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5th Grade EngageNY/Eureka Math Module 3 - Application Problem Workbook

5th Grade EngageNY/Eureka Math Module 3 - Application Problem Workbook
5th Grade EngageNY/Eureka Math Module 3 - Application Problem Workbook
5th Grade EngageNY/Eureka Math Module 3 - Application Problem Workbook
5th Grade EngageNY/Eureka Math Module 3 - Application Problem Workbook
5th Grade EngageNY/Eureka Math Module 3 - Application Problem Workbook
5th Grade EngageNY/Eureka Math Module 3 - Application Problem Workbook
5th Grade EngageNY/Eureka Math Module 3 - Application Problem Workbook
5th Grade EngageNY/Eureka Math Module 3 - Application Problem Workbook
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  1. This is a bundle including all 6 student workbooks for Engage NY 5th Grade Math.. While this does correlate to a specific curriculum, these problems can be used alone as well for practice with fraction word problems. You do not need to teach Engage NY to be able to teach students how to problem solv
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  2. This Engage NY MEGA BUNDLE combines three of my most popular Engage NY resources in one huge download! WIth this file, youll get the application problem workbooks, the "I Can" lesson goal posters, and the vocabulary posters. These resources have helped me keep my instruction on track while working t
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  • Product Description
  • Standards
This is a student workbook covering all application problems for EngageNY Grade 5 Math Module 3. While this does correlate to a specific curriculum, these problems can be used alone as well for practice with fraction word problems.

The application questions have been typed up to create a workbook that students can pull out to solve their math application problems for each lesson. Gone are the days of rushing to write the problem on the board, sliding your notebook under the document camera while hiding the answer, or cutting and pasting typed questions into notebooks.

There is also a teacher answer key included for easy reference during class and a black and white version for even easier printing! In addition, a half-page print option is available with two copies per page for easy copying and cutting to create booklets.

Just print, bind or staple and go! The pages can also be used individually if you'd prefer to just hand out a one-sheet application problem individually during the lesson.

This resource can be used without the EngageNY curriculum as an application problem workbook. It could easily stand alone as a word problem set. However, the curriculum is also available for free at https://www.engageny.org/resource/grade-5-mathematics-module-3.

Check out my other products for EngageNY 5th Grade Math - Module 3

Assessment Practice:
Mid-Module Review
Mid-Module Take-Home Practice


Parent Informational Letters:
Lessons 1-2 Parent Letter
Lessons 3-7 Parent Letter
Lessons 8-12 Parent Letter
Lessons 13-16 Parent Letter


Workbooks:
Practice Booklet


Posters:
Key Vocabulary Posters
Learning Targets


Task Cards:
Adding and Subtracting Fractions with Like Denominators
Adding and Subtracting Fractions with Unlike Denominators


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to see state-specific standards (only available in the US).
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Total Pages
68 pages
Answer Key
Included
Teaching Duration
1 month
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