5th Grade Math Plans1st 9 weeks – 1st week August 18 – 22, 2014

The Week at a Glance:Monday & Tuesday – Teacher ChoiceWednesday – Review of Understanding Place ValueThursday – Review of Understanding Place ValueFriday – Reading and Writing Numbers

Start Unit I Place Value, Rounding, and Algorithms for Addition and Subtraction

Math Standard:5.NBT. 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.

Unit Vocabulary Ten thousands, hundred thousands (as places on the place value chart) One millions, ten millions, hundred millions (as places on the place value chart) Algorithm Variable Sum (answer to an addition problem) Difference (answer to a subtraction problem) Rounding (approximating the value of a given number) Place value (the numerical value that a digit has by virtue of its position in a number) Digit (a numeral between 0 and 9) Standard form (a number written in the format: 135) Expanded form (e.g., 100 + 30 + 5 = 135) Word form (e.g., one hundred thirty-five) Tape diagram (bar diagram) Number line (a line marked with numbers at evenly spaced intervals) Bundling, making, renaming, changing, exchanging, regrouping, trading (e.g. exchanging

10 ones for 1 ten) Unbundling, breaking, renaming, changing, regrouping, trading (e.g. exchanging 1 ten

for 10 ones) =, <, > (equal, less than, greater than) Number sentence (e.g., 4 + 3 = 7)

Background Notes1

In this review unit from 4th grade, students extend their work with whole numbers. They begin with large numbers using familiar units (hundreds and thousands) and develop their understanding of millions by building knowledge of the pattern of times ten in the base ten system on the place value chart (4.NBT.1). They recognize that each sequence of three digits is read as hundreds,tens, and ones followed by the naming of the corresponding base thousand unit (thousand, million, billion).1

The place value chart will be fundamental in the first lessons. Building upon their previous knowledge of bundling, students learn that 10 hundreds can be composed into 1 thousand and, therefore, 30 hundreds can be composed into 3 thousands because a digit’s value is ten times what it would be one place to its right (4.NBT.1). Conversely, students learn to recognize that in a number such as 7,777 each 7 has a value that is 10 times the value of its neighbor to the immediate right. 1 thousand can be decomposed into 10 hundreds, therefore 7 thousands can be decomposed into 70 hundreds.Similarly, multiplying by 10 will shift digits one place to the left, and dividing by 10 will shift digits one place to the right.

3,000 = 300 x 10 3,000 ÷ 10 = 300

Day 1 and Day 21) Use ideas in opening day folder in the Resource Box or you can use their math journal and give them the prompt: “I Use Math When….” Let students have about 5 minutes to brainstorm and write in their journals how they use math in everyday life. -After they have written in their journal, put the students in groups (maybe 4 or 5 students per group), and give them a piece of chart paper that says: “I Use Math When….” Let the students discuss their brainstorming list and write their ideas on the chart paper. (10 minutes). Then, let each group share their posters with the class. Hang the posters around the room to emphasize all of the ways they will use math in their lives.

2) Use these days to set-up your math journals, introduce math procedures, administer the placement test (enVision Assessment Sourcebook) and/or review some 3rd/4th grade Math Standards (particularly multiplication and division facts).

IMPORTANT: Teachers may give the Place Value and Rounding Quiz (Resource Box) from week 3 to assess which standards students need to review after the long summer.

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Day 3: Understanding Place Value (4.NBT.1, 4.NBT.2) Materials:M&Ms student sheet (Resource Box)Place Value Review (Resource Box)M&Ms, peanut M&Ms (can use Skittles or something similar if there are peanut allergies in the class)

In this lesson – The student will read and write multi-digit numbers using base ten numerals, number names, and expanded form.

Teaching Strategies:I. Introduce the following task to students and allow them to discuss in their groups. Poll the students to see which boy they agree with, but don’t give them the correct answer.

Task Description: Dylan and Derrick are having an argument about the game they are playing in Math class. They are drawing digit cards and putting them in place value columns to form large numbers. Dylan says that it doesn’t matter where you place the cards as long as you draw the same digits. Derrick says that the order in which you choose to place the digits does matter. Who is correct? Why?

II. Give students the M&Ms student sheet. See if students can correctly fill in the place value chart through thousands. Give each student 8 – 10 plain M&Ms and 1 – 3 peanut M&Ms.

1) Instruct the students not to eat the M&Ms, but to put them in order from greatest to least using the assigned values on the chart.

2) Ask students to record the number represented by their M&M in standard form. Example: 2 yellow, 1 brown, 3 green, and 1 orange would represent the number 2,311.

3) Have students practice saying their number correctly to their teammates.4) Ask students to :

Write their number in word form. Write their number in expanded form.

III. Show students a new place value chart that goes through millions – see if they can help fill in the new place values. Have students repeat steps 1 – 4 above using the changed M&Ms colors.

IV. Have students compare the values of the different colors in the two numbers they made. Revisit the task from the beginning of the lesson and allow students to discuss it again with their groups.

Homework – Place Value Review (in Resource Box)

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Day 4: Understanding Place Value (4.NBT.1, 4.NBT.2)Materials:Personal White BoardsPlace Value Chart (Resource Box)Problem Set (Resource Box)Exit Ticket (Resource Box)Homework (Resource Box) - optional

In this lesson – The student will name numbers within one million by building an understanding of the place value chart and placement of commas for naming base thousand units.

Place Value Review (3 minutes)Note: Reviewing and practicing place value skills in isolation will prepare students for success in multiplying different place value units during the lesson.T: (Project the number 1,468,357 on a place value chart. Underline the 5.) Say the digit. S: 5.T: Say the place value of the 5. S: Tens.T: Say the value of 5 tens. S: 50.Repeat process, underlining 8, 4, 1, and 6.

Base Ten Units Review (2 minutes)

Note: This fluency will bolster students’ place value proficiency while reviewing multiplication concepts learned in Lessons 1 and 2.

T: (Project 2 tens = .) Say the number in standard form. S: 2 tens = 20.

Repeat for possible sequence: 3 tens, 9 tens, 10 tens, 11, tens, 12 tens, 19 tens, 20 tens, 30, tens, 40 tens, 80tens, 84 tens, and 65 tens.

II: Concept Development - This lesson goes past 1,000,000. Use this lesson with your discretion.

Show students a blank place value chart to see what places they can remember. Play Place Value Rap for students to see how many they got correct (http://ccss4.watchknowlearn.org/Video.aspx?VideoID=12756&CategoryID=15451).

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III: Problem Set (10 minutes) - Resource BoxNotes for Commas - Commas are optional for 4-digit numbers, as this supports visualization of the total amount of each unit. Students should do their personal best to complete the Problem Set within the allotted 10 minutes. Some problems do not specify a method for solving. This is an intentional reduction of scaffolding that invokes MP.5, Use Appropriate Tools Strategically.

IV: Student Debrief (7 minutes)Invite students to review their solutions for the Problem Set and the totality of the lesson experience. They should check work by comparing answers with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set. You may choose to use any combination of the questions below to lead the discussion.

In Problem 1, how did you know where to place commas within a number? Read aloud the numbers in Problems 1(d) and 1(e) with your partner. What role do the commas have as

you read across the number? When might it be useful to omit commas? (For example, in the number 3247, 32 hundreds or 324 tens is

easier to visualize when the number is written as 3247 as opposed to 3,247.

VII: Exit Ticket (3 minutes)After the Student Debrief, instruct students to complete the Exit Ticket. Also hopefully students will have time to complete the journal entry 1 (Resource Box). A review of their work will help you assess the students' understanding of the concepts that were presented in the lesson today. This could be a homework assignment. In a short amount of time, you can gather their knowledge of this material.

Optional Homework - Homework from lesson (remember that you want students to complete a few problems well).

Day 5: Reviewing/Understanding Place Value (4.NBT.1, 4.NBT.2) Materials:Personal White BoardsPlace Value Chart (Resource Box)Problem Set (Resource Box)Exit Ticket (Resource Box)

In this lesson – The student will read and write multi-digit numbers using base ten numerals, number names, and expanded form.

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Application Problem (6 minutes)

IV: Concept Development

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V: Problem Set (10 minutes)Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some classes, it may be appropriate to modify the assignment by specifying which problems they work on first. Some problems do not specify a method for solving. Students solve these problems using the RDW approach used for Application Problems.

VI: Student Debrief (15 minutes)Invite students to review their solutions for the Problem Set and the totality of the lesson experience. They should check work by comparing answers with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set. You may choose to use any combination of the questions below to lead the discussion.

Compare the numbers in Problems 1 and 2. What do you notice? As you completed the chart on Page 2, what number words were tricky to write? Which

number words can be confused with other number words? Why? What strategies did you use to spell number words?

Timothy and his dad read a number word in two ways. What other numbers can be read more than one way? Which way of reading a number best helps you solve? When?

Two students discussed the importance of zero. Nate said that zero is not important, while Jill said that zero is extremely important. Who is right? Why do you think so?

What role can zero play in a number? How is expanded form related to the standard form of a number? When might you use expanded form to solve?

VII: Exit Ticket (3 minutes)After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you assess the students’ understanding of the concepts that were presented in the lesson today and plan more effectively for future lessons. You may read the questions aloud to the students.

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Additional Resources:Place Value Problems (http://www.k-5mathteachingresources.com/support-files/place-value-problems.pdf)Brain Pop Jr. video on Place ValuePlace Value Marathon (http://www.teacherspayteachers.com/Product/Math-Place-Value-Marathon-408563)Place Value Puzzlers (https://docs.google.com/file/d/0B_wlnPzXZBUZc2VTWnlVanVUcm8/edit?usp=drive_web&pli=1)Place Value to 1 Million (http://www.teacherspayteachers.com/Product/Place-Value-To-1-Million-Common-Core-297846)I Have/Who Has Place Value (http://www.teacherspayteachers.com/Product/I-HaveWho-Has-Place-Value-to-the-Hundred-Thousands-312271)Place Value with Large Numbers (http://www.teacherspayteachers.com/Product/Place-Value-with-Large-Numbers-Choice-Board-and-I-Can-Cards-297220)Place Value Challenges (https://docs.google.com/file/d/0B_wlnPzXZBUZNXVpUE1LaVNGRkU/edit?usp=drive_web&pli=1)Place Value Mystery Number Website (http://www.starrmatica.com/standalone/starrMaticaplaveValueMysteryNumbers.swf)Build the Biggest Website (http://education.jlab.org/placevalue/)Build the Biggest (https://docs.google.com/file/d/0B_wlnPzXZBUZOWZud2hlSndUd28/edit?usp=drive_web&pli=1)Monsters vs. Aliens (http://www.teacherspayteachers.com/Product/Monsters-vs-Aliens-A-Game-To-Practice-Place-Value-494894)Place Value Dice (http://www.teacherspayteachers.com/Product/Place-Value-Dice-170845)Place Value Scavenger Hunt (http://www.teachersnotebook.com/product/jjelliott01/place-value-and-ordering-numbers-scavenger-hunt-freebie)Place Value Review (http://www.teachersnotebook.com/product/workaholicNBCT/place-value-review-activity-page)

Sources:New York State Common Core Mathematics Curriculum, Grade 4, Module 1

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