Annotated lesson sequence: Grade 5/6
(download editable lesson sequence)
(download support documents)
Learning Experience 1 | Learning Experience 2 | Learning Experience 3 | Learning Experience 4 | Learning Experience 5
Big Ideas:
Numerical
Measurement
Source: Charles, R.I. (2005).Big ideas and understandings as the foundation for elementary and middle school mathematics. Journal of Mathematics Education Leadership. 7, 1-16.
Overall Expectation:
Grade 5
Grade 6
Specific Expectations:
Grade 5
Grade 6
Getting Involved with the Project
Amanda Cameron, from RCCDSB discusses her involvement with the EOCCC Math Inquiry project and the benefits of the resources it has generated.
Impact on Teaching
Amanda Cameron, from RCCDSB discusses how
the EOCCC Math Inquiry Project has impacted
teaching and learning in her classroom
Teaching Across the Grades
Amanda Cameron teaches in a small, rural school in RCCDSB. The small student population leads to a unique set up in her classroom.
Non-permanent Surfaces
Amanda Cameron discusses how she has adapted her teaching due to students increased engagement with non-permanent surfaces.
Planning Together
Marilyn Vollebregt discusses the benefits of collaboration when designing the lesson sequence.
Making Sense of Estimation
Marilyn Vollebregt explains some of the challenges she faces when helping students understand why estimation is an important skill in mathematics.
Importance of Developing Estimation Skills
Marilyn Vollebregt explains why she feels it is
important to help students develop estimation skills.
Learning Goal: I can round whole and/or decimal numbers in order to estimate sums.
Number Sense: Rounding Whole Numbers & Decimals to Estimate Sums
Overall Expectation:
Grade 5
Grade 6
Specific Expectations:
Grade 5
Grade 6
Diagnostic Assessment
Marilyn Vollebregt discusses what the diagnostic assessment task from Learning Experience 1 revealed about students' understanding of estimation
Rethinking the Sequence
Amanda Cameron discusses why she altered the lesson sequence based on observations of her student learning during the first portion of the lesson sequence
Rounding War
[ENLARGE]
Flexible Classrooms
Minds On (10 mins.) *Diagnostic Assessment
Individually, students will select and complete one of the following questions on a cue card:
“Three Corners”- each student will meet with the other students who worked on the same problem and discuss their strategies.
Each group will explain their strategies orally to the class.
Teacher will collect the cue cards and use for pre-assessment purposes
Action (30 mins.)
Students will select one of the activities below to demonstrate their knowledge and understanding of rounding numbers for estimation purposes.
Consolidation (15 mins.)
Facilitate a whole group discussion about rounding as an estimation strategy and develop a list of the important Math vocabulary related to rounding, estimation and reasonableness.
Introduce the Learning Goal for the week and co-create an anchor chart based on the group discussion.
Reflection (5-10 mins.)
In their math journal, students will reflect on the questions:
Access the quick and easy printable labels for Student Math Journals using Avery shipping labels (48163)
Student Math Journal Printable Labels
[ENLARGE]
Learning Goal: I can use rounding and estimation to solving problems involving money amounts.
Number Sense: Money, Rounding and Estimating Sums/Differences
Overall Expectation:
Grade 5
Grade 6
Specific Expectations:
Grade 5
Grade 6
Minds On Activity
Collaborating on VNPS
Productive Struggle
Anchor Charts
Anticipating Student Response
Students share their solutions to the Uniform Task
Uniform Task Consolidation
Setting up the Gallery Walk
Reflections on the Gallery Walk
Minds On (10 mins.)
Group Activity: Over/ Under
Grade 5 - Uniforms for Sale!
Have the students work with a partner to determine the approximate cost of 2 different uniform combinations at the regular cost and at the sale price. Have students determine their approximate saving on each outfit (early finishers can determine the approximate savings if they were to purchase all their outfits). Click here for the Uniform Sale Flyer and a recording sheet for this activity.
[ENLARGE]
Consolidation (15 mins.) Gallery Walk
Conduct a Gallery Walk. Students will display their work and then travel with their partner to observe the work of other groups. As students circulate, ask them to reflect on the questions:
Have students share what they found and add any new information to the anchor chart started during Learning Experience 1.
Exit Ticket (10 mins.) (dowload printable exit tickets)
Students will round the money amount to the nearest $1.00, $10.00...etc. (K&U)
[ENLARGE]
Learning Goal: I can use real life benchmarks to estimate and compare measurements.
Number Sense & Measurement: Using Benchmark Measurements to Estimate and Compare Size
Overall Expectation:
Grade 5
Grade 6
Specific Expectations:
Grade 5
Grade 6
Elbow Partners
Assessment
Amanda uses a google form that she has created to document student thinking and to keep track of her observations. These entries are then tabulated in a google spreadsheet for her with a time stamp and any files she uploaded such as a picture or video of the student's thinking. Below are a few screen captures of the "look fors" she has created and that she tracks.
Minds On (10 - 15 mins.) *Diagnostic Assessment
Individually, students will select and complete one of the two tasks below:
Have students share their reasoning with an elbow partner. Then have them measure the items. For mass the teacher can provide students with a 50 g mass to compare their object with.
*Remind students (using the chart) about the vocabulary they should be listening for. This is also an opportunity to practice the math talk skill of repeating the explanations of others in their own words, as students share what their partner thinking with the group.
Action (25 mins)
Students will work independently or in pairs to complete a measurement scavenger hunt.
Consolidation/Reflection (20 mins.)
Have students write in their math journals using the prompt
Students will turn and talk to their elbow partner about their written reflection. They will be asked to consider the following questions:
New ideas or vocabulary will be added to the anchor chart.
Access the quick and easy printable labels for Student Math Journals using Avery shipping labels (48163)
Learning Goal: I can use benchmark fractions to compare and order fractional representation, decimals and/or percent.
Number Sense: Benchmark Fractions and Fractional Representations and Percentages
Overall Expectation:
Grade 5
Grade 6
Specific Expectations:
Grade 5
Grade 6
Anticipating Responses
Amanda Cameron discusses what she anticipates how her students will respond to the activities planned.
Prior Knowledge
Which One Doesn't Belong - Intro
Which One Doesn't Belong - Student Thinking
Sorting Using Number Lines - Intro
Sorting Using Number Lines - Ways of Working
Sorting Using Number Lines - Teacher Feedback
Exit Task
"I think that the 1 box with the question mark is .50 because it is around half way between 1.0 and 0.1.Also I think that 2 box with e question mark is 1.75"
[ENLARGE]
Minds On (10 mins.)
Group activity: Which one doesn’t belong?
Display the four images below.
Ask students to examine the images and write their response on a sticky note. They will then group their sticky notes according to the image they selected. Students will share their thinking with the class.
* Important to allow students to discover that fractional representations can be seen in different ways (a picture showing ¼ can may also show ¾).
[ENLARGE]
Action (25 mins.)
* Can be completed as a group or individual task, and can also be completed as a digital- independent task using the Explain Everything App.
Students are given 5-10 numbers and/or other representations (percents for grade 6) and are asked to examine the representations and organize/order them on an open number line. Below are some images of numbers/representations that can be used for activity. (download printable images)
[ENLARGE]
*for assessment purposes, students can record their thinking by using the video setting on an iPad. They can place the iPad on the desk and simply record their discussions about the placement of their numbers/images. *looking specifically for talk involving reasoning for their estimated placements
Consolidation (15 mins.)
Facilitate a whole group discussion about the representations and number lines. Important questions to explore:
Exit Ticket (10 mins.) (download printable exit ticket)
Students will individually answer the question below on a cue card at the end of the lesson. (A & C)
[ENLARGE]
Learning Goal: I can apply my knowledge and understanding of estimation strategies and benchmarks to reason and prove my thinking.
Number Sense & Proportional Reasoning: Estimating Sums and Differences.
Overall Expectation:
Grade 5
Grade 6
Specific Expectations:
Grade 5
Grade 6
Action (60 mins) Centers
*teacher chooses 3 centers from below and makes two of each of the 3
Students will work in groups of 4-5 at each Center. They will rotate every 15-20 mins or the time can be lengthened, with centers happening over a two day span
Consolidation/Reflection Journal (10 mins.)
Students will reflect on the following questions in their Math Journal:
Access the printable labels for Student Math Journals using Avery shipping labels (48163).