Gr. 5 Unit: Understand the place value system

Unit Overview

In this unit students are required to know that in multi-digit numbers, the value of a digit in one place is ten times greater than the digit to its right and the less than the digit to its left; to understand and explain patterns of zeros when multiplying by powers of ten, and patterns in the position of the decimal point when multiplying and dividing by powers of ten; to work with decimals to thousandths; and to use place value understanding to round decimals to any place.

Teacher Notes:

Students will need to be well-grounded in their prior understanding of place value for multi-digit whole numbers, including the value of digits to the left or right of a given digit; the use of base-ten numerals, number names, and expanded form to represent numbers; the ability to compare the values of whole numbers, using >, =, and < symbols, and; the ability to round to any place value.

Enduring Understandings:

At the completion of the unit on addition and subtraction of fractions with unlike denominators, the student will understand that:

Place value is based on groups of ten to the left of a decimal point, and on groups of to the right of the decimal point.

The position of a digit in a number determines the value of that digit.

Numbers can be composed and decomposed using various strategies..

Focus Standards (Listed as Examples of Opportunities for In-Depth Focus in the PARCC Content Framework document):

PARCC has not provided examples of opportunities for in-depth focus related to graphing points on the coordinate plane to solve problems.

Possible Student Outcomes:

The student will be able to:

Evidence of Student Learning:

The Partnership for Assessment of Readiness for College and Careers (PARCC) has awarded the Dana Center a grant to develop the information for this component. This information will be provided at a later date. The Dana Center, located at the University of Texas in Austin, encourages high academic standards in mathematics by working in partnership with local, state, and national education entities. Educators at the Center collaborate with their partners to help school systems nurture students' intellectual passions. The Center advocates for every student leaving school prepared for success in postsecondary education and in the contemporary workplace.

Fluency Expectations and Examples of Culminating
Standards:

PARCC has no fluency expectations related to understanding place value..

Common Misconceptions:

Students may have difficulty understanding:

Interdisciplinary Connections:

Interdisciplinary connections fall into a number of related categories:

Literacy standards within the Maryland Common Core State Curriculum

Science, Technology, Engineering, and Mathematics standards

Instructional connections to mathematics that will be established by local school systems, and will reflect their specific grade-level coursework in other content areas, such as English language arts, reading, science, social studies, world languages, physical education, and fine arts, among others.

Sample Assessment Items: The items included in this component will be aligned to the standards in the unit and will include:

Items purchased from vendors

PARCC prototype items

PARCC public release items

Maryland Public release items

Formative Assessment

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
Understand the Place Value System

exponent: An exponent tells how many times the base is used as a factor.

Part II – Instructional Connections outside the Focus Cluster

NOTE: None of the vocabulary, terminology, and concepts in this cluster are new, nor should they be particularly problematical for instruction of the related standards.

Additional Resources:

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