Essential Questions: What makes a computational strategy both efficient and effective?
How do mathematical ideas interconnect and build on one another to produce an answer?
How can the four operations in decimals related to one another?
How does one recognize the strategy to be used for a specific operation?
How can models help us understand decimals?
How can we determine the reasonableness of an answer when solving a problem?
How are decimals different from whole numbers?
LP 5.NBT.B.5-7 Multiplying Decimals to Hundredths
Lesson Seed B.5: Standard Algorithm for Multiplication Based on Place Value
Lesson Seed B.7: Addition & Subtraction with Decimals
Content Emphasis By Clusters in Grade 5
Progressions from Common Core State Standards in Mathematics
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
In prior grades, students used various strategies to multiply. This unit builds on prior understandings of multiplying whole numbers fluently which means a correct answer in a reasonable amount of steps. The unit focuses on performing whole number division using equations, arrays and concrete models. Addition, subtraction, multiplication, and division of decimals to hundredths should be used with concrete models or drawings and strategies relating the strategy to a written method and explaining the reasoning used.
At the completion of this unit performing operations with multi-digit whole numbers and with decimals to hundredths:
Interdisciplinary connections fall into a number of related categories:
Interventions/Enrichments/PD: (Standard-specific modules that focus on student interventions/enrichments and on professional development for teachers will be included later, as available from the vendor(s) producing the modules.)
Vocabulary/Terminology/Concepts: This section of the Unit Plan is divided into two parts. Part I contains vocabulary and terminology from standards that comprise the cluster, which is the focus of this unit plan. Part II contains vocabulary and terminology from standards outside of the focus cluster. These “outside standards” provide important instructional connections to the focus cluster.
Part I – Focus Cluster
Perform Operations with Multi-Digit Whole Numbers and with Decimals to Hundredths
NOTE: None of the vocabulary, terminology, and concepts in this cluster are new, nor should they be particularly problematic for instruction of the related standards.
Part II – Instructional Connections outside the Focus Cluster