Math :
Assignments and discussions will take place via Google Classroom
Starting Monday , March 16,2020 , students will cover Topic A Module 5. All students should have the Succeed books with them. If for any reason, the students don’t have the succeed book. please inform the teacher , in the case myself. so I can provide the needed copies. Summary of the whole module and Topic A in particular.
In this 25-day module, students work with two- and three-dimensional figures. Volume is introduced to students through concrete exploration of cubic units and culminates with the development of the volume formula for right rectangular prisms. The second half of the module turns to extending students’ understanding of two-dimensional figures. Students combine prior knowledge of area with newly acquired knowledge of fraction multiplication to determine the area of rectangular figures with fractional side lengths. They then engage in hands-on construction of two-dimensional shapes, developing a foundation for classifying the shapes by reasoning about their attributes. This module fills a gap between Grade 4’s work with two-dimensional figures and Grade 6’s work with volume and area.
In Topic A, students extend their spatial structuring to three dimensions through an exploration of volume. Students come to see volume as an attribute of solid figures and understand that cubic units are used to measure it (5.MD.C.3). Using improvised, customary, and metric units, they build three-dimensional shapes, including right rectangular prisms, and count units to find the volume (5.MD.C.4). By developing a systematic approach to counting the unit cubes, students make connections between area and volume. They partition a rectangular prism into layers of unit cubes and reason that the number of unit cubes in a single layer corresponds to the number of unit squares on a face. They begin to conceptualize the layers themselves, oriented in any one of three directions, as iterated units. This understanding allows students to reason about containers formed by box templates and nets, reasonably predict the number of cubes required to fill them, and test their predictions by packing the containers.