Instructional Planning: Unit Plan (K-12) Template

Unit
Place Value and Decimal Operations Subject/Course: Math
Title:
Grade/s: 5 Name: Nicholas Homa

Stage 1: Desired Results

5th Grade Standards

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.

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.

5.NBT.3 Read, write, and compare decimals to thousandths.

a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3
x (1/10) + 9 x (1/100) + 2 x (1/1000).
b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of
comparisons.

5.NBT.4 Use place value understanding to round decimals to any place.

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.

5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these
conversions in solving multi-step, real world problems.

Foundational Standards:
4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example,
recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place.

4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with
respective denominators 10 and 100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike
denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) For example, express
3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate
0.62 on a number line diagram.

4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to
the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a
visual model.

4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single
system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.
For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches
listing the number pairs (1, 12), (2, 24), (3, 36), …

4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including
problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms
of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

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Unit Plan (K-12) Template 1
Topics:
Real World Connections:
 Module 1 Topic A: Multiplicative Patterns on the Place Value Chart  Money and its relation to base ten units.
 Module 1 Topic B: Decimal Fractions and Place Value Patterns
 Module 1 Topic C: Place Value and Rounding Decimal Fractions  Rounding in the grocery store.
 Module 1 Topic D: Adding and Subtracting Decimals  Viral Memes on Social Media and Exponential Growth.
 Module 1 Topic E: Multiplying Decimals
 Module 1 Topic F: Dividing Decimals  Comparing decimal fractions in the Olympics.
 Parentheses and Black Friday Game Stop Sales.
 Module 2 Topic A: Mental Strategies for Multi-Digit Whole Number
Multiplication  Dividing decimals to split a restaurant bill.
 Module 2 Topic B: The Standard Algorithm for Multi-Digit Whole Number
Multiplication  Mathematical Expressions on Pokemon Cards

Students will know… Students will be able to show…

 Students explore the multiplicative patterns of the

 Students notice that multiplying by 1,000 is the same as multiplying by
base ten system using place value disks and place
10 x 10 x 10.
value charts.
 10 x 10 x 10 can be recorded in exponential form as 10 to the third
power.  Applying place value understandings to problem
 Students know that when rounding to a given place value, the number solving with metric conversions, converting big
to the right of the place value being rounded determines whether the units to small units.
number is rounded up or down.  Decimal fraction numbers in expanded, unit, and
 Students know how to convert standard form decimals fractions into unit word form.
form, and convert numbers in unit form into standard form.  Use like units to compare decimal fractions on the
 Multiplication can be represented on the place value table by making place value table using >, <, and =.
equal copies.  Students round decimal fractions to given place
 10 copies of a unit can be bundled and renamed as one copy of the unit values using number lines and place value tables.
to the left.  uses unit form to connect general methods for
 Students know how to connect the partial products of an area model to addition and subtraction with whole numbers to
the products of the standard algorithm. decimal addition and subtraction, implementing
 Division can be represented on the place value table by making equal place value and area model strategies.
groups.  multiplying a decimal by a one-digit whole number
 Extra digits on the place value table can be unbundled and carried over using area models, and the standard algorithm
to the right to make 10 copies of a smaller unit.
combined with unit form strategies.
 The difference between estimation and rounding.
 division of decimal numbers by one-digit whole-
 Use estimation to assess the reasonableness of products.
number divisors using place value tables, unit form
 Parentheses can be used to group parts of an expression telling what
strategies, and the standard algorithm.
operations must be completed first.
 Represent numerical expressions with a tape
diagram. And interpret a tape diagram as a
numerical expression.
Vocabulary:

 Exponent (how many times a number is to be used in a multiplication sentence)

 Millimeter (a metric unit of length equal to one-thousandth of a meter)
 Thousandths (related to place value)
 >, <, = (greater than, less than, equal to)
 Base ten units (place value units)
 Bundling, making, renaming, changing, regrouping, trading
 Centimeter (cm, a unit of measure equal to one hundredth of a meter)
 Digit (any of the numbers 0 to 9; e.g., what is the value of the digit in the tens place?)
 Expanded form (e.g., 135 = 1 x 100 + 3 x 10 + 5 x 1)
 Hundredths (as related to place value)
 Number line (a line marked with numbers at evenly spaced intervals)
 Number sentence (e.g., 4 + 3 = 7)
 Place value (the numerical value that a digit has by virtue of its position in a number)
 Standard form (a number written in the format: 135)
 Tenths (as related to place value)
 Unbundling, breaking, renaming, changing, regrouping, trading
 Unit form (e.g., 3.21 = 3 ones 2 tenths 1 hundredth)
 Word form (e.g., one hundred thirty-five)

Tools and Representations:

 Number lines (a variety of templates, including a large one for the back wall of the classroom)

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Unit Plan (K-12) Template 2
  Place value charts (at least one per student for an insert in their personal board)
 Place value disks
 Area model Anchor Charts (Multiplication and Division)
 Arrays anchor chart.
 Standard, Unit, and Word form Anchor Chart
 Metric Unit Anchor Chart

Stage 2a: Assessment/Evidence

Explain any performance tasks you will use (major projects and core task, i.e., common assessments):

Performance Task 5.NBT.1 and 5.NBT.2 (See attachment below)

Performance Task 5.NBT.b.5 and 5.NBT.b.7 (See attachment below)

Explain other assessment evidence you will use: (quizzes, tests, prompts, work samples and observations):

Exit Tickets: Exit tickets will be collected weekly from the Eureka Math Lessons.

CFA’s: Common Formative Assessments will be taken every three weeks, and will consist of 2-4
standards.

Pre-assessment/Post-assessment quizzes: Pre-assessment quizzes will be taken weekly, and consist of 1-

2 standards. Data from these assessments will be used for re-teaching.

District Summative Assessment: This assessment will be taken during the final week of the nine week
quarter, and will assess all standards from the unit.

Assessment Schedule

 Week 1: Pre-assessment/Post-assessment 5.NBT.1

 Week 2: Pre-assessment/Post-assessment 5.NBT.2
 Week 3: Pre-assessment/Post-assessment 5.NBT.3 and CFA Module 1 Topics A-C
 Week 4: Pre-assessment/Post-assessment 5.NBT.4
 Week 5: Pre-assessment/Post-assessment 5.NBT.7
 Week 6: Pre-assessment/Post-assessment 5.OA.A.1 and CFA Module 1 Topics D-F
 Week 7: Pre-assessment/Post-assessment 5.OA.A.2
 Week 8: Pre-assessment/Post-assessment 5.NBT.5
 Week 9: Pre-assessment/Post-assessment5.NBT.6 and Summative District Assessment

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Unit Plan (K-12) Template 3
 Stage 3: Learning Plan

Learning Plan Core Curriculum (Activities and Resources):

Day 1: Reason concretely and pictorially using place value understanding to relate adjacent base ten units from millions
to thousandths

Day 2: Reason abstractly using place value understanding to relate adjacent base ten units from millions to
thousandths.

Day 3:. Use exponents to name place value units and explain patterns in the placement of the decimal point.

Day 4: Use exponents to denote powers of 10 with application to metric conversions

Day 5: Name decimal fractions in expanded, unit, and word forms by applying place value reasoning.

Day 6: Compare decimal fractions to the thousandths using like units, and express comparisons with >, <, =.

Day 7: Round a given decimal to any place using place value understanding and the vertical number line.

Day 8: Add decimals using place value strategies and relate those strategies to a written method.

Day 9: Subtract decimals using place value strategies and relate those strategies to a written method.

Day 10: Multiply a decimal fraction by single-digit whole numbers, relate to a written method through application of the
area model and place value understanding, and explain the reasoning used.

Day 11: Multiply a decimal fraction by single-digit whole numbers, including using estimation to confirm the placement
of the decimal point.

Day 12: Divide decimals by single-digit whole numbers involving easily identifiable multiples using place value
understanding and relate to a written method.

Day 13: Divide decimals with a remainder using place value understanding and relate to a written method.

Day 14: Divide decimals using place value understanding including remainders in the smallest unit.

Day 15: Solve word problems using decimal operations

Day 16: Multiply multi-digit whole numbers and multiples of 10 using place value patterns and the distributive and
associative properties.

Day 17: Estimate multi-digit products by rounding factors to a basic fact and using place value patterns.

Day 18: Write and interpret numerical expressions, and compare expressions using a visual model.

Day 19: Convert numerical expressions into unit form as a mental strategy for multi-digit multiplication.

Day 20: Connect visual models and the distributive property to partial products of the standard algorithm without
renaming.

Day 21: Connect area models and the distributive property to partial products of the standard algorithm with renaming.

Day 22: Fluently multiply multi-digit whole numbers using the standard algorithm and using estimation to check for
reasonableness of the product.

Day 23: Fluently multiply multi-digit whole numbers using the standard algorithm to solve multi-step word problems.

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Unit Plan (K-12) Template 4
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Unit Plan (K-12) Template 5
Learning Plan Continued (Activities and Resources for Flex Days/Small Groups)

Day 1: i-Ready Understand Place Value Workstations

 Ten Times as Much as, or one-tenth of (Below, On, and Above Grade Level).
 Value of digits (Below, On, and Above Grade Level).

Day 2: i-Ready Understand Powers of Ten Workstations

 Patterns of Zeros (Below, On, and Above Grade Level).
 Powers of Ten Vocabulary Match (Below, On, and Above Grade Level).

Day 3: Performance Task 5.NBT.a.1 and 5.NBT.a.2

Day 4: i-Ready Read and Write Decimals Workstations

 Decimal Number Forms (Below, On, and Above Grade Level).
 Compare Decimal Numbers (Below, On, and Above Grade Level).

Day 5: i-Ready Compare and Round Decimals Workstations

 Round Decimal Numbers (Below, On, and Above Grade Level).
 Use comparing and rounding vocabulary (Below, On, and Above Grade Level).

Day 6: i-Ready Multiply Whole Numbers Workstations

 Use Multiplication Vocabulary (Below, On, and Above Grade Level).
 Equivalent multiplication Expressions (Below, On, and Above Grade Level).

Day 7: i-Ready Add and Subtract Decimals Workstations

 Decimal Sums and Differences (Below, On, and Above Grade Level).

Day 8: Performance Task 5.NBT.B.5, 5.NBT.B.7

Day 9: i-Ready Multiply Decimals Workstations

 Represent Decimal Products (Below, On, and Above Grade Level).

Other Notes/Handouts/Rubrics:

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Unit Plan (K-12) Template 6
 Performance Task 5.NBT.B.5, 5.NBT.B.7

Plan 1 Plan 2

Planning: What role did rounding first have in making each of your plans? How was rounding useful?

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Unit Plan (K-12) Template 7
Reasoning: Explain how you decided what forks, spoons, and chairs to use with your chosen dinnerware,
did the cost of dinnerware impact your decision?

Make sense of the Problem: How did you organize your information for buying the props? What equations
or models did you write? How do they equations or models represent the information in the problem?

Be Precise: when you calculated the tax on the purchase, how did you handle thousandths in the decimals?
Why?

Reflect: How effective were your strategies? Do you think if you could redo the assignment you would
choose to solve it differently? What part of the problem was most difficult, and how did you persevere.

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Unit Plan (K-12) Template 8
 Performance Task 5.NBT.1 and 5.NBT. 2

Part A: Jessica has a digital scale. She puts a marshmallow on the scale and it reads 8.2 grams. How
much would you expect 10 marshmallows to weigh? Why?

1. Understand the problem and make a plan. Begin by organizing your thoughts surrounding the important
information in the problem, and consider what strategies and procedures you will use. Use the work space
below to plan.

2. Carry out your plan in the space below.

3. Consider the reasonability of your solution. Defend your conclusion, and choice of solution strategy.

4. Jessica’s Brother Cameron believes he has found a solution for 100 marshmallows. Consider his work
shown below and write a critique. Is Cameron correct? How do you know?

Part B: Jessica takes the marshmallows off the scale. She then puts on 10 jellybeans and then scale
reads 12.0 grams. How much would you expect 1 jellybean to weigh? Why?

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Unit Plan (K-12) Template 9
1. Understand the problem and make a plan. Begin by organizing your thoughts surrounding the important
information in the problem, and consider what strategies and procedures you will use. Use the work space
below to plan.

2. Make a prediction about the size of your solution before you solve. Write your reflection below.

3. Carry out your plan in the space below.

4. Consider the reasonability of your solution, was it similar or different than your initial prediction? Was your
solution strategy similar or different than the one you used in part A? Explain.

Part C: Jessica then takes off the jellybeans and puts on 10 brand-new pink erasers. The scale reads
312.4 grams. Jessica’s brother Cameron says to calculate the weight of 1000 erasers, all we have to
do is add 3 zeros to 312.4 since 1000 = ten to the third power. Is Cameron Correct?

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Unit Plan (K-12) Template 10
1. Understand the problem and make a plan. Begin by organizing your thoughts surrounding the important
information in the problem, and consider what strategies and procedures you will use. Use the work space
below to plan.

2. Carry out your plan in the space below.

3. Consider the reasonability of your solution. Defend your conclusion, and choice of solution strategy.

4. Reflect on the completion of parts A-C. Which question or questions were the most challenging. How did
you persevere in solving them? Provide a written reflection in the space below.

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Unit Plan (K-12) Template 11