topic B

Areas of Rectangular Figures with Fraction Side Lengths

Students find areas of rectangles with fraction side lengths, first by tiling with tiles that are squares with unit-fraction side lengths and then by tiling with rectangles with fraction side lengths. Through reasoning, students determine that the area of any rectangle, including one with fraction side lengths, can be found by multiplying the rectangle’s length by its width. Students use an area model to multiply mixed numbers, and then they solve real-world and mathematical problems involving multiplication of mixed numbers.

tOPIC C Overview

Topic C

Volume Concepts

In their first formal study of volume, students count the number of unit cubes that pack right rectangular prisms. Then they build right rectangular prisms with improvised units to find volume by using something other than unit cubes. They compose and decompose right rectangular prisms into layers in different ways, finding the volume of each layer and multiplying the number of layers by the volume of each layer to find the volume of the right rectangular prism. Students explore conceptual ideas about volume and capacity by differentiating between packing with cubes and filling with a liquid.

tOPIC D Overview

Topic D

Volume and the Operations of Multiplication and Addition

Students synthesize the work of topic C by determining that the volume of any right rectangular prism is calculated either by multiplying the area of the base by the height, V = B × h, or by multiplying the three dimensions of the prism, V = l × w × h. They use these two formulas to find volumes and unknown dimensions of right rectangular prisms in both mathematical and real-world problems. Students find the volume of a figure composed of right rectangular prisms by decomposing the figure into right rectangular prisms, finding the volume of each prism, and adding the volumes together.

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FAMILY MATH LETTERS are found in your child's Apply Workbook. This workbook will be utilized for homework and should stay with your child (never at the school). There will be a FAMILY MATH LETTER for each Module Topic.

Module 5 TA --- page
Module 5 TB --- page
Module 5 TC --- page
Modudle 5 TD --- page

VIDEO LESSONS--- Click on the link below to access Kristin Wolfgang's Eureka Math Squared Module 5 playlist. There are ??? videos you can view to help you better understand the math content.

WAITING ON PLAYLIST!

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