SALTA 5th grade

• The number _______________ represents ________________ in the problem.

Focus

Standards

Curriculum Supports – envision 2.0

Vocabulary

5.NBT.2 5.NBT.7

Strand: Number and Operations in Base Ten

Topic 6: Use Models and Strategies to Divide Decimals

Topic 6:

Fifth grade students will perform operations with multi-digit whole numbers and with decimals to hundredths.

Pick a Project: •

No new vocabulary words

Grateful for Gratuity Punching the Clock Food for Thought

• • •

Standard 5.NBT.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. Standard 5.NBT.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. In this standard, dividing decimals is limited to a whole number dividend with a decimal divisor or a decimal dividend with a whole number divisor. Compare the value of the quotient on the basis of the values of the dividend and divisor.

Review as needed

Construction

No 3-Act Math Task for Topic 6 6-1 Patterns for Dividing with Decimals 6-2 Estimate Decimal Quotients 6-3 Use Models to Divide by a 1-Digit Whole Number 6-4 Divide by a 2-Digit Whole Number 6-5 Divide by a Decimal 6-6 Math Practices and Problem Solving: Reasoning

Topic 6 Manipulatives: • Bills and Coins •

Place-Value Blocks

Assessment Options: Team Created Assessment

Topic 6 Assessment - Use Models and Strategies to Divide Decimals (print or online) Topic 6 Performance Assessment - Use Models and Strategies to Divide Decimals

Assessment Tasks – Topics 5 and 6

Procedural Check

Application Task

5.NBT.2

Complete the number sentences below. 1. _________ x 10 2 = 2,500

Compare the result of multiplying a whole number by a power of 10 to the result of multiplying a decimal by a power of 10. Is the pattern the same?