Smart to the Core Math (Grade 5)

GRADE 5

Tel. 305-423-1999 Fax. 305-423-1132

SMART TO THE CORE

Educational Bootcamp

jandj@educationalbootcamp.net www.educationalbootcamp.net

EDUCATIONAL BOOTCAMP

STUDENT BOOKLET Student’s Name

GRADE 5

SMART TO THE CORE STUDENT PRACTICE BOOKLET Building Depth of Knowledge (DOK)

BOOKLET INCLUDES: Train the Brain Practice Drills - drills on the basic skills associated with each individual benchmark (DOK 1) Target Practice Activities - practice problems requiring the application of skills and real-world problem solving (DOK 2) Think Tank Questions - non-routine task-based problem sets (DOK 3 and 4) Four-Star Challenge - assessments that measure students’ depth of knowledge including: their ability to reason abstractly, create models, write arguments and critique strategies.

Math Boot Camp - Smart to the Core Student Practice Booklet (Grade 5) Publisher: J & J Educational Boot Camp Content Development: J & J Educational Boot Camp Senior Editor: Yasmin Malik Cover Design: Doris Araujo, Inc. Copyright © 2014 by J & J Educational Boot Camp J & J Educational Boot Camp Sunrise, Florida 33351 All rights reserved. No part of this publication may be reproduced, transmitted, or stored in a retrieval system, in whole or in part, in any form or by any means, electronic or mechanical, including photocopying, recording, or otherwise, without written permission of J & J Educational Boot Camp.

Printed in the United States of America

SMART TO THE CORE TABLE

OF

CONTENTS

Grade 5

CCSS Code

SMART TO THE CORE LESSONS

PAGE NUMBER 5 – 14

5.OA.1 (5.OA.1.1)

LESSON 1: Order of Operations

5.OA.2 (5.OA.1.2)

LESSON 2: Writing and Interpreting Expressions

15 – 24

5.OA.3 (5.OA.2.3)

LESSON 3: Analyzing Patterns and Relationships

25 – 34

5.NBT.1 (5.NBT.1.1)

LESSON 4: Understanding Place Value

35 – 44

5.NBT.2 (5.NBT.1.2)

LESSON 5: Powers of Ten

45 – 54

5.NBT.3 (5.NBT.1.3)

LESSON 6: Reading, Writing, and Comparing Decimals

55 – 64

5.NBT.4 (5.NBT.1.4)

LESSON 7: Rounding Decimals

65 – 74

5.NBT.5 (5.NBT.2.5)

LESSON 8: Multiplyig Multi-Digit Whole Numbers

75 – 84

5.NBT.6 (5.NBT.2.6)

LESSON 9: Properties of Operations

85 – 94

5.NBT.7 (5.NBT.2.7)

LESSON 10: Adding and Subtracting Decimals

95 – 104

5.NF.1 (5.NF.1.1)

LESSON 11: Adding and Subtracting Fractions with Unlike Denominators

105 – 114

5.NF.2 (5.NF.1.2)

LESSON 12: Solving Word Problems Involving Fractions

115 – 124

5.NF.3 (5.NF.2.3)

LESSON 13: Interpreting a Fraction as Division

125 – 134

5.NF.4 (5.NF.2.4)

LESSON 14: Multiplying Fractions

135 – 144

5.NF.5 (5.NF.2.5)

LESSON 15: Comparing a Product to Its Fraction Factor

145 – 154

5.NF.6 (5.NF.2.6)

LESSON 16: Multiplying Mixed Numbers

155 – 164

5.NF.7 (4.NF.2.7)

LESSON 17: Dividing Unit Fractions

165 – 174

5.MD.1 (5.MD.1.1)

LESSON 18: Customary and Metric Conversions

175 – 184

5.MD.2 (5.MD.2.2)

LESSON 19: Making and Interpreting Line Plots

185 – 194

5.MD.3 (5.MD.3.3)

LESSON 20: Volume as an Attribute of Solid Figures

195 – 204

5.MD.4 (5.MD.3.4)

LESSON 21: Measuring Volume by Counting Unit Cubes

205 – 214

5.MD.5 (5.MD.3.5)

LESSON 22: Finding Volume Using Formulas and Composed Figures

215 – 224

5.G.1 (5.G.1.1)

LESSON 23: Graphing and Naming Ordered Pairs

225 – 234

4.G.2 (5.G.1.2)

LESSON 24: Graphing and Interpreting Coordinate Values

235 – 244

5.G.3 (5.G.2.3)

LESSON 25: Attributes of Polygons

245 – 254

5.G.4 (5.G.2.4)

LESSON 26: Comparing Two-Dimensional Figures

255 – 264

ALL

DIVISIBILITY RULES

265 – 266

2

SMART TO THE CORE Recommended Classroom Regimen (Includes all components of the classroom package)

DAY/ TIME

MATH BOOT CAMP:5-day Regimen DOK 1: BASIC RECALL & RECOGNITION

Day 1 (60 min.)

Presentation by Benchmark: Gradual Release of Basic Skills (10 min.)

Hands-on Math: Activity by Benchmark (20 min.)

Smart to the Core Booklet: Train the Brain Practice 1 (Basic Skills) (15 min.)

Smart to the Core Booklet: Target Practice 1 (Basic Application) (15 min.)

DOK 1 & 2: BASIC APPLICATION

Day 2 (60 min.)

Rock Climbing Review: Mixed Daily Review - (10 min.)

Presentation by Benchmark: Gradual Release of Basic Application (20 min.)

Smart to the Core Booklet: Train the Brain Practice 2 (Basic Skills) (15 min.)

Smart to the Core Booklet: Target Practice 2 (Basic Application) (15 min.)

DOK 2 & 3: APPLYING SKILLS & CONCEPTS/STRATEGIC THINKING

Day 3 (60 min.)

Rock Climbing Review: Mixed Daily Review - (10 min.)

Company Drill Game: Review by Benchmark (10 min.)

Mathables® by Benchmark: Foldable Activity (20 min.)

Mathables® by Benchmark: Think Tank Journaling (20 min.)

DOK 3 & 4: STRATEGIC & EXTENDED THINKING

Day 4 (60 min.)

Day 5 (60 min.)

Rock Climbing Review: Mixed Daily Review - (10 min.)

Presentation by Benchmark: Modeling Strategic Thinking (25 min.)

Smart to the Core Booklet: Train the Brain Practice 3 (Application) (15 min.)

Smart to the Core Booklet: Think Tank Question (Strategic Thinking) (10 min.)

ASSESSMENT BY BENCHMARK & DIFFERENTIATED INSTRUCTION Smart to the Core Booklet: Four-Star Challenge (20 min.)

Smart to the Core Booklet: Review the Assessment (10 min.)

Differentiated Instruction: Based on the Four-Star Challenge Results (30 min.)

Group 1 - Hands-on Math Activity with DOK Worksheet - 1 Star (Intensive) Group 2 - Hands-on Math Activity with DOK Worksheet - 2 Stars (Strategic) Group 3 - Hands-on Math Activity with DOK Worksheet - 3 Stars (Prevention) Group 4 - Triathlon Game and/or Company Drill Game (Enrichment) 3

Grade 5

Lesson Number:

Name:

Target Practice 1

Target Practice 1

Question #:

Question #:

Target Practice 2

Target Practice 2

Question #:

Question #:

Four-Star Challenge Question #:

Four-Star Challenge Question #:

NOTE: For mixed numbers, write the whole number, leave a space, and write the fraction. Do not fill in a bubble for the empty space.

277 I Copying is strictly prohibited

INSTRUCTIONS FOR SCORING THE FOUR-STAR CHALLENGE (1) Multiple Choice Section: Assign one point to all multiple choice items answered correctly.

(2) Short Answer Section: Assign a maximum of two points.

2 POINTS - Complete correct response, including correct work shown and/or correct labels/units if called for in the item.

1 POINT - Partial correct response.

0 POINTS - No response, or the response is incorrect.

(3) Think Tank Section: Assign a maximum of four points.

4 POINTS - Shows complete understanding of the problem’s mathematical concepts and principles; uses appropriate mathematical terminology; and executes computations correctly and completely.

3 POINTS - Shows nearly complete understanding of the problem’s mathematical concepts and principles; uses mostly correct mathematical terminology; and computations are generally correct but may contain minor errors.

2 POINTS - Shows some understanding of the problem’s mathematical concepts and principles; uses some correct mathematical terminology but may contain major computational errors.

1 POINT - Shows limited to no understanding of the problem’s mathematical concepts and principles; may misuse or fail to use mathematical terminology but attempts an answer.

0 POINTS - No answer attempted.

1

2

3

4

The student earns

The student earns

The student earns

The student earns

ONE star

TWO stars

THREE stars

FOUR stars

for correctly answering

for correctly answering

for correctly answering

for correctly answering

49% or less.

50-69%.

70-89%.

90-100%.

1

2

3

4

1

2

3

4

1

4

2

3

4

1

2

3

4

mission 3: analyzing patterns and relationships Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

Bootcamp STRATEGY 1: Use the 4 basic computations to determine the rules for numerical patterns.

STEP 1: Determine whether the numerical pattern is increasing or decreasing in value.

STEP 2: If the numerical pattern is increasing, then try adding and/or multiplying numbers, starting with the number 2, then 3, 4, etc. until you identify the correct sum or product for the next number in the pattern.

STEP 3: If the numerical pattern is decreasing, then try subtracting and/or dividing numbers, starting with the number 2, then 3, 4, etc. until you identify the correct difference and/or quotient for the next number in the pattern. +3

Rule: Add 3

Example 1:

x

0

+3

3

+3

+3

6

+3

9

12

?

15

Rule: Add 6

Example 2:

y

+6

0

+6

+6

6

+6

12

18

+6

24

?

30

Bootcamp STRATEGY 2: Use the 4 basic computations to determine the relationship between the 2 corresponding terms (x and y).

Example 3:

x y

0 0

3 ×2

6

6 ×2

12

9 ×2

18

12 ×2

24

? ×2

?

Note: The relationship between x and y in the above example is y = 2x.

25 I Copying is strictly prohibited

TRAIN THE BRAIN PRACTICE 1 5.OA.3 (5.OA.2.3) DIRECTIONS: Find the next 4 numbers that will be in the pattern using the rules given.

Determine the first number that will appear in both patterns.

1

Rule: Multiply by 3 Start: 1, ,

,

,

Rule: Add 4 Start: 15,

,

,

,

First number to appear in both patterns: 2

Rule: Divide by 5 Start: 3,750, ,

,

,

Rule: Subtract by 50 Start: 950, ,

,

,

First number to appear in both patterns: 3

Rule: Add 128 Start: 1,500,

,

,

,

Rule: Subtract 214 Start: 2,398, ,

,

,

First number to appear in both patterns:

26 I Smart to the Core I Educational Bootcamp

Target PRACTICE 1 Jaime’s pattern starts at 2. The rule Use this graph to solve Questions 4 and 5. she uses in her pattern is “multiply Relationship between time and the growth 5”. Lynn’s pattern starts at 15. The of a plant. y rule she uses in her pattern is “add 16 14 7”. What is the first number that will 12 appear in both patterns? Grid your 10 8 answer.

Growth (Inches)

1

6 4.

2 0 1 2 3 4 5 6 7 8 Time (Weeks)

4

2

Pattern A starts at 5. Pattern B starts at 15. The rule for Pattern A is “add 210”. The rule for Pattern B is “multiply by 2”. What will be the third term in each pattern?

A

Pattern A: 215 and Pattern B: 30

B

Pattern A: 425 and Pattern B: 60

C

Pattern A: 315 and Pattern B: 45

D

Pattern A: 210 and Pattern B: 40

3 If the rule for the table is “divide by 3”, what are the values of A and B?

5

x

What is the total number of inches the plant grew in 6 weeks?

A

10

C

14

B

8

D

12

If the rule for the graph is “Multiply by 2”, how many inches will the plant have grown in 9 weeks? Grid your answer.

6 If the rule for the graph is “add 507”, what are the values of S and T?

Rule: Divide by 3

Rule: Add 507

75

25

111

618

60

B

237

T

A

14

S

832

33

11

478

985

A = 54

B = 20

S = 316

T = 724

A = 45

B = 15

S = 325

T = 744

A = 42

B = 30

S = 349

T = 717

27 I Copying is strictly prohibited

TRAIN THE BRAIN PRACTICE 2 5.OA.3 (5.OA.2.3) DIRECTIONS: Find the next 4 numbers that will be in the pattern using the rules given.

Determine the first number that will appear in both patterns.

1

Rule: Divide by 4 Start: 3,840, ,

,

,

Rule: Add 716 Start: 244,

,

,

,

First number to appear in both patterns: 2

Rule: Add 26 Start: 99,

,

,

,

Rule: Subtract 15 Start: 233, ,

,

,

First number to appear in both patterns: 3

Rule: Multiply by 10 Start: 15, ,

,

,

Rule: Divide by 5 Start: 7,500, ,

,

,

First number to appear in both patterns:

28 I Smart to the Core I Educational Bootcamp

Target PRACTICE 2 Jenny’s pattern starts at 900 and the Use this graph to solve Questions 4 and 5. rule she uses to complete her The graph shows the relationship between pattern is “divide by 3”. Manny’s the time and the distance Melissa swam. y Miles Swam Per Hour pattern uses a rule of “multiply by 40 10” and it starts at 1. What is the 35 first number that will appear in both 30 patterns? Grid your answer.

25 Number of Yards

1

20 15 10.

5 0 1 2 3 4 5 6 7 8 Time (Hour)

4

2

3

The rule for Pattern Y is “divide by 4” and it starts at 2,816. The rule for Pattern Z is “subtract 7” and it starts at 572. What will be the 5th term in each pattern?

A Pattern Y: 16 and Pattern Z: 514 B

Pattern Y: 4 and Pattern Z: 507

C

Pattern Y: 14 and Pattern Z: 532

D

Pattern Y: 11 and Pattern Z: 544

If the rule for the table is “add 675”, what are the values of Y and Z? Rule: Add 675 1,720

2,395

2,974

Z

Y

5,518

6,098

6,773

5

6

x

What is the total number of yards Melissa swam in 5 hours?

A

10

C

20

B

15

D

25

If the rule for the graph is “multiply by 5”, how many yards will Melissa have swum in 10 hours? Grid your answer.

If the rule for the table is “subtract 109”, what are the values of C and D? Rule: Subtract 109

Y = 5,163

Z = 3,618

Y = 4,843

Z = 2,549

Y = 4,943

Z = 3,649

1,111

1,002

905

D

C

634

621

512

C = 743

D = 806

C = 703

D = 796

C = 733

D = 896 29 I Copying is strictly prohibited

TRAIN THE BRAIN PRACTICE 3 5.OA.3 (5.OA.2.3) DIRECTIONS: Answer the questions below.

1 A restaurant manager has 20 tables with 120 chairs.

She plans to expand her restaurant. She created a table to plan the number of tables and chairs she would need. She used the rule “multiply by 6” to find the number of chairs that would be needed per table.

Help her finish the table to find options for her expansion.

A=

Rule: Multiply by 6 Tables

Chairs

20

120

40

A

B

360

80

C

B=

C=

2 Stacey drew a table to show her goals for running. She used the rule “multiply by 10” to create the table. Draw a line on the graph to show the relationship between the number of kilometers (km) she plans to run and the time she expects it to take.

How many km will she have run in 90 minutes if the graph continues at the same rate? Finish the table to show the number of km, give the ordered pair, and plot the point on the graph.

Number of km 5 6 7 8 90

y

Time in minutes 50 60 70 80

Time in Minutes

80

Ordered Pair:

70 60 50 40 30 20 10 0

3

x 1

2

3 4 5 6 7 8 Number of Kilometers

9

Imran made a table to figure out how much he earns at his job. To find the amount of hours he needs to work to get a certain amount of pay, he uses the rule “divide by 10”. Fill in the table using the rule to find how many hours he must work to earn each amount.

Days

1

2

3

4

50

100

150

200

Hours Worked Amount Earned ($) 30 I Smart to the Core I Educational Bootcamp

THINK TANK QUESTION DIRECTIONS: Study the function table below. Use the function table to complete the following tasks.

Input (s)

Output (t)

1

3

2

6

4

12

10

30

Part I: Identify the rule of the function table.

Part II: Write an expression that represents the rule of the function table.

Part III: Add 3 additional values in the function table following the expression you created in Part II. Input (s) Output (t) 1

3

2

6

4

12

10

30

31 I Copying is strictly prohibited

FOUR-STAR CHALLENGE - 5.oa.3 (5.oa.2.3) Juan made 2 patterns of numbers. Use this graph to solve Questions 4 and 5.

The first pattern follows the rule The graph shows the number of pages “subtract 150” and started at 900. Janice read per day.

Pages Read Daily y The second patterns follows the rule 80 “divide by 5” and starts at 2,250.

70 What is the first number that will 60 appear in both patterns? Grid your 50 40 answer.

Number of Pages

1

30 20.

10

0 1 2 3 4 5 6 7 8 Days

4 2

Pattern L starts with the number 2 and follows the rule “multiply by 30”.

Pattern N starts with the number 348 and follows the rule “add 67”. What will the fourth term in each pattern be?

A

Pattern L: 54,000 and Pattern N: 549

B

Pattern L: 18,000 and Pattern N: 482

C

Pattern L: 42,000 and Pattern N: 514

D

Pattern L: 36,000 and Pattern N: 499

3

The rule for the table below is “divide by 12”. What are the values of Q and R?

x

What is the total number of pages Janice read in 5 days?

A

30

C

60

B

45

D

75

5

If the rule for the graph is “multiply by 15”, how many days will it take to read 150 pages? Grid your answer.

6

The rule for the table is “subtract 89”.

What are the values of W and X? Rule: Subtract 89

Rule: Divide by 12 144

12

1,000

911

120

R

847

W

Q

8

X

565

72

6

484

395

Q = 124

R = 10

W = 842

X = 635

Q = 112

R = 11

W = 758

X = 654

Q = 96

R = 12

W = 868

X = 675

32 I Smart to the Core I Educational Bootcamp

Identify the output of the following function tables using the given rule.

7

A. Rule: Multiply by 7 Input

8

B. Rule: Divide by 3 Output

Input

3

27

5

21

9

15

15

12

20

3

Output

Identify the input of the following function tables using the given rules.

A. Rule: Add 459 Input (x)

B. Rule: Subtract 82 Output (y)

Input (x)

Output (y)

561

839

722

741

784

633

877

525

969

457

33 I Copying is strictly prohibited

1

2

3

4

THINK TANK QUESTION 9

DIRECTIONS: Use knowledge of the rules for tables and graphs to complete each part below.

Part I: Use the rule given to complete the table below and write the ordered pairs for the values in the table.

Rule: Multiply by 5 2 4 5 8

Ordered Pairs: Part II: Use the rule given to complete the table below and write the ordered pairs for the values in the table.

Rule: Add 20 0 2 5 10

Ordered Pairs: Part III: Graph the ordered pairs from Part I. Draw a line to connect the points. Now graph the ordered pairs from Part II and draw a line to connect the points. Circle the point that intersects in both lines.

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MISSION 15: multiplying fractions Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. (A) Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.) (B) Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

Bootcamp STRATEGY 1: Use models to find the product of fractions.

Step 1: Draw the number of rectangles indicated by the second multiplier.

Step 2: Divide the rectangles to get the number of boxes indicated by the denominator of the first multiplier.

Step 3: Shade in the number of rectangles as indicated by the numerator in the first multiplier.

Step 4: Determine how much of the rectangles have been shaded. This will represent the answer.

Example 1:

7 × 5 = ?

10

Example 2:

1 7 ×5 = 3 2 10

2 × 1 = ?

3 4

2 × 1 = 2 12 3 4

Bootcamp STRATEGY 2: Use an area model to multiply fractions.

Step 1: Draw a rectangle.

Step 2: Place the first multiplier on the left and the second multiplier on the top of the rectangle.

Step 3: Break apart the multipliers and divide the rectangle according the fraction being represented.

Step 4: Multiply each area of the rectangle.

Step 5: Add the area from each section to get the answer.

Example:

2 14 × 1 23 = 1

2 3

2 3

1

2

=

1

2

1 4

2

2×1=2

2×⅔=4 ̸3=11 ̸3

1 3̸ = 1 ̸ = 4 1

1 4

¼×1=¼

2

1

¼ ×⅔= ̸12 = ̸6

̸6 =

2 4

̸1

̸ 3

=

24

̸1 2

=

16

̸2 1

̸1 2 ̸1 2 ̸12 = 3 3 4̸

1

̸4

=

3

1

̸6

= +

2 45

145 I Copying is strictly prohibited

TRAIN THE BRAIN PRACTICE 1 5.NF.4 (5.NF.2.4) DIRECTIONS: Use a model to find the product of the fractions.

1

4 × 9

=

2

3 × 8

3

3 × 1 = 2 4

4

1 × 2 = 5 3

3

4

=

DIRECTIONS: Use an area model to find the product of the following fractions.

5

14 × 2 3 =

6

2 × 1 = 2 4

2 3 × 1 2 =

8

2 1 × 1 1 =

5

7

4

4

3

146 I Smart to the Core I Educational Bootcamp

4

3

Target PRACTICE 1 1

There were 54 people at a party.

4 If 6 of the people ate chocolate cake, how many people ate chocolate cake?

2

5

4

A

36

A

18

B

26

B

24

C

46

C

23

D

56

D

15

At the fair, 6 of the prizes are teddy 1 bears and 5 of the prizes are candy necklaces. If there are 60 prizes on the table, how many prizes are either teddy bears or candy necklaces? Grid your answer.

Identify the statements that are true of the multiplication model below.

3 1 3 2

2

3

A gardener used 83 of a package of mulch for 1 yard. How much mulch does he need for 4 yards?

4

6

Jonas must move 3 of a stack of 7 boxes. So far, he has moved 8 of the boxes he needs to move. How many more boxes does Jonas need to move? Grid your answer.

Identify the statements that are true of the multiplication model below.

The model shows how to find the product of 49 and 25 .

The model shows how to find the product of 27 and 56 .

The model shows how to find the 3 product of 59 and 5 . .

The model shows how to find the 5 product of 57 and 6 .

The product of the model is 10 .

.

The product of the model is

.

The product of the model is

The product of the model is The product of the model is The product of the model is

15 45 8 45 8 15

42 5 10 5 42

. .

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TRAIN THE BRAIN PRACTICE 2 5.NF.4 (5.NF.2.4) DIRECTIONS: Use a model to find the product of the following fractions.

1

1 × 12

=

2

5 × 6

3

3 × 1 = 4 7

4

1 × 3 = 5 4

4

2

=

DIRECTIONS: Use an area model to find the product of the following fractions.

5

23 × 2 1 =

6

1 × 5 = 7 4

2 3 × 2 1 =

8

2 1 × 3 1 =

5

7

4

4

3

148 I Smart to the Core I Educational Bootcamp

4

2

Target PRACTICE 2 There were 72 men who participated 1 in a survey. If 85 of the men surveyed owned a computer, how many of them owned a computer? Grid your answer.

2

In the school chorus, 5 of the students 3 are first graders and 31 of the students are fifth graders. If there are 45 students in the chorus, how many students are either first or fifth graders?

5

A

15

B

18

C

27

D

33

9

4

Alison lives 7 of a mile from school.

4 She already walked 145 of the mile to school, how much has Alison walked to get to school?

A

B

Identify the product. Select all that apply.

5

5

Sophia used 7 of a yard of frill for a 2 dress. How much frill does she need for 3 dresses? Grid your answer.

× 3 =

The product is The product is The product is

The product is The product is The product is

1 2 4 4 3 1 6 9 5 27 9 15 15 9

_____

6

10 mile 32 4 14 mile

C

56 28 14

D

20 98 mile

mile

Identify the product. Select all that apply.

3 10

× 7 = _____

The product is

21 10

The product is

2 1 10 2 3 7 2 3 10 11 10 70 3

The product is

The product is The product is The product is

149 I Copying is strictly prohibited

TRAIN THE BRAIN PRACTICE 3 5.NF.4 (5.NF.2.4) DIRECTIONS: Answer the questions below.

1 Samantha has 12 marbles and marbles are blue?

1 2

2 Pablo drew 21 pictures. He drew Pablo draw in art class?

of them are blue. How many of Samantha’s

2 3

of them in art class. How many pictures did

1

3 Jacques bought a 4-pound bag of onions. He uses 4 of the bag to make French onion soup. How many pounds of onions does Jacques use for the French onion soup?

2

4 Bobby lives 3 of a mile from school. Pascal lives twice as far from school as Bobby.

How many miles does Pascal live from school?

1

5 Mr. Patterson’s water tank holds 16 gallons of water. He used 4 gallon of water last week. How many gallons of water does he have left in his tank?

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THINK TANK QUESTION DIRECTIONS: Use the scenarios given to complete the following tasks.

2

Part I: Maggie rolled a die once. It landed on the number 6. Multiply 6 by . Show 3 your calculations.

Part II: Maggie rolled the die again. It landed on the number 2. Multiply 2 by the answer you got in Part I. Show your calculations.

Part III: Maggie rolled the die a final time. It landed on 4. Multiply 4 by the answer you got in Part II. Show your calculations.

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FOUR-STAR CHALLENGE - 5.nf.4 (5.nf.2.4) 3

In a shipment of 24 T-shirts, 9 of 1 them were large. How many of the Tshirts were large? Grid your answer.

2

developer plans to build homes 4 on 9 .of the acres of land purchased. If the land is 21 acres, how Grid your answer.

3

A painter mixed 31 of a can of red paint with 95 paint. He added some white paint to lighten the color If the painter made 90 quarts of purple paint, how much paint was either red or blue?

90 quarts A B

5

gives him a container 4 Paul’s teacher 1 that holds 4 liter of a blue liquid. Paul needs to use 52 of this liquid for an experiment. How much blue liquid will Paul use for the experiment?

A

3 20 liter

B

5 8 liter

C

2 20 liter

D

4 5 liter

80 quarts

C

50 quarts

D

30 quarts

Select all of the statements that are true of the area of the rectangle below.

3 4

6 Select all of the statements that are true of the area of the rectangle below.

4 feet

feet

2 feet

The area is The area is

The area is The area is The area is

1 2 4 7 2 3 8 6 4 8 3

feet.

2 4

The area is

feet

8 feet.

4 10 feet.

28

feet.

The area is

feet.

The area is 2 feet.

feet.

The area is

4 9

feet.

feet.

The area is

28 35

feet.

152 I Smart to the Core I Educational Bootcamp

7

Find the product of the fraction and a whole number. Show your complete solution.

3

A.

7

8 A.

× 4=

B.

5 9

× 3=

Find the product of the improper fraction and a whole number. Show your complete solution.

8 5

× 4=

B.

9 4

× 3=

153 I Copying is strictly prohibited

1

2

3

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THINK TANK QUESTION 9

DIRECTIONS: Use the scenarios to complete the following tasks.

9

Part I: Shawn rolled a die. It landed on the number 7. Multiply 7 by 5 . Show your calculations.

Part II: Shawn rolled the die again. It landed on the number 2. Multiply 2 by the answer you got in Part I. Show your calculations.

Part III: Shawn rolled the die one last time. It landed on the number 5. Multiply that number by the answer you got in Part II. Show your calculations.

154 I Smart to the Core I Educational Bootcamp

mission 19: Using Customary and metric conversions Convert among different-sized standard measurement units (i.e., km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec) within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

Bootcamp STRATEGY 1: Use tables to convert standard measurement units.

Weight

Time

Length

Mass

1 ft = 12 in.

1 minute = 60 seconds 1 yd = 3 ft 1 hour = 60 minutes 1 mile = 5,280 ft 1 day = 24 hours 1 week = 7 days 1 meter (m) = 1,000 mm 1 month = 28 to 31 days 1 meter = 100 cm 1 month = 4 weeks 1 meter = 10 dm 1 year = 12 months 1 cm = 10 mm 1 year = 52 weeks 1 dm = 10 cm 1 year = 365 days 1 km = 1,000 m

1 lb = 16 oz 1 ton = 2,000 lb

Capacity/Volume 1 L = 1,000 mL

1 g = 1,000 mg 1 kg = 1,000 g

TABLE 1

Examples: Multiply each km by 1,000 × 1,000 × 1,000 × 1,000 × 1,000

1 cup = 8 fluid ounces 1 pint = 2 cups 1 quart = 2 pints 1 gallon = 4 quarts

TABLE 2

km

m

1 2 3 4

1,000 2,000 3,000 4,000

Multiply each hour by 60 × 60 × 60 × 60 × 60

HOUR

MINUTES

1 2 3 4

60 120 180 240

Bootcamp STRATEGY 2: Use your knowledge of the conversion units to build a conversion equation.

20 liters =

Example 1:

20 liters

1000 mL

×

1

milliliters

1 liter

17 cm =

Example 2:

17 cm 1

20 × 1,000 mL 1×1

= 20,000 mL

meters 1m

×

=

100 cm

=

17 100

= 0.17 meter

185 I Copying is strictly prohibited

TRAIN THE BRAIN PRACTICE 1 5.MD.1 (5.MD.1.1) DIRECTIONS: Solve for the equivalent of each of the measurements below.

1

8 centimeters = ______ meters

2

62 meters = ______ centimeters

3

14 kilometers = ______ meters

4

8 meters = ______ centimeters

5

7 kilograms = ______ grams

6

9 feet = ______ inches

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Target PRACTICE 1 1

3

5

Yuri is running around a track that is 625 yards long. He has run around the track 8 times so far. How many more yards does he need to run around the track to have run 4 miles? Grid your answer.

A water tank can hold 12 gallons of water. Identify all of the statements that are true of the water tank.

2

Candice needs to fill 200 glasses with lemonade. If each glass holds 1 pint of lemonade, how many gallons of lemonade does Candice need to buy? Grid your answer.

4

Jenny found a stick 18 feet long.

Identify all of the statements that are true of the stick.

The water tank can hold 40 quarts.

The stick is 216 inches long.

The water tank can hold 96 pints.

The stick is 6 yards long.

The water tank can hold 190 cups.

The stick is 200 inches long.

The water tank can hold 48 quarts.

The stick is 8 yards long.

The water tank can hold 88 pints.

The stick is 192 inches long.

The water tank can hold 192 cups.

The stick is 4 yards long.

Paula’s garden is 66 inches wide.

Tammy’s garden is 9 inches wider than Paula’s garden. What is the width of Tammy’s garden in feet and inches?

6

The Rogers family spent 17 days taking part in a fitness regimen. How many weeks and days did the Rogers family spend doing their fitness regimen?

A a

3 feet 6 inches

A a

3 weeks 3 days

B a

5 feet 5 inches

Ba

1 week 4 days

Ca

5 feet 3 inches

C

2 weeks 3 days

D

6 feet 3 inches

D a

5 weeks 1 days 187 I Copying is strictly prohibited

TRAIN THE BRAIN PRACTICE 2 5.MD.1 (5.MD.1.1) DIRECTIONS: Solve for the equivalent of each of the measurements below.

1

15 yards = ______ inches

2

9 hours = ______ minutes

3

8 miles = ______ feet

4

15 meters = ______ centimeters

5

5 kilograms = ______ grams

6

15 kilometers = ______ meters

188 I Smart to the Core I Educational Bootcamp

Target PRACTICE 2 1

Ricky’s flag is 45 inches long. Sam’s flag is 8 inches longer than Ricky’s flag. What is the length of Sam’s flag in feet and inches?

2

A dairy farm ships 96 bottles of milk.

If each bottle holds 1 pint of milk, how many gallons of milk does the dairy farm ship?

A a

4 feet 3 inches

A a

48 gallons

B

4 feet 5 inches

Ba

24 gallons

Ca

5 feet 3 inches

C

12 gallons

D a

5 feet 5 inches

D a

6 gallons

3

Arthur can take no more than 29 pounds of luggage on a trip. His suitcase weighs 128 ounces. How many more pounds can he pack without going over the limit? Grid your answer.

4

5

Allan is painting a wall. He used 3 gallons of red paint, 10 quarts of yellow paint, and 16 pints of blue plaint. Select all of the statements that are true.

6

Suzy made a cake that weighed 9 pounds. She ate 8 ounces of cake and served the rest of the cake to the guests. If she put 4 ounces of cake on each plate, how many plates did Suzy serve? Grid your answer.

Andrea is wrapping gifts for the holiday. She used 4 yards of pink ribbon, 9 feet of orange ribbon, and 36 inches of red ribbon. Select all of the statements that are true.

He used more red than yellow paint.

She used more pink than orange.

He used more yellow than red paint.

She used more orange than pink.

He used more yellow than blue paint.

She used more orange than red.

He used more blue than yellow paint.

She used more red than orange.

He used more red than blue paint.

She used more pink than red.

He used more blue than red paint.

She used more red than pink.

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TRAIN THE BRAIN PRACTICE 3 5.MD.1 (5.MD.1.1) DIRECTIONS: Solve the problems below.

1

2

3

Elton orders 24 yards of fabric to make banners for an upcoming election.

If he needs 2 feet of fabric for each banner, how many banners can he make?

Marilyn bought 9 feet of ribbon to decorate banners. Marilyn forgot to calculate how much ribbon she will need for her project before she bought the ribbon. If she needs 110 inches of ribbon for the project, did she buy enough? Explain.

Angel ordered 4 tons of wheat to manufacture bread at a factory. How many pounds of wheat did he order?

4 Xavier needs 4 feet of string to tie on each balloon. How many yards of string does Xavier need if he has 75 balloons?

5

Chantelle ordered 195 centimeters of thread. Tom ordered 1.96 meters of thread.

Who ordered more thread?

6 Benny fills his bottle with 1.5 liters of orange juice. He drinks 250 milliliters of juice on his way to work. How much orange juice is left in Benny’s bottle in millimeters?

7 Eleanor ordered 750 centimeters of iron pipe and Cecile ordered 7.5 meters of iron pipe. Who ordered more iron pipe, Eleanor or Cecile?

190 I Smart to the Core I Educational Bootcamp

THINK TANK QUESTION DIRECTIONS: Study the conversion table below. Use the conversion table to complete the tasks.

Weight

Length

Time

Volume

1 min = 60 s 1 ft = 12 in.

1 lb = 16 oz 1 ton = 2,000 lb 1 g = 1,000 mg 1 kg = 1,000 g

1 yd = 3 ft 1 mile = 5,280 ft 1 m = 1,000 mm 1 m = 100 cm 1 meter = 10 dm 1 cm = 10 mm 1 dm = 10 cm

1 h = 60 min

1 L = 1,000 mL

1 day = 24 hr 1 week = 7 days 1 month = 28 to 31 days 1 month = 4 weeks 1 year = 12 months 1 year = 52 weeks 1 year = 365 days

1 cup = 8 fluid ounces 1 pint = 2 cups 1 quart = 2 pints 1 gallon = 4 quarts

Part I: Convert the following weight measurements: A. 4 pounds = _______ ounces B. 5 tons = _______ pounds C. 6 grams = _______ milligrams D. 2.5 kilograms = _______ grams

E. 48 ounces = _______ pounds F. 4,000 pounds = _______ tons G. 2,250 milligrams = _______ grams H. 1,750 grams = _______ kilograms

Part II: Convert the following length measurements: A. 6 feet = _______ inches B. 7 yards = _______ feet C. 3 meters = _______ centimeters D. 5 centimeters = _______ mm

E. 48 inches = _______ feet F. 21 feet = _______ yards G. 250 centimeters = _______ meters H. 330 mm = _______ centimeters

Part III: Convert the following volume measurements: A. 5 cups = _______ ounces E. 88 ounces = _______ cups B. 16 pints = _______ cups F. 12 cups = _______ pints C. 8 quarts = _______ pints G. 20 pints = _______ quarts D. 3 gallons = _______ pints H. 56 pints = _______ gallons

Part IV: Convert the following time measurements: A. 3 minutes = _______ seconds B. 5 hours = _______ minutes

C. 180 seconds = _______ minutes D. 240 minutes = _______ hours

191 I Copying is strictly prohibited

FOUR-STAR CHALLENGE - 5.md.1 (5.md.1.1) 1

3

5

Nadia bought 57 inches of ribbon to make some hair bows. Linda bought 6 inches more ribbon than Nadia.

What is the length of Linda’s ribbon in feet and inches?

2

Vickie sold 64 bottles of water yesterday. Each bottle holds 1 pint of water. How many gallons of water did Vickie sell yesterday?

A

5 feet 3 inches

A a

272 gallons

Ba

5 feet 8 inches

B a

34 gallons

Ca

6 feet 3 inches

Ca

17 gallons

D a

6 feet 8 inches

D

8 gallons

A container can hold no more than 41 pounds of oranges. A shopkeeper filled the container with 144 ounces of oranges. How many more pounds of oranges can the container hold without going over the limit? Grid your answer.

Identify all of the statements that are true of the elapsed time between the 2 clocks below.

4

6

Thomas picked 8 pounds of beans.

He kept 3 ounces of beans for himself and packaged the rest to sell.

Each package contained 5 ounces of beans. How many packages of beans did Thomas make? Grid your answer.

Identify all of the statements that are true of the elapsed time between the 2 clocks below.

The elapsed time is 1 hr.

The elapsed time is 135 min.

The elapsed time is 90 min.

The elapsed time is 2 hrs and 15 min.

The elapsed time is 1 hr and 30 min.

The elapsed time is 115 min.

The elapsed time is 120 min.

The elapsed time is 1 hr and 15 min.

The elapsed time is 2 hrs.

192 I Smart to the Core I Educational Bootcamp

The elapsed time is 100 min.

7

Solve the word problems. Show your work.

A. The length of a fence is 15 feet. B. An airplane was flying at an altitude of 1 34,000 feet before descending 10,000 Michael needs to paint of the fence.

2 feet. How high, in yards, is the airplane How many inches of the fence does flying now?

Michael need to paint?

8

Complete the following word problems. Show your work.

A. A tree stands 12 feet tall. The building B. Linda cut a piece of string to 6 inches long. How long is the string in feet? near the tree is 4 times as tall as the tree. How tall is the building in yards?

193 I Copying is strictly prohibited

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THINK TANK QUESTION 9

DIRECTIONS: Study the conversion table below. Use the conversion table below to complete the tasks.

Weight

Length

Time

Volume

1 min = 60 s 1 ft = 12 in.

1 lb = 16 oz 1 ton = 2,000 lb 1 g = 1,000 mg 1 kg = 1,000 g

1 yd = 3 ft 1 mile = 5,280 ft 1 m = 1,000 mm 1 m = 100 cm 1 meter = 10 dm 1 cm = 10 mm 1 dm = 10 cm

1 h = 60 min

1 L = 1,000 mL

1 day = 24 hr 1 week = 7 days 1 month = 28 to 31 days 1 month = 4 weeks 1 year = 12 months 1 year = 52 weeks 1 year = 365 days

1 cup = 8 fluid ounces 1 pint = 2 cups 1 quart = 2 pints 1 gallon = 4 quarts

Part I: A gateway is 12 feet tall. Marlon is half the size of the gateway. How tall is Marlon in inches? Show your solution.

Part II: After entering the gateway, Marlon saw a building that was 10 times his height. Find the height of the building in yards. Show your solution.

Part III: Inside the building, Marlon saw a statue that was 3 times his height. Find the height of the statue in inches. Show your solution.

194 I Smart to the Core I Educational Bootcamp

GRADE 5

Tel. 305-423-1999 Fax. 305-423-1132

SMART TO THE CORE

Educational Bootcamp

jandj@educationalbootcamp.net www.educationalbootcamp.net

EDUCATIONAL BOOTCAMP

STUDENT BOOKLET Student’s Name

GRADE 5