Unit #: __4______ Subject(s): _Math ______________ Grade(s): __5____ Designer(s): _Rebecca Stoudt, Jamie Barringer, Sarah Scott, Danielle

Lucas
STAGE 1 DESIRED RESULTS

Unit Title: Multiplying and Dividing Decimals

Understandings: Students will understand that Essential Questions:

The placement of the decimal is determined by multiplying or dividing a number by
10 or a multiple of 10
Multiplication and division are inverse operations of each other
Rules for multiplication/division of whole numbers also apply to decimals
Students will know:
Key Vocabulary: decimal, decimal place, tenth, hundredth, thousandth, standard form,
expanded form, word form, comparative symbols [<, >, =], addition, subtraction, sum,
difference, compare, round, product, quotient
Students will understand the correlation between computing with whole numbers and
rational numbers.
Students will understand the concept of rounding and comparing for working with whole
numbers.
How can we use models to demonstrate multiplication and division of
decimals?
What happens when we multiply decimals by powers of 10?
How can we describe the relationship between the number of zeros and the
exponent for base ten?
How do the rules of multiplying whole numbers relate to multiplying
decimals?
What patterns do we notice when multiplying and dividing decimals?
What strategies can we use to solve problems and check solutions involving
decimals?
Students will be able to:
Model multiplication and division of decimals
Use whole number exponents to denote powers of 10
Use estimation when multiplying and dividing decimals
Multiply and divide decimals with fluency
Recognize student errors in multiplication and division of decimals
Solve problems involving computation with decimals

STAGE 1 STANDARDS
List the CCSS/NCES for this unit in the space below. Include all relevant content and process standards.
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.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.TT.1 Use technology tools and skills to reinforce classroom concepts and activities

Standards for Mathematical Practices

MP1 Make sense of problems and persevere in solving them.
MP2 Reason abstractly and quantitatively.
MP3 Construct viable arguments and critique the reasoning of others.
MP4 Model with mathematics.
MP5 Use appropriate tools strategically.

Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1
 Unit #: __4______ Subject(s): _Math ______________ Grade(s): __5____ Designer(s): _Rebecca Stoudt, Jamie Barringer, Sarah Scott, Danielle Lucas

MP6 Attend to precision.

MP7 Look for and make use of structure.
MP8 Look for and express regularity in repeated reasoning.
STAGE 2 ASSESSMENT EVIDENCE
Performance Tasks: Other Evidence:
See Performance Task attached: Unit 4 Question Bank
NBT2 Assessment task: Exit Slip:
https://grade5commoncoremath.wikispaces.hcpss.org/Assessing+5.NBT.2 https://grade5commoncoremath.wikispaces.hcpss.org/Assessing+5.NBT.2
CCGPS: https://www.georgiastandards.org/Common-
Core/Common%20Core%20Frameworks/CCGPS_Math_5_Unit3FrameworkSE.pdf Investigations: Investigation quizzes
o Teacher for a Day Task Session 3A.7
o Bargain Shopping Performance Task
DPI Math Tasks Summative: Discovery Education: 5th Grade Math Unit 4 Assessment

Key Criteria:
Rubric for performance task attached
NBT2 Rubric:
https://grade5commoncoremath.wikispaces.hcpss.org/Assessing+5.NBT.2

STAGE 3 LEARNING PLAN

District Resources:
Investigations: decimal multiplication and division only
appears in the Investigations and The Common Core State
Standards book. See pgs. CC103-CC141
NCDPI: Lessons for Learning
(ncdpi math wiki):
http://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasks-
Grade5.pdf/375611936/CCSSMathTasks-Grade5.pdf
Building Powers of Ten
Multiplying Whole Numbers by Decimals
Window Time
Supplemental Resources:
Georgia DOE: Unit 3- Multiplying and Dividing Decimals: https://www.georgiastandards.org/Comm
Core/Common%20Core%20Frameworks/CCGPS_Math_5_Unit3FrameworkSE.pdf
Khan Academy:
https://www.khanacademy.org/math/arithmetic/decimals/multiplying_decimals/v/multiplying-decima
https://www.khanacademy.org/math/arithmetic/decimals/dividing_decimals/v/dividing-decimal
Possible Tech station: http://mathcentral.uregina.ca/index.php
Math Live:
http://www.learnalberta.ca/content/me5l/html/Math5.html

Elementary mathematics: https://elementarymathematics.org/Grade_5_Unit_3_2_2.html

Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2
 Unit #: __4______ Subject(s): _Math ______________ Grade(s): __5____ Designer(s): _Rebecca Stoudt, Jamie Barringer, Sarah Scott, Danielle Lucas
Differentiated Resources (AIG, ESL, EC, Technology, etc.):
EC Resources:
Helping with math: http://www.helpingwithmath.com/by_subject/decimals/dec_dividing.htm
AAA Math: http://www.aaamath.com/dec.html
5.NBT.2
http://qta.quantiles.com/qtaxon/goal/30574/
5.NBT.7
http://qta.quantiles.com/qtaxon/goal/30580/

CCSS 5.NBT.7 Performance Task

Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3