- Instructor
- Jesse Henry
- Term
- 2020-2021 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 addition and subtraction;

relate the strategy to a written method and explain the reasoning used.

using concrete models or drawings and strategies based on place value,

properties of operations, and/or the relationship between addition and subtraction;

relate the strategy to a written method and explain the reasoning used.

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.

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.

Essential Question: How can patterns help you place the decimal point in a quotient?

Students will complete page 295 of the Go Math book.

IXL Practice: J.1

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 addition and subtraction;

relate the strategy to a written method and explain the reasoning used.

using concrete models or drawings and strategies based on place value,

properties of operations, and/or the relationship between addition and subtraction;

relate the strategy to a written method and explain the reasoning used.

Today Students will take a test to show their understanding of how to find the product of multiplying decimals.

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 addition and subtraction;

relate the strategy to a written method and explain the reasoning used.

using concrete models or drawings and strategies based on place value,

properties of operations, and/or the relationship between addition and subtraction;

relate the strategy to a written method and explain the reasoning used.

Essential Question: How can the strategy draw a diagram help you solve a decimal multiplication problem?

Students will use grid paper to draw out problems given to them to show their understanding of how to solve using a diagram.

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).

Essential Question: How can you find the product of two decimal numbers?

Students will complete an Edulastic assignment using questions from the Go Math Book.

Students will take a 9 week assessment. This assessment will cover all of the lessons the students have went over.

With the upcoming 9 week assessment we will be reviewing Monday through Wednesday and then taking the test on Thursday.

Friday will be for any makeup work or test.

With the upcoming 9 week assessment we will be reviewing Monday through Wednesday and then taking the test on Thursday.

Friday will be for any makeup work or test.

With the upcoming 9 week assessment we will be reviewing Monday through Wednesday and then taking the test on Thursday.

Friday will be for any makeup work or test.

Today's test will have students finding the quotient to multiple problems to show their understanding of

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

Test review. We will covering numerous problems to reflect upon

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

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

Students will break down word problems, finding key words to understand which operation will be used. Although many of the problems will be division, students will see multiplication, addition, and subtraction.

Students will complete a worksheet that features multiple word problems, in which they will have to find the key words and write out the equation then solve.

Students will complete a worksheet showing their understanding of finding the quotient of 4-digit dividends.

Today we will reflect and strengthen our understanding of finding quotients as well as powers of ten and multiplying. They will work on word problems and understanding terminology to tell which operation to use.

Students will complete an Edulastic assignment that covers all topics covered thus far in the semester.

- Compatible numbers- Numbers that are easy to compute with mentally
- Dividend- The number that is to be divided in a division problem
- Divisor- The number that divides the dividend
- Factor- A number multiplied by another number to find a product
- Product- The answer to a multiplication problem
- Quotient- The answer to a division problem
- Remainder- The amount left over that cannot be divided equally

Students will work problems out from the board on white boards as well as do examples in their notebook

Independent practice: Page 129/130 in the Go Math Book

- Compatible numbers- Numbers that are easy to compute with mentally
- Dividend- The number that is to be divided in a division problem
- Divisor- The number that divides the dividend
- Factor- A number multiplied by another number to find a product
- Product- The answer to a multiplication problem
- Quotient- The answer to a division problem
- Remainder- The amount left over that cannot be divided equally

Students will work problems out from the board on white boards as well as do examples in their notebook

Independent practice: Students will complete an Edulastic assignment covering finding quotients, as well as a few problems from previous learned lessons.

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

Students will continue to build a foundation of finding whole number quotients.

- Compatible numbers- Numbers that are easy to compute with mentally
- Dividend- The number that is to be divided in a division problem
- Divisor- The number that divides the dividend
- Factor- A number multiplied by another number to find a product
- Product- The answer to a multiplication problem
- Quotient- The answer to a division problem
- Remainder- The amount left over that cannot be divided equally

Students will work problems out from the board on white boards as well as do examples in their notebook

Independent practice: IXL D.3/4

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

Students will start working on their math notebook. This notebook will have examples and vocabulary for them to reference before testing.

- Compatible numbers- Numbers that are easy to compute with mentally
- Dividend- The number that is to be divided in a division problem
- Divisor- The number that divides the dividend
- Factor- A number multiplied by another number to find a product
- Product- The answer to a multiplication problem
- Quotient- The answer to a division problem
- Remainder- The amount left over that cannot be divided equally

Independent practice: IXL D.2

Test Day over chapter one.

Today, students will show what they know.

Today is test review day. We will cover different examples covering everything they have learned so far.

They will have a study guide to take home with them.

Today we will continue working on fluently multiplying 3 x 3 and 4 x 3 problems

Continued practice: IXL C.15 and C.17

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

Edulastic assignment covering all previous lessons.

We will work multiplication problems on whiteboards as a class.

IXL C.14

Students will be taking the 9 week assessment from last spring to identify areas of strengths and areas that need more attention.

Edulastic assignment covering all previous lessons.

IXL C.14

Students will complete a multiplication worksheet, showing their understanding.

IXL E.7

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.

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.

Independent Practice

Edulastic Assignment over previous covered standards

IXL E.6

Today I will go over the errors that students encountered on their edulastic assignment. I will then introduce the students to standard NBT.A.2

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.

Students will then work on IXL E4 & E5 Multiplying by powers of 10

We will reflect upon Mon-Thurs and look over issues found on the classwork.

We will also have a competition based on the fluency practiced during the week.

Assessment: Edulastic assignment covering Mon-Thurs activities.

Standard NBT. A2

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.

point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

EQ: How can you use an exponent to show powers of 10?

Assessment: Go math Page: 27

Standard : OA.A.1

Use parentheses and/or brackets in numerical expressions and evaluate expressions having these symbols using the conventional order (Order of

Operations).

Operations).

How can you use properties of operations to solve problems?

Assessment: Go Math Page: 21

Standard NBT. A1

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.

represents in the place to its left.

EQ: How do you read, write, and represent whole numbers through hundred millions?

Assessment: Page 15.

Standard NBT. A1

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.

represents in the place to its left.

EQ: How can you describe the relationship between two place-value positions?

Assessment: Page 9.