 # Mathematics Grade 5 – Unit 1 (SAMPLE)

```Mathematics
Grade 5 – Unit 1 (SAMPLE)
Possible time frame:
25 days
Students finalize fluency with multi-digit addition, subtraction, multiplication and division and apply whole number operations to measurement conversion (e.g. convert 12 feet to __yards).
Students need experiences with numerical expressions that use grouping symbols to develop understanding of how to use parentheses, brackets, and braces with whole numbers. Students
compare like expressions that are grouped differently as well as place grouping symbols in an equation to make it true. Students write simple expressions and interpret the meaning of the
numerical expression. In prior grades, students used various strategies to multiply. In Grade 5, students must also understand and be able to use the standard algorithm. In applying the standard
algorithm, students recognize the importance of place value. (5.NBT.A.1) In fourth grade, students’ experiences with division were limited to dividing by one-digit divisors. In Grade 5, students
extend their prior experiences to include two-digit divisors. They will demonstrate their ability with whole number division using strategies, illustrations, and explanations.
Major Cluster Standards
Standards Clarification
Understand the place value systems.
5.NBT.A.1 and 5.NBT.A.2 Work
5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it
should be limited to whole
represents in the place to its left.
numbers as this standard will be
5.NBT.A.2 Explain patterns in the number of zeros of the product when multiplying a whole number by powers of 10, and explain patterns in the placement of revisited in Unit 2 and Unit 5.
5.NBT.B.5 Fluency should be
the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
attained by the end of the year. So
practice with the standard
Perform operations with multi-digit whole numbers and with decimals to hundredths.
multiplication algorithm should be
5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.
ongoing. For assessment purposes,
5.NBT.B.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the
limit the operation to 3-digit by 4properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular
arrays, and/or area models.
digit.
Supporting Cluster Standards
Standards Clarification
Convert like measurement units within a given measurement system
5.MD.A.1 Conversions should be
5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g. convert 5 cm to 0.05 m), and use these
limited to whole numbers.
conversions in solving multi-step, real world problems.
Standards Clarification
Write and interpret numerical expressions.
Work with these standards should
5.OA.A.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
be limited to whole numbers.
5.OA.A.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express
the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to
calculate the indicated sum or product.
Focus Standards for Mathematical Practice
MP.2 Reason abstractly and quantitatively.
As students solve problems involving measurement conversions, they will need to be able to reason about whether converting
among units will result in a larger or smaller number than they began with and attend to precision as they work to find the
MP.6 Attend to precision.
answer (MP.2 and MP.6). Students will also make use of structure as they evaluate and write expressions involving grouping
MP.7 Look for and make use of structure.
symbols (MP.7).
Unit 1: Whole Number Operations
Review the Grade 5 sample year-long scope and sequence associated with this unit plan.
1
Mathematics
Grade 5 – Unit 1 (SAMPLE)
What will students know and be able to do by the end of this unit?
Students will demonstrate an understanding of the unit focus and meet the expectations of the Common Core State Standards on the unit assessments.
Standards
The major clusters for this
unit include:
•
•
Understand the place
value system
Perform operations
with multi-digit whole
numbers and with
decimals to
hundredths.
Unit Assessment
Objectives and
Students will demonstrate
mastery of the content
through assessment items
aligned to the CCSS prepare
students to meet the
expectations of the unit
assessments.
•
•
•
•
Conceptual
Understanding
Procedural Skill and
Fluency
Application
Math Practices
Concepts and Skills
Each objective is broken
down into the key concepts
and skills students should
learn in order to master
objectives.
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Mathematics
Grade 5 – Unit 1 (SAMPLE)
Sample End-of-unit Assessment Items:
1. Explain how the value of the digit 7 in 47,358 is different than the value of the digit 7 in 35,739.
2. Find the quotient of 3762 ÷ 18. Explain how you found your answer.
3. The teacher asked the students to “add 9 and 3, and then multiply by 5.” Select the students
who have the expression written correctly.
a. Jacques wrote 5 × (3 + 9)
b. Makitha wrote 9 + 3 × 5
c. Nadia wrote (9 + 3) × 5
d. Paige wrote (3 + 9) × 5
e. Hank wrote 9 + (3 × 5)
4. Jonas had 183 baseball cards. He picked out 15 of them to give to is friend Bobby for his
birthday. He also gave 15 cards to Steven, Bobby’s twin brother. Later, Jonas found two new
packs of baseball cards in his room. Each pack had 6 regular cards and one limited-edition card.
Jonas wrote the following expression to find the number of cards in his collection.
183 − 15 + 15 + 2 × 6 + 1
The expression is missing grouping symbols. Place grouping symbols in the expression so that
the result is the number of cards Jonas has left. Explain how you decided where to put the
grouping symbols and tell how many cards Jonas has left.
5. Find the value of 1540 ÷ 14 × (248 − 149). Show or explain how you found your answer.
6. Find the product of 8,307 × 674. Show your work.
7. Convert 2,500 grams to decagrams. Explain your reasoning. How does the value of the digit 5
change after the conversion? Explain why the value changed.
8. How many inches are in 312 yards?
a.
26 inches
b.
936 inches
c.
3,744 inches
d. 11,232 inches
9. Find the products. Show your thinking. Explain the pattern of zeros.
45 x 3
45 x 30
450 x 30
450 x 300
10. Explain how knowing 50 x 4 = 200 helps you find 500 x 400.
3
Mathematics
Grade 5 – Unit 1 (SAMPLE)
Sample End of Unit Assessment Task:
Lonnie’s class visits a dairy farm to learn about milk production. They learn that the 25 cows on the farm
must be milked twice per day (every morning and evening). The cows produce 1,050 gallons of milk per
week.
1. How much milk does each cow produce in one day? Show your calculations, and be sure to
include units.
2. The farm keeps 20 gallons of the milk produced each day to use on the farm and sells the rest of
the milk to a milk distributor to be sold in stores. The farm packages 10 gallons of the milk they
keep into gallon containers. The remaining 10 gallons are divided equally between quarts and
pints.
a. Write and evaluate an expression to find the number of quart-sized containers needed
each day.
b. Write and evaluate an expression to find the number of pint-sized containers needed
each day.
c. Explain how you would find the number of quart-sized and pint-sized containers needed
each week.
4
Mathematics
Grade 5 – Unit 1 (SAMPLE)
Sample End-of-unit Assessment Item Responses:
1. 5.NBT.A.1
The value of 7 in 47,358 is 7,000. The value of 7 in 35,739 is 700. 7,000 is 10 times larger than
700.
Note: Students might say 700 is 1/10th of 7,000 which is also acceptable.
2. 5.NBT.B.6
The quotient of 3762 ÷ 18 is 209.
3762 = 3600 + 162.
3600 = 36 x 100
36 = 18 x 2 so 3600 = 18 x 2 x 100 or 3600 = 18 x 200.
I also know that 18 x 10 = 180 so to get 162 I have to multiply 18 by a number less than 10.
18 x 9 = 162
So, 18 x 200 + 18 x 9 = 3762
18 x (200 + 9) = 3762
18 x 209 = 3762
So the quotient is 209 because the quotient is the unknown factor in the multiplication problem
18 x ____ = 3762.
Teacher note: Other methods are acceptable for students to explain/show how they arrived at
the answer, including the standard algorithm. However, students are not expected to master the
standard algorithm for division until Grade 6 so other methods can and should be used to divide.
3. 5.OA.A.2
a. Jacques wrote 5 × (3 + 9)
c. Nadia wrote (9 + 3) × 5
d. Paige wrote (3 + 9) × 5
4. 5.OA.A.1, 5.OA.A.2
The expression should be:
183 − (15 + 15) + 2 × (6 + 1)
I know that Jonas gave away 30 cards to his friends Bobby and Steven. In the expression 30 can
be found by adding 15 + 15 so I put parentheses around 15 + 15. Then, Jonas found 2 packs of
cards that each has 6 regular plus 1 limited-edition card. This means he has 2 packs of 7 cards. In
the expression, 6 +1 represents the cards so I put that in parentheses because I have to add that
before multiplying by 2 for the two packs. Jonas has 167 baseball cards left.
5
Mathematics
Grade 5 – Unit 1 (SAMPLE)
5. 5.OA.A.1, 5.NBT.B.5, 5.NBT.B.6
6. 5.NBT.B.5
The product is 5,598,918.
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Mathematics
Grade 5 – Unit 1 (SAMPLE)
7. 5.MD.A.1, 5.NBT.A.1
To convert 2,500 grams to decagrams, divide 2,500 by 10 because there are 10 grams in 1
decagram. 2,500 grams is the same as 250 decagrams. The value of the digit 5 changed from 500
in 2,500 to 50 in 250. This happened because I divided 2,500 by 10 and 500 divided by 10 is 50.
8. 5.MD.A.1
9. 5.NBT.A.2
45 x 3
= (40 x 3) + (5 x 3)
= 120 + 15
= 135
45 x 30
= (45 x 3) x 10
= 135 x 10
= 1350
450 x 30
= (45 x 10) x (3 x 10)
= (45 x 3) x (10 x 10)
= 135 x 100
= 13,500
450 x 300
= (45 x 10) x (3 x 100)
= (45 x 3) x (10 x 100)
= 135 x 1000
= 135,000
For each product, the product 45 x 3 is being multiplied by the next power, or multiple, of 10
(10, 100, 1000). Multiplying 135 by each multiple of 10 increases the number of zeros because
the place value of each digit is changing by a factor of 10.
10. 5.NBT.A.1, 5.NBT.A.2
I know that 500 is 10 times 50 and I know that 400 is 100 times 4. 500 x 400 can be rewritten as
(50 x 10) x (4 x 100). That means 500 x 400 is 1000 times 50 x 4. So I would only have to multiply
200 by 1000.
7
Mathematics
Grade 5 – Unit 1 (SAMPLE)
Sample End of Unit Assessment Task Response:
5.NBT.B.5, 5.NBT.B.6, 5.MD.A.1
Lonnie’s class visits a dairy farm to learn about milk production. They learn that the 25 cows on the farm
must be milked twice per day (every morning and evening). The cows produce 1,050 gallons of milk per
week.
1. How much milk does each cow produce in one day? Show your calculations and be sure to
include units.
8
Mathematics
Grade 5 – Unit 1 (SAMPLE)
2. The farm keeps 20 gallons of the milk produced each day to use on the farm and sells the rest of
the milk to a milk distributor to be sold in stores. The farm packages 10 gallons of the milk they
keep into gallon containers. The remaining 10 gallons are divided equally between quarts and
pints.
a. Write and evaluate an expression to find the number of quart-sized containers needed
each day.
b. Write and evaluate an expression to find the number of pint-sized containers needed
each day.
Students might also convert the five gallons to quarts first then to pints. They may also
recognize they can use the answer from Part a, and multiply by 2 to get the number of
pints. Both alternate methods are acceptable.
c. Explain how you would find the number of quart-sized and pint-sized containers needed
each week.
In order to find the number of quart-sized or pint-sized containers for the week, I would
multiply the number of quart-sized containers needed per day by 7 since there are seven
days in the week. To find the number of pint-sized containers needed for the week, I
would again multiply the number of pint-sized containers needed for one day by 7 since
there are seven days in the week.
9
Mathematics
Grade 5 – Unit 1 (SAMPLE)
Possible Pacing and Sequence of Standards
Content and Practice Standards
Understand the place value systems.
5.NBT.A.1 Recognize that in a multi-digit number, a
digit in one place represents 10 times as much as it
represents in the place to its right and 1/10 of what
it represents in the place to its left.
5.NBT.A.2 Explain patterns in the number of zeros of
the product when multiplying a whole number by
powers of 10, and explain patterns in the placement
of the decimal point when a decimal is multiplied or
divided by a power of 10. Use whole-number
exponents to denote powers of 10.
Perform operations with multi-digit whole numbers
and with decimals to hundredths.
5.NBT.B.5 Fluently multiply multi-digit whole
numbers using the standard algorithm.
5.NBT.B.6 Find whole-number quotients of whole
numbers with up to four-digit dividends and twodigit divisors, using strategies based on place value,
the properties of operations, and/or the relationship
between multiplication and division. Illustrate and
explain the calculation by using equations,
rectangular arrays, and/or area models.
Convert like measurement units within a given
measurement system
5.MD.A.1 Convert among different-sized standard
Possible Pacing and Sequence
Days 1-2
Objectives:
Students will multiply multi-digit whole numbers and multiples of 10 using place value patterns and the
distributive and associative properties.
Students will estimate products of multi-digit whole numbers by rounding factors to a basic fact and
using place value patterns.
Students will describe how the value of a digit changes when the digit’s position is changed in a multidigit number.
Concepts and Skills:
• Recall basic multiplication facts
• Decompose factors into place value units
• Apply the distributive property to multiply multi-digit whole numbers
• Round multi-digit numbers to a given place value
• Identify patterns that occur when multiplying by multiples of 10.
• Reason that the value of a digit changes by powers of 10 as it changes positions in a multi-digit
whole number
1) Find the products. Show your thinking. Explain why the pattern of zeros occurs.
7x9
7 x 90
70 x 90
70 x 900
2) Tickets to a baseball game are \$20 for an adult and \$15 for a student. A school buys tickets for 45
adults and 600 students. How much money will the school spend for the tickets?
3) Round the factors to estimate the product. State a reasonable estimate for the product.
(a) 597 x 52
(b) 1,103 x 59
(c) 5,840 x 25
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Mathematics
Grade 5 – Unit 1 (SAMPLE)
measurement units 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.
Write and interpret numerical expressions.
5.OA.A.1 Use parentheses, brackets, or braces in
numerical expressions, and evaluate expressions
with these symbols.
5.OA.A.2 Write simple expressions that record
calculations with numbers, and interpret numerical
expressions without evaluating them. For example,
express the calculation “add 8 and 7, then multiply
by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921)
is three times as large as 18932 + 921, without
having to calculate the indicated sum or product.
Possible Connections to Standards for
Mathematical Practices
MP.1 Make sense of problems and persevere in
solving them
Students make sense of problems when they use
area models to conceptualize and solve
multiplication and division problems.
MP.2 Reason abstractly and quantitatively.
Students make sense of quantities and their
relationships when they use both mental strategies
and the standard algorithm to multiply multi-digit
whole numbers.
Days 3-7
Objectives:
Students will write numerical expressions with and without grouping symbols to represent verbal
expressions.
Students will evaluate numerical expressions including expressions containing grouping symbols.
Students will interpret numerical expressions without evaluating the numerical expressions.
Students will connect the area model of multiplication and the distributive property to partial products of
the standard algorithm.
Students will fluently multiply multi-digit whole numbers using the standard algorithm.
Students will fluently multiply multi-digit whole numbers using the standard algorithm to solve multi-step
word problems.
Students will estimate the products of multi-digit whole numbers to check the reasonableness of the
Concepts and Skills:
• Translate verbal expressions into numerical expressions
• Evaluate numerical expressions involving grouping symbols (Order of Operations)
• Compare two numerical expressions without evaluating either expression
• Multiply multi-digit whole numbers using the distributive property and area models
• Multiply multi-digit whole numbers using the standard algorithm
• Solve word problems using multi-digit multiplication
• Estimate the products of multi-digit whole numbers to determine if solutions are reasonable.
1) Write a numerical expression for each of the following:
(a) The sum of 8 and 7, doubled
(b) 4 times the sum of 14 and 26
11
Mathematics
Grade 5 – Unit 1 (SAMPLE)
MP.6 Attend to precision.
Students will have to attend to precision as they
convert units making sure they include units in their
MP.7 Look for and make use of structure.
Students will make use of structure when they apply
the times 10, 100, 1,000 and the divide by 10
patterns of the base ten system to mental strategies
for multiplication and division of multi-digit whole
numbers.
MP.8 Look for and express regularity in repeated
reasoning.
Students express the regularity they notice in
repeated reasoning when they apply the partial
quotients strategy to divide two-, three-, and fourdigit dividends by two-digit divisors.
2) Write the given numerical expression in words:
(a) 12 x (5 + 25)
(b) (62 – 12) X 11
3) Compare the two expressions. Explain how you can tell which one is greater without calculating.
24 x (20 + 5)
(20 + 5) x 12
4) Estimate your product first. Solve the following using the standard algorithm. Use the estimate to
check the reasonableness of your solution.
(a) 431 x 12 = ________
(b) 123 x 352 = ________
(c) 3124 x 322 = ________
5) Rickie buys a car and pays by installments. Each installment is \$463 per month. After 36 months, Rickie
owes \$1750. What was the total price of the vehicle?
6) A publisher prints 1,912 copies of a book in each print run. If they print 305 runs, the manager wants
to know about how many books will be printed. What is a reasonable estimate?
Days 8-10
Objectives:
Students will use whole number multiplication to convert measurement units.
Students will solve multi-step word problems involving measurement and multi-digit multiplication.
Concepts and Skills:
• Multiply multi-digit whole numbers to solve multi-step word problems
• Convert units of measurement within a given system
• Recall standard and metric conversions for length, mass, and capacity
1) Convert.
(a) _____ oz. = 54 lb.
(b) 4 mi = _____ yd. = _____ ft.
2) Ben helps his dad make chicken soup. Their recipe makes 15 cups of soup. If they each eat 2 cups and
freeze the rest, will the leftovers fit in one 64-ounce container?
12
Mathematics
Grade 5 – Unit 1 (SAMPLE)
3) A punch recipe calls for 2 quarts of ginger ale, 3 pints of orange juice, 2 pints of pineapple juice, 1 cup
of lemon juice, and 3 ounces of lime juice. Edna plans to make a double-recipe. How many fluid ounces
will there be in a double-recipe of punch?
Days 11-12
Objectives:
Students will divide multi-digit whole numbers by multiples of 10 using place value patterns.
Students will describe how the value of a digit changes when the digit’s position is changed in a multidigit number.
Students will use basic facts to approximate quotients with two-digit divisors.
Concepts and Skills:
• Use place value patterns to divide multi-digit whole numbers my multiples of 10
• Use drawings to help solve division problems involving multiples of 10
• Recognize the pattern of zeros in division problems and use the patterns to create easier division
problems
• Estimate quotients of division problems with two-digit divisors by using estimation and basic facts
• Recall basic multiplication and division facts
• Reason that the value of a digit changes by powers of 10 as it changes positions in a multi-digit
whole number
1) Divide 700,000 ÷ 1,000. Explain your thinking.
2) Divide 560,000 ÷ 7,000. Show your thinking.
3) Two fifth graders solved 400,000 divided by 800. Carter said the answer is 500, while Kim said the
4) Estimate the quotient for 635 ÷ 95. Show your thinking.
13
Mathematics
Grade 5 – Unit 1 (SAMPLE)
5) An oil well produces 172 gallons of oil every day. A standard oil barrel holds 42 gallons of oil. About
how many barrels of oil will the well produce in one day? Explain your thinking.
Days 13-18
Objectives:
Students will divide two-digit dividends by two-digit divisors using strategies based on place value and
the relationship between multiplication and division.
Students will divide three-digit dividends by two-digit divisors using strategies based on place value and
the relationship between multiplication and division.
Students will divide four-digit dividends by two-digit divisors using strategies based on place value and
the relationship between multiplication and division.
Students will explain the strategies for dividing by two-digit divisors using equations, rectangular arrays,
and/or area models.
Students will connect multi-digit division (up to four-digit dividends divided by two-digit divisors)
strategies to a written method.
Students will use multi-digit division (up to four-digit dividends divided by two-digit divisors) to solve
word problems.
Concepts and Skills:
• Use multiplication facts to find partial quotients
• Use estimation to find values to find partial quotients
• Decompose remainders after finding partial quotients to determine if the remainder can be further
divided by the divisor
• Connect drawings, equations, and area models to written methods for dividing
• Solve word problems using multi-digit division
• Check the solution to a division problem using multiplication
14
Mathematics
Grade 5 – Unit 1 (SAMPLE)
(a) 437 ÷ 60
(b) 591 ÷73
(c) 4,859 ÷ 23
2) Mr. Riley baked 1,692 chocolate cookies. He sold them in boxes of 36 cookies each. How much money
did he collect if he sold them all at \$8 per box?
3) A shipment of 288 textbooks has been delivered. Each of the 10 classrooms will receive an equal share
of the books, with any extra books being stored in the bookroom. After the textbooks have been
distributed to the classrooms, how many will be stored in the bookroom?
Days 19-21
Objectives:
Students will use whole number division to convert measurement units.
Students will solve multi-step word problems involving measurement and multi-digit division.
Concepts and Skills:
• Solve word problems involving measurement using division of multi-digit division
• Convert measurement units using division
• Recall standard and metric conversions for length, mass, and capacity
1) Mallory’s cat had six kittens. When Mallory and her brother weigh all the kittens together, they weigh
4 pounds 2 ounces. Since all the kittens are about the same size, how many ounces does each kitten
weigh?
2) Convert. (a) 12,000 g = _____ kg
(b) 1280 oz. = _____ qtr.
(c) 546 in = _____ yd. _____ in
3) See Illustrative Mathematics for a sample task which could be used for instruction.
4) The area of a rectangle is 252 m2. If the length is 18 m, what is the perimeter of the rectangle?
15
Mathematics
Grade 5 – Unit 1 (SAMPLE)
Days 22-23
Objective:
Students will apply multiplication, division, and measurement conversion skills to solve a real-world
problem.
Students will determine how much fencing is needed to enclose a pasture given specific measurements
and requirements. Students will have to make decisions about the type of materials to use. Students will
explain to the ranch owners how they determined what materials to purchase.
Days 24-25: End of Unit Assessment
16
Mathematics
Grade 5 – Unit 1 (SAMPLE)
The owners of Dixieland Ranch have hired your group to help determine the amount and the cost of the
fencing needed for their pasture. The ranch has an unfenced square pasture that measures 880 yards on
each side. In order to drive the tractor into the pasture to complete the chores, the ranch hands need
the pasture to have two wide gates installed on the opposite ends of the pasture.
The gates come in two different widths: a 10-ft gate and a 12-ft gate. Both gates at opposite ends of the
pasture must be the same width.
Fence posts will need to be purchased. The fence posts must be spaced evenly around the pasture. The
distance between each fence post must be the same as the width of the chosen gate. For example, if
you choose to purchase the 10-ft gate, the distance between each fence post will need to be 10-ft.
Three rows of barbed wire will be used to construct the fence around the pasture.
The owners need your group’s math expertise to help determine which materials to buy, how much of
the materials are needed, and how much it will cost to fence in the pasture. Your group will make your
decision based on the information given below and your calculations. The owners of the ranch do not
wish to spend more than \$16,500.
The Rancher’s Website sells gates, barbed wire, and posts that will need to be ordered.
Rancher’s Website
Fall Sale Page
Item and Description
Gates
Barbed Wire
10-ft Center Open Gate (two fence posts needed for installation–
not included)
12-ft Center Open Gate (two fence posts needed for installation–
not included)
\$186 per gate
\$200 per gate
1320-ft roll – 12 gauge wire with 4-pt barbs
\$75 per roll
50-ft coils – 12 gauge wire with 4-pt barbs
\$3 per coil
Treated Wooden Posts – meant for long term use
Fence Posts
Cost
Sold in bundles of 10 only
Untreated Wooden Posts – meant for short term use
Sold in bundles of 10 only
\$130 per bundle
of 10
\$110 per bundle
of 10
You need to create a recommendation to the owners of Dixieland Ranch about the materials they need
to order to fence in the pasture. Given the information from the website above decide which materials
need to be ordered, the quantity that needs to be ordered, and give the total cost of all items. Use the
order form below to record the required information.
17
Mathematics
Grade 5 – Unit 1 (SAMPLE)
Item
Rancher’s Website Order Form
Price
Type
(Cost per Item)
Quantity
(How many needed)
Total Cost
Gate
Barbed Wire
Fence Post
TOTAL ORDER AMOUNT
After completing the order form, provide a written recommendation to the owners explaining why you
chose each of the materials and how you determined the quantity needed. You should also include a
record of all of your calculations to support the totals on the order form. Remember that the owners do
not want to spend more than \$16,500.
18
Mathematics
Grade 5 – Unit 1 (SAMPLE)
There will be multiple solutions to this task as students may have different reasons for choosing certain
materials. If necessary, allow students to do some research about the items described so they can better
understand why some items might be chosen over others. Below is one sample order form. The written
recommendations will vary based on the reasoning of the different groups. All calculations supplied in
the written recommendations should be checked for accuracy together with the completed order form.
Item
Gate
Barbed Wire
Fence Post
TOTAL ORDER AMOUNT
Rancher’s Website Order Form
Price
Type
Quantity
Total Cost
(Cost per Item)
(How many needed)
10-ft gate
\$186
2 gates
\$372
1,320-ft roll
\$75
24 rolls
\$1,800
Treated Wooden
Posts
\$13
106 bundles
\$13,780
\$15,952
19
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