CCSS 5.NBT.7 Performance Task - Cabarrus County Schools
STAGE 1 – DESIRED RESULTSUnit Title: Multiplying and Dividing DecimalsUnderstandings: Students will understand that…The placement of the decimal is determined by multiplying or dividing a number by 10 or a multiple of 10Multiplication and division are inverse operations of each otherRules for multiplication/division of whole numbers also apply to decimalsEssential Questions:How can we use models to demonstrate multiplication and division of decimals?What happens when we multiply decimals by powers of 10?How can we describe the relationship between the number of zeros and the exponent for base ten?How do the rules of multiplying whole numbers relate to multiplying decimals?What patterns do we notice when multiplying and dividing decimals?What strategies can we use to solve problems and check solutions involving decimals?Students will know:Key Vocabulary: decimal, decimal place, tenth, hundredth, thousandth, standard form, expanded form, word form, comparative symbols [<, >, =], addition, subtraction, sum, difference, compare, round, product, quotientStudents will understand the correlation between computing with whole numbers and rational numbers.Students will understand the concept of rounding and comparing for working with whole numbers.Students will be able to:Model multiplication and division of decimalsUse whole number exponents to denote powers of 10Use estimation when multiplying and dividing decimalsMultiply and divide decimals with fluencyRecognize student errors in multiplication and division of decimalsSolve problems involving computation with decimalsSTAGE 1– STANDARDSList the CCSS/NCES for this unit in the space below. Include all relevant content and process standards.5.NBT.7Add, 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.2Explain 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.TT.1Use technology tools and skills to reinforce classroom concepts and activitiesStandards for Mathematical PracticesMP1Make sense of problems and persevere in solving them.MP2Reason abstractly and quantitatively.MP3Construct viable arguments and critique the reasoning of others.MP4Model with mathematics.MP5Use appropriate tools strategically.MP6Attend to precision.MP7Look for and make use of structure.MP8Look for and express regularity in repeated reasoning.STAGE 2 – ASSESSMENT EVIDENCEPerformance Tasks:See Performance Task attached: NBT2 Assessment task: CCGPS: Teacher for a Day TaskBargain Shopping Performance TaskDPI Math TasksOther Evidence:Unit 4 Question BankExit Slip: Investigations: Investigation quizzesSession 3A.7Summative: Discovery Education: 5th Grade Math Unit 4 AssessmentKey Criteria:Rubric for performance task attachedNBT2 Rubric: STAGE 3 – LEARNING PLANDistrict Resources:Investigations: decimal multiplication and division only appears in the Investigations and The Common Core State Standards book. See pgs. CC103-CC141 NCDPI: Lessons for Learning(ncdpi math wiki): HYPERLINK "" \t "_blank" “Building Powers of Ten”“Multiplying Whole Numbers by Decimals”“Window Time”Supplemental Resources:Georgia DOE: Unit 3- Multiplying and Dividing Decimals: Khan Academy: ! Possible Tech station: Math Live: mathematics: Differentiated Resources (AIG, ESL, EC, Technology, etc.):EC Resources: Helping with math: AAA Math: HYPERLINK "" \t "_blank" HYPERLINK "" \t "_blank" 5.NBT.7 Performance Task ................
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