Math – Week 4-7 (9/4-9/29) *Hurricane Adjusted

TeacherBrittnee Zeak
Subject AreaMath
Grade Level5
Week #5
Unit of InstructionNumber and Operations in Base Ten and Operations and Algebraic Thinking
Standard(s) Taught

*REVIEW PREVIOUS GRADE STANDARDS*

  • MAFS.4.NBT.1.1 – 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. 
  • MAFS.4.NBT.1.2 – Show place value understanding for multi-digit whole numbers by naming the meaning of a given digit in whole numbers to 1,000,000 (e.g., What is the meaning of the 6 in 3,652? Answer: 600 or 6 hundreds).

*5TH GRADE ALIGNED STANDARDS*

  • (NEW) MAFS.5.NBT.1.1 – 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.
  • (NEW) MAFS.5.NBT.1.2 – 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.
  • (NEW) MAFS.5.NBT.1.3 – 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. 
Learning Targets and Learning Criteria
  1. Students will: 
    • (NEW) recognize that a digit in one place is 10 times the value of the place to its right (i.e. the compared digit in both numerals must be the same number).
    • (NEW) recognize that a digit in one place is 1/10 the value of the place to its left
  2. Students will: 
    • (NEW) express powers of 10 using whole-number exponents. E.g., 10 = 10¹, 100 = 10², 1000 = 10³
    • (NEW) illustrate and explain the pattern for how and why the number of zeros in a product (when multiplying a whole number by a power of 10) relates to the power of 10. E.g., 5 x 10² = 500
  3. Students will: 
    • (NEW) represent decimals using place value, models, and graphics of place value through the thousandths place
Classroom Activities
  1. Multiplication Drill on digits 2-12. 
  2. Math Stations
    • Mrs. Zeak – Introducing Decimals
    • Computers – Place Value
    • REVIEW – Place Value Whole Numbers
    • Working with decimals 
    • Expressions with Multi-Steps 
    • Powers of 10
  3. RTI (Response to Intervention)
    • Place Value Review 
    • Order of Operations
Assignments Due
  1. Weekly HW 
  2. Math Classroom Activities 
Additional Resources