Math

# 5th Grade Math--Quarter 2, FLEX

This 8-week FLEX class provides curriculum, instruction, and interaction for second quarter mathematics for fifth grade. Numbers sense, fractions, and decimal are covered.

9-12

year olds

1-10

learners per class

### $100

Charged upfront

$13 per week

Flexible schedule

Over 8 weeks

No live meetings

There are no open spots for this class, but you can request another time or scroll down to find more classes like this.

## Description

### Class Experience

Each week, students will get a series of videos on the scheduled topics. In addition, worksheets and practice activities are provided. Once the students feel confident, they can take an online assessment to find out if they've mastered the concept. Activities Include: Kahoot games against classmates Boom Cards Blooket challenges against classmates Interactive Nearpod lessons Worksheets (online and printable) Pixel Art challenges Education.com assignments and games ---Comparing the size...

CCSS.MATH.CONTENT.5.NF.A.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2. Apply and extend previous understandings of multiplication and division. CCSS.MATH.CONTENT.5.NF.B.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? CCSS.MATH.CONTENT.5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. CCSS.MATH.CONTENT.5.NF.B.4.A Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = (ac)/(bd). CCSS.MATH.CONTENT.5.NF.B.4.B Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. CCSS.MATH.CONTENT.5.NF.B.5 Interpret multiplication as scaling (resizing), by: CCSS.MATH.CONTENT.5.NF.B.5.A Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. CCSS.MATH.CONTENT.5.NF.B.5.B Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1. CCSS.MATH.CONTENT.5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. CCSS.MATH.CONTENT.5.NF.B.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1 CCSS.MATH.CONTENT.5.NF.B.7.A Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3. CCSS.MATH.CONTENT.5.NF.B.7.B Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4. CCSS.MATH.CONTENT.5.NF.B.7.C Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? Convert like measurement units within a given measurement system.

All work is done out of class. Amount of time depends on the students but there are generally 2-4 printable practice pages per concept, 3 online games and activities, and an online quiz.

A math notebook to take notes A folder to keep printable worksheets

Letter grades for online assignments and quizzes as well as for the overall course can be provided upon request.

No live meetings, and an estimated 2 - 4 hours per week outside of class.

## Offered by

Kristina Rinard, Etc.Lifelong Teachers and Learners

🇺🇸

Lives in the
United States334 total reviews

414 completed classes

#### About Us

We are so excited to share with our students the things we are passionate about. Our classes include: *social studies *math concepts *language arts *project based instruction *unique history and biographies *circle...