Module 4 Lesson 33 Create story contexts for numerical expressions and tape diagrams, and solve word problems. Based upon lessons created by Common Core,Inc Stephen J. O’Connor ccss5.com

5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiple fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade level.) Common Core Standards

I can create story contexts for numerical expressions and tape diagrams, and solve word problems. Learning Targets

Divide Decimals Write Equivalent Expressions Create story contexts for numerical expressions and tape diagrams, and solve word problems.

Sprint A

Sprint B

Fluency Practice Write the number sentence

Fluency Practice Write the number sentence solving step by step

Fluency Practice Write the number sentence solving step by step

Fluency Practice Write the number sentence solving step by step

Fluency Practice Write the number sentence solving step by step

Fluency Practice Write the number sentence solving step by step

Problem 1 Concept Development Ms. Hayes has liter of juice. She distributes it equally to 6 students in her tutoring group. How many liters of juice does each student get?

Problem 1 Concept Development Ms. Hayes has liter of juice. She distributes it equally to 6 students in her tutoring group. How many liters of juice does each student get?

Problem 1 Concept Development Ms. Hayes has liter of juice. She distributes it equally to 6 students in her tutoring group. How many more liters of juice will Ms. Hayes need if she wants to give each of the 24 students in her class the same amount of juice found in Part (a)?

Problem 1 Concept Development Ms. Hayes has liter of juice. She distributes it equally to 6 students in her tutoring group. How many more liters of juice will Ms. Hayes need if she wants to give each of the 24 students in her class the same amount of juice found in Part (a)?

Problem 2 Concept Development Lucia has 3.5 hours left in her workday as a car mechanic. Lucia needs of an hour to complete one oil change. How many oil changes can Lucia complete during the rest of her workday?

Concept Development Lucia has 3.5 hours left in her workday as a car mechanic. Lucia needs of an hour to complete one oil change. How many oil changes can Lucia complete during the rest of her workday? Problem 2

Concept Development Lucia has 3.5 hours left in her workday as a car mechanic. Lucia needs of an hour to complete one oil change. Lucia can complete two car inspections in the same amount of time it takes her to complete one oil change. How long does it take her to complete one car inspection? Problem 2

Concept Development Lucia has 3.5 hours left in her workday as a car mechanic. Lucia needs of an hour to complete one oil change. Lucia can complete two car inspections in the same amount of time it takes her to complete one oil change. How long does it take her to complete one car inspection? Problem 2

Concept Development Lucia has 3.5 hours left in her workday as a car mechanic. Lucia needs of an hour to complete one oil change. How many inspections can she complete in the rest of her workday? Problem 2

Concept Development Lucia has 3.5 hours left in her workday as a car mechanic. Lucia needs of an hour to complete one oil change. How many inspections can she complete in the rest of her workday? Problem 2

Concept Development Carlo buys $14.40 worth of grapefruit. Each grapefruit cost $0.80. How many grapefruit does Carlo buy? Problem 3

Concept Development Carlo buys $14.40 worth of grapefruit. Each grapefruit cost $0.80. How many grapefruit does Carlo buy? Problem 3

Concept Development Carlo buys $14.40 worth of grapefruit. Each grapefruit cost $0.80. At the same store, Kahri spends one-third as much money on grapefruit as Carlo. How many grapefruit does she buy? Problem 3

Concept Development Carlo buys $14.40 worth of grapefruit. Each grapefruit cost $0.80. At the same store, Kahri spends one-third as much money on grapefruit as Carlo. How many grapefruit does she buy? Problem 3

Concept Development Studies show that a typical giant hummingbird can flap its wings once in 0.08 of a second. While flying for 7.2 seconds, how many times will a typical giant hummingbird flap its wings? Problem 4

Concept Development Studies show that a typical giant hummingbird can flap its wings once in 0.08 of a second. While flying for 7.2 seconds, how many times will a typical giant hummingbird flap its wings? Problem 4

Concept Development Studies show that a typical giant hummingbird can flap its wings once in 0.08 of a second. A ruby-throated hummingbird can flap its wings 4 times faster than a giant hummingbird. How many times will a ruby-throated hummingbird flap its wings in the same amount of time? Problem 4

Concept Development Studies show that a typical giant hummingbird can flap its wings once in 0.08 of a second. A ruby-throated hummingbird can flap its wings 4 times faster than a giant hummingbird. How many times will a ruby-throated hummingbird flap its wings in the same amount of time? Problem 4

Concept Development Create a story context for the following expression. Problem 5

Concept Development Create a story context about painting a wall for the following tape diagram. Problem 6

Practice

Review Practice Activate Knowledge ✔ Check Understanding Teamwork Learning Targets Fluency Practice Application Problem Sprint A Concept Development