5_1_3_Math


 * Grade: 5 Unit: 1 Week: 3 Content: Math Dates: 9/4-9/7 **


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


 * Essential Questions: **
 * ** How do you read and write decimals through thousandths? **
 * ** How can you use place value to compare and order decimals? **


 * Standards **
 * Number and Operations in Base Ten **
 * ** 5. NBT.3 Understand the place value system. **
 * ** 5.NBT.3: ** Read, write, and compare decimals to thousandths.
 * ** 5.NBT.3a: ** Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
 * ** 5.NBT.3b: ** Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.


 * Objectives **
 * TSW read, write, and compare decimals to thousandths.
 * TSW read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
 * Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.


 * Assessment **
 * Product **
 * Have groups of students produce a number line with a given set of decimal number cards. Then have students take the cards that they have produced and compare them using greater than, less than, and equal to signs. Example: 0.5, 1.25, .307, .55, .75, .001, 1.6, .05, .057.
 * Find four numbers that are between 0.11 and 0.12 and put all six numbers in order from least to greatest.


 * Key Questions ** (match Standard)
 * How do you read and write decimals through thousandths?
 * How can you use place value to compare and order decimals?


 * Observable Student Behaviors ** (Performance)
 * Using advertisements, menus, and other everyday documents the student will choose two numbers; write them in expanded form and make a comparison( >, <, =) of the numbers.
 * Use past data for your favorite baseball team; order the batting averages of the players. //Sample problem:// //At the end of the baseball season the top three hitters were Ethan, Maggie and John. Ethan’s batting average was 0.282, Maggie’s batting average was 0.223, and John’s batting average was 0.272. Write the batting averages in the order from the highest to the lowest. (Teacher should feel free to change numbers).//

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 ** ||
 * Decimals  Greater than   Less than   Compare   order  ||

Gizmo Lessons Use grids to model decimal numbers and compare them graphically. Then compare the numbers on a number line. 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]
 * ** Comparing and Ordering Decimals **
 * **Modeling Decimals** (Area and Grid Models)
 * **Treasure Hunter** (Decimals on the Number Line)
 * Super Source: “Decimal Mirrors”, pg. 34-37 MCO
 * Super Source: “What’s 1?” pg. 86-90 Use “Extending the Activity” on page 88 for a follow-up on ordering decimals.
 * Give students real world problems for ordering and comparing decimals. //For example, Shontel and Ellen were in a running race. Shontel finished the race in 2.45 minutes. Ellen finished in 2.36 minutes. Write an inequality comparing Shontel’s time to Ellen’s time. Justify who would be the winner of the race.// HYS
 * Ordering Numbers Activity: Task – Place a number line in front of you. Take each numeral card and place it on the number line. Draw the number line and write the numbers in order. Materials: Numeral Cards - 0.05; 0.10; 0.65; 0.75; 0.95; 1.30; 1.50; 1.75 Number line from 0 to 2.
 * Students will use grid paper to model a teacher generated decimal. Then they will pair share to explain their model to their partner. The students will then make a comparison of their two decimal models and write an inequality.
 * **Odyssey: Read/Write Decimals Lesson** (Found in Assignment Archive Under District)


 * 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! **
 * ** MCO : ** Harcourt TE pg.26B & 28B alternative teaching strategies
 * __ Harcourt __ : refer to week 2
 * __ Super Source __ : “Decimal Mirrors”, pg. 34-37; “What’s 1?” pg. 86-90;
 * __ Van de Walle __ : pages 341-342
 * __ On Core __ pages TE pages 16-17 Lessons 14-15


 * Professional Texts **


 * Literary Texts **


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **

@http://exchange.smarttech.com/details.html?id=0a6d709a-9593-471c-91ed-00f2115b4eb7 Introduction to converting fractions to decimals; includes: decimal naming review, decimal ordering review game, lesson & practice converting fractions to decimals, naming fractions/decimals using models, conversion of fraction to decimals class game @http://exchange.smarttech.com/details.html?id=1a7d1633-42e0-49b6-b0fe-8fdd638943f0 Estimate Your Reaction Time. Provide experiences with estimating reaction times and with using statistical landmarks to describe experimental data. @http://exchange.smarttech.com/details.html?id=619592eb-9ffc-447c-86a8-55a6739c1167 This leasson reviews the concept of decimal value and ordering decimals from least to greatest. The lesson includes two practice pages and two activities. @http://exchange.smarttech.com/details.html?id=3aeb73a4-7974-4e7e-9096-150d5836f371 @http://exchange.smarttech.com/details.html?id=40018932-14e0-498b-aeb2-acc39011a97e Introduction to the American Tour. Explore date collection, organization, and interpretation. 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 Lesson **
 * **Decoding Decimals**
 * **Everyday Math - Grade 5 - Unit 2 - Lesson 5**
 * **Ordering Decimals**
 * **5th Grade Teacher**
 * **Everyday Math - Grade 5 - Unit 3 - Lesson 1**
 * ** AEGOM Lesson: G5M009 **
 * ** AEGOM Quiz: G5M009 **
 * ** AEGOM Lesson: G5M010 **
 * ** AEGOM Quiz: G3M010 **

@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 **

(Base ten blocks can be placed on place value chart. The number of decimal places can be selected.)
 * Online activites: **
 * http://nlvm.usu.edu/en/nav/frames_ asid_264_g_2_t_1.html
 * @http://www.ehow.com/list_5880741_math-games-expandednotation
 * @http://studyjams.scholastic.com/studyjams/jams/math/fractions/fractions-mixed-numbers.htm
 * @http://www.k-5mathteachingresources.com/support-files/comparingdecimals.pdf


 * ===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 ||
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