Unit 4 Patterns in addition &

multiplication

Unit 5geometry

UNIT 4- OA 8: Two Step Word Problems

•Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

EXAMPLES:

Johnny went to the store. He bought 3 shirts for $7. He gave the cashier $30. How much change will he get back?

Anne earned $3 an hour baby-sitting, and $4 an hour working in the garden. Last week she did baby-sitting for 5 hours and garden work for 3 hours. How much more money does she need to buy a game that costs $35?

UNIT 4- OA 9: IDENTIFY PATTERNS(This is a review- we have covered this standard through out

the year)

•Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

For example:

Observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

MD 5: Attributes of plane figures•R

ecognize area as an attribute of plane figures and understand concepts of area measurement. • A square with side length 1 unit, called “a unit square,” is said

to have “one square unit” of area, and can be used to measure area. • A plane figure which can be covered without gaps or overlaps

by n unit squares is said to have an area of n square units.

Students can cover the rectangle with the squares to

find out how many square units it is.

1 sq. unit

UNIT 4- MD 6: Counting Unit Squares

•Measure areas by counting unit squares

(square cm, square m, square in, square ft, and improvised units).

To find the area: count the blocks that make up the rectangle.

Area= 24 square units

UNIT 4- MD 7: AreaRelate area to the operations of multiplication and addition. •Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. •Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. •Use tiling to show in a concrete case that the area of a rectangle with whole- number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. •Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

•Examples on the next slide

UNIT 4- MD 7: Area continued

6 in.1 in3

in.

2 in.

Box A- 6in x 1in = 6inBox B- 2in x 2in = 4in

6in + 4in = 10 sq in.

Box A

BoxB

Area as an Additive

Counting Units

Find the area of one unit. Then count all the boxes.

2cm x 2cm = 4 cm4cm x 4 boxes= 16 sq. cm

2 cm

2 cm

3in 5in.

Area= length x width3in x 5in = 15 sq in.

Simple Area

Unit 5- G1: Geometric shapes•U

nderstand that shapes in different categories (e.g. rhombuses, rectangles, and others) may share attributes (e.g. having four sides) and that they share attributes can define a larger category (e.g. quadrilaterals).

• Recognize rhombuses, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories.

UNIT 5- G2: Partition Shapes•P

artition shapes into parts with equal areas.

•Express the area of each part as a unit fraction of the whole. For example partition a shape into four parts with equal area, and describe the area of each part as one fourth of the area of the shape.

Shade 4/8 of the circle

Shade 5/12 of the rectangle

Shade ½ of the triangle