Subject

Grade Levels

Resource Type

File Type

Product Rating

Standards

CCSSMP1

CCSS5.NF.A.2

CCSS4.NF.B.4c

CCSS4.NF.A.1

CCSS5.OA.A.2

- Product Description
- StandardsNEW

Are you looking for a new and engaging way to get your students to study new **math vocabulary** terms? Then this **EDITABLE** resource is JUST for you!

This foldable flipbook can be used with **ANY** set of mathematics vocabulary terms.

Simply type in the standard you are working on and 7 vocabulary words that you want your students to practice and then press print!

When you are complete and want to use the activity again, just hit the "clear button" and type in your new set of vocabulary words.

You will have **5 different activities** to choose from.

**Included Activities:**

* Draw/glue an illustration to represent the vocabulary word.

* Give an example & non-example

* Write a word problem using the given word

* Write the definition and give an example

* Solve a given problem

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Log in to see state-specific standards (only available in the US).

CCSSMP1

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.

CCSS5.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.

CCSS4.NF.B.4c

Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

CCSS4.NF.A.1

Explain why a fraction π’/π£ is equivalent to a fraction (π― Γ π’)/(π― Γ π£) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

CCSS5.OA.A.2

Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation βadd 8 and 7, then multiply by 2β as 2 Γ (8 + 7). Recognize that 3 Γ (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

Total Pages

17 pages

Answer Key

N/A

Teaching Duration

N/A

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