Teacher Edition Sampler

Grade 5

Reveal the Full Potential

in Every Student

Teacher Edition Sampler 3–5 Reveal Math

 Grade 5

Unit 3:
Place Value and Number
Relationships
 UNIT 3 PLANNER
Place Value and Number Relationships

PACING: 12 days
SOCIAL AND EMOTIONAL
LESSON MATH OBJECTIVE LANGUAGE OBJECTIVE LEARNING OBJECTIVE

Unit Opener Number Lines Estimate decimal locations on open number lines.

3-1 Generalize Place Value Students relate the value of a digit in Students explain how the value Students identify personal traits
a multi-digit whole number in one of a digit compares to that of the that make them good students,
place value position to that of the same digit in a different place- peers, and math learners.
same digit in the place to its right. value position while answering
Students relate the value of a digit in Wh- and yes/no questions and
a multi-digit whole number in one using the academic term
place value position to that of the relationship.
same digit in the place to its left.
3-2 Extend Place Value Students relate the value of a digit in Students discuss how the value of Students discuss and practice
to Decimals a decimal in one place value position a digit in a decimal compares to positive strategies for managing
to that of the same digit in the place that of the same digit in a emotional reactions to stressful
to its right. different decimal place-value situations.
Students relate the value of a digit in position, using the terms
a decimal in one place value position hundredths and tenths.
to that of the same digit in the place
to its left.
3-3 Read and Write Decimals Students read and write decimals to Students explain how to read and Students actively listen without
the thousandths place in standard write decimals to the thousandths interruption as peers describe
form, expanded form, and word form. place while making sure to how they approached a complex
include and. mathematical task.

3-4 Compare Decimals Students compare two decimals to Students explain how to use Students recognize and respond
the thousandths place using place place value and number lines to appropriately to the emotions
value and record the comparison compare two decimals, using the of others during collaborative
using appropriate symbols. terms greater than, less than, and math work.
equal to.
Math Probe Comparing Decimals Compare two decimals by reasoning about the digits and their values based on place-value positions.
3-5 Use Place Value Students round decimals to any Students identify place values to Students demonstrate thoughtful
to Round Decimals place value position. the nearest whole and tenths reflection through identifying the
Students identify situations that call place using about. causes of challenges and
for rounding decimals and determine successes while completing a
the place to which to round. mathematical task.

Unit Review
Fluency Practice
Unit Assessment
Performance Task

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 FOCUS QUESTION:
How can I extend my knowledge
of place value to decimals?

LESSON KEY VOCABULARY MATERIALS TO GATHER RIGOR FOCUS STANDARD

Math Terms Academic Terms

3-1 digit cite • Place-Value Chart to Conceptual 5.NBT.A.1
place value relationship Millions Teaching Resource Understanding
place-value chart • 10 × 10 Grids Teaching
Resource

3-2 decimal contradiction • blank number cubes Conceptual 5.NBT.A.1

decimal point infer • number cubes Understanding
tenth
hundredth
thousandth

3-3 expanded form expand • Decimal Forms Teaching Conceptual 5.NBT.A.3.a

standard form quality Resources Understanding
word form • number cubes Procedural
Skill & Fluency

3-4 greater than (>) address • number cube Conceptual 5.NBT.A.3.b

less than (<) negate Understanding
Procedural
Skill & Fluency

3-5 round prove • Number Cards 0–10 Conceptual 5.NBT.A.4

estimate variation Teaching Resource Understanding
• number cubes Procedural
Skill & Fluency

Unit Planner 61B

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 Unit Overview

Focus
Decimal Concepts
Our number system is called a base-10 place-value system because it Students learn that the value of a digit in a decimal, as its value in a whole
takes 10 of one unit to equal 1 unit in the place-value position to the left of number, depends upon its place in the number. So, the value of a digit is
1
the given unit. 10 times what it would be in the place to its right, and its value is —
​​ 10 ​​ what it
would be to its left.
Students in Grade 5 have several years of experience with whole-number
place value and fraction concepts, and in Grade 4 they began to As students progress through the unit, you may want to provide them with
investigate decimals in tenths and hundredths. They learn that it takes place-value charts and digits cards to give them frequent opportunities to
10 hundredths to equal 1 tenth, and it takes 10 tenths to equal 1. experience concrete correspondences among place values.
As students learn more about decimals, they need every opportunity to tie
current learning to established understanding. Lesson 3-1 of this unit
reviews whole-number place value. Students are asked questions such as:
“What pattern do you see as you move from one place to another?” “How
does the value of the 3 in the thousands place compare to the value of the
3 in the hundreds place?”

Coherence
What Students Have Learned What Students Are Learning What Students Will Learn
• Whole Number Place Value Students • Decimal Place Value Students understand • Add and Subtract Decimals Students will add
recognized that in a multi-digit whole number, decimal place value. and subtract decimals. (Unit 4)
a digit in one place represents ten times what it • Reading and Writing Decimals Students read • Add, Subtract, Multiply, and Divide Multi-
represents in the place to its right. (Grade 4) and write decimals in number, word, and Digit Decimals Students will fluently add,
• Volume Students understood volume. (Unit 2) expanded form. subtract, multiply, and divide multi-digit
• Comparing Decimals Students compare decimals using the standard algorithm for each
decimals using the same strategies used for operation. (Grade 6)
whole numbers.
• Rounding Decimals Students round decimals
using the same strategies used for whole
numbers.

Rigor
Conceptual Understanding Procedural Skill and Fluency Application
Students develop understanding of Students build proficiency with Students apply their knowledge of
• understanding decimal place value; • comparing and rounding decimals. • understanding decimals to solve problems
• using place value understanding to read and with real-world contexts;
write decimals to the thousandths place; • comparing and rounding decimals to solve
• using number sense to extend place value problems with real-world contexts;
concepts to rounding decimals; Application is not a targeted element of rigor for
• using rounding strategies to understand and the standards in this unit.
use to solve problems.

61C Unit 3 • Place Value and Number Relationships

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 ETP
Effective Teaching Practices
Pose Purposeful Questions
Purposeful questioning facilitates effective assessment of what students As the lessons progress, focus on process-oriented questioning. Look for
know, helps advance their reasoning skills, and reinforces current learning questions that will lead to connections between known concepts and new
while building bridges to future learning. concepts, and among different aspects of current learning, such as
multiple representations of decimals.
The power of purposeful questions can be as simple as the difference
between asking “What answer did you get?” and “How did you find the Questions focused on reasoning and process can be adapted to meet the
solution?” The answer to the first question is a single number, which is needs of all students. Provide conceptual scaffolding as needed by
either right or wrong. The answer to the second question describes a breaking questions into parts. Provide verbal scaffolding by providing
process of reasoning and action. The first is an end in itself, while the sentence frames for English learners.
second reinforces strategies that have been used, with application to
future problems and solutions.
Use the Explore & Develop questions to assess students’ understanding
and encourage discussion.

MPP
Math Practices and Processes
Look For and Make Use of Structure
We use a base-ten number system, in which we can move from one Some suggestions include:
place-value position to the next by multiplying or dividing by 10. • Students work in pairs or groups in which each student chooses a
As students learn about decimals, they are applying and deepening their different way to represent a decimal or series of decimals.
understanding of how place value works. They should already be • Students discuss the similarities and differences between place value
comfortable with multiplying whole numbers by 10, 100, and 1,000. to the left of the decimal point and place values to the right of the
Helping them recall and practice that structure will help them gain facility decimal point.
with the parallel relationships among decimals. • Students describe the structure of powers of 10, using general words
and providing a specific number series as an example.
To encourage proficiency, encourage students to find and describe
• Students write a verbal description of each place in a number with at
structure in their own words, using their own reasoning, as much least three places on each side of the decimal point.
as possible.

SEL
Social and Emotional Learning
What Skills Will We Develop?
• Self-Awareness: Self-Confidence (Lesson 3-1): Self-confident students • Social Awareness: Recognizing Emotions of Others (Lesson 3-4):
are more willing to take risks, allowing them to learn from mistakes. Students who can recognize others’ emotions can respond in
• Self-Regulation: Manage Stress (Lesson 3-2): Students who can appropriate ways.
regulate their stress are resilient and better prepared for academic • Relationship Skills: Effective Communication (Lesson 3-3): Students
success. who can communicate effectively are more likely to build strong
• Responsible Decision-Making (Lesson 3-5): Students who can relationships and contribute to a positive classroom culture.
recognize others’ emotions can respond in appropriate ways.

Unit Overview 61D

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 Unit Overview
LOM
Language of Math
Vocabulary
Students will be using these key terms in this unit: • Thousandths* (Lesson 4-2): Tenths and hundredths were introduced in
• Decimal (Lesson 4-2): Students were introduced to decimals in Grade 4. Grade 4; thousandths is a new term. Students may need reinforcement
Draw a connection between the root dec- (ten) and our base-ten number with the -ths ending to distinguish the terms from tens, hundreds, and
system. Students may be familiar with the word decade, which uses the thousands.
same root.
*This is a new term.

MLD
Math Language Development
A Focus on Decimal Vocabulary
Mathematical understanding and language usage may require different Help English learners develop fluency with math vocabulary by providing
skills, but they can work together in students’ learning of math concepts. sentence frames and prompts. Frames and prompts should focus on the
target vocabulary or concept, while limiting the need for the learner to
When learners can describe what they are learning, or teach someone else
articulate the less specific parts of a sentence.
what they have learned themselves, the concepts are reinforced. Also, in
describing an operation or conclusion, learners might discover a mistake in Throughout this unit, make sure that students know how to refer to tenths,
their own reasoning that they now have an opportunity to correct. hundredths, and thousandths, and how to read decimals. You may want to
point out that the decimal place values are not “symmetric” with respect to
Using precise terminology—the correct word or phrase for each concept—
the decimal point. Rather, they are “symmetric” with respect to the ones
also reinforces learning. For example, when students are referring to the
place. So, 713.524 is read, “seven hundred thirteen and five hundred
decimal point, make sure they say, “decimal point” rather than simply,
twenty-four thousandths.” Some students incorrectly read it as, “seven
“decimal.”
hundred thirteen and five hundred twenty-four hundredths (because
Consistently model usage of the vocabulary from each lesson, and provide “hundreds contain three digits”—and there are three digits to the right of
consistent opportunities for students to use each word in discussion and the decimal point). The decimal point is read “and” to separate the whole
answers to questions. number portion from the decimal portion.

EL
English Language Learner
In this unit, students are provided with a number of scaffolds to support their Lesson 3-1 – one way, another way
comprehension of the language used to present and explain strategies related Lesson 3-2 – related
to place value and number relationships. Because many of the words (related, Lesson 3-3 – the same as
compare, estimate, about) and phrases (one/another way, the same as, Lesson 3-4 – greater than, less than, compare
greater/less than) used in this unit are likely unfamiliar or unknown to ELs, Lesson 3-5 – estimate, about
students are supported in understanding and using these words so that
instruction is more accessible to them.

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 Unit Routines

Number Routines
Build Fluency The number routines found at the beginning of each Decompose It!
lesson help students build number sense and operational fluency. They
Purpose: Build flexibility with numbers.
also help students develop the thinking habits of mind that are important
for proficient doers of math. Overview: Students generate multiple (at least 3) ways to decompose
given numbers and share their thinking for each decomposition. The
Where Does It Go? teacher records decompositions and then facilitates a discussion of
patterns in the decompositions.
Purpose: Build estimating skills using benchmarks.

Overview: Students place a target number on number lines with different Find the Pattern, Make a Pattern
endpoints and justify their placement. In some instances, as a challenge, Purpose: Build efficiency with recognizing and building patterns.
the target number may not actually belong on one of the number lines.
Overview: Students determine the rule(s) for a given pattern, then use the
rule(s) to create a new pattern. The teacher records students’ new patterns
and facilitates a discussion to validate the pattern and its rules.

Sense-Making Routines
• Which Doesn’t Belong? (Lesson 3-1) For this Which Doesn’t Belong? • Notice & Wonder: How are they the same? How are they
routine, students compare and contrast whole numbers. The purpose of different? (Lesson 3-4) Students compare and contrast the weights of
this Which Doesn’t Belong? is to get students to extend their backpacks. The purpose of this Notice & Wonder is to get students
understanding of whole-number place value and understand the thinking about comparing decimals and how what they already know
realtionships among place values to the right and left. about whole-number place value that can help them compare decimals.
• Notice & Wonder: What do you notice? What do you • Notice & Wonder: What do you notice? What do you wonder? (Lesson
wonder? (Lessons 3-2, 3-3) In Lesson 3-2, students discuss partially- 3-5) Students share thoughts on the estimated cost of popcorn. The
filled decimal grids. The purpose of this Notice & Wonder extend purpose of this Notice & Wonder is to get students thinking about
students’ understanding of whole-number place value to decimals. rounding decimals and how what they already know about whole-
number place value that can help them round decimals.

MLR
Math Language Routines
The Mathematical Language Routines used in this unit give teachers a • Lesson 3–1 In order to cultivate conversation, students participate in
structured, yet adaptable format for amplifying and developing students’ MLR3: Critique, Correct, and Clarify.
social and academic language. These routines can also be used as • Lesson 3–2 In order to support sense-making, students participate in
formative assessment opportunities as students develop proficiency in MLR2: Collect and Display.
English and mathematical language. They can be used in ways that • Lesson 3–3 In order to maximize linguistic and cognitive meta-
support real-time-, peer-, and self-assessment. For more information on awareness, students participate in MLR1: Stronger and Clearer Each
the Math Language Routines, see the Appendix. Time.
• Lesson 3–4 In order to maximize linguistic and cognitive meta-
awareness, students participate in MLR8: Discussion Supports.
• Lesson 3–5 In order to optimize output, students participate in MLR5:
Co-Craft Questions and Problems.

Unit Overview 61F

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 Readiness Diagnostic
Administer the Readiness Diagnostic to determine your students’
readiness for this unit.

Targeted Intervention
Use Guided Support Intervention lessons available in the Digital
Teacher Center to provide targeted intervention.

Item Analysis
Item DOK Skill Guided Support Standard
Intervention Lesson
1 1 Write multi-digit Standard & Word 4.NBT.A.2
numbers in standard Form through
form 999,999
2 1 Multiply by factor of 10 Ten Times as Great 4.NBT.A.1
3 2 Compare decimals to Compare Fractions & 4.NF.C.7
hundredths Decimals in 100ths
4 1 Represent decimals on Decimal Fractions in 4.NF.C.6
a decimal grid 100ths
5 1 Write multi-digit Expanded Form 4.NBT.A.2
numbers in expanded through 999,999
form
6 2 Number sense Ten Times as Great 4.NBT.A.1
7 2 Place value Compare & Order 4.NBT.A.2
Numbers through
999,999
8 2 Place value Ten Times as Great 4.NBT.A.1
9 2 Compare decimals to Compare Fractions & 4.NF.C.7
hundredths Decimals in 100ths
10 2 Round multi-digit Round to Any Place 4.NBT.A.3
numbers

Assign the digital Readiness Diagnostic to students or download

and print PDFs from the Digital Teacher Center.

Course Diagnostic

Assign

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 Unit Opener

Focus Question
Introduce the Focus Question, How can I extend my knowledge of place
value to understand decimals?
Ask students to think about what they know about decimals.
• What do you already know about decimals?
• What can decimals be used for?
• What do you already know about place value?
• What do think you will be doing in the unit?
Remind students that at the end of the unit, they will reflect back on what
they learned.

Family Letter
Each letter presents an overview of the math in the unit and home
activities to support student learning.

STEM in Action STEM Career: Astronomer

Videos
Students can watch the two STEM videos.
STEM Career: Astronomer Haley talks about the work of astronomers.
Haley Researches Comets Haley explains the place value positions of
decimals.

STEM Project Card

Students can complete the STEM project during their workstation time.
Haley Researches Comets
STEM Adventure
Students can complete the STEM adventure during their workstation time.

Unit Opener 61

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 Unit Opener

Ignite!
Number Lines
Students develop number sense by estimating decimal locations on an
open number line.

1. Have students work in pairs to discuss and record their ideas for
Exercises 1–2. Then have students share ideas with the class.
• What sort of real-world situations might the numbers represent?
• What do you notice about the numbers?
2. Have students complete Exercise 3, writing each number as a whole
number, fraction, or mixed number. You may want to mention that
fractions with a denominator of 10 or 100 are called decimal fractions.
3. In Exercise 4, have students work in pairs to find an estimated
location on the number line for each number.
• What tick marks would be useful to add to the number line before
plotting the points.
4. After students graph the points, have them tour the class to view the
other students’ work. Ask them note similarities and differences
among the number lines.
5. Have students share what they observed with the class. Discuss any
misconceptions.
6. Ask students to read the numbers from smallest to greatest.
Encourage them to read the numbers correctly. For example,
students should read 1.2 as one and two tenths (rather than, say,
as one point two).
• Explain why is 1.2 equal to 1.20.
• How would you determine which two numbers are closest together
(excluding the two numbers that are equal)?

62 Unit 3 • Place Value and Number Relationships

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 Unit Resources At-A-Glance

Workstations Additional Resources

Reveal Math offers rich and varied resources that teachers can use to differentiate and enrich Use the resources below to provide
students’ instructional experiences with the unit content. The table presents an overview of the additional support for this unit.
resources available for the unit with recommendations for when to use.

Use After Vocabulary

Activity Description
Lesson Use the vocabulary cards to help students learn
Game Station Students build proficiency with using decimal the vocabulary in this unit. Encourage students
numbers. to write their own definitions of the key terms on
the front side of the card.
Game Station

• Value of a Digit Sort 3-1

• Place Value with Decimals Sort 3-2
• Reading and Writing Decimals Concentration 3-3
• Decimal Showdown 3-4
• Rounding Decimals Four in a Row 3-5 thousandths

Digital Game Factory Sort Students practice adding and 3-1

Digital Station

subtracting within 1,000,000.

Foldables
Use the unit foldable with Lessons 3-2 and 3-3.

Explain what happens when the

Have students complete at least one of the Use It! activities for this unit. card is folded. Solve the equation.

STEM Project Card How Far? Students research stars and create a 3-5 78 ÷ 10 = .8
model or drawing showing the stars and their
distances from Earth.
Application Station

Spiral Review
Connection Card On Your Mark, Get Set, Go! Students create a list of 3-4 Students can complete the Spiral Review at
times in a swimming meet and compare the times to any point during the unit as either a paper-and-
the results of Olympic swimming events. pencil or digital activity.

Real World Card State Sales Tax Student investigate and compare 3-5 Spiral Review Content Focus
state sales tax rates. Lesson Standard
3-1 4.NF.C
3-2 4.OA.A
3-3 4.NBT.A
3-4 4.NBT.B
3-5 4.NF.A

Unit Resources At-A-Glance 62A

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 LESSON 3-1
Generalize Place Value

Learning Targets Vocabulary

• I can recognize that the value of a digit represents ten times as much as it represents in a place to its right. Math Terms Academic Terms
• I can recognize that the value of a digit represents one-tenth as much as the place to its left. digit cite
place value relationship
place-value chart
Standards Major Supporting Additional

Content
5.NBT.A Understand the place value system.
Materials
5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much The materials may be for any part of
as it represents in the place to its right and ​​ _
1 the lesson.
10
​​of what it represents in the place to its left.
• Place-Value Charts to Millions
Math Practices and Processes Teaching Resource
MPP Make sense of problems and persevere in solving them. • 10 × 10 Grids Teaching Resource
MPP Look for and make use of structure. • index cards

Focus
Content Objectives Language Objectives SEL Objective
Number Routine
• Students relate the value of a • Students explain how the value of • Students identify personal
Where Does it Go?
digit in a multi-digit whole a digit compares to that of the traits that make them good 5–7 min
number in one place value same digit in a different place- students, peers, and math
position to that of the same digit value position while answering learners. Build Fluency Students determine the
in the place to its right. Wh- and yes/no questions and location of a decimal on two number lines
• Students relate the value of a using the academic term
with different marked endpoints.
digit in a multi-digit whole relationship.
number in one place value • In order to support cultivating Remind students that this is an
position to that of the same digit conversation, ELs will participate in estimation activity, and exact locations
in the place to its left. MLR3: Critique, Correct, and Clarify. are not needed.
Coherence These prompts encourage students to
Previous Now Next talk about their reasoning:
• Students recognized that in a • Students recognize that in a • Students recognize that in a • What do you notice about the two
multi-digit whole number, a digit multi-digit whole number, a digit decimal number, a digit in one marked endpoints?
in one place represents ten times in one place represents 10 times place represents 10 times as
what it represents in the place to as much as it represents in the much as it represents in the • Will the point you mark on the top
place to its right and _ place to its right and _
1 1
its right. (Grade 4) ​​ 10 ​​of what it ​​ 10 ​​ of what number line appear right above the
represents in the place to its left. it represents in the place to its point you mark on the bottom
left. (Unit 3) number line? Explain.

Rigor • What point on the second number

line might you mark before you
Conceptual Understanding Procedural Skill & Fluency Application
estimate where 0.3 should go?
• Students build on place-value • Students will gain some • Several problems are presented
concepts by comparing the value early experience developing in a real-world context, and the • How do you know your answers
of a digit in one place-value proficiency. applications for understanding are reasonable?
position with the value of the place value will be further
Procedural skill and fluency is
same digit in another place-value explored later in the unit.
not a targeted element of rigor
position when the digits are Application is not a targeted
adjacent or several places away. for this standard.
element of rigor for this standard.

63A Unit 3 • Place Value and Number Relationships

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 Launch 5–7 min Sense-Making Routine

Purpose Students compare and contrast numbers, thinking about the

value each digit in a whole number represents.

Which Doesn’t Belong

• Which doesn’t belong?

Teaching Tip Place-value charts may guide students towards

comparing and contrasting these numbers by place value.
ETP
Pose Purposeful Questions
The questions that follow are not intended to be asked in the sequence
presented. They are meant to help advance students’ thinking about the
value each digit in a whole number represents and are based on possible
comments and questions students may make during the share out.
• Which numbers have a 7 in the tens place? Explain what the digit 7
represents in those numbers.
• For the number that does not have a 7 in the tens place, explain what
each digit 7 represents in that number.

Math is... Mindset

• How can you give positive feedback to your classmates today?
SEL Self-Awareness: Self-Confidence
Throughout the Which Doesn’t Belong? routine, provide opportunities for
students to feel confident in themselves. Model and encourage giving
positive feedback for sharing ideas, good effort, or creative thinking. Make
sure students understand that being good students can also include being
helpful peers and active members of the classroom community. Remind
students that some tasks are more challenging than others, and they can
demonstrate self-confidence by speaking up and asking for help if they
need it. Throughout their work with eneralizing place value, continue to
find other opportunities to allow students to give positive feedback to
their classmates.

Transition to Explore & Develop

Ask questions that focus students’ attention on the value of each digit in a
whole number.
ETP
Establish Goals to Focus Learning
• Let’s think about what each digit in a number represents and
compare them.

Lesson 3-1 • Generalize Place Value 63

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 Explore & Develop 20 min

1 Pose the Problem

ETP
Pose Purposeful Questions
• How does the place-value chart help you understand the problem?
• What patterns that you have seen before can help you solve
this problem?
• Explain why the value of each digit is not 7.

2 Develop the Math

Choose the option that best meets
your instructional goals.
MLR Critique, Correct, and Clarify
Make a false claim for students to critique. Write 5,555 on the
board. Say the 5 in the thousands place is _
1
​​ 10 ​​ the value of the
5 in the hundreds place. Ask, Is this statement correct or
incorrect? How do you know? Have the class discuss how to
correct your mistake.

3 Bring It Together
ETP
Elicit Evidence of Student Thinking
• How would you explain the relationships among the digits in a
multi-digit whole number?

Key Takeaway
• A digit in one place in a multi-digit whole number represents 10 times
as much as it represents in the place to the right and _
1
​​  10 ​​ of what it
represents in the place to its left.

Work Together
Students describe the relationships between the hundred thousands and
ten thousands places. Make sure that students can describe the
relationship in both directions. Students can work on the problem in pairs
before sharing their work.

Common Misconception Students may think that the 9 should

represent ​​ _
1
10
​​as much as the 4 in the ten thousands place. Make sure they
understand that the relationships discussed in this lesson are for the same
digit. So, for example, a digit in one place represents 10 times as much as
that same digit would represent in the place to the right.
LOM
Language of Math
A digit and the value it represents are different things. 6 is never ​​ _
1
10
​​ or ten
_ 1
times 6. The value a 6 represents in one place is 10 times or ​​ 10 ​​ of the
value a 6 represents in a place to its ight or left in that number.

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 CHOOSE YOUR OPTION

Activity-Based Exploration Guided Exploration

Students explore the relationship between place-value positions. Students extend their understanding of whole-number place value to
the relationships place values represent to the right and to the left.
Materials: 10 × 10 Grids Teaching Resource
ETP
Directions: Before comparing the values of each digit 7 in the Pose Use and Connect Mathematical Representations
the Problem, have students take a closer look at the value of each • How does a place-value chart help you understand
place-value position. Provide multiple copies of 10 × 10 Grids the problem?
Teaching Resource to each pair or small group. Have students model • Are you partitioning the thousand into equal parts? How does
1,000, 100, 10, and 1. that help you describe the relationship as a fraction?
• Think About It: How can you show that 1 is _
1
​​ 10 ​​ of 10?
ETP
Support Productive Struggle • How could another model, like expanded form, help you
• Did you notice a pattern when determining how to use the understand the problem?
10 × 10 grids to model the numbers?
• How did you determine how many 10 × 10 grids are needed Have students state as many relationships in 7,777 as they can.
to make 1,000? Is there an operation you can use to explain
Math is... Structure
this relationship?
• How did you determine how to partition the 10 × 10 grid to show • What ideas have you learned before that were helpful in
10? How can you explain this relationship using a fraction? understanding this relationship?
Students are looking for and using the patterns they have already
Math is... Structure discovered in the structure of the base-ten system.
• What ideas have you learned before that were helpful in
understanding this relationship?
Students are looking for and using the patterns they have already
discovered in the structure of the base-ten system.
Activity Debrief: Have pairs or small groups share their strategies for
determining how to model each number. Encourage students to use
mathematically precise language, such
as 10 times or one-tenth when
describing their strategies.
Have students revisit the Pose the
Problem question and discuss
answers.
• What are some ways to describe
the relationship between the
values of the digits in the number
shown?
The PDF of the Teaching Resource is
available in the Digital Teacher Center.

EL
English Learner Scaffolds
Entering/Emerging Support students in Developing/Expanding Support students in Bridging/Reaching Ask students to
understanding the meaning of the word way. understanding the meaning of the word way. explain the different strategies they can
Using manipulatives, show students one way of Using manipulatives, show students one way of use to understand the problem.
doing a familiar task, such as grouping. Say, This doing a familiar task. Say, This is one way. Then, Support students with relevant
is one way. Then, using the manipulatives again, using the manipulatives again, show students language as needed, such as one way
show students another way of doing that task. another way of doing that task. Say, This is and another way.
Say, This is another way. Then, to confirm another way. Then, to confirm comprehension,
comprehension, show students one way of doing ask students to show you two ways to do a task
a new task. Say, This is one way. Show me of their choice, prompting them to use one way
another way. and another way in their descriptions.

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 Practice & Reflect 10 min

Practice
ETP Build Fluency from Understanding
Common Error: Exercise 8 Students may look only at the first digit in
each number, which is a 6, and not see the _
1
​​ 10 ​​relationship. Remind them
that they need to look at the value of the digit 6.

Practice Item Analysis

Item DOK Rigor
1–3 2 Procedural Skill & Fluency
4–7 3 Conceptual Understanding
8 3 Application
9–10 3 Conceptual Understanding
11 3 Application
12 4 Conceptual Understanding

Reflect
Students complete the Reflect question.
• How did I think like a mathematician today?
Ask students to share their reflections with their classmates.

Math is... Mindset

• How did you give positive feedback to your classmates today?

Learning Targets
Ask students to reflect on the Learning Targets of the lesson.
• I can recognize that the value of a digit represents ten times as much
as it represents in a place to its right.
• I can recognize that the value of a digit represents one-tenth as much
as the place to its left.

To review today’s lesson, have students

watch the Math Replay video in their
Digital Student Center.
Assign the On My Own practice to
students from the Digital Teacher Center.

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 Assess 10 min

Exit Ticket Formative Assessment

The Exit Ticket assesses students’ understanding of lesson concepts.

Metacognitive Check Reflect on Your Learning allows students to think

about their level of understanding of the lesson content on a scale of 1 to 4
with 4 being the highest confidence. Assess

Exit Ticket Skill Tracker

Item DOK Skill Standard
Assign

1 2 Compare the value of digits 5.NBT.A.1

2 2 Compare the value of digits 5.NBT.A.1
3 2 Compare the value of digits 5.NBT.A.1

Data Use students’ scores on the Exit Ticket to assign the

differentiated resources available. When students complete the
Exit Ticket in the digital workspace, their responses are auto-scored.

Exit Ticket Recommendations

If students score Then have students do
3 of 3 Additional Practice or any of the or activities
2 of 3 Take Another Look or any of the activities
1 or fewer of 3 Small Group Intervention or any of the activities
Key for Differentiation
Reinforce Understanding
Build Proficiency
Extend Thinking

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 Differentiate 10 min Select resources based on your classroom set up, or your students’ needs.

Reinforce Understanding Build Proficiency

That’s the Way! Practice It! Game Station
Distribute two index cards marked “× 10” and “× _
1
​​  ​​ ” to
10 Value of a Digit Sort
each student. Display a large number that includes a blank Students practice comparing the

WORKSTATIONS
SMALL GROUP

space for one of the digits. Draw an arrow below a digit that is values of digits in adjacent places within
adjacent to the blank space. Ask students to raise the card that whole numbers.
shows the multiplication that they would have to be performed to
“move” that digit to the blank space. Have students explain their
thinking. Repeat with other numbers and arrows. If students have
difficulty, ask them to multiply 20 by 10 and describe the result,
and then divide by 20 by 10 and describe the result.

Take Another Look Lessons Interactive Additional Practice

Assign the interactive lessons to Assign the digital version of the
GO ONLINE

GO ONLINE
reinforce targeted skills. Student Practice Book.
• One-Tenth as Much
• Digits to the Left and Right
Assign Assign

Differentiation Resource Book, p. 11 Student Practice Book, pp. 11–12

INDEPENDENT WORK

INDEPENDENT WORK

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 Extend Thinking
Own It! Digital Station Use It! Application Station
Build Fluency Games On Your Mark, Get Set, Go! Students
create a list of times in a swimming
Assign the digital game to develop

WORKSTATIONS
meet and compare the times to the
fluency with adding and subtracting
results of Olympic swimming events.
within 1,000,000.
The content of this card has concepts
Assign
covered later in Lesson 3-4. You may
want to assign this card to students
ready to explore content covered later
in this unit.

Spiral Review Websketch Exploration

Assign the digital Spiral Review Assign a websketch exploration to

GO ONLINE
to students or download and print apply skills and extend thinking.
PDFs of the Spiral Review from the
Digital Teacher Center.
Assign Assign

Student Practice Book, pp. 11–12 Differentiation Resource Book, p. 12

INDEPENDENT WORK

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 LESSON 3-2
Extend Place Value to Decimals

Learning Targets Vocabulary

• I can extend the place value relationship to decimal numbers. Math Terms Academic Terms
• I can explain the relationship of place values in decimal numbers. decimal contradiction
decimal point infer
tenth
Standards Major Supporting Additional hundredth
thousandth
Content
5.NBT.A Understand the place value system.
5
 .NBT.A.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.
Materials
The materials may be for any part of
Math Practices and Processes
the lesson.
MPP Model with mathematics.
• blank number cubes
MPP Look for and make use of structure.
• number cubes

Focus
Content Objective Language Objectives SEL Objective
Number Routine
• Students relate the value of a • Students discuss how the value • Students discuss and
Decompose It! 5–7 min
digit in a decimal in one place of a digit in a decimal compares practice positive strategies for Build Fluency Students strengthen
value position to that of the same to that of the same digit in a managing emotional reactions
digit in the place to its right different decimal place-value to stressful situations. place-value understanding by
or left. position, using the terms decomposing decimal numbers. Students
hundredths and tenths. are given a decimal and break it apart in
• In order to support sense- three different ways such that the sum of
making, ELs will participate in the parts is equal to the original decimal.
MLR2: Collect and Display.
Remind students that there is more than
one solution to the problem. As solutions
Coherence
are given, record them for students to
Previous Now Next evaluate and compare.
• Students recognized that in a • Students recognize that in a • Students read and write
These prompts encourage students to
multi-digit whole number, a digit multi-digit decimal number, a decimals to thousandths using
in one place represents 10 times digit in one place represents 10 standard form, word form, and talk about their reasoning:
as much as it represents in the times as much as it represents in expanded form. (Unit 3) • What strategy to break apart a
place to its right and _ the place to its right and _
1 1
​​ 10 ​of what it ​​ 10 ​ of
decimal do you typically think
represents in the place to its left. what it represents in the place to
(Unit 3) its left. about first?
• How could you break apart this
Rigor number to show the sum of the
Conceptual Understanding Procedural Skill & Fluency Application values of the digits? What do you call
that decomposition of the number?
• Students deepen and extend • Students have some early • Students apply their
their understanding of place- experiences developing understanding of place value to • How can a pattern help you find new
value patterns by reading and proficiency. solve contextual problems. “break aparts?”
writing decimals, and by making Procedural skill and fluency is Application is not a targeted
multiplicative comparisons by 10
not a targeted element of rigor element of rigor for this standard.
of decimals.
for this standard.

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 Launch 5–7 min Sense-Making Routine

Purpose Students share thinking about patterns among 1, _

​​ 10 ​​ and ​​ _
1 1
100
​​.

Notice & Wonder™

• What do you notice?
• What do you wonder?

Teaching Tip You may want to have students record things they notice
and wonder before sharing their ideas with the class.
ETP
Pose Purposeful Questions
The questions that follow are not intended to be asked in the sequence
presented. They are meant to help advance students’ noticing of the
representations presented and are based on possible comments and
questions students may make during the share out.
• How does the amount shaded change from square to square?
• Have you seen this type of representation before? If so, when did
you use it?

Math is... Mindset

• What are some ways you can avoid or manage stress?
SEL Self-Regulation: Manage Stress
After students have completed the Notice & Wonder routine, invite them to
share what may have caused them stress. For example, students may have
experienced stress if they did not understand a peer’s reasoning for the
patterns they notice or struggled with describing the patterns they noticed.
Discuss ways students can avoid that stress in the future as well as how
they can manage or relieve it now. Strategies such as developing a
manageable plan, getting organized, taking breaks, and asking for help
can help students manage emotional reactions to stress.

Transition to Explore & Develop

Ask questions that focus students’ attention on the part of the whole
square that is shaded.
ETP
Establish Goals to Focus Learning
• Let’s think about what part of the squares are shaded and ways we
can represent place value in decimal numbers.

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 Explore & Develop 20 min

1 Pose the Problem

MLR
Collect and Display
As students discuss the questions, write key words and phrases you hear,
such as decimal point, fraction, tenth, hundredth, thousandth, and
patterns. Display the words and phrases for student reference and use the
student-generated expressions to help make connections between
student language and math vocabulary. Update the collection with new
understandings as the lesson progresses.
ETP
Pose Purposeful Questions
• What does the place-value chart tell you?
• What mathematical patterns about whole number place value
do you know? Explain how you could use them to improve
Keagan’s thinking.
• Could other models or tools help improve Keagan’s thinking?
Explain how.

2 Develop the Math

Choose the option that best meets
your instructional goals.

3 Bring It Together
ETP
Elicit Evidence of Student Thinking
• Explain the pattern you see in place values as you move to the right in
a decimal number. Explain the pattern you see in place values as you
move to the left.
• How could you describe the relationship between hundredths and
thousandths? Tenths and thousandths? Ones and thousandths?

Key Takeaways
• The relationship between adjacent place value positions in decimal
numbers is the same as in whole numbers. A digit in one place in a
decimal number 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.
• Thousandths are ​​ _
1
1,000
​​of one whole.

Work Together
Students describe the relationships among the tenths and hundredths
places in a decimal number in both directions. Students can work on the
problem in pairs before sharing their work.
Common Misconception Students may think that tenths, hundredths,
thousandths go from right to left as tens, hundreds, thousands do for the
whole number part of a decimal. Point out that to the right of the decimal
point, they go the opposite way.
LOM
Language of Math
Decimal is from the Latin word decem meaning ten. Students should see
ten’s role in place value. Other words from the same root are December
(which was the tenth month) and decagon (a 10-sided polygon).
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 CHOOSE YOUR OPTION

Activity-Based Exploration Guided Exploration

Students construct arguments to support their thinking about the Students extend their understanding of whole-number place value to
values of the digits in decimal numbers. decimal numbers.
Directions: Have students work in pairs or small groups to construct ETP
Facilitate Meaningful Discourse
• Why do 0.1 and ​​ _
arguments to support their responses to Pose the Problem. Explain to 1
10
​​represent the same quantity?
students that they need to have at least two examples to support
• Think About It: How does the representation show that
their arguments. Suggest that they may want to make use of base-
0.1 is _
1
​​  10 ​​ of 1?
ten blocks, drawings, or a place-value chart in their arguments.
• Think About It: How does the representation show that
0.01 is ​​ _
ETP 1
Implement Tasks that Support Reasoning and 10
​​ of 0.1?
Problem Solving Have students discuss patterns representing the tenths and
• What do you notice about the value of a digit when it is in hundredths, such as partitioning into 10 equal parts and shading 1 of
different place-value positions in a number? those parts.
• How does the place-value chart help explain the relationship of
the values of a digit in different positions in a number? Math is... Patterns
• What relationship did you notice between the values of the digits
• How is the name of the position related to the fractional part of
in your examples?
the whole?
Math is... Patterns Students are seeing the connections between the name of the place
• How is the name of the position related to the fractional part of and the fraction that represents it.
the whole? • How could you explain to Keagan the difference between the
Students are seeing the connections between the name of the place digit 1 and the values of each digit 1 in 1.111?
and the fraction that represents it.
Activity Debrief: Have students share their arguments. Look for
examples such as the digit 1 in the tenths place has a value of 0.1,
which is ​​ _
1
10
​​the value of the digit 1 in the ones place. Encourage
students to use precise language, such as decimal, decimal point,
tenths, hundredths, and thousandths.
Have students revisit the Pose the Problem question and discuss
answers.
• How can you help Keagan make sense of this number?

EL
English Learner Scaffolds
Entering/Emerging Support students in Developing/Expanding Support students in Bridging/Reaching To support
understanding the meaning of the word related. understanding the meaning of the word related. students in answering the questions,
Using manipulatives, show two objects that are Using manipulatives, show two objects that are ask them to explain how two objects of
related in some way. Say I'm going to show you related in some way. Say I'm going to show you their choice can be related to each
how these items are related to each other. Then how these items are related to each other. Then other. Allow students to interject,
explain to students how the items are related. explain to students how the items are related. pointing out any mistakes that they may
Show another pair of objects that are related Show another pair of objects that are related catch in meaning or understanding. For
somehow. Give one statement that correctly somehow. Give one statement that correctly example, No, that doesn't show how
explains how the objects are related to each explains how the objects are related to each they relate to each other… or No, that's
other, and one statement that does not. Ask other, and one statement that does not. Ask not correct because…
students after each sentence, Did I explain how students after each sentence, Did I explain how
they are related to each other? they are related to each other? Ask them to
explain how they know and provide a sentence
frame for students who may need more help
or prompting.

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 Practice & Reflect 10 min

Practice
ETP Build Fluency from Understanding
Common Error: Exercises 3–6 Students may extend 10 times to _
1
​​  10 ​​
_ 1 _ 1
times. While correct (​​ 10 ​​of a number is ​​ 10 ​​times that number), students are
not aware of why yet. Encourage the use of ​​ _
1
10
​​ of.

Practice Item Analysis

Item DOK Rigor
1–6 2 Procedural Skill & Fluency
7–8 3 Conceptual Understanding
9 4 Conceptual Understanding
10 3 Conceptual Understanding
11 3 Application
12 4 Conceptual Understanding

Reflect
Students complete the Reflect question.
• How is the relationship between the values of digits in a decimal the
relationship between the values of digits in a whole number?
Ask students to share their reflections with their classmates.

Math is... Mindset

• What did you do to avoid or manage stress today?

Learning Targets
Ask students to reflect on the Learning Targets of the lesson.
• I can extend the place value relationship to decimal numbers.
• I can explain the relationship of place values in decimal numbers.

To review today’s lesson, have students

watch the Math Replay video in their
Digital Student Center.
Assign the On My Own practice to
students from the Digital Teacher Center.

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 Assess 10 min

Exit Ticket Formative Assessment

The Exit Ticket assesses students’ understanding of lesson concepts.

Metacognitive Check Reflect on Your Learning allows students to think

about their level of understanding of the lesson content on a scale of 1 to 4
with 4 being the highest confidence. Assess

Exit Ticket Skill Tracker

Item DOK Skill Standard
Assign
1 2 Compare the value of digits 5.NBT.A.1
of decimals
2 2 Compare the value of digits 5.NBT.A.1
of decimals
3 2 Compare the value of digits 5.NBT.A.1
of decimals

Data Use students’ scores on the Exit Ticket to assign the

differentiated resources available. When students complete the
Exit Ticket in the digital workspace, their responses are auto-scored.

Exit Ticket Recommendations

If students score Then have students do
3 of 3 Additional Practice or any of the or activities
2 of 3 Take Another Look or any of the activities
1 or fewer of 3 Small Group Intervention or any of the activities
Key for Differentiation
Reinforce Understanding
Build Proficiency
Extend Thinking

Lesson 3-2 • Extend Place Value to Decimals 70A

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 Differentiate 10 min Select resources based on your classroom set up, or your students’ needs.

Reinforce Understanding Build Proficiency

Is It a Challenge or Not? Practice It! Game Station
Work with students in small groups. Each student writes 0.0 Place Value with Decimals Sort
on a piece of paper. The first student rolls a number cube and Students practice comparing the values

WORKSTATIONS
SMALL GROUP

writes the number rolled as a digit to the left or right, then rolls an of digits in adjacent places within
“operation cube” that has × 10 and × _
1
​​  10 ​​on its faces. That decimal numbers.
student rewrites the number, moving the digit to the appropriate
place. Help the group discuss how to confirms the answer. The
next student repeats this process. If students have difficulty,
encourage them to think about whether the product will be
greater than or less than the original number.

Take Another Look Lesson Interactive Additional Practice

Assign the interactive lesson to
Assign the digital version of the
reinforce targeted skills.
GO ONLINE

GO ONLINE
Student Practice Book.
• One-Tenth & 10 Times as
Much (Decimals)
Assign Assign

Differentiation Resource Book, p. 13 Student Practice Book, pp. 13–14

INDEPENDENT WORK

INDEPENDENT WORK

70B Unit 3 • Place Value and Number Relationships

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 Extend Thinking
Own It! Digital Station Use It! Application Station
Build Fluency Games State Sales Tax Student investigate
Assign the digital game to develop and compare state sales tax rates.

WORKSTATIONS
fluency with adding and subtracting The content of this card has concepts
within 1,000,000. covered later in Lesson 3-5. You may
want to assign this card to students
Assign
ready to explore content covered later
in this unit.

Spiral Review Websketch Exploration

Assign the digital Spiral Review Assign a websketch exploration to

GO ONLINE
to students or download and print apply skills and extend thinking.
PDFs of the Spiral Review from the
Digital Teacher Center.
Assign Assign

Student Practice Book, pp. 13–14 Differentiation Resource Book, p. 14

INDEPENDENT WORK

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 LESSON 3-3
Read and Write Decimals

Learning Targets Vocabulary

• I can read and write decimals to thousandths using standard form, expanded form, and word form. Math Terms Academic Terms
• I can make sense of decimals to the thousandths place. expanded form expand
standard form quality
word form
Standards Major Supporting Additional

Content
5.NBT.A Understand the place value system.
Materials
5.NBT.A.3.a Read and write decimals to thousandths using base-ten numerals, number names, and The materials may be for any part
expanded form. of the lesson.
• Decimal Forms Teaching Resource
Math Practices and Processes
• number cubes
MPP Construct viable arguments and critique the reasoning of others.
MPP Attend to precision.

Focus
Content Objective Language Objectives SEL Objective
Number Routine
• Students read and write decimals • Students explain how to read • Students actively listen without
Decompose It! 5–7 min
to the thousandths place in and write decimals to the interruption as peers describe Build Fluency Students build place-
standard form, expanded form, thousandths place while make how they approached a
and word form. sure to include and. complex mathematical task. value understanding as they decompose
decimal numbers. Students decompose
• In order to support maximizing
meta-awareness, ELs will the given decimal in at least three
participate in MLR1: Stronger and different ways.
Clearer Each Time.
As students offer solutions, record them
for students to evaluate and compare.
Coherence
These prompts encourage students to
Previous Now Next
talk about their reasoning:
• Students wrote multi-digit whole • Students read and write decimals • Students apply their
numbers using standard form, to thousandths using standard understanding of decimals to • What strategy to break apart a
word form, and expanded form. form, word form, and expanded compare decimals. (Unit 3) decimal do you typically think
(Grade 4) form. about first?
• Students explain the relationship
• How could you decompose this
of the value of digits in different
place value positions. (Unit 3) number to show the sum of the
values of the digits? What do you call
Rigor that decomposition of the number?

Conceptual Understanding Procedural Skill & Fluency Application • What pattern do you see as you
compare the value relationship
• Students build on their • Students build proficiency with • Students apply understanding
understanding of place-value decimals to the thousandths. of decimals to solve real-world between two adjacent places?
patterns to read and write problems. • How can a pattern help you find new
decimals to the thousandths place. Application is not a targeted “break aparts?”
element of rigor for this standard.

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 Launch 5–7 min Sense-Making Routine

Purpose Students discuss decimal numbers, thinking about ways to

read and write decimal numbers.

Notice & Wonder™

• What do you notice?
• What do you wonder?

Teaching Tip Encourage students to add onto another student’s idea.

This promotes opportunities for participation from a variety of students.
You can ask questions, such as Would someone like to add on? to help
elicit more discussion when few students are talking.
ETP
Pose Purposeful Questions
The questions that follow are not intended to be asked in the sequence
presented. They are meant to help advance students’ thinking about ways
to read and write decimal numbers and are based on possible comments
and questions students may make during the share out.
• How can you read the weight of the strawberries?
• If the decimal point were changed to a comma, do you think the
number is a reasonable weight for the strawberries?

Math is... Mindset

• Why is active listening important?
SEL Relationship Skills: Effective Communication
As students engage in collaborative discourse around the Notice & Wonder
routine, encourage them to actively and respectfully listen to one another.
Invite students to think about and share what active listening looks and
sounds like. As students discuss reading and writing decimals, encourage
classmates to listen as well as provide thoughtful feedback. Capitalize on
opportunities to also model these behaviors when students are speaking.

Transition to Explore & Develop

Ask questions that focus students’ attention on ways to read and write
decimal numbers.
ETP
Establish Goals to Focus Learning
• Let’s think about ways to read and write decimal numbers.

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 Explore & Develop 20 min

1 Pose the Problem

ETP
Pose Purposeful Questions
• Based on what you already know, can you make a conjecture about
how to read the decimal? Explain what you base your conjecture on.
• What tool might you use to help you read the decimal? Why do you
think it would help you?
• Explain how you could use patterns about place value to help you
read the decimal.

2 Develop the Math

Choose the option that best meets
your instructional goals.

MLR Stronger and Clearer Each Time

Ask students to write about how a place-value chart
can help them identify the value of digits in decimals.
Then have students share their writing with a partner,
comparing their sentences, and if needed, make corrections.

3 Bring It Together
ETP
Elicit and Use Evidence of Student Thinking
• What is the last word in the word form for 34.27? Explain why.
• In word form, how are place values the same before and after the
and? How are they different?
• Billy said expanded form can be written using just multiplication. Is he
correct? Explain why or why not.

Key Takeaways
• Reading and writing decimals to thousandths in word form follows the
same pattern as reading and writing numbers to 999, but are always
followed by the least place value position.
• The word and indicates the location of the decimal point when
reading and writing decimals in word form.
• Expanded form can be written using multiplication to show the value
of each digit.

Work Together
Students explore writing a decimal in expanded form using multiplication.
Students can work on the problem in pairs before sharing their work.

Common Misconception Students may be confused by the use of

multiplication in this expanded form, and may need a quick refresh on
multiplying a fraction by a whole number. Remind them that ​​ _
6
10
​​ is the
same as 6 × _
1
​​  10 ​​.
LOM
Language of Math
Any zero digits that occur to the right of the last non-zero digit in a decimal
number are called trailing zeros. Five and four-hundred fifty thousandths,
5.450, has a trailing zero. 007 has two leading zeros.

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 CHOOSE YOUR OPTION

Activity-Based Exploration Guided Exploration

Students use their understanding of different forms of whole Students extend their understanding of word form, standard form,
numbers to identify different forms of decimals. and expanded form to decimal numbers.
Materials: Decimal Forms Teaching Resource ETP
Use and Connect Mathematical Representations
Directions: Cut and distribute each pair or small group a set of • Why is thirty-four and six hundred eighteen tenths incorrect?
Decimal Forms Teaching Resource. Students should match the • How are word form, standard form, and expanded form for
standard form, word form, and expanded form for each decimal. decimal numbers the same as they are for whole numbers? How
are they different?
ETP
Support Productive Struggle • Describe the patterns you see in the denominators of
• What knowledge can you use to help you get started? the fractions in the expanded form of a decimal number
• When have you used word form or expanded form before? using fractions.
• What if you started with a different number?
Have students share strategies for writing a number given in
• What patterns do you see in the word form of each
expanded form in standard form. Make sure they can explain their
decimal number?
strategies clearly and that they can understand other students’
• What is the same about the expanded form of a decimal number
strategies.
and the expanded form of a whole number? What is different?
Math is... Precision
Math is... Precision
• Why is it important to include and when reading a decimal
• Why is it important to include and when reading a decimal
number?
number?
Students practice communicating precisely to others. Students practice communicating precisely to others.

Activity Debrief: After students have completed the activity, display

their work for a gallery walk. Have students compare solutions.
Facilitate a discussion to identify patterns to develop an
understanding of writing decimals in different forms.
Have students revisit the Pose the
Problem question and discuss
answers.
• How can we read the mass of the
strawberries?
The PDF of the Teaching Resource
is available in the Digital Teacher
Center.

EL
English Learner Scaffolds
Entering/Emerging Support students’ Developing/Expanding Support students’ Bridging/Reaching Ask students to
understanding of the phrase the same as using understanding of the phrase the same as using explain how different forms for decimals
manipulatives. Show students two objects that manipulatives. are the same for whole numbers. Allow
are exactly the same. Say This one is the same as Choose two pairs of objects, one pair being students to interject, pointing out any
that one. Show two objects that are related but exactly the same, and one pair being different. mistakes that they may catch in
different from each other. Point to one of the Ask students to choose the pair of objects that meaning or understanding.
objects and say This one is not the same as that are the same and explain how they know. Provide For example, I disagree because… or
one. They have differences. a sentence frame as needed. No, that’s not correct because…

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 Practice & Reflect 10 min

Practice
ETP
Build Fluency from Understanding
Common Error: Exercise 7 Students may think that there is only a 1
and 9 in the decimal part of the number and write 5.19. Make sure they
remember that thousandths have 3 decimal places and that they need to
include a zero.

Practice Item Analysis

Item DOK Rigor
1–12 2 Procedural Skill & Fluency
13 3 Application
14–15 4 Conceptual Understanding

Reflect
Students complete the Reflect question.
• How is place value used when writing decimal numbers in
expanded form?
Ask students to share their reflections with their classmates.

Math is... Mindset

• What have you done to be an active listener today?

Learning Targets
Ask students to reflect on the Learning Targets of the lesson.
• I can read and write decimals to thousandths using standard form,
expanded form, and word form.
• I can make sense of decimals to the thousandths place.

To review today’s lesson, have students

watch the Math Replay video in their
Digital Student Center.
Assign the On My Own practice to
students from the Digital Teacher Center.

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 Assess 10 min

Exit Ticket Formative Assessment

The Exit Ticket assesses students’ understanding of lesson concepts.

Metacognitive Check Reflect on Your Learning allows students to think

about their level of understanding of the lesson content on a scale of 1 to 4
with 4 being the highest confidence. Assess

Exit Ticket Skill Tracker

Item DOK Skill Standard
Assign

1 1 Write decimals in word form 5.NBT.A.3.a

2 2 Write decimals in standard form 5.NBT.A.3.a
3 2 Write decimals in expanded form 5.NBT.A.3.a
4 2 Write decimals in standard form 5.NBT.A.3.a
5 2 Match fractions and decimal fractions 5.NBT.A.3.a

Data Use students’ scores on the Exit Ticket to assign the

differentiated resources available. When students complete the
Exit Ticket in the digital workspace, their responses are auto-scored.

Exit Ticket Recommendations

If students score Then have students do
5 of 5 Additional Practice or any of the or activities
3 or 4 of 5 Take Another Look or any of the activities
2 or fewer of 5 Small Group Intervention or any of the activities
Key for Differentiation
Reinforce Understanding
Build Proficiency
Extend Thinking

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 Differentiate 10 min Select resources based on your classroom set up, or your students’ needs.

Reinforce Understanding Build Proficiency

Roll and Expand Practice It! Game Station
Provide pairs of students with a number cube. Have the Reading and Writing Decimals Concentration
students roll three numbers. They record each roll, placing the Students practice matching the word form,

WORKSTATIONS
SMALL GROUP

decimal point so the decimal is to the hundredths. Students then standard form, and expanded form of
work together to write the decimal in expanded form. Make sure decimal numbers.
students understand the meaning of the decimal point and the
value of each digit. After five successful turns, have students roll
four numbers. This time, ask them to place the decimal point so
the decimal is to the thousandths. Then have them write each
decimal in expanded form.

Take Another Look Lessons Interactive Additional Practice

Assign the interactive lessons to Assign the digital version of the
GO ONLINE

GO ONLINE
reinforce targeted skills. Student Practice Book.
• Standard & Word Form
(Large Numbers)
• Expanded Form of Decimal Assign Assign

Powers of Ten

Differentiation Resource Book, p. 15 Student Practice Book, pp. 15–16

INDEPENDENT WORK

INDEPENDENT WORK

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 Extend Thinking
Own It! Digital Station Use It! Application Station
Build Fluency Games How Far? Students research stars and
Assign the digital game to develop create a model or drawing showing the

WORKSTATIONS
fluency with adding and subtracting stars and their distances from Earth.
within 1,000,000. The content of this card has concepts
Assign
covered later in Lesson 3-5. You may
want to assign this card to students
ready to explore content covered later
in this unit.

Spiral Review Websketch Exploration

Assign the digital Spiral Review Assign a websketch exploration to

GO ONLINE
to students or download and print apply skills and extend thinking.
PDFs of the Spiral Review from the
Digital Teacher Center.
Assign Assign

Student Practice Book, pp. 15–16 Differentiation Resource Book, p. 16

INDEPENDENT WORK

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 LESSON 3-4
Compare Decimals

Learning Targets Vocabulary

• I can compare two decimals to the thousandths place using place value. Math Terms Academic Terms
greater than (>) address
less than (<) negate
Standards Major Supporting Additional

Content
5.NBT.A Understand the place value system.
Materials
5.NBT.A.3.b Compare two decimals to thousandths based on meanings of the digits in each place, The materials may be for any part of
using >, =, and < symbols to record the results of comparisons. the lesson.
• number cube
Math Practices and Processes
MPP Reason abstractly and quantitatively.
MPP Use appropriate tools strategically.

Focus
Content Objective Language Objectives SEL Objective
Number Routine
• Students compare two • Students explain how to use • Students recognize and respond
Find the Pattern,
decimals to the thousandths place value and number lines to appropriately to the emotions of Make a Pattern 5–7 min
place using place value and compare two decimals, using the others during collaborative
record the comparison using terms greater than, less than, math work. Build Fluency Students build number
appropriate symbols. and equal to. sense as they determine a pattern and
• In order to support cultivating find missing terms. Students then create
conversation, ELs will participate a new sequence that follows the pattern
in MLR8: Discuss Supports.
but uses different numbers.
Coherence
Remind students that there is more than
Previous Now Next one way to create a new sequence based
• Students compared two • Students apply their • Students use place value on the pattern.
multi-digit numbers based on understanding of decimals to understanding to round
meanings of the digits in each compare decimals. decimals to any place. (Unit 3) These prompts encourage students to
place, using >, <, and = talk about their reasoning:
symbols to record the results of
• What did you notice first?
comparisons. (Grade 4)
• Students read and wrote decimals • What did you do first? What did you
to thousandths using standard do next? How do you know your
form, word form, and expanded pattern works?
form. (Unit 3)
• How did you choose your numbers
Rigor for the new pattern?
Conceptual Understanding Procedural Skill & Fluency Application
• Students build on their number • Students build proficiency in • Students apply their knowledge
sense by examining patterns that comparing decimals to the of using patterns to compare
extend place-value concepts thousandths place using >, <, decimals based on real-world
from previous lessons to and = symbols to record the contexts.
decimals in the thousandths. results of comparisons. Application is not a targeted
element of rigor for this standard.

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 Launch 5–7 min Sense-Making Routine

Purpose Students compare and contrast backpacks, thinking about how

to compare decimal numbers.

Notice & Wonder™

• How are they the same?
• How are they different?

Teaching Tip You may want to implement a Turn and Talk routine,
which allows students to think about the problem and then turn to a
classmate to talk about their thinking. This provides students an
opportunity to engage in student-to-student discourse before sharing
ideas with the whole group.
ETP
Pose Purposeful Questions
The questions that follow are not intended to be asked in the sequence
presented. They are meant to help advance students’ thinking about how
to compare decimal numbers and are based on possible comments and
questions students may make during the share out.
• How are the place values of the numbers similar? How are
they different?
• How did you decide that the bags have different weights?

Math is... Mindset

• How can you recognize and respond to the emotions of others?
SEL Social Awareness: Recognize Emotions of Others
After the Notice & Wonder routine, invite students to share and discuss the
emotions they have experienced as they compared the weights of the
bookbags. Collectively discuss how these emotions may make them feel
or behave. Engaging in open discourse about their feelings can help
students recognize, understand, and respond appropriately to the
emotions of others

Transition to Explore & Develop

Ask questions that focus students’ attention on how to compare
decimal numbers.
ETP
Establish Goals to Focus Learning
• Let’s think about how to compare decimal numbers.

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 Explore & Develop 20 min

1 Pose the Problem

MLR
Discussion Supports
As students engage in discussing the answers to the questions, prompt
them to think about how what they learned about comparing whole
numbers can help them to compare decimal numbers. Encourage students
to challenge each other’s ideas when warranted, as well as to elaborate on
their ideas and give examples.
ETP
Pose Purposeful Questions
• Based on what you know, can you make a conjecture about how to
compare decimal numbers? Explain how you would do it and why you
think it would work.
• What tools do you think would help you compare decimal numbers?
Explain why you think they would help.
• What symbols do you think are used to compare decimal numbers?
Explain why.

2 Develop the Math

Choose the option that best meets
your instructional goals.

3 Bring It Together
ETP
Elicit Evidence of Student Thinking
• How would you explain to a friend how to use a place-value chart to
compare decimal numbers?

Key Takeaway
• Comparing decimals follows the same process as comparing multi-
digit numbers; one compares digits in the same place value position
starting with the greatest place value.

Work Together
Students use place value to compare decimal numbers. Students can work
on the problem in pairs before sharing their work. Ask students to write
the comparison statement they have found another way.
Common Misconception Students may be confused by there being
no digits in the hundredths or thousandths places in the lower number.
It may help them to write 3.9 as 3.900 and compare, 281 thousandths to
900 thousandths.
LOM
Language of Math
Exercise 9 provides an opportunity to discuss metric prefixes and their
relationships and how they are similar to place value. A kilometer is
1,000 meters. A centimeter is ​​ _
1
100
​​of a meter.
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 CHOOSE YOUR OPTION

Activity-Based Exploration Guided Exploration

Students extend their understanding of comparing whole numbers Students extend their understanding of comparing whole numbers
using place value to decimal numbers. using place value to decimal numbers.
Materials: number cube ETP
Pose Purposeful Questions
Directions: Each student rolls a number cube five times. Students • What different ways can you write the comparison statement?
use those five digits to create the greatest possible number that How are they the same? How are they different? Explain your
includes a digit in each position from tens to thousandths. If time reasoning.
permits, have students complete the activity to create the least • Think About It: Are there other models or tools you could use to
possible number. compare decimal numbers? How could writing them in expanded
form help?
ETP
Implement Tasks that Support Reasoning and
Have students work in pairs or groups to share tips or mnemonic
Problem Solving
devices to remember whether to use > or < in a comparison
• What strategies did you use to determine the best position for
statement, e.g., one side of the sign is bigger... that side goes by the
each digit? Will your strategy always work?
greater number.
• How would you change your strategy if you could not use the
same digit twice? Math is... Thinking
• How would you change your strategy if you could not use the
• Why was it not necessary to compare to the hundredths place?
same digit as your partner?
Students are making sense of quantities and their relationships.
Math is... Thinking
• How did your understanding of place value relationships help
you determine the best position for each digit?
Students are making sense of quantities and their relationships.
Activity Debrief: Have students share their strategies for creating
the greatest possible decimal. Identify similarities in their strategies,
such as placing the greatest digit in the greatest place value position.
Have students revisit the Pose the Problem question and discuss
answers.
• Which bag weighs more?

EL
English Learner Scaffolds
Entering/Emerging Use manipulatives such as Developing/Expanding Use manipulatives such Bridging/Reaching To support
counting chips to support students’ as counting chips to support students’ students in responding to questions
understanding of the terms greater than, less understanding of the terms greater than, less regarding comparing digits, ask
than, and compare. Put two unequal groups of than, and compare. Put two unequal groups of students to explain the meaning of the
counting chips on the table. Say, I’m going to counting chips on the table. Say I’m going to word compare and how it relates to
compare these two groups. Count each group compare these two groups. Count each group decimal numbers. Allow students to
and say the numbers aloud. Point to the group and say the numbers aloud. Point to the group interject, pointing out any mistakes that
with more and say This group has more chips. [5] with more and say This group has more chips. [5] they may catch in meaning or
is greater than [3]. Point to the group with fewer is greater than [3]. Point to the group with fewer understanding. For example, No, to
chips and say This group has fewer chips. [3] is chips and say This group has fewer chips. [3] is compare means to…. and, No, you
less than [5]. Repeat the task, and ask Is [4] less than [5]. Have students repeat the task, using compare the numbers by….
greater than or less than [6]? the counting chips, by having them compare two
groups using greater than or less than.

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 Practice & Reflect 10 min

Practice
ETP Build Fluency from Understanding
Common Error: Exercises 1–6 Students often neglect the whole
number part of decimal numbers and will conclude that 6.55 < 5.66
because the first decimal place in 5.66 is greater. Make sure they compare
the whole number part first, and, if they are different, the comparison can
be made without looking at the decimal part at all.

Practice Item Analysis

Item DOK Rigor
1–6 2 Procedural Skill & Fluency
7–8 3 Application
10 4 Application
11 3 Application
12 3 Conceptual Understanding
13 4 Conceptual Understanding

Reflect
Students complete the Reflect question.
• How is comparing decimals similar to comparing whole numbers?
Ask students to share their reflections with their classmates.

Math is... Mindset

• How did you recognize and respond to the emotions of others?
Learning Target
Ask students to reflect on the Learning Target of the lesson.
• I can compare two decimals to the thousandths place using
place value.

To review today’s lesson, have students

watch the Math Replay video in their
Digital Student Center.
Assign the On My Own practice to
students from the Digital Teacher Center.

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 Assess 10 min

Exit Ticket Formative Assessment

The Exit Ticket assesses students’ understanding of lesson concepts.

Metacognitive Check Reflet on Your Learning allows students to think

about their level of understanding of the lesson content on a scale of 1 to 4
with 4 being the highest confidence. Assess

Exit Ticket Skill Tracker

Item DOK Skill Standard
Assign

1 2 Compare decimals 5.NBT.A.3.b

2 2 Compare decimals 5.NBT.A.3.b
3 2 Compare decimals 5.NBT.A.3.b
4 3 Compare decimals 5.NBT.A.3.b

Data Use students’ scores on the Exit Ticket to assign the

differentiated resources available. When students complete the
Exit Ticket in the digital workspace, their responses are auto-scored.

Exit Ticket Recommendations

If students score Then have students do
4 of 4 Additional Practice or any of the or activities
3 of 4 Take Another Look or any of the activities
2 or fewer of 4 Small Group Intervention or any of the activities
Key for Differentiation
Reinforce Understanding
Build Proficiency
Extend Thinking

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 Differentiate 10 min Select resources based on your classroom set up, or your students’ needs.

Reinforce Understanding Build Proficiency

Place Value War Practice It! Game Station
Work with students in pairs. Provide each student with a Decimal Showdown
stack of number cards between 0–9. Each student draws 3 Students practice comparing decimals.

WORKSTATIONS
SMALL GROUP

cards from the stack and places them in numerical order. Have
students determine which number is greater. Remind students to
compare place values from left to right. If students have difficulty
comparing the numbers, help them draw a place-value chart for
tenths, hundredths, and thousandths and place their cards inside
the chart. Repeat until all cards have been played.

Take Another Look Lessons Interactive Additional Practice

Assign the interactive lessons to Assign the digital version of the
GO ONLINE

GO ONLINE
reinforce targeted skills. Student Practice Book.
• Compare Decimal Numbers
in Tenths
• Compare Decimal Numbers Assign Assign

(100ths)

Differentiation Resource Book, p. 17 Student Practice Book, pp. 17–18

INDEPENDENT WORK

INDEPENDENT WORK

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 Extend Thinking
Own It! Digital Station Use It! Application Station
Build Fluency Games On Your Mark, Get Set, Go! Students
Assign the digital game to build create a list of times in a swimming

WORKSTATIONS
fluency with adding and subtracting meet and compare the times to the
within 1,000,000. results of Olympic swimming events.
Assign

Spiral Review Websketch Exploration

Assign the digital Spiral Review Assign a websketch exploration to

GO ONLINE
to students or download and print apply skills and extend thinking.
PDFs of the Spiral Review from the
Digital Teacher Center.
Assign Assign

Student Practice Book, pp. 17–18 Differentiation Resource Book, p. 18

INDEPENDENT WORK

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 Math Probe

Analyze The Probe Formative Assessment

Targeted Concept Compare two decimals by reasoning about the digits

and their values based on place-value positions.

Targeted Misconceptions Compare two decimals by reasoning about

the digits and their values based on place-value positions.

Authentic Student Work

Below are examples of correct student work and explanations.

Sample A

Sample B

Sample C

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 Collect and Assess Student Work
Collect and review student response to determine possible misconceptions. See examples in If-Then chart.
IF incorrect… THEN the student likely… Sample Misconceptions
1. > thinks that the decimal that contains more
digits to the right of the decimal point is the
2. <
greater decimal. This student does not
4. < compare decimals by first considering the
digits in the greatest place-value position.
Note that this misconception leads to the
correct answer for Exercise 3.

3. > thinks that the decimal that contains more

digits to the right of the decimal point is the
smaller decimal. The student reasons that
because 0.4 extends only to the tenths place, it
is therefore greater than 0.575 that extends to
the thousandths place (because thousandths
are smaller than tenths). This student does not
compare decimals by first considering the
digits in the greatest place-value position.
Note that this misconception leads to the
correct answers for Exercises 1 and 2.
1. = thinks that inserting a 0 to the left of a digit
in the decimal portion of a number does not
4. > or <
change the number’s value;
OR
does not realize that annexing a 0 to the
right of a decimal does not change its value.
For example, in Exercise 4, a 0 can be
annexed to the right of 0.47 without changing
its value (0.47 = 0.470). However, in Exercise
1, inserting a 0 to the left of the 3 in 0.35
changes its value (0.035 ≠ 0.35).
Many of the above difficulties result in a combination of correct and incorrect responses.
For correct responses, be sure to check for sound reasoning.

Take Action
Choose from the following resources or suggestions: Revisit the Probe after additional instruction. Have students review their
• Revisit a place-value chart, number lines, and other representations in initial answers to the Probe. Use these questions for discussion:
Lessons 3-2 and 3-3 to build decimal place-value ideas and the • Are there any answers you would like to change? Explain why you
comparison of decimals. might want to change them.
• Support students in representing decimals with money and interpreting • Are there any questions that you still have about any of the exercises
the meaning of digits in various place-value positions. on this Probe?
• Build place-value ideas by using language that reinforces place value.
For example, rather than reading 3.45 as three point four five, students
should read it as three and forty-five hundredths. Metacognitive Check Reflect on Your Learning allows students to think
about their level of understanding of the lesson content on a scale of 1 to 4
• Provide a variety of decimals with 0s in different locations. Discuss
cases where inserting a 0 changes the value of a number (such as the with 4 being the highest confidence.
0 in 1.405) and cases where it does not (such as the 0 in 1.450).
Math Probe 80A

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 LESSON 3-5
Use Place Value to Round Decimals

Learning Targets Vocabulary

• I can use rounding strategies to round decimals. Math Terms Academic Terms
• I can explain how to apply rounding strategies to decimals. round prove
estimate variation

Standards Major Supporting Additional

Content
Materials
5.NBT.A Understand the place value system. The materials may be for any part of
5.NBT.A.4 Use place value understanding to round decimals to any place. the lesson.

Math Practices and Processes • number cubes

MPP Attend to precision. • Number Cards 0–10 Teaching Resource
MPP Look for and express regualrity in repeated reasoning.

Focus
Content Objectives Language Objectives SEL Objective
Number Routine
• Students round decimals to any • Students identify place • Students demonstrate
Find the Pattern,
place value position. values to the nearest whole thoughtful reflection through Make a Pattern 5–7 min
• Students identify situations that and tenths place using about. identifying the causes of
call for rounding decimals and • In order to support optimizing challenges and successes Build Fluency Students build number
determine the place to which output, ELs will participate in while completing a sense as they determine the pattern and
to round. MLR5: Co-Craft Questions and mathematical task.
find missing terms. Students then create
Problems.
a new sequence that follows the pattern
but uses different numbers.
Coherence
These prompts encourage students to
Previous Now Next
talk about their reasoning:
• Students used place value • Students use place value • Students add and subtract
understanding to round multi- understanding to round decimals decimals. (Unit 4) • How do you know your pattern works?
digit whole numbers to any place. to any place. • How did you choose your numbers
(Grade 4)
for the new pattern?
• Students applied their
understanding of decimals to • Will other numbers fit into this
compare decimals. (Unit 3) pattern? Explain.

Rigor
Conceptual Understanding Procedural Skill & Fluency Application
• Students learn that rounding • Students build proficiency • Students apply their
decimals can make them with rounding decimals using understanding of rounding
easier to understand and use a place value. decimals based on
to solve problems. real-world contexts.
Application is not a targeted
element of rigor for this standard.

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 Launch 5–7 min Sense-Making Routine

Purpose Students share thoughts on estimated cost of popcorn.

Notice & Wonder™

• What do you notice?
• What do you wonder?
Teaching Tip You may want to encourage other students to repeat
other’s ideas by asking Can you repeat what they just said in your own
words?
ETP
Pose Purposeful Questions
The questions that follow are not intended to be asked in the sequence
presented. They are meant to help advance students’ thinking about how
to round decimal numbers and are based on possible comments and
questions students may make during the share out.
• Why do you think they are using the word about?
• What do you think the cost of the popcorn might be?

Math is... Mindset

• What was challenging for you? What have you enjoyed?
SEL Responsible Decision-Making: Reflection
After working through the Notice & Wonder routine, allow students time to
thoughtfully reflect on their work. Invite them to think about what may
have been challenging as well as the ways in which they were successful
and why. Encourage students to also consider what parts of the Notice &
Wonder routine that they enjoyed and why.

Transition to Explore & Develop

Ask questions that focus students’ attention on thinking about how to
round decimal numbers.
ETP
Establish Goals to Focus Learning
• Let’s think about how to round decimal numbers.

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 Explore & Develop 20 min

1 Pose the Problem

ETP
Pose Purposeful Questions
• How have you rounded whole numbers in the past?
• Based on what you know, can you make a conjecture about how to
round decimal numbers? Explain how you would do it and why you
think it would work.
• What tools do you think would help you round decimal numbers?
Explain why you think they would help.

2 Develop the Math

Choose the option that best meets
your instructional goals.

MLR Co-Craft Questions and Problems

Have pairs co-create a problem similar to the
one on the student page. Have them work together
to solve their problem and then trade their
problem with another pair.

3 Bring It Together
ETP
Elicit Evidence of Student Thinking
• How is rounding decimals based on place value the same as rounding
whole numbers based on place value?

Key Takeaway
• Rounding decimals to any place follows the same process as rounding
multi-digit numbers.

Work Together
Students round a decimal number to the ones and tenths places. Students
can work on the activity in pairs before sharing their work.

Common Misconception Students may use front-end

estimation to round to the nearest one by ignoring the decimal part
of 8.62 and finding 8. That is a reasonable estimate, but it is not the
process of rounding.
LOM
Language of Math
Estimate and round are two different things. An estimate is a reasonable
guess. Estimates of the weight of an 18.62 pound pumpkin could be about
18 pounds (front-end), about 19 pounds (rounding to the ones place), or
about 20 pounds (rounding to the tens place). Even about 15 pounds is a
reasonable estimate. Rounding is a very specific process. 18.62 rounded to
the nearest whole number is exactly 19.

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 CHOOSE YOUR OPTION

Activity-Based Exploration Guided Exploration

Students look for patterns when rounding decimals. Students extend their understanding of rounding whole numbers
using place value to decimal numbers.
Material: Number Cards 0–10 Teaching Resource
ETP
Directions: Using only the digits 0–9, each student selects one card Facilitate Meaningful Discourse
to create a decimal number between 4 and 5. Students will sort their • Think About It: What are some tools and strategies you used to
decimals into two categories; decimals that are closer to 4 and help round whole numbers?
decimals that are closer to 5. • Think About It: What if the price of the medium popcorn was
$5.65, would you round to $5.00 or $6.00?
ETP
Implement Tasks that Support Reasoning and • Think About It: Is $5.50 a useful estimate?
Problem Solving
Have students explain why $5.00 is a good estimate, even
• What strategies did you use to determine whether your decimal
though it is not useful for this problem.
number was closer to 4 or closer to 5? Will it always work?
• What generalizations can you make about decimal numbers that
Math is... Precision
are closer to 4 than to 5?
• How can you use your generalizations to write rules for rounding • What do you notice about the estimate when rounding to lesser
decimals? place value positions?
Students are thinking about the degree of precision appropriate for a
Math is... Precision problem context.
• What language can you use to explain your generalizations to
others?
Students are thinking about precise language when explaining their
reasoning.
Activity Debrief: Have students look for patterns of decimals that are
closer to 4 and decimals that are closer to 5. Discuss methods for
rounding decimals.
Have students revisit the Pose the
Problem question and discuss
answers.
• About how much money do
they need?
The PDF of the Teaching Resource
is available in the Digital Teacher
Center.

EL
English Learner Scaffolds
Entering/Emerging Support students in their Developing/Expanding Support students in their Bridging/Reaching To support
comprehension of the word about as it is used comprehension of the word about as it is used in students in using the word about when
when estimating. Put $4.65 on the table. Say, I’m estimating. Put $4.65 on the table. Say I’m going expressing an estimate. Ask students to
going to give an estimate. This is about $5.00. to give an estimate. This is about $5.00. Then talk about similar-meaning words that
Then count the money. Say This is $4.65. That’s count the money. Say This is $4.65. That’s close they may have already learned in the
close to, or about, $5.00. Repeat the task again to, or about, $5.00. Repeat the task again with a past that are appropriate for both math
with a new amount, giving both the estimated new amount, giving both the estimated amount and everyday language. Examples may
amount using the word about, and the actual using the word about, and the actual amount. Ask include approximately, not exactly,
amount. Ask students, Which number is the students which number is the estimate and to close to, and around.
estimate? explain how they know. Provide sentence frames
to students who need more prompting or support.

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 Practice & Reflect 10 min

Practice
ETP Build Fluency from Understanding
Common Error: Exercises 5–8 Students may incorrectly identify the
range in which the decimal numbers fall on a number line. Writing the
decimal in expanded form and focusing on the value of the digit in the
tenths place can help students identify the lesser end point of the range.

Practice Item Analysis

Item DOK Rigor
1–8 2 Procedural Skill & Fluency
9–10 3 Conceptual Understanding
11–12 3 Application
13 3 Conceptual Understanding
14 4 Conceptual Understanding

Reflect
Students complete the Reflect question.
• How is rounding decimals similar to rounding whole numbers?
Ask students to share their reflections with their classmates.

Math is... Mindset

• What have you done well today? What did you do that helped you?

Learning Targets
Ask students to reflect on the Learning Targets of the lesson.
• I can use rounding strategies to round decimals.
• I can explain how to apply rounding strategies to decimals.

To review today’s lesson, have students

watch the Math Replay video in their
Digital Student Center.
Assign the On My Own practice to
students from the Digital Teacher Center.

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 Assess 10 min

Exit Ticket Formative Assessment

The Exit Ticket assesses students’ understanding of lesson concepts.

Metacognitive Check Reflect on Your Learning allows students to think

about their level of understanding of the lesson content on a scale of 1 to 4
with 4 being the highest confidence. Assess

Exit Ticket Skill Tracker

Item DOK Skill Standard
Assign

1 1 Round decimals 5.NBT.A.4

2 2 Round decimals 5.NBT.A.4
3 2 Round decimals 5.NBT.A.4
4 2 Round decimals 5.NBT.A.4

Data Use students’ scores on the Exit Ticket to assign the

differentiated resources available. When students complete the
Exit Ticket in the digital workspace, their responses are auto-scored.

Exit Ticket Recommendations

If students score Then have students do
4 of 4 Additional Practice or any of the or activities
3 of 4 Take Another Look or any of the activities
2 or fewer of 4 Small Group Intervention or any of the activities
Key for Differentiation
Reinforce Understanding
Build Proficiency
Extend Thinking

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 Differentiate 10 min Select resources based on your classroom set up, or your students’ needs.

Reinforce Understanding Build Proficiency

On a Roll! Practice It! Game Station
Work with students in pairs. Have students roll a number Rounding Decimals Four in a Row
cube three times to create a number. The first digit rolled goes in Students practice rounding decimals.

WORKSTATIONS
SMALL GROUP

the ones place, the second digit goes in the tenths place, and the
third digit goes in the hundredths place. Have students round the
number to the nearest whole number and to the nearest tenth.
Make sure students recognize that the process for rounding
decimals is the same as the process for rounding whole numbers.
Repeat for other rolls.

Take Another Look Lessons Interactive Additional Practice

Assign the interactive lessons to Assign the digital version of the
GO ONLINE

GO ONLINE
reinforce targeted skills. Student Practice Book.
• Round Decimals to Nearest
Whole > 1
• Round Decimals to Nearest Assign Assign

Tenth > 1
• Round Decimals to Nearest Hundredth

Differentiation Resource Book, p. 19 Student Practice Book, pp. 19–20

INDEPENDENT WORK

INDEPENDENT WORK

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 Extend Thinking
Own It! Digital Station Use It! Application Station
Build Fluency ames State Sales Tax Student investigate
Assign the digital game to develop and compare state sales tax rates.

WORKSTATIONS
fluency with adding and subtracting
within 1,000,000.
Assign

Spiral Review Websketch Exploration

Assign the digital Spiral Review Assign a websketch exploration to

GO ONLINE
to students or download and print apply skills and extend thinking.
PDFs of the Spiral Review from the
Digital Teacher Center.
Assign Assign

Student Practice Book, pp. 19–20 Differentiation Resource Book, p. 20

INDEPENDENT WORK

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 Unit Review
Students can complete the Unit Review to prepare for the
Unit Assessment. Students may complete the Review in their
Interactive eBook in the Digital Student Center.

Vocabulary Review
Item Analysis
Item Lesson
1 3-2
2 3-2
3 3-2
4 3-1
5 3-2
6 3-2

Review
Item Analysis
Item DOK Lesson Standard
7 2 3-1 5.NBT.A.1
8 2 3-3 5.NBT.A.3.a
9 2 3-4 5.NBT.A.3.b
10 2 3-5 5.NBT.A.4
11 2 3-5 5.NBT.A.4
12 2 3-4 5.NBT.A.3.b

To review the lessons in this unit, have

students watch the Math Replay video in
their Digital Student Center.
Assign the Unit Review practice to
students from the Digital Teacher Center.

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 Item Analysis (continued)
Item DOK Lesson Standard
13 2 3-2 5.NBT.A.1
14 2 3-2 5.NBT.A.1
15 2 3-2 5.NBT.A.1
16 2 3-3 5.NBT.A.3.a
17 2 3-3 5.NBT.A.3.a
18 2 3-3 5.NBT.A.3.a
19 2 3-5 5.NBT.A.4
20 2 3-3 5.NBT.A.3.a

Performance Task
Standards: 5.NBT.A.3.a; 5.NBT.A.3.b
Rubric (4 points)
Part A – 2 points
2 POINTS Student’s work reflects a proficiency in reading and writing
decimals. The student can write a number in word and
expanded form.
1 POINT Students work reflects developing proficiency in reading and
writing decimals. The student can write a number in either
word or expanded form.
0 POINTS Student’s work reflects a poor understanding in reading and
writing decimals. The student cannot write a number in word
or expanded form.

Part B – 2 points
2 POINTS Student’s work reflects a proficiency in comparing decimals.
The student’s solution is accurate and can explain their
answer.
1 POINT Student’s work reflects developing proficiency in comparing
decimals. The student’s solution may be accurate but may
not be able to explain their answer.
0 POINTS Student’s work reflects a weak understanding of comparing
decimals. The student’s solution is inaccurate, and they are
not able explain their answer.

Reflect
The Reflect question provides an opportunity for students to express their
understanding of the unit level focus question.

Unit Review 87–88

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 Fluency Practice
Fluency practice helps students develop procedural fluency, that is, the
“ability to apply procedures accurately, efficiently, and flexibly.” Because
there is no expectation of speed, students should not be timed when
completing the practice activity.
Build Fluency Objective Students practice using an algorithm to add.
Fluency Progression
Unit Skill Standard
1 Use Partial Sums to Add 4.NBT.B.4
2 Decompose by Place Value to Subtract 4.NBT.B.4
3 Use an Algorithm to Add 4.NBT.B.4
4 Use an Algorithm to Subtract 4.NBT.B.4
5 Choose a Strategy to Add 4.NBT.B.4
6 Choose a Strategy to Subtract 4.NBT.B.4
7 Multiply by Multiples of 10 5.NBT.B.5
8 Multiply by Multiples of 100 5.NBT.B.5
9 Divide Multiples of 10 5.NBT.B.6
10 Divide Multiples of 100 5.NBT.B.6
11 Use an Algorithm to Multiply (2- and 3-Digit 5.NBT.B.5
Numbers by 1-Digit Numbers)
12 Use an Algorithm to Multiply (2-Digit Numbers 5.NBT.B.5
by 2-Digit Numbers)
13 Choose a Strategy to Multiply 5.NBT.B.5
14 Choose a Strategy to Multiply 5.NBT.B.5

Fluency Expectations
Grade 4
• Add and subtract within 1,000,000.
Grade 5
• Multiply multi-digit whole numbers.
Grade 6
• Divide multi-digit numbers using the standard algorithm.
• Add, subtract, multiply, and divide multi-digit decimals using the
standard algorithm for each operation.

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 Performance Task

A Trip to the Movies

Student draw on their understanding of decimal place value and number
relationships. Use the rubric shown to evaluate students’ work.

Standards 5.NBT.A.1, 5.NBT.A.3.a, 5.NBT.A.3.b, 5.NBT.A.4

Rubric (10 points)
Part A – 2 points
2 POINTS Student’s explanation reflects a proficiency with
understanding rounding in context.
1 POINT Student’s explanation reflects developing proficiency with
understanding rounding products in context.
0 POINTS Student’s explanation reflects a poor understanding of
rounding products in context.

Part B – 2 points
2 POINTS Student’s work shows proficiency in extending place value to
decimals. The student’s explanation is reasonable.
1 POINT Student’s work shows developing proficiency in extending
place value to decimals. The student’s explanation is
reasonable.
0 POINTS Student’s work shows weak proficiency in extending place
value to decimals. The student’s explanation is incorrect.

Part C – 2 points
2 POINTS Student’s work identifies correct range of place values for
rounding decimals. The student’s explanation is reasonable.
1 POINT Student either identifies correct range of place values for
rounding decimals or has a reasonable explanation.
0 POINTS Student does not identify the correct range of place values
for rounding decimals. The student’s explanation is not
reasonable.

Part D – 2 points
2 POINTS Student’s work shows proficiency in generalizing place
value. The student’s explanation is reasonable.
1 POINT Student’s work shows developing proficiency in generalizing
place value. The student’s explanation is reasonable.
0 POINTS Student’s work shows weak proficiency in generalizing place
value. The student’s explanation is incorrect.

Part E – 2 points
2 POINTS Student’s explanation shows proficiency in generalizing
place value.
1 POINT Student’s explanation shows developing proficiency in
generalizing place value.
0 POINTS Student’s explanation does not show proficiency in
generalizing place value.

Performance Task 90A

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 Unit Assessment
Two forms of the Unit Assessment, Form A and Form B, are available for
either print or digital administration. The items on the two assessments
are parallel items, assessing the same concept and standard. The table
below provides the item analysis for both forms.
Both Unit Assessments are available in the Assessment Resource Book
or as downloadable files from the Digital Teacher Center.

Data When students complete the Unit Assessment in the Digital

Student Center, their responses are auto-scored.

Item Analysis
Item DOK Lesson Guided Support Standard
Intervention Lesson
1 2 1 Digits to the Left and Right 5.NBT.A.1
2 1 3 Standard & Word Form (Large 5.NBT.A.3.a
Numbers)
3 2 1 Digits to the Left and Right 5.NBT.A.1
4 2 2 One-Tenth & 10 Times as Much 5.NBT.A.1
5 2 4 Compare Decimal Numbers 5.NBT.A.3.b
(1,000ths)
6 2 2 One-Tenth & 10 Times as Much 5.NBT.A.1
7 2 3 Expanded Form of Decimal Powers 5.NBT.A.3.a
of Ten
8 2 5 Round Decimals to Nearest Tenth > 1 5.NBT.A.4
9 1 3 Standard & Word Form (Large 5.NBT.A.3.a
Numbers)
10 3 4 Compare Decimal Numbers (100ths) 5.NBT.A.3.b
11 2 5 Round Decimals to Any Place 5.NBT.A.4
12 1 3 Standard & Word Form (Large 5.NBT.A.3.a
Numbers)
13 3 5 Round Decimals to Nearest 5.NBT.A.4
Whole > 1
14 3 5 Round Decimals to Nearest Tenth > 1 5.NBT.A.4

Assign the digital Unit Assessment (Form A or B) to students or

download and print PDFs from the Digital Teacher Center.

Unit Assessment Form A

Assign

Unit Assessment Form B

Assign

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 Form B

Unit Assessment 90C

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Scope

Grade 5
Unit 1: Math Is... Unit 5: Multiply Multi-Digit Whole Numbers
• Math Is Mine • Understand Powers and Exponents
• Math Is Exploring and Thinking • Patterns When Multiplying a Whole Number by
• Math Is In My World Powers of 10
• Math Is Explaining and Sharing • Estimate Products of Multi-Digit Factors
• Math Is Finding Patterns • Use Area Models to Multiply Multi-Digit Factors
• Math Is Ours • Use Partial Products to Multiply Multi-Digit Factors
• Relate Partial Products to an Algorithm
Unit 2 Volume .
• Multiplication of 2-Digit Numbers
• Understand Volume
• Multiply Multi-Digit Factors Fluently
• Use Unit Cubes to Determine Volume
• Use Formulas to Determine Volume Unit 6: Multiply Decimals
• Volume of Rectangular Prisms • Patterns When Multiplying Decimals by Powers of 10
• Determine Volume of Composite Figures • Estimate Products of Decimals
• Solve Problems Involving Volume • Represent Multiplication of Decimals
• Decimal Multiplication
Unit 3: Place Value and Number Relationships.
• Use an Area Model to Multiply Decimals
• Generalize Place Value
• Generalizations about Multiplying Decimals
• Extend Place Value to Decimals
• Explain Strategies to Multiply Decimals
• Read and Write Decimals
• Compare Decimals Unit 7: Divide Whole Numbers
• Use Place Value to Round Decimals • Division Patterns with Multi-Digit Numbers
• Estimate Quotients
Unit 4: Add and Subtract Decimals.
• Relate Multiplication and Division of Multi-Digit
• Estimate Sums and Differences of Decimals Numbers
• Represent Addition of Decimals • Represent Division of 2-Digit Divisors
• Represent Addition of Tenths and Hundredths • Use Partial Quotients to Divide
• Use Partial Sums to Add Decimals • Divide Multi-Digit Whole Numbers
• Represent Subtraction of Decimals • Solve Problems Involving Division
• Represent Subtraction of Tenths and Hundredths • Solving Division Word Problems
• Strategies to Subtract Decimals
• Explain Strategies to Add and Subtract Decimals
Unit 8: Divide Decimals Unit 11: Divide Fractions
• Division Patterns with Decimals and Powers of 10 • Relate Fractions to Division
• Estimate Quotients of Decimals • Solve Problems Involving Division
• Represent Division of Decimals by a Whole Number • Represent Division of Whole Numbers by
• Divide Decimals by Whole Numbers Unit Fractions
• Divide Whole Numbers by Decimals • Divide Whole Numbers by Unit Fractions
• Divide Decimals by Decimals • Represent Division of Unit Fractions by Non-Zero
Whole Numbers
• Decimal Division
• Divide Unit Fractions by Non-Zero Whole Numbers
Unit 9: Add and Subtract Fractions • Which Expressions Represent the Situation?
• Estimating Sums and Differences of Fractions • Solve Problems Involving Fractions
• Make an Estimate of the Sum
• Represent Addition of Fractions with Unlike
Unit 12: Measurement and Data
Denominators • Convert Customary Units
• Add Fractions with Unlike Denominators • Convert Metric Units
• Represent Subtraction of Fractions with Unlike • Solve Multi-Step Problems Involving Measurement
Denominators Units
• Subtract Fractions with Unlike Denominators • Represent Measurement Data on a Line Plot
• Add Mixed Numbers with Unlike Denominators • Solve Problems Involving Measurement Data
on Line Plots
• Subtract Mixed Numbers with Unlike Denominators
• Line Plots
• Add and Subtract Mixed Numbers with Regrouping
• Solve Problems Involving Fractions and Unit 13: Geometry
Mixed Numbers •Understand the Coordinate Plane
Unit 10 Multiply Fractions • Plot Ordered Pairs on the Coordinate Plane
• Represent Multiplication of a Fraction by a • Represent Problems on a Coordinate Plane
Whole Number • Classify Triangles by Properties
• Multiply a Fraction by a Whole Number • Properties of Quadrilaterals
• Which Is Greater? • Ordered Pairs
• Represent Multiplication of a Fraction by a Fraction • Classify Quadrilaterals by Properties
• Multiply a Fraction by a Fraction
Unit 14: Algebraic Thinking
• Determine the Area of Rectangles with Fractional
• Write Numerical Expressions
Side Lengths
• Interpret Numerical Expressions
• Represent Multiplication of Mixed Numbers
• Evaluate Numerical Expressions
• Multiply Mixed Numbers
• Numerical Patterns
• Multiplication as Scaling
• Relate Numerical Patterns
• Solve Problems Involving Fractions
• Graphs of Numerical Patterns