Wayne RESA

Unit PlannerEDM4 Math 5

Wayne Resa - Math / Grade 5 / Mathematics / EDM4 Math 5 / Week 5 - Week 8
5 Curriculum Developers
Unit Abstract

In this unit, students explore patterns in the base-10 place value system and ways of representing large numbers. They apply their understanding of place value when estimating and computing with multi-digit whole numbers. The following big ideas will be covered in this unit:

 

- Measurements can be expressed in larger or smaller units within a measurement system.

- Base-ten system supports conversions within the metric system.

- The base-ten place value system extends infinitely in two directions: to tiny values as well as to large values, the 10 to 1 ratio remains the same.

- The algorithm for multiplication is an efficient strategy when computing larger numbers.

- The partial quotients and area model can be used to divide 3-digit numbers by 2-digit divisors.

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Expectations/Standards
MI: Mathematics
MI: Grade 5
Operations & Algebraic Thinking
5.OA.A. Write and interpret numerical expressions.
5.OA.A.1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
Number & Operations in Base Ten
5.NBT.A. Understand the place value system.
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 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.
5.NBT.B. 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 two-digit 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.
Measurement & Data
5.MD.A. Convert like measurement units within a given measurement system.
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 conversions in solving multi-step, real world problems.
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Practice Standards

 

Students will have opportunities to:

  • Make sense of their problem (MP.1)
  • Reflect on their thinking as they solve the problem (MP.1)
  • Keep trying when their problem is hard (MP.1)
  • Check whether their answer makes sense (MP.1)
  • Solve problems in more than 1 way (MP.1)
  • Compare their strategies with strategies used by other students (MP.1)
  • Explain their mathematical thinking clearly and precisely (MP.6)
  • Use an appropriate level of precision for their problem (MP.6)
  • Use clear labels, units, and mathematical language (MP.6)
  • Think about accuracy and efficiency when they count, measure, and calculate (MP.6)
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Concepts from Previous Units

- When changing from smaller units to larger related units within the same measurement system, there will be fewer larger units.

- In multiplicative comparison problems there are two different sets. The comparison is based on one group being a particular multiple of the other (multiple copies).

- Flexible methods of computation for multiplication and division involve taking apart and combining numbers in a variety of ways, which require deep understanding of the operations and the properties of the operations.

- There are two common situations where division may be used: fair sharing (given the total amount and the number of equal groups, determine how many in each group) and measurement (given the total amount and the amount in a group, determine how many groups of the same size can be created).

Connections to Upcoming Units

- The location of a digit in decimal numbers determines the value of the digit.

- The decimal point is a convention that has been developed to indicate the unit’s position.

- The position to the left of the decimal point is the unit that is being counted as ones.

- The partial quotients and area model can be used to divide 4-digit numbers by 2-digit divisors.

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Key Terms / Vocabulary

2.1- Standard notation, expanded form, place-value

2.2- Exponent, base, power of 10, exponential notation

1.1- Grouping symbols, expressions

2.4- partial-products multiplication, U.S. traditional multiplication, area model

2.6- measurement units, convert, number model, relation symbol, expression

2.7- area model

2.8- algorithm

2.9- efficient

2.10- dividend, divisor, quotient, multiples, remainder, factors

2.11- partial quotients division, partial quotient, area model

2.12- multiple, doubling, tripling, halving, at least, not more than

2.13- remainder, quotient, dividend, divisor

 

Bold: Listed in teacher's EDM4 edition

Normal Font: not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations

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Lesson Plan Sequence

The following lesson plan sequence is obtained from Everyday Mathematics 4. Each lesson is aligned with a learning objective to inform the teachers on what students should be able to at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the day.

5th Grade Unit 2
Monitoring Student Work Tool
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Language Support

The following language supports are for English Language Learners but could also be used to support any struggling learner in mathematics. The strategies are obtained from the SIOP model. The language objectives will support students' academic language development. The sentence stems and starters provides the support many students need to be able to participate in discussions and writing about mathematics.

Language Supports - Language Objectives and Sentence Stems.doc
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