5_1_1_Math


 * Grade: 5 Unit: 1 Week: 1 Content: Math Dates: 8/20-8/24 **


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


 * Essential Questions: **
 * ** How would you 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? **
 * ** How does the zero of the product when multiplying by a number by the powers of 10 affect a number? **
 * ** How do you explain the patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10? **


 * 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 is multiplied or divided by a power of 10.


 * Objectives **
 * 5.NBT.1 TSW //use a variety of models to represent whole numbers and decimals in place value.//
 * 5.NBT.2 TSW explain patterns of the decimal point when the decimal is multiplied or divided by ten.


 * Assessment **
 * Product **
 * Using base-ten blocks, show at least two ways to represent the number 3.2. For example, if a flat is a whole, a long is 1/10 and a unit is 1/100, then 3 longs and 2 units is one representation and 32 units is another.
 * Show the difference between the 3 in 83.7 and the 3 in 8.37.
 * When using sales ads, students will manipulate the price of an item by multiplying by 10 or 1/10th.


 * Key Questions (match Standard) **
 * How would you 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?
 * How does the zero of the product when multiplying by a number by the powers of 10 affect a number?
 * How do you explain the patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10?
 * In what ways can you use whole-number exponents to denote powers of 10?


 * Observable Student Behaviors (Performance) **
 * Working in groups with a given set of numbers written as exponents, students will critique the reasoning for the correct/incorrect usage of the exponent.

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 ** ||
 * Decimal ||
 * Product ||
 * Place valule ||
 * Decimal point ||
 * Multiple ||
 * Exponents ||
 * Tenths ||
 * Hundredths ||
 * Thousandths ||
 * Greater than ||
 * Less than ||
 * Equal ||

Gizmo Lessons: Launch clowns from a circus cannon and try to hit the target. Drag digit cards on the control panel to set the launch distance and choose an appropriate unit of distance. After practicing your clown-launching skills on a number line, move on to the Big Top, Football Field, School Buses, the Golden Gate Bridge, and more! Teacher Guide & Student Exploration Sheet Available Model and compare decimals using area models. Set the number of sections in each model to 1, 10, or 100, and then click in the models to shade sections. Compare decimals visually and on a number line. Teacher Guide & Student Exploration Sheet Available Drive a desert highway searching for buried treasure. Learn to use the car's tens, ones, tenths, and hundredths gears, along with a GPS system (number line), to find the right place to dig. Plot your find on a zoomable number line map. Can you become a master Treasure Hunter? Teacher Guide & Student Exploration Sheet Available
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * **Cannonball Clowns** (Number Line Estimation)
 * **Modeling Decimals** (Area and Grid Models)
 * **Treasure Hunter** (Decimals on the Number Line)
 * **Odyssey: Base Ten/Place Value Lesson** (Found in Assignment Archive Under District)
 * Harcourt TE 22B alternative teaching strategy
 * Super Source: pg.74“Tenths or Hundredths” *within the the activity have the students convert the decimal over to exponential form. MCO/HYS
 * On Core Mathematics student workbook pg. 19 and 20
 * Use base ten blocks to create numbers and model numbers generated by students.


 * Homework **


 * Terminology for Teachers **

Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ||  ** 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 **


 * Suggested resouces for consideration! **
 * __ Harcourt: __ Lesson 2.1, 2.5
 * __ On Core Mathematics: __ Lesson 7, pg. 13-14; Lesson 8, pg. 15-16; Lesson 9, pg.17-18; Lesson 10,pg. 19-20; Lesson 11, pg. 21-22; Lesson 12, pg. 23-24; Lesson 13, pg. 25-26
 * Odyssey: MA5311 (place value of decimals); MA5313 (decimals on number line); MA5314 (quiz on decimals on number line; MCO : __Hartcourt__ TE 22B alternative teaching strategy
 * Literature: __Ten Minute Math__ pg. 114-118
 * __ Everyday Counts Calendar Math __ -Aug./Sept. pg. 25-28; Oct. pg. 44, 45; Nov. pg. 56; Dec.pg. 71; Jan. pg. 71; Feb. pg. 99; Mar. pg. 110; Ap**.** Pg. 121; May/June pg. 133
 * __ Super Source __ (5-6) Base Ten Blocks: pg.30 “ Closest to 1” & pg.74“Tenths or Hundredths”
 * __ Buckle Down __ Lesson 2, pg.24-25
 * __ Van de Walle __ pg.333-338
 * __ Hands On Standards Gr. 5-6 __


 * Professional Texts **
 * Many of these sources can be found at lower grade levels for differentiated learning. **
 * Hands on Standards Grades 5-6
 * Marilyn Burns:Investigations I &/or 2
 * Daily Word Problems
 * The Super Source – Base Ten Blocks Grades 5-6 (pg.50 – 53)
 * http://www.math.com (teaching strategy/hints)
 * @http://nlvm.usu.edu/en/nav/frames_asid_152_g_2_t_1.html?from=grade_g_2.html


 * Literary Texts **


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **
 * Base 10 blocks
 * 10 X 10 grid
 * Meter sticks
 * Centimeter cubes


 * Games **


 * Sight Words **

@http://exchange.smarttech.com/details.html?id=8834298a-fbda-4ff6-a84b-0b5bb0f47ce1 Place value review through millions as well as extra practice sheets attached as an additional resource. Games are linked to allow for practice in small groups ranging from easy to more difficult. @http://exchange.smarttech.com/details.html?id=a3569b60-ffad-436d-9285-6be67041d7d6 Lesson on rounding large numbers @http://exchange.smarttech.com/details.html?id=f89ef41c-6321-4de2-a48e-72e9710e5006 @http://exchange.smarttech.com/details.html?id=71c5cf55-5fd5-47b0-a4bc-8b5521520d5c This lesson was deisgned as a beginning of the year review and continuation of place value to the billions for 5th grade. @http://exchange.smarttech.com/details.html?id=da41864f-9b95-4489-be23-7db1c270bffb This lesson is a review of a 4th grade standard. Students must understand this concept before being able to round or estimate very large numbers (the 5th grade standard). In this lesson activity, students review the vocabulary place value, number,and digit. They will make a place value reference chart to help them sort a data set. There is also an extension game students can play. @http://exchange.smarttech.com/details.html?id=41fd9e7e-3520-418a-a2cf-4ae553c47f1e Practice reading and writing numbers through the billions. Includes hands on activity with number tiles and multiple choice questions at the end. @http://exchange.smarttech.com/details.html?id=6840acbb-3168-4a60-acd5-adf96c24b355 Introduces the terms period, place, value, notation, expanded form, word form. This file has pages allowing for students to interact or can be used by teacher during the lesson. @http://exchange.smarttech.com/details.html?id=b4b7bf8f-ecc2-4a97-b025-e2a0d2e97ddb Addition of Whole Numbers and Decimals. Review place-value concepts and the use of the partial-sums and column-addition methods. @http://exchange.smarttech.com/details.html?id=e262027b-e2ce-4bc1-9658-2f986cae001c This lesson was deisgned as a beginning of the year review and continuation of place value to the billions for 5th grade Place Value Build understanding of place value (hundredths through millions place). Expanded Notation Build an understanding of place value (thousandths through hundred thousands). Multiply Whole Numbers Multiply whole numbers by multiples of 10.
 * SMART Board Lessons, Promethean Lessons **
 * ** Place Value Review for 3-5 graders **
 * ** Rounding Numbers **
 * ** Rounding whole numbers and decimals **
 * ** Place Value to the Billions **
 * ** Reviewing Place Value of Very Large Numbers **
 * ** Place Value – Billions **
 * ** Place Value of Large Numbers **
 * ** Everyday Math - Grade 5 - Unit 2 - Lesson 2 **
 * ** Place Value to the Billions **
 * ** AEGOM Lesson: G4M001 **
 * ** AEGOM Quiz: G4M001 **
 * ** AEGOM Lesson: G5M002 **
 * ** AEGOM Quiz: G5M002 **
 * ** AEGOM Lesson: G3M011 **
 * ** AEGOM Quiz: G3M011 **

@http://illuminations.nctm.org/LessonDetail.aspx?ID=U96 The following activities help children to develop number sense through activities involving collection, representation, and analysis of data. In addition, children practice reading and writing large numbers and use estimation to arrive at appropriate answers. This unit was adapted from "Count on Mathematics for Number Sense," by William R. Speer and Daniel J. Brahier, which appeared in Teaching Children Mathematics, vol. 2, no. 6, p. 351-56. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L367 In this activity for grades 4-6, students attempt to identify the concept of a million by working with smaller numerical units, such as blocks of 10 or 100, and then expanding the idea by multiplication or repeated addition until a million is reached. Additionally, they use critical thinking to analyze situations and to identify mathematical patterns that will enable them to develop the concept of very large numbers. Use exponential notation to represent repeated multiplication of whole numbers. 0506.2.10 Numerous links for exponential notations on site. Possible usage for assessment product. @http://www.bbc.co.uk/schools/ks2bitesize/maths/number/decimals @http://www.mathwire.com/templates/decimalplacevalue @http://studyjams.scholastic.com/studyjams/jams/math/numbers/place-value.htm @http://studyjams.scholastic.com/studyjams/jams/math/numbers/expanded-notation.htm
 * Other Activities, etc. **
 * ** Count on Math **
 * ** Making Your First Million **
 * http://www.k-5mathteachingresources.com/supportfiles/dividingawholenumberbyapowerof10.pdf
 * @http://www.internet4classrooms.com/skills_4th_math.htm
 * Resouce for RTI


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