Overview

Module 1: Place Value and Decimal Fractions

In Module 1, students’ understandings of the patterns in the base ten system are extended from Grade 4’s work with place value to include decimals to the thousandths place.

Topic A: Multiplicative Patterns on the Place Value Chart

Topic B: Decimal Fractions and Place Value Patterns

Topic C: Place Value and Rounding Decimal Fractions

Topic D: Adding and Subtracting Decimals

Advanced Preparation:

- Personal White Boards
- Sheet Protectors (for each student)
- Number lines (both individual student and whole class)
- Place value charts (at least one per student for an insert in their personal board)
- Place value disks

Module 2: Multi-Digit Whole Number and Decimal Fraction Operations

In Module 2, students apply the patterns of the base ten system to mental strategies and the multiplication and division algorithms.

Topic A: Mental Strategies for Multi-Digit Whole Number Multiplication

Topic B: The Standard Algorithm for Multi-Digit Whole Number Multiplication

Topic C: Decimal Multi-Digit Multiplication

Topic D: Measurement Word Problems with Whole Number and Decimal Multiplication

Advanced Preparation:

- Sheet Protectors (for each student)
- Area models visual (e.g.,an array)
- Number bond visual
- Place value disks
- Place value chart

2016-2017 Math Schedule of Assessed Standards (SAS)

Module Tip Sheet for Parents

These documents provide parents an opportunity to see what their children are learning in the current module including:

- Standards
- Key vocabulary
- Example Problems
- Pictorial Models
- Ideas for how to can help children at home
- Coherence of learning with past and future modules

For guides in Spanish, go here

Week 1: September 5

Standards Addressed in Week's Lessons

Topic A:

5.NBT.1

5.NBT.2

5.MD.1

Notes:

Lesson 1

The standards addressed in these lesson require a solid conceptual understanding. Use visuals and place value charts/disc to support this understanding. These will continue to be used throughout the year.

Lesson 2

Students are being encouraged toward more abstract reasoning in the lesson, however consider keeping concrete materials like place value charts and place value disks accessible to students while these place value relationships are being solidified, or for students who are struggling.

Week 2: September 11

Assessment

Biweekly #1

Exit Ticket Lesson 5*

Standards Addressed in Week's Lessons

Topic A:

5.NBT.1

5.NBT.2

5.MD.1

Topic B:

5.NBT.3

Notes:

Lesson 3

In this lesson students begin to build a level of procedural understanding to denote powers of 10. Consider checking for understanding throughout lesson, since this will be important throughout the next two modules.

Lesson 4

In this lessons, students apply their learning in Lesson 3 to metric conversions. The place value chart can be used throughout the coming lesson to help students think through whether they are renaming from small to large units or large to small units. Consider preparing a metric conversions anchor chart to reference in this lesson.

Lesson 5

Students struggling with naming decimals using different unit forms may benefit from a return to concrete materials. In Grade 4 students experienced finding equivalent fractions for tenths and hundredths to finding equivalent fraction representations, which is built upon in this lesson when students are asked to find equivalent fraction representation in thousandths.

*This exit ticket addresses the major work of the grade level and can be used to evaluate students understanding of place value/fractional comparisons as it relates to decimals. Students will also build on this knowledge in upcoming modules.

Lesson 6

Allow students to return to concrete materials when comparing decimals if they are struggling. As an extension to this lesson consider including fractions as well as decimals when helping students order numbers.

Week 3: September 18

Assessment

Module 1 Mid-Module Assessment

Administer after lesson 8

Standards Addressed in Week's Lessons

Topic C:

5.NBT.4

Topic D:

5.NBT.2

5.NBT.3

5.NBT.7

Standards in Mid or End of Module Assessment

Mid- Module:

5.NBT.1

5.NBT.2

5.MD.1

Notes:

Lesson 7

In concept development help students make connections to what they already know about rounding whole numbers on a vertical number line and apply it to decimals.

Lesson 8

This lesson builds on the learning in Lesson 7. Consider using student data from Lesson 7 to inform instruction for Lesson 8 and address misconceptions within concept development.

Administer Mid-Module Assessment after teaching Lesson 8. If possible designate a day to administer the Mid-Module Assessment and a day to return the test and provide remediation

Lesson 9 & 10 Combine

Consolidate Lessons 9 and 10 because these lessons devote a day each to adding and subtracting with decimals. If students are fluent with addition and subtraction with whole numbers and their understanding of decimal place value is strong from Grade 4, practicing both addition and subtraction with decimals can be done in one lesson. Begin assessing students’ skill with addition and subtraction with whole numbers during the fluency activity of Lesson 5, and spend a series of days doing so. From this data, determine if this lesson should be taught across two days or one.

Week 4: September 25

Notes:

Lesson 11

The standards of this lesson connect Grade 4 multiplication work and Grade 5 fluency with multi-digit multiplication. Use these lessons to build students conceptual understanding around multiplication to set a solid foundation for fluency work to come throughout the year. This Exit Ticket assess the major fluency of the grade level. It also touches on partial products and area diagrams which are going to be important within upcoming lessons and module 2.

Lesson 12

Emphasize solving word problems in the problem set to provide a context within which students can reason about products.

Lesson 13

Reviewing key vocabulary, such as dividend, divisor, or quotient and use mathematic vocabulary during instruction. Displaying the words in a familiar mathematical sentence may serve as a useful reference for students. For example, display: Dividend ÷ Divisor = Quotient.

Lesson 14

In order to activate prior knowledge, have students solve one or two whole- number division problems using the place value disks. Help them record their work, step by step, in the standard algorithm. This will help students to connect the relationship between division of whole numbers and the division of decimal fractions.

Week 5: October 2

Notes:

Lesson 15

In this lesson, students will need to know that a number can be written in multiple ways. Consider providing students with example of this throughout the lesson

Lesson 16

Various students may rely on different computation strategies to solve word problems in this lesson. Highlight these strategies to build students mathematical understanding.

Administer End of Module Assessment after Lesson 16. Two days built in this week for assessment, return assessment, and remediation

Week 6: October 10

Module

Notes:

Lesson 1

In order to link prior learning from Grade 4 and Grade 5 Module 1 and to set the stage for solidifying the standard multiplication algorithm. When teaching begin at the concrete–pictorial level. Use place value disks to model multi-digit multiplication of place value units in this lesson. This will eventually lead to more fluent problem solving as the module progresses.

Lesson 2

This lesson relies on the assumption that students are comfortable and fluent in rounding whole numbers. Some interventions may be useful for students who have not yet mastered rounding.

Lesson 3

In this lesson it may be more appropriate to begin with expressions in a more direct order such as, the sum of 4 and 3 multiplied by 2. You may also consider beginning with smaller units to build student understanding. This exit ticket requires students to show their thinking through a model, which will assess students conceptual understanding of partial sums.

Week 7: October 16

Module

Topic

Notes:

Lesson 4

This lesson requires students to work mentally with two-digit and three-digit numbers. If basic multiplication facts are not yet mastered, adjust numbers in calculations to suit the learner’s level.

Lesson 5

Many students will arrive in Grade 5 with the requisite knowledge to make the connection between the tape diagram and the area model. The first problem set not only provides scaffolding for those lacking this knowledge, but it also makes clear the importance of the commutative property in interpreting multiplication equations when no context is present. That is, it is acceptable to name either factor as the unit being counted (multiplicand) and the number of times it is being counted (multiplier).

Lesson 6

To ensure that students begin to connect the area model to the standard algorithm for multiplication present both the visual model and algorithm side-by-side as you work through problems in the concept development. Point to the each digit and factor while carefully working through the recording process of the standard algorithm. Gesture to clearly indicate the image or location that corresponds to the words.

Week 8: October 23

Module

Notes:

Lesson 7 & 8 Combine

Consider consolidating Lessons 7 and 8. Lesson 8 ask student to assess the reasonableness of their answers through estimation. To address this ask students to estimate the product beginning with the Concept Development of Lesson 7, and then use the Problem Set from Lesson 8 for student practice.

Lesson 9

Students may benefit from seeing word problems solved through various representations discussed in prior lessons. Guide students to select and practice using various models (e.g., tape diagram or area model) to represent the given information in each problem.

Lesson 10

This lesson builds on students understanding of the area model for multiplication as well as their place value understanding from Module 1. To ensure students’ success in this lesson, make connections to their prior learning regarding multiplication and decimal place value

There is a flex day built into this week as well as Week 9. Consider using this time to reteach or plan targeted interventions in preparation for A1. You could also choose to continue to Lesson 11/12.

Week 9: October 30

Standards Addressed in Week's Lessons

Topic C:

5.NBT.7

5.OA.1

5.OA.2

5.NBT.1

Notes:

Lesson 11 & 12 Combine

Lessons 11 and 12 can be consolidated by using estimation from the outset in lesson 11, and having students practice with the Problem Set from Lesson 12. Encourage students who are struggling with the standard algorithm to use the area model. The area model provides support by calculating all of the partial products of the problem.

There is a flex day built into this week. Consider using this time to reteach or plan targeted interventions in preparation for A1.