5th Grade Suggested trimester:
1
Idaho SySTEMic Solution Time needed: 2 days, 45-60 min. ea.
Multiplication, Atoms, and Molecules
Description/Objective: This is a lesson with many variations, and can be used all or in part:
Use Bricks to develop and maintain basic multiplication facts and concepts; choose, combine, and apply strategies for solving multiplication problems.
Using Bricks to make models, developing understanding of the Periodic Table, Atoms, Protons, Neutrons, and Electrons. Using the models, demonstrate the relative position of water molecules in the solid, liquid, and gas phase.
MSD and State Standards addressed:
Area RT State
Standard Description RelatedCurriculum Evidence/Assessment
Math standard
RT 4 5.M.1.2.3 Choose, combine, and apply strategies
for answering multiplication problems
Un1Inv1,2,3; Un7Inv1,2,3,4; Ig0: Chap2Act2; L: 1, 3, 4, 2-5, 2-5, 6, 7, 3-8, 3-12, 4-6
Build model and transfer to grid paper Science standard RT4 5.LA.2.2.1, 5.LA.2.2.3, 5.LA.4.2.1
Describe how atoms are classified; describe the difference between elements, compounds, mixtures, and solutions.
Calculate the total number of atoms in multiple molecules.
HM Science, Unit E Chapters 1,2
Build molecules of water, carbon dioxide, and glucose
Background information for teacher:
Math: This lesson includes strategies for demonstrating basic multiplication facts, arrays, repeated addition, etc. Math concepts may be extended to include factors, multiples, prime and composite numbers, divisibility, fact families, and ratios.
Science: Use in conjunction with Houghton Mifflin Science, Unit E, Chapters 1 (Organization of Atoms, p. E8), Chapter 2 (Periodic Table, Organizing the Elements), and Chapter 3 (Compounds, Combining Elements, Compounds and Formulas). Review the Periodic Table and how atoms are classified. Demonstrate how atoms are combined to make a molecule.
Applying Multiplication to Science: (see Houghton Mifflin Science, Unit E, Lesson 3, T.Ed. p. E29): Students will apply multiplication strategies to science by calculating the total number of atoms in multiple molecules.
Math Vocabulary: factors, products, multiples
Materials needed:
1. Specific Bricklab® materials, sorted by activity
a. Math: Varies, depending on multiplication facts being practiced (example 4 X 8; use four 2x4 bricks)
b. Science: It is possible, although it creates new problems, to flip the bricks over and use the underside – this will allow for odd numbered factors and products. Example: 2 X 15. See below.
2. Math text book, multiplication chart, science text book (Kinds of Matter)
3. Bricklab® Graph paper and pencil
4. Attached evidence sheet
Grouping of children and alternatives:
Students will work and share bricks from central container at tables of four
Whole group is used for guided instruction and checking for understanding;
Partners for practice
Individuals for assessment and evidence..
Math Lesson and Classroom procedure:
1. Group students into pods of 4 with a container of assorted bricks in the middle. 2. Each student receives an 8X16 plate and a copy of grid paper designed for bricks. 3. Teacher begins by modeling strategies for solving multiplication problems.
4. Students practice and draw various strategies to demonstrate basic multiplication facts. Science Lesson, using the math:
1. Introduce atoms, elements, mixtures, and compounds. Discuss where we find elements, mixtures, and compounds in everyday life.
2. Read and discuss “Kinds of Matter”, Unit E, Chapter 3. Inquiry Questions to help students with this lesson:
On the Periodic Table, elements are identified by the number of protons in an atom of that
element. How will you indicate this number in your model building? By using a stud for each proton?
What is then the problem with building brick models that use hydrogen? Why is using the “one
stud per proton” method a problem here? (There is no brick with only one stud, although there are bricks with one “hole” if you turn them upside down.)
How can you organize your bricks to solve this problem? A couple of possibilities:
1. Use a 2 x 2 as hydrogen, and choose the rest of the bricks to match the scale. If students choose this method, the teacher could make a chart with the class showing which bricks are used for carbon, hydrogen, oxygen, nitrogen. We recommend this method. Other methods do become complicated.
2. Flip some bricks upside down and use the bottoms, which are all uneven numbered “”holes”
This will work well in creating the models, but will not transfer cleanly onto the Bricklab®
Science lesson and Classroom Procedure:
1. Have students build a water molecule (H20) using bricks. Refer to the Periodic Table, pp.
E16-17. Show relationship of 2 Hydrogen and 1 Oxygen. Give students time discover how they can build a water molecule.
2. If this is working well, they may continue model building with CO2, NH3, O2, C6H12O6. This last
one is interesting because it is glucose, a much bigger molecule.
3. When students have built brick models, they may transfer the information to the Bricklab grid sheets to use in later calculations, if they have used all bricks “right side up”. (as recommended) Math Lesson, using the science:
Students can then work math problems, using the brick models:
Ex: How many oxygen atoms in 15 CO2 molecules? (15 X 2 = 30 oxygen atoms)
Where are there more atoms, in 15 molecules of water or 15 molecules of CO2? (Same
number)
EvidenceMath - RT 4/ Science - RT 4, 5 Name ________________________ Date ___________
MULTIPLICATION, ATOMS, AND MOLECULES QUIZ
Model and solve each of the following problems in two different ways.
1 You have 23 water molecules.
What total number of atoms of hydrogen and oxygen do you have?
One Way Another Way
2 You have 54 carbon dioxide molecules.
How many atoms are there altogether? How many of each kind of atom do you have?
