Unit 2 Big Ideas.
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Students develop understanding of why division procedures work based on the meaning of baseten numerals and properties of operations.Students They finalize fluency with multidigit addition, subtraction, multiplication, and division.They apply their understandings of models for decimals, decimal notation, and properties of operations to add and subtract decimals to hundredths.They develop fluency in these computations, and make reasonable estimates of their results.Students use the relationship between decimals and fractions, as well as the relationship between finite decimals and whole numbers (i.e., a finite decimal multiplied by an appropriate power of 10 is a whole number), to understand and explain why the procedures for multiplying and dividing finite decimals make sense.They compute products and quotients of decimals to hundredths efficiently and accurately.
Common Core Focus
5.NBT.1. Recognize that in a multidigit 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.
Lesson
Notes
Why do you add a zero in the product for every zero that is in the factors?
* Use a number line to help you visualize friendly numbers
Round to the Nearest One
___.___
___.___
Round to the Nearest Tenth
___.___
___.___
Round to the Nearest Hundredth
___.______
___.____
Round to the Nearest Ten
__0
__0
Round to the Nearest Hundred
__00
__00
Round to the Nearest Thousand
_,000
_,000
Round to the Nearest Ten Thousand
__0,000
__0,000
Round to the Nearest Hundred Thousand
__00,000
__00,000
* Use a number line to help you visualize friendly numbers
* Use a number line to help you visualize friendly numbers
Common Core Focus
Lesson
Notes
Base 10 Models Representing Numbers
Breaking One Into Groups of 10 and 100
Common Core Focus
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97846837=t
Breaking One Into Groups of 10,100
Common Core Focus
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2.4b Continue With Lesson 2.4a
Compa
R
e
Change
Parts Parts Parts Parts Parts Parts
and Wholes
Start Change End
=
+
4 butterflies were sitting on a branch. 2 more landed on the branch. How many butterflies were on the branch now?
Start Change End
=

There were 5 butterflies sitting on a branch. 2 flew away. How many were left?
1st Part 2nd Part End
=
+
There were 4 butterflies and 2 ladybugs sitting on a branch. How many insects were sitting on the branch?
Larger Smaller
Amount Amount

=
Jim has 5 butterflies. Mary has 2. How many more butterflies does Jim have than Mary?
Common Core Focus
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Common Core Focus
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*emphasis is on “about how big” not magnitude (substitute wording) Force the habit of kids estimating before ANY calculation. Reward this behavior!
Common Core Focus
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Area Model
Common Core Focus
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Common Core Focus
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Common Core Focus
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Problem
Area Model Estimate
60
Round To A Friendly Number
10
50 55 56
60
10
13
15
20
Common Core Focus
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Problem
Area Model Estimate
300
40
Round To A Friendly Number
300 317
400
50
40 42
Common Core Focus
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Common Core Focus
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