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Questions for your child to be able to solve.

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 Unit 3- Part 1a- Fraction Study Guide- NF. 1, 2, and 3 only

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Students often struggle with the concept of fractions. This interactive fraction strips tool helps students visualize fractions. With these online fraction strips, students can model fractions, solve fraction problems, explore equivalent fractions, and observe the differences between denominators.

To use the interactive fraction strips tool, click and drag the strips onto the canvas. You can drag as many of each fraction as you'd like. To remove the strips, drag them off the canvas. Change the chart to accommodate two whole units by pressing the "Unit Double" button. Add annotations using the pencil tool and erase using the eraser. To clear the canvas, press the trash can button.

A few activities you can do with students while using the online fraction strip tool include:

Have students model a given fraction, mixed or not. For example 1 1/4 or 3/6.

Ask students to model addition, subtraction, multiplication, or division problems using the fraction strips.

Ask students to find equivalent fractions for a certain fraction. For example, how many sixths are equivalent to 1/3?

Ask students to use the pencil tool to divide one of the wholes on the chart into fourths. Then, students can check their work by dragging fourths onto the chart afterward.

Looking for more fraction manipulatives? Try our interactive fraction circles.

Visit classplayground.com for more resources and printables about fraction strips.

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Fraction Strips | Free Virtual Manipulatives | Toy Theater

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Use the interactive fraction strips tool to help students visualize, model, and explore fractions. Students can also solve problems using fraction strips.

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KEY of Unit 3- Part 1a- Fraction Study Guide- NF. 1, 2, and 3 only

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Video showing how to find common denominators to add and subtract using fraction tiles and multiplication: 

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Video showing how to find common denominators to add and subtract using fraction tiles and multiplication: 

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adding fractions uncommon denominators and mixed number subtraction (with regrouping)

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Dividing Unit Fractions by Whole Numbers: 5.NF.7a

Lindsay Jeffcoat on January 14 2020

This lesson shows how to divide unit fractions by whole numbers using models. For more videos and instructional resources, visit TenMarks.com. TenMarks is a standards-based program to complement any math curriculum with scaffolded lessons, guided practice, inquiry-based tasks, assessments and interventions.

Launched as a beta version in 2009, SafeShare.tv has gained popularity as the safest way to Watch and Share YouTube and Vimeo videos, and is widely used all around the globe by educators so their students can watch educational material without the fear of inappropriate videos showing up.

Are you sure you want to do this?

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Dividing Unit Fractions by Whole Numbers: ... - SafeShare.tv

# data[].attributes.attachment_link.description
This lesson shows how to divide unit fractions by whole numbers using models. For more videos and instructional resources, visit TenMarks.com. TenMarks is a standards-based program to complement any math curriculum with scaffolded lessons, guided practice, inquiry-based tasks, assessments and interventions.

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Dividing Whole Numbers by Unit Fractions: 5.NF.7b

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- [Instructor] You're probably familiar with the notion of a number line where we can take a number and associate it with a point on the number line. So for example, the number two, I would go, I would start at zero, I'd go one, two to the right, and I would end up right over there. What we're going to do in this video is think about how do we take two numbers and associate them with a point on a plane like this. So for example, you might have the two numbers three, comma five. How can these two numbers be represented as a point on the plane, or how can these tell you where a point on the plane is? So let's first get a little bit of terminology out of the way. So what we have here, this is often known as our coordinate plane. These two numbers you could view as our coordinates. Let me write this down. These are coordinates. These black lines are known as the axes. Each one is an axis and the one that goes left right here, this is known as the X axis, or it's typically known as the X axis. In the future it might be called other things, and the one that goes up down in the vertical direction, this is typically known as the Y axis. As you go further in math we might call it other things, but most of the time it's going to be called the Y axis. So how does three comma five, how do these coordinates specify a point on this plane? Well the way that we typically work it through, the standard way that people will interpret these points, it'll say all right, this first coordinate, this is our X coordinate. This is our X coordinate. You can view it as how far do we move to the right along the X axis. So what you would do is you'd say all right I'm gonna start right here where my axes intersect and I'm gonna go three to the right. One, two, three. So my X coordinate says, all right my point is going to be this far to the right. This far to the right. So it's gonna be somewhere on this vertical line. This dotted line that I'm showing. Everything on this vertical line has an X coordinate of three. Now what's the Y coordinate? Another way I should say it, the second number right over here. This is the Y coordinate. Y coordinate. This tells us how far do we move up. So one way to think about it, you could start back where the axes intersect. This point is actually called the origin. Let me write that down. That is the origin, and so starting at the origin, move five up. One, two, three, four, five. So everything on this horizontal line that I'm drawing has a Y coordinate of five. So what point uniquely has both an X coordinate of three and a Y coordinate of five? Well you can see where those two lines intersect, right over here. Actually let me do that same blue color that I wrote the coordinates in. So this point right over here, it has an X coordinate of three, and it has a Y coordinate of five. That is the point three comma five. Now what is the coordinate of the origin? Well the origin is zero to the right of the origin and it's also zero above the origin. So the coordinates there, the X coordinate is zero, the Y coordinate is also zero. Let's do a few more examples. So let's say that I wanted to plot the point two comma five. Why don't you pause this. Oh let me use a different number. Two comma four. Why don't you pause this video and think about where that point would be on this coordinate plane. All right let's do it together. So the first number is going to be our X coordinate. It tells us how far do we move to the right. So we move two to the right, and then our second number says how far do we move up. So first we're gonna move two to the right and then we are going to move four up. So you can say one two to the right and then one two three four right over there. This right over here is the point two comma four. Notice is X coordinate. How far to the right of the origin it is. That is two and its Y coordinate, how far above the origin is. That is four. Now let's go the other way around. Let's say that I were to give you, if I were to give you this point right over here. What would its coordinates be? Pause the video and try to figure that out. All right, well we know it's gonna be two numbers. So I'll do something comma something. Now the first something, that's going to be our X coordinate. You could think of it, what point on the X axis are we above? You could think about how far to the right of the origin we are, and you can see that your X coordinate right over here is if we just drop a vertical line straight down from that point it hits the X axis at four. So that is four. Another way to think about it we're one two three four to the right of the Y axis. Now how high are we? How high above the X axis are we? Well we're one above the X asis. So this is gonna be four comma one. Another way to think about it, if you just take a line and you go straight to the left you're going to hit the Y axis at the one right over here. So the coordinates here are four comma one. Now just so we don't get confused, and when you first learn this, the main point of confusion is remembering that okay the first number is the X coordinate, the second number is the Y coordinate. One comma four would be a different point. One comma four would be okay one in the X direction and then four in the Y direction. So this is one comma four over here. So it's very important to realize that the standard way of interpreting these numbers is that the first one says how far do you move to the right of the origin, or how far do you move along the X axis or where are you on the X axis, and the second number is how far do you move in the vertical direction, or where are you relative to the Y, or where are you in the vertical direction?

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Introduction to the coordinate plane (video) | Khan Academy

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Instructor] You're probably familiar with the notion of a number line where we can take a number and associate it with a point on the number line. So for example, the number two, I would go, I would start at zero, I'd go one, two to the right, and I would end up right over there.

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Using Powers of ten to help with mental math multiplication

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Using Powers of ten to help with mental math multiplication

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Multiplication Trick: Multiples of 10 and Place Value Patterns!

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Multiplying By Powers of 10 (M.4.NBT.1.D)

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What I want to do in this video is give an overview of quadrilaterals. And you can imagine, from this prefix, or, I guess you could say, the beginning of this word, quad-- this involves four of something. And quadrilaterals, as you can imagine, are shapes. And we're going to be talking about two-dimensional shapes that have four sides and four vertices and four angles. So, for example-- one, two, three, four. That is a quadrilateral, although that last side didn't look too straight. One, two, three, four. That is a quadrilateral. One, two, three, four. These are all quadrilaterals. They all have four sides, four vertices, and, clearly, four angles. One angle, two angles, three angles, and four angles. Actually, let me draw this one a little bit bigger, because it's interesting. So in this one right over here, you have one angle, two angles, three angles, and then you have this really big angle right over there. If you look at the interior angles of this quadrilateral. Now, quadrilaterals, as you can imagine, can be subdivided into other groups based on the properties of the quadrilaterals. And the main subdivision of quadrilaterals is between concave and convex quadrilaterals. So you have concave, and you have convex. And the way I remember concave quadrilaterals, or really concave polygons of any number of shapes, is that it looks like something has caved in. So, for example, this is a concave quadrilateral. It looks like this side has been caved in. And one way to define concave quadrilaterals-- so let me draw it a little bit bigger, so this right over here is a concave quadrilateral-- is that it has an interior angle that is larger than 180 degrees. So for example, this interior angle right over here is larger than 180 degrees. And it's an interesting proof. Maybe I'll do a video. It's actually a pretty simple proof to show that, if you have a concave quadrilateral, if at least one of the interior angles has a measure larger than 180 degrees, that none of the sides can be parallel to each other. The other type of quadrilateral, you can imagine, is when all of the interior angles are less than 180 degrees. And you might say, wait-- what happens at 180 degrees? Well, if this angle was 180 degrees, then these wouldn't be two different sides, it would just be one side. And that would look like a triangle. But if all of the interior angles are less than 180 degrees, then you're dealing with a convex quadrilateral. So this convex quadrilateral would involve that one and that one over there. So this right over here is what a convex quadrilateral could look like-- four points, four sides, four angles. Now, within convex quadrilaterals, there are some other interesting categorizations. So now we're just going to focus on convex quadrilaterals, so that's going to be all of this space over here. So one type of convex quadrilateral is a trapezoid. And a trapezoid is a convex quadrilateral, and sometimes the definition here is a little bit-- different people will use different definitions. So some people will say a trapezoid is a quadrilateral that has exactly two sides that are parallel to each other. So, for example, they would say that this right over here is a trapezoid, where this side is parallel to that side. If I give it some letters here, if I call this trapezoid ABCD, we could say that segment AB is parallel to segment DC, and because of that we know that this is a trapezoid. Now I said that the definition is a little fuzzy, because some people say you can have exactly one pair of parallel sides, but some people say at least one pair of parallel sides. So if you use the original definition-- and that's the kind of thing that most people are referring to when they say a trapezoid, exactly one pair of parallel sides-- It might be something like this. But if you use the broader definition of at least one pair of parallel sides, then maybe this could also be considered a trapezoid so you have one pair of parallel sides like that and then you have another pair of parallel sides like that. So this is a question mark where it comes to a trapezoid. A trapezoid is definitely this thing here, where you have exactly one pair of parallel sides. Depending on people's definition, this may or may not be a trapezoid. If you say it's exactly one pair of parallel sides, this is not a trapezoid, because it has two pairs. If you say at least one pair of parallel sides, then this is a trapezoid. So I'll put that in a little question mark there. But there is a name for this, regardless of your definition of what a trapezoid is. If you have a quadrilateral with two pairs of parallel sides, you are then dealing with a parallelogram. So the one thing that you definitely can call this is a parallelogram. And I'll just draw it a little bit bigger. So it's a quadrilateral, and if I have a quadrilateral, and if I have two pairs of parallel sides. So the opposite sides are parallel. So that side is parallel to that side, and then this side is parallel to that side there-- you're dealing with a parallelogram. And then parallelograms can be subdivided even further. If the four angles in a parallelogram are all right angles, you're dealing with a rectangle. So let me draw one like that. This is all in the parallelogram universe, what I'm drawing right over here. This is all the parallelogram universe. So it's a parallelogram, which tells me that opposite sides are parallel. And then if we know that all four angles are 90 degrees. And we've proven in previous videos how to figure out the sum of the interior angles of any polygon. And using that same method you could say that the sum of the interior angles of any quadrilateral is actually 360 degrees. And you see that in this special case as well. But maybe we'll prove it in a separate video. But this right over here we would call a rectangle. Parallelogram-- opposite sides parallel and we have four right angles. Now, if we have a parallelogram where we don't necessarily have four right angles, but where we do have the length of the sides being equal, then we're dealing with a rhombus. So let me draw it like that. So it's a parallelogram. This is a parallelogram, so that side is parallel to that side, this side is parallel to that side. And we also know that all four sides have equal length. So this side's length is equal to that side's length, which is equal to that side's length, which is equal to that side's length. Then we are dealing with a rhombus. So one way to view it-- all rhombi are parallelograms. All rectangles are parallelograms. All parallelograms you cannot assume to be rectangles. All parallelograms you cannot assume to be rhombi. Now, something can be both a rectangle and a rhombus. So let's say that this is the universe of rectangles. So the universe of rectangles-- I'll draw a little bit of a Venn diagram here-- is that set of shapes and the universe of rhombi is this set of shapes right over here. So what would it look like? Well, you would have four right angles and they would all have the same length. So it would look like this. So it'd definitely be a parallelogram. Four right angles and all the sides would have the same length. And this is probably the first of the shapes that you learned, or one of the first shapes. This is clearly a square. So all squares could also be considered a rhombus, and they could also be considered a rectangle, and they could also be considered a parallelogram. But clearly, not all rectangles are squares, and not all rhombi are squares. And definitely not all parallelograms are squares. This one, clearly, right over here, is neither a rectangle nor a rhombi, nor a square. So that's an overview. Just gives you a little bit of taxonomy of quadrilaterals. And then in the next few videos, we can start to explore them and find their interesting properties or just do interesting problems involving them.

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What I want to do in this video is give an overview of quadrilaterals. And you can imagine, from this prefix, or, I guess you could say, the beginning of this word, quad-- this involves four of something. And quadrilaterals, as you can imagine, are shapes.

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This page contains links to Geometry Interactive Whiteboard Resources from across the web. Try some of these links on your interactive whiteboard during whole class math sessions or select an activity for a small group to work on using classroom computers during Math Center sessions.

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This page contains links to Geometry Interactive Whiteboard Resources from across the web. Try some of these links on your interactive whiteboard during whole class math sessions or select an activity for a small group to work on using classroom computers during Math Center sessions.

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Sal classifies quadrilaterals by their properties (such as parallel sides).

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Unit 3B: Dividing Fractions Study Guide 

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Unit 3B: Dividing Fractions Study Guide 

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Unit 3- Part 2- Dividing Fraction Study Guide

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Unit 1: Investigating Volume of Solid Figures

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Unit 1: Investigating Volume of Solid Figures

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Find the missing dimensions of 3-D figures using the volume formula

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In this lesson you will find the missing dimensions of 3-D figures by using the volume formula.

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3. Understand that unit cubes measure volume (C)

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Lesson objective: Understand that we can measure volume by packing cubes, and counting the total amount of cubes. Students bring prior knowledge of unit squares from 3.MD.5. This prior knowledge is extended to volume as students pack cubes into rectangular prisms. A conceptual challenge students may encounter is the misunderstanding of layers and the relationship with height.

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Measuring Volume Using Unit Cubes

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Measuring Volume Using Unit Cubes: 5.MD.4

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Finding Volume Using Addition and Multiplication

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Find Volume by Counting Cubes Using Addition and Multiplication: 5.MD.5

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Area Model Multiplication

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Order of Operations Explanation and Practice

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Order of Operations Explanation and Practice

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01 - Learn Order Of Operations (5th Grade Math)

Lindsay Jeffcoat on January 13 2020

This is just a few minutes of a complete course. Get all lessons & more subjects at: http://www.MathTutorDVD.com. This lesson teaches how to use the rules of order of operations to solve problems.

Launched as a beta version in 2009, SafeShare.tv has gained popularity as the safest way to Watch and Share YouTube and Vimeo videos, and is widely used all around the globe by educators so their students can watch educational material without the fear of inappropriate videos showing up.

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01 - Learn Order Of Operations (5th Grade ... - SafeShare.tv

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Lindsay Jeffcoat on January 13 2020 This is just a few minutes of a complete course. Get all lessons & more subjects at: http://www.MathTutorDVD.com.

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This website requires that you make an account as a parent, but accounts are free. Khan Academy is a great resource that you can use all year long! You and your child will benefit from these videos!

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Let's say we need to figure out how many times 16 goes into 1,388. And what I want to do is first think about how we traditionally solve a problem like this and then introduce another method that allows for a little bit more approximation. So traditionally you would say, well, 16 does not go into 1 any times. So then you move over one spot. Well, how many times does it go into 13? Well, it still does not go into 13. And then you go all the way to 138. And you say, well, 16 does go into 138. And you say, how many times will it go into 138? And you might try 9 first. And I'll do all my arithmetic here on the right side. So you'll say, 16 times 9-- 6 times 9 is 54. 1 times 9 is 9, plus 5 is 14. So it goes 144 times. So that's still too big. That's larger than 138. So it's going to go into it eight times. Eight times will be less than 138. So you would stick an 8 here. And notice, I had to do this little trial and error here. I had to make sure I got the right exact number. I had to make sure I put an 8 right over here. Then you say, 8 times 6 is 48. And then 8 times 1 is 8, plus 4 is 12. So 8 times 16 is 128. So when I subtract, I get the remainder from 138. So I get a remainder of 8 minus 8 is 0. 3 minus 2 is 1. And then these cancel out. So I have a remainder of 10. But I still have this 8 right over here, so I bring that down. So I have 108. And then I do the same thing again. Let me get rid of this so we don't get distracted. We say, how many times does 16 go into 108? And you can approximate. You say, well, it's definitely not eight times. Eight times is 128. Is it, maybe, seven times? And then you might do a little math on the side. See-- 16 times 7. 6 times 7 is 42. 1 times 7 is 7, plus 4 is 11. So you get 112. So that's still too large, so it's going to be 6. But notice, we had to do this little side work on the side right over here to realize it wasn't seven. Now six is the largest how many times you go into 108 without going over it. So 6 times 6 is 36. Carry the 3, or regroup the 3, depending on how you think about it. 6 times 1 is 6, plus 3 is 9. Then you subtract again. 8 minus 6 is 2. And then you can just say 10 minus 9 is 1, or you could even borrow. You could make this a 10. And then that goes away. 10 minus 9 is 1. So then you have 12. And if we're not going into decimals, you're done. Because 16 does not go into 12. So 16 goes into 1,388 86 times with a remainder of 12. That right over there is your remainder. And that's all a decent way of doing it. And that's the way you traditionally know how to do it. But what I want to do is introduce another maybe a little more interesting way to solve a long-division problem. So once again, let's do our 16 goes into 1,388. And what we're going to do is give us much more leeway for approximation, or for essentially guessing. And what we want to do is just guess. We're going to make guesses for how many times 16 goes into the numbers without overestimating, without jumping too high. And now we're not just going to think about the 1 or the 13 or the 138. We're going to think about the whole number as a whole. And before we do that, I'm going to get two things out of the way, just because it will help us. I'm just going to remind ourselves what 16 times 2 and 16 times 5 are. And I'm just picking these as random numbers that we can use to approximate. You don't have to use 2 and 5. You can use any numbers. Maybe I'll show other examples there. So 16 times 2, we know, is 32. And 16 times 5 is 50 plus 30, is 80. So let's just keep these two results in mind while we try to tackle this right over here. So the first thing to think about is our best guess for how many times does 16 go into 1,388. Or another way to think about, how many times does 16 go into 1,000? Let's just do something at a very rough approximation. Well, we know it's not going to be 100, because 100 times 16 would be 1,600. You would just throw those two 0's at the end of it. And [? you'd ?] say, how many times does it go into 1,000? Well, we know if 16 times 5 is 80, we know that 16 times 50 would be 800. So let's use that. And I'm using the 5-- I'm multiplying it by another 10 to get to 50-- instead of the 2 because 800 is a lot closer than 320 to our 1,000 that we care about. So what we could say is, well, 16 times 50 will get us to 800. And once again, how did I know that? Well, 16 times 5, I know ahead of time, is 80. So 16 times 50, I multiplied by 10-- 5 times 10-- it'll get us to 800. And then I just subtract. So I subtract here. 8 minus 0 is 8. And then you could say 13 minus 5 is 588. And now we ask ourselves, how many times does 16 go into 588? How close can we get to that? And let's just assume that we only know this stuff right over here, or we can multiply 16 times a multiple of 10. So 800 would once again be too big. That gets us above 588. Let's just go with 320 right over here. We know that 16 times 2 is 32. So 16 times 20 is going to be 320. I just multiplied the 2 times 10, which would give us our product times 10. And so we can subtract this right over here. 8 minus 0 is 8. 8 minus 2 is 6. And then 5 minus 3 is 2. So now I'm left with 268. And we say, how many times does 16 go into 268? Well, let's see. 800 is too big. Even 320 is now too big. Well, we could say-- 10 times 16 will get us to 160. Let's just try that out. We don't even have to get the right exact answer. We don't have to get the highest multiple that's less than 260. We just have to make sure that we're still within 268. Let me do a new color over here. If we multiply 16 times 10, we get 160. 160, we subtract again. So 8 minus 0 is 8. 6 minus 6 is 0. 2 minus 1 is 1. And then we're left with, well, how many times does 16 go into 108? And we know 16 times 5 is 80. So let's just try out 5. 16 times 5 is 80. We subtract right over here. 8 minus 0 is 8. 10 minus 8 is 2. So we're left with 28. And now it's pretty simple. How many times does 16 go into 28? Well, it only goes into it one time. And then when you subtract 16 from 28, 8 minus 6 is 2. 2 minus 1 is 1. You're left with a remainder of 12. But you might say, well, how do we know how many times does 16 go into 1,388? Well, it goes 50 times plus 20 times plus 10 times plus 5 times plus 1 time. So that's going to be-- we can just add up all of these things on the right-hand side. This is going to be 50 plus 20 is 70, plus 10 is 80, plus 5 is 85, plus 1 is 86. So there we have it. It went into it 86 times with a remainder of 12. And what's cool about this method is that at every step, I could have put a 60 over here and I could have done the math correctly. Or I could have picked my two multiples to be 16 times 6 and 16 times 3. And I would have gotten different results here. But at the end, I would still have gotten the right answer. So what it does is it gives us a method so that we're always thinking about-- we're always kind of biting away chunks of what we're dividing into. So first we bit off an 800-piece chunk. Then we bit off a 320-piece chunk. And we keep going until we essentially can't divide by 16 any more. So hopefully you found that kind of interesting.

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Partial quotient method of division: introduction (video) | Khan Academy

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

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Order of Operations Chart

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5th Math MGSE5 MD 1 Video

Ashley Brech on January 14 2020

Launched as a beta version in 2009, SafeShare.tv has gained popularity as the safest way to Watch and Share YouTube and Vimeo videos, and is widely used all around the globe by educators so their students can watch educational material without the fear of inappropriate videos showing up.

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5th Math MGSE5 MD 1 Video... - SafeShare.tv

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Ashley Brech on January 14 2020 Launched as a beta version in 2009, SafeShare.tv has gained popularity as the safest way to Watch and Share YouTube and Vimeo videos, and is widely used all around the globe by educators so their students can watch educational material without the fear of inappropriate videos showing up.

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Measurement Conversions and Line Plot Study Guide

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Measurement Conversions and Line Plot Study Guide

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Unit 5_ Measurement and Data Study Guide 

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This website requires that you make an account as a parent, but accounts are free. Khan Academy is a great resource that you can use all year long! You and your child will benefit from these videos!

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Introduction to decimals | Decimals | 4th grade | Khan Academy

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Use this video as a teaching tool. The homework page at the end of the video is optional!

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Lesson 3.3 Compare and Order Decimals

Lindsay Jeffcoat on January 13 2020

Made with Explain Everything

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Lesson 3.3 Compare and Order Decimals... - SafeShare.tv

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Lindsay Jeffcoat on January 13 2020 Made with Explain Everything Launched as a beta version in 2009, SafeShare.tv has gained popularity as the safest way to Watch and Share YouTube and Vimeo videos, and is widely used all around the globe by educators so their students can watch educational material without the fear of inappropriate videos showing up.

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Adding and Subtracting Decimals

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Adding and Subtracting Decimals

Lindsay Jeffcoat on January 13 2020

This video is about Adding and Subtracting Decimals

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Adding and Subtracting Decimals... - SafeShare.tv

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Lindsay Jeffcoat on January 13 2020 This video is about Adding and Subtracting Decimals Launched as a beta version in 2009, SafeShare.tv has gained popularity as the safest way to Watch and Share YouTube and Vimeo videos, and is widely used all around the globe by educators so their students can watch educational material without the fear of inappropriate videos showing up.

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Multiplying Decimals Using a Model - Grade 5

Lindsay Jeffcoat on January 13 2020

In video Mrs. Jousan shares how we can represent the 5th Grade TEK 5.3D of multiplying decimals using an area model and hundredths grid.

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Lindsay Jeffcoat on January 13 2020 In video Mrs. Jousan shares how we can represent the 5th Grade TEK 5.3D of multiplying decimals using an area model and hundredths grid.