Easel by TpT
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Interactive resources you can assign in your digital classroom from TpT.
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Easel Activities
Pre-made digital activities. Add highlights, virtual manipulatives, and more.
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5th Grade Math Projects Bundle! Enrichment All Year, CCSS, PDF or Digital!

Gina Kennedy
10.7k Followers
Grade Levels
5th, Homeschool
Standards
Formats Included
  • Zip
  • Activity
Pages
21 pages
$9.99
Bundle
List Price:
$15.00
You Save:
$5.01
$9.99
Bundle
List Price:
$15.00
You Save:
$5.01
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Gina Kennedy
10.7k Followers
Includes Easel Activities
Some resources in this bundle include ready-to-use interactive activities that students can complete on any device. Easel by TpT is free to use! Learn more.

Products in this Bundle (6)

    showing 1-5 of 6 products

    Description

    5th Grade Math Enrichment Projects for the Entire Year! Covering all of the Common Core 5th Grade Math Standards! I have bundled all of my 5th grade math enrichment projects to provide you with challenging, fun and creative math projects for all of the difficult math standards. No more, "I'm done, what do I do!" The six menus (54 projects) included with this resource are directly related to specific standards and are excellent for early finishers, advanced learners or whole class fun.

    Perfectly suitable for distance learning.

    The projects are directly aligned to the CCSS 5th Grade Math Standards, but suitable to any 5th grade math curriculum.

    Each resource also includes a vocabulary handout, standard explanation and rubric.

    .

    Fifty-Four Math Projects that Cover the Following Topics:

    Place Value, Decimals and Operations

    Algebra, Patterns and Relationships

    Fractions and Operations

    Measurement: Volume

    Measurement: Conversions and Data

    Geometry

    All new products in my store are 50% off the first 24 hours. Be sure to follow my store above to receive notice within the first 24 hours that new products are listed.

    For more information on each individual resource in this bundle, click on the product links below. (All products may be purchased separately).

    5th Grade Place Value, Decimals and Operations Projects

    5th Grade Algebra and Patterns Projects

    5th Grade Fractions Enrichment Projects

    5th Grade Math Volume Enrichment Projects

    5th Grade Measurement Conversions Projects

    5th Grade Geometry Projects

    Total Pages
    21 pages
    Answer Key
    Rubric only
    Teaching Duration
    1 Year
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    Standards

    to see state-specific standards (only available in the US).
    Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
    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.

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