5_1_4_Math


 * Grade: 5 Unit: 1 Week: 4 Content: Math Dates: 9/10-9/14 **


 * Theme Essential Question: **** Why is it important to understand the place value system? **


 * Essential Questions: **
 * ** How can you use place value to round decimals to a given place? **


 * Standards **
 * Number and Operations in Base Ten **
 * ** 5. NBT. Understand the place value system. **
 * ** 5.NBT.4: ** Use place value understanding to round decimals to any place.


 * Objectives **
 * The student will use place value understanding to round decimals.


 * Assessment **
 * Product **
 * Make a collection of price tags from everyday objects. On the back of the tag, write the rounded decimal to the _ place.
 * If the rounded number is 9.6 and you are rounding to the nearest tenth, what could the original number have been? What if you are rounding to the nearest hundredth? Justify your answer/s.


 * Key Questions ** (match Standard)
 * How can you use place value to round decimals to a given place?


 * Observable Student Behaviors ** (Performance)
 * Students will model a decimal and use the model to explain to a partner how to round the decimal to a given place value.

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||
 * ** Mathematical Practices **


 * Vocabulary **
 * ** Math ** ||
 * round ||


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Harcourt TE 26B & 28B alternative teaching strategies MCO
 * Super Source pages 74–75 Make variation to the game Make place value word cards for students to use. Add a step to the game that requires the students to draw a place value card to round the decimal to the word card.
 * Students make up a number to teacher-directed place value. Partner underlines a number from student made number and the first student will round. Justification should be provided by the student for the response.
 * To fill the gap for Benchmark and CCSS testing --- Teach NO.1.5.6
 * Harcourt: Lesson 14.1, AR-7
 * On Core TE page 18 Lesson 16
 * **Odyssey: Rounding Decimals Lesson** (Found in Assignment Archive Under District)

Lesson Plan in Word Format (Click Cancel if asked to log in)
 * Terminology for Teachers **
 * ||  ** Multicultural Concepts **
 * E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination
 * High Yield Strategies **
 * S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice |
 * N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback |
 * G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers   ||   ||


 * Resources **
 * Professional Texts **


 * Literary Texts **


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **
 * http://www.k-5mathteachingresources.com/supportfiles/roundingdecimalstothenearesthundredth.pdf
 * @http://studyjams.scholastic.com/studyjams/jams/math/decimals-percents/rounding-decimals.htm


 * Sight Words **

@http://exchange.smarttech.com/details.html?id=7abf7643-2cc4-457d-9e2e-ffbb163d0b6b Use the Senteo interactive response system to round to a certain number of decimals. @http://exchange.smarttech.com/details.html?id=d2642e89-db83-4518-b799-3533e77afbc8 Fractions and Decimals: Part 1. Provide practice with renaming fractions as decimals; and review rounding decimals. Words and Numbers Develop number sense for rational numbers 0.001 through 999,999. Connect model, number word, and number using a variety of representations. Decimals Read, name and write decimals between 0 and 1 up to the hundredths. Add and Subtract Decimals Add and subtract decimals to solve problems. Solve problems involving money.
 * SMART Board Lessons, Promethean Lessons **
 * **Rounding Decimals** (Question Set)
 * ** Everyday Math - Grade 5 - Unit 5 – Lesson **
 * ** AEGOM Lesson: G5M001 **
 * ** AEGOM Quiz: G5M001 **
 * ** AEGOM Lesson: G5M009 **
 * ** AEGOM Quiz: G5M009 **
 * ** AEGOM Lesson: G5M010 **
 * ** AEGOM Quiz: G5M010 **

@http://illuminations.nctm.org/LessonDetail.aspx?ID=U86 In the following lessons, students participate in activities in which they focus on the role of numbers and language in real-world situations. Students are asked to discuss, describe, read, and write about numbers they find in familiar real-world situations. The emphasis on using components of language helps students build a broader vocabulary of numbers than the traditional symbolic representation of numbers. The activities also help develop good number sense. This unit was adapted from "Ideas: Numbers and Language," by Calvin Irons and Rosemary Irons, which appeared in The Arithmetic Teacher. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L217 A post office is a good example of a real-world environment in which numbers of different types can be found. Whole numbers and fractions are introduced. Numbers that occur in a greater variety of measurement situations can also be introduced. At this level, students should be encouraged to elaborate on the way numbers are used. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L218 Students are familiar with sports and sporting events. Whole numbers and fractions are used to represent the size of groups or collections and measurements involving lengths, weights, and times in many sporting and game situations. This knowledge can be used to give the students another picture of numbers.
 * Other Activities, etc. **
 * ** Numbers and Language **
 * ** Post-Office Numbers **
 * ** Sports Numbers **


 * ===English ===

Arts
||  ||   ||  Week 1 ||  Week 2 ||  Week 3 ||  Week 4 ||  ||   || Week 1 ||  Week 2 ||  Week 3 ||  <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 4 ||  ||   || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home K-2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home 3-5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home 6-8 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 1 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 3 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 4 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 6 ||
 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Math === ||  ||   || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">[[image:commoncorepcssd3/math.png link="commoncorepcssd3/5_1_1_Math"]]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">[[image:commoncorepcssd3/PCSSDlogo.JPG link="@commoncorepcssd/home"]]