Bridges Math Academic Vocabulary & Math Strategies Journals - Unit 7

Bridges Math Academic Vocabulary & Math Strategies Journals - Unit 7
Bridges Math Academic Vocabulary & Math Strategies Journals - Unit 7
Bridges Math Academic Vocabulary & Math Strategies Journals - Unit 7
Bridges Math Academic Vocabulary & Math Strategies Journals - Unit 7
Bridges Math Academic Vocabulary & Math Strategies Journals - Unit 7
Bridges Math Academic Vocabulary & Math Strategies Journals - Unit 7
Bridges Math Academic Vocabulary & Math Strategies Journals - Unit 7
Bridges Math Academic Vocabulary & Math Strategies Journals - Unit 7
File Type

PDF

(2 MB|22 pages)
Standards
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  1. Do you use Bridges math with your fifth graders? Do your students struggle with keeping track of the academic vocabulary along with the variety of strategies that they are using? Do their parents have difficulty helping them with those strategies at home? This product is designed to help both you
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  • Standards
Do you use Bridges math with your fifth graders? Do your students struggle with keeping track of the academic vocabulary along with the variety of strategies that they are using? Do their parents have difficulty helping them with those strategies at home? This product is designed to help both your students and their parents!

At the beginning of the unit, send an answer key for the academic vocabulary and the math strategies home so parents can use it to help their child throughout the unit. The students will use their journals in class to record definitions for the academic vocabulary and examples of each of the strategies you will be practicing together.

This set includes an academic vocabulary journal with answer key and a math strategies journal with answer key for Unit 7 of Bridges Math for 5th grade.

Need the journals for Unit 1? You can find them here:
Bridges Math Academic Vocabulary Math Strategies & Journals - Unit 1

Need the journals for Unit 2? You can find them here:
Bridges Math Academic Vocabulary & Math Strategies Journals - Unit 2

Need the journals for Unit 3? You can find them here:
Bridges Math Academic Vocabulary & Math Strategies Journals - Unit 3

Need the journals for Unit 4? You can find them here:
Bridges Math Academic Vocabulary & Math Strategies Journals - Unit 4

Need the journals for Unit 5? You can find them here:
Bridges Math Academic Vocabulary & Math Strategies Journals - Unit 5

Need the journals for Unit 6? You can find them here:
Bridges Math Academic Vocabulary & Math Strategies Journals - Unit 6

Need the journals for Unit 8? You can find them here:
Bridges Math Academic Vocabulary & Math Strategies Journals - Unit 8

Copyright 2018 Stephanie Rye - Forever in Fifth Grade
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Log in to see state-specific standards (only available in the US).
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
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.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
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?
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.
Total Pages
22 pages
Answer Key
Included
Teaching Duration
1 month
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