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Great Sports Moments Timeline - 5th Grade (Black History, Fractions & Decimals)

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Grade Levels
4th - 7th, Homeschool
Resource Type
Standards
Formats Included
  • PDF
Pages
19 pages
$4.75
$4.75
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  1. 2 Bundled products that allow students to practice fraction and decimal operations while learning about history.PRODUCT #1: Great Sports Moments Timeline - 5th Grade (Black History, Fractions & Decimals)Engaging way to practice fraction and decimal equivalence, as well as decimal and fraction op
    Price $8.00Original Price $9.50Save $1.50

Description

Black History Project –

Great Moments in Sports History in the 20th Century

(5th Grade Fraction and Decimal Equivalence)

PRODUCT DESCRIPTION:

  • Engaging way to practice fraction and decimal equivalence, as well as decimal and fraction operations!
  • Fraction addition, subtraction and multiplication, plus decimal addition, subtraction, multiplication, and division.
  • Cross-curricular way to incorporate math content into social studies!
  • Print and go activity with answer key and scoring rubric included!

One year my students begged me to give them a Black History Project like we had done the year before, but I was just teaching math at the time, and I still had skills I needed to teach. I came up with this project as a solution. I was able to incorporate the black history content into a review of fraction and decimal equivalence.

This product is a timeline project for 5th grade students that allows students to order events from African Americans’ great moments in sports in the 20th century. To order these events, students will apply their understanding of fraction and decimal equivalence to convert various fraction and decimal expressions into proper fractions with a denominator of 100. After converting the expressions to proper fractions, students will create their timeline by labeling every tenth or ten-hundredth from 0 to 1. Zero on the timeline represents the year 1900, 1 represents 2000, and 8/100 represents 1908, etc. They will need tape or glue sticks to attach the 5 number line (timeline) sheets to make one long timeline. These can be adhered to construction paper or butcher paper as well for more color and space, if desired. Students will cut out each of the 24 events and then place them in the correct area of the number line (timeline) - above or below the line.

To add more rigor to this project, you can have students make their own number lines with meter sticks and a large piece of butcher/chart paper (a little over 1 meter in length). Students will have to add their own ticks on the number line (this can add about 10 minutes to the time needed for this project). I had my students work in teams of 2 or 3 to complete this project, and I checked 10 events from the timeline for accuracy, and then used the included rubric to give students a score for this project. There is also a reflection sheet at the end of the project for students to respond to what they learned.

I highly recommend having students glue the included sheets on construction paper, chart paper, or butcher paper.

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Total Pages
19 pages
Answer Key
Included with rubric
Teaching Duration
90 minutes
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Standards

to see state-specific standards (only available in the US).
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.
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, 𝘢/𝘣 + 𝘤/𝘥 = (𝘢𝘥 + 𝘣𝘤)/𝘣𝘥.)
Interpret a fraction as division of the numerator by the denominator (𝘢/𝘣 = 𝘢 ÷ 𝘣). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

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