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Math: UNIT 2
|TITLE: |Grade 5 |
|Divide Whole Numbers | |
|Domain: |Suggested Pacing |
|Number and Operations in Base Ten (CC.5.NBT) | |
|Number and Operations—Fractions (CC.5.NF) | |
| |11 days |
| |10/27/14 – 11/12/14 |
|Stage 1 – Desired Result |
|Established Goals/Unit Outcome |
|Highest Level of Understanding: |
|Divide 3- and 4-digit dividends by 1-digit divisors using a variety of strategies. |
|Divide by 2-digit divisors using base-ten blocks, place value, and other strategies. |
|Estimate quotients using compatible numbers. |
|Solve division problems and decide when to write a remainder as a fraction. |
|Solve problems by using the strategy draw a diagram. |
| |
|Average Level of Understanding: |
|Divide 3- and 4-digit dividends by 1-digit divisors using a variety of strategies. |
|Divide by 2-digit divisors using base-ten blocks, place value, and other strategies. |
|Estimate quotients using compatible numbers. |
| |
|Most Essential Level of Understanding: |
|Solve division problems and decide when to write a remainder as a fraction. |
|Solve problems by using the strategy draw a diagram. |
|Common Core Learning Standards: |
| |
|CC.5.NBT.6: Perform operations with multi-digit whole numbers and with decimals to hundredths. |
|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. |
| |
|CC.5.NF.3: Apply and extend previous understandings of multiplication and division to multiply and divide fractions. |
|Interpret a fraction as division of the numerator by the denominator (a/b = a ( b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using|
|visual fraction models or equations to represent the problem. |
|Mathematical Practice: |
|CC.K-12.MP.1: |
|Make sense of problems and preserve in solving them. |
|CC.K-12.MP.4: |
|Model with mathematics. |
|CC.K-12.MP.7: |
|Look for and make use of structure. |
|Essential Questions: |
|Chapter Essential Question: |
|How can you divide whole numbers? (OVERALL) |
|Lesson 2.1: |
|How can you tell where to place the first digit of a quotient without dividing? |
|Lesson 2.2: |
|How do you solve and check division? |
|Lesson 2.3: |
|How can you use base-ten blocks to model and understand division of whole numbers? |
|Lesson 2.4: |
|How can you use partial quotients to divide by 2-digit divisors? |
|Lesson 2.5: |
|How can you use compatible numbers to estimate quotients? |
|Lesson 2.6: |
|How can you divide by 2-digit divisors? |
|Lesson 2.7: |
|When solving a division problem, when do you write the remainder as a fraction? |
|Lesson 2.8: |
|How can you adjust the quotient if your estimate is too high or too low? |
|Lesson 2.9: |
|How can the strategy draw a diagram help you solve a division problem? |
|Content: |Skills: |
| | |
|Model Division |Use models to solve problems like 36 ÷ 3. |
| | |
| | |
|How to Divide Mentally |Use fact families and patterns to solve division problems like 2,800 ( 40. |
| | |
| |Estimate solutions of division problems like 335 ÷ 8. |
|Estimate quotients | |
| |Solve division problems like 512 ( 4. |
| | |
|Multi-Digit Division | |
| | |
|Terms / Vocabulary: |
|Dividend |
|Divisor |
|Quotient |
|Remainder |
|Inverse operations (lesson 2.2) |
|Partial quotients (lesson 2.3, 2.4) |
|Compatible numbers (lesson 2.5) |
|Estimate (lesson 2.5) |
|Stage 2 – Assessment Evidence |
|Performance Task: |Other Evidence |
| | |
| |Other Evidence: |
| | |
| |Diagnostic: |
| |Show What You Know pg. 59 |
| | |
| |Formative: |
| |Mid Chapter Checkpoint pp. 77-78 |
| |--Student Resources |
| |--Teacher Resources |
| |Lesson Quick Check |
| | |
| |Summative: |
| |Review Test pp. 99-102 |
| |--Student Resources |
| |--Teacher Resources |
| |Chapter Test AG 51-56 |
| |
|Stage 3: Learning Plan |
|Standard |
|Grab-and-Go Differentiated Center Kits |
|Literacy Connections: Readers |Games/Activities: |
| | |
|A Drive Through History: |What’s Left : Activity Card #15 |
|Students read about how the Alvarez family uses multiplication and division to plan their vacation | |
| |Divide and Conquer |
|Niagara Falls Numbers : |Students complete orange activity card 15 by making and solving problems with 3-digit |
|Students read the book and solve division problems about Niagara Falls. |dividends and 2-digit divisors. |
| | |
| |15-Minute March |
| |Students complete blue activity card 15 by finding how many 15-minute time increments |
| |are in a given length time. |
| | |
| |Decide and Divide |
| |Students complete purple activity card 15 by estimating quotients and then dividing |
| |3-digit dividends by 2-digit divisors. |
|Go Math Intervention Activities (ELLs, RTI, and SWDs): |
|ELLs |RTI |
|Strategy: |Lesson 2.1: |
|Describe (lesson 2.1: pg. 61B; lesson 2.6: pg. 83B) |Tier 1: Visual/Kinesthetic (Whole Class/Small Group) |
|Strategy: |Pg. 61B |
|Identify Relationships (lesson 2.2; pg. 65B) |Tier 2: Visual/Logical (Small Group) |
|Strategy: |Pg. 61B |
|Draw (lesson 2.3; pg. 69B) | |
|Strategy: |Lesson 2.2: |
|Rephrase (lesson 2.4:pg. 73B; lesson 2.7: pg. 87B; lesson 2.9: pg. 95B) |Tier 1: Kinesthetic (Whole Class/Small Group) |
|Strategy: |Pg. 65B |
|Identify Patterns (lesson 2.5; pg. 79B) |Tier 2: Kinesthetic (Small Group) |
|Strategy: |Pg. 65B |
|Creative Grouping (lesson 2.8; pg. 91B) | |
| |Lesson 2.3: |
| |Tier 1: Kinesthetic (Whole Class/Small Group) |
| |Pg. 69B |
| |Tier 2: Kinesthetic/Visual (Small Group) |
| |Pg. 69B |
| | |
| |Lesson 2.4: |
| |Tier 1: Logical/Visual (Whole Class/Small Group) |
| |Pg. 73B |
| |Tier 2: Logical/Visual (Small Group) |
| |Pg. 73B |
| | |
| |Lesson 2.5: |
| |Tier 1: Logical/Auditory (Whole Class/Small Group) |
| |Pg. 79B |
| |Tier 2: Kinesthetic/Auditory (Small Group) |
| |Pg. 79B |
| | |
| |Lesson 2.6: |
| |Tier 1: Kinesthetic (Whole Class/Small Group) |
| |Pg. 83B |
| |Tier 2: Visual/Kinesthetic (Small Group) |
| |Pg. 83B |
| | |
| |Lesson 2.7: |
| |Tier 1: Kinesthetic (Whole Class/Small Group) |
| |Pg. 87B |
| |Tier 2: Visual/Kinesthetic (Small Group) |
| |Pg. 87B |
| | |
| |Lesson 2.8: |
| |Tier 1: Logical/Visual (Whole Class/Small Group) |
| |Pg. 91B |
| |Tier 2: Logical/Kinesthetic (Small Group) |
| |Pg. 91B |
| | |
| |Lesson 2.9: |
| |Tier 1: Visual/Kinesthetic (Whole Class/Small Group) |
| |Pg. 95B |
| |Tier 2: Logical/Visual (Small Group) |
| |Pg. 95B |
|SWD’s |Advanced |
| |For Advanced Students: |
|Division: | |
|Choose a peer to model how to solve division problems for the student. |TE, pg. 59F |
|Develop a math fact reference sheet for division for the student to use at his/her desk when solving math problems. |Enrich activity |
|Discuss and provide the student with a list of words and phrases which usually indicate a division operation in word|Enrich book |
|problems (e.g., into, share, each, average, quotient, half as many, etc.) |Extend the project |
|Provide opportunities for the student to apply division facts in real-life situations (e.g., money, average length |ELL activity |
|of time it takes to do a job, etc.). | |
|Have the student practice the division tables each day with a peer using flash cards. | |
|Provide practice of division facts using a computer software program or a hand-held educational device that gives | |
|immediate feedback to the student. | |
| | |
| | |
-----------------------
Materials:
• Math board
• Counting tape
• Base-ten blocks
Lesson 2.1
Games/Activities Key:
• Computation and Mental Math
• Geometry and Measurement
• Challenge
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