Unit 3 Fifth Grade cs 2012 2013
- 1. Isaac School District, No. 5 Mathematics Curriculum Guide: Fifth Grade Unit 3 Thousands of Miles, Thousands of Seats: Addition, Subtraction and the Number System Total Sessions:13 Big Ideas: Essential Questions: Students will understand that: Algebraic methods are used to explore a variety of real world problem How might we use algebra to solve real life problems? solving situations. How are numbers related? Numbers can be represented in many ways. Operations have inverse relationships. Unit Vocabulary: closest estimate, difference, million, billion, trillion, subtracting in parts, adding up, subtracting back, distance, algorithm, Domain: Number and Operations in Base Ten (NBT) AZ Math Standards Mathematical Practices Cluster: Understand the place value system. Students are expected to: 5.NBT.1. Recognize that in a multi-digit number, a digit in one place represents 10 5.MP.2. Reason abstractly and quantitatively. 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.MP.6. Attend to precision. (Sessions: All) Connections: 5.NBT.2; 5.RI.3; 5.W.2d 5.MP.7. Look for and make use of structure. Fifth Grade Underline = Tier 2 words Investigation Unit 3 Created on 1/23/2012 12:06 PM -1-
- 2. Isaac School District, No. 5 Mathematics Curriculum Guide: Fifth Grade Explanations and Examples In fourth grade, students examined the relationships of the digits in numbers for whole numbers only. This standard extends this understanding to the relationship of decimal fractions. Students use base ten blocks, pictures of base ten blocks, and interactive images of base ten blocks to manipulate and investigate the place value relationships. They use their understanding of unit fractions to compare decimal places and fractional language to describe those comparisons. Before considering the relationship of decimal fractions, students express their understanding that in multi-digit whole numbers, a digit in one place represents 10 times what it represents in the place to its right and 1/10 of what it represents in the place to its left. Continued on next page A student thinks, “I know that in the number 5555, the 5 in the tens place (5555) represents 50 and the 5 in the hundreds place (5555) represents 500. So a 5 in the hundreds place is ten times as much as a 5 in the tens place or a 5 in the tens place is 1/10 of the value of a 5 in the hundreds place. To extend this understanding of place value to their work with decimals, students use a model of one unit; they cut it into 10 equal pieces, shade in, or describe 1/10 of that model using fractional language (“This is 1 out of 10 equal parts. So it is 1/10”. I can write this using 1/10 or 0.1”). They repeat the process by finding 1/10 of a 1/10 (e.g., dividing 1/10 into 10 equal parts to arrive at 1/100 or 0.01) and can explain their reasoning, “0.01 is 1/10 of 1/10 thus is 1/100 of the whole unit.” In the number 55.55, each digit is 5, but the value of the digits is different because of the placement. 5 5 . 5 5 The 5 that the arrow points to is 1/10 of the 5 to the left and 10 times the 5 to the right. The 5 in the ones place is 1/10 of 50 and 10 times five tenths. 5 5 . 5 5 The 5 that the arrow points to is 1/10 of the 5 to the left and 10 times the 5 to the right. The 5 in the tenths place is 10 times five hundredths. Fifth Grade Underline = Tier 2 words Investigation Unit 3 Created on 1/23/2012 12:06 PM -2-
- 3. Isaac School District, No. 5 Mathematics Curriculum Guide: Fifth Grade AZ Math Standards Mathematical Practices Cluster: Perform operations with multi-digit whole numbers and with decimals to hundredths. Students are expected to: 5.NBT.5. Fluently multiply multi-digit whole numbers using the standard algorithm. 5.MP.2. Reason abstractly and quantitatively. (Sessions: All) 5.MP.6. Attend to precision. 5.MP.7. Look for and make use of structure. 5.MP.8. Look for and express regularity in repeated reasoning. Explanations and Examples In prior grades, students used various strategies to multiply. Students can continue to use these different strategies as long as they are efficient, but must also understand and be able to use the standard algorithm. In applying the standard algorithm, students recognize the importance of place value. Example: 123 x 34. When students apply the standard algorithm, they, decompose 34 into 30 + 4. Then they multiply 123 by 4, the value of the number in the ones place, and then multiply 123 by 30, the value of the 3 in the tens place, and add the two products. Students are expected to: 5.NBT.6. Find whole-number quotients of whole numbers with up to four-digit 5.MP.2. Reason abstractly and quantitatively. 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 5.MP.3. Construct viable arguments and critique the reasoning of others. explain the calculation by using equations, rectangular arrays, and/or area models. (Sessions: All) 5.MP.4. Model with mathematics. Connections: ET05-S1C2-02 5.MP.5. Use appropriate tools strategically. 5.MP.7. Look for and make use of structure. Explanations and Examples In fourth grade, students’ experiences with division were limited to dividing by one-digit divisors. This standard extends students’ prior experiences with strategies, illustrations, and explanations. When the two-digit divisor is a “familiar” number, a student might decompose the dividend using place value. Fifth Grade Underline = Tier 2 words Investigation Unit 3 Created on 1/23/2012 12:06 PM -3-
- 4. Isaac School District, No. 5 Mathematics Curriculum Guide: Fifth Grade Explanations and Examples Example: Using expanded notation ~ 2682 ÷ 25 = (2000 + 600 + 80 + 2) ÷ 25 Using his or her understanding of the relationship between 100 and 25, a student might think ~ o I know that 100 divided by 25 is 4 so 200 divided by 25 is 8 and 2000 divided by 25 is 80. o 600 divided by 25 has to be 24. o Since 3 x 25 is 75, I know that 80 divided by 25 is 3 with a reminder of 5. (Note that a student might divide into 82 and not 80) o I can’t divide 2 by 25 so 2 plus the 5 leaves a remainder of 7. o 80 + 24 + 3 = 107. So, the answer is 107 with a remainder of 7. Using an equation that relates division to multiplication, 25 x n = 2682, a student might estimate the answer to be slightly larger than 100 because s/he recognizes that 25 x 100 = 2500. Example: 968 ÷ 21 Using base ten models, a student can represent 962 and use the models to make an array with one dimension of 21. The student continues to make the array until no more groups of 21 can be made. Remainders are not part of the array. Example: 9984 ÷ 64 An area model for division is shown below. As the student uses the area model, s/he keeps track of how much of the 9984 is left to divide. Fifth Grade Underline = Tier 2 words Investigation Unit 3 Created on 1/23/2012 12:06 PM -4-
- 5. Isaac School District, No. 5 Mathematics Curriculum Guide: Fifth Grade Fifth Grade Underline = Tier 2 words Investigation Unit 3 Created on 1/23/2012 12:06 PM -5-