5th Grade Math Engage New York Aligned Activities: Module 6

5th Grade Math Engage New York Aligned Activities: Module 6
5th Grade Math Engage New York Aligned Activities: Module 6
5th Grade Math Engage New York Aligned Activities: Module 6
5th Grade Math Engage New York Aligned Activities: Module 6
5th Grade Math Engage New York Aligned Activities: Module 6
5th Grade Math Engage New York Aligned Activities: Module 6
5th Grade Math Engage New York Aligned Activities: Module 6
5th Grade Math Engage New York Aligned Activities: Module 6
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(4 MB|42 pages)
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  1. Are you looking for a way to bring more engagement to Engage New York or Eureka Math? These activity pages give students more practice with all of the topics covered in Engage New York Grade 5.You get one activity per lesson in the module. Each activity is interactive. Students sort and match cards,
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Are you looking for a way to bring more engagement to Engage New York or Eureka Math? These activity pages give students more practice with all of the topics covered in Engage New York Grade 5, Module 6.

You get one activity per lesson in the module. Each activity is interactive. Students sort and match cards, generate numbers using dice, and solve unique problems to practice the learning target of the lesson. They can show their work in their math notebooks or on the provided recording sheets.

Students can repeat the activity as many times as necessary because they are creating the problems as they work. This program combines the ease of worksheets with the fun of interactive activities.

Covered in this module:

⭐ coordinate plane

⭐ graphing

⭐ parallel lines

⭐ perpendicular lines

⭐ symmetry

Are you looking for another module?

Grade 5, Module 1

Grade 5, Module 2

Grade 5, Module 3

Grade 5, Module 4

Grade 5, Module 5

Grade 5, Module 6

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Log in to see state-specific standards (only available in the US).
Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., 𝘹-axis and 𝘹-coordinate, 𝘺-axis and 𝘺-coordinate).
Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
Total Pages
42 pages
Answer Key
Not Included
Teaching Duration
1 month
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