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Grade 5 UNIT 1: Place Value and Decimal Fractions Suggested Number of Days for Entire UNIT: 20

|Essential Question |Key Concepts |Cross Curricular Connections |

|What patterns can be found when multiplying by powers of 10? |Multiplicative Patterns on the Place Value Chart |Music: Identify beats in a song in terms of fractions and decimals, |

|Unit Vocabulary |Decimal Fractions and Place Value Patterns |a whole note is four beats in 4/4 time, a half note is 2 beats, and |

|Exponents, Powers of ten |Place Value and Rounding Decimal Fractions |so forth. Have students identify and use half and whole notes to |

|Denote |Adding and Subtracting Decimals |sing songs with sixteenth note patterns. |

|Millimeter, Centimeter |Multiplying Decimals | |

|Tenths, Hundredths, Thousandths |Dividing Decimals |Science: Research and determine what exercises can be done to burn |

|Decimal Point, Place value | |100 calories? What factors apply? Distance? Speed? Duration? Apply |

|Base ten units, Digit | |the metric system, be sure to include decimals. Have students |

|Standard form, Expanded form, Unit form | |perform these activities, compare and contrast; may use a pedometer |

|Word form (e.g., one hundred thirty-five) | |to record distance, or a metric ruler, or a metric measuring tape. |

|Number line |*Assessments | |

|Bundling, making, renaming, changing, regrouping, trading |Mid-Module Assessment: After Section C |Social Studies: Using the base unit of 10, students will create |

|Unbundling, breaking, renaming, changing, regrouping, trading |(2 days, included in Unit Instructional Days) |graphs showing the changes in population in a given area over time. |

|Symbols: >, , =, and < symbols to record the | |

| |(DOK 2) |results of comparisons. | |

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UNIT 1 SECTION C: Place Value and Rounding Decimal Fractions Suggested Number of Days for SECTION: 2

|Essential Question |Key Concept |Standards for Mathematical Practice |

|What patterns can be found when multiplying by |Round a given decimal to any place using place value understanding and the vertical |7. Look for and make use of structure |

|powers of ten? |number line. | |

|Comments |Standard No. |Standard | |

| | |( Major Standard ( Supporting Standard ( Additional Standard | |

|Students use their understanding of structure of|5.NBT.4 |Use place value understanding to round decimals to any place. |( |

|whole numbers to generalize this understanding |(DOK 1) | | |

|to decimals. | | | |

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UNIT 1 SECTION D: Adding & Subtracting Decimals Suggested Number of Days for SECTION: 2

|Essential Question |Key Concept |Standards for Mathematical Practice |

|What patterns can be found when multiplying by | |2. Reason abstractly and quantitatively |

|powers of ten? |Add and subtract decimals using place value strategies and relate those strategies to a |7. Look for and make use of structure |

| |written method. |8. Look for and express regularity in repeated reasoning |

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| |Standard No. |Standard | |

| | |( Major Standard ( Supporting Standard ( Additional Standard | |

|Comments |5.NBT.2 |Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the |( |

|Adding and subtracting decimals connects general|(DOK 1) |placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote | |

|methods for addition and subtraction with whole | |powers of 10. | |

|numbers to decimal addition and subtraction | | | |

| | |Read, write and compare decimals to thousandths. | |

| | |a Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = ( 3 × 100) +|( |

| |5.NBT.3 |(4 × 10) +( 7 × 1) + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000). | |

| |(DOK 1) |b Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the | |

| | |results of comparisons. | |

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| |(DOK2) | | |

| | |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.NBT.7 | | |

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UNIT 1 SECTION E: Multiplying Decimals Suggested Number of Days for SECTION: 2

|Essential Question |Key Concept |Standards for Mathematical Practice |

|What patterns can be found when multiplying by |Multiply a decimal fraction by single-digit whole |2. Reason abstractly and quantitatively |

|powers of ten? |numbers, relate to a written method through application of the area model and place |7. Look for and make use of structure |

| |value understanding, and explain the reasoning used. |8. Look for and express regularity in repeated reasoning |

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| |Multiply a decimal fraction by single-digit whole numbers, including using estimation to| |

| |confirm the placement of the decimal point. | |

|Comments |Standard No. |Standard | |

|Multiplying decimals helps bridge the gap | |( Major Standard ( Supporting Standard ( Additional Standard | |

|between Grade 4 work with multiplication and the| | | |

|standard algorithm by focusing on an | | | |

|intermediate step—reasoning about multiplying a | | | |

|decimal by a one-digit whole number. | | | |

| |5.NBT.2 |Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the |( |

| |(DOK 1) |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. | |

| | | | |

| | |Read, write and compare decimals to thousandths. |( |

| | |a Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = ( 3 × 100) +| |

| |5.NBT.3 |(4 × 10) +( 7 × 1) + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000). | |

| |(DOK1) |b Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the | |

| | |results of comparisons. | |

| | | |( |

| |(DOK 2) |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.NBT.7 | | |

UNIT 1 SECTION F: Dividing Decimals Suggested Number of Days for SECTION: 4

|Essential Question |Key Concept |Standards for Mathematical Practice |

|What patterns can be found when multiplying by |Divide decimals by single-digit whole numbers involving easily identifiable multiples |2. Reason abstractly and quantitatively |

|powers of ten? |using place value understanding and relate to a written method. |8. Look for and express regularity in repeated reasoning |

| |Divide decimals with a remainder using place value understanding and relate to a written| |

| |method. | |

| |Divide decimals using place value understanding including remainders in the smallest | |

| |unit. | |

| |Solve word problems using decimal operations | |

|Comments |Standard No. |Standard | |

|Dividing decimals concludes Unit 1 with a | |( Major Standard ( Supporting Standard ( Additional Standard | |

|similar exploration of division of decimal | | | |

|numbers by one-digit whole number divisors. | | | |

|Students solidify their skills with and | | | |

|understanding of the algorithm before moving on | | | |

|to long division involving two-digit divisors. | | | |

| |5.NBT.3 |Read, write and compare decimals to thousandths. |( |

| |(DOK 1) |a Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = ( 3 × 100) +| |

| | |(4 × 10) +( 7 × 1) + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000). | |

| | |b Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the | |

| |(DOK 2) |results of comparisons. | |

| | | |( |

| | | | |

| | |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 | |

| |5.NBT.7 |method and explain the reasoning used. | |

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|Possible Activities |

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|Engage NY Grade 5 Module 1 Link: |

|By clicking on this link you will gain access to all NYS Grade 5 Module 1 resources including an End-of- Module Assessment. This document can be found on the right hand side of this site. It is the fourth|

|link down. NYS allows for 2 days for the assessment and remediation (see Module Overview document – 2nd link on this page). Two extra days have been added to this section for teachers to use as they see |

|fit. |

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|INTRODUCING DECIMALS: Draw a box in the ones place and call this the box. The decimal is the “and” and the tenths place is the bar and the hundredths place is the bite (a little square). It takes ten bars |

|to make a box and it takes 10 bites to make a bar and 100 bites to make a box. It helps to actually draw a box, bar and a bite in the right place. Discuss which shape is bigger (the box is, and so on). This|

|helps students remember about the ones place being whole numbers. This procedure also helps in comparing decimals as well. Tell the students to compare one number at a time instead of looking at how the |

|number looks. If one numbera a box and the other doesn't they can tell which one is bigger. If no boxes they can see who has the most bars and so on. |

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|PLACE VALUE PUZZLES: (group activity) Write dashes for an unknown number: ___ ___ ___ .___ ___ ___ and follow the dashes with clues: Clue 1: The digit in the thousandth place is the quotient of 36 |

|and 6. The digit in the tenth place is three squared etc. After the students have solved the puzzle answer, ask them to write the number in word form (not using the word point) and also in extended form. |

|Extend: Students can create puzzles for other students to solve. Additional examples can be downloaded. |

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|THE PATTERNS IN THE POWER OF TEN: Students will be handed 10 multiplication problems involving decimals multiplied by powers of ten on index cards. The students solve all problems and identify the patterns |

|in the number of zeros and the decimals when multiplied by a power of ten. Students will follow up with a written paragraph articulating and defending the patterns they have discovered. |

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|LIVING DECIMAL: For this teaching activity, you'll need to draw vertical lines designating place value and place a decimal point on the board. Call four or five students to the front and hand each a |

|different number written on construction paper. Tell them that they are going to make a living decimal. Call out a decimal number and then let the children arrange themselves in order in front of the |

|correct place value space written on the board. Once they are satisfied with their arrangement, ask the remaining class members to check their work. Each student can select their replacement or you select |

|the next 5 students. Reinforc WASL. ement activities can be found online. The website is a great interactive website for identifying and comparing decimals. Click on the link Interactive|

|Games. |

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|Possible Activities |

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|DECIMAL BASEBALL: A fun and interesting way for your students to practice their decimal skills. Divide the students into two teams. Let them pick team names if they want, or just call them teams 1 and 2. |

|Give team 1 a list of problems comparing decimals to use, and let them pitch first. The first player from team 1 writes the first problem on the board, and the first player from team 2 tries to solve it. If|

|solved correctly, it counts as a base hit, and the player advances to first base by moving to a designated spot in the classroom. If the player does not solve the problem correctly, it is an out. The next |

|pitcher and the next batter take their turn. Play the game just like baseball, with teams scoring home runs which you can track on the board. When a team gets 3 outs they change sides, and team 2 goes up to|

|bat. You may need to set a time limit or have a predetermined number of innings to keep the game from going on too long. In addition to comparing decimals, you can use this activity for rounding decimals. |

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|DECIMAL NUMBER LINE ACTIVITY: Divide students into small groups. Pass out various index cards with decimals up to thousandths in bags labeled A, B, etc. Challenge students to correctly place the numbers in |

|order from least to greatest on their tables. After the students feel their answer is correctly displayed, they will write down the answer using , and = signs on a recording sheet under the correct |

|letter (letter on the bag of cards). Students will articulate and defend their reasoning. After they are finished with one bag, the group will be given a different bag with different numbers. After the |

|groups complete each of the bags, have them share their answers with other groups. More activities and games involving comparing decimals can be found online. More activities and games involving comparing |

|decimals can be found at math-. Click on Decimals and Percents in blue section at top. Scroll down to Black Line Masters list until you find Comparing Decimal Worksheets and Games. |

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|AROUND THE WORLD: (small group or whole class activity) Seat students in a circle. Take a seat where all students can see you. Pick a student to be the first challenger, and have him/her stand behind the |

|student to his/her right. Those are the first two players. Hold up the decimal multiplied by a power of ten. Whichever of the players correctly names the decimal first (proper name – no point!) gets to move|

|on to challenge the next student. If one of them gives the wrong answer, the other student gets to take as long as he/she needs to solve the problem. The winner is whichever student moves “around the world”|

|to arrive back at his seat. This can be adapted to rounding decimals as well. Reinforcement activities can be found online. Games and activities and worksheets reinforcing multiplying by powers of ten can |

|be found at math- . Click on Decimals and Percents in the blue section at the top. Scroll down the black line master list to Decimal Multiplication Worksheets. |

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|PROBLEM SOLVING ACTIVITIES: Additional problem solving activities can be found online. Ex: While working on her family tree, Bonnie discovered some members of her family were involved in interesting |

|occupations. Bonnie's cousin, aunt, uncle, mother, father, grandmother, and grandfather are a mayor, dairy farmer, antique dealer, author, conservationist, railroader, and a lumber mill worker. The mayor is|

|married to the man who runs the lumber mill. Ruth runs the dairy farm in Wisconsin. Jerry is Nancy's mother. The author is the niece of the railroader. The lady who sells antiques is the daughter of the |

|mayor and the wife of the railroader. Father is not a conservationist. And he does not run a lumber mill. Explain in detail using words, numbers, and/or pictures. (Answer: Grandfather-lumber mill; |

|Father-railroader; Uncle-conservationist; Cousin-author; Grandmother-mayor; Mother-antique dealer; Aunt-dairy farmer). For additional problems check out drycreek Click on Family|

|Resources at top and then Math |

|WASL. |

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|Possible Activities |

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|MAGIC SQUARES: These brain buster activities allow students to problem solve the placement of numbers in a square based on the sum of the columns and rows. Printable magic squares are available online. Ex:|

|Write the numbers 1 to 9 in a 3x3 square, so that each row, column and diagonal add up to the same number. |

|Download printable magic square activities at dr-mikes-math-games-for- |

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|Learnzillion Resources |

|Online video lesson and practice questions that are aligned with NYS Common Core Standard 5.NBT.1: |

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|Online video lesson and practice questions that are aligned with NYS Common Core Standard 5.NBT.2: |

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|Online video lesson and practice questions that are aligned with NYS Common Core Standard 5.NBT.3: |

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|Online video lesson and practice questions that are aligned with NYS Common Core Standard 5.NBT.4: |

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|Online video lesson and practice questions that are aligned with NYS Common Core Standard 5.NBT.7: |

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|Online video lesson and practice questions that are aligned with NYS Common Core Standard 5.MD.1: |

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|Other Resources |

|PRACTICE WORKSHEETS (and answers): Reinforce place value, comparing decimals, and rounding decimals: |

|Download printable SUDOKU PUZZLES at .au |

|Place value lessons: |

|Place value lessons: |

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