Grade+5+Math

​​​ **Being Assessed** || ** Files ** ||
 * **Assessment Title** || **Assessment Description** || **Strands/Outcomes**
 * **//DIPTY'S DESTINATION//** || Dipty the alien has texted you on your cell phone from his space ship. There has been an emergency on his planet and he is coming to seek your help. In order for him to come to planet earth he will need you to design and build a landing pad for his spaceship. || Number Sense: Objective 5 – Demonstrate, with and without concrete materials, an understanding of multiplication (2 digit by 2 digit) to solve problems.

The Dipty's work pages for notebook are meant for those students who will struggle with this 2 digit multiplication activity. The teacher or EA can use these on the SMART board with a small group, or use it with the entire class at the end of the activity. ||

|| To make the data collection more relevant, the teacher may wish to schedule a field trip to a pet store and require students to gather necessary information themselves. || __Objective 1:__ Demonstrate with and without concrete materials, an understanding of multiplication to solve problems. __Objective 2:__ Demonstrate, and without concrete materials, an understanding of division and interpret remainders to solve problems __Objective 3:__ Demonstrate an understanding of addition and subtraction of decimals. || || __ Objective 2: __ Relate decimals to fractions and fractions to decimals __ Objective 3: __ Demonstrate an understanding of fractions by using concrete, pictorial and symbolic representations to; create sets of equivalent fractions and compare fractions with like and unlike denominators. || || SLE #9: Perform, concretely, a single transformation (translation, rotation or reflection) of a 2-D shape, and draw the image.[C, CN, T, V] [ICT: C6–2.1] || || SLE 1 - Represent and describe whole numbers to 1 000 000.[C, CN, V, T] [ICT: C6–2.2] General Outcome
 * **//FARM SENSE//** || You have inherited your great-great-great-great Grandfather’s farm. The farm has been abandoned and run-down for the last 25 years. Before you can live on the land, you must redesign and reconstruct the buildings in the farm yard. You will need to build a fence around your yard and design the layout of the buildings. || SLO 2: Design and construct different rectangles, given either perimeter or area, or both (whole numbers) and make generalizations. || [[file:Farm+Sense.docx]] ||
 * **//PETS & PET FOOD//** || This assessment asks the students to demonstrate their multiplication and division skills while investigating the costs involved in owning a pet.
 * **//FRACTIONS AT THE FAIR//** || This assessment allows the teacher to evaluate students’ ability to work with fractions. In Task 1, students demonstrate their understanding of fractions by drawing pictures of given fractions. Task 2 requires students to demonstrate their understanding of equivalent fractions. In Task 3, fractions with unlike denominators are compared. || __ Objective 1: __ Describe and represent decimals concretely, pictorially and symbolically
 * **//TRANSFORMATIONS BOOK//** || Your task is to create a book based on Margaret Wise Brown’s book, __The Important Book,__ about types of transformations as they are studied. || SLE #8: Identify and describe a single transformation, including a translation, rotation and reflection of 2-D shapes.[C, T, V] [ICT: C6–2.1]
 * **=**//If I Had a Million?//**=** || Your task is to create a booklet based on David Schwartz's book, __How Much is a Million?__ ||

Use direct and indirect measurement to solve problems. SLE 3 - Demonstrate an understanding of measuring length (mm) by: • - selecting and justifying referents for the unit mm modelling and - describing the relationship between mm and cm units, and between mm and m units || || ü Select, demonstrate, and defend the use of appropriate units of measure. ü Select and use appropriate metric units (centimeter, meter) and measuring instruments (e.g., rulers,, measuring tape, meter stick). ü Estimate and measure quantities such as length and capacity. ü Solve problems using measuring instruments and technology. ** Statistics and Probability ** ü Construct and interpret double bar graphs to draw conclusions. || ||
 * Olympic Event || Students will design an Olympic event. At least ten students participate in the event. The results are measured and recorded. Graphs are made of the data. || ==== ** Measurement ** ====