Unit Overview - Tewksbury Township Schools
|Unit Overview |
|Content Area: Math |
|Unit Title: Place Value Unit: 2 |
|Target Course/Grade Level: Fifth Grade Timeline: 3 weeks |
|Unit Summary: Students examine the relationship of the digits in decimal and fractions. They will use their understanding of unit fractions to|
|compare decimal places and fractional language to describe those comparisons. Students read, write and compare decimals. They read decimals |
|using fractional language and write decimals in fraction form as well as in expanded notation which leads to the understanding of equivalence |
|of decimals. Students need to understand the size of decimal number and relate them to common benchmarks. |
|Primary interdisciplinary connections: Language Arts and Technology |
|9.1 21st-Centuries Life & Career Skills |
|Standard 9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function |
|successfully as both global citizens and workers in diverse ethnic and organizational cultures. |
|Strand: A. Critical Thinking and Problem Solving |
|B. Creativity and Innovation |
|C. Collaboration, Teamwork and Leadership |
|Content Statement: |
|9.1.8: A The ability to recognize a problem and apply critical thinking skills and problem |
|solving skills to solve the problem is a lifelong skill that develops over time. |
|9.1.8: C Collaboration and team work enable individuals or groups to achieve common goals |
|with greater efficiency. |
|Leadership abilities develop over time through participation in group and or teams that |
|that are engaged in challenging or competitive activities. |
|9.1.8: B Gathering and Evaluating knowledge and information from a variety of sources, |
|including global perspective, fosters creativity and innovative thinking. |
|21st Century themes and skills: Critical Thinking and Problem Solving, Collaboration, Teamwork and |
|Leadership, Creativity and Innovation |
|Mathematical Practices: |
|Mathematical Practices: |
|5.MP.1 Make sense of problems and persevere in solving them. |
|5.MP.2 Reason abstractly and quantitatively. |
|5.MP.3 Construct viable arguments and critique the reasoning of others. |
|5.MP.4 Model with mathematics. |
|5.MP.5 Use appropriate tools strategically. |
|5.MP.6 Attend to precision. |
|5.MP.7 Look for and make use of structure. |
|5.MP.8 Look for and express regularity in repeated reasoning.. |
|Learning Targets |
|Domain: Number and Operations in Base Ten |
|Cluster: Understand the place value system |
|Standard # | Standards |
|5.NBT.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.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 point when a decimal is multiplied or divided by a power of 10. Use |
| |whole-number exponents to denote powers of 10. |
|5.NBT.3.a |Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, eg. 347.392 = 3 x 100 + 4|
| |x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). |
|5.NBT.3.b |Compare two decimals to thousandths based on meanings of the digits in each place, using >, = and < symbols to record the |
| |results of comparisons. |
|9.1.8.A.1 |Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and |
| |problem-solving skills. |
|9.1.8.A.2 |Implement problem-solving strategies to solve a problem in school or the community. |
|9.1.8.B.2 |Assess data gathered to solve problems for which there are varying perspective (e.g., cross cultural, gender specific, |
| |generational, etc.) and determine how the data can best be used to design the multiple solutions. |
|9.1.8.C.1 |Determine an individual’s responsibility for personal actions and contributions to group activities. |
|9.1.8.C.2 |Demonstrate the use of compromise, consensus and community building strategies for carrying out different task, |
| |assignments and projects. |
|9.1.8.C.3 |Model leadership skills during classroom and extracurricular activities. |
|Unit Essential Questions |Unit Enduring Understandings |
|How do mathematical ideas interconnect and build on each other to |One representation may sometimes be more helpful than another, and used |
|produce a current whole? |together, multiple representations give a fuller understanding of a |
|How can we compare and contrast numbers? |problem. |
|How can we use the base-ten number system to make sense of the world |A quantity can be represented numerically in various ways. Problem |
|around us? |solving depends upon choosing ways wisely. |
| |Numerically fluency includes both the understanding of and the ability |
| |to appropriately use numbers. |
|Unit Learning Targets |
|Students will ... |
|Recognize place value to the right is 1/10 and to the left is ten times larger. |
|Use whole number exponents to denote powers of ten. |
|Use expanded and standard forms. |
|Compare decimals to any place value. |
|Convert between decimals and fractions. |
|Understand equivalency between fractions and decimals. |
|Evidence of Learning |
|Summative Assessment |
|Make a place value model from the billions to the millionths. |
|Express whole numbers as exponents in base 10. |
|Express positive powers of 10 in standard form, exponential form, and expanded form. |
|Compare, order, and round a given decimal to thousandths. |
|Convert a given terminating decimal into a fraction and VV. |
|Match a given fraction with its equivalent decimal and VV. |
|Equipment needed: base 10 blocks, place value charts, Smart Boards, white boards, Elmo, Calculators |
|Teacher Instructional Resources: Scott Foresman and Addison Wesley |
|Study Island |
|Khan Academy Videos |
|Formative Assessments |
|Skill sheets |Homework |
|Quizzes/Tests |Math games |
|Student workbook |Study Island |
| |
|Integration of Technology: |
|Smart Board to play online games and utilize online resources. |
|Kahn Academy Videos |
|Elmo – for demonstration |
|Scott Foresman – Pearson Success Net - |
|Study Island |
| - IXL 5th Grade |
| - AAA math 5th grade – online interactive activities and problems for the student to complete. |
| math lessons and practice of all fifth grade math concepts |
|Technology Resources: |
| |
| |
| – Interactive 2.0 instructional and practice site. Students can view instructional videos and complete practice |
|modules for additional practice/remediation. |
| |
| - Web-based instruction, practice, assessment and reporting built from NJ standards. |
| |
| - IXL 5th grade online interactive activities for the students to complete |
| |
| - AAA math 5th grade – online interactive activities and problems for the student to complete. |
| |
| math lessons and practice of all fifth grade math concepts |
|Opportunities for Differentiation: |
|Decelerate: Students will move between fraction and decimals using those that are bench mark fractions and decimals that can move between |
|units without calculations. |
| |
|Accelerated: Students will convert between decimals and fractions through division of the fractions or creating equivalent fractions with |
|denominators of 10, 100, 1000’s. Students will also need to convert from fraction to decimals through division when they cannot generate |
|equivalent fractions. |
|Teacher Notes: |
|Place value charts and fraction charts. |
|Students also need to understand that a fraction is a division problem. |
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