- Instructors
- Christian Effler
- Mariah Curtis
- Term
- 2021-2022 School Year
- Department
- 5th Grade

No upcoming assignments.

5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between operations; assess the reasonableness of answers using estimation strategies. (Limit division problems so that either the dividend or the divisor is a whole number.)

Goal: multiply decimals with zeros in the product.

-warmup

-goals

-I DO pg. 277-278

-FIND MY ERROR

-WE DO pg. 279-280

-YOU DO pg. 281-282

5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between operations; assess the reasonableness of answers using estimation strategies. (Limit division problems so that either the dividend or the divisor is a whole number.)

Goal: place the decimal in decimal multiplication

-warmup

-goals

-review page 273-274

-FIND MY ERROR

-centers

5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between operations; assess the reasonableness of answers using estimation strategies. (Limit division problems so that either the dividend or the divisor is a whole number.)

Goal: place the decimal in decimal multiplication

-warmup

-expectations, goals

-I DO pg. 271-272

-FIND MY ERROR

-WE DO pg. 273-274

-YOU DO pg. 275-276

Goal: model multiplication of decimals

-warmup

-expectations, goals

-Mid-Chapter Checkpoint pg. 263-264

-reteach and enrich sheets for more practice on lesson 4.6

Goal: model multiplication of decimals

-warmup

-expectations, goals

-review for binder

-I DO pg. 265-266

-WE DO pg. 267-268

-YOU DO pg. 269-270

Goal: use expanded form and place value to multiply a decimal and a whole number.

-warmup

-expectations, goals

-review yesterday's lesson on area model and standard algorithm

-WE DO pg. 253

-YOU DO pg. 255-256

Goal: use expanded form and place value to multiply a decimal and a whole number.

-warmup

-expectations, goals

-I DO pg. 251-252; 257-258

-Find My Error

-WE DO pg. 253

-YOU DO pg. 255-256

Goal: multiply a decimal and a whole number using properties and place value.

-warmup

-expectations, goals

-Puzzle Game

-finish pg. 249

-Kahoot

-multiplying decimals game

Goal: multiply a decimal and a whole number using properties and place value.

-warmup

-expectations, goals

-I DO pg. 245-246

-Find My Error

-WE DO pg. 247

-Puzzle Game

-YOU DO pg. 249

Goal: model multiplication of whole numbers and decimals.

-warmup

-expectations

-Finish page 243-244

-FIND MY ERROR

-Stations

-Thumbs Up/Thumbs Down

Goal: model multiplication of whole numbers and decimals.

-warmup

-expectations

-I DO pg. 239-240

-FIND MY ERROR

-WE DO pg. 241-242

-YOU DO pg. 243-244

5.NBT.A.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

Goal: find patterns in products when multiplying by powers of 10.

-warmup

-expectations and goals

-I DO pg. 237 to review

-Find My Error

-WE DO pg. 236

-YOU DO Reteach and Enrich pages

5.NBT.A.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

Goal: find patterns in products when multiplying by powers of 10.

-warmup

-expectations and goals

-I DO pg. 233-234

-Find My Error

-WE DO pg. 235-236

-YOU DO pg. 237-238

5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between operations; assess the reasonableness of answers using estimation strategies.

Goal: add and subtract decimals using different strategies or algorithms.

-warmup

-goals, expectations, standard

-Finish, Check, Correct Chapter 3 Review/Practice Test

-Starred IXL Lessons for test review

(Your child may bring home the Chapter 3 Review/Practice Test to look over as a study guide for the test coming up.)

-Partner games to review Chapter 3

5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between operations; assess the reasonableness of answers using estimation strategies.

Goal: add and subtract decimals using different strategies or algorithms.

-warmup

-goals, expectations, standard

-Finish Chapter 3 Review/Practice Test

-IXL

(Your child may bring home the Chapter 3 Review/Practice Test to look over as a study guide for the test coming up.)

-Partner games to review Chapter 3

5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between operations; assess the reasonableness of answers using estimation strategies.

Goal: add and subtract decimals using different strategies or algorithms.

-warmup

-goals, expectations, standard

-Restaurant Simulation Activity with partners to practice adding and subtracting decimals

-Chapter 3 Review/Practice Test

-IXL

(Your child may bring home the Chapter 3 Review/Practice Test to look over as a study guide for the test coming up.)

Goal: add and subtract decimals using different strategies or algorithms.

-warmup

-goals, expectations, standard

-Decimal Jeopardy

-Restaurant Simulation Activity to practice adding and subtracting decimals

Goal: add and subtract decimals using different strategies or algorithms.

-warmup

-goals, expectations, standard

-Kahoot on adding and subtracting decimals

-I DO pg. 214 and 219

-FIND MY ERROR

-Centers

-Exit Ticket

Goal: subtract decimals using place value.

-warmup

-goals, expectations, standard

-Subtraction Review

-I DO pg. 201-202

-WE DO pg. 203-204

-Subtracting Decimals Task Cards in Groups IF TIME

-YOU DO pg. 205-206

-thumbs up/down check in

Goal: add decimals using place value.

-warmup

-goals, expectations, standard

-Addition Review

-I DO pg. 195-196

-WE DO pg. 197-198

-Adding Decimals Task Cards in Groups

-YOU DO pg. 199-200

-thumbs up/down check in

Goal: add decimals using place value.

-warmup

-goals, expectations, standard

-Mid-Chapter Checkpoint

-Addition Review

-I DO pg. 195-196

-WE DO pg. 197-198

-YOU DO pg. 199-200

-thumbs up/down check in

Goal: model decimal subtraction using base-ten blocks.

-warmup

-expectations, goals

-finish page 185-186

-thumbs up/thumbs down check in

-go over common assessment

Goal: model decimal subtraction using base-ten blocks.

-warmup/short quiz

-expectations, goals

-subtraction review

-I DO pg. 181-182

-WE DO pg. 183-184

-FIND MY ERROR

-YOU DO pg. 185-186

-thumbs up/thumbs down check in

Goal: model decimal addition using base-ten blocks.

-warmup/Kahoot review

-expectations

-FIND MY ERROR

-pg. 178

-group work with manipulatives

-YOU DO pg. 179-180

-thumbs up/thumbs down check in

Goal: model decimal addition using base-ten blocks.

-warmup

-expectations

-I DO pg.175-176 using online base ten blocks

https://www.coolmath4kids.com/manipulatives/base-ten-blocks

-WE DO pg. 177-178

-FIND MY ERROR

-YOU DO pg. 179-180

-thumbs up/thumbs down check in

5.NBT.A.3b Compare two decimals to thousandths based on meanings of the digits in each place and use the symbols >, =, and < to show the relationship.

Goal: compare and order decimals to thousandths using place value.

-warmup

-expectations

-I DO pg.163-164

-WE DO pg. 165

-FIND MY ERROR

-Group work task cards

-YOU DO pg. 167-168

-thumbs up/thumbs down check in

5.NBT.A.3a Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).

-goal: read and write decimals through thousandths.

-warmup

-expectations

-I DO pg.157-158

-practice using base ten blocks

-WE DO pg. 159

-FIND MY ERROR

-YOU DO pg. 161-162

-thumbs up/thumbs down check in

5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents 10 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.

Goal: model, read, and write decimals to thousandths.

-warmup

-expectations

-review yesterday's lesson

-interactive notebook with partner (this is an activity for the student's to continue working on skills from the previous day's lesson while also having something to keep to look back on as a reference)

-Independent Practice

-worksheet on own

-Kahoot (if time)

-thumbs up/thumbs down check in

5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents 10 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.

Goal: model, read, and write decimals to thousandths.

-warmup

-expectations

-I DO pg. 151-152 using base ten blocks

-WE DO pg. 153

-FIND MY ERROR

-YOU DO pg. 155-156

-thumbs up/thumbs down check in

5.NBT.A.4 Round decimals to the nearest hundredth, tenth, or whole number using understanding of place value.

Goal: round decimals to the nearest hundredth, tenth and whole number.

-warmup

-expectations

-goals and standard

-review steps to round decimals

-I DO and WE DO pg. 171

-Find My Error

-Puzzle Rounding Matching Game

-YOU DO worksheet

-thumbs up/thumbs down check in

Some students are still taking their Common Assessment and their Chapter 2 test, which must be done before fall break. These students will finish up on those tests while the rest of the class will be working on some activities to practice rounding decimals.

Once all the tests are complete, we will go over the Chapter 2 Test. We will go though each question, discussing how to solve it, how many students missed it, and answer any questions the students still have on division from Chapter 2.

If time allows, we will end the class by playing a Kahoot and Blooket on topics already covered as a fun way to review.

Some students are still taking their Common Assessment and their Chapter 2 test, which must be done before fall break. These students will finish up on those tests while the rest of the class will be working on some activities to practice rounding decimals.

Once all the tests are complete, we will go over the Chapter 2 Test. We will go though each question, discussing how to solve it, how many students missed it, and answer any questions the students still have on division from Chapter 2.

If time allows, we will end the class by playing a Kahoot on rounding decimals to practice that specific skill further.

5.NBT.A.4 Round decimals to the nearest hundredth, tenth, or whole number using understanding of place value.

Goal: round decimals to the nearest hundredth, tenth and whole number.

-warmup

-expectations

-goals and standard

-rounding intro

-I DO pg. 169-170

-Find My Error

-WE DO pg. 171 and Kahoot questions

-YOU DO pg. 173

Today, the students will spend the day correcting their tests from the previous day. The students will be able to correct certain questions for partial credit. Once the corrections are done, the students will get on RocketMath and IXL. The students who did not finish their test the previous day will have the chance to finish their test today.

5.NBT.B.6 Find whole-number quotients and remainders of whole numbers with up to four-digit 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 explain the calculation by using equations, rectangular arrays, and/or area models.

Today the students will take their Chapter 2 test on Division. Once they are done, they will be on rocketmath and IXL.

Goal: divide by 2-digit divisors using any method.

Today the students will take the Chapter 2 Practice Test in their book. Once the students are done, they will log on to RocketMath and IXL. Once all students are done, we will go over the test and correct any errors or misunderstandings before they take their test on Thursday.

Goal: divide by 2-digit divisors using any method.

Today's lesson will continue on with division, but today we are going to start out by discussing some common errors the students are making when it comes to division, and then they will go into centers where they will have a chance to practice practice practice dividing by 2 digit divisors, which has been our biggest struggle with division. Each student will also go to a center with me at the back table to get some small group instruction.

-warmup

-goals and expectations

-I DO -common errors

-WE DO and YOU DO- division centers around the room- 1 center will be a small group with a teacher, 1 center will be division practice with a group, and 1 center will be independent work to assess how they are understanding

-Kahoot Exit Ticket

5.NF.B.3 Interpret a fraction as division of the numerator by the denominator. For example, 3

4 = 3 ÷4 so when 3 wholes are shared equally among 4 people, each person

has a share of size 3/4 . Solve contextual problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers by using visual fraction

models or equations to represent the problem.

4 = 3 ÷4 so when 3 wholes are shared equally among 4 people, each person

has a share of size 3/4 . Solve contextual problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers by using visual fraction

models or equations to represent the problem.

Goal: solve division problems and decide when to write the remainder as a fraction.

Today will be the second day the students will be learning about how to really break apart word problems into what they are really asking. The students started this lesson last week and will take today to continue practicing with this concept because word problems can be difficult to unravel, especially when it comes to knowing what to do with the remainder and knowing what the remainder is telling you. Today will be a day of lots of practice with division problems to interpret the remainder!

-warmup

-division vocabulary review

-goals and expectations

-herding game

-I DO 1 problem

-WE DO 3 problems with shoulder partner

-YOU DO 4 problems on a worksheet

-kahoot exit ticket

Goal: adjust the quotient if the estimate is too high or too low.

-warmup

-goals and expectations

-I DO page 131

-Find the Error-this is where the students examine a problem partially worked out, and they must find the error in the problem.

-WE DO page 132

-YOU DO page 135

-Kahoot Exit Ticket- True or False question on whether or not the first digit is placed correctly based on estimation.

5.NF.B.3 Interpret a fraction as division of the numerator by the denominator. For example, 3

4 = 3 ÷4 so when 3 wholes are shared equally among 4 people, each person

has a share of size 3/4 . Solve contextual problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers by using visual fraction

models or equations to represent the problem.

4 = 3 ÷4 so when 3 wholes are shared equally among 4 people, each person

has a share of size 3/4 . Solve contextual problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers by using visual fraction

models or equations to represent the problem.

Goal: solve division problems and decide when to write the remainder as a fraction.

-warmup

-goals and expectations

-Herding Game-the teacher will call out a number of animals such as "Elephants-form groups of 5" The students will then quickly get into groups of 5. Whoever is left out will go to the holding pen. This will be a visual way for students to see the remainder and what that really means.

-I DO pg. 125-126

-WE DO pg. 127

-YOU DO pg. 129-130

-Exit Ticket- before the students exit math, they will quickly logon to www.kahoot.it and answer 1 simple division problem where they will have to write the remainder in the correct form.

Goal: divide by 1 and 2 digit divisors.

-warmup- for the warmup, students have been doing what's called division of the day. Students will have a division problem in front of them. With their shoulder partner, they will work to label the parts of the problem, solve the problem, check the problem using multiplication, and then create a story problem with the numbers given. This is an interactive way for the students to dig deeper into division and what it really means.

-Goals and Expectations -each day we go over the goals for the day and how the students are expected to act for the lesson

-Quick Review- this will be a short time of working some division problems together in the standard algorithm method and the box method (these are the 2 ways most students seem to like working them)

-**Mid Chapter Checkpoint**- most students did not finish this the previous day, so we are taking the majority of class today to make sure it is completed.

-RocketMath, IXL -when the students have completed the Mid Chapter Checkpoint the students will logon to RocketMath to practice fluency of multiplication facts and then will get on IXL to keep practicing division

Goal: divide by 2-digit divisors.

-warmup

-concession stand problem with shoulder partner

-complete Mid-Chapter Checkpoint on page 111-112

-IXL D17

Goal: divide by 2-digit divisors using standard algorithm and the box method.

Today the students will continue dividing by 2-digit divisors, but they will learn how to apply the box method (which they already know) to division problems with 2-digit divisors.

-warmup

-goals and expectations

-review 2 digit divisors from Friday

-video on box method

-practice together page 121

-independent work page 123- can solve either method

-IXL D16

Goal: divide by 2-digit divisors using standard algorithm.

-warmup

-Kahoot quiz. The students will get on Kahoot on their laptops and will take a short quiz assessing their division vocabulary, dividing using partial quotients, and division fluency. This will be an interactive way for the students to be assessed. This is a way for me as the teacher to see what skills need to be retaught and what skills we are grasping pretty well.

-we will then start into lesson 2.6 on dividing by 2-digit divisors page 119-20

-Find the Error- the teacher will place a problem on the board; the students will try to find the error in the problem. They will first have think time, then they will turn and talk to their partner about the error they see in the problem.

-practice on page 121

Students will take a break from division and have a quick reteach of Lesson 1 over some concepts that the students are still struggling with such as order of operations, multiplication, powers of ten, place value, etc. The teacher will go over these concepts while the students follow along and have a chance to ask questions and get help over specific skills. The students will then be able to make corrections over some of the questions on their test to earn some points back.

Once the student is done with corrections, they will work on IXL C 1-5 13-16. All of these involve them practicing multiplication which is an essential skill they need to continue on with division.

Goal: use partial quotients to divide by 2-digit divisors.

-warmup

-review division terms

-I DO pg. 105-106

-WE DO worksheet to practice partial quotients

-YOU DO pg. 107

-IXL D13 if time

Goal: estimate quotients using compatible numbers

-warmup

-I DO-pg. 113-114

-WE DO- pg. 115 solve on small white board

-YOU DO- pg. 117-118

-IXL D9

Goal: divide 3-and4-digit dividends by 1-digit divisors.

Today, the students will be reviewing and practicing what they have learned about division over the past couple days.

-warmup

-review box method and standard algorithm ways to divide

-students will then work on different items on a rotation. The rotations will be as follows:

1. students will complete pages 97-98 in their GoMath book with teacher at back table

2. students will work on IXL D:3 at their desk https://www.ixl.com/

3. students will work on task cards set 1 with group

4. students will work on task cards set 2 with group

-students will complete an exit ticket before they leave class to show me if they are understanding division

Goal: divide 3-and4-digit dividends by 1-digit divisors.

Today, the students will continue with dividing by 1-digit divisors, but they will learn more ways to divide.

-warmup problem as a class

-solve a problem by working in a group dividing objects equally among group members

-review division vocabulary terms

-practice division using standard algorithm on page 95

-students will then be introduced to the box method as a way to divide. They will watch a video on it and then practice with it on a worksheet in class

-the students will end the class with a worksheet that contains 10 division problems. They can work them out any way they like.

Goal: divide 3-and4-digit dividends by 1-digit divisors.

-The students will start by completing their Chapter 1 Test. Once they are done, they will work on RocketMath and their IXL diagnostic.

Whatever time is left in class, the students will be introduced to division. They will learn how to divide using standard algorithm first.

-fun warmup activity-introducing division to students by dividing candy equally

-introduce division on pages 93-94 by introducing standard algorithm and going over key vocabulary such as divisor, dividend, quotient, etc.

-quick review of some concepts in Chapter 1

-students will take the Chapter 1 Test

-when students are done with the test, they will get on RocketMath and IXL

Today will be a day of lots and lots of reviewing. Not just because the students have been out for a long weekend, but because we wrapped up Chapter 1 on Friday! The students will review today, so they can take their Chapter 1 Test on Wednesday.

-quickly go over **decimals with place value** together

-**Place Value Scavenger Hunt**- there will be 12 cards hung around the room. Each card will have a problem for the students to solve regarding place value. The students will work in pairs going around to each card and solving the problem and placing the answer on their answer sheet. Students then must find their answer on the TOP of another card somewhere in the classroom. Then that indicates where they go next and what problem they work next. Students will work through all cards. If they don’t get the right answer, they will not be able to move to another problem. If they answer everything correctly, their last card will lead them back to the card they started on.

-**Multiplication Tic-Tac-Toe Game- **Students will work on this game with their partner. Students will take turns to choose a problem that they will both solve. Be strategic when choosing a problem. How can you get three problems in a horizontal, vertical, or diagonal line? Do you need to block your opponent? Students will both solve the problem and share their answers. If they disagree on an answer, they will talk through the problem until they come to an agreement on the correct product. If the player who chose the problem solved it correctly, he or she may mark it with his/her symbol. Continue until one player has 3 symbols in a line (horizontal, vertical, or diagonal), or

all problems have been solved. Repeat with a different Tic-Tac-Toe game.

all problems have been solved. Repeat with a different Tic-Tac-Toe game.

-**Powers of Ten Tic-Tac-Toe Game- **Students will work with a partner. One will roll the dice. The number rolled corresponds to the power of ten you should cover with ONE counter any game board that you choose. You may use a different game board on your next turn. The first player to cover a line of 3 boxes on any game board wins.

-If there is time at the end, the teacher will quickly review some questions from the **Chapter 1 Review** sheet with the students.

The students will work on Chapter 1 Review/Test in their book. This is a good way for them to review for their upcoming chapter 1 test. This also helps me to know which areas the students are struggling in or need more reteaching on before they take the test.

When the students are done with their test, they will get on RocketMath to practice fluency of their multiplication facts and they will also get on IXL.

As the students are finishing their review, I will continue to pull each student one by one to discuss their goals with them.

5.OA.A.1 Use parentheses and/or brackets in numerical expressions and evaluate expressions having these symbols using the conventional order (Order of Operations).

Goals: I can write numerical expressions. I can use the order of operations to evaluate numerical expressions.

-warmup: RocketMath

-discuss and practice numerical expressions pg. 61-66

-move to evaluating the numerical expressions pg. 67- 72

-I will also pull students aside one by one and talk to them about their data and goals for math. Some students may be on IXL while I am talking to students individually.

Goals: I can use multiplication to solve division problems.

-warmup: solve some problems on 1.7 practice page- solve some using standard algorithm and some using the area model

-go over the standard and the goals for today's lesson

I DO- pg. 49-50. Here the students will be learning that multiplication and division are inverse operations. The students will look at different ways such as the area model, drawing an array, and the distributive property to help them solve division problems.

WE DO- pg. 51-52 Here the students will work some with the teacher and some in groups practicing.

YOU DO- pg. 53-54 The students will then practice some on their own.

-exit ticket- the students will complete 3 problems and then hand it in to me as they exit math class. This helps me to know how well the class attained and understood the information presented.

5.NBT.B.5 Fluently multiply multi-digit whole numbers (up to three-digit by four-digit factors) using appropriate strategies and algorithms.

Goals for the day- multiply multi-digit numbers using standard algorithm and the area model method

-warmup: students will start class by having some time to finish up on their 1.6 practice from Friday

-pg. 43-44 together (I DO) The students will learn how to multiply multi-digit numbers using the standard algorithm method (which has already been presented to them earlier in Lesson 1) and the area model

-show video on area model

https://www.youtube.com/watch?v=MVZRD4Fa1OY

-pg. 45 in groups (WE DO)

-pg. 47-48 independently (YOU DO)

5.NBT.B.5 Fluently multiply multi-digit whole numbers (up to three-digit by four-digit factors) using appropriate strategies and algorithms.

-Goal for the day: -multiply by 1-digit numbers.

-warmup- students will get with their partner and finish problems on page 39 on a small white board

-the students will complete pages 41-42

-multiplication jeopardy game- this is a fun way for students to collaborate in a group, practice the skills they learned, and work together!

5.NBT.B.5 Fluently multiply multi-digit whole numbers (up to three-digit by four-digit factors) using appropriate strategies and algorithms.

Goal for the day: -multiply by 1-digit numbers.

-warmup: the students will start by completing the Mid-Chapter checkpoint in the book. This will help me to know where the students are with understanding the content. This will help me know what skills need to be retaught.

-Ninja Math to practice fluency

-discuss the standard and the goal for the day

-pg. 37-38 together

-pg. 39 with small white board/partner

Today's lesson is an introduction to multiplication using the standard algorithm method.

5.NBT.A.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

Goals for the day: -use a basic fact and a pattern to multiply mentally by multiples of 10,100, and 1,000 - use a basic fact and a pattern to multiply by a 2-digit number.

-warmup

-pg. 32 in GoMath book together

-dot game with partners for practice with multiplication patterns

-pg. 33-34 in GoMath book for a grade

Goals for the day: -use a basic fact and a pattern to multiply mentally by multiples of 10,100, and 1,000 - use a basic fact and a pattern to multiply by a 2-digit number.

-warmup-problem of the day

-review place value, exponents, and powers of ten

-pg. 29 in the GoMath book together for introduction to multiplication patterns

-pg. 30 in the GoMath book with partner and independently to practice

-pg. 31 together

-end with Ninja Math or Multiplication Around the World to practice gaining fluency of multiplication facts

-goal for the day: use an exponent to show powers of ten.

On Friday, the students were introduced to Powers of 10 and exponents, so today we will continue working on that.

-warm-up

-Math Tag Relay: the students will be split into teams. One player at a time from each group will walk up to a sheet hanging on the wall with different problems on it. The student will take their pencil and answer the first question on the sheet using their team's recording sheet. Each team will do this until they complete all 8 questions. All of the questions are matching. This will be a fun way for students to review what they learned on Friday about exponents.

-pg. 25-26 in the GoMath book- the teacher and students will work on these together

-pg. 27-28 in the GoMath book- the students will complete this sheet independently and turn in

5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents 10 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.

For Thursday and Friday:

Goals for the days: -recognize the 10 to 1 relationship among place-value positions- read and write whole numbers through hundred millions.

-warmup: problems reviewing 1.1 and intro problem to 1.2

-Math Talk (review with white boards)

-go over standard form, word form, and expanded form

-pg. 11-14 in GoMath Book

-reteach and enrich sheets to help with understanding of topic

The students have already received a place value chart to keep in their binder and today they will receive another sheet for reference to help with standard form, word form, and expanded form.

Whatever we didn't cover on Thursday we'll bring to Friday.

Lesson 1.1 Place Value and Patterns (Day 3)

Goals for the day: -to recognize the 10 to 1 relationship among place-value positions -to show that 1/10 of a number means it is smaller and 10 times a number means it is is bigger

Today the students will continue using skills they have learned the previous days to continue working on place-value, but now at a deeper level.

-warm-up: page 8 in GoMath book

-Math Talk: talk about place-value and what it really means when it asks 10 times as much as and 1/10 of

-Enrich: the students will practice practice practice on some skills they have learned over the past 2 days. This practice is over specifically what the students are still struggling with.

-wrap-up: Ninja Math to practice fluency on multiplication facts

Lesson 1.1 Place Value and Patterns (Day 2)

Goals for the day: recognize the 10 to 1 relationship among place-value positions.

Today, students will use the skills they learned the previous day to continue working on place value. They will work on being able to see that a number to the right is 1/10 of the number to the left and that a number to the left is 10 times as much as the number to the right.

-warmup- bottom of page 6 in GoMath book

-pg. 7 in GoMath book- complete Share and Show problems and On Your Own problems with Place Value Chart

-pg. 8 in GoMath book- complete together as a class

-pg. 9-10 in GoMath book- complete independently in class

-wrap-up: thumbs up thumbs down how they are feeling with the topic

Lesson 1.1 Place Value and Patterns (Day 1)

-Goals for the day: recognize the 10 to 1 relationship among place-value positions.

-problem of the day solved on small whiteboards

-pg. 3 in GoMath book together as review

-pg. 5 in GoMath book, I DO- Using manipulatives, the students will learn the relationship between the place values.

https://toytheater.com/place-value-chart/

-pg. 6-7 in GoMath book, WE DO- students and teacher will create anchor chart on place-value.

-YOU DO- students will complete problems independently for practice

This week in math, the students will take several different tests to see where they are at when it comes to math. Here is our tentative schedule for the week:

Monday: Aims Web Benchmark Testing.

https://aps-ca.testnav.com/client/index.html

Tuesday: Pre-requisite Skills test. This test will help us as teachers to see what the students remember from 4th grade and what needs to be reviewed.

Wednesday: 5th grade test. This test goes over 5th grade skills to see what skills the students already know and which skills need to be covered.

Thursday: Finish up on the pre-requisite skills test and the 5th grade test.

Friday: This will be a day to finish any tests not done and to go over some commonly missed questions from the pre-requisite skills test.

Each day this week, I will also start the class with Ninja Math. We will do 3 rounds of 60 seconds each and the students will be working on their multiplication facts. This will help improve their fluency. They will start with 0 and 1 and then once they complete that with no errors they can move on to the 2's, 3's and so on. This is a fun way to get the students to practice their multiplication facts so they can become more fluent with them.

This week we will also play Multiplication Around the World to also practice their multiplication facts.