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5th Grade Unit 4 - Patterns, Relationships, and Data

Page history last edited by Gena Barnhill 10 months ago

 

5th Grade Unit 4: Patterns, Relationships, and Data

Unit Driving Question

How do we use patterns, relationships, and data in real world situations?

 

Essential Questions 

  1. In what ways can we visually represent our world?

  2. How do we analyze the data from a graph and what do we do with it?

  3. How do we find patterns of change to make predictions and generalizations within data sets?

  4. How can we visualize patterns of change?

  5. How are expressions and equations useful/efficient when solving real world problems?

  6. What type of situation is order of operations important, and why?

 

Big Ideas  

  1. Operational knowledge is required to analyze graphs and data sets.
  2. Tables and rules can be used to visualize patterns of change on a coordinate plane.
  3. Properties and Order of Operations are used to evaluate and compare expressions. 

 

 

Technology Resources 

Launch Task

1 Lesson 

 

  • How Many Chip Bags Should There Be? - Engaging 3 ACT lesson using multi-bags of chips and students must determine through gathering data and justifying graphic evidence how many of each flavor they would put in a multi-pack. 

 

Big Ideas for Development Lessons

5 Weeks (approximately 1-2 weeks per big idea) 

Big Idea 1: Operational knowledge is required to analyze 

OAS-M: 5.D.1.1, 5.D.1.2

Collaborative Engagement

 

  • Graphing Pandas  - This Learnzillion website has a video to start kids thinking about using the information from graphs and tables.

 

Key Resources

 

  • Everyday Mathematics- Use lessons 7-10, 7-11, 7-12, & 7-13 from this University of Chicago STEM education website for practice pages including identifying and visualizing patterns, and rules/tables/graphs.
  • Central Tendency Analysis - This website has links to many activities and lessons for mean, median, mode, and range.
  •  Jumping Jack Math- Students then organize class data and explore mean, median, and mode and the effects extreme values have on these measures. Students then brainstorm the advantages and disadvantages each measure offers.
  •  State Data- Students create graphs based on the characteristics of the names of the 50 States, and find mean, median, mode, and range of the data.
  •  National League Champions - Students will create a bar graph of batting averages with decimal increments.
  •  What's the Better Buy?- Page 43-53, students will continue patterns and create a line graph with decimal increments.

 

 Big Idea Formative Assessment

 

 

Evidence of Understanding

 

  • Construct line and double-bar graphs with whole and fractional/decimal increments

  • Analyze line and double-bar graphs to compare data

  • Demonstrate understanding of central tendency as the evening out of data

  • Determine the central tendency of a data set

  • Determine the range of a data set

  • Apply understanding of ordered pairs to construct line and double bar graphs

 

 

Big Idea 2: Tables and rules can be used to visualize patterns of change on a coordinate plane.

OAS-M: 5.A.1.1, 5.A.1.2

Collaborative Engagement

 

 

Key Resources

 

  • Seating Problem- students will arrange seats at a table according to a pattern, they can then graph the data based on the pattern.
  • Farmer Brown's Barn- Students create patterns and graph to figure out how many cows and chickens are on the farm.
  •  Science Fair Project- Students will help Sophia find patterns and graph data based on her science fair project.
  •  Sidewalk Patterns- Students will complete patterns and make predictions.
  •  Granny's Balloon Trip- Students will graph Granny’s balloon trip by finding equal increments and are asked to interpret data.  This could be used for a formative assessment as well.
  •  Dan's Bicycle- Students will generate patterns and graph them while helping Dan save money for his bicycle.
  •  Activities and Lessons from Better Lesson.com - Students will describe and match a linear relationship from a graph, equation or table with a real world scenario.

 

Big Idea Formative Assessment

 

 

Evidence of Understanding  

 

  • Analyze tables to determine patterns of change

  • Determine the rule of a pattern of change, using up to two operations

  • Apply knowledge of analyzing tables and determining rules to create ordered pairs to graph on section 1 of a coordinate plane

 

Big Idea 3: Properties and order of operations are used to evaluate and compare expressions.

OAS-M: 5.A.2.1

Collaborative Engagement 

  

Key Resources

 

Big Idea Formative Assessment 

 

 Evidence of Understanding 

 

  • Apply understanding of the commutative, associative, and distributive properties to create equivalent expressions

  • Apply understanding of the order of operations, without exponents, to solve problems or create equivalent expressions

 

Unit Closure

1 Week (includes time for probes, re-engagement, and assessment)

Re-engagement

  • Quilting Pattern- Students will use a quilting pattern to continue patterns and graph data

Back to Suggested Learning Progression for 5th Grade

 

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