## Unit Overview

**Essential Questions: **

**Lesson Plans and Seeds**

Lesson Plan A 1-2: Understanding Place Value

Lesson Plan A.3.a: Forms of Place Value

Lesson Seed A.1: Meaning of Place Value

Lesson Seed A.2: Multiply and Divide by Powers of 10

**Download Seeds, Plans, and Resources (zip)**

**Content Emphasis By Clusters in Grade 5**

**Progressions from Common Core State Standards in Mathematics**

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.

### 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:**

**Enduring Understandings:**

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

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

**Possible Student Outcomes:**

The student will be able to:

- Understand how a number changes in value as the decimal point moves.
- Understand the relationship between decimal place value and fraction place value.
- Utilize their knowledge of whole number place value to include decimal place value.

**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:

Standards:

**Common Misconceptions:**

Students may have difficulty understanding:

- The concept that 10 in any position (place) makes one group in the next position and vice versa.
- The concept that the value of any digit in a number is a combination of the face value of the digit and its position. (Example: given the number 18,356, a student may think that the digit 8 in this number represents 8 rather than 8000.)

**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.**