nys common core mathematics curriculum lesson 7 homework 5.1

Common Core Grade 5 Math (Worksheets, Homework, Lesson Plans)

Looking for video lessons that will help you in your Common Core Grade 5 Math classwork or homework? Looking for Common Core Math Worksheets and Lesson Plans that will help you prepare lessons for Grade 5 students?

The following lesson plans and worksheets are from the New York State Education Department Common Core-aligned educational resources. The Lesson Plans and Worksheets are divided into six modules.

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Eureka Math Grade 5 Module 1 Lesson 7 Answer Key

Engage ny eureka math 5th grade module 1 lesson 7 answer key, eureka math grade 5 module 1 lesson 7 sprint answer key.

Question 1. 0 10 Answer:-  5

Question 2. 0 1 Answer:- 0.5

Question 3. 0 0.01 Answer:- 0.05

Question 4. 10 20 Answer:- 15

Question 5. 1 2 Answer:- 1.5

Question 6. 2 3 Answer:-2.5

Question 7. 3 4 Answer:- 3.5

Question 8. 7 8 Answer:- 7.5

Question 9. 1 2 Answer:- 1.5

Question 10. 0.1 0.2 Answer:- 0.15

Question 11. 0.2 0.3 Answer:- 0.25

Question 12. 0.3 0.4 Answer:- 0.35

Question 13. 0.7 0.8 Answer:- 0.75

Question 14. 0.1 0.2 Answer:- 0.5

Question 15. 0.01 0.02 Answer:- 0.015

Question 16. 0.02 0.03 Answer:- 0.025

Question 17. 0.03 0.04 Answer:- 0.035

Question 18. 0.07 0.08 Answer:- 0.075

Question 19. 6 7 Answer:- 6.5

Question 20. 16 17 Answer:- 16.5

Question 21. 38 39 Answer:- 38.5

Question 22. 0.4 0.5 Answer:- 0.45

Question 23. 8.5 8.6 Answer:- 8.55

Question 24. 2.8 2.9 Answer:- 2.85

Question 25. 0.03 0.04 Answer:- 0.035

Question 26. 0.13 0.14 Answer:- 0.135

Question 27. 0.37 0.38 Answer:- 0.375

Question 28. 80 90 Answer:- 85

Question 29. 90 100 Answer:- 95

Question 30. 8 9 Answer:- 8.5

Question 31. 9 10 Answer:- 9.5

Question 32. 0.8 0.9 Answer:- 0.85

Question 33. 0.9 1 Answer:- 0.95

Question 34. 0.08 0.09 Answer:- 0.085

Question 35. 0.09 0.1 Answer:- 0.095

Question 36. 26 27 Answer:- 26.5

Question 37. 7.8 7.9 Answer:- 7.85

Question 38. 1.26 1.27 Answer:- 1.265

Question 39. 29 30 Answer:- 29.5

Question 40. 9.9 10 Answer:- 9.95

Question 41. 7.9 8 Answer:- 7.95

Question 42. 1.59 1.6 Answer:- 1.595

Question 43. 1.79 1.8 Answer:- 1.795

Question 44. 3.99 4 Answer:- 3.995

Question 1. 10 20 Answer:- 15

Question 2. 1 2 Answer:- 1.5

Question 3. 0.1 0.2 Answer:- 0.5

Question 4. 0.01 0.02 Answer:- 0.015

Question 5. 0 10 Answer:- 5

Question 6. 0 1 Answer:- 0.5

Question 7. 1 2 Answer:- 1.5

Question 8. 2 3 Answer:- 2.5

Question 9. 6 7 Answer:- 6.5

Question 10. 1 2 Answer:- 1.5

Question 11. 0.1 0.2 Answer:- 0.15

Question 12. 0.2 0.3 Answer:- 0.25

Question 13. 0.3 0.4 Answer:- 0.35

Question 14. 0.6 0.7 Answer:- 0.65

Question 15. 0.1 0.2 Answer:- 0.15

Question 16. 0.01 0.02 Answer:- 0.015

Question 17. 0.02 0.03 Answer:- 0.025

Question 18. 0.03 0.04 Answer:- 0.035

Question 19. 0.06 0.07 Answer:- 0.065

Question 20. 7 8 Answer:- 7.5

Question 21. 17 18 Answer:- 17.5

Question 22. 47 48 Answer:- 47.5

Question 23. 0.7 0.8 Answer:- 0.75

Question 24. 4.7 4.8 Answer:- 4.75

Question 25. 2.3 2.4 Answer:- 2.35

Question 26. 0.02 0.03 Answer:- 0.025

Question 27. 0.12 0.13 Answer:- 0.125

Question 28. 0.47 0.48 Answer:- 0.475

Question 29. 80 90 Answer:- 85

Question 30. 90 100 Answer:- 95

Question 31. 8 9 Answer:- 8.5

Question 32. 9 10 Answer:- 9.5

Question 33. 0.8 0.9 Answer:- 0.85

Question 34. 0.9 1 Answer:- 0.95

Question 35. 0.08 0.09 Answer:- 0.085

Question 36. 0.09 0.1 Answer:- 0.095

Question 37. 36 37 Answer:- 36.5

Question 38. 6.8 6.9 Answer:- 6.85

Question 39. 1.46 1.47 Answer:- 1.465

Question 40. 39 40 Answer:- 39.5

Question 41. 9.9 10 Answer:- 9.95

Question 42. 6.9 7 Answer:- 6.95

Question 43. 1.29 1.3 Answer:- 1.295

Question 44. 6.99 7 Answer:- 6.995

Eureka Math Grade 5 Module 1 Lesson 7 Problem Set Answer Key

Fill in the table, and then round to the given place. Label the number lines to show your work. Circle the rounded number.

Eureka Math Grade 5 Module 1 Lesson 7 Exit Ticket Answer Key

Use the table to round the number to the given places. Label the number lines, and circle the rounded value. 8.546

Eureka Math Grade 5 Module 1 Lesson 7 Homework Answer Key

Question 4. On a Major League Baseball diamond, the distance from the pitcher’s mound to home plate is 18.386 meters. a. Round this number to the nearest hundredth of a meter. Use a number line to show your work.

b. How many centimeters is it from the pitcher’s mound to home plate?

Question 5. Jules reads that 1 pint is equivalent to 0.473 liters. He asks his teacher how many liters there are in a pint. His teacher responds that there are about 0.47 liters in a pint. He asks his parents, and they say there are about 0.5 liters in a pint. Jules says they are both correct. How can that be true? Explain your answer.

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NYS COMMON CORE MATHEMATICS CURRICULUM

A Story of Units

Module 1 Overview

© 2012 Common Core, Inc. All rights reserved. commoncore.org

Session Objectives

• Use the structure of the resources provided through the modules produced by New York State to analyze the progression of mathematics presented in the first module for your grade level.

• Solve and connect the assessment questions to the standards of the module.

• Identify how the process of planning lessons with the modules differs from planning lessons using other resources.

• The combined cost of a ball and bat is $1.10. If the bat costs one dollar more than the ball, what is the cost of the ball?

Instructional Shifts

Combine to Form

Curriculum Modules:

Designed to Address the Shifts

Philosophy and Workflow of A Story of Units

Elementary Mathematics

Common Core Standards: The

Progressions

A Story of Units: Curriculum

Module Overviews and Assessments

Modules for the Fall

Getting Ready for September:

• GK–M1 Count Numbers to 10

• G1–M1 Module 1 Sums and Differences to 10

• G2–M1 Sums and Differences to 20

• G2–M2 Relate Addition and Subtraction to Length

• G3–M1 Properties of Multiplication and Division and Solving

Problems with Units of 2–5 and 10

• G4–M1 Place Value, Rounding, and Algorithms for Addition and

Subtraction

• G5–M1 Place Value and Decimal Fractions

Title Page and Overview

Connections?

How can these pages help you plan?

Focus Standards

• Read the focus standards for your module

• How do you see the focus standards addressed in the Module Overview?

Mathematical Practices

• Which mathematical practices will be specifically addressed in this module?

• How will the mathematical practices come to life with the content of this module?

• Note next to each Mathematical practice the lesson(s) that will address it.

(Hint: Distribution of Instructional Minutes Chart)

“How to Implement a

Story of Units”

• Models (26-44)

• Differentiation (14-20)

• Assessments (12-14)

Philosophy of Differentiation

• Read pages 14-15 in “How to Implement a Story of

Units”

• Note portions of the text that reveal the modules philosophy of differentiation

• What does UDL stand for?

• Instead of a task frame the modules employ ______________.

• Select a UDL chart from pg 16-20 to examine

Module Assessments

Read pg 12-14

What do you learn about the module’s approach to assessment?

Informal Assessment in A Story of Units

Teach Analyze

Informal Assessment within Lesson

Are students aware of the purpose of each portion of the lesson ?

Fluency Work

T: (Write 4 x 2 ones = __.) Write the multiplication sentence.

S: 4 x 2 = 8.

T: Say the multiplication sentence in unit form.

S: 4 x 2 ones = 8 ones.

What Can We Learn From Fluency?

Application- Read, Draw, Write (RDW)

Mathematicians and teachers suggest a simple process applicable to all grades:

2) Draw and Label.

3) Write a number sentence. (equation)

4) Write a word sentence. (statement)

Grade 3- X Grade 5 - IV

The more students participate in reasoning through problems with a systematic approach, the more they internalize those behaviors and thought processes.

• What do I see?

• Can I draw something?

• What conclusions can

I make from my drawing?

Modeling with

Interactive

Independent

Application Problems (G3 M1 L4)

The student council holds a meeting in Mr. Chang’s classroom. They arrange the chairs in 3 rows of 5. How many chairs are used in all? Use the RDW process.

Application Problems (G5 M1 L2)

A school district ordered 247 boxes of pencils. Each box contains 100 pencils. If the pencils are to be shared evenly amongst 10 classrooms, how many pencils will each class receive? Draw a place value chart to show your thinking.

The Concept Development

5.1 x 6 = 30.6

T: What is the smallest unit in 5.1?

T: How many tenths are the same as 5.1?

S: 51 tenths.

T: Suppose our multiplication sentence was 51 x 6.

What is the product?

S: (Pause as students work.) 306.

T: Is 306 a reasonable product for our actual problem of 5.1 x 6? Turn and talk.

The Debrief

How can whole number multiplication help you with decimal multiplication?

Finding Patterns

Concept Development

Problem set.

Problem Sets-

• Solve the questions in your problem set

• Consider what understanding each question is designed to reveal

• Which problems would you ask all students to complete first? (balanced set)

• Find the lesson in your module and look at the debrief questions. How does the debrief “stretch” student understanding of the problem set questions?

The Exit Ticket:

A Formal Tool for Informal Assessment

• The Exit Ticket closes each lesson from Grade 1 to Grade 5.

• The Exit Ticket is part of the Student Debrief, comprising 3 minutes of the approximately 10 minute component.

• Information is used to make subsequent instructional decisions.

Do Now! Exit Ticket

Please complete an Exit Ticket on your tables for two minutes.

Exit Ticket Debrief

• Share your ticket with your group for 3 minutes, 1 minute for each lesson’s ticket.

(Go in order of the lessons.)

• What does each exit ticket reveal in regards to students’ understanding?

• Note how the complexity builds across the lessons.

• Consider the instructional decisions the teacher might make from the results.

Thinking about informal assessment during the 4 major components of the lesson, share your takealways with a partner.

Formal Assessment in A Story of Units

Formal Assessment

• Mid-Module Assessment Task

• (depending on the length of the module)

• End-of-Module Assessment Task

Complete End-of-Module

Label each question with the module standard it addresses.

3 rd - IV ; 5 th – III, IV

Write down at least one question you would ask each student to either:

• Further assess in order to know how deeply to scaffold.

• Advance their thinking.

Share your questions with your group.

What decisions would you make instructionally based on the assessment for:

• Your day of review?

• Fluency components?

• Application Problems?

• Concept Development?

• Homework?

• Professional development opportunities?

• What obstacles do you anticipate in effectively implementing the informal assessments?

• Thinking about the culture of your school(s), what obstacles do you anticipate in effectively implementing the formal assessments?

• How can you surmount those obstacles?

• What have you discovered about planning?

• How can you see where you need to end up in each lesson?

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5th grade (Eureka Math/EngageNY)

Unit 1: module 1: place value and decimal fractions, unit 2: module 2: multi-digit whole number and decimal fraction operations, unit 3: module 3: addition and subtractions of fractions, unit 4: module 4: multiplication and division of fractions and decimal fractions, unit 5: module 5: addition and multiplication with volume and area, unit 6: module 6: problem solving with the coordinate plane.

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