5.NF.B.4 Lesson 1-2-group1 🟡 Group 1 · Support & Scaffolding
MASTERY CHECK
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1.2 Small Group · Group 1

Tier 2 Intervention · Concrete-Representational-Abstract (CRA) · Dual-Language Anchors

quantity · relationship · Procedural Fluency · Real-World Applications

Interactive Workbench & Models →
Name: Date: Period: Learning Goal:
■ CONCEPT SUMMARY & GUIDED NOTES: Let's build it together — Make sense, plan, check
1When we do math, we make sense of problems, develop a solution plan, check our progress, and try other strategies when we come to dead ends.
  • The book opens with two warm-ups: about how many peas are in the picture, and decompose 105.76 five different ways. Both are about thinking before computing. We'll walk through a worked example, try one together, then you'll try a few with hints right there when you need them.
2Worked Example — Watch me estimate the peas
  1. A bowl is full of peas — far too many to count one at a time. About how many peas are in the bowl?
  2. I do not count every pea — I look for a group I CAN count, like one small cluster of about 10.
  3. Then I ask how many of those clusters would cover the whole bowl. I count about 12.
  4. 12 clusters of about 10 is 12 × 10 = 120, so my estimate is about 120 peas — a reasoned answer, close enough to be useful.
3Mathematical Word Bank
  • quantity (cantidad) — An amount in a problem — a number with a meaning attached, like 540 meters.
  • relationship (relación) — How two quantities compare or connect to each other.
  • strategy (estrategia) — A plan for how to solve a problem before you start computing.
  • reasonable (razonable) — A solution that makes sense in the context of the problem.
  • persevere (perseverar) — To keep working on a problem, checking your progress and adjusting your plan when you get stuck.
4Watch out
  • Expecting a fraction of a number to be bigger than the number — 5/6 × 540 must be LESS than 540 because 5/6 is less than 1; only a fraction greater than 1, like 6/5, makes the product bigger.
SECTION 1 CONCEPTUAL UNDERSTANDING & VISUAL MODELS [Visual Modeling]
  1. 1 DRAG SORT

    Sort each building plan: shorter or taller than 540 meters?

    Target Categories: Shorter than 540 m (fraction less than 1) Taller than 540 m (fraction greater than 1)
    • 9/10 of 540
    • 5/6 of 540
    • 3/4 of 540
    • 6/5 of 540
    • 11/10 of 540
    • 7/6 of 540
  2. 2 FILL TABLE

    Compute each building's height as a fraction of 540 meters.

    Building planFraction of 540 mHeight (m)
    Rio de Janeiro
    Tokyo
    Prototype
    ✏️ Scratchpad / Reasoning
SECTION 2 REAL-WORLD CONTEXTS & PROBLEM SOLVING [Applications]
  1. 3 MULTIPLE CHOICE

    Which of these is a correct way to decompose 105.76?

    1. A100 + 5.76
    2. B100 + 5.076
    3. C105 + 7.6
    4. D10 + 5.76
    ✏️ Workspace & Solution Steps
  2. 4 MULTIPLE CHOICE

    Which is another correct decomposition of 105.76?

    1. A110 − 4.24
    2. B110 − 5.24
    3. C106 − 0.34
    4. D110 + 4.24
    ✏️ Workspace & Solution Steps
  3. 5 MULTIPLE CHOICE

    Deon walked a shorter distance than Miguel, and Evelyn walked a longer distance than Miguel. Who walked the shortest distance?

    1. ADeon
    2. BMiguel
    3. CEvelyn
    4. DIt cannot be determined
    ✏️ Workspace & Solution Steps
SECTION 3 MATHEMATICAL WRITING & ERROR ANALYSIS [Reasoning & Critique]
  1. 6 OPEN RESPONSE

    In the Comparing Walks problem, name one thing you KNOW and one thing you DON'T know.

    💬 Sentence Starter: I know that ___ .<br>I don't know ___ .
    ✏️ Mathematical Justification & Response
✍️ The Writing Revolution (TWR) · Sentence Expansion Because · But · So

Complete each sentence stem to demonstrate precise mathematical reasoning:

BECAUSE The mathematical model proves the solution because each step preserves quantitative equivalence.
BUT An estimate provides a quick benchmark, but an exact proof is required for precision.
SO The quantities follow the standard rule, so the final result is verified with certainty.
📐 CER MATHEMATICAL PROOF MATRIX (CER 2.0) SMP.3 / Proof & Justification

Writing Task: Justify why your mathematical solution is accurate and complete.

C Claim
Starter: My mathematical claim is that the solution is...
E Evidence
Starter: The evidence from the model/table demonstrates that...
R Reasoning
Starter: This proves my answer because the standard mathematical definition of...
Student Mastery Self-Assessment:
1 · Need More Support
2 · Getting Closer
3 · Got It / Solid
4 · Master / Can Teach It