Ron, Larson & Lauriie"

Volume 1
 BIG IDEAS

MATH.
Modeling Real Life

Common Core Edition

TEACHING EDITION
Volume 1

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LEARNING.
Erie, Pennsylvania
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 BiG IDEAS
LEARNING.
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Common Core State Standards: © Copyright 2010. National Governors Association Center for Best
Practices and Council of Chief State School Officers. All rights reserved.

Printed in the U.S.A.

ISBN 13: 978-1-64208-558-7

23456789 10—22 21 20 19 18
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Ron Larson, Ph.D., is well known as the lead author of a

comprehensive program for mathematics that spans school
mathematics and college courses. He holds the distinction of
Professor Emeritus from Penn State Erie, The Behrend College, where
he taught for nearly 40 years. He received his Ph.D. in mathematics
from the University of Colorado. Dr. Larson’s numerous professional
activities keep him actively involved in the mathematics education
community and allow him to fully understand the needs of students,
teachers, supervisors, and administrators.

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Ron Larson fe. apes)

Laurie Boswell, Ed.D., is the former Head of School at Riverside

School in Lyndonville, Vermont. In addition to textbook authoring,
she provides mathematics consulting and embedded coaching
W
ah
ow) sessions. Dr. Boswell received her Ed.D. from the University of
Vermont in 2010. She is a recipient of the Presidential Award for
Excellence in Mathematics Teaching and is a Tandy Technology
Scholar. Laurie has taught math to students at all levels, elementary
through college. In addition, Laurie has served on the NCTM Board of

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Directors and as a Regional Director for NCSM. Along with Ron,
Laurie has co-authored numerous math programs and has become
a popular national speaker.
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Laurie Boswell \ > Q vf

Dr. Ron Larson and Dr. Laurie Boswell began writing together in 1992. Since that
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time, they have authored over four dozen textbooks. This successful collaboration
allows for one voice from Kindergarten through Algebra 2.

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Big Ideas Learning would like to express our gratitude to the mathematics education and
instruction experts who served as our advisory panel, contributing specialists, and reviewers
during the writing of Big Ideas Math: Modeling Real Life. Their input was an invaluable asset
during the development of this program.

-ontributing Specialists and Reviewers

S Sophie Murphy, Ph.D. Candidate, Melbourne Mary Goetz, Elementary School Teacher,
School of Education, Melbourne, Australia Troy, Ml
Learning Targets and Success Criteria Content Reviewer
Specialist and Visible Learning Reviewer Nanci N. Smith, Ph.D., International
J Linda Hall, Mathematics Educational Curriculum and Instruction Consultant,
Consultant, Edmond, OK Peoria, AZ
Advisory Panel Teaching Edition Contributor
© Michael McDowell, Ed.D., Superintendent, Robyn Seifert-Decker, Mathematics
Ross, CA Consultant, Grand Haven, MI
Project-Based Learning Specialist Teaching Edition Contributor
® Kelly Byrne, Math Supervisor and Bonnie Spence, Mathematics Education
Coordinator of Data Analysis, Specialist, Missoula, MT
Downingtown, PA Teaching Edition Contributor
Advisory Panel Suzy Gagnon, Adjunct Instructor, University
® Jean Carwin, Math Specialist/TOSA, of New Hampshire, Portsmouth, NH
Snohomish, WA Teaching Edition Contributor
Advisory Panel Art Johnson, Ed.D., Professor of Mathematics
® Nancy Siddens, Independent Language Education, Warwick, RI
Teaching Consultant, Las Cruces, NM Teaching Edition Contributor
English Language Learner Specialist Anthony Smith, Ph.D., Associate Professor,
& Kristen Karbon, Curriculum and Assessment Associate Dean, University of Washington
Coordinator, Troy, Ml Bothell, Seattle, WA
Advisory Panel Reading and Writing Reviewer
® Kery Obradovich, K-8 Math/Science Brianna Raygor, Music Teacher, Fridley, MN
Coordinator, Northbrook, IL Music Reviewer
Advisory Panel Nicole Dimich Vagle, Educator, Author, and
® Jennifer Rollins, Math Curriculum Content Consultant, Hopkins, MN
Specialist, Golden, CO Assessment Reviewer
Advisory Panel Janet Graham, District Math Specialist,
Becky Walker, Ph.D., School Improvement Manassas, VA
Services Director, Green Bay, WI Response to Intervention and
Advisory Panel and Content Reviewer Differentiated Instruction Reviewer
Deborah Donovan, Mathematics Consultant, Sharon Huber, Director of Elementary
Lexington, SC Mathematics, Chesapeake, VA
Content Reviewer Universal Design for Learning Reviewer
Tom Muchlinski, Ph.D., Mathematics
Consultant, Plymouth, MN
Content Reviewer and Teaching Edition
Contributor
 Student Reviewers
e T.J. Morin @ Benjamin SanFrotello e Ike Patton
e Alayna Morin @ Bailey SanFrotello e Jake Lobaugh
e Ethan Bauer ¢ Samantha Grygier e Adam Fried
e Emery Bauer © Robert Grygier IV ® Caroline Naser
© Emma Gaeta e Jacob Grygier @ Charlotte Naser
e Ryan Gaeta e Jessica Urso

Research
Ron Larson and Laurie Boswell used the latest in educational research, along with the body of
knowledge collected from expert mathematics instructors, to develop the Modeling Real Life
series. The pedagogical approach used in this program follows the best practices outlined in the
most prominent and widely accepted educational research, including:

Visible Learning ® Common Core State Standards for Mathematics

John Hattie © 2009 National Governors Association Center for
Visible Learning for Teachers Best Practices and Council of Chief State
John Hattie © 2012 School Officers © 2010

Visible Learning for Mathematics Universal Design for Learning Guidelines

John Hattie © 2017 CAST © 2011
Principles to Actions: Ensuring Rigor/Relevance Framework®
Mathematical Success for All International Center for Leadership
NCTM © 2014 in Education
Adding It Up: Helping Children Understanding by Design
Learn Mathematics Grant Wiggins and Jay McTighe © 2005
National Research Council © 2001 Achieve, ACT, and The College Board
/ Mathematical Mindsets: Unleashing Elementary and Middle School Mathematics:
Students’ Potential through Creative Math, Teaching Developmentally
Inspiring Messages and Innovative Teaching John A. Van de Walle and Karen S. Karp
Jo Boaler © 2015 © 2015
What Works in Schools: Translating Evaluating the Quality of Learning:
Research into Action The SOLO Taxonomy
Robert Marzano © 2003 John B. Biggs & Kevin F. Collis © 1982
Classroom Instruction That Works: Unlocking Formative Assessment: Practical
Research-Based Strategies for Strategies for Enhancing Students' Learning
Increasing Student Achievement in the Primary and Intermediate Classroom
Marzano, Pickering, and Pollock © 2001 Shirley Clarke, Helen Timperley, and
Principles and Standards for School John Hattie © 2004
Mathematics Formative Assessment in the Secondary
NCTM © 2000 Classroom
Rigorous PBL by Design: Three Shifts Shirley Clarke © 2005
for Developing Confident and Improving Student Achievement: A Practical
Competent Learners Guide to Assessment for Learning
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Michael McDowell © 2017 Toni Glasson © 2009
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Make sense of problems and persevere in solving them.

e Multiple representations are presented to help students move from concrete to representative
and into abstract thinking.
® Think and Grow: Modeling Real Life examples use problem-solving strategies, such as drawing
a picture, circling knowns, and underlining unknowns. They also use a formal problem-solving
plan: understand the problem, make a plan, and solve and check.
Reason abstractly and quantitatively.
® Visual problem solving models help students create a coherent representation of the problem.
® Explore and Grows allow students to investigate math to understand the reasoning behind
the rules.
® Questions ask students to explain and justify their reasoning.
Construct viable arguments and critique the reasoning of others.
® Explore and Grows help students make conjectures and build a logical progression of
statements to explore their conjecture.
® Exercises, such as You Be The Teacher and Which One Doesn’t Belong?, provide students the
opportunity to critique the reasoning of others.
Model with mathematics.
® Real-life situations are translated into pictures, diagrams, tables, equations, and graphs to help
students analyze relations and to draw conclusions.
® Real-life problems are provided to help students learn to apply the mathematics that they are
learning to everyday life.
® Real-life problems incorporate other disciplines to help students see that math is used across
content areas.

Use appropriate tools strategically.

® Students can use a variety of hands-on manipulatives to solve problems throughout the
program.
» A variety of tool papers, such as number lines and graph paper, are available as students
consider how to approach a problem.
Attend to precision.
® Exercises encourage students to formulate consistent and appropriate reasoning.
® Cooperative learning opportunities support precise communication.
Look for and make use of structure.
* Learning Targets and Success Criteria at the start of each chapter and lesson help students
understand what they are going to learn.
Explore and Grows provide students the opportunity to see patterns and structure in
mathematics.
Real-life problems help students use the structure of mathematics to break down and solve
more difficult problems.
Look for and express regularity in repeated reasoning.
* Opportunities are provided to help students make generalizations.
* Students are continually encouraged to check for reasonableness in their solutions.

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Meeting Proficiency
) As standards shift to prepare students for college and careers, the importance of focus, coherence,
and rigor continues to grow.
? FOCUS Big Ideas Math: Modeling Real Life emphasizes a narrower and deeper

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curriculum, ensuring students spend their time on the major topics of each grade.
COHERENCE ~The program was developed around coherent progressions from Kindergarten
through eighth grade, guaranteeing students develop and progress their
P) foundational skills through the grades while maintaining a strong focus on the
major topics.
? RIGOR Big Ideas Math: Modeling Real Life uses a balance of procedural fluency,
conceptual understanding, and real-life applications. Students develop
r) conceptual understanding in every Explore and Grow, continue that
development through the lesson while gaining procedural fluency during the
» Think and Grow, and then tie it all together with Think and Grow: Modeling
Real Life. Every set of practice problems reflects this balance, giving students
the rigorous practice they need to be college- and career-ready.

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Major Topics in Grade 5

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Number and Operations in Base Ten

|
r) © Understand the place value system.
¢ Perform operations with multi-digit whole numbers and with decimals to hundredths.

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Number and Operations—Fractions
e Use equivalent fractions as a strategy to add and subtract fractions.
| .) e Apply and extend previous understandings of multiplication and division to multiply and
divide fractions.
Measurement and Data
t
© Geometric measurement: understand
concepts of volume and relate volume to
multiplication and to addition.
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Use the color-coded Table of Contents
to determine where the major topics,
supporting topics, and additional
topics occur throughout the curriculum.
®& Major Topic
® Supporting Topic
™® Additional Topic

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Place Value Concepts

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Lesson 1.1 Place Value Patterns ........0...0.00cc cece etree 3
Lesson 1.2 - Place Value with Whole Numbers........................ 9
Lesson 1.3 Patterns and Powers of 10......0...........0....000e 15
Lesson 1.4 Decimals to Thousandaths........................000 21
Lesson 1.5 Place Value with Decimals ..................0......0.0005: 27
Lesson 1.6 Compare Decimals .............0.....0.::0ccccceeeeereeeeetees 33
Lesson 1.7 Round DecimalS:..223 ee ce 39
Performance Taske ooo 45
PAA, ho] ee eee SIN grr er oer ESI A 46
Chapter Practice) oe 47

Numerical Expressions
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Vocabulltyy) ooo
» Lesson 2.1 Number Properties gg
© Lesson 2.2 Order of Operations .........0..0..ccccccccseen
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» Lesson 2.3 Write Numerical Expressions
~ Lesson 2.4 Evaluate Expressions with pruning
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Performance'Task. .............. ye
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Chapter Practice)... Reno nah 79

™ Major Topic
™ Supporting Topic
_ Additional Topic

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Add and Subtract,

Decimals
Vocabulatty cece 82
@ Lesson 3.1 Estimate Sums and Differences ...................... 83
@ Lesson 3.2 Use Models to Add or Subtract Decimals ....... 89
M Lesson 3.3 Ach, DeCiR ation vie casipeevepensesecvaeccsteseceuscneen 95
@ Lesson 3.4 Subtract DOCS eee nscccesceeeeseceeenes 101
@ Lesson3.5 Add and Subtract Decimals ..................00..0........ 107
m@ Lesson 3.6 Use Mental Math to Add or Subtract
DIGI AIS hat Pe 5 vvechgvaciGincayescelerpbeagucdlanelsyews 113
m™ Lesson3.7 — Problem Solving: Money ........................00.006. 119
Performance Task...................... ee 125
ACUI IC Ree ilo ee nc. escseccsecnecesnscnecuatenesssecntaraas 126
Chapter’ Practice ee 127
| Cumulative Practice........................ — 131
STEAM! Performance Task. .......................... 135

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/ Multiply Whole Numbers

Vocabulary oo. Sees
ae cae 138
@ Lesson 4.1 Multiplication PRUE INNS icacs cots Ge Fah orice hie scans 139
@ Lesson 4.2 Estimate Products .............. pe NRT, een AP 145
@ Lesson 4.3 Multiply by One-Digit Numbers ....................... 151
@ Lesson 4.4 Multiply by Two-Digit Numbers ....................... 157
m Lesson 4.5 Multiply by Multi-Digit Whole Numbers ........ 163
Performance Task. cece 169
[XS RTT AT) 2 ae ae ene 170
Chapter Practice oe 171
 Multiply Decimals
Vocabulary) .. MS cian 174
® Lesson 5.1 Multiplication Patterns
P. with pecimale eee 175
m Lesson5.2 Estimate Products of Decimals and
Whole Numbers ................. ecteaeGil
m@ Lesson 5.3 Use Models to Multiply Becinale nal
Whole Numbers.. aes 199
m Lesson 5.4 Multiply Decimals aa Whole Numbers ..193
m Lesson5.5 Use Models to Multiply Decimals.....................199
@ Lesson5.6 —_Use Partial Products to Multiply Decimals......205
m@ Lesson 5.7 Use Strategies to Multiply Decimals................ 211
m Lesson 5.8 Multiply Decimals.. aa Pee? 0)
Lesson 5.9 —_ Problem Solving: Multiply with Maney 5“ees 223
Performance Task)... 229
AGCiVIEY). cu See es ee 230
Chapter'Practice)................ ere 231

Divide Whole Numbers

VOC) ioe ioe ie esses ss ccasanb sane eee 236
m Lesson 6.1 Relate Multiplication and Division................... 237
®@ Lesson 6.2 Division Patterns .........0..0.0..c ee ~.. 243
® Lesson 6.3 Estimate Quotients 0.2.0.0... 249
®™ Lesson6.4 Divide by One-Digit Numbers.......................... 255
® Lesson6.5 __Use Partial Quotients to Divide by :
Two-Digit Numbetfs0.00... rin 261
® Lesson 6.6 Use Partial Quotients with a Remainder ........ 267
“ Lesson6.7 _—_Divide Three-Digit Numbers by
Two-Digit Numbet so... cece 273
~ Lesson6.8 — Divide Four-Digit Numbers by
Two-Digit/Numbers............geeee een... 279
™ Lesson6.9 — Problem Solving: Division .........0.0..........0.00.... 285
Performance Task). cceeeee 291
AGEIVIEY) .......cihi.....0..:hvnd
et tee. 292
Chapter Practice). 293

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Divide Decimals;
Vocabulaty) ooo ec ccccceeetee
teeta 298
@ Lesson 7.1 Division Patterns with beciinale RI pot ed .... 299
“5 @ Lesson 7.2 Estimate Decimal Quotients |... 305
™ Lesson 7.3. Use Models to Divide Decimals by
Whole Numbers ...00.0.00.000..ccccccccccccecceteeececes 311
m Lesson 7.4 Divide Decimals by One-Digit poe bers aac. 317
™ Lesson 7.5 Divide Decimals by Two-Digit Numbers.......... 323
m@ Lesson 7.6 Use Models to Divide Decimals .................... .... 329
m@ Lesson 7.7 Divide Decimals ......... ase. ean sf Ee 335
m@ Lesson 7.8 Insert Zeros in the Dividend .............................. 341
m Lesson 7.9 Problem Solving: Decimal Operations............ 347
Performance Task). cccccceeeee B53
Activity)... Pee ee |
Chapter Practice. eos 355
Cumulative Practice... 359
ite STEAM Performance Task. ..........................363

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 Add and Subtract Fractions
Vocabullaty) oo... cece 366
@ Lesson 8.1 Simplese'FOrm),....37.1-aieneee es ee 367
m Lesson 8.2 Estimate Sums and Differences
Of Fractionsyice 5. x.c pee eee bees 373
® Lesson 8.3 Find Common Denominators .............. Peas. 379
@ Lesson 8.4 ~—Add Fractions with Unlike Denominators ...... 385
m@ Lesson 8.5 Subtract Fractions with Unlike
DenominatoFs ..............0..ce ce Pa ee 391
®@ Lesson 8.6 Add Mixed Numbets ....0.0.00....0..000..:0cccccccsecseceees 397
@ Lesson 8.7 Subtract Mixed Numbers ................0.00.0..0...006. 403
m™ Lesson 8.8 Problem Solving: Fractions ................................ 409
Performance Task). cece 415
Activity)... ee ee eee ue 416
Chapter Practice oe. 417

Multiply Fractions
Vocabulary) ................:c0cs.-actene ene
@ Lesson 9.1 Multiply Whole Numbers by Fractions............ 423
™ Lesson 9.2 Use Models to Multiply Fractions by
Whole Numbers 220.0... eects 429
™ Lesson 9.3 Multiply Fractions and Whole Numbers ........ 435
® Lesson 9.4 | Use Models to Multiply Fractions .................... 441
m@ Lesson9.5 Multiply Fractions..........00.0.0000.0.0c ce 447
™ Lesson9.6 ‘Find Areas of Rectangles......................0.0..0. 453
m Lesson9.7 Multiply Mixed Numbers .......00...0... 459
™ Lesson 9.8 Compare Factors and Products ......................... 465
Performance Task). 471
ACtIVIEY)........0.-c8k
5... 472
Chapter Practice es 473

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Divide Fractions:
VOCOBulany) neces ecescsesseeeeeeteeccstence 478
@ Lesson 10.1 Interpret Fractions as Division .......................... 479
m@ Lesson 10.2. Mixed Numbers as Quotients ........0.0.00.0.0....... 485
m Lesson 10.3 Divide Whole Numbers by Unit Fractions ...... 491
m Lesson 10.4 Divide Unit Fractions by Whole Numbers ...... 497
m™ Lesson 10.5 Problem Solving: Fraction Division ............ DOS
Performance Task... vos 509
Activity 000000000... ic: Ee pM aoariiaicn 510
Chapter'Practice.................... iG cad eT

Convert and Display Units

of Measure
Vocabulary ....................... —— He eee oe
@ Lesson 11.1 Length in Metric Units ................00.0.0..0.c8. 515
m Lesson 11.2 Mass and Capacity in Metric Units................... 521
@ Lesson 11.3. Length in Customary Units...................000.00.. 527
@ Lesson 11.4 Weight in Customary Units ...............00000.0...5. 533
@ Lesson 11.5 Capacity in Customary Units ......00.0000...000000. 539
m@ Lesson 11.6 Make and Interpret Line Plots.........0.0..0000.0...... 545
ww @ Lesson 11.7. Problem Solving: Measurement ....................... 551
Performance Task). 557
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Chapter Practice ee 559
Cumulative Practice... 563
STEAM Performance Task. .......................... 567

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Patterns in the Coordinate Plane

Vocabullany) oo... eee 570
= Lesson 12.1 Plot Points in a Coordinate Plane......... 571
™ Lesson 12.2 Relate Points ina
Coordinate Plane. ...................06c0ccceeceees 577
™ Lesson 12.3. Draw Polygons ina
Coordinate Planeé......................cccccee 583
fs @ Lesson 12.4 Graph Data 2.00.0... ccccccececeetesnenteeseeeeees 589
~ Let's learn how to find
patterns in the » Lesson 12.5 Make and Interpret Line Graphe........... 595
%__ coordinate plane! ™ Lesson 12.6 Numerical Patterns ...........0..0.c.cccccce 601
ry € © Lesson 12.7. Graph and Analyze Relationships ........ 607
Performance Task... 613
BCEINIEG) alia colic arr eh ce 614
Chapter Practice... 615

Understand Volume
Vocabulamy)oo... :
@ Lesson 13.1 Understand the eet of Volume
™ Lesson 13.2 Find Volumes of Right Rectangular

® Lesson 13.3 Apply the Volume Formula... 633

® Lesson 13.4 Find Unknown Dimensions. ............................... 639
® Lesson 13.5 Find Volumes of Composite Figures ................ 645
Performance Task. oo... ccccccccccccssssesseeseenn 651
Activity veseeseceecedbabivesi'socd cuenta Seater See 652
Chapter Practice eee 653

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 Classify Two-Dimensional Shapes
Vocabulary) 0... ae ee acgle 658
@ Lesson 14.1 Classify Triamgles........0...0.0..ccccce
eee ccscceeeeeeveeee 659
- ™ Lesson 14.2 Classify Quadrilaterals ........... nside Bagelee 665
™ Lesson 14.3 Relate Quadrilaterals .......000..000.00ccee 671
Performance Task). 677
-) DAMA ea gui ES eS 678
Chapter Practice. 679
P) Cumulative Practice... 681
) STEAM Performance Task. .......................... 685

- e) Appendix A: Math Musicals Volume 1

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Let’s learn how to

classify two-dimensional
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 { Resources:

Stu
fudeni Edition Volumes 1 and 2

yeaching Edition volumes 1 and 2

Resources by Chapter
Family Letter
Be Warren
“) Extra Practice
‘3 Reteach
» Enrichment and Extension
Chapter Self-Assessment , ‘Larson & fein Boswell q

Assessment Book
Prerequisite Skills Practice
.) Pre- and Post-Course Tests
-) Course Benchmark Tests
«2 Chapter Tests

instructional Resources
“3 Vocabulary Cards Assessment
Activities Book
ate
‘2 R
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}
lackline Masters Grade 5

Differentiated Rich Math Tasks

onal Reesources

Manipulative Kits
Literature Kits
Math Musicals
 r)
Technology Resources
Dynamic Student Edition Dynamic Assessment System
Q Virtual Manipulatives Q Customized Practice and Assessments
Q Interactive Explorations Q Detailed Reports
Q Digital
igital E Examples
| : o Support for Teachers
Vide
Q. Lesson Tutorial Videos
Q Professional Development Videos
Dynamic Classroom Q Concepts and Tools Videos
Laurie's Notes
Virtual Manipulatives
Interactive Explorations
Digital Examples
Formative Check
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Flip-To

Dynamic Teaching Tools

Answer Presentation Tool
Skills Trainer
Digital Flashcards
STEAM Videos
Game Library
: Multi-Language Glossary
©OOoeoeeoos
COCO
OOAdditional Online Resources
e Lesson Plans
e Differentiating the Lesson
Ow
tw
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Ow
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e Graphic Organizers
e Pacing Guides
e Worked-Out Solutions Key
e Math Tool Paper

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The Big Ideas Math: Modeling Real Life program uses a Universal Design for Learning to create a fun
and innovative program that uses hands-on activities and scaffolded instruction. This allows for
balanced lessons with built-in Response to Intervention that appeal to students and teachers alike.
Learning targets and success criteria help to focus student learning and make learning visible to
teachers and students. With a strong emphasis on problem solving in the classroom, students can
transfer their mathematical knowledge to new concepts and apply their understanding to real-life
situations. Through practice and problem solving, students become more comfortable with the
problem-solving process to become successful mathematical thinkers.

Learning Targets and Success Criteria

encourage students to self-assess and
evaluate their learning.

Add Fractions
with Unlike
8.4
Learning Target: Add fractions with unlike Denominators
denominators.
Success Criteria:
+ | can write fractions using a common denominator.
+ | can add fractions with like denominators.
+ | can add fractions with unlike denominators.
Explore and Grows
Aen give students a
Explore and Grow hands-on approach to
—— ———— 1 develop conceptual
understanding.
2
5

Explain how you can use a model to add fifths and tenths.
1] > Re

? OR Key Idea Fractions that have the same denominator are said to have a common
Think and Grows offer acinar You can find a common denominator either by finding a common
multiple of the denominators or by finding the product of the denominators.
teacher-guided instruction
ED Use a common denominator to write equivalent fractions for 5and >.
with opportunities for
List multiples of the denominators.
student involvement to
» Because 8 is a multiple of 2, 8 is
ensure all levels of learners Multiples of2:2, 4, 6,@), 10, 12, 14, (6,,.. . a common multiple of 2 and 8,
+The product of the denominators
attain procedural fluency. Multiples of8:®, (6), 24, 32, 40,. . . is always a common multiple!

Use a common denominator of 8. Write a fraction equivalent

5 lo r
to 5 with a denominator of 8.

One way to write the fractions with a

{ ' sy
common denominator is and a
 o
Show and Grows give teachers the
opportunity for continual formative
assessment and student discourse.

Show and Grow,

Pe iare we
1. Use the model to write :in 2. Write in simplest form.
simplest form.

Apply and Grow: Practice

imate the sum or difference.

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Apply and Grow: Practices pW6 25 5
12
; 135
165 6
provide independent
practice to help students
monitor their own
understanding of concepts.

wwuwe » You walk a mile to your friend’s house and then you both
walk :mile. Estimate how much farther you walk with your
friend than you walk alone.

Think and Grow: Modeling Real Life

1;

|Example } The Magellan spacecraft, launched by the United

States, spent 5 3 years in space before it burned in Venus's
2
atmosphere. Its first 4 cycles around Venus each lasted — year. Magellan was an unmanned
13 spacecraft whose primary
The remaining cycles around Venus lasted a total of 1 3 Years. mission was to gather images
of the surface of Venus.
How long did it take Magellan to travel from Earth to Venus?

Think: What do you know? What do you need to find? How will you solve?
Think and Grow: Modeling Real Life
‘Lengthoftime = “Length of Lengthof Total
time brings problem solving into the
[) fromiBaritte + (oeyciee
to Venus” iis
X -aroundVenus
) onecyce 9 + cycles
semaining, = |spentia_
“space
classroom, promoting transfer of
concepts and skills into real-life
Me
Mi
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i Let m represent the length of time from Earth to Venus. situations.
2 1 5
Ka+ 1-25
Lee i 2 12

xix
 Big Ideas Math: Modeling Real Life comes with a unique Teaching Edition, written by co-author
Laurie Boswell, that provides professional development at your fingertips. Laurie’s Notes are
orovided at point-of-use and include step-by-step support, guiding questions, common errors
and misconceptions, extensions, and much more!

Laurie's Overviews offer

chapter-level support to help
teachers feel comfortable
with the mathematics they
are teaching.
About the Math
A major strand in Grade 5 is expanding understanding and
operations of the base ten system to decimals through thousandths.
This chapter focuses on understanding how place value is used to
add and subtract decimals. Decimal addition and subtraction have the
same meaning as whole number addition and subtraction and the
operations are developed using similar strategies. The connection is
that you add or subtract like place values.
Strategies in this chapter include the use of manipulatives, actions, and
drawings. A drawing allows for historical documentation for students to reflect
and share with their peers their sense of numbers and situation problems. The Standards Through the
Questioning students will allow for natural differentiation within the lesson.
Questioning should revolve around what students notice and wonder, and Chapter table shows which
| the specific math topic of the lesson. In this chapter, we reinforce and make Common Core Standards are
| connections between varied representations of decimals: modeling, expanded
| form, word form, and decimal fractions. covered in the chapter, as
well as where students are
preparing for, learning, or
completing each standard.

1 Use parentheses, brackets, or braces in numerical

ns, and evaluate expressions with these symbols.

5.04.A.2 Write simple expressions that record calculations with

numbers, and interpret numerical expressions without evaluating them.
) aos
Key: &= Preparing ®=Learning * = Complete

Dig In (Motivate Time)

Students practice drawing an area model for a division problem.
The area model is first connected to multiplication work.
e “You are going to learn more about whole number division
in this chapter.The base ten blocks that we use are modeling
whole numbers.” Review flats (100), rods (10), and units (1).
_ Laurie’s Dig Ins feed students’ Model with Mathematics: Display
the model as shown. “What problem
_ natural curiosity and help does this represent?” Listen for both
' teachers guide student equations.
: thinking to discover concepts 2? “Why is it a multiplication problem?” 3% 14=42 4229 = 14
The product of the length and width
: in a fun and hands-on way. is the area. “Why is it a division problem?” Listen for the
mae 6 inverse relationship between multiplication and division.
“So an area model can be interpreted as both types of equations?”
oeSeparate the rods and units, or draw a segment to bring
attention to the two parts of the model. “Now there are two
rectangles. How did you use the two parts when you learned to
multiply?” Listen for partial products.

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Cross-Curricular Connections
Science
Integrate mathematics across e Have a discussion about how deep sunlight can travel through the
multiple subjects using the ocean. While discussing the ocean, have students complete each
Cross-Curricular Connections! problem, which will indicate how deep objects can travel in the
ocean. A scuba diver is able to dive as deep as 13 x 10! feet. There
is no significant light that travels deeper than 11 x 60 feet. The
deepest part of the ocean, the Challenger Deep, is 36 x 10° feet.
Extension: Have students think of the various attributes animals
might have that live in the Challenger Deep.
Apply and Grow: Practice
Scaffolding Instruction DISTANCE SUNLIGHT TRAVELS IN THE OCEAN
Students are applying their understanding of rounding and
using compatible numbers to estimate products involving larger
numbers than previously. They use number sense to help decide if
their estimate is an overestimate or an underestimate.
Emerging students may not be secure with their multiplication
facts or they have difficulty using place value to write the rounded
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— numbers. Multiplication tables may help.
e Exercises 3-8: Students choose which strategy to use. Remind
students that there can be more than one appropriate estimate.
For three-digit factors, students may choose to round to the
nearest hundred or to the nearest ten. Ask students if their Scaffolding Instruction notes
estimate is an overestimate or an underestimate. help teachers differentiate
every lesson!
Proficient students are confident with their multiplication facts,
rounding, and making helpful choices for compatible numbers.
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They can support their choices with an explanation of their

reasoning.
e Exercise 9: Ask students if there are other numbers they could Ideas for Centers are
use to make an estimate and if the estimate is an overestimate provided in every chapter to
or an underestimate. (e.g., 30 and 400 and you cannot keep students engaged in
determine if it is an overestimate or an underestimate.)
their own learning!
e Exercises 10 and 11: Have students share their responses and
their reasoning.
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Additional Support
e Use online and math center support for place value,
multiplication facts, or rounding.
Extensions Center 1: Expression Boss
“ahe “Write an example that could be overestimated by fi Materials: 3 dice, Student Edition page 78
400 x 50.” Have students complete the activity. See page T-78 for the directions.
e “Write an example that could be underestimated by f
400 x 500”
Center 2: Skills Trainer
Materials: computers or devices with Internet access
Have students go to BigldeasMath.com to access the Skills Trainer.

Center 3: Number Properties Foldable

Materials: Number Properties Foldable*
Provide each student with a Number Properties Foldable and start by folding
it in half, similarto how a book would be created. Under each property fold,
students should provide a definition (written in their own words) as well as
an example that shows each property. Encourage students to use different
examples than in the book. Students can also use craft supplies, such as
stickers, to represent each property on the foldable.
 Big Ideas Math: Modeling Real Life comes with an innovative and dependable technology package
that supports and enhances the curriculum for teachers and students.

Dynamic Classroom
Formative Check ©

The Dynamic Classroom mimics the students’

Dynamic Student Edition, with additional resources
and support for teachers. Point-of-use Laurie’s Notes
guide instruction, providing dig ins, motivation
suggestions, teaching tips, questions to ask the
students, closure strategies, and more! Interactive
explorations and digital examples from the textbook
create a 21°-century classroom atmosphere that
engages students. The Formative Check provides
teachers with immediate feedback on student
progress, making it easy to differentiate and provide i si
support where it is needed the most.

4,4 - Use Arrays to Divide

Co eae Dynamic Student Edition

or The Dynamic Student Edition is a complete,

interactive version of the Student Edition.
Students have access to interactive explorations,
digital examples, virtual manipulatives, Lesson
Tutorial Videos, and digital exercises from the
textbook.

Game Library
The online Game Library includes interactive versions iamPlayer |
of the activities from the Student Edition. Students can
practice concepts from each chapter in fun and
engaging ways using one- and two-player games.
These can be used for center activities, review, or to help
students get extra practice with concepts. Students have
access to the Game Library at BigideasMath.com, so they
can play in school or at home!

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Dynamic Assessment System

With the Dynamic Assessment System, teachers can
create customizable homework and assessments with
Big Ideas Math question banks or items they create!
Students complete the assignments online and can
receive immediate feedback on their progress. Items
include a variety of question types, all of which are
automatically scored except for the newly released
Essay question type. The reports in this system provide
the feedback teachers need to drive instruction.

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The Skills Trainer is an online interactive tool for skill

practice that comes with detailed reports for teachers
to gain insight into each student's proficiency. Students
have access to every skill found within the Modeling
Real Life series. The Skills Trainer can be used to
] engage students in remediation or as the daily
warm-up for the lessons!

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Video Support
Big Ideas Math: Modeling Real Life includes built in video
support for students, teachers, and parents. Lesson Tutorial
Videos help support independent student work by walking
students through examples. In these videos, parents can see
worked-out solutions to better understand the methods
being used in their student's math class. STEAM Videos bring
math to life in fun and interesting ways. Laurie Boswell’s
Professional Development Videos and Concepts and Tools
Videos offer teachers support. From first-year teachers to
veteran teachers, everyone can benefit from her insight and
www
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xxiii
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Newton and Descartes are helpful
math assistants that accompany
students through their math book.
rhey help guide students to think Descartes!
C er and remember helpful

ith Musicals
th Musicals are a fun way of bringing music and literature into your math classroom.
Big Ideas Math’s own Newton and Descartes team up in educational stories, songs,
1\¢ animations that enhance student learning. Storybooks and animations featuring Newton
and Descartes help students see the mathematics that surrounds them in everyday life.

Bring Newton and Descartes

to life in your classroom using
Newton and Descartes puppets!
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as Differentiation
It is easy to differentiate with
Big Ideas Math! Every lesson comes
Assignment Guide and Concept Check
Concept Check

UD de it
with Scaffolding Instruction and the
Assignment Guide and Concept Check
in Laurie’s Notes, so teachers can Prior Skills
provide the exact level of e Exercises 13-15: Grade 4, Multiplying Three- and Four-Digit
instruction emerging and proficient Numbers by One-Digit Numbers
students need. Differentiating the
Visual-Spatial
Lesson worksheets are provided to
e Provide each student with a two-digit dividend and a one-digit
give teachers another way to divisor. Students will use multiplication to find the quotient
reach all students. using a fact family triangle as shown below. Hang students’ fact
family triangles up for reference.

7?

Response to Intervention
Through print and digital resources, the Big Ideas Math: Modeling Real Life program
completely supports the 3-Tier Response to Intervention model. Using research-based
strategies, teachers can reach, challenge, and motivate each student with high-quality
1

instruction targeted to individual needs.

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(B Tier 3 - Customized Learning Intervention: Teachers have access to the K-5 content
at BigldeasMath.com, so there is a multitude of print and digital resources to use
with students.

'
7 Tier 2 - Strategic Intervention: Customized
¢ Game Library Learning»
* Reteach Intervention
e Skills Trainer
e Scaffolding Instruction
e Differentiating the Lesson
e Dynamic Assessment System
Strategic
Tier 1 - Daily Intervention: Intervention
apy
ofa
ee
ee e Vocabulary Flashcards
e Multi-Language Glossary
ube e Show and Grow Daily
Intervention
4.

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 Stress makes learning difficult, and what could be more stressful than attempting to learn
when you do not understand the language spoken by the teacher or the words written in the
bonk ? When teaching English learners, it is essential to create an environment that minimizes
ss and is conducive to learning. Validating English learners’ contributions, even when their
language is limited and imperfect, is an important start. In addition to having challenges
with language, these students may have limited experience with American culture. Notes
yhout the text cue possibilities to support students’ cultural knowledge as they develop
e. Three notes are systematically placed within each lesson to help students access its
‘: 1) introduces the math while supporting language development, 2) provides the
tunity to practice both math and language skills and 3) assesses student understanding
an ongoing way.

suage, Connect to Prior Knowledge,

> Comprehension
Support Language
\glish is full of multiple-meaning words and homophones ELL Support
vords that sound alike but are spelled differently and have
Explain that hearing
rent mean ings). For example, if you ask students to look the word value within
ot OF a page, they may be looking for a foot pictured the word evaluate is a
:. 'f you ask them to look at a table, they may think way to remember that
you ave talki ng about a piece of furniture. They may know the in the context of math,
we t from making a bed and be bewildered when you evaluate means “find
mentic sheet of paper. The first note supporting each lesson a value,’ or compute a
*tternots to clarify language that may be difficult or confusing numerical expression.
r Enaiish learners. At Grade 5, students are expected to rely Then explain that in
ni their reading skills to access content, so a note may provide everyday language
support for examining written words. evaluate means
“analyze” and discuss
onmect to Prior Knowledge what that means.
ing is facilitated when students connect new learning to
ng they already know. This connection may be from
perso nal experiences or a concept previously learned in class.
When possible, the introductory note in each lesson attempts to
connect new learning to something students already know.

increase Comprehension by Using Multiple Modes of Representation

All students benefit from having information presented in multiple ways. Students who
have strong verbal and auditory skills benefit from spoken explanations. Those who
struggle with verbal language may have stronger reading and writing skills, and may rely
on the written word. Students who have limited language benefit from visual or
experiential learning. Drawing, shading, and circling to illustrate math concepts is
beneficial. Hands-on learning is an alternate form of non-linguistic presentation that is
especially helpful. Have students work with manipulatives or cut apart and put together
drawings to represent the math concepts presented.

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XXV
vw

ELL Support
2. Practice Language as Well as Content
The second note in each lesson provides an opportunity for After reviewing the
examples, have
students to engage in practicing math while they improve
students work in
language skills. Pair and group work uses students’ language
pairs to discuss and
as a resource to develop fluency and procedural skills in core
complete Exercises 1
mathematical practices. Such work provides time for productive
and 2. Have one
struggle with mathematical applications as students develop
student ask another,
the language needed to express mathematical ideas. “How do you proceed?
English learners have varied levels of understanding and What is the product?
fluency, and expectations for student performance must Which property is
reflect that variety. Throughout the nation, state consortia used?” Have them
and state educational boards have outlined standards that alternate roles.
reflect academic expectations for English learners. In the Beginner students
second note of each lesson, expectations are outlined for may write out the
Beginner, Intermediate, and Advanced English language learners. multiplication process
and name the property.
_ Intermediate students
may state aloud each
step of the process.
Advanced students
may provide an
explanation of what is
done at each step.
ELL Support
Read each problem
aloud as students follow
along. Clarify unknown 3. Assess Understanding
|
vocabulary, such as At the conclusion of each lesson, it is important to check that
laps and gems. Explain students are developing mathematical reasoning and
unfamiliar references. understanding. Informal ongoing assessment of student
Verify that students understanding is useful in determining if students have mastered
understand what is concepts and are ready to move on. To know what percentage of
being shown in the the class understands the concepts, a check that assesses all
chart. Provide time to students’ understanding is essential. After asking a question, you
complete each problem can have each student answer using a non-verbal method. At a
and ask the questions
glance, you can see who is answering correctly and who is not. If
provided. Have students
a large percentage of the class is answering incorrectly, reteaching
write their answers ona
may be needed. Detailed suggestions for comprehension checks
whiteboard or piece of
that assess a large group or the entire class are provided in the
paper to display for
final ELL Support note of each lesson. A variety of non-verbal
your review.
comprehension checks are suggested, such as holding up cards,
using thumbs up and down signals, or writing answers
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XXVii
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 Sophie Murphy, M.Ed, wrote the chapter-level learning targets and
success criteria for this program. Sophie is currently completing her Ph.D.
at the University of Melbourne in Australia with Professor John Hattie as
her leading supervisor. Sophie completed her Masters thesis with
Professor John Hattie in 2015 and specifically investigated the nature
and extensiveness of teacher voice in their classrooms. Sophie brings
20 years of experience as a teacher and school leader from ELC-Year
12 in private and public school settings in Australia.

i le arning target? Chapter Learning Target:

Understand patterns and the
\ing targets are descriptions of what learners
coordinate plane.
i know, understand, and be able to do by
“a learning period. Learning targets are
for tracking learner progress, providing
edbac« from surface to deep levels of learning,
and assessing achievement. The learning target
t the learner should be able to
} as a result of the learning Chapter Learning Target
Understand patterns
and the coordinate
plane.
'¢ each lesson and chapter. The e Have you ever seen an animated
:
Chapter
® Ican identify patterns.

snd learners take responsibility for

vi deo? {can plot paints in a coordinate plane.
\can analyze line graphs,
{| © You create a computer animation. lean
How can you use a coordinate plane
hey collaboratively develop the to move an image to different
locations on the screen?
jets. Clarity of learning targets and
licrt Shaving of them with learners are essential
became engaged and motivated to
ichieve progress in their learning.

Chapter Success Criteria:

What are success criteria? ®™ | can identify patterns.
Success criteria are the measures used to determine ® | can plot points in a coordinate plane.
whether, and how well, learners have met and @ | can analyze line graphs.
understood the learning targets. The success ® | can interpret relationships.
criteria provide guidance to learners and
teachers and provide clarity for moving from
surface to deep. They can provide the milestones
that assist learners and teachers in tracking and
assessing learner progress and help teachers
understand the impact of their teaching.
 ee [aele Ce ae
5; bi at

ss Criteria
ie

Using Learning Targets and Success Criteria

at the Chapter Level
A learning target and corresponding success criteria are provided for each chapter.
There are four success criteria in each chapter. The first two are yellow while the
last two are green. The yellow indicates the surface level, while the green indicates
deeper levels that lead to transfer of learning from one chapter to another.
Discuss the learning target and success criteria with your students at the beginning
of each chapter. They know exactly what understandings are going to be made,
what the learning looks like, and how they will move from surface to deep levels of
learning to transfer their understandings from one chapter to another. John Hattie’s
Visible Learning work outlines the effect size and growth that can be achieved when
using learning targets and success criteria to provide clarity and understanding.

Using the learning target, success criteria, and Laurie’s Notes,

the teacher should be able to explain the following.
@ What is to be learned and what surface- to deep-level understandings
will be made
e The specific understandings that will be made throughout the chapter
e How the learning targets are relevant to the success criteria and
understandings in a logical, sequential
way to provide transfer of
understandings from one chapter
to the next
© How this new learning will impact
future learning in future chapters
and beyond the textbook, into
real-life situations and other learning

he.
2a
fee During each chapter, learners
uy
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a should be able to answer the
following questions.
‘he4.o ¢ What are you learning?
@ Why are you learning this?
e How are you learning this?
e How will you know when
you have learned it?

Have fun using the learning targets and success criteria! Ask your learners if
it helps them and guides them through their understandings of each chapter.

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Using Learning Targets and Success Criteria

at the Lesson Level
A learning target and corresponding success criteria are provided for each lesson.
Discuss the learning target and success criteria with your students at the beginning
of each lesson so they know exactly what the learning will look like and how they
can get there.

Why is discussing the learning target and

success criteria during each lesson important?
When learners and teachers know the learning target of a lesson, they are able to focus
on the purpose of the learning experience, rather than simply completing the activity,
example, or discussion in isolation. The learning target helps learners be aware of what
they should learn from the lesson. Clearly stated learning targets form the basis for
assessing what the students have learned.

Clarity of learning targets and explicit sharing of them with learners, are essential for
learners to become engaged and motivated to achieve progress in their learning.
Students are clear about what is expected of them. Success criteria are the measures
used to determine whether, and how well, learners have met the learning targets.
The success criteria are the guideposts that enable students to self-assess by asking,
"Am | succeeding in my learning?”

Plot Points 12.1

in a Coordinate
Learning Target: Identify and plot points in Plane
a coordinate plane.
Success Criteria:
+ | can use an ordered pairto identify the location
of a point in a coordinate plane.
+ | can plot and label a point in a coordinate plane.

Numerical
Patterns
Learning Target: Create and describe numerical patterns.
Success Criteria:
+ |can create a numerical pattern.
+ |can describe features of a numerical pattern.
+ | can describe the relationship between two numerical patterns.
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How will | know when and how to talk about the learning target
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and success criteria?
The learning target and success criteria for the lesson should be written in a visible location in the
classroom where students know they are consistently posted. The chapter level learning targets
and success criteria should be posted in a similar location.
Laurie’s Notes give specific language, questions, or suggestions for making an explicit connection
between what students have experienced and one or more success criteria. The more teachers
integrate this language into their instructional routine, the more natural it will become.

Learning Target
Identify and plot points @ “In the first example you used an ordered pair to identify
in a coordinate plane. the location of a point in the coordinate plane. In the second
example you plotted and labeled a point in the coordinate
Success Criteria plane. Use your thumb signals to show how you are doing with
your learning.”
e Use an ordered pair to
identify the location of
a point in a coordinate @ “Where are you in your learning today? Let's look at the two
plane. success criteria. Can you use an ordered pair to identify the
location of a point in a coordinate plane? Can you plot and label
Plot and label a point
a point in a coordinate plane?”
in a coordinate plane.

Using the learning target, success criteria, and Laurie’s Notes,

the teacher should be able to explain the following.
@ What is to be learned and what surface- to deep-level understandings will be made
© The specific understandings that will be made throughout the lesson
e How the learning targets are relevant to the success criteria and understandings in a logical,
Peed sequential way to provide transfer of understandings from one lesson to the next
e How this new learning will impact future learning in future lessons and beyond the textbook,
into real-life situations and other learning
During each lesson, learners should be able to answer the following questions.
@ What are you learning? e@ Why are you learning this?
© How are you learning this? ¢ How will you know when you have learned it?

Welcome to a new year! We sincerely hope that the research-based approach and supports of the
student and teaching editions result in at least one year’s growth for all learners.
_p

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Big Ideas Math uses Norman Webb's Depth of Knowledge to help teachers meet all levels
of complexity while using the program. From explorations and examples to practice and
performance tasks, students encounter varying Depth of Knowledge levels, reaching
higher cognitive demand and promoting student discourse.
Explorations Complete the table,

Use the model to find each quotient.

3)

What pattern do you notice in the placement of the decimal point? y T

Reasoning Howis dividing decimals by one-digit whole number} Jt

[me] similar to dividing whole numbers?

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(A Baral a L ! {
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Reasoning Why is the number of digits in the quotients you found —}
above different than the number of dig lividends? t|
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Examples Level 1
Seluacy Estimate 146.26 + 41.2.

Round the divisor 41.2 to 40. ; 2 eee

A group of 5 gold miners finds the arjourts
Think: What numbers close to 146.26 are easil] of gold shown. They divide the gold equally. How many
ounces does each miner get?
a 19.75

1 SESH NAR NANNY EEE MELO EE

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Practice Find the quotient. Then check your answer.

54)97.2

0. 6.08 +16= DEEPER! Your rectangular}

. jig PE! '———— 13 ft————_4
10, 6.08 = 16 = —__— classroom rug has an area of t wa
110.5 square feet. What is the
perimeter of the rug?

Performance c. The total length of your seesaw lever is 40 inches. Can you balance a Levels 2.and 3»
50-pound weight with a 1-pound weight? Explain.
Tasks
d. For your science fair display, you balance the lever by placing another
gram weight on the right side, Which gram weight should you use?

tnt?" —

20g 109, Sig lg

Gram weights

e. How can you apply what you learn from the science fair project to a playground?
 The Big Ideas Math: Modeling Real Life program comes with built-in parent support. Parents have
access to lesson pages and online interactive supports.

QR codes
Each Homework and
ESD Find
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Practice page has a Step 1: Because you are finding i Step 2: Because you are
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Each of the ten equal parts is .

Family Letters
Family Letters keep the home-school connection
strong by involving parents in their student's
learning. Parents can stay up-to-date on their
child's education, giving them the ability to
understand concepts in a whole new way and
better assist their child with practice and
review for assessments.

Online Support
Parents can access a multitude of online
resources such as the Game Library, flash
cards, interactive explorations, digital examples,
the Dynamic Student Edition, and much more!

..

:
:
 Counting and Cardinality Operations and Algebraic Number and Operations
Thinking in Base Ten
Know number names and the Understand addition as putting Work with numbers 11-19 to gain
sain|
count sequence. together and adding to, and foundations for place vaiue. i
Count to tell the number of understand subtraction as taking | Chapter 8
objects. apart and taking from.
/
Compare numbers. Chapters 5-7
Chapters 1-4, 6, 8-10
Solve problems involving Extend the counting s
addition and subtraction Use place valu
within 20. operations to é
Apply properties of operations. Chapters 6~9
Work with addition and
subtraction equations.
Chapters 1-5, 10, 11

Solve problems involving

addition and subtraction
within 20.
Work with equal groups of
objects.
Chapters 1-6, 15

Solve problems involving

multiplication and division
within 100. Ia

Apply properties of
multiplication.
Solve problems involving the four
operations, and identify and
explain patterns in arithmetic.
Chapters 1-5, 8, 9, 14

Use the four operations with Generalize place value

whole numbers to solve understanding for multi-digit
problems. whole numbers.
Understand factors and multiples. Use place value and properties of
Generate and analyze patterns. operations to perform multi-digit
Chapters 2-6, 12 arithmetic.
Chapters 1-5
Write and interpret numerical Understand the place value
expressions. system.
Analyze patterns and Perform operations with
relationships. multi-digit whole numbers and
Chapters 2, 12 with decimals to hundredths.
Chapters 1, 3-7

XXXIV
 Number and Operations — | Measurement and Data Geometry
Fractions
Describe and compare Identify and describe shapes.
measurable attributes. Analyze, compare, create, and
Classify objects and count the compose shapes.
K
number of objects in each Chapters 11, 12
category.
Chapters 4, 11, 13

Measure lengths indirectly and by Reason with shapes and their

iterating length units. attributes.
Tell and write time. Chapters 13, 14
Represent and interpret data.
Chapters 10-12
‘ies
Measure and estimate lengths in | Reason with shapes and their
standard units. attributes.
Relate addition and subtraction Chapter 15
to length.
Work with time and money.
Represent and interpret data.
Chapters 11-14
ee
Understand fractions as numbers. Solve problems involving Reason with shapes and their
Chapters 10, 11, 14 measurement and estimation of attributes.
intervals of time, liquid volumes, Chapters 10, 13
and masses of objects.
Represent and interpret data.
Understand the concepts of area
and perimeter.
Chapters 6, 12, 14, 15

Extend understanding of fraction | Solve problems involving Draw and identify lines and
equivalence and ordering. measurement and conversion of | angles, and classify shapes by
Build fractions from unit measurements from a larger unit | properties of their lines and
fractions. to a smaller unit. angles.
Understand decimal notation for | Represent and interpret data. Chapters 13, 14
fractions, and compare decimal Understand angles and measure
fractions. angles.
Chapters 7-11 Chapters 10-13
Add, subtract, multiply, and Convert measurement units Graph points on the coordinate
divide fractions. within a given measurement plane.
Chapters 6, 8-11 system. Classify two-dimensional figures
Represent and interpret data. into categories based on their
Understand volume. properties.
Chapters 11, 13 Chapters 12, 14
 ommon Core S

Standard Standard
Code
Operations and Algebraic Thinking
5.0A.A.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate | 2.4, 2.2, 2.3, 2.4, 3.6, |
expressions with these symbols. 3.7, 4.1, 4.2, 4.3, 5.7,
SiO Osl hes; O08, Sale
OIS Sy 10:5, tae
1)1-5,°14.6,.11-7
5.0A.A.2 Write simple expressions that record calculations with numbers, and interpret | 2.3, 2.4, 12.6
numerical expressions without evaluating them. For example, express the
calculation “add 8 and 7, then multiply by 2” as 2 x (8 + 7). Recognize that
3 X (18932 + 921) is three times as large as 18932 + 921, without having to |
calculate the indicated sum or product. a
5.0A.B.3 Generate two numerical patterns using two given rules. Identify apparent
relationships between corresponding terms. Form ordered pairs consisting
of corresponding terms from the two patterns, and graph the ordered pairs
on a coordinate plane. For example, given the rule “Add 3” and the starting
number 0, and given the rule “Add 6” and the starting number 0, generate
terms in the resulting sequences, and observe that the terms in one ; i
sequence are twice the corresponding terms in the other sequence. Explain | \
informally why this is so. |
| i
Number and Operations in Base Ten
5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place rep -es¢ ts 10 ] 1, 1.2 43,1 4, 1.5,
times as much as it represents in the place to its right and 1/10 of what hy 4.1, 5.1, 5.4, 5.7, 7.1
represents in the place to its left.
5.NBT.A.2 Explain patterns in the number of zeros of the product when muitiaiing | 1.3, 4.1, 4.2, 5.1, 5.4,
a number by powers of 10, and explain patterns in the placement of the | Sify taleeeee
decimal point when a decimal is multiplied or divided by a power oi 10. Use | 14.4, 11.2
whole-number exponents to denote powers of 10. j
5.NBT.A.3 Read, write, and compare decimals to thousandths.
a. Read and write decimals to thousandths using base- fen num Is,
number names, and expanded form, e.g., 347.392 = 3 * 100+ 4x 10+
7 X 143 x (1/10) + 9 X (1/100) + 2 X (1/1000).
b. Compare two decimals to thousandths based on meanings of the digits in | 1.6, 3.3, 5.3, 5.8, 7.6
each place, using >, =, and < symbols to record the results of comparisons.
5.NBT.A.4 Use place value understanding to round decimals to any place. Weldy Bhi Sush, Sh5y, SPs
5.4, 5.6, 5.8, 7.2, 7.4,
They THE TAS
5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm. 4.3, 4.4, 4.5, 6.4, 6.7,
6.9
5.NBT.B.6 Find whole-number quotients of whole numbers with up to four-digit 6.1, 6.2, 6.3, 6.4, 6.5,
dividends and two-digit divisors, using strategies based on place value, the 6.6, 6.7, 6.8, 6.9, 7.1,
properties of operations, and/or the relationship between multiplication We2ind Ae it piled panes
and division. Illustrate and explain the calculation by using equations, Dey AlelnWle2eal ieee
rectangular arrays, and/or area models. 11.4, 11.5, 11.7, 13.4

Boldface indicates a lesson in which the standard is a primary focus.

XXXVI
 -Mathematica(<l|Co | to Grade 5
EN —

Standard | Standard Grade 5

Code
5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete 35173.2/3.3,13:4,5-9,
models or drawings and strategies based on place value, properties of SH ERE S74, ENEY
operations, and/or the relationship between addition and subtraction; relate 5.4, 5.5, 5.6, 5.7, 5.8,
the strategy to a written method and explain the reasoning used. 5.9, 7.1, 7.2, 7.3, 7.4,
7.5, 7.6, 7.7, 7.8, 7.9,
TOES yids didie2
Number and Operations—Fractions
5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed 8.1, 8.2, 8.3, 8.4, 8.5,
numbers) by replacing given fractions with equivalent fractions in such a 8.6, 8.7, 8.8, 9.7
way as to produce an equivalent sum or difference of fractions with like
denominators. For example,
2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/ld = (ad + bc)/bd.)
5.NFA.2 Solve word problems involving addition and subtraction of fractions 8.2, 8.4, 8.5, 8.6, 8.7,
referring to the same whole, including cases of unlike denominators, e.g., 8.8, 9.5, 11.6
by using visual fraction models or equations to represent the problem. Use
benchmark fractions and number sense of fractions to estimate mentally and
assess the reasonableness of answers. For example, recognize an incorrect
result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
5.NF.B.3 Interpret a fraction as division of the numerator by the denominator 6.9, 10.1, 10.2, 11.3,
(a/b = a ~ b). Solve word problems involving division of whole numbers 11:4, 11-5, 11.6
leading to answers in the form of fractions or mixed numbers, e.g., by using
visual fraction models or equations to represent the problem. For example,
interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4
equals 3, and that when 3 wholes are shared equally among 4 people each
person has a share of size 3/4. If 9 people want to share a 50-pound sack of
rice equally by weight, how many pounds of rice should each person get?
Between what two whole numbers does your answer lie?
5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a
fraction or whole number by a fraction.
A a. Interpret the product (a/b) x q as a parts of a partition of ginto bequal | 9-1, 9.2, 9.3, 9.4, 9.5,
parts; equivalently, as the result of a sequence of operations a x q + b. 9.6, 9.7, 10.1, 10.2,
For example, use a visual fraction model to show (2/3) x 4 = 8/3, and 10.4, 10.5
create a story context for this equation. Do the same with
(2/3) x (4/5) = 8/15. (In general, (a/b) X (c/d) = ac/bd.)
. Find the area of a rectangle with fractional side lengths by tiling it with
unit squares of the appropriate unit fraction side lengths, and show that
the area is the same as would be found by multiplying the side lengths.
Multiply fractional side lengths to find areas of rectangles, and represent
fraction products as rectangular areas.

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XXXVii
 Standard | Grade 5

Interpret multiplication as scaling (resizing), by:

a. Comparing the size of a product to the size of one factor on the basis
of the size of the other factor, without performing the indicated
multiplication.
. Explaining why multiplying a given number by a fraction greater than 1
results in a product greater than the given number (recognizing
multiplication by whole numbers greater than 1 as a familiar case);
explaining why multiplying a given number by a fraction less than 1
results in a product smaller than the given number; and relating the
principle of fraction equivalence a/b = (n X a)/(n X b) to the effect of
multiplying a/b by 1.
Solve real world problems involving multiplication of fractions and mixed 9.1, 9.2, 9.3, 9.4, 9.5,
numbers, e.g., by using visual fraction models or equations to represent the | 9.6, 9.7, 11.3, 11.4,
problem. Wiley Wiley, We 7/

a. Interpret division of a unit fraction by a non-zero whole number, and

compute such quotients. For example, create a story context for (1/3) + 4,
and use a visual fraction model to show the quotient. Use the relationship
between multiplication and division to explain that (1/3) + 4 = 1/12
because (1/12) < 4 = 1/3.
. Interpret division of a whole number by a unit fraction, and compute
such quotients. For example, create a story context for 4 + (1/5), and
use a visual fraction model to show the quotient. Use the relationship
between multiplication and division to explain that 4 + (1/5) = 20
because 20 x (1/5) = 4.
. Solve real world problems involving division of unit fractions by non-zero | 10.3, 10.4, 10.5
whole numbers and division of whole numbers by unit fractions, e.g.,
by using visual fraction models and equations to represent the problem.
For example, how much chocolate will each person get if 3 people share
1/2 Ib of chocolate equally? How many 1/3-cup servings are in 2 cups of
raisins?

Convert among different-sized standard measurement units within a 11.1, 11.2, 11.3, 11.4,
given measurement system (e.g., convert 5 cm to 0.05 m), and use these iby, lee 7/
conversions in solving multi-step, real world problems.
Make a line plot to display a data set of measurements in fractions of a unit
(1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems
involving information presented in line plots. For example, given different
measurements of liquid in identical beakers, find the amount of liquid
each beaker would contain if the total amount in all the beakers were
redistributed equally.

Boldface indicates a lesson in which the standard is a primary focus.

XXXViii
 |Standard Peta | Grade 5
Code
5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts
of volume measurement.
a. A cube with side length 1 unit, called a “unit cube,” is said to have “one 1Soipal sez.
cubic unit” of volume, and can be used to measure volume.
b. Asolid figure which can be packed without gaps or overlaps using n unit } 13.1, 13.2
cubes is said to have a volume of n cubic units.
5.MD.C.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft,
and improvised units.
5.MD.C.5 Relate volume to the operations of multiplication and addition and solve
real world and mathematical problems involving volume.
a. Find the volume of a right rectangular prism with whole-number side 13.2, 13.3, 13.4, 13.5
lengths by packing it with unit cubes, and show that the volume is the
same as would be found by multiplying the edge lengths, equivalently
by multiplying the height by the area of the base. Represent threefold
whole-number products as volumes, e.g., to represent the associative
property of multiplication.
. Apply the formulas V = / X w X hand V = B X h for rectangular prisms to | 13-3, 13.4, 13.5
find volumes of right rectangular prisms with whole-number edge lengths
in the context of solving real world and mathematical problems.
. Recognize volume as additive. Find volumes of solid figures composed
of two non-overlapping right rectangular prisms by adding the volumes
of the non-overlapping parts, applying this technique to solve real world
problems.
Geometry
5.G.A.1 Use a pair of perpendicular number lines, called axes, to define a coordinate 12.1, 12.2, 12.3, 12.4,
system, with the intersection of the lines (the origin) arranged to coincide PEL 27/
with the 0 on each line and a given point in the plane located by using an
ordered pair of numbers, called its coordinates. Understand that the first
number indicates how far to travel from the origin in the direction of one
axis, and the second number indicates how far to travel in the direction
of the second axis, with the convention that the names of the two axes
and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and
y-coordinate).
5.G.A.2 Represent real world and mathematical problems by graphing points in the 12.1, 12.2, 12.3, 12.4,
first quadrant of the coordinate plane, and interpret coordinate values of 12.5, 12.7
points in the context of the situation.
Understand that attributes belonging to a category of two-dimensional
figures also belong to all subcategories of that category. For example, all
rectangles have four right angles and squares are rectangles, so all squares
have four right angles.
5.G.B.4 Classify two-dimensional figures in a hierarchy based on properties. 14.1, 14.2, 14.3

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w Boldface indicates a lesson in which the standard is a primary focus.

XXXIX
4S
 “Chapters 1-14 153 Days
Chapter1 (11 Days) Chapter 5 (13 Days)
Chapter Opener 1 Day Chapter Opener 1 Day
Lesson 1.1 1 Day Lesson 5.1 1 Day
Lesson 1.2 1 Day Lesson 5.2 1 Day
Lesson 1.3 1 Day Lesson 5.3 1 Day
Lesson 1.4 1 Day Lesson 5.4 1 Day
Lesson 1.5 1 Day Lesson 5.5 1 Day
Lesson 1.6 1 Day Lesson 5.6 1 Day
Lesson 1.7 1 Day Lesson 5.7 1 Day
Connect and Grow 2 Days Lesson 5.8 1 Day
Chapter Assessment 1 Day Lesson 5.9 1 Day
Year-To-Date 11 Days Connect and Grow 2 Days
Chapter Assessment 1 Day
Chapter2 (8 Days)
Year-To-Date 53 Days

Chapter Opener 1 Day

Lesson 2.1 1 Day Chapter6
Lesson 2.2 1 Day Chapter Opener
Lesson 2.3 1 Day Lesson 6.1
Lesson 2.4 1 Day Lesson 6.2
Connect and Grow 2 Days Lesson 6.3 |
Chapter Assessment 1 Day Lesson 6.4
Year-To-Date 19 Days Lesson 6.5
Lesson 6.6

Chapter3 (12 Days)

Lesson 6.7
Lesson 6.8
Chapter Opener 1 Day Lesson 6.9
Lesson 3.1 1 Day Connect and Grow
Lesson 3.2 1 Day Chapter Assessment
Lesson 3.3 1 Day Year-To-Date
Lesson 3.4 1 Day
Lesson 3.5 1 Day
Lesson 3.6 1 Day Chapter 7 (14 Days)
Lesson 3.7 1 Day Chapter Opener 1 Day |
Connect and Grow 2 Days Lesson 7.1 1 Day
Chapter Assessment 1 Day Lesson 7.2 1 Day
Cumulative Practice/ Lesson 7.3 1 Day
STEAM Performance Task 1 Day Lesson 7.4 1 Day
Year-To-Date 31 Days Lesson 7.5 1 Day
Lesson 7.6 1 Day
Chapter4 (9 Days)
Lesson 7.7
Lesson 7.8
1 Day
1 Day
Chapter Opener 1 Day Lesson 7.9 1 Day
Lesson 4.1 1 Day Connect and Grow 2 Days
Lesson 4.2 1 Day Chapter Assessment 1 Day
Lesson 4.3 1 Day Cumulative Practice/
Lesson 4.4 1 Day STEAM Performance Task 1 Day
Lesson 4.5 1 Day Year-To-Date 80 Days
Connect and Grow 2 Days
Chapter Assessment
Year-To-Date

xl
 Chapter 8 (12 Days) Chapter 11 (12 Days)
Chapter Opener Chapter Opener 1 Day
Lesson 8.1 Lesson 11.1 1 Day
Lesson 8.2 Lesson 11.2 1 Day
Lesson 8.3 Lesson 11.3 1 Day
Lesson 8.4 Lesson 11.4 1 Day
Lesson 8.5 Lesson 11.5 1 Day
Lesson 8.6 Lesson 11.6 1 Day
Lesson 8.7 Lesson 11.7 1 Day
Lesson 8.8 Connect and Grow 2 Days
Connect and Grow Chapter Assessment 1 Day
Chapter Assessment Cumulative Practice/
Year-To-Date STEAM Performance Task 1 Day
Year-To-Date 125 Days
Chapter 9 (12 Days)
Chapter Opener 1 Day Chapter 12 (11 Days)
Lesson 9.1 1 Day Chapter Opener Day
Lesson 9.2 1 Day Lesson 12.1 Day
Lesson 9.3 1 Day Lesson 12.2 Day
Lesson 9.4 1 Day Lesson 12.3 Day
Lesson 9.5 1 Day Lesson 12.4 Day
Lesson 9.6 1 Day Lesson 12.5 Day
Lesson 9.7 1 Day Lesson 12.6 SS Day
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Lesson 9.8 1 Day Lesson 12.7 1 Day

Connect and Grow 2 Days Connect and Grow 2 Days
Chapter Assessment 1 Day Chapter Assessment 1 Day
Year-To-Date 104 Days Year-To-Date 136 Days

Chapter 10 Chapter 13 (9 Days)

Chapter Opener 1 Day Chapter Opener 1 Day
Lesson 10.1 1 Day Lesson 13.1 1 Day
Lesson 10.2 1 Day Lesson 13.2 1 Day
Lesson 10.3 1 Day Lesson 13.3 1 Day
Lesson 10.4 1 Day Lesson 13.4 1 Day
Lesson 10.5 1 Day Lesson 13.5 1 Day
Connect and Grow 2 Days Connect and Grow 2 Days
Chapter Assessment 1 Day Chapter Assessment 1 Day
Year-To-Date 113 Days Year-To-Date 145 Days

Chapter 14 (8 Days)
Chapter Opener 1 Day
Lesson 14.1 1 Day
Lesson 14.2 1 Day
Lesson 14.3 1 Day
Connect and Grow 2 Days
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Cumulative Practice/
STEAM Performance Task 1 Day
Year-To-Date 153 Days

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1.1 Place Value Understand the e Find a number that is 10 times as much as a
Patterns relationship between given number.
place value positions.
e Find a number that is = of a given number.
e Describe how positions in a place value chart
are related.

1.2 Place Value with Write multi-digit e Identify the value of a digit in a multi-digit
Whole Numbers numbers in different number.
forms and compare e Write multi-digit numbers in different forms.
the values of digits. e Compare the values of two identical digits in a
multi-digit number.

1.3 Patterns and Write numbers using e Use exponents to show powers of 10.
Powers of 10 exponents. e Find the values of expressions with powers
of 10.

1.4 Decimals to Write thousandths e Write a decimal to the thousandths place

Thousandths as fractions and as a fraction.
decimals. e Write a fraction involving thousandths
as a decimal.

1.5 Place Value with Write decimals in e Identify the value of a digit in a decimal.
Decimals different forms and e Write decimals in different forms.
compare the values e¢ Compare the values of two identical digits
of digits. in a decimal.

1.6 Compare Compare decimals e Choose a strategy to compare two decimals.

Decimals to the thousandths e Use the symbols <, >, and = to compare
place. two decimals.
¢ Compare and order decimals.

1.7 Round Decimals Use place value to ¢ Explain which digit | use to round and why.
round decimals. e Round a decimal to any place.

T-1A Chapter 1
 ‘ease ©.- 5

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Chapter Learning Target:
Understand place value.
Chapter Success Criteria:
©» Define the value of numbers.
™ Explain how to use symbols to compare
two numbers.
® Compare the values of two identical digits
in a number.
®™@ Read and write multi-digit numbers in
multiple forms.

Explain the relationship Explain the Sa OHEHID between digits |in ° Write and evaluate
between the value of a different decimal places. numerical
digit in one place and the | © Explain the relationship between the expressions with
value of the same digit in numbers of zeros in a number and the whole-number
the place to its right. multiples of 10. exponents.
Explain the relationship Explain the relationship between the decimal
between decimals and point and multiplying or dividing by 10.
fractions. Use exponents to show powers of 10.
Compare two decimals Read, write, and compare decimals to the
to the hundredths place thousandths place.
using the symbols >, =, e Name decimals using base-ten numerals,
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www Or <. number names, and expanded form.
Round multi-digit e Compare decimals using symbols.
numbers to a given place. | ¢ Round decimals to any given place.

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5.NBT.A.1 Recognize that in a multi- “digit suniber: a5 digit iin one

place represents 10 times as much as it represents in the place to
its right and x of what it represents in the place to its left.

5.NBT.A.2 Explain patterns in the number of zeros of the product

when multiplying a number by powers of 10, and explain patterns in
the placement of the decimal point when a decimal is multiplied or
divided by a power of 10. Use whole-number exponents to denote
powers of 10.

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

using base-ten numerals, number names, and expanded form,

e.g., 347392 = 3x 100+ 4x 10+7x1+3x(4 + 9x |—

ne PA OK Fert Compare two decimals to thousandths based on

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meanings of the digits in each place, using >, =, and < symbols to
record the results of comparisons.

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

ww any place.

Key: &=Preparing @=Learning %* = Complete

Chapter 1 T-1B
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 Note from Laurie
The students in your class are feeling a range of emotions for a
variety of reasons. This is an exciting time for all of them. Sharing
what the classroom climate and culture will be, along with some
thoughts about the first chapter, will help students form a positive
mindset as they begin the year.
From the first day, you want to establish a norm in your classroom
that each student will work with and discuss mathematical problems with a
partner or group. Math time will begin with an investigative activity described
as “Dig In.’ Depending on your classroom culture, this introduction may be ata
class meeting, at desks, or even as a circle time activity where the skill or concept
for the lesson will be explored. This part of the lesson is interactive, exploratory,
and provides an opportunity for students to start thinking about the new skill
or concept. | hope you find the suggestions in Laurie’s Notes to be helpful in
supporting and enhancing your teaching, and in promoting student discourse.

About the Math

A major strand in Grade 5 is expanding students’ understanding of operations
of the base ten system to decimals through thousandths. This chapter focuses
on understanding place value relationships, writing multiple forms of a number,
comparing decimals, and rounding decimals. These ideas will form a basis
for ideas to come, supporting the development of operations of addition,
subtraction, multiplication and division of decimals. We want students to continue
using manipulatives, actions, and drawings. A drawing allows for historical
documentation for students to reflect and share with their peers their sense
making of numbers and situation problems. Questioning students will allow for
natural differentiation within the lesson. Questioning should revolve around what
students notice, wonder, and the specific math topic of the lesson. In this chapter,
we reinforce varied representations of numbers: modeling, expanded form, word
form, and standard form. Students will use their understanding of place value to
correctly round decimal numbers.
The first two sections of this chapter begin with a review of the place value
ideas for multi-digit whole numbers. Students will read and represent numbers
with precision, becoming comfortable moving between representations. Base
ten blocks continue to be used to model numbers. Expanded form changes to
show the decomposition of number values into the sum of products that use
the digit factor and the place value. This sets the stage for development toward
powers of 10 in Lesson 1.3.
Standard Form: 1,275 Model:
Word Form:
One thousand, two hundred seventy-five Ss HII
Expanded Form Using Previous Knowledge:
1000 + 200+ 70+ 5 BeEee
Expanded Form with Products:
1x 1000 +2x100+7xX10+5
1 xX 10? +2 X 10? + 7 X 10'+ 5

T-1C Chapter 1
| i i Nid eee Ne eS —— g oS

Thousandths are introduced using both a 10 X 10 grid and with base ten blocks
in which the flat is defined as 1 whole, making the rod 1 tenth and the unit 1
hundredth. Understanding of tenths and hundredths was developed in Grade 4
using manipulatives and relating to fraction equivalents. Students can discuss
what the manipulative for 1 thousandth eel would look like.
Using a place value chart, students apply patterns of ten to decimal
relationships to read and write decimals to the thousandths in various forms.
Standard Form: 5.469
; Ce Decimals sane
Word Form: A ndreds | Ter nes | 7 anths | -Hundredths Thousandths
Five and four hundred Coc eS PE e 4 era
sixty-nine thousandths
Expanded Form Using
Number Values:
5 + 0.4 + 0.06 + 0.009

Expanded Form with Products: 5 + 4 x ae ap (3) x gle a7 SX eet

10 100 1000

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Powers of ten with decimals are not shown at this time, but as students mature
mathematically, they will be ready to apply the powers of ten patterns to write
i the products using negative exponents and exponents of zero.

5 Xx 10° + 4 xX 1071+ 6 X 10-2 + 9 X 10°?

Comparing digits in one place value to the next will help students see repeated
reasoning. It reinforces that the patterns of 10 apply to both whole numbers
and decimals.
Rounding decimal numbers is the final major mathematical concept in this
chapter. The process of rounding is modeled using number lines and place
value with an emphasis on halfway numbers.
7.36
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73 7.35 7A

Halfway number

7.36 is closer to 7.4 than it is to 73.

Number lines like this will allow students to see the meaning of rounding,
helping them to avoid common misconceptions about rounding up or down.
Throughout the lesson, students will be presented with genuine situational
contexts for rounding. They will learn to use the relationships of 10 with place
value charts to write three decimals in order from least to greatest.
These concepts can be applied all year. Rounding can be a tool to check strategies
and solutions for reasonableness, an expectation for young mathematicians.

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Chapter 1 T-1D
 m Check out the z ,
Chapter Materials and Resources Cy virtual manipulatives. —
The primary materials and resources needed for this chapter are OS tel ul ee
listed below. Other materials may be needed for the additional
support ideas provided throughout the chapter.

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T-1E Chapter 1
 Opener oe :
Day 2 Think:
Modeling
Real Life
Day 3 | Explore Think:
Modeling
Real Life
Day 4 ee Explore Think:
Modeling |
Real Life
Day 5 Explore Think:
Modeling
Real Life
Day 6 _ Explore Think:
Modeling
Real Life
Day 7 Explore Think:
Modeling
Real Life
Day 8 Think:
Modeling
Real Life
Day 9
Connect
Day 10 And Grow

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Day 11 Chapter
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; Year-to-Date: 11 Days

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Chapter 1 T-1F
 y .

Performance Task Preview

e Preview the page. Before asking the questions, give students
t time to look at the picture. Listen for students to make personal
connections to the objects pictured.
? “Birds are classified as vertebrates of the animal kingdom. What
are some types of birds?” Listen for student responses.
i
i)ie
? “Why is it important to know the population size of different
a
animal species?” Listen for student responses.
? “Is the population size an estimate or an actual number?”
an estimate
e In the Performance Task at the end of the chapter, students
will demonstrate an understanding of place value concepts
by comparing and rounding the population sizes of different
species of penguins.

T-1 Chapter 1
7 t

wa

Chapter Learning Target:

Understand place value.
Chapter Success Criteria:
e Birds are classified as vertebrates in © Ican define the value of numbers.

the animal kingdom. What are some ®™ [can explain how to use symbols to
compare two numbers.
types of birds? ® | can compare the values of identical
digits in a number.
e Why is it important to know the ® | canread and write multi-digit
numbers in multiple forms.
population size of different animal
species? Is the population size an
estimate or an actual number?

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Chapter 1 1
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__taurie’s Notes —
ELL Support Vocabulary Review
9 Preview: “How does a Four Square provide information?”
Discuss the meaning Sample answer: it gives four pieces of information about a topic
of place value by e Have students say each review word out loud.
examining the meaning
e Discuss the information given in the Four Square.
of each word. Remind
e Have students use the review words to complete the Four Square.
students that place
value refers to the value _ ¢ Direct students to the lower half of the page.
of the position (place) of ' ¢ Have students use their vocabulary cards to identify
a digit within a number. ' each vocabulary word and complete the word search.
Write numbers and
discuss the position Chapter 1 Vocabulary
and value of each digit,
Activity
reviewing ones, tens,
| tenths, and hundredths. e Decide whether you need to cut the vocabulary cards from
each Student Edition or if students can cut them out themselves.
Students with limited mobility may need the card cut out
for them.
e Use two sets of laminated vocabulary cards to post both the
words and their definitions on the wall. Discuss as a class.
e Teaching Tip: Offer envelopes or small bags for students to store
their vocabulary cards. Students can reference these cards as
needed throughout the chapter.
e Eraser Man: Player A chooses a vocabulary word, draws a blank
for each letter in the word, and draws a stick figure. Player B
tries to guess a letter in the word. PlayerA fills in the blanks
with that letter or erases one part of Eraser Man if the word
does not contain the letter. Play continues. Player B may guess
the word at any time. If the word is incorrect, Player A erases
another part. When only one part of Eraser Man remains, Player
A reads the definition as a clue. The game is over when the
correct word is guessed or all of Eraser Man’s parts are erased.
Rotate turns.

Math Musicals can be used with current

topics, to review previous topics, or to
preview upcoming topics. There are many
Math Musicals to choose from!

Use your hand puppets to act out new

stories and have students sing the songs
several times to take full advantage of the
power of music to learn math!

T-2 Chapter 1
 Review Words
: ones place
Organize It hundredths place
tens place
Use the review words to complete the graphic organizer. | tenths place

tens place ones place

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 The number of times the base The repeated factor in a power
of apower is used as a factor
exponent base

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STATE STANDARDS
-ORE)) 5 NBT.AA
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Preparing to Teach
As students prepare for operations with decimals, it is essential
Learning Target they understand the relationships among place values. This first
lesson reviews whole number base ten relationships defining
Understand the
relationship between each place as 10 times the previous place value. In preparation
place value positions. for defining tenths, hundredths, and thousandths, the lesson also
focuses on the inverse relationships of place value as one-tenth of
Success Criteria the next greater place value.
e Find a number that is
10 times as much as Materials
a given number. e base ten blocks

e Find a number that is =

Dig In (Motivate Time)
of a given number.
Begin this first Dig In by sharing your routines and expectations
e Describe how positions
about student engagement, listening, and partner discussion.
in a place value chart
This will be the time each day to introduce the learning target and
are related.
success Criteria. For example, “We will begin our math lessons each
day with an investigation activity. This is a time when we can discuss
our big ideas and what we will be learning. We will be modeling,
using math materials and drawing to learn together. | expect that
everyone will listen well, participate, and respect one another.”
Practice opportunities In this activity, students use base ten blocks or quick sketches to
for the following model various whole numbers and review place value names.
are available in the
Resources by Chapter or
e Display 1 cube, 6 flats, 3 rods, and 5 units.
| at BigldeasMath.com. e “lf the small unit cube represents 1, what number does this
model represent?” Review the names of the base ten blocks.
@ Daily skills
e MP4 Model with Mathematics: “| am going to call out a number.
e Vocabulary
e Prerequisite skills You and your partner will use base ten blocks to model.’ Call out
1,216. Ask a student to say the number of each type of block used
while others count or correct their own models. Repeat with other
numbers, some with 0 placeholders such as 2,304 or 1,050.
e Teaching Tip: Provide students with a large sheet of paper to
use as a work mat for displaying their number. This will make it
Ask students to explain easier to visually check student work and distinguish their work
or demonstrate what space from extra blocks on the table.
a pattern is. If they ? For the last number, call out 1,799. Once checked, ask students
need support, draw to add one unit cube to their model. “What number does
a pattern of repeated your model represent now?” Use this opportunity to review
shapes and lines on the relationship of tens between place values that causes the
the board. Explain that number to become 1,800.
mathematical patterns ? Turn and Talk: “What would you have to add to our new number
can also be observed 1,800 to make 2,000?” Ask how students determined this. Share
when examining students’ reasoning with the class.
place values. ? Extension: “If you ran out of flats for making 2,000 from 1,800,
how could you use tens rods? all unit cubes?” 200
@ “In today’s lesson, you are going to describe how positions ina
place value chart are related.”

T-3 Chapter 1
 Name
Place Value
= Learning Target: Understand the relationship
Patterns 11
between place value positions.
wa Success Criteria:
+ | can find a number that is 10 times as much as a given number.
+ |can find a number that is {ofa given number.
+ I can describe how positions in a place value chart are related.

Explore and Grow

Write the whole number represented by each base ten block. Then use
the base ten blocks to complete the table.
Cube Flat Rod Unit

_10_ times as much as

10 times as muchas

10 _ times as much as

a)

7
a

Reasoning Describe the patterns you see in a number as you move P

from one place value position to another place value position. Moving one F -
place value position to the left results ina number 10 times larger. Moving
P ile
one place value position to the right results ina number 70 in value.

Explore and Grow

¢ Supporting Learners: For fractional relationships, have students build a rod
from 10 unit cubes, a flat from 10 rods, etc., to then identify one of those
pieces as one of ten needed to build it.
? MP7 Look for and Make Use of Structure: “Why is the pattern different as
you move left to a greater place value position than right to a lesser place
value position?”
? “How many times as much is the cube compared to the rod? What fraction of
the cube is a unit cube?”

Chapter 1 | Lesson1
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_ Think and Grow

Getting Started
After reviewing the
e Posting an anchor chart of the base ten block values and
example, have students
corresponding place values they represent will help students
work in pairs to
make the connections between the models and the place values.
discuss and complete
Exercise 1. Instruct e We want students to understand the relationship of tens and not
them to complete just memorize a rule to shift numbers right and left. If students
the chart provided, complete the table quickly, ask them to justify how they know
then complete the the relationship is correct.
statements. Teaching Notes
Beginner students © “Our goal today is to understand relationships in the place
may write the answers. value chart. We will explore how to write numbers that are
Intermediate students
may state the answers. either 10 times as great or = of a given number.”
Advanced students
e Ask students what three numbers they see in the chart. “Why
may read aloud the
does Newton mention 700 X 10 = 7,000?” Elicit responses. He is
completed statements.
thinking about the relationships in our base ten number system.
Students can add ten 700s to see that 7,000 is ten 700s or ten
times the value of 700. Do the same for 700 X oa noting that
because it takes ten 70s to equal 700, 700 is ten times as great
as 70, but 70 is only 1 of 10 parts needed to make 700, 70
is 10 of 700.
e Read the relationships under the table. Check understanding
by asking students how they could state the relationship
between 7,000 and 700 starting with the statement,
“700 is 7,000."
? Model: Involve the students in completing the chart and
statements with you by presenting questioning that represents
your thought process as you work through the example. “We
want to find a number that is ten times as great as 5,000. How
many 5,000s would it take to make this number?” 10 “We could
add ten 5,000s together, but it can be faster to represent that
repeated addition as 10 X 5,000. How much is 10 x 5,000?” Fill
in the chart. “For = of 5,000, we need to think of some number

we used 10 of to get to 5,000. We can represent this as

x 10 = 5,000.” Elicit responses. Ask how students
determined 500.
? Supporting Learners: Guide students with questions. “What are
you trying to find? How can you represent that in an equation?
How would you solve that equation?”
© “Do you think you could tell a friend how to find a number that
is 10 times as great? What about aeas great? Use your thumb
signals to show how confident you would be”

T-4 Chapter 1
i] iP Think and Grow: Place Value Patterns

4 On Key Idea You can use a place value chart to help write numbers
, 1
that are 10 times as great as a number or 5G of a number.
You start with 700.
700 X 10 = 7,000

7,000is10times 79 jg . of 700,
as great as 700.

EELS folate the statements.

i
10 times as — 1 of 5,000
greatas5,000 10

50,000 _j; 10 times as great as 5,000. __ 500 js = of 5,000.

Show, and) Grow;

1. Complete the statements.

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900,000 js 10 times as great as 90,000. _9,000__ js idof 90,000.

Chapter 1 | Lesson1 4

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Apply and Grow: Practice

Scaffolding Instruction
Students have been identifying the relationships between place
values in the base ten number system. Place value charts are
used to show the relationships between base ten numbers. Can
students explain the mathematics of why they can just shift
numbers to the right or left in the place value chart? Are they able
to state the relationship between two numbers in a multitude of
ways? Do students recognize the difference in how a question is
asked in relation to the number that is missing?
Emerging students rely on the place value chart to write each
comparison. They may be unsure of whether a relationship
described is asking them to find a number 10 times as great or to
find the number that is = of the given number.

e Exercises 2 and 3: Students can rewrite the question using a

blank space to match the examples.
e Exercises 4 and 5: Students may need help understanding thai
the starting number is missing. Reword as, “What number can
you use ten times to end up with 80?”
e Exercises 6 and 7: Continue to use a place value chart.

Proficient students understand the relationship of tens within the

place value system. They are able to visualize the place values
without use of a place value chart.
e Exercises 4 and 5: Do students realize the difference in these
questions from Exercises 2 and 3?
e Exercises 6 and 7: Are students recognizing a pattern with
the number of zeros that appear in the resulting columns of
the table?
e Exercises 9 and 10: “If false, can you rewrite to make a
true statement?”

Additional Support
¢ Post a place value chart in the classroom for students to reference.
Extension
e “Write your own set of true/false statements related to a place
value chart. Make an answer key. Trade with a partner and
answer their statements.”

T-5 Chapter 1
 Name

Apply and Grow: Practice

Use a place value chart to answer the question.

2. What number is 10 times as great BS eWiat number ts=<o8s00?

as 6,000? 10
60,000 30
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4. 80 is 10 times as great as what number? 5. 40,000 is atof what number?

ss 400,000

Complete the table. “4

6. 5
10 times as great |75 of the
ewewew

50,000 500,000

8. MP} Patterns Describe the relationship between any place value position
and the next greater place value position.

Sample answer: The ones place is a the value of the tens place.

MP) Number Sense Write whether the statement is true or false. If false, explain why.

9. 600 is 100 times as great as 60,000. 10. 9,000 is 1,000 times as great as 9.

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 ELL Support
Think and Grow: Modeling Real Life
These applications allow students to show their understanding of
Discuss the relative sizes using place value to make comparisons.
of states and verify that
students understand 2 Preview: Show a map of the United States. “Where is Georgia?”
the information in - Let students locate all of the states listed in the chart, highlight
the chart. Read each or place a sticker on each for reference. Notice that all of the
question aloud as they states’ land areas in the table are approximate, not exact. “Why
follow along. Provide is it useful to use approximate values? Georgia has a land area
time to think through of approximately 60,000 square miles. What is a square mile?
each. Then ask the How big is a square mile?” Help students connect by identifying
questions provided a square mile benchmark either near the school or familiar
and have students region of your city. Note that the land area of a state differs
write their answers on from total area, which consists of both !and and water. This may
a whiteboard or piece cause a state’s total area to be more than another’s, but its land
of paper to hold up for area to be less.
| your review. e “Read the problem and explanation. Which state satisfies
this comparison?” Complete the statements in the example
together.’
e Turn and Talk: “Explain to your partner how the place value chart
helps you find a number that is 10 times as great as 60,000.
e Exercise 11 is modeled after the example.
e Exercises 12 and 13 provide opportunity to use other
relationships beyond ten times as great.
e Exercise 14 requires that students convert 2 tons to 4,000
pounds before answering the question.
e Supporting Learners: Students should calculate the land area of
the state being described before naming the state. Provide place
value charts as support.
@ Write 500 and 5,000 on the board. “Discuss with your partner
two different ways we've used place value today to compare
these numbers. Together, write two different comparison
sentences.”

Closure
e “Use place value to fill in the blanks with ‘10 times as great as’
or‘ of!”
10
800 is 8,000.
9) 1S eae 0)
500 SS 0:

T-6 Chapter 1
 é Think and Grow: Modeling Real Life

|Example | Which state is about Approximate Land

10 times larger than Georgia? Area (square miles)

The approximate land area of Georgia

is 60,000 square miles. District of Columbia

Use a place value chart to find the

number that is 10 times as great
as 60,000.

100,000

Thousands Period |
s; fens | Q

600,000 js; 10 times as great as 60,000.

The land area of Alaska_ js about 600,000 square miles.

So, Alaska_ js about 10 times larger than Georgia.

Show and) Grow,

Use the table above.

ww 11. Which state is about 10 times

larger than Hawaii?
12. Which state is about asthe size
of Wyoming?
Georgia Maryland

13. |DIG DEEPER! Which state is about 100 times larger than the
District of Columbia? oO
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Hawaii 5

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14. A mother rhinoceros weighs 2 tons. 0
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of the baby rhinoceros, in pounds?
400 pounds

Chapter 1 | Lesson 1 6
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Check out the Dynamic
Assessment System.
BigldeasMath.com

Homework & Practice Notes

You will need to decide daily whether students will complete
the Homework & Practice exercises as homework or as in-class
practice. The decision may vary for different groups of students.
Use your classroom observations and the learning needs of
students to inform your decision.
The exercises presented on the Homework & Practice pages
model examples completed earlier in the lesson. Students
practice the skills and concepts they have acquired. The number of
exercises on the Homework & Practice pages is developmentally
appropriate. We've also included spaced practice that brings back
skills and concepts previously learned. Reference to earlier content
can also be accomplished during the lesson.
e Provide students with a place value chart for support.

Assignment Guide and Concept Check

Assignment Concept Check
13 odd, 14-16
She AS

Prior Skills
e Exercises 14-16: Grade 4, Understanding Factors |

Cross-Curricular Connections |
Social Studies
e Given students the approximate population of a city and
ask them for a different city that has 10 times (or= the
population. For example, “The population of Pittsburgh is
about 300,000. Find a city that has about = the population
of Pittsburgh.” Students can use the Internet or some other
resource to find a city with a population of about 30,000.

T-7 Chapter 1
 i eee
ye
‘eam Name
Homework 1.1
& Practice 2”
Learning Target: Understand the relationship
between place value positions.

iamniaad Complete the statements.

10 times as
great as 900 10

9,000 _ is 10 times as great as 900.

Complete the statements.

= ) 1, _20,000 js 10 times as great as 2,000. Ph,

Use a place value chart to answer the question.

3. What number is 10 times as great as 50? 4. What number is = of 4,000?

500 400

5. 800is = of what number? 6. 60,000 is 10 times as great as

what number?
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Chapter1 | Lesson1

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Chapter 1 | Lesson 1 a
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 | Extend Student Learning
|
Logical-Mathematical
e Hand out a die and a copy of Roll and Complete the Table
Instructional Resource to each student. Have students roll their
die to complete each number. Then they will complete the rest
of the table according to each column’s directions.

Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter

e Extra Practice e Enrichment and Extension
¢ Reteach — e Chapter Self-Assessment
e Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos e Lesson Practice
Skills Review Handbook
Skills Trainer

T-8 Chapter 1
 Complete the table.

il
10 times as great |7, of the
asthe number | number

aaa
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Feo | 10000 [100] | [sea | 30000 [300
Fico | x1000 | 10|
9, iW Patterns Describe the 10, Y@U BE! THE TEACHER! Your
relationship between any place
friend says 6,700 is — of 67,000. Is
value position and the next lesser
place value position. Sample answer: your friend correct? Explain.
The hundreds place is 10 times yes; 67,000 x Mga 6,700
greater than the tens place. 10

eons California Cit eePomnote

11. Modeling Real Life Which city’s population is Y Population
about 10 times the population of Newark?
Oakland

. Modeling Real Life Which city’s population is

about = the population of Marina?

Del Ray Oaks

: |DIG DEEPER! An archaeologist finds a ceramic

bowl that is about 400,000 years old. He finds a
different artifact that is = times as old as the
ceramic bowl. How much older is the ceramic
bowl than the other artifact?
396,000 years older
OLOOITIOO OOOO
LCOLOT0
Review & Refresh

Find the factor pairs for the number. 1 and 24,

14. 9 t1Tand9, 15. 24 2and12, 16. 15 1and15,
3 and 3 3 and 8, 3and5
4and6
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Chapter 1 | Lesson 1 8
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Laurie’ Notes BigldeasMath.com

STATE STANDARDS
ORE)) 5 ny NBT.AA
Preparing
i to Teach
Students focus on stating numbers in three different forms:
Learning Target standard, expanded, and written. Knowledge of the base ten
system through the thousands place is assumed knowledge from
Write multi-digit numbers
previous grades. In this lesson, place value is extended to the
in different forms and
compare the values of millions period and expanded form is decomposed into the sum
the digits. of products by place value times a digit instead of just the sums of
the digit values. The identification of a number in different forms
Success Criteria supports the learning target of writing different forms and helps
e Identify the value of support students in comparing values of the digits.
a digit in a multi-digit
number. Materials
e Write multi-digit numbers e index cards
aSA
in different forms.
e¢ Compare the values of
two identical digits ina
Dig In (Motivate Time)
multi-digit number. Students use a matching game to review standard form, word
form, and expanded form of a four-digit number.
e Prepare index cards in sets of 3 with a ditferent form of a
four-digit number on each card. Example: 5,287; 5 x 1,000
+2x 100 + 8 x 10 + 7 X 1; and five thousand, two hundred
Practice opportunities eighty-seven. You might vary numbers slighty on other cards,
| for the following like 5,827, so students focus on place value and not just digits.
| are available in the i e Distribute cards randomly, one per student.
' Resources by Chapter or |
e “Each card has a number written on it in one of three
| at BigldeasMath.com. |
different forms. You must find the other two people who have
© Daily skills descriptions of the same number as you have. Ready, go!” If
¢ Vocabulary there is an extra card, lay it on a table and have groups check if
¢ Prerequisite skills it matches theirs.
e Once students form their groups, instruct them to sit down
together. Review the three forms, writing each on the board. Ask
ELL Support students to help as you demonstrate with a number not on any
of the cards. For expanded form, discuss the different expanded
Students may be forms of 8,000 + 300 + 40 + 5 compared to 8 x 1,000 + 3 x
familiar with the word 100 + 4 x 10 + 5 X 1. Ask students how they are different.
hole and find the e “When | call out a form, stand up if that is the form you have.”
phrase whole number
Call out three times, using each form once.
confusing. Write hole
¢ Turn and Talk: “Our cards only showed numbers to the
and whole on the board.
Explain that a hole is thousands place. With your group, decide how each card would
eee

an empty space, but change if there was an 8 in front of the digit in the thousands
the word whole refers place. Write the new number in each of the forms.”
to something that is © “How comfortable were you with writing your group’s new
complete—almost the number in each of the forms? Thumbs up, sideways, or down”
opposite meaning. The
phrase whole numbers
refers the numbers
OM ao mem

T-9 Chapter 1
 Name
Place Value
with Whole 1© 2
Learning Target: Write multi-digit numbers in Numbers
different forms and compare the values of digits.
Success Criteria:
+ | can identify the value of a digit in a multi-digit number.
* | can write multi-digit numbers in different forms.
+ |can compare the values of two identical digits in a
multi-digit number.

Explore and Grow

Model the number. Draw your model.

Then write the value of each digit.

4,442

Thousands Hundreds

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Compare the values ofthe 4s.
The value of the 4 in the thousands place is 10 times the value of the 4 in the
hundreds place.
The value of the 4 in the hundreds place is 10 times the value of the 4 in the
tens place.
Repeated Reasoning |s the value ofthe 4 in the tens place 10 times
MP) as much as the value of the 2 in the ones place? Explain.

no; The value of the 4 in the tens place is 20 times as great as 2.

se PR he a
ter1 | mest !

Explore and Grow

¢ Supporting Learners: Students can build the model with base ten blocks,
then make a quick sketch.
? “Were you able to determine the value of each digit? Discuss with your
partner why the 4s have different values.”
e Listen for explanations of why 4 tens is not 10 times the 2 in the ones place.
Do students know it is 20 times? Do they recognize that this relationship
between tens and ones holds true only for the same number of tens as ones?

Chapter 1 | Lesson 2
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 Laurie’ Notes
ELL Support J Think and Grow
} Getting Started
After completing
e Introduce the vocabulary card for period.
the example, have
® MP7 Structure: “What do you notice about the divisions of
students work in pairs
~ each period in the chart?” Each has hundreds, tens, and ones.
to complete Exercises 1
and 2. Have one “Where do the commas appear?” At the end of each period
student ask another, except the ones. Review reading the number in the table,
“How do you write the emphasizing the comma as the place to stop, and say the name
number in standard of the period before moving right to the next grouping. Note
form? word form? that we can say “ones” at the end of the number, but it has
expanded form?” Have become common to just say “seven hundred seventy-four.”
them alternate roles. Note that the word “and” is not used at each comma. |i is used
to signal the addition of values less than one that would be to
Beginner,
Intermediate, and the right of the decimal.
Advanced students Teaching Notes
may answer by
e “We are going to write multi-digit numbers in different forms.
displaying their writing.
Let’s start together with the example.”
e Model: “To write in standard form, we write the digits that we
see in the table.” Write 466,900. “To write the word form, we
read the number in each period with the period name before
moving to the next period to the right.’ Together, read, “four
hundred sixty-six thousand, nine hundred.” Discuss the use
of commas in writing to designate the periods and use of
hyphenated numbers (compound words for numbers from 21 to
99). For expanded form, demonstrate how we use the digit from
the standard form times the value of the place and sum al! of
these values together. Have students identify each as you work
through the process.
® MP2 Reason Abstractly and Quantitatively: “Why is it
~ unnecessary to use zeros in the expanded form that are
included the standard form?”
e Supporting Learners: Provide place value charts for students to
use on each exercise. Suggest students say the number quietly
to their partner before trying to write it.
¢ Common Error: Watch for a misplaced zero in Exercise 2. If
students write the zero at the end, have them read just the last
period aloud to see it is erroneously 580.
© “Do you think you could explain to a friend how to use one of
the three forms to compare the two 6s in Exercise 3? Use your
thumb signals to show how confident you would be’”

T-10 Chapter 1
 “a
4

Think and Grow: Place Value with Whole Numbers

||
On Key Idea Aplace value chart shows the value of each digit in a number.
It also enoWs how the Besvalues are grouped. Each group ofthree digits is

Sena eterna ame a reer ore te

Hal verte4git-¢ 1 X 1,000,000 |5 X 100,000 |3 X 10,000} 8 X 1,000} 7 x 100

Write the number in

standard form, word form, and
expanded form.
Standard form: 466,900
Word form: four hundred sixty-six thousand, nine hundred
Expanded form:

Show; and) Grow:

Write the number in two other forms.
1. Standard form: 78,300
Word form: seventy-eight thousand, three hundred
Expanded form: 7 X 10,000 + 8 x 1,000 + 3 x 100

2. Standard form: 350,058

Word form: three hundred fifty thousand, fifty-eight
iS)
Expanded form: 3 X 100,000 + 5 x 10,000 + 5 x 10+ 8x 1 a
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3. Compare the values of the 6s in the number 466,900. al
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Chapter 1| Lesson2 10
 Mt 2

Apply and Grow: Practice

Scaffolding Instruction
Students have been identifying the relationships between place
values in the base ten number system. Place value charts are
used to show the relationships between base ten numbers. Can
students explain why the numbers shift to the right or left in the
place value chart? Are they able to state the relationship between
two numbers in a multitude of ways? Do students recognize the
difference in how a question is asked in relation to the number
that is missing?
Emerging students rely on a place value chart to identify numbers
up to millions. They may have difficulty reading numbers and
understanding how there can be hundreds, tens, and ones within
each period. Leading zeros within a period may cause confusion.
e Exercises 8-10: Rewriting the numbers under each other
vertically will help with comparisons. Remind students to look
for the greatest value digits first.
e Exercise 13: Are students able to interpret digits, value, and
place correctly to be able to solve the question?

Proficient students are able to read numbers to the millions

and transfer between standard, word, and expanded form. |
e Exercises 8-10: Can students identify the value of the digit that
determined the greater number? |

Additional Support
e Check that students are correctly using < and > in Exercises
8-10.
Extension
e “A number is given in three forms, but some parts are missing.
Fill in the blanks so they each represent the same number.”
two ; thousand, - five
HWE hae Se ES
2 X 1,000,000 + x 100,000 + 7 x oF x1

T-11 Chapter 1
 da Name

Apply and Grow: Practice

Write the number in two other forms.

4. Standard form: 608,459

Word form: six hundred eight thousand, four hundred fifty-nine
Expanded form: 6 X 100,000 + 8 xX 1000+ 4x 100+5xX10+9X1

5. Standard form: 45,006,702

Word form: forty-five million, six thousand, seven hundred two
Expanded form: 4 X 10,000,000 + 5 x 1,000,000 + 6 x 1,000 + 7 x 100+2x 1

6. Compare the values of the 7s in the 7. Compare the values ofthe 3s in the
number 4,877,034. number 5,338.
The value of the 7 in the ten thousands The value of the 3 in the hundreds
place is 10 times the value of the 7 in place is 10 times the value of the
the thousands place. 3 in the tens place.

Compare.

8. 8,046 (<) 8,460 | 9. 28,517 (>) 28,509 |10. 5,854,331 (>) 5,854,231

11. The white truffle is the world’s most expensive edible

fungus, which costs up to three thousand dollars per
kilogram. Write this number in standard form.

3,000
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vo Y@U BE THE TEACHER Your

friend says that in the number 45,951,
13. MPH Logic Newton is thinking of a
6-digit number in which all of the
one 5 is 10 times as great as the other digits are the same. The value of the
~ 5. Is your friend correct? Explain. digit in the thousands place is 8,000.
- x What is Newton’s number?
no; One 5 is 100 times as great as
the other 5. 888,888

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Chapter 1 | Lesson 2 11

Chapter 1 | Lesson 2 11
 y —

Think and Grow: Modeling Real Life

;
Se
These applications allow students to show their understanding of
| Read each instruction using place value to make comparisons of digits more than one
_ aloud as students follow | place value apart.
~ along. You may want
to discuss the planets e Preview: Do students know the order of the planets from the
' as aclass. Then ask the sun? If not, challenge them to use the chart given to reorder
_ following questions from closest to farthest. Uranus and Neptune are not listed
' and have students because they are billions of miles away and students have not
'
|
write their answers on yet studied billions. You could add them on. “Why do you think
| a whiteboard or piece the distances are listed as average distance?” Discuss how
| of paper to hold up for and why the distance of a planet from the sun changes as it
_ your review. orbits. For comparison, use Earth’s circumference of about
1. What are the values 25,000 miles as a benchmark: Youd have to walk around the
of the two 7s in equator over 1,400 times to go the distance from the sun to
Mars’s distance from Mercury and more than 35,000 times to go the distance from
the sun? the sun to Saturn.
2. How many times e Read the example and focus attention on the table. “In the last
greater is the larger lesson, we described the relationship of the place value to the
value? left as 10 times as great as the current place value.”
3. What are the values
9» “The hundred thousands place is how many times as great as
of the two 4s in ten thousands?” 10 Write 10 below the chart.
Saturn’s distance 2 “The millions place is how many times as great as the hundred
from the sun?
- thousands place?” 10 Write 10 below the chart.
4. How many times
2 “So, the millions place is how many times as great as the ten
greater is the
~ thousand place?” 100 Fill in the 10 x 10 = 100. Review the
larger value?
5. What is the value
example, this time emphasizing that 3 one millions is 10 x 10 as
of the check? great as 3 ten thousands, and finally again writing 3,000,000 is
10 X 10 as great as 30,000.
e Supporting Learners: Provide place value charts. Suggest
students mark each move left with an arrow and X10.
@© “Summarize with your partner how the place values in
the example are related to the number of tens used in the
comparison.”

Closure
2 “Which of these numbers has a 9 digit that is 100 times as great
as another 9 digit in the number?”
12,909 yes
933,941 no
291,988 yes
4,992,300 no

T-12 Chapter 1
 |Example ] Compare the values of the 3s
in Jupiter's average distance from the Sun.

Use a place value chart to help you find the

value of each 3. 67,238,251
‘ i Millions Period E i Hepes at f Ones Period i

Same eyes tee eee feo,

[Teens oom Ti
Each place value is 10 times as great as the place value to its right. The digits
are two places apart. So, multiply 30,000 by 10 x 10 = 100.

So, the value ofthe 3 in the millions place is 100 times

the value ofthe 3 in the ten thousands place.

Show, and Grow

Use the table above.
14. Compare the values of the 7s in 15. Compare the values of the 4s in
weewaewvwewvuwiuvuvvvewvww
Mars’s average distance from Saturn's average distance from the Sun.
the Sun. The value of the 7 in the thousands The value of the 4 in the hundred thousands place is 1,000 times the
place is 10 times the value of the 7 in the hundreds place. value of the 4 in the hundreds place.

rTM DIG DEEPER yn organization wants to donate all of Money Raised

4
the money raised through fundraisers and raffles to a | Event | Amount |
children’s charity. Complete the donation check.

| (DATE.

PAYTOTHE j9/, + j ee |
— orveror ChildrensC _/$[230,105]<— standard form
word form —+> two hundred
thirty thousand, one hundred five — poitars

3 memo Donation Vey

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Chapter 1 | Lesson 2 12
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Homework & Practice Notes

See page T-7 for general information about the
Homework & Practice.
e Provide students with place value charts for support.

Assignment Guide and Concept Check

SSRN |Goncovs Cine

SMe) leo} Altay 117/

Prior Skills
e Exercises 18-20: Grade 4, Comparing Decimals

Cross-Curricular Connections
Social Studies
e Discuss careers and salaries with students. Then, have students
research different careers and their salaries that they may want
to pursue in the future. They will find at least two different
career salaries and compare them.

T-13 Chapter 1
 =
Name
Homework
& Practice
1.2
Learning Target: Write multi-digit numbers in
different forms and compare the values of digits.

Write the number in standard form, word form, and

expanded form.

ee ee
BERS alamafetondindal
ana
Standard form: 509,027
Word form: _five hundred nine thousand, twenty-seven
Expanded
form: 5 X 100,.000+ 9 %x1,000+ 2 x 10 + 7 x #1

Write the value of the underlined digit.

1. 740,225 2. 604,197,872 Bs 12,405,287 4. 392,183

40,000 600,000,000 2,000,000 300,000

Write the number in two other forms.

5. Standard form: 450,014
Word form: four hundred fifty thousand, fourteen
Expanded form: 4 X 100,000 + 5 x 10,000 + 1x 10+4x 1

6. Standard form: 14,201

Word form: fourteen thousand, two hundred one
Expanded form: 1 X 10,000 + 4 x 1,000 + 2 x 100+ 1 x 1

wv 7. Compare the values of the 9s in the 8. Compare the values of the 5s in the
number 537,499. number 78,550,634.
4
The value of the 9 in the tens place The value of the 5 in the hundred
is 10 times the value of the 9 in the thousands place is 10 times the value
ones place. of the 5 in the ten thousands place.
©
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Chapter 1 | Lesson 2 13

'

Chapter 1 | Lesson 2
 Extend Student Learning
Visual-Spatial
e Have students pick a six- or five-digit number and then write
it on a poster. They will write the number in standard form,
word form, and expanded form. Encourage students to use
mnemonics to help remember each form and to include them
on the poster. Allow students to use markers or crayons for
illustrations. An example of using mnemonics may be to
focus on word in word form and remember that this form
includes actual written out words. Be sure students explain
the use of commas in the word form of a number and why it is
unnecessary to include zeros that are in the standard form of a |
number in its expanded form.

Lesson Resources

Surface Level | Deep Level |

Resources by Chapter Resources by Chapter

e Extra Practice e Enrichment and Extension
e Reteach e Chapter Self-Assessment |
e Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos e Lesson Practice
Skills Review Handbook
Skills Trainer

7-14 Chapter 1
 Compare.

4} 9. 67,893 (<) 67,943 10. 450,823 (>) 405,823 |11. 176,994 (©) 176,994

12. Your body contains about 60,000 miles of blood vessels. Write this number in word form.

sixty thousand

13. Which One Doesn't Belong? Which number does not belong with the other three?

1 X 10,000 + 4 X 1,000 + 2X 100+ 6x1 fourteen thousand, two hundred six

‘Hundreds | Tens |Ones |‘Hundreds | Tens |Ones |

ee ee ee
14. Le DEEPER! Find the difference in the values of the underlined digits.

856,092 37,841 799,200

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Use the table.
Movie Production Costs
15. Modeling Real Life Compare the values ofthe 3s in ccna cost |
the music cost.
The value of the 3 in the millions place is 10 times
the value of the 3 in the hundred thousands place.

16. Modeling Real Life Compare the values ofthe 2s in :

the cast cost.
The value of the 2 in the hundred thousands place is
100 times the value of the 2 in the thousands place.

WA DIG DEEPER! What is the total cost for the director

and producers? Write your answer in word form.
5,472,461 five million, four hundred seventy-two thousand,
four hundred sixty-one
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Review & Refresh
Compare.

18. 0.14 (<) 0.15 |19. 2.2) 2.20 |20. 5.8 (>) 5.08
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Chapter 1 | Lesson 2 14
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STATE STANDARDS
OR
(COMMON

5.NBT.A.2
Preparing to Teach |
As students prepare to learn how to write powers of ten in
Learning Target exponential form, connect to their previous knowledge of
multiplying by 10s, 100s, and 1,000s from previous grades. The
Write numbers using
students are familiar with these base ten factors, now they are
exponents.
learning to write the numbers in exponent form. New vocabulary
Success Criteria of power, base, and exponent are used to introduce the notation.
e Use exponents to show
powers of 10. Materials
e Find the values of e base ten blocks
expressions with e calculator
powers of 10.
Dig In (Motivate Time)
Students multiply a number by 10, 100, or 1,000. Then they use a
calculator to count how many factors of 10 they must multiply by
to get the same result.
Practice opportunities e Write the following multiplication products on the board.
for the following Instruct students to find the product of each.
are available in the 3 x 100, 8 x 1,000, 2 x 10, 1,000 x 4,5 x 100
Resources by Chapter or | e Discuss the products and review strategies as needed.
at BigldeasMath.com.
e Distribute calculators to students (or select a different student
@ Daily skills each time to operate the calculator for the class). Ask students
e Vocabulary to enter the single-digit factor 3. Their goal is to get the same
e Prerequisite skills product as they see written on the board for 3 X 100 = 300, but
they are only allowed to multiply the 3 by 10s. They can use
as many 10s as possible, but the final product must equal 300
starting from 3.
“How many factors of 10 did it take to get to 300 from 3?” iwo
Write 3 X 10 X 10 under the original problem. “How does this
Students may know new multiplication expression show it took two factors of 10?”
the word power from 10 is listed twice as a factor.
everyday language.
e Instruct students to repeat the task with the rest of the
Explain that in the
multiplication problems. When complete, have volunteers write
context of math, it has a
the alternative problem using factors of 10 underneath each
very specific meaning.
problem on the board.
In common language,
power means strength, ? MP8 Look for and Express Regularity in Repeated Reasoning:
force, or the ability to “What connections can you make between the original factor of
control people or things. 10, 100, or 1,000 and the number of 10 factors it took to equal
In math, a power is a the same product?” 1,000 takes three factors of 10 because 10
product of repeated x 10 X 10 = 1,000. Students may also mention there are 3 zeros
factors. in 1,000 and it takes 3 factors of 10. “Can you predict how many
factors of 10 you'd have to multiply by to get the same result
as multiplying 7 x 100,000? Use a calculator to check your
prediction.’
© “Today we will be learning to represent repeated factors of 10
with a shorter notation that uses exponents.”

T-15 Chapter 1
 2 é” SEG meena
Se: <a a le bp e I lle aaa
k Patterns and 1: 3
if Powers of 10
Learning Target: Write numbers using exponents.
Success Criteria:
+ | can use exponents to show powers of 10.
« | can find the values of expressions with powers of 10.

Write a multiplication expression to answer each question.

How many units are in 1 rod?

1 X 10 units

How many units are in 10 rods?

10 X 10 units

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How many units are in 100 rods?

10 X 100 units

How many units are in 1,000 rods?

10 X 1,000 units

me) Repeated Reasoning How many tens are in 100? in 1,000? in 10,000?

10 tens in 100;
100 tens in 1,000;
1,000 tens in 10,000

Explore and Grow

e Distribute base ten blocks.
e Hold up 1 unit and 1 rod and ask students the first question. Many will
answer 10, then discuss how you can write a multiplication expression that
shows why it is 10. 1 unit cube ten times is 1 x 10.
e Students’ answers may be 1 X 10, then 1 X 100, then 1 x 1,000, ete. In
discussion, focus on how the previous expression could be built upon to
get the next, thus 1 x 10 x 10, then 1 x 10 X 10 x 10, etc.
? Turn andTalk: “How can you use a similar structure to support your
reasoning? Tell your partner.’

Chapter 1 | Lesson 3 15
 “Laurie's Notes
Think and Grow
Getting Started
After demonstrating
e Introduce the vocabulary cards for power, base, and exponents.
the examples, have
Discuss how to read a base that is raised to an exponent. Point
students work in
out how Newton reads 10°. Ask students how they think the
groups to discuss and
power 10° in the vocabulary cards is read.
complete Exercises 1-3.
Provide the following e It will be important to use the vocabulary and relationship
guiding questions: of the base and exponent throughout explanations to drive
“What is the base, home that the exponent number does not appear in
exponent, and power? the repeated multiplication expression. It only indicates the
How does the exponent number of repetitions of the base.
relate to the number e Although the base can be any type of number (whole, fraction,
of repeated factors?” decimal, negative integer) the students will only use powers
Expect students to of 10. It may be worth mentioning that bases can be other
perform according numbers besides 10 and showing an example.
to their language
proficiency level. Teaching Notes
e Model: “To write as a power means we want to rewrite the
Beginner students
may write answers. repeated factor as a base raised to an exponent.” Read through
Intermediate students the example and explanations to rewrite 10 X 10 x 10 as 10°.
may answer using “Tell your partner what each number in the expression 10°
simple sentences, such represents.” Listen for the base is the repeated factor 10,
as, “The exponent is 3.’ and the exponent communicates how many times the base
Advanced students factor appears.
may answer using e Model: “This expression is written as a factor times a power
detailed sentences, of 10. We can use patterns to find the value of 4 x 103. “Work
such as, “The exponent through the patterns, relating it to the Dig In with the calculator.
of 10° is 3.” Emphasize the note mentioned by Descartes.
¢ Common Error: Check as students work on Exercise 3 that they
do not multiply the base and exponent. This would result in 20
for 10? instead of 100. If noticed, suggest students write out the
repeated factor in a multiplication expression before finding
the value. “What information does the exponent of 2 tell you?”
number of times to repeat the base factor Point out that the
exponent of 2 does not appear as a factor in the expression, it
only exists when written in exponent form.
@ Read the first success criteria. “On a scale of 1 to 5, how
confident are you with meeting the criteria?” Read the second
criteria. “On a scale of 1 to 5, how confident are you with
meeting the criteria?”

T-16 Chapter 1
() ra}

Wn ~
Think and Grow: Patterns and Powers of 10 |
a

2 Key Idea A power is a product of repeated factors. The base of a power

is the repeated factor. The exponent of a power gives the number of times
the base is used as a factor.

base exponent
10° is read
10 X 10X10
X 10 X 10 = 10° as “ten to
SE
————————— the fifth.”
10 is used as afactor 5 times. power
So, the exponent is 5.

|Example | Write the product 10 X 10 X 10 as a power.

10 X 10 X 10 = 10?= 1,000
——
10 is used as a factor 3 times. So, the exponent is 3.

So,10 X 10 X 10 can be written as 103

|Example | Find the value of 4x 103.

Multiply 4 by powers of 10. Look for a pattern.
Every time you multiply a
4X10'=4x10=_40_ number by 10, the number
shifts one position to the
left in a place value chart.
4X 10?=4X
10 X 10 = _400_

4x 102? =4 x 10 X 10 x 10 = 4,000
So, 4 X 103 = 4,000 | A
Notice the pattern: In each product, the number of zeros
after 4 is equal to the exponent.

Show) and’ Grow;

1. Identify the base, exponent, and power for the expression 10°.
base: 10, exponent:6, power: 10°

2. Write the product 10 x 10 x 10 X 10 as a power.

104
3. Find the value of 5X 102.
500 LLC
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Chapter 1 | Lesson 3 16
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 Apply and Grow: Practice
Scaffolding Instruction
Students have had experience with multiplying by powers of 10
in the form of a product. Now they are learning another form for
writing that product based on powers of ten. Are students able to
identify the base and exponent of a power? Do they understand
the difference between asking for the value of an expression and
asking to write it as a power? Can they read and say a power
expression correctly?
Emerging students will often incorrectly use the exponent as a
factor or repeatedly add the base instead of multiplying. They may
try to use the pattern of zeros by adding on zeros to the base of 10,
instead of realizing the exponent indicates the total number of
zeros in the product of the power. Emerging students wil! benefit
from writing out the product of repeated factors before trying to
find an expression’s value.
e Exercises 7-10: Watch for the common error of multiplying
base times exponent. Have students write out the repeated
factors first.
e Exercises 11-13: Give an example using a place value chart to
distinguish the digit times place value. The chart can help in
counting the number of repeated 10 factors it takes to reach a
given place value.
e Exercises 14 and 15: Provide the intermediate step of the
expanded form without exponents. Write most of the expanded
form with exponents and have students fill in a few of the
missing parts.

Proficient students notice the patterns between the number of

zeros in the product and the exponent for powers of 10. They
are beginning to realize how to use the pattern to find a product
directly from exponent form, though they may still write out
intermediate steps or make occasional errors with an incorrect
number of zeros.
e Exercises 14 and 15: Can students rename each of the place
values on a place value chart with powers of ten instead? Do
students see the pattern? The ones place is actually 100. You
can have them enter this on a scientific calculator to confirm it
equals 1.
e Exercise 16: Suggest students show all three forms (word name,
standard form, and expanded form) with exponents for both of
the values mentioned and then compare to find the differences.

T-17 Chapter 1
 7s,
Bi
Name

Apply and Grow: Practice

Find each product. Use patterns to help.

4. 2X10=__20_ 5. 9X10=__90__ 6. 5X10=__30__

2X 100 = __200 _ 9X 100 = __900 _ 5X 100 =_500 _
2 x 1,000 = _2,000_ 9 X 1,000 = _9,000_ 5 X 1,000
= _5,000__
2 X 10,000 = 20,000 9 x 10,000 = 90,000 5 X 10,000
= 50,000.

Find the value ofthe expression.

72 08 8. 6X 10° 9. 7X10? 10. 5x 104

10,000 600,000 700 50,000

Rewrite the number as a whole number multiplied by a power of 10.

11. 20,000 12. 500 13. 900,000

2 x 104 5 X 10? 9 x 10°

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Me) Number Sense Write the number in expanded form using exponents.
14. 53,124 15. 862
(3 X 103)+ 1x 107 +2x10+4
(SEXUO) eens ee PTT Ys (8 X 102) + (6 x 10) +2
eww
u 16. |DIG DEEPER! Your friend writes (3 X 104) + (5 X 103) + (2 X 102) + 4
as the expanded form of thirty-five thousand, twenty-four. Explain what
your friend did wrong.

Your friend had the incorrect exponent when multiplying the 2.

wow The exponents should be 1 not 2.

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Learning,

Chapter 1 | Lesson 3 17

Chapter 1 | Lesson 3 17
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Think and Grow: Modeling Real Life

These applications allow students to show their understanding of
Read each story aloud using powers of ten to solve problems.
as students follow
along. Clarify unknown ? Preview: “In what form are the numbers in the table given?
vocabulary and explain Who do you think got more votes, Newton or Descartes? Tell
unfamiliar references. your partner. How could we find out?” Find each product and
You may want to discuss compare their place values. Some may note 10° is 10 x 104
elections, migrations, while Descartes is only 9 x 104.
and taste buds. Verify 2 Read the example and ask students how to find the product
that students understand for each number of votes. Use their strategies and write the
what is being shown products in standard form in the blanks given. Ask why we
in the charts. Allow add the votes together. “What would it tell us if we subtracted
students to work in them?” How much Newton won by.
pairs and provide e Exercise 17 follows the example. Exercise 18 requires that
time to complete students find the difference, not the sum.
each exercise. Ask the
e Exercise 19 asks students to write the answer in the form
questions presented
3 x 10+, though they may be interested in knowing how
and have students
many that is.
write their answers on
a whiteboard or piece ? Extension: Students may be interested in figuring out other
of paper to hold up for comparisons between the taste buds of a human and a cow.
your review. “How many tastes buds does a human have? a cow? Why does
it say about? How many more is this than a human? Why do
cows have more taste buds? Does it make them more sensitive
to taste? Or is it just because their tongue is larger? How do the
number of taste buds of other animals compare to humans?”
Can they write some other comparisons using the word about
and powers of 10?
e Supporting Learners: Make sure students have access to an
anchor chart that reminds them of the different forms they
are asked to write: as a power, as a product, find the value, in
expanded form using exponents. Include examples of numbers
in each form.
© “Are you able to find the value of an expression that is written
using powers of 10? What is the first step you would do to find
BceOaee

Closure
e A student writes that 3 x 107 is 120 because it represents 3 x 40.
Why is this incorrect? Use vocabulary terms from this lesson
to explain to the student what 3 x 10% represents. What is the
correct value of the expression?

T-18 Chapter 1
 *
XS

"
Think and Grow: Modeling Real Life

|Example | Newton and Descartes are running for mayor.

How many people voted in the election?

Find the number of votes for each candidate.

Newton: 10° =100,000

Descartes: 9 x 104 = 90,000

100,000
Add the votes for Newton and Descartes.
, [_90,000
190,000

190,000 people voted in the election.

od ad bt

17. Asurf shop has been in business for two years. What are
the total sales for Year 1 and Year 2 combined? Peer
[aa |
$610,000

18. Which migration is farther?

About how much farther is it?

Leatherback Turtle;
16,000 kilometers
Chinook Salmon: Leatherback Turtle:
about4 X 10? km about 2 X 10*km

19. iD A human has about 104 taste buds. A cow has about 1}
3 times as many taste buds as a human. About how many taste buds 4
=|
3
does a cow have? Write your answer as a whole number multiplied by i=Raa
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a power of 10.
5
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3 X 10* taste buds 2
no}

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Chapter 1 | Lesson 3 18
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Homework & Practice Notes

See page I-7 for general information about the
Homework & Practice.
e Exercises 10-12: Review what a whole number is with students.

Assignment Guide and Concept Check

1-17 odd, 19-21

9, 11, 13, 15, 17

Prior Skills
e Exercises 19-21: Grade 4, Dividing Two-Digit Numbers
by One-Digit Numbers

Cross-Curricular Connections
Physical Education
e Write expressions involving powers in different sections of a
beach ball. Pass the ball around and have students read the
expression their left hand lands on. They will then find its value
and say it out loud.

T-19 Chapter 1
 Name
Homework
& Practice 1.3
Learning Target: Write numbers
using exponents.

|Example } Write the product 10 X 10 X 10 X 10 as a power.

10 X 10 X 10 X 10 = 10* = 10,000
a)
10 is used as a factor4 times. So, the exponent is 4.

So, 10 X 10 X 10 X 10 canbe writtenas 10° .

ogssisk PictsesTvepestsaesss teatro he Pep arese tans SPA UE vatcasaecec iad Pins inssblgachcae oisecbpseeSp\Stounudiehe The exponent is equal
to the number ofzeros
|Example ] Find the value of 6 X 102. in the product!
Multiply 6 by powers of 10. Look for a pattern.

IS10
HSB X10 = 120)

6 X 10? =6.X 10 X 10= 600

Sovor< 102= 600,

1. Identify the base, exponent, and 2. Write 10 X 10 X 10 X 10 X 10 as

power for the expression 10°. a power.
base: 10, 105
exponent: 3,
power: 107

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By16 x10
=n O0 ee 4. 8x 10=_
60) — 54 10 = 40"
6 X 100 = _600 _ 8 X 100 = _800 _ 4x 100 =_400_
6 X 1,000 = _6,000 _ 8 X 1,000 = _8,000__ 4 X 1,000
= _4,000_
6 X 10,000 = 60,000 8 X 10,000 = 80,000 4 X 10,000
= 40,000
g
: Find the value of the expression.

: 6. 10° 72 10% 8. 9x 10° 9. 3x 107

a 1,000 20,000 900,000 300
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Chapter1| Lesson3 19
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 Extend Student Learning
Bodily-Kinesthetic
e Put students into lines of 6 and tell them they each represent
a place value where they are standing. The student to the far
right will be the ones place. Give each student a whiteboard
and marker. Call out a power of ten. Students will create that
number by writing the digit they represent on the whiteboard.
If their place value is not a part of the number called, then
they will sit down. Be sure the student in the thousands place
includes a comma.

Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter

e Extra Practice e Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
e Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos e Lesson Practice
Skills Review Handbook
Skills Trainer

T-20 Chapter 1
 Rewrite the number as a whole number multiplied by a power of 10.
10. 100,000 11. 70 12. 6,000
ab
1x 10° 7x10! 6 x 102

Me) Number Sense Write the number in standard form.

13. (3 X 102) + (8 X 10!) 14. (2 X 103) + (5 X 102) + (4 x 10’)

380 2,540

15. Y@U) BE! THE’ TEACHER! Newton 16. Which One Doesn't Belong? Which
says 10° = 10 X 6. Is he correct? one does not belong with the
Explain. other three?

no; 10 is used as a factor 6 times.

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1,700 students

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_ Laurie's Notes Bgldeaetath.com

Gsoda STATE STANDARDS
SCORE]) 5 NBT.A.1, 5.NBT.A.3a
Preparing to Teach
This lesson expands knowledge of decimals to the thousandths
Learning Target place. In previous grades, students understood tenths and
_ hundredths, writing equivalent fractions to the decimals,
Write thousandths as
_ comparing, and adding decimals.To use base ten blocks for
fractions and decimals.
decimals, students must understand the redefining of 1 whole so
Success Criteria that flats, rods, and unit cubes can be used to represent parts of
Write a decimal to the the whole. This may need review before using this manipulative.
thousandths place as
_ Materials
Write a fraction e rulers
involving thousandths e colored pencils
e Place Value Chart 3*
¢ whiteboards and markers
*Found in the Instructional Resources

Dig In (Motivate Time)

| Practice opportunities : Students write fraction and decimal equivalencies for tenths and
| for the following | hundredths before being introduced to thousandths. The activity
| are available in the gives the teacher the opportunity to address any misconceptions
| Resources by Chapter or |
or errors in writing fractions as decimals and vice versa.
| at BigldeasMath.com.
|° Daily skills e Students work in pairs.
_ © Vocabulary e Distribute a whiteboard and marker to each student.
| ¢ Prerequisite skills e Display a Place Value Chart 3 and review tenths and hundredths
using both decimal and fraction forms.
2 “lam going to read a number. PartnerA will write the fraction
form of the number | say. Partner B will write the decimal form.
Let’s do the first one as a sample. Sixty-five hundredths. What
will PartnerA write?” a “What will Partner B write?” 0.65
| Explain that the word
decimal is related to e Read out loud, “Nine tenths. PartnerA writes the fraction,
the number ten. Point Partner B writes the decimal. When finished show your board
out that words with the to your partner. Confirm whether your two numbers represent
prefix dec- often relate the same amount. Discuss how you know.” Listen for talk about
to ten, such as decade place value names, the denominator, the position after the
(ten years). Review the decimal, etc.
relationship between ? Repeat several times using 0.21, 0.04, 0.3 each time allowing
place value positions, students to compare and discuss with their partner. Address
using multiplication the need for the 0 placeholder in writing four hundredths as a
and division by 10. decimal. Have students switch assigned roles for 0.07, 0.93, 0.50,
and 0.5. “How is 50 hundredths related to 5 tenths?”
© “You just wrote fractions and decimals to the hundredths and
tenths place. In today’s lesson, you will extend your skills of
writing decimals to the thousandths place.”
 Name
Decimals to
Thousandths 1: 4
Learning Target: Write thousandths as fractions
and decimals.
Success Criteria:
+ [can write a decimal to the thousandths place as a fraction.
+ | can write a fraction involving thousandths as a decimal.
su
’. 5
a

Explore and Grow has

Divide the square into 10 equal parts. Shade

one part. What part of the whole is shaded?
by
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Fraction: —
10 imal:
Decimal: O.
0.1

Divide each of the 10 parts into 10 equal parts.

é wv
ww Shade one part using a different color. What part
of the whole is shaded with the second color?

Fractions Decimal: 0.01

100

If you divide each of the 100 equal parts into

10 equal parts, how many parts will the model have?
1,000 parts

If you shade one ofthose parts, what part of the

whole is shaded?

Fraction: pbk Decimal: 0.001

1,000

Structure Compare the number of hundredths to the number

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a MP) of tenths. Compare the number of hundredths to the number of
thousandths. What do you notice?
Ten of the hundredths equals a tenth. A hundredth equals ten
thousandths. The relationships between place value positions
are the same with decimals as they are with whole numbers.

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wy Explore and Grow

e Distribute rulers and colored pencils.
e Define the 10 by 10 grid as 1 whole.
e Students are only asked to complete the first two steps, and then think about
doing the last step since the drawing would be too small to divide easily into
ten parts.
? MP2 Reasoning Quantitatively and Abstractly: “How do you know the decimal
and fraction for the last situation without drawing and shading the parts?”
? Discuss the questions. “Why are there 10 times as many thousandths as
hundredths?”

Chapter 1 | Lesson 4 21
DeoeowomeMuUNY
 “Laurie's Notes
Think and Grow
Getting Started
_ After reviewing the
? Introduce the vocabulary card for thousandths and thousandths
- examples, have
place. Note how the 1 is placed in the thousandths place and
_ students work in groups
all preceding place values are filled with zeros. Contrast this to
to discuss and complete
0.1000, which looks like 1,000 but has a 1 in the tenths place.
Exercises 1-6. Expect
“Why is this not one thousandth?” Discuss.
_ students to perform
- according to their ? “What do you notice about the names of the place values to the
language proficiency right of the decimal?” They mirror tens, hundreds, *housands,
level. but there is no decimal mirroring ones. The place names to the
right all have “ths” on them.
' Beginner students may
write answers. Teaching Notes
_ Intermediate students Model: “Just as you can write hundredths and tenths
| may write and say
as fractions and decimals you can write thousandths as
answers.
fractions and decimals. Our numerator is 5, so it represents 5
_ Advanced students
thousandths. Place a 5 in the thousandths place of the chart.
_ may use detailed
Since we only had 5 thousandths, this is not enough to make
sentences to express
any hundredths or any tenths.” You can demonstrate with
ideas and help guide
discussion. base ten blocks that 5 more thousandths are needed to build a
hundredth. “So, we fill in the hundredths and the tenths places
with zeros.”
Model: Help students realize they will end their number in the
thousandths place (not start there) since the whole has not bee:
divided into more than 1,000 pieces. This forces the previous
digits to the hundredths and tenths place.
For Exercises 1-3, emphasize how to read the word name
the chart and how saying the word name tells us the fraction
Avoid reading as “point 009” since this does not emphasize
place value or connection to the fraction.
Supporting Learners: Check that students are not placing any
digits beyond the thousandths place. Model decimals with base
ten blocks to show each digit’s value if needed.
? Turn and Talk: Direct students to study their answers in
Exercises 4-6. “What connections do you notice between the
denominator of the fraction and the number of decimal places
in your answer?” 1,000 has 3 zeros and our decimals have 3
places to the right of the decimal point.
@ “Are you having success extending your fraction and decimal
knowledge to decimals and fractions in the thousandths? Use
thumbs up, down, or sideways.”

T-22 Chapter 1
 i

Think and Grow: Thousandths

"
On Key Idea ina decimal,
the third place to the right
of the decimal point is the
thot ce. You can i
write t hs as fractions one thousandth, ——,, 0.001
or decimals. eee
5
. 5 5 O00 and 0.005 are both
|Example ] Write as a decimal.
1,000 : read as “five
thousandths.”
5
Use a place value chart. ; is 5 thousandths.

The relationships between the

: 555 ;
|Example ] Write —— as a decimal. place value positions are the
1,000 same with decimals as they are
‘with whole numbers.
Use a place value chart. ~~. is 555 thousandths.

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vu” Write the decimal as a fraction.

1. 0.009 2.01063 == deviee 22 s
<4 1,000 | sid 1,000 | ie 1,000 =|

Write the fraction as a decimal. E

3 91 607 88
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1,000 oon |
5.9 91
1,000
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Big Like That

Use the story Happy Paws Club from the book
Newton & Descartes’s Pet Center Adventure to help
students understand the language of decimals! In this
story, Newton and Descartes go to Marbles, the new pet
center in town. Newton uses decimals to order a portion
of food appropriate for a medium-sized dog! Turn to
Appendix A for the music and lyrics to
the song Big Like That.

Chapter1| Lesson4 22
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 Apply and Grow: Practice
Scaffolding Instruction
Students have had experience writing equivalent decimals and
fractions for places up through the hundredths. Extending to
the thousandths means students will have to understand the
need for placeholders of zeros so that the numerators of decimal
fractions are correctly represented in decimal form. Are students
using a place value chart to organize digits in the correct places?
Are they able to read both fractions and decimals as the word
name and making the connection with the fraction and decimal
representation?
Emerging students rely on the place value chart to identify
decimal place values in the correct order. They may still be placing
numerators directly after the decimal without consideration for the
place value designated by the denominator of a fraction.
e Exercises 7-20: Reduce the number of problems by assigning
just even numbered exercises.
e Exercises 7-14: Provide a place value chart.

Proficient students are able to extend their knowledge of fractions

and decimals to the thousandths place.
e Exercises 15 and 16: Students may have difficulty applying
the = and 10 times relationship with decimals when trying to
find the missing number. Using base ten blocks, show how it
takes 10 of a unit on the right to build one unit of a place value
to the left. Explain how this represents the relationship of =

Additional Support
e Practice reading the fraction and decimals by their word names.
Connect these names to the end place value in the chart.

Extension
e “Do decimal places stop at thousandths? What do you think
the next place values are? Can decimal places be written using
powers of ten?” Research answers to these questions. “Can you
write the number 25.406 in expanded form?”

T-23 Chapter 1
 Name

~ Apply and Grow: Practice

Write the decimal as a fraction.

7. 0.645 8. 0.002 0.98 10. 0.6

645
1,000
2
1,000
98
100
610
Write the fraction as a decimal.

1ayeees
1,000
122. 8
1,000
13. ae
100
14, 4 10

0.884 0.008 0.39 0.1

15. O04 is = of what number? 16. 0.52 is 10 times as great as

what number?
4 0.052

17. You use 47 of the cotton balls for an art project. What portion of the
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bag of cotton balls do you use? Write your answer as a decimal.
0.47

qa- 18. Which One Doesn’t Belong? Which number does not belong with the
other three?

19, Y@U) BE! THE: TEACHER’ Your 20.

friend says the value of the 7 in the a decimal. What do you notice?
hundredths place of 0.877 is 10 times
as great as the 7 in the thousandths 4 40 400
AAA aA
place. Is your friend correct? Explain. 10 100 1,000

wawvdvdvv” yes; 10 X 0.007 = 0.07 0.4, 0.40, 0.400;

They are all equal.
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Chapter 1 | Lesson 4

Chapter 1 | Lesson 4
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 |

Think and Grow: Modeling Real Life

Ee
These applications allow students to show their understanding
_ Read each problem of representing numbers as fractions and decimals in a real
aloud as students follow world setting.
along. Clarify unknown
vocabulary and explain ? Preview: Look at the example and next two exercises. “How
_ unfamiliar references, many items are in a full set?” 1,000 pieces in the puzzle, 1,000
: such as jigsaw puzzles cards in a package, 1,000 jokes in the book “We often report
_ and flashcards. You what fraction of something we complete. Can you think of
_ may want to discuss
some examples?” | ate about ;of my dinner, | still have :of my
_ the cultural reference
of knock-knock jokes. homework to do, etc.
_ Allow students to work Read the example and have students complete the numerator
in pairs and provide and denominator of the fraction.
_ time to complete » “Read the fraction you wrote to your partner. How does the
_ each exercise. Ask the word name help you identify the decimal?” The denominator is
_ questions presented read as the ending location of the decimal.
' and have students Write the decimal and check with a place value chart that it
write their answers on matches the fraction name.
a whiteboard or piece “What strategy could we use to find the fraction of the puzz!e
__ of paper to hold up for we have left to finish?” Subtract the 304 pieces completed /:
| your review.
1,000, and then write that as a fraction out of 1,000.
Supporting Learners: Provide place value charts. Students can
work with a partner to practice reading the fraction and decima!
names as they solve each problem.
In Exercise 22, students are asked for the remaining jokes that
are not knock-knock. Students can find this number first and
then write the fraction or they may write ;258 first and then
,
; : 1,000
figure out the fraction that makes up the whole of = ae
,

In Exercise 23, students might want to make a chart showing

the length of the caterpillar from the start and after each two
week period.
© “Discuss with your partner how writing thousandths in decimal
and fraction form is similar to writing tenths and hundredths.
How is it different?”

Closure
Review the decimal place values using Place Value Chart 3.
Encourage students to state observations and ask questions.
Give students an opportunity to integrate the new knowledge of
this lesson into their understanding about our base ten number
system. “Why is there no ‘oneths’ place?” Can students predict
what they think the next decimal place value would be? How did
they decide that?

T-24 Chapter 1
 Think and Grow: Modeling Real Life

|Example } You put together 156 pieces of the puzzle

before lunch and 148 pieces of the puzzle after lunch.
What portion of the puzzle did you put together?
Write your answer as a decimal.

Add the pieces you put together 11

before lunch and after lunch. 156
+ 148
304
Find the fraction of the <+— number of pieces you put together
puzzle you put together.
<— total number of pieces in the puzzle

Write the fraction as a decimal. You put together 9.304 ofthe puzzle.

Show; and| Grow,

21. You make flash cards out of index cards. You use 50 index
cards for social studies and 25 index cards for science.
What portion of the pack of index cards do you use?
Write your answer as a decimal.
0.075

22. There are 458 knock-knock jokes in the book.

What fraction of the jokes in the book are not
knock-knock jokes?
542
1,000

23. DIG DEEPER! A newly hatched caterpillar was 0.02 inches long.
After 2 weeks, the caterpillar grew 10 times as long as its length when
it hatched. After another 2 weeks, the caterpillar grew 10 times as long
as its length after 2 weeks. How long is the caterpillar now?

2 inches LLC
Learning,
Ideas
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24

Chapter 1 | Lesson 4 24
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Homework & Practice Notes

See page I-7 for general information about the
Homework & Practice.
e Provide students with a copy of the Place Value Chart 3 for
support. |
e Exercise 13: Have students look closely at both numbers that
are already plotted.

Prior Skills (
e Exercise 16: Grade 4, Extending Shape Patterns

Cross-Curricular Connections
Art
e Provide students with a copy of the Hundred Grid Paper (
- Instructional Resource. Have students create the first letter of
their name and write the fractions that represent how many
squares were colored for the letter and how many were left (
blank or colored with a different color. Then ask students to
write the decimals for each fraction. {

T-25 Chapter 1
 ae
Name
Ja Homework
1.4
ial & Practice
Learning Target: Write thousandths
as fractions and decimals.

|Example } Write S/ as a decimal.

1,000

Use a place value chart. ro is 67 thousandths.

Write the decimal as a fraction.

fi OF735 2. 0.051 3. 0.804 4. 0.2

735 51 804 2
1,000 1,000 1,000 10

Write the fraction as a decimal.

Se 6. 8% Sway 8. —-
1,000 100 100 10

0.098 0.67 0.04 0.9

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9. 0.08 is 10 times as great as 10. 0.001 is of what number?
>» what number? 10
) 0.008 0.01

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A
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Chapter1| Lesson4 25
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 Extend Student Learning
Visual-Spatial
e Have students create their own game board on a hundred
grid. Provide ideas such as using cards, dice, and different
game formats like a snake or rectangle. Encourage students to
be creative. Make sure students include questions about the
section, such as writing a decimal as a fraction or vice versa.
Once the board is complete, have students tell how many
squares they colored out of 100 and write the fraction and then
the decimal. Allow time for students to play.

Lesson Resources |

Surface Level | Deep Level

Resources by Chapter Resources by Chapter

e Extra Practice e Enrichment and Extension
e Reteach e Chapter Self-Assessment
e Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Math Musicals
Tutorial Videos Dynamic Assessment System
Skills Review Handbook e Lesson Practice
Skills Trainer
Math Musicals

T-26 Chapter 1
 11. Y@U) BE THE TEACHER Your 12. MP) Precision Thirteen unit cubes are
16 taken from the thousand cube. Write
friend says that can be written as
1,000 a fraction and a decimal to represent
0.16. Is your friend correct? Explain. how many unit cubes are left.

6
no; can be written as 0.016.
1,000

13. ‘DbYaese!
DIGt write the number 14. Modeling Real Life A restaurant
represented by each point on the owner has a 1,000-count box of
number line. napkins. She puts 125 of the napkins
on tables. What portion of the box of
tt tat ot napkins does she use for the tables?
‘see s Va ESS Write your answer as a decimal.

0.125

Point X: 7.633 Point Y: 7-638

15. big DEEPER! Your friend has a recipe book with 1,000 recipes. She
wants to try two new recipes each week. What fraction of the recipes
in the book will she have tried after 1 year?

104
1,000

AAAISURE
Review & Refresh
16. Extend the pattern of shapes by repeating the rule “square, octagon,
pentagon, octagon.’ What is the 48th shape in the pattern?

H@@e@_lO”
The 48th shape in the pattern is an octagon.
LLC
Learning,
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26

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Chapter 1 | Lesson 4 26
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BigldeasMath.com

jz
STATE STANDARDS
Preparing to Teach R 5.NBT.A.1, 5.NBT.A.3a

Tenths and hundredths were identified as decimal fractions in a

Learning Target previous grade. Students modeled these decimal fractions using
a shaded flat, a place value chart, and a number line. Refer back to
Write decimals in
different forms and their experience with these models, making connections as you
compare the values extend decimal fractions to include thousandths.
of digits.
Materials
Success Criteria e base ten blocks
e Identify the value of a
digit in a decimal.
Dig In (Motivate Time)
e Write decimals in
different forms. Students use base ten blocks to emphasize that the relationships
e Compare the values of 10 times as great and 5 of a number apply to both whole
of two identical digits
numbers and decimals.
in a decimal.
2? Show 2 flats, 4 rods, and 3 units. “Which of these numbers does
this model represent?” Write choices 243, 0.243, 2.43, 24.3 on
the board.
Survey student choices and ask why they selected a particular

| Practice opportunities
for the following
answer. For 243, ask which block is used to represent 1 whole.
Use this to have students help explain why 4 rods is 40 and

| are available in the

Resources by Chapter or
2 flats is 200.
e Discuss 24.3 and then 2.43. Have students identify what 1 whole

|
at BigldeasMath.com. must be, and justify how then each of the units, rods, and flats
e Daily skills relate to the 1 whole.
e Vocabulary ® “For 0.243, which of the blocks you see represents 1 whole?”
e Prerequisite skills none “What would 1 whole look like? How do you know?”
Listen for 1 is 10 times a tenth, so 10 flats are needed to equal 1
whole, a stack of 10 flats is a large cube. “What value does the 4
have?” als or 4 hundredths
ELL Support 100
? Show 6 flats, 3 units. “If | define 1 flat to be the whole, what
Students should number does this represent?” 6.03 Ask students to verify how
understand the
they know there are no tenths and 3 hundredths.
relationship of digits
e Turn and Talk: “Discuss with your partner what the model for
and place values. To
0.87 looks like if 1 flat equals 1 whole.” Students can quick draw
check understanding
of the word digit, ask or describe. 8 rods, 7 units “Why did no flats appear in the
for students to write a model?” Even though a flat is equal to 1 whole to define the
number and circle one rods and units, the number had no whole numbers in the
digit. Explain that the ones place.
word digit has multiple e Extension: “If 1 flat equals 1 whole how would you model
meanings and that our 4.213?” For thousandths students might say you'd have to cut a
fingers and toes are also unit into 10 pieces.
called digits. © “If 1 flat equals 1 whole, would you be able to use the blocks to
explain and identify the value of each digit in a decimal number?”

T-27 Chapter 1
-
igs Name
Place Value
with Decimals 1 © So)
Learning Target: Write decimals in different
forms and compare the values of digits.
Success Criteria:
+ | can identify the value of a digit in a decimal.
+ [can write decimals in different forms.
+ |can compare the values oftwo identical digits in
a decimal.

Explore and Grow

Model the number. Draw your model.

Then write the value of each digit.

3.33

Tenths Hundredths

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Repeated Reasoning Compare the value of the ones digit to the

MP) value ofthe tenths digit. Then do the same with the tenths and the
vu#d hundredths digits. Explain why you can use base ten blocks to model
ones, tenths, and hundredths.
The ones digit is 10 times the tenths digit. The tenths digit is
10 times the hundredths digit. Base ten blocks are based upon
the values of ones, tenths, and hundredths.
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Explore and Grow

¢ Distribute base ten blocks for modeling the number.
? “Were you able to determine the value of each digit? Discuss with your
partner why the 3s have different values.’
? MP7 Look for and Make Use of Structure: Discuss various ways students
wrote the value of the digit in the tenths place. “Is it okay to just write 3?”
no “Why not?” Students could write 0.3, ~. or three tenths. Identify each

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representation as the different forms of decimal, fraction, and word name.

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Chapter1| Lesson5 27
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Think and Grow

Getting Started
After completing
Use the place value chart to review with students how
the example, have
thousandths are related to hundredths, tenths, and ones.
students work in pairs
Thousandths were introduced in Lesson 1.4.
to complete Exercises 1
and 2. Have one student ! Scaffold reading the chart by covering the right side and reading
ask another, “How do aloud as a class using Descartes’s instructions. First read 5,
you write the number then reveal 5.4, reminding students that the decimal is read
in standard form? as the word and. Read as 5 and 4 tenths, then 5.46 as 5 and
_ word form? expanded 46 hundredths, and finally 5.469 as 5 and 469 thousandths.
form?” Have them
Teaching Notes
| alternate roles.
@© “We are going to write decimal numbers in different forms.
Beginner,
We've done this before but now we are including the
Intermediate, and
thousandths place. Let’s start together with the example.”
Advanced students
2 Model: “To write in standard form we write the digits that we
may answer by
see in the table.’ Ask students what digits they see. “To write the
displaying their writing.
word form, we read the number using Descartes’s instructions.
The decimal separates the reading of the whole numbers from
the decimals. What ending will this decimal have?” thousandths
Together read, “two and five hundred fifty-seven thousandths.”
For expanded form, demonstrate how we use the digit from the
standard form times the value of the place and sum all of these
values together. Have students identify each as you work through
the process of 2 X 1+ 5 X Loy a ae . Notice how
10 100 1,000
and is not used in the expanded form. Discuss other ways of
writing the place values such as 5 X 0.1 + 5 X 0.01 + 7 X 0.001.
Supporting Learners: Provide place value charts for students to
use on each question. Suggest students say the number quietly
to their partner before trying to write it.
In Exercise 3, instead of saying 0.5 is greater than 0.05 have
students write comparative statements using 10 and >
Students should be able to compare the digits in two ways: 0.5
is 10 times as great as 0.05 and 0.05 is = of 0.5. If needed, use a
place value chart or base ten blocks to explain that each place to
the left is 10 times the value of the immediate place to the right
and the place value on the right is ws of the immediate place to
the left. 10
Extension: “The values of the digits in a number are 0.004, 0.8,
5, 70, and 0.01. What is the number in standard form?” 75.814
© Create a “one of these doesn’t belong” with the number 4.306
in standard form, expanded form, and word name where one
of the forms has an error in place value so that the 3 is in the
hundredths. Show the three forms and ask students to find the
one that is not representing the same number. Identify the error
and write the form correctly.

T-28 Chapter 1
 On Key Idea Ina place value chart, whole numbers are to the left of the
decimal point. Decimals are to the right of the decimal point.
Use the place value of
the last digit in a decimal
es aS le uo to help you read it.

Fe pS ove ahh sances] 9trousanat

acne rrtran
8.60007 fonobow
The number 5.469 is read as “five and four hundred sixty-nine thousandths.”

|Example } Write the number in standard form, word form, and expanded form.

" Ones Period oa

— tg,

rar [ens]
Soe||Tents[ nave | Toure
Oc aR A
Standard form: 2.557

Word form: two and five hundred fifty seven thousandths 1

Expanded form: 2X1+_2_x_1/10_
45 x +_7_x 1,000

Show, and’ Grow

Write the number in two other forms.

1. Standard form: 0.398

Word form: three eel ninety-eight thousandths
1
Expanded form: 3 oiasae ox ——_ 8x
100 1,000

Standard form: 8.046

Word form: eight and forty-six Rae
oes
Expanded form: 8 xxX 1+4 x ——
an + 6X 7,000

Compare the values of the 5s in the number 2.557.

LLC
Learning,
Ideas
Big
©
The value of the 5 in the tenths place is 10 times the value of the
28 5 in the hundredths place.

Chapter 1 | Lesson 5 28
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 Laurie’ Notes
Apply and Grow: Practice
Scaffolding Instruction
Students continue to use the relationships between place values
in the base ten number system. Place value charts are helpful
in identifying the values of digits and for reading the decimal
number. Check that students understand the difference between
place value and value of a number. Do students know how place
value is used in the expanded form of a number to represent the
value of a digit? When comparing two like digits do they always
use a whole number comparison of 10 times as great or do they
see the a of relationship?
Emerging students rely on the place value chart to identify the
place values. They may have difficulty reading the decimal number
and understanding how there can be hundreds, tens, and ones
within the decimal that can be called thousandths. Leading zeros
within a period may cause confusion.
e Exercises 4-7: Show how to use a chart and identify the value
for one of the problems as an example.
e Exercise 12: Cover the word thousandths and have students
first write the digits that represent one hundred thirty-two. Then
discuss what thousandths tells us about the number.

Proficient students are able to read numbers to the thousandths

and transfer between standard, word, and expanded form.
e Exercise 12: Can students identify which word is giving the end
place value?
e Exercise 13: Students can convert this to standard form or
answer in expanded form if they wish.

Extension
e “Create a fact sheet for the pygmy jerboa. It can include their
size, how high they can jump, and any other cool facts you can
find. Write at least one number in word form, one in expanded
form, and one in standard form.” Students can use the Internet
or another reference to look up information.

T-29 Chapter 1
 Name

Apply and Grow: Practice

Write the value of the underlined digit.

4. 0.418 52° 2.296 6. 3.806 7. 0.547

0.4 0.09 3 0.007

Write the number in two other forms.

8. Standard form: 4.908

Word form: four and nine hundred eight thousandths
Expanded form: 4 x 1 + eek 2 8 Bibi
10 1,000

9. Standard form: 0.125

Word form: one hundred twenty-five thousandths
Expanded form: 1 X 4 +2xX ivi +5X
100 1,000

10. Compare the values of the 4s in the 11. Compare the values of the 3s in the
number 0.844. number 3.367.
The value of the 4 in the hundredths The value of the 3 in the ones place
place is 10 times the value of the 4 in is 10 times the value of the 3 in the
the thousandths place. tenths place.

12. A pygmy jerboa weighs one hundred thirty-two thousandths

pound. Write this number in standard form.

0.132 pound

1} iad

3 13. Mp) Reasoning Is 9.540 equivalent to 14. Wi Px3g30) Write three decimals
E 9.54? Explain. that are equivalent to6 X 1+ 4x ~
g a2 Basie 6.4,
iS yes 7000 100 6.40,
a
) 6.400
Chapter1 | Lesson5 29

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ELL Support Think and Grow: Modeling Real Life

These applications allow students to show their understanding
| Read each instruction of using place value to make comparisons of digits in different
aloud as students place values.
_ follow along. Clarify
unknown vocabulary ? Preview: “What different measurements are being compared?”
and unfamiliar weights of fruits, batting averages, running times, money
references. Verify that “What other items in daily life do people compare?”
students understand temperatures, distances, sound levels, pixel quality, computer
the information in the processing speeds
chart. Allow students to Read the word names of each fruit’s mass listed at the top
work in pairs. Then ask right of the page. “We heard a 3 read as 3 and but also as 3
the following questions hundred in 3 hundred forty-eight thousandths. This can lead to
and have students confusion when comparing, so let’s put both numbers in a place
write their answers on value table so we can compare.” Read the example and focus
a whiteboard or piece attention on the table.
of paper to hold up for “What does the row under 3.906 represent?” the value o% each
your review. digit “What is the value of the 3?” 3 or 3 ones Fill this in the
1. What are the values blank below.
of the 5s in the ? “What is the value of the 3 in the second number?” 0.3 or
batting averages? 3 tenths Fill this in the blank below.
2. How many times ? “How can we describe how the 3s compare?” Work toward:
greater is the larger getting students to compare in two ways using 10 times as great
value?
3. How do you write or = of. Once discussed have them fill in the statements in the
15.76 seconds in
example and check with a partner that it makes sense.
words?
Supporting Learners: Provide place value charts and allow
For Exercise 17 have students to work with a partner.
students indicate yes Exercise 15: Students can use a similar method to the example
or no with a thumbs up
to compare.
or down signal. Then
Exercise 17: Explain what foreign exchange rates are and
| discuss the explanation
what they mean. Explain that dollars, dinars, and other
as a class.
foreign currencies are monetary units, which differ in different
countries.
© “We have learned to identify and compare digits in different
place values down to thousandths. Where is your level of
understanding? Can you answer questions related to these
success criteria? Could you teach this success criteria to a
friend?”

Closure
Show a place value chart for ones through thousandths. Write
a 6 in the hundredths place. “Where could | place another 6 so
that it is 100 times the value of this 6? = of the value of this 6?”

ones place; thousandths place Follow up with asking the value

of each of the digits in those places. Write in the digits along
with any zeros. Ask students to read the number to their partner.

T-30 Chapter 1
ww |Example } How do the values of the 3s in the masses of
the fruits compare?

Use a place value chart to help you find the value of each 3.

Mtg ) a8 Decimals vs |
= . |Tenths Hundredths |Thousandths

The value of the 3 in the mass of the tomato is

3
The value ofthe 3 in the mass ofthe chili pepper is _10

So, the value of the 3 in the mass of the tomato is times the value of the
3 in the mass of the chili pepper. Also, the value of the 3 in the mass ofthe chili
. 1/10
pepper is the value of the 3 in the mass of the tomato.

Show, and) Grow

15. Two baseball players have batting 16. The stopwatch shows a runner's
averages of 0.358 and 0.345. How 100-meter dash time. Write the
do the values of the 5s in the time in words. ¢
wwaoewewwewswwewvowoewvwwvw
iy
iw batting averages compare? Fifteen and seventy-six
The value of the 5 in 0.358 is hundredths seconds
10 times the value of the 5 in
0.345.

17. ‘WYRE FEY You exchange

1US. dollar Recent Foreign Exchange Rates
for Australian dollars and 1 U.S. dollar for 1 U.S. dollar | 1.302 Australian dollars
Kuwaiti dinars. Do you have 10 times as
1U.S.dollar } 0.302 Kuwaiti dinars
many Australian dollars as Kuwaiti
dinars? Explain.
LLC
Learning,
Ideas
Big
©
no; 1.302 is not equal to 10 x 0.302.
30

Chapter 1 | Lesson 5 30
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 ® Check out the Dynamic
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Homework & Practice Notes

See page I-7 for general information about the
Homework & Practice.
e Exercises 7 and 8: Be sure students know the last dot is a period
at the end of the sentence.
e Exercise 11: Remind students there can be more than
one answer.

Assignment Guide and Concept Check

tent | Aste Concept Check

Sd, £2, My Ws

Prior Skills
e Exercises 14-16: Grade 4, Comparing Fractions

Cross-Curricular Connections
Physical Education
e Teach students about how important a hundredth of a second
can be by describing the time swimmer Michael Phelps won a
race by 0.01 of a second in the 2008 Summer Olympics. Have
students compete by running or doing another action to race
across the gym and be timed with a stop watch. Students will
then say each student's time out loud in word form and then in
expanded form.

T-31 Chapter 1
 Name
Homework
& Practice 1.5
Learning Target: Write decimals in
different forms and compare the values of digits.

|Example ] Write the number in standard form, word form, and

expanded form.

Standard form: _ 6.928

Word form: six and nine hundred twenty-eight

y-eight t thousandths
1 1 1
Expanded form: 6X1+_9 X_10 + 2 xX 100 + 8 x 1,000

Write the value of the underlined digit.

1. 5.437 2. 0.852 3. 0.962 4. 4.165

5 0.002 0.06 0.1

Write the number in two other forms.

5. Standard form: 9.267

Word form: nine and two hundred sixty-seven thousandths

1 1 1
Expanded form: pei ee CNS esis Bas pitas
1,000
4
ee,
6
oe,
©
a
O_o’
6. Standard form: 2.043
Word form: two and forty-three thousandths
1 1
Expanded form: 2 X 1+ 4x ——+3x
100 1,000

7. Compare the values of the 6s in the 8. Compare the values of the 7s in the
number 1.668. number 7.704.
The value of the 6 in the tenths The value of the 7 in the ones
T*NF—e
ll
i
NNR place is 10 times the value of the place is 10 times the value of the
LLC
Learning,
Ideas
Big
© 6 in the hundredths place. 7 in the tenths place.

Chapter 1 | Lesson5 31

Chapter 1 | Lesson 5 at
 | Extend Student Learning
_ Linguistic
¢ Pass out notecards to students for them to make vocabulary
; cards for the different forms: standard form, word form, and
expanded form. Have them create their own definition, steps,
and provide an example for each.

Lesson Resources
|
Surface Level | Deep Level
Resources by Chapter Resources by Chapter |
e Extra Practice ¢ Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment |
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System |
Tutorial Videos ¢ Lesson Practice
Skills Review Handbook
(
Skills Trainer

T-32 Chapter 1
 9. A pygmy possum weighs 0.097 pound. Write this number
in word form.
ninety-seven thousandths

10. Which One Doesn’t Belong? Which one does not belong with the other three?

fapgel
10
ay vgStLi rye1,000
100
Leas, 0.514

Ones |.|Tenths |Hundredths | Thousandths

pete] 1beSimclenon
hosed | 4

11. MP) Reasoning Which number cards are equal to the value ofthe underlined digit?
0.732

1 1
x —— 2x — 2 thousand 2.000
1,000 100

2 two thousandths 0.002 2,000

12. Modeling Real Life How do the 13. Modeling Real Life The world’s
©
ewwwuwevwowvwvuwowewe
values of the 5s in the heights of the largest gold nugget is located in Las
plants compare? Vegas, Nevada. It has a mass of about
w Classroom Plant Heights
27.247 kilograms. Write how to say the
nugget's mass in words.

twenty-seven and two

hundred forty-seven s%
Venus flytrap thousandths
The value of the 5 in 1.250 is 10 times kilograms
the value of the 5 in 1.125.

Review & Refresh

Compare.

14. & SE
10 100
LLC
Learning,
Ideas
Big
©

32

Chapter 1 | Lesson 5 32
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 Qi Check out the
Dynamic Classroom.
BigldeasMath.com

(EP STATE STANDARDS

a) S.NBT.A.3b
Preparing to Teach
It is important that students focus on the values of digits in like
Learning Target place value positions to compare decimals. Unlike with whole
numbers, in decimal comparisons a longer number does not
Compare decimals to the
guarantee a greater number. Continue to emphasize how digits to
thousandths place.
the left are ten times as great as the position to the right, thus we
Success Criteria begin comparing at the far left with the greatest values.
e Choose a strategy to
compare two decimals. Materials
e Use the symbols <, >, e base ten blocks
and = to compare e Place Value Chart 3*
two decimals. e paper clips
e Compare and order
* Found in the Instructional Resources
decimals.

Dig In (Motivate Time)

Students compare the number of hundredths they chose to
the amount the teacher has to see if they have more or less.
Comparison statements using symbols <, >, = are made.
| Practice opportunities
¢ Give each student nine paper clips or another uniform object,
| for the following
like beans or pennies. (Do not use base ten blocks, since
are available in the
| Resources by Chapter or | students may select these for the Think and Grow activity.) Each
| at BigldeasMath.com. object represents 1 of 100 objects in a group, so each is one
one-hundredth.
e Daily skills
e “When | say the word Go take a certain number of paper clips
e Vocabulary
into your hand. If you took 3, you would have three hundredths
¢ Prerequisite skills
in your hand. Ready, Go!”
e Roll a die (or use a random number generator for 1-9). Write
your number on the board. For example, for 4 write 0.04.
2 “Who has in their hand a number less than 4 hundredths?”
ELL Support Ask a student to come up and reveal. Write their number on the
Discuss how to express board to the left of your number. “How can we use a symbol
the symbols < and > to show how these are related?” 0.02 < 0.04 Ask for another
using words. Ask student and this time write the numbers in the order 0.04
students what they 0.03. Discuss how the symbol is not the same as the first
understand when they and why.
hear the words greater e Repeat the activity several times, asking sometimes for more
than. Explain that in than your number, less than, or equal. Choose several students
everyday language, this at a time to come up and write the comparison of their number
often means “better to yours on the board.
than,’ but in a math © After several rounds, say, “In today’s lesson, you will be
context it indicates the comparing lots of different decimals besides hundredths. You
number is to the right on will be using the <, >, or = signs to show how two numbers
a number line. are related. Are you comfortable with using these symbols?”
Thumbs up, down, or sideways.

T-33 Chapter 1
 Name
Compare 1 6
3s Decimals 2
Learning Target: Compare decimals to the
thousandths place.
Success Criteria:
+ | can choose a strategy to compare two decimals.
+ |can use the symbols <, >, and = to compare
two decimals.
+ | can compare and order decimals.

'
@
©
waeuweunvuwevwvsves

eae
6

Reasoning How can you use a place value chart to compare two
decimals? Use a place value chart to check your answers above.
Start at the left. Compare the ones] «| tenths |
hundredths |
digits in each place until the | 3 [|
digits differ. Sample answer:

3.5 <3.55

Explore and Grow

e Allow students to determine their own model to draw or build. Make
available: base ten blocks, graph paper, place value disks, etc.
¢ MP5 Use Appropriate Tools Strategically: “Explain one of your models to
your partner. What did you use to model the decimal? Why that model? How
do you represent 1 whole in your model? How does your model show the
value of the decimal? How does it show the greater number?”
e Distribute Place Value Chart 3 after discussion. Students work in partner
pairs and check their results, making corrections to their models as needed.
Discuss and show the different models used.

Chapter 1 | Lesson 6 33
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 Laurie’ Notes
ELL Support Think and Grow
Getting Started
After demonstrating
We compare numbers by comparing the digits in the greatest
the examples, have
place values first and then moving right unti! we are able to
students work in pairs
make a decision based on differing digits in the same place.
to complete Exercises 1
Demonstrate with two whole numbers 2,345 and 2,361, asking
and 2. Have one student
students to compare thousands, then hundreds, then tens to
ask another, “What
conclude that 2,361 is greater than 2,345 because 6 tens or
number is greater?”
Have them alternate 60 > 4 tens or 40. Ask, “What is wrong with starting at the
roles. right?”
Students have compared decimals to the hundredths in
Beginner students may
previous grades. Remind students that comparing with
write answers.
thousandths does not change the process.
Intermediate students
may state answers. Teaching Notes
Advanced students
Model: Model the process of comparing the values of digits in
may answer using
the same place, starting at the far left since ones are greater
complete sentences.
than thousandths. Refer back to the models to remind students
that they could see this. Involve students in writing the greater
than sign and interpreting how to read it from left to right. Have
them read Newton’s thought bubble to their partner. How can
this also be correct?
? Model: “How do these two decimals look different from the first
example?” They are not the same length. Students may want
to place the two numbers in a place value chart like the first
example. Discuss adding zeros. Are students comfortable with
what Descartes is saying? “Where is the first place from the /eft
that the digits in the same place are different?” thousandi':
Complete the comparison, checking that students placed their
symbol < correctly.
“\f there was a Newton thought bubble here, how else would he
say you could write this comparison?” 2.405 > 2.4
Some students may notice that when the decimals are the same
length, they can compare them by thinking of them as 405 and
400. Encourage students to explain why this works. Hint at the
405 400
fractions an have the same denominator, so we are
1,000 1,000
just comparing how many of those pieces there are.
Supporting Learners: Provide Place Value Chart 3 for Exercise 2.
? Extension: 0. 3__—s > 0.738 “Fill in the two blanks to make the
statement true. How many solutions can you find?”
© “In this lesson, you compared two decimals and used the
symbols < and >. What does writing 9.2 > 9.03 say? Is it correct?
How do you know?”

T-34 Chapter 1
 oe 3 ;
/
Think and Grow: Compare Decimals
a
z
EEED Compare 3.769 and 3.749.
Use a place value chart. Start at
[Saas[|Fonts|Randredhs|Thousand
eat dsazarl
the left. Compare the digits in
each place until the digits differ.

The digits in the ones place and

the tenths place are the same. Compare the hundredths. Remember, you
can also write
3.749 < 3.769.
6 hundredths GC) 4 hundredths

So, 3.769 (>) 3.749.

|Example ] Compare 2.4 and 2.405.

Use place value. Line up the decimal points. Start at the left.
Compare the digits in each place until the digits differ.

2.400 <——— Place zeros to help you compare.

2.405
Think:
The digits in the ones place, the tenths place, and the hundredths 2.4 = 2.40 = 2.400 |

place are the same. Compare the thousandths.

0 thousandths () 5 thousandths

So, 2.4 (<) 2.405.

Show) and) Grow,

> Compare.

1. 9.063 (<) 9.067 2. 0.89 (>) 0.809

www
©
LLC
Learning,
Ideas
Big

34

Chapter 1 | Lesson 6. 34
;
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 “Laurie's Notes
Apply and Grow: Practice
Scaffolding Instruction
Students have compared decimals to the nearest hundredth
and now will extend their comparisons in some cases to the
thousandths. Remind students to use the same practices they
did for hundredths of starting at the highest place value and
comparing until they see a difference. If the decimal numbers are
of different length, are students incorrectly choosing the longer
decimal? Or are students adding zeros to help them compare?
Are they adding zeros to the right end, not in the middle? When
students see the same digits after the decimal are they assuming
they are equal without regard to the place value of the digit?
Emerging students rely on the looks of a number to decide which
is greater. Longer decimals appear to be greater to the studen’
as they attempt to apply whole number ideas or shortcuts to
decimals. Seeing the same digits in any order, especially with
zeros leads the student to believe the decimal numbers are
the same.
e Exercises 3-10: Suggest students make a check above the digits
that are the same and circle the first digits that are different.
Provide access to place value charts.
e Exercises 9 and 10: Have students check the standard form of
the numbers with a partner before comparing.
e Exercises 11 and 12: Start by comparing two of the numbers.
Writing on strips of paper allows students to move the numbers
around, aligning underneath for comparison of digits and
reorder as they determine comparisons.
e Exercises 13-16: Assign if students show understanding of
Exercises 3-11. Students can work with a partner.

Proficient students are able to compare digits of same place

values and determine a greater number. They use notation of <, >,
and = correctly to represent the comparisons.
e Exercises 13 and 14: “Compare with a partner. Did you get the
same answers? Why on Exercise 13 is there more than one
possible solution, but on Exercise 14 there is not?”
e Exercise 15: Can students explain using both in decimal form?
both in fraction form?

Additional Support
¢ Check that students are correctly using the < and > signs on
Exercises 3-10. An anchor chart with how to read the symbols
using simple single-digit examples is helpful.

T-35 Chapter 1
 Name

Apply and Grow: Practice

Compare.

y 3. 8.537 (<) 8.541 4. 6.401 (<) 6.409 5. 7.409 (>) 7.049

=) 6. 0.25 ©) 0.250 Tem OUeN7 8. 4.006 (<) 4.61

wv
9. 0.041 6) forty-one and six tenths 10. seven thousandths (<) 0.7
w

Order the decimals from least to greatest.

11. 321.499, 325.499, 321.489 12. 9.7,9.64, 9.78

321.489, 321.499, 325.499 9.64, 9.7, 9.78

Open-Ended Complete the number to make the statement true.

eww
ew Sample answer:
13. 10.3[2]1 > 10.311 14. 28.60 = 28.60[0]

-_

wv
15. i Number Sense |s 0.472 greater 16. Y@U) BE THE: TEACHER: Your
~> chan orleséthan 47 ? Explain. friend says that 45.6 is less than 45.57
1,000 because 6 is less than 57. Is your friend
>? greater than; Compare the correct? Explain.
- 472 47 no; Your friend compared the
fractions an 5 ‘
= é 1,000 1,000 numbers with incorrect values.
5 4 45.60 > 45.57

2
C)
Chapter 1 | Lesson 6 35

Chapter 1 | Lesson6 35
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 y .

ELL Support
Think and Grow: Modeling Real Life
These applications allow students to show their understanding of
Read each problem using place value to compare decimal numbers to the thousandths.
aloud as students
follow along. Clarify Preview: “Who in class competes in or has watched an event that
unknown vocabulary awards the competitor a score?” Allow time for students to discuss
and explain unfamiliar the types of scores, whether they are whole number scores, why
references. Verify that they might extend to tenths, hundredths of a point, etc.
students understand A student who knows about gymnastics may be able to add to
what is being shown the conversation about how a performer may get parts of points
in the charts. Allow off for toes not pointed or stepping out of bounds and so scores
students to work in pairs go beyond the ones place.
and provide time to 2 Read the example. “How many gymnasts are being compared?”
complete each exercise. 3 “To order three numbers from least to greatest, it is helpful
Ask the appropriate to take out the least value first. Try to find the least score of
questions and have the three.’
students write them on
Turn and Talk: “Tell your partner which number is least and how
| a whiteboard or piece
you decided.”
| of paper to hold up for
“Now we need to compare the two values left and decide
| your review.
which one is least.” Read the next instruction and have students
respond. Check that they chose least not greatest.
“Which place value did you use to find the least of these?”
“Now we can write the values in order from least to greatest.’
Complete the example and read by word name the three
decimals in order as, “15.533 is less than 15.633, which is less
than 15.635.”
Supporting Learners: Students can highlight columns from the
left that are the same stopping to circle the digits when they
eventually differ. Provide place value charts for Exercise 17. For
Exercise 18, write the numbers on 4 strips of paper so students
can move them around to change the order easily.
Exercise 18: Note that only one dimension is given for the
screen display. This represents the diagonal length of the
screen.
MP1 Make Sense of Problems: Students can benefit from
discussing with a partner a strategy for solving Exercise 18.
How will they order the tablets? Which will they try to identify
first? Why?
© “How is ordering three numbers similar to comparing just
two numbers? How is it different?”

Closure
Summarize, with the help of the students, the process for
comparing decimals and for ordering three or more numbers
from least to greatest or greatest to least.
“Write three decimal numbers so they are in order from
least to greatest. At least one decimal must extend to the
thousandths place.”

T-36 Chapter 1
 Think and Grow: Modeling Real Life

|Example | You, your friend, and your cousin compete at a

gymnastics competition. Your floor routine score is 15.633.
Your friend's score is 15.533, and your cousin's score is 15.635.
Order the scores from least to greatest.

Use a place value chart.

chit a
Compare the digits in each
place until the digits differ.

Write the remaining

numbers in the place
value chart. Compare
the digits in each place
until the digits differ.

So, the scores from least to greatest are_15.533_,__15.633_ and_15.635_.

Show and Grow,

17. Youstand on one leg for 2.75 minutes, your friend stands on one leg for
2 minutes, and your cousin stands on one leg for 2.25 minutes. Order
the amounts oftime from least to greatest.
2 minutes, 2.25 minutes, 2.75 minutes

if: DIG DEEP: TL) You, Newton, Descartes, and your

friend each have a tablet. The table shows the screen
display sizes. Your friend's tablet has the greatest
display size. Your tablet's display size is greater than 13)
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Homework & Practice Notes

See page I-7 for general information about the
Homework & Practice.
e If students are struggling with comparing digits, provide lined
paper for students to write the numbers one on top and one
below to compare.

Assignment Guide and Concept Check

‘Level Concept Check

By). tls, (hep U7

Prior Skills
e Exercises 19-22: Grade 4, Rounding Multi-Digit Numbers

Cross-Curricular Connections
Science
e Have students conduct a science experiment involving three
plants, watered by three different types of water: distilled
water, tap water, and sugar or microwaved water. Students will
measure their results and explain why exact measurements are
important. They will compare how the different water variables
affected the plants and write their measurements from least
to greatest.
Note: Each plant’s environment should be the same. The only
factor that differs should be the water.

T-37 Chapter 1
 La
oe

Name
Homework
& Practice 1.6
Learning Target: Compare decimals
to the thousandths place.

|Example | Compare 5.167 and 5.16.

Use place value. Line up the decimal points. Start at the left.
Compare the digits in each place until the digits differ.

5.167
5.160 «——— Place a zero to help you compare.

The digits in the ones place, the tenths place, and the hundredths place
are the same. Compare the thousandths.
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7 thousandths 6) 0 thousandths

So, 5.167 (>) 5.16.

Write which place to use when comparing the numbers.

1. 0.521 hundredths
2. 17.422 tenths
3. 9.678 thousandths
0.576 17.946 9.67

Compare.

4. 3.445
(<) 3.472 5. 23.049
(<) 23.409

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(>) 4.005

9, 15.2 GC) fifteen and two thousandths 10. 0.021 «) twenty-six thousandths

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Chapter 1 | Lesson 6 37

Chapter 1 | Lesson 6 a7
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Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter

e Extra Practice e Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
e Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos e Lesson Practice
Skills Review Handbook
Skills Trainer

T-38 Chapter 1
 Order the decimals from least to greatest.
11. 2.75, 0.2, 0.275 12. 56.01, 56.1,56.001

0.2, 0.275, 2.75 56.001, 56.01, 56.1

Open-Ended Complete the number to make the statement true.

Sample answer:
13. 29.030 = 29.03[0] 14. 3.562 < 3.5[7]2

15. Y@U) BE! THE TEACHER: Newton 16. Open-Ended Descartes is thinking of
says 8.51 is less than 8.492 because a number less than 46.922 and greater
8.51 has fewer digits after the decimal than 46.915. What could Descartes's
point than 8.492. Is he correct? Explain. number be? Sample answer:
no; Newton needs to compare 46.916
the placement of the numbers.
8.510 > 8.492

17. Modeling Real Life Player A’s batting average is 0.300, Player B's
batting average is 0.333, and Player C’s batting average is 0.313.
Order the batting averages from greatest to least.
0.333, 0.313, 0.300

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9.487 gallons of gasoline but less than 10 gallons. Which display could be his?
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7,850 9,000 5,000 52,000

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Chapter 1 | Lesson 6 38
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BigldeasMath.com

STATE STANDARDS
. ( 5.NBT.A.4
Preparing to Teach
_ This lesson is students’ first exposure to rounding decimals. In
Learning Target previous grade levels, they have used a number line and halfway
numbers to help them round whole numbers. This lesson builds
Use place value to
upon student understanding of how to plot decimals on a number
round decimals.
line, along with their experience in rounding whole numbers.
Success Criteria
e Explain which digit | | Materials
use to round and why. e whiteboards and markers
e Round a decimal to
any place. Dig In (Motivate Time)
Students practice finding the halfway number between sets of
whole numbers, tenths, and hundredths to prepare for rounding
" decimals by comparing to the halfway number.
e Distribute a whiteboard and marker to each partner pair.
| Practice opportunities e “Today we will be comparing decimal numbers to a halfway
for the following number. This activity is designed to help you practice finding
| are available in the halfway numbers and answer any questions you may have
| Resources by Chapter or | about the process.”
_ at BigldeasMath.com. | : ? “Write on your board the
| © Daily skills number halfway between
_ @ Vocabulary 1 and 10.” Ask a student to share
e Prerequisite skills how they know it is 5. Listen
for counting in from the ends,
knowing 5 is half of 10, drawing
a number line, and folding it in
half lands on 5, etc. Encourage
ELL Support
students to share all the ways they could find this number.
Discuss the word round ? “Write on your board the number that is halfway between 2 and
_ as it is typically used 3.” Again, have students share how they know. Ask students to
in everyday language. show this on a number line on their boards. Discuss how when
You may want to draw we partition whole numbers into smaller decimal parts we
a circle on the board to move left on the place value chart to tenths so each tick mark
demonstrate. Explain between ones is tenths. They can rewrite 2 as 2.0 and 3 as 3.0 to
that round can also help them in numbering 2.1, 2.2, ... 2.9, 3.0.
be used to describe a
e Continue, asking what number is between 2.8 and 2.9. Some
process you use with a
students may think of money using 2.80 and 2.90 to get 2.85.
number. You may want
Show how this thinking helps us partition the number line
to review rounding
between 2.80 and 2.90 into hundredths (count by one cent
whole numbers.
increments).
2 MP8 Look for and Express Regularity in Repeated Reasoning:
“To round a decimal to any place it helps to understand which
numbers are halfway. What did you notice about all of the
halfway numbers? How can you use this pattern to help you
quickly find the halfway number between 0.43 and 0.44?”

T-39 Chapter 1
 Name
Round 1: 7
Decimals
Learning Target: Use place value to round decimals.
Success Criteria:
* |can explain which digit | use to round and why.
+ |can round a decimal to any place.

Plot the numbers on the number line. Which numbers round to 3?

Which numbers round to 4? How do you know?

3.09 rounds to 3, because it's closer to 3 than 4.

3.51, 3.6, 3.77, and 3.9 round to 4 because they are all
closer to 4 than 3.

Repeated Reasoning Show how you can use a number line to round
3.09, 3.51, and 3.77 to the nearest tenth. Check students’ work;
3.09 rounds to 3.1.
3.51 rounds to 3.5.
3.77 rounds to 3.8.

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Explore and Grow

? Are students estimating locations for 3.51, 3.09, and 3.77 or are they
subdividing each increment into 10 sections to make hundredths?
e Discuss how the halfway number helps in deciding whether to round to the
nearest whole number of 3 or 4.
e Students may need help with rounding to the nearest tenth. First discuss
www
ww what are we deciding between, how many tenths? For 3.09 either 0 tenths
or 1 tenth, so 3.0 or 3.1. For 3.51, either 3.5 or 3.6 and 3.77 either 3.7 or
3.8. Students can draw separate number lines for each or use the existing
number line above.

Chapter 1 | Lesson 7 39
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ELL Support Think and Grow

Getting Started
After reviewing the
e There are no new vocabulary terms in this lesson, but an
examples, have
anchor chart would help students who need reference for
students work in pairs
halfway numbers, how to number increments between tenths,
_ to discuss and complete
between hundredths, the meaning of nearest whole number,
_ Exercises 1-8. Have one
nearest tenth, nearest hundredth. Create the chart with
' student ask another,
_ “To what number do students’ assistance, asking questions such as, “What would the
_ you round?” Have them halfway number be? If I’m rounding this number to the nearest
' alternate asking and hundredth, what two numbers am | deciding between?”
answering. Teaching Notes
Beginner students may e Model: Model the first example, building on the concepts
write answers. from the Dig In and the Explore and Grow activities as you ask
Intermediate students students about the halfway number, how it is used to round,
may write and say what the increments are between 7.3 and 7.4, and how do we
answers.
know to look for a halfway number between these values.
Advanced students
¢ Model: In rounding a decimal in the thousandths to the nearest
may use detailed
whole number, it is important to emphasize that we do not
sentences to express
start at the far right and keep rounding up. Show how we only
answers.
have to plot 2.1 on a number line between 2 and 3 to decide if
it is left or right of the halfway number 2.5. “We can also apply
this idea without drawing the number line. Knowing that every
halfway-number ends in 5, we can see if the tenths digit is less
or greater than 5 since that is what the halfway number would
end in. It is less, so our number is closer to 2.” Ask students to
verbalize the steps to apply this same method to rounding 2.185
to the nearest hundredth. Assist students in finding the precise
language and organizing the steps. Once complete, ask a
student to summarize as you point to the steps in the example.
e Supporting Learners: Students can make a quick sketch of
a number line showing the two options to round to and the
halfway number in between. Circle the number to the right of
the underlined digit and mark out any extra digits to the right
that are not needed.
? “With whole numbers, we add zeros to the right of the rounded
digit. Why in decimals is it not necessary to write zeros?”
@© “When a number like 4.381 is rounded to the nearest tenth,
which digit do you use to decide what it rounds to?” The 8 in
the hundredths place. “Does all rounding of decimals use the
hundredths place? Explain.” no; each situation depends on the
place we are rounding to. Always use the digit in the place value
one to the right.

T-40 Chapter 1
 P
= i
ae

e Think and Grow: Round Decimal Numbers

|Example | Use a number line to round 7.36 to the nearest tenth.

7.36
Sr
73 TaD 74

Halfway number

7.36 is closer to 7.4 than it is to 7.3.

So, 7.36 rounded to the nearest tenth is_7.4_.

|Example | Use place value to round 2.185 to the nearest whole number
and to the nearest hundredth.
Nearest whole number: Nearest hundredth:
If the digit to the right of the #
rounding digit is 5 or greater, ones 1<5 hundredths 5=
then the rounding digit place ip} / place a ye
increases by one.
Pde) Meh) PE SE} 53

2 Any &

So, 2.185 rounded to the nearest whole number is __2

2.185 rounded to the nearest hundredth is _2-19.

Show, and) Grow

Round the number to the place of the underlined digit.
1. 12.67 2. 0.439 be 7245)5}5) 4. 5.409
12.7 0.44 3 5.4

5. Round 0.68 to the nearest tenth. 6. Round 1.715 to the nearest hundredth.
0.7 1.72 iS)

7. Round 4.07 to the nearest 8. Round 0.289 to the nearest tenth. §

whole number. 0.3 E
4 2
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40

Chapter 1 | Lesson 7 40
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Apply and Grow: Practice

Scaffolding Instruction
Students have compared decimals to the nearest hundredth
and now will extend their comparisons in some cases to the
thousandths. Remind students to use the same practices they
did for hundredths of starting at the highest place value and
comparing until they see a difference. If the decimal numbers are
of different length decimals, are students incorrectly choosing
E the longer decimal? Or are students adding zeros to help them
compare? Are they adding zeros to the right end, not in the
middle? When students see the same digits after the decimal are
they assuming they are equal without regard to the place value of
the digit?
Emerging students are confused by the use of a different place
value to round to a given place value. Rules are often mixed up
or used incompletely. The student may not know what to do with
additional digits not used in the process. Students may benefit
from using a number line visual and continuing to compare to the
halfway number.
e Exercises 9-24: Reduce the number of exercises to odds only.
Underline the place to round to and circle the place to the right
to emphasize the numbers used to round.
e Exercises 20-24: Provide two possibilities and allow students to
choose the correct response from those two.

Proficient students are able to use the correct digit to round to a

given place. They understand some digits have no effect on the
rounding process. They are able to adapt the process of rounding
whole numbers to rounding decimals.
e Exercise 23: Do students think it is not possible since the result
becomes a whole number? For emphasis the solution can be
written as 3.0.
Additional Support
e Provide place value charts, number lines, and access to an
anchor chart.

Extension
e¢ When rounded a number extending to the hundredths place
becomes 0.6. What are all the possible two digit decimal
numbers that round to 0.6? 0.55-0.64

T-41 Chapter 1
 5 Name

Apply and Grow: Practice

Round the number to the place of the underlined digit.

9. 1.482 |10. 5.093 11. 8.502 |12. 34.748
1.48 5.1 9 30

13. Round 2.619 to the nearest whole . Round 7.825 to the nearest tenth.
number. 7.8
3

. Round 92.701 to the nearest ten. . Round 4.263 to the nearest hundredth.
92.7 4.26

- Round 0.829. . Round 18.062.

Nearest whole number: __! Nearest whole number; _18 _

Nearest tenth: _0.8 Nearest tenth: 18.1

Nearest hundredth: _0-83 Nearest hundredth: 18.06

19. A baby harp seal weighs 25.482 pounds. Round this weight
to the nearest tenth of a pound.
25.5 pounds

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Name the place value to which the number was rounded.
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20. 8.942 to 8.94 21. 0.164 to 0.2 22. 15.826 to 16

hundredths tenths ones

23. Writing Explain what happens when

you round 2.999 to the nearest tenth.
|DIGDEEPER! Beane place should
you round 23.459 to get the greatest
2.999 rounds to 3.0 because the number? the least number? Explain.
value before the tenths is 9 so
tenths, 23.5 is greater than all
the tenths increase by 1.
the other rounded values; tens,
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Think and Grow: Modeling Real Life

These applications allow students to show their understanding of
Read each problem rounding.
aloud as students
follow along. Clarify ? Preview: “Have you ever seen a sign like this at a gasoline
unknown vocabulary station? What do you think the little 9 means?” Discuss why
and explain unfamiliar the 9 is a smaller font. Originally signs said = so it was the
references. Verify that
students understand numerator of a fraction and the fraction meant = of a penny.
what is being shown
' in the chart. You may This is a nice connection back to the fact that the thousandths
want to discuss the place is - of the hundredths place.
various insects listed.
Allow students to work e Students may wonder why the 9 thousandths exists if we do not
in pairs and provide have a coin past 1 cent (hundredths place). Explain how most
time to complete people buy several gallons and that those 9 thousandths get
each exercise. Ask the combined with another to regroup into 1 hundredth. Over many
appropriate questions sales throughout the year those extra cents from the regrouping
and have students add up to bigger profits.
write their answers on e Students may notice there are different prices and types of
| a whiteboard or piece gasoline. Gasoline also comes in different grades that have
|
| of paper to hold up for higher octane ratings that have a more efficient burn in the
| your review. combustion chamber.
/
e Model: Read the example and identify the place for rounding.
Rounding to the nearest hundredth means we will look at the
thousandths digit to see if it is more or less than the halfway
digit of 5 (2.795 would be halfway between 2.79 and 2.80). Since
it is more the hundredths digit will go up to the next value.
® “Why in this problem does the tenths increase when rounding
to the nearest hundredth?” 1 more is added to 9, so it becomes
a group of 10 and is regrouped. Show this on the example by
drawing a number line or with regrouping of base ten blocks.
e Exercises 25-27 all use the table for insect length. Students may
want to see these lengths. You can measure out line segments
close to the values for students to see.
e Supporting Learners: Provide play money coins for students to
try out their combinations on Exercise 28.
@ “Are you able to round a decimal to any place? What questions
do you have?”

Closure
e “Rounding decimals can be done with halfway numbers on
a number line or by using the 5 or higher rule. Which do
you prefer?”
e “Show how to use the method you prefer to round 12.84 to the
nearest tenth.”

T-42 Chapter 1
 Gasoline Self Serve

Gasoline prices are listed to the nearest 9

thousandth of a dollar. The final price is rounded to the SER EANEE 2 ‘ 7 i)
nearest hundredth. About how much does a customer pay
for 1 gallon of regular gasoline at the station shown?
UNLEADED
tINLE 2 5 «) 5 3

Think: What do you know? What do you need to find?

How will you solve? SUPREME 3 1 9 9
UNLEADED bg

Use place value to round the price of 1 gallon of regular

gasoline, $2.799, to the nearest hundredth.

hundredths 9>5
place Tete

So, a customer will pay about $_2-80 for 1 gallon of gasoline.

Use the table.

25. What is the length of the
praying mantis rounded to
the nearest hundredth? Hissing cockroach 2.682 ,
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3.25 inches 3.254

26. What is the length of the cicada 27. What is the length of the hissing
rounded to the nearest tenth? cockroach rounded to the
nearest tenth?
1.5 inches
2.7 inches

28. You have about $3 in coins. Write one possible

combination of coins that represents the least amount of money
you could have. Write another combination of coins for the greatest
amount of money you could have. Sample answer:
least amount: 10 quarters ($2.50); LLC
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42 greatest amount: 13 quarters, 2 dimes, 4 pennies ($3.49)

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Chapter 1 | Lesson 7 42
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Homework & Practice Notes

See page T-7 for general information about the
Homework & Practice.
e Provide students with colored pencils to underline or highlight
certain digits and acknowledge their place value.

Assignment Guide and Concept Check

Assignment Concept Check |
1-19 odd, 20-22
pres CRANE (eae

Prior Skills
e Exercises 20-22: Grade 4, Multiplying Tens, Hundreds, and
Thousands

Cross-Curricular Connections
Science
e Discuss healthy foods with students, focusing on protein,
carbohydrates, and fat. Research ahead of time what a balanced
diet looks like for students in your class. Bring in these food
items along with not so healthy food choices. Use a food scale
to measure the weight of each food item in grams. Then, use a
food database to figure out how much protein, carbohydrates,
and fat are in each item. Compare each item’s nutritional value
and have students decide which items should be eaten to have
a healthy lifestyle.

T-43 Chapter 1
 ee

Name
Homework ;
& Practice 1.7
Learning Target: Use place value to
round decimals.

|Example | Use place value to round 3.245 to the nearest tenth

and to the nearest hundredth.

Remember, if the digit to the tenths 4<5 hundredths Thee)

right of the rounding digit is 5 place fas place y
or greater, then the rounding PD wna Bonds
digit increases by one. | \| | |

fe at. She Shh s)

o v. 3 So, 3.245 rounded to the nearesttenthis 3.2 .

3.245 rounded to the nearest hundredth is 3.25 .

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Round the number to the place ofthe underlined digit.
1. 49.012 22508 3. 9.647 4. 7.519

50 2 9.6 7.52

sf Round 8.436 to the nearest hundredth. 6. Round 15.159 to the nearest ten.
8.44 20

Round 1.602 to the nearest Round 3.619 to the nearest tenth.

whole number. 3.6
2

Round 4.183. - Round 9.076.

Nearest whole number: __4_ Nearest whole number: __2

Nearest tenth: _4-2 Nearest tenth: 9-1__

Nearest hundredth: _4-18_ Nearest hundredth: _9-08_

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Chapter 1 | Lesson 7 43

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Chapter1| Lesson7 43
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 Extend Student Learning
Visual-Spatial
e Discuss different kinds of boats with students and their
purposes. Provide students with aluminum foil or clay to create
their own boats. See how many kilograms their boats can hold
before sinking. Write those numbers down and compare them.
Note: You can measure miscellaneous items such as pennies on
a scale before putting them in the boat or use metric weights.

Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter
e Extra Practice e Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos ¢ Lesson Practice
Skills Review Handbook
Skills Trainer

T-44 Chapter 1
 Name the place value to which each number was rounded.
16.932 to 20 12. 0.581 to 0.58 13. 7.429to74
tens hundredths tenths
b y

14. MP) Structure Round ® to the 15. MP) Precision The area of a
nearest tenth. campground is exactly halfway
between 25.9 acres and 26 acres.
ie What is the area of the campground?
5.6 5.65 57,
25.95 acres
5.6

16. MP) Open-Ended Name two 17. Mp) Open-Ended Name two
different numbers that round to 3.8 different numbers that round to 7.42
when rounded to the nearest tenth. when rounded to the nearest hundredth.
Sample answer: Sample answer:
3.79, 3.81 7.419, 7.421

Use the table.

18. Modeling Real Life Your science class designs and tests four without Sinking
model boats to find out how much weight they can hold without
sinking. What is the greatest weight rounded to the nearest tenth
that a boat can hold? 0.7 kilogram

Modeling Real Life What is the least weight rounded to

the nearest hundredth that a boat can hold?
0.55 kilogram

SST TITTY
Review & Refresh

Find the product.

20. 7 xX 40 21. 5,000 x 9

280 45,000
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Chapter 1 | Lesson 7
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Performance Task
In this task, students demonstrate an understanding of place value
Have students work concepts using the population sizes of different penguin species.
in groups to answer Share with students that the population sizes are estimates since
the questions. Discuss it is hard to count the actual number in each group. The Galapagos
penguins and the penguin is the only species that lives north of the equator. Use
concept of species. student responses to gauge their thinking about place value
Clarify unknown concepts.
vocabulary. Monitor
e Decide ahead of time whether students will be working
discussion and provide
independently, in pairs, or in groups.
support. Then have two
groups come together e Pause between direction lines for students to complete each step.
to review their answers. e Have students share their work and thinking with oters.
Expect them to perform Discuss as a class.
as described for their
language level.
Beginner students
may write answers.
Intermediate students
may state answers
Rockhopper; 2,460,000 is greater than | 5
using simple sentences.
595,000. .
Advanced students
may use detailed
Macaroni; 18 x 10° = 18,000,000
sentences to express
ideas and help guide 5,300,000 penguins
discussion.
| 18,000 Galapagos penguins 7

T-45 Chapter 1 “
 There are 18 species of penguins. Scientists have estimated the populations
of 16 penguin species.

1. What fraction of penguin species have unknown populations?

18
2. Several species of penguins and their estimated populations and locations are shown.

Emperor Adélie Macaroni Rockhopper

Five hundred ninety- 4 X 1,000,000 + 18 X 10° 2,460,000
five thousand 7 X 100,000 +
4 X 10,000 A

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ae Subantarctic waters
Bs
Subantarctic waters
Antarctica Antarctica to Antarctic Peninsula to South America

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. Are there more emperor penguins or rockhopper penguins? Explain.
Rockhopper; 2,460,000 is greater than 595,000.

. Which species of penguin has the greatest population? Explain.

Macaroni; 18 x 10° = 18,000,000
. About how many penguins live in Antarctica? Round your answer to
the nearest hundred thousand.
w
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5,300,000 penguins Gienese:

. The Galapagos penguin is an endangered species. There

are about 1,000 times as many macaroni penguins as
Galapagos penguins. About how many Galapagos
penguins are there?
18,000 Galapagos penguins
LLC
Learning,
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Chapter 1

Chapter 1 45
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“Laurie's Notes
= in the Game Library.
BigldeasMath.com

Place Value Plug In

Materials
6 dice per pair

Place Value Plug In reviews place value from the thousandths

place up to the hundreds place. Students use the six numbers
rolled to build a number that matches a given description.
2 “What digit is in the hundredths place in 637.831?” 3
Review the directions with the class while modeling how to
play. Be sure to explain that they are able to use any description
that is left. They do not need to go in order.
Supporting Learners: Some students may have difficulty
matching two descriptions for one number. Cross out
descriptions so each number only has one description.
Have students tell you the directions in their own words.
Partner students and distribute dice. Have students begin
playing.
Extension: Have students compare their numbers for each
description.

Closure
Exit Ticket: Write 583.791 on the board. Have students round the
number to the nearest tenth, ten, and hundred.

T-46 Chapter 1
 SIE RES SRI ESTEE ESI a ESR
URC.

\
A\number) with Number.
5 in the tens place
3 in the thousandths place

4 in the ones place

5 in the hundredths place
wu

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2 in the hundredths place
2 in the hundreds place

1 in the ones place

6 in the tenths place

4 in the thousandths place

6 in the tens place
a
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three of the same digit

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« digits in the hundreds place

and tenths place have a sum of 8

* digits in the tens place and

thousandths place have a sum of 7

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Chapter 1 46
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 Learning Target Pa

Understand the relationship between

ips 1-6
place value positions.

Write multi-digit numbers in different

= N oe 7-12
forms and compare the values of digits.

Write numbers using exponents. 13-23

Write thousandths as fractions 74-31

and decimals.

Write decimals in different forms and

oi 32-35
compare the values of digits.
: Soe ‘ an a a

Compare decimals to the thousandths

36-41
place.

—_ Use place value to round decimals. 42-49

Have students complete the Chapter Self-Assessment in the

Resources by Chapter to reflect on their knowledge of the chapter.

T-47 Chapter 1
~
1.1 Place Value Patterns

Use a place value chart to answer the question.

1. What number is 10 times as great SEE WEAGRUTDCTIs OF 8,000?

as 4,000? 10
800
40,000

3. 10,000 is 10 times as great as 4. 70is 5 of what number?

what number? 700
1,000

5. Complete the table. 6 Y@U) BE THE! TEACHER: Your friend

says 500 is 10 times as great as 5,000. Is
your friend correct? Explain.
1
asthe number | number no; 500 is 19 25 great as 5,000.
Fee Pe ee ee
reco | 6000 | 60_|
3000 | 90,000 | 900|
20000 |
200,000 |2,000|

(1.2 Place Value with Whole Numbers

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ide 7. Write the number in two other forms.
Standard form: 456,701

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Word form: four hundred fifty-six thousand, seven hundred one
Expanded form: 4 x 100,000 + 5 x 10,000 + 6 x 1,000 + 7 x 100+ 1 x 1

Chapter 1

Chapter Resources
Surface Level Deep Level Transfer Level

Resources by Chapter Resources by Chapter Dynamic Assessment System

e Extra Practice e Enrichment and Extension | ¢ Chapter Test
e Reteach e Chapter Self-Assessment Assessment Book
¢ Chapter Self-Assessment Graphic Organizers ¢ Chapter Tests A and B
Differentiating the Lesson Game Library
Tutorial Videos Math Musicals
Skills Review Handbook
t Skills Trainer
Game Library
Math Musicals
VY
wP,VVYVVOKK Chapter 1 47
aw
 8. Write the number in two other forms.
Standard form: 8,060,573
Word form: Eight million, sixty thousand, five hundred seventy-three
Expanded form: 8 X 1,000,000 + 6 x 10,000 + 5 xX 100+ 7x10+3 x1

9. Compare the values ofthe 4s in the 10. Write the values of the 6s in the
number 900,441,358 number 96,672.
The value of the 4 in the hundred 6,000; 600
thousands place is 10 times the value of

Compare.

11. 83,802 (>) 83,082 | 12. 2,498,576 (>) 2,477,583

(1.3 Patterns and Powers of 10

13. Write 10 X 10 as a power. 10?

Find each product. Use patterns to help.

14, 4X 10 = 40s 15:,3.% 10 =__30___. 16. 7X10=__

70 __
4x 100 =__400 _ 3 X 100 = __300 _ 7X 100 =__700 _
4 x 1,000 = 4,000 _ 3 X 1,000 = _3,000 _ 7 X 1,000
= _7,000 _
4 X 10,000 = 40,000 3 X 10,000 = 30,000° 7 X 10,000
= 70,000

Find the value ofthe expression.

172510" 18.810! 19. 7x 104 20. 3x 10°

100,000 80 70,000 300,000

Rewrite the number as a whole number multiplied by a power of 10.

21. 5,000 22. 600,000 23. 90
5 x 10° 6 x 10° 9x10!

LLC
Learning,
Ideas
Big
©

48

48 Chapter 1
 |1.4 Decimals to Thousandths

Write the decimal as a fraction.

24. 0.062 25. 0.008 26. 0.195

62 8 195
1,000 1,000 1,000

Write the fraction as a decimal.

yh1,000 261,000 29.

1,000
0.002 0.037 0.409

30. 0.7 is 10 times as great as 31. 0.04 is 4 of what number?

what number?
0.07
0.4

(1.5 Place Value with Decimals

Write the number in two other forms.

32. Standard form: 5.384

Word form: five and three hundred eighty-four thousandths
1
Expanded form: 5X1+3X—48X—— +4x—
100 1,000

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33. Standard form: 2.059
Word form: two and fifty-nine thousandths
1
4 Expanded form: 2 X 1 +5 X Rao 9x
1,000 i

34. Compare the values of the 5s in the 35. Compare the values ofthe 8s in the
number 1.055. number 6.884.

www The value of the 5 in the hundredths

place is 10 times the value of the 5 in
The value of the 8 in the
tenths place is 10 times the value
Big
LLC
Learning,
©
Ideas
the thousandths place. of the 8 in the hundredths place.
Chapter 1 49

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Chapter 1 49
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 (1.6 Compare Decimals

Compare.

36. 15.891 (>) 15.791 |37. 8.205 (<) 8.25 |38. 3.600
(=) 3.6

Order the decimals from least to greatest.

39. 7.008, 7.09, 7.180 40. 50.426, 50.42, 50
7.008, 7.09, 7.180 50, 50.42, 50.426

41. Modeling Real Life Newton weighs a treat at the

pet store. He says it weighs less than 0.519 ounce
but more than 0.453 ounce. Which treats -~N

could he have weighed?

blueberry waffle or peanut butter

(1.7 Round Decimals

Round the numberto the place of the underlined digit.

42. 9.514 43. 1.027 44. 8.469 45. 32.501
9.5 1.03 8 30

46. Round 0.176 to the nearest 47. Round 6.538 to the nearest tenth.
hundredth. AB
0.18

48. Round 7.425. 49. Round 2.108.

Nearest whole number; __Z Nearest whole number; __2

Nearest tenth: _7-4_ Nearest tenth: _2:1

Nearest hundredth; _7-43_ Nearest hundredth; _2-11
©
LLC
Leaming,
Ideas
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50

24 Stories & Math Songs

Math Musicals can be used

with current topics, to review
previous topics, or to preview
upcoming topics.

50 Chapter 1
 “ E | aq Che
out ck
the Game
® Library and skills Trainer.
ii
BigldeasMath.com

Center 1: Place Value Plug In

Materials per pair: Student Edition page 46, 6 dice
Have students complete the activity. See page T-46 for the directions.

Center 2: Skills Trainer

Materials: computers or devices with Internet access
Have students go to BigldeasMath.com to access the Skills Trainer.

Center 3: Draw and Write

Materials per student: Draw and Write Number Cards*, whiteboards and markers
Have students put their Draw and Write Number Cards into a pile. They will
draw one card at a time and then race to see who can write the number on the
card as a whole number multiplied by a power of 10 on their whiteboard. The
first person to write it correctly gets a point. Students can play until all cards
are used.

Center 4: Spin and Tell

Materials per student: Standard Form Spinners*, whiteboards and markers
PartnerA will use Spinner 1 and write the number in expanded form ona
whiteboard. The other partner will look at the whiteboard and then write the
number in standard form on a sheet of paper and read it out loud. PartnerA
checks to see if the number matches the number on the spinner. Partners
then change roles. Partner B will use Spinner 2. If students spin a number they
have already written, then have them spin again.

Center 5: Roll and Round

Materials per pair: Roll and Round Board*, dice, counters, whiteboards
and markers
Have students take turns rolling three dice at a time. Students will then place
w
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wwe the rolled dice in any order on top of the whiteboard and write a decimal point
in front of the first number. They will then round the number they have created
to the nearest hundredth and place a counter on top of that number on the
game board. Students will use different colored counters so they can keep track
of how many numbers they each cover. Play until the whole board is covered or
until time is up. The partner with the most counters on the board wins.
Note: Decide ahead of time if “bumping” counters off the board is OK.

* Found in the Instructional Resources

Chapter 1 T-50
ww
Chapter tests are available in the Assessment Book.
An alternative assessment option is listed below.

Logical-Mathematical
Hand out a copy of the Road Trip Plan Instructional Resource to students.
Go over each fill in the blank. For RoadTrip To, students fill in their trip’s
destination. People Traveling is the number of people traveling including
themselves. Names requires the names of the people on the trip. Snacks
asks for a name of a snack that there can be 100 items of and a fraction and
decimal of how much students eat. Miles Traveled asks for how many miles
traveled in an expression involving x 10° and then solved. Gas Price asks for
the gas price listed to be rounded to the nearest hundredth. Have students
check their work and share with the class.

Task | | Points

Each blank is filled. 9 points

|,
———

Mathematical blanks are filled in

6 points
correctly.

| Non-mathematical blanks make ;

3 points
sense.

T-50A Chapter 1
 LT se alana

What worked...

What did not work...

What I would do differently...

Chapter 1 T-50B
{
 ea. ; > =a p -
Success Criteria
Take pao Sees, a ‘ =

2.1 Number Use number Identify number properties in equations.

Properties properties. Use number properties to write equivalent
expressions.

2.2 Order of Use order of Identify the operations in a numerical

Operations operations to expression.
evaluate numerical Determine the order to perform the operations
expressions. in a numerical expression.
Evaluate a numerical expression.

2.3 Write Numerical Write numerical Write a verbal statement as a numerical

Expressions expressions. expression.
Use parentheses in an expression
appropriately.
Interpret an expression.

2.4 Evaluate Use order of Identify different types of grouping symbols.

Expressions operations to evaluate Evaluate an expression with multiple pairs of
with Grouping expressions with grouping symbols.
Symbols grouping symbols.

T-51A Chapter 2
 Chapter Learning Target:
Understand numerical expressions.
Chapter Success Criteria:
© Identify number properties.
© Explain number properties to write
equations.
™@ Interpret an expression.
™ Evaluate a numerical expression.

ip Ae COMBS, TEcor Sl hi Pg
e sc _ Through the Grades
©. sein dnost
Pi vf os ‘
Pa Grade Ser vat

e Use all four operations Use parentheses, brackets, or e Apply the properties
to solve multi-step word braces accurately in numeric of operations to show
problems. expressions. expressions are equivalent.
e Use drawings and equations Evaluate expressions that e Use the Distributive
to model word problems. involve parentheses, brackets, Property to factor algebraic
e Use variables to represent or braces. expressions.
unknown numbers. Write expressions given a
e Check the reasonableness of statement.
an answer. Explain the relationship
between numbers in an
woaedevuwuwue expression, without calculating.

Through the Chapter

wy es Cr a a = es : ‘i ; ;
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5.0A.A.1 Use parentheses, brackets, or braces in numerical ve

expressions, and evaluate expressions with these symbols.

5.0A.A.2 Write simple expressions that record calculations with

numbers, and interpret numerical expressions without evaluating them.

Key: &=Preparing @=Learning »* = Complete

Chapter 2 T-51B
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 About the Math
This chapter focuses on numerical expressions and the use of
grouping symbols in evaluating expressions. Now that students have
built skills with all four operations (add, subtract, multiply, divide),
the expressions they work with will be more complex, involving
multiple operations that call for an order in evaluating them.
We begin with a review of number properties. Students have
been applying the properties in their work in earlier grade levels, but they were
spread out in separate chapters and contexts. Now we bring them all together
in one lesson to remind students that these are properties they can apply in
mathematics whenever they are useful.
Though the use of properties in this chapter is with whole numbers, they will be
extended to fractions, decimals, integers, and algebraic expressions in further
mathematical developments that students will see. Properties can be used to
simplify an expression or to write it in an equivalent form.
The identity for multiplication is used in fraction work:

Ly {= Z Multiplication Property of 1 (Identity)

= ;is another name for one.

: F P 7 ee
=— The fractions are equivalent since a was multiplied by a form of 1.

The Distributive Property of Multiplication is used in simplifying expressions:

2n+5n=(2+5)n Distributive Property
=7n Order of operations are applied with grouping symbols.
Or where the order of operations cannot be applied first:
3(n + 7) =3n+ 21 Unlike terms in the parentheses call for use of the
Distributive Property to rewrite without parentheses.
As the order of operations is introduced, it is tempting to use mnemonics to
help students remember the order. While often a good memory device, some
can lead to misconceptions. The frequently used mnemonic Please Excuse
My Dear Aunt Sally, or PEMDAS, for parentheses, exponents, multiplication,
division, addition, and subtraction leads students to erroneously believe that
all multiplication must be done before division and addition before subtraction.
We want to avoid this misconception, being sure students understand why we
perform certain operations first.
We can simply state that in a real life context, there are situations in which
order matters and those in which it does not. Does it matter if you put on your
socks or your shoes first? Yes. Take a drink of water before you take a bite of
food? Sometimes. Fold sheets before you fold towels? No. It can serve as a fun
introduction to have students find a series of activities, such as picking beans,
trimming off stems, and cooking them, and decide if the order matters.

T-51C Chapter 2
—

We can then focus on modeling situations in which order does matter. For an
example, let’s look at four breakfast bars that are combined with two packages
of bars that contain five bars in each. The situation can be represented by the
numerical expression 4 + 2 X 5.We multiply first because 2 x 5 is a way to
represent the repeated addition of 5 + 5, so the expression is the same value
as 4 + 5 + 5. In this new expression, we can use properties to add in any
order that results in 14. Conversely, if we try to add 4 + 2 first, the resulting
expression is 6 X 5, which represents5+5+5+5+5+5o0r30, not the value
of the original expression and not the number of bars we have in total.
The final lesson of the chapter introduces multiple grouping symbols. It is
not incorrect to use all parentheses such as ((2 + (9 — 5)) + 3), but the use of
parentheses, brackets, and braces can make reading easier {[2 + (9 — 5)] + 3}
and eliminate confusion of groupings. The lesson begins with a Dig In activity
that introduces the concept of nested grouping symbols by steps of a magic
trick. The trick is a good motivator for the lesson, but also fun for students.
There may be some students who really want to know why it works. The
algebraic steps are listed below for your reference. Note that the use of the
Distributive Property helps to show that the result is the value of the original
number.
wwoeudrweuwduw
The Dig In Secret Number Trick
1. Choose a number. n

Dee NUCIOS n+6

3. Multiply by 2. Dine @) S Ai ae 2
4. Subtract 12. 2n+ 12—12=2n

5. Divide
by 2. oe 2)xn=1x0
6. Result is yournumber. n

Algebraic Expression: [2(n + 6) — 12] + 2

Interested students could show the steps with their selected number. Without
simplifying, they can see how the 12 is removed and the result of 2 times their
number remains. So everyone will divide by 2 to get the starting number.
Example using the number 5:
125
2 Soa
3 2(5 + 6)=10+ 12 Distributive Property shows double of 5 and double of 6.
4. 10+12—12=10 Double of 6 is removed. Only double of 5 is left.

Grae ee 5 Divide by 2 since we have double the original 5.

24
65

Chapter 2 T-51D
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Chapter Materials and Resources 8 DUE Pees |
2 é : BigldeasMath.com }
The primary materials and resources needed for this chapter are “i. Aeon See SS
listed below. Other materials may be needed for the additional
support ideas provided throughout the chapter.

Order of Operations
Puzzle Cards

eclass set +teacheronly « per pair/group

T-51E Chapter 2
‘Suggested Pacin
Chapter
Opener

Dig In Thin! Think:

Lesson 2.1 Hic Modeling —
. as . Real Life

Lesson 2.2 De : “os sa A We a pth | Modeling :

.— a a Real Life
: | Think - 7
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Connect
And Grow

Chapter
Assessment

Year-to-Date: 19 Days

Chapter 2 T-51F
 - Performance Task Preview
soxnagnton

e Preview the page. Before asking the questions, give students

time to look at the picture.
2 “What is an atom?” Listen for student responses. Share with
students that the most common elements are hydrogen,
oxygen, and helium.
? “Each student in your class is making a model of a molecule
using foam balls to represent the atoms. How can your teacher
write an expression to find the number of foam balls needed for
your class?” Add the number of atoms in each molecule, then
STRESS
SST
OR
ALT
NG
RT
ST
NC
PS multiply by the number of students in your class.
e@ In the Performance Task at the end of the chapter, students
will demonstrate an understanding of writing and simplifying
numerical expressions using the number of atoms in molecules
PORE
TEENIE
SRSA
TERE
and compounds.

SENET

SS
RESTS
TRS

meer:

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T-51 Chapter 2
ww Chapter Learning Target:
Understand numerical expressions.
Chapter Success Criteria:
e What is an atom? © | can identify number properties.
™ | can explain number properties to
e Each student in your class is making write equations.
® | can interpret an expression.
a model of a molecule using foam ® | can evaluate a numerical expression.
balls to represent the atoms. How
can your teacher write an expression
vo
ww to find the number of foam balls
needed for your class?

Chapter 2 51
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Check out the
y =e N® digital flash cards.

ELL Support Vocabulary Review

? Preview: “What is the purpose of this web?” Sample answer:
_ After discussing to show the parts of a division equation
the review words, e Have students say each review word out loud.
ask students for the
e Discuss the information given in the Information Web.
| corresponding terms
e Have students complete the Information Web.
| for parts of addition
| and multiplication e Direct students to the lower half of the page.
_ equations. Review e Have students use their vocabulary cards to complete
| addend, sum, factor, the definitions.
' and product. Explain
_ that in this lesson they Chapter 2 Vocabulary
| will learn about the
Activity
| order of operations.
| ¢ Vocabulary Bingo: Students write the vocabulary words in a
3 X 3 array pattern in their notebooks. Include review vocabulary
words as needed to fill the array. Students can work in groups
and take turns being the caller, or reader, of the definitions. Mark
off the words as they are identified.
Students could also lay their vocabulary cards on their desks in
the array formation. One student uses their set of vocabulary
cards to be the reader of the definitions. Students then flip cards
over as the words are identified.

Math Musicals can be used with current

topics, to review previous topics, or to
preview upcoming topics. There are many
Math Musicals to choose from!

Use your hand puppets to act out new

stories and have students sing the songs
several times to take full advantage of the
power of music to learn math!

T-52 Chapter 2
 Review Words
dividend
divisor
quotient

Division
Equation

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«a @+8=9

ew Define It

Use your vocabulary cards to complete each definition.

1. numerical expression: An__£XPFESSION _ that contains numbers

ow
i]
and _operations

2. evaluate: Tofindthe___ Value ___ofg__numerical expression

3. order of operations: Asetof__"ules__for evaluating

expressions

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:

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Chapter 2 52
 Vocabulary Cards

numerical
evaluate
expression
|

|
f s
|

order of
operations

T-52A Chapter 2
 An expression that contains numbers To find the value of a numerical expression
and operations
15+6xX5=45
31+ 56 aay tS
numerical
(lion 6 expression Eee

LLC
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A set of rules for evaluating expressions

i)
=
= Order of Operations
=)
3 (with Grouping Symbols)
iS
5
S|® . Perform operations in grouping
symbols.
2)
5
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3
AS)
a . Multiply and divide from left to right.
12)
3. Add and subtract from left to right.

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STATE STANDARDS
ORE) 5 on.A1
Preparing i to Teach
This chapter focuses on properties of numbers and the order of
Learning Target operations as students learn to use grouping symbols to write and
evaluate expressions. In this lesson, students identify and apply
Use number properties.
the Multiplication Properties of Zero and One, the Commutative
Success Criteria Properties, the Distributive Property, Addition Property of Zero,
e Identify number and the Associative Properties. Students have not yet formally
properties in equations. studied the order of operations using parentheses but they should
e Use number properties know from previous experience how parentheses are used to
to write equivalent group numbers. The order of operations and the terms evaluate
expressions. and numerical expression will be introduced in the next lesson.
m

ENUM
Tee
AN
NTR
ARNOTT
HOTTA
Materials
e calculator

Warm-Up
TAT

Dig In (Motivate Time)

Practice opportunities
for the following
POATStudents find products and sums to recognize recurring patterns.
are available in the These properties of numbers will be formally stated in the Think
Resources by Chapter or and Grow where students identify properties by name.
at BigldeasMath.com. e Post the following 5 x 0,0+5,5-0,0x5,0+5,5+0
| © Daily skills on the board.
| © Vocabulary e¢ MP3 Construct Viable Arguments: “Decide which expressions
| © Prerequisite skills have the same answer. Then check with your partner. Justify
your choices. If you chose the same expressions, decide how
TEST you would defend your choices if critiqued by another student.”
ETHAN

e As aclass discuss each expression and student reasoning for

ELL Support choices. Give a calculator to one student to use to confirm
or challenge the classes’ choice. Do this for each expression,
Students may know RONTT
RNTTT
TOP passing the calculator to a new student each time. If students
the word property as it erroneously choose 5 ~ 0, they get an error message, but can
| applies to someone's they explain why? Guide students to rewrite 0 + 5 and5 + 0Oas
belongings or home. equivalent multiplication statements to see__ X 5 = O has O as
Explain that in math a solution, but ___ X 0 = 5. has no solution.
property refers to
® MP8 Look for and Express Regularity in Repeated Reasoning:
a statement about
“What do you think 5 X 5 X 0 will equal?” Discuss students’
operations, not
work. Did they multiply 5 x 5 = 25 and then 25 x 0, or did they
possessions. Demonstrate
find 5 x 0 = 0 first and then 0 x 5 = 0? “What if|rearrange the
both meanings in
sentences.
expression to 5 x 0 x 5?” Discuss. “Does it matter if | put more
factors in the expression, such as 5 X 5 X 0 X 10 X 2?”
® “Which of these expressions equals 5?” Write 1+ 5,1 5,5 x 1,
5 x 5,5 X 1 X 1 X 1 onthe board. Discuss each expression.
Work toward the understanding of 1 as the identity for
multiplication, but 0 as the identity for addition.
© “This activity showed how number properties can be used to
produce the same answers in some situations. In this lesson,
you will identify these properties and use them to write
expressions.”

T-53 Chapter 2
 Name
Number
Properties 2.1
Learning Target: Use number properties.
Success Criteria:
- | can identify number properties in equations.
+ | can use number properties to write equivalent expressions.

Explore and Grow

Use all four numbers on the game card below to write an expression
that has a value of 24. You can use any number ofthe four operations:
addition, subtraction, multiplication, and division.

Sample answer: (9+ 3) X 2x1

Reasoning Write another expression that has a value of 24 using the
game card above.
Sample answer: 9X 3-1-2

Explore and Grow

e Students must use all four numbers. They do not have to use all
four operations.
e Supporting Learners: If students are having difficulty obtaining 24, involve
all learners by asking students to report a number they made. How many
different numbers did the class make? Students can discuss the order of
their steps with partners. No need to emphasize writing expressions with
grouping symbols, that will come later in the chapter.
? Discuss ways the students used the 1 in their expressions. “Did anyone
use 1 as an identity for multiplication like in the Dig In?” If so, share.

Chapter 2 | Lesson 1 53
 i es

ELL Support Think and Grow

Getting Started
After reviewing the e Introduce the properties at the top of the page. None of
examples, have
these properties are new to students, but in this lesson, they
students work in
are gathered altogether for comparison. An anchor chart of
pairs to discuss and
properties with examples will be helpful.
complete Exercises 1
and 2. Have one e Note that the Identity for Addition is listed as the Addition
student ask another, Property of Zero. Both titles are accepted in mathematics.
“How do you proceed? The same is true for the Identity for Multiplication and the
What is the product? Multiplication Property of One.
| e Students may wonder why there are no properties of
| Which property is
used?” Have them subtraction or division listed. Students can try examples
alternate roles. with these operations. Provide examples of why neither the
Beginner students Commutative or Associative Properties work for subtraction
may write out the or division.
multiplication process Teaching Notes
and name the property.
Intermediate students © “We are going to use the properties to complete each equation
may state aloud each so that the two expressions on the left and right are equal,
step of the process. without having to compute the answers. Let's start with
Advanced students the example.’
may provide an ¢ Model: “To figure out the missing value, first look at the left
explanation of what is side in comparison to the right side. What addend is missing
done at each step. on the right side?” 32 “All the signs are addition so we want to
use a property of addition to guarantee the two expressions
will be equal. Notice that the 8 addend is in the same position
on both sides, but the 29 is now the first addend, so the
order has changed. Which property of addition allows you to
change the order of the numbers without changing the sum?”
Commutative Property Split the class in half and have them
check the left or right sums to confirm equality.
e Model: “To use the Distributive Property we rewrite one of the
factors as a sum or difference. It often helps to use the value of
each digit as a sum. What is the value of the 3?” 30 “and the 8?”
8 “So, we can use 30 + 8 to represent the factor 38.” Complete
the steps with students.
e Extension: Have students try Descartes’ expression. Which did
they prefer? Why? Is it possible to use more than two addends
for 38? Is it possible to rewrite the factor 6 instead of 38? Which
did they prefer? Why? Is one method easier to do mentally?
e Supporting Learners: Scaffold the steps for the exercises
similarly to the examples.
@ “You used number properties to write equivalent expressions.
Which properties are you most confident with using? Which
would you like more practice with?”

T-54 Chapter 2
 Think and Grow: Use Number Properties
=wr,
On Key Idea Here are several number properties.

Commutative Properties: Changing the order of 3+5=5+3

addends or factors does not change the sum or product. —

Associative Properties: Changing the grouping of (2+4)+1=2+(4+1)

addends or factors does not change the sum or product. (2x

Addition Property of Zero: The sum of any number

and 0 is that number.
os see ueasegnan: oxonyacaabanensanunaransnunpasesvacansanvesaisecenesssstqtovantearsniracanitesneveloansssevenssh@uneds
treccastnisevanertorasinsngnarsncriay tentseassstnenenieneynasarere

Multiplication Properties of Zero and One:

The product of any number and 0 is 0.
The product of any number and 1 is that number.

Distributive Property: Multiplying a sum (or

difference) by anumber is the same as multiplying 4 x (3 + 1) = (4 X 3) + (4X 1)

@eeaoweouvuowvdvvoewe
each number in the sum (or difference) by the i
number and adding (or subtracting) the products. 4 * (3 — 1) = (4x 3) — (4X 1)

|Example | Complete the equation. Identify the property shown.

32+29+8=29+_32_+8 Commutative property of Addition

ed You can also write
|Example } Use the Distributive Property to find 6 X 38. 38 as a difference.
6 X 38 = 6 X (40 — 2)

6X 38=6x (_30_+_8 ) Write 38 as a sum. J

= (6x _30)+(@6x_8_) Distributive Property gag

=_180 +_48 _ Multiply. 7

= 228 Add.

Show, and) Grow,

wv 1. Complete the equation. Identify the 2. Use the Distributive Property to
property shown. find 8 x 49.
8 x (40 + 9) = 8(40) + 8(9)
OX T= 15 x = 320+ 72 ©Big
LLC
Learning,
Ideas
Commutative Property
= 392
54 of Multiplication

|Paes
i=

Chapter 2 | Lesson 1 54
bowoowoowded
UNIS 2 CMM Usa Nc Re a EE bP PES ORRIN OS RS OEM Rak he a

~ Laurie's Notes
Apply and Grow: Practice
Scaffolding Instruction
Students have been using the properties as they developed their
understanding of addition and multiplication. Here students use
and identify properties prior to an introduction of the order of
operations. Are students confident using all the properties listed?
Do they know how to show the steps of the Distributive Property?
When given an option of properties to use, are students able to
select a property that will make computations more mentally
proficient?
Emerging students are usually able to use properties of zero and
one effectively and apply the Commutative Property. They often
get confused by properties using parentheses and have difficulty
with the multiple steps of the Distributive Property where there are
mixed operations in the same expression.
e Exercises 3-6: Refer to an anchor chart of properties. Students
do not need to simplify, just complete the blank and name the
property shown.
e Exercises 7 and 8: Ask students which number might be best
for breaking apart by place value. Guide students to write the
value of each digit as a sum and organize the steps like earlier
examples. Provide structure for the response as needed.
e Exercises 9-11: Students may try to complete the exercises
without rewriting them. Ask them to change one thing about
the problem without changing the answer. They can work the
exercises both ways to see if their change made it easier to find
the answers.
e Exercise 13: Omit this exercise.

Proficient students are able to identify properties used and show

how to use the Distributive Property over addition or subtraction.
Because many of the students are adept at computation, they may
not always recognize right away how rewriting an expression can
make it simpler.

e Exercises 7 and 8: Can students show more than one way to use
the Distributive Property?
¢ Exercise 10: Students may use a combination of two properties,
such as the Commutative Property and the Multiplication
Property of Zero, which allows students to multiply by 0 first.
Or students may insert parentheses around the last two factors
using the Associative Property since even though there are not
parentheses, (5 x 49) would normally be evaluated first.
Additional Support
¢ Provide access to an anchor chart of properties with examples.

T-55 Chapter 2
 Name

Apply and Grow: Practice

Complete the equation. Identify the property shown.

» 3. 1x_17_=17 4. 248+0=_248.
oy Multiplication Property of One Addition Property of Zero

5. 234+ 145+7=23+7+
145_ 6. 3X (10+ 2)=(3 x 10) +(3 x _2_)
>) Commutative Property of Addition Distributive Property

Use the Distributive Property to find the product.

7) Ton HOR 8. 837

5 X 97 =(5 x 90) + (5 x 7) 83 x 7 = (80 X 7) + (3 Xx 7)
e) = 450+ 35 = 560 + 21
= 485 = 581

Use a property to find the sum or product. Identify the property you used.

9. 4+(6+
27) =37 10. 5xX49x0 =0 11. 11+16+89 =116
Associative Property Multiplication Commutative
of Addition Property of Zero Property of Addition

12. Y@U BE! THE TEACHER: Your 13. Dba gs2) can you use the
friend uses the Distributive Associative Property with
Property to find 4 x 46. Is your subtraction? Explain. Use an
friend correct? Explain. example to justify your answer.
6 4X 46 = 4X (50 — 4) ee sig Moreethe age changes
= ey phe e answer. For example,
E ka. (5-3)+1=2+1=3
& Totyo bi 5-(3+1)=5-4=1
H = 184 3#1
2 yes; 46 =50-4
(2)

Chapter 2 | Lesson 1 55

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Chapter 2 | Lesson 1 55
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ELL Support
Think and Grow: Modeling Real Life
The application example allows students to show their
Read each question understanding of using number properties with problems that
| aloud as students involve multiple steps of computation.
follow along. Clarify
unknown vocabulary ? Preview: “Two of the problems on this page have a graph. What
and unfamiliar type of graph is this?” picture graph “What do these types of
references. Verify that graphs show the reader?”
students understand ¢ Model: Read the example and focus attention on the graph.
| what is being shown Discuss why four paw prints is the same as 4 X 4. Complete the
|| in each graph. Provide other equations, discussing how to interpret the half paw and
time to complete each total for the cats. Students may not see the need for the use of
and ask the questions a property to add the three totals. Ask if they can find a way to
provided. Have students apply a property to produce a multiple of 10. Which property will
write their answers on make adding easier? Then ask how the Commutative Property
a whiteboard or piece allows us to get those addends together to add first.
of paper to hold up for e In Exercise 14, students might combine the two half clocks
your review. together. They may be unaware of any property to use. Show
that the graph presents us with 3 ah F + 6 clocks each worth
6 minutes. Some students may have assigned each clock 6
minutes as they counted getting 21 + 9 + 36, having used the
Distributive Property of Multiplication over addition.
e For Exercise 15, encourage students to make a sketch of the
auditorium, labeling rows and number of seats along the sides
of each section.
© “Discuss with your partner a way you used or could have
used number properties to make one of these problems easier
to solve.’
e Supporting Learners: Work with a partner to discuss
problem-solving strategies and ways to use properties to
make computing the solutions easier.
¢ Extension: “Return to the example with cats. Can you show or
explain how the Distributive Property was used to calculate the
number of cats?” 5. xX4=(5x 4) + cEx a]

Closure
e “Which do you find easier to compute? Why? If possible,
name the number property that tells us the expressions
are equivalent.”
29Ra5 572) Mote (298 5b) 2
sisi
7/4 1K) fee “kei oe aR iae 7
8 X 69 or 8 xX (70
— 1)

T-56 Chapter 2
 eat ¥ ra.
v
em «Think and Grow: Modeling Real Life

|Example ] There are three types of animals at Animals at a Shelter

a shelter. How many animals are there in all? Cr r rT ee

Find the number of each type of animal at

the shelter.
cats |e arara a
Each sf = 4 pets.
Dogs: 44@%=4x4=_16_

Cats: 5’ =5xX4=_20) 1Y=_2_ So. 20 a 2) 22

Rabbits: 1%a’=__4 _

Add the numbers of dogs, cats, and rabbits.

€
wo
VW
vv16+22+4=_16 + _4 4 _22_ Commutative Property of Addition

? =_20_+_22 Add,
sp Sat Add.
There are 42 _ animals
inall.

Show and} Grow,

14. You play three different video games in an Minutes Playing a Video Game
evening. How many minutes do you play :
w&
wv
wee
-

video games in all? oO OOE

66 minutes
[Racing |OODODOO
Each ® = 6 minutes.

15. DIG DEEPER! Tickets for a school play are sold out. The auditorium 1o}
a
has 4 sections. Each section has 25 rows with 15 seats in each row. =
DS
Each ticket costs $2. How much money is raised in ticket sales? £
a€

$3,000 =I8
o5
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po)
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56

Chapter2| Lesson1 56
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Assessment System.
BigldeasMath.com

Homework & Practice Notes

e¢ Remind students of the different properties to help
solve problems.

Assignment Guide and Concept Check

Emerging 1-5 odd, 9-13

odd, 15-17 ‘ptt a aesBS} |

Prior Skills
e Exercises 15-17: Grade 4, Adding Multi-Digit Numbers

Cross-Curricular Connections
Language Arts
e Have students create and write a Help Wanted ad for how to
perform one of the number properties discussed in this lesson.
Decide ahead of time if you would like students to choose the
property or if you will assign the property to studenis. Students
should be creative in designing their Help Wanted ad and
should include an example proving that they understand how
the number property is performed.

T-57 Chapter 2
 Name
cael Homework (
& Practice 2.1
Learning Target: Use number properties.

|Example | Complete the equation. Identify the property shown.

(6825) Pa 68 (258 ) Associative Property

of Multiplication

|Example ] Use the Distributive Property to find 9 x 45.

9x45=9x(_40 + _5) Write

45 as asum.

wv =(9xX_40 )+(9x_5) Distributive Property

= 360 + 45_ Multiply.

w = 405 Add.

Complete the equation. Identify the property shown.

1ig08 700 a= 0 2. 15+ 13=13 +_15_

Multiplication Property of Zero Commutative Property
weuw of Addition

3. 4X7X25=4xX_25_x7 4. 6 X (20 — 3) = (6 X 20) —-(6 x _3_)

Commutative Property Distributive Property
of Multiplication

Use the Distributive Property to find the product.

5. 4X78 =(4 x 70) + (4 x 8) 6. 23X8 =(20 x 8) + (3 x 8)

= 312 = 184

vuvoodoedUse a property to find the sum or product. Identify the property you used.

7. 6X 43 8. 339+0+54 =393 9. 25X8x2 =400

= (6 x 40) + (6 x 3) Addition Property Commutative Property
= 258 of Zero of Multiplication
Distributive Property
©
LLC
Learning,
Ideas
Big

v@euvu Chapter2 | Lesson1

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Chapter 2 | Lesson 1
\ ”
4 -
 Extend Student Learning
Bodily-Kinesthetic
e Post an equation on the board and allow time for students to
solve it on their whiteboards. Once completed, students will
perform a movement to indicate which property they used to
solve.
e Commutative Property: little hops in place
e Associative Property: jumping jacks
e Addition Property of Zero: toe touches
e Multiplication Properties of Zero and One: shoulder touches
e Distributive Property: run in place
Students should perform their movement until all students
have finished solving the equation. Be sure to indicate which
property should have been used to solve.

Lesson Resources
Surface Level Ae | Deep Level
Resources by Chapter Resources by Chapter
e Extra Practice e Enrichment and Extension
¢ Reteach ¢ Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos e Lesson Practice
Skills Review Handbook
Skills Trainer

T-58 Chapter 2
 10. MP} Number Sense To find 11. Writing Explain how using properties
29 + (11 + 16), your friend adds 29 can help you mentally find answers
and 11.Then he adds 16 to the sum. to problems.
Which property did he use and why? Sample answer: operations
Associative Property of Addition; can be simplified
Group 29 and 11 together because
they are compatible numbers.

12. MP} Number Sense Newton uses two properties to rewrite

the expression (4 X 23) 25. Identify the properties he uses.
Why would Newton use these properties?
Commutative Property then the Associative Property;
Newton wanted to group 4 X 25 because multiplying
100 by 23 is easy.

13. Modeling Real Life Before performing an

experiment, students are asked to predict which
substance will melt an ice cube the fastest. How st (OO
many students make a prediction? Identify the sua |@OOE |

76 students; Distributive Property

Each @ = 8 students.

14. Modeling Real Life An apartment building has 35 floors with

12 apartments on each floor. There are 300 apartments that have
2 bedrooms. The rest of the apartments have 1 bedroom. How many
1-bedroom apartments are in the building? How can you use the
Distributive Property to help solve this problem mentally?
120 apartments; Rather than multiplying 35 by 12, multiply 35 by 10
and 35 by 2, and add. Then subtract 300 from the sum.

LALA ATOR IURY

Review & Refresh

Find the sum. Check whether your answer is reasonable.

15. 8,968 16. 75,310 17. 90,583
+ 4,683 + 8,596 ae CHEW/7/
13,651 83,906 110,460
©
LLC
Learning,
Ideas
Big

58

Chapter 2 | Lesson 1 58
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 ® Check out the
X® Dynamic Classroom.
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BigldeasMath.com

<> STATE STANDARDS

Preparing to Teach Sa 508M
| This lesson introduces the order of operations as a set of rules
Learning Target for evaluating numerical expressions. Although mnemonics, like
PEMDAS, can be helpful for remembering the general order, it
Use order of operations
is important that students understand that multiplication does
to evaluate numerical
not always come before division. Also, addition does not always
expressions.
come before subtraction. It now makes sense to mention how the
Success Criteria properties in Lesson 2.1 represent a way to sometimes change
e Identify the operations expressions to make computing easier. When properties are used
in a numerical to evaluate an expression, they always produce the same result as
expression. with order of operations.
e Determine the order to
perform the operations
Dig In (Motivate Time)
in a numerical
expression. Students are asked to follow instructions of two-step computations
e Evaluate a numerical one step at a time. Instructions are repeated but in the opposite order.
expression. Students keep track of when it makes a difference in the result.
e Students should have paper and a pencil.
e “Number your paper from 1 to 10. For each problem write your
answer on your paper.’
e Give instructions orally by reading instructions for working from
pea RRR ROE,
left to right versus order of operations. Say, “Question 1: Add
Practice opportunities
6 + 5, now multiply that result by 2. Question 2: Multiply 5 x 2
for the following
and then add 6.” Continue for the rest of the expression pairs.
|are available in the :
/ Resources by Chapter or | Questions 3 and 4: 2 + 4 + 8; Questions 5 and 6: 8 — 5 — 3;
| at BigldeasMath.com. Questions 7 and 8: 30 + 3 + 7; Questions 9 and 10:4 x 2x 6
Display the original problems on a projector and ask for
e Daily skills
the answers to the first two questions. “Did the order of my
e Vocabulary
| @ Prerequisite skills instructions make a difference?” yes Continue this process with
each expression pair.
2 MP3 Construct Viable Arguments: “What do you notice about
the expression pairs where the order of the steps made a
difference compared to the ones where it did not? Why might
ELL Support order sometimes not matter?” They might respond with
mixed operations versus all the same operations, but then
Point out that the word
order has multiple Questions 5 and 6 do not follow the observations (subtraction
meanings. Explain that is not associative). Allow students to just state observations,
in this context the word formulate ideas of why, critique reasoning of others, and test
refers to performing them out as a class. They will be able to confirm their ideas
mathematical operations later in the lesson.
in a specific sequence. It © “You've identified different operations and have ideas about
should not be confused why some of the expressions produced different answers. In
with ordering food, this lesson, you will learn about the order of operations, which
online purchases, or tells us the order to perform operations in expressions with
with giving commands more than one operation.”
to someone.

T-59 Chapter 2
 Name
a Order of
=~ Operations 2.2
Learning Target: Use order of operations to evaluate
numerical expressions.
Success Criteria:
+ | can identify the operations in a numerical expression.

wed + | can determine the order to perform the operations in

a numerical expression.
+ |can evaluate a numerical expression.

Explore and Grow

Two students were asked to find the value of the expression below and
they got different answers. Only one student has the correct answer. The
students did not make any mistakes in their calculations. How did they
.......
lew
LLL!
RRL
6”
Renn
rT
> get different answers?

24+16+4-2
One followed the correct order of operations and one did not.

Structure Why is it important to have rules when finding values of

expressions that contain more than one operation?
vdeteedheuwueuwuvuee
If everyone follows the same rules, they will get the same
result and avoid confusion.

vdu”d

Explore and Grow

e If students did the Dig In they will have an idea about how to produce
different results by using different orders. This expression has an additional
operation, but students could still try doing each in a different order. They
vvoovvves are likely to realize there will not be uniformity in answers if the steps are
worked in different orders.
e |f students did not do the Dig In, suggest to students who cannot figure out
how to get two answers that they try starting somewhere other than the
left-most value, or find someone who worked in a different order from them.

Chapter 2 | Lesson 2 59
aN
 Laurie's Notes
ELL Support Think and Grow
Getting Started
_ After reviewing the
Introduce the vocabulary cards for numerical expression and
examples, have
evaluate first. The students have been using the terminology
students work in
for expression, but now it is distinguished as a numerical
pairs to discuss and
|_ complete Exercises 1 expression as opposed to an algebraic expression. Explain
l that evaluate is an instruction that tells students to simplify an
:and 2. Have one
expression to a single number by completing the operations
student ask another,
_ “What operation do that are shown.
i_ you perform first?
Introduce the vocabulary card for order of operations. The word

) _ second? What is the

i answer?” Have them
operations can be used to describe +, —, X and ~ collectively,
and basically, they tell us what to do with the numbers to compute

|| Beginner
alternate roles.
students
an answer. Descartes names the four basic operations. Note that
exponents, when not written out as repeated multiplication, come
may write out the after parentheses, but are not included at this time.
process. As you review the three steps in the order of operations,
Intermediate students emphasize that division can come before multiplication if it
_ may state aloud each appears to the left of a multiplication sign (or in parentheses).
step of the process. Steps 2 and 3 can be written as “Divide and multiply from left to
Advanced students right” and “Subtract and add from left to right.”
may provide an
Teaching Notes
_ explanation of what is
done at each step. Model: Read the example and identify the two operations:
subtraction and division. Reference the order of operations list
and emphasize that division is performed first, even though
subtraction is the first operation we see or hear when reading
the expression from left to right. Show that 3 replaces the
dividend 18 and the divisor 6. You can even lightly mark through
them in the original expression. All that remains are 19, a
minus sign, and now 3. It is important to keep the arrangement
of the remaining values in the correct order to preserve the
original expression’s value, especially since subtraction is not
commutative.
Model: “When parentheses are present, we first perform the
operation inside the parentheses, even if it is an operation that
is normally done later. This is the purpose of parentheses, to tell
the reader you want to first perform an operation that normally
would be done at a later step.” Complete the steps, emphasizing
the reasoning for each step.
Supporting Learners: Provide a checklist of the order of
operations for them to mark off. Assist with organizing work
vertically with as many of the remaining numbers and steps
aligned directly below the previous step.
@ “As you worked each example, you determined the order to
perform the operations. How confident (on a 1-5 scale, with 1
as most confident) are you that you followed the order of
operations correctly? that you recorded the steps clearly for a
reader to tell what steps you did first and second?”

T-60 Chapter 2
 tat
8
’
ay
f Think and Grow: Use Order of Operations

(OPR Key Idea anu on is an expression that contains numbers

and operations. When you eval wate a numerical expression, you find the value
of the expression.
When evaluating a numerical expression, use a set of rules called the order of
operations. These rules tell you the order in which to perform the operations.

Order of Operations The four basic operations

1. Perform operations in parentheses. are addition, subtraction,
multiplication, and division.
2. Multiply and divide from left to right.
3. Add and subtract from left to right.

|Example | Evaluate 19 — 18 + 6.

Using the order of operations, divide first. Then subtract.

1918 =6=— 19s Divide

18 by 6.
= 16 Subtract 3 from 19.

PEED Evaluate 30 + (3 + 7) x 2.
Using the order of operations, perform the addition in the parentheses first.
Then multiply and divide from left to right.

30+ (3 +7)X2=30+_10_ x2 Perform operation in parentheses.

ro) SSK ihbeving) Divide 30 by 10.

ao Multiply 3 and 2.

So, 30: GEa7)po2i=

_9__.

Show; and’ Grow

Evaluate the expression.

1. 24+4+2 26 2. 12+(10-—3)x8 68

LLC
Learning,
Ideas
Big
©

60

Chapter 2 | Lesson 2 60
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 “Laurie's Notes
Apply and Grow: Practice
Scaffolding Instruction
Students have been using the order of operations to evaluate
~ expressions with up to three operations. Students follow the list of
the order of operations, emphasizing working from left to right.
Emerging students tend to follow working inside parentheses
first, but they tend to return to working left to right afterwards.
Disorganization of writing intermediate steps may cause students
to drop numbers or reuse numbers that have already been used in
computation.
e Exercises 3-15: Reduce the number of exercises by assigning
odd numbered exercises only.
e Exercises 12-14: If students cannot find where to place the
parentheses, give them two or three options with parentheses
already inserted to choose from.

Proficient students are able to apply the order of operations to

expressions with up to three operations. They can show the new
expression after each step of work.
e Exercise 9: A student could work this incorrectly and still get the
correct answer. Can you figure out why?

Additional Support
e Students can number 1, 2, 3 above each operation symbol
before beginning to evaluate.

Extension
e “Design your own expression that uses parentheses like those
in Exercises 12-14. Evaluate your expression. Rewrite without
the parentheses and ask a classmate to insert them correctly to
get the same answer you did.”

T-61 Chapter 2
 Name

Apply and Grow: Practice

» Evaluate the expression.

=) Baeza
27
Ok) 4. 107+ 10+7
27
54S
(So 2)
8

> 6. (45 +25) +10 7105 — 04-9 8. [z+4)xs

? 7 57
; 5

9
ov 95 Sct (16 S16) <1 10. (18+
23+ 22)+9 11. 80-6X5X2
25 7 20

Insert parentheses to make the statement true.

12. (6+ 2)x 7 = 56 13. (18—6)+2+5=11 14. 10+2x(4—-

1)= 16

owovvw
15. Y@U) BE THE TEACHER Is Newton | 16. Writing Describe how you can
correct? Explain. evaluate 9 X (40 + 5) two
no; Newton needs to divide 6 by 2 different ways.
before adding 14. You could either use the
Distributive Property or solve
what is in the parentheses first,
then multiply by 9.

LLC
Learning,
Ideas
Big
©

Chapter2 | Lesson 2 61

Chapter 2 | Lesson 2
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 Laurie’ Notes
ELL Support Think and Grow: Modeling Real Life
The application example allows students to show their
Read each problem understanding of the order of operations to solve a problem.
aloud as students follow
along. Clarify unknown ¢ Preview: Each exercise, except the Dig Deeper, provides
vocabulary and an expression for students to use for solving the problem.
unfamiliar references. Students can see how each problem was translated into a
You may want to discuss numerical expression to represent how to find the solution
the alternate use of with the given information. Explain to students that they will be
the word order in the writing their own expressions in the next lesson.
example. Verify that ¢ Model: Read the example aloud. Ask students what the 12 in
students understand the numerical expression represents. Summarize what is being
what is being shown in multiplied and added: the number of shirts times the price of
the table. Provide time each, plus the shipping. Work through the steps following the
to complete each and order of operations. Make sure students know they can use
_ ask questions to elicit strategies for completing multiplication of 14 x 12, like using
| the answers required. 14 x (10 + 2), to help.
| Have students write e To make sure students are reading the exercises and not just
| their answers ona
evaluating each expression without the context, assign students
whiteboard or piece of
to alternate reading the problem to their partner out loud before
| paper to display for
they are able to solve. Then, Partner B summarizes what was
| your review.
done with each value, such as multiplying the number of floors
by the number of spaces, and then subtracting the number of
spaces being used. Partner B then says in what order it should
be evaluated, and together they check that their end result
makes sense in the context of the problem.
? MP6 Attend to Precision: “Are there any expressions where
parentheses could be removed and not change the answer?”
yes; Exercises 18 and 19 “Is it wrong to use parentheses that are
not needed?” no “Why do you think they were used?”
e Students may solve Exercise 20 in stages. This is okay. Ask if at
the end, they could write one expression that represents all the
operations they used, including parentheses if needed.
© “How are you doing with the success criteria? Are you able to
identify the operations and decide the order for evaluating the
expression?”
e Supporting Learners: “Work with a partner to discuss”

Closure
e “Evaluate 79 — 6 + 15 X 3. Follow the order of operations.”

T-62 Chapter 2
 A robotics team orders 14 shirts. The order
has a $9 shipping fee. Use the expression 14 x 12 + 9
to find how much the team spends on the order.

Evaluate 14 X 12 + 9 using the order ofoperations.

Multiply first. Then add.

14X12+9=_168 +9 Multiply
14and 12.
ol Ddn Add 168 and 9.

The team spends __$177__ onthe order.

Show, and! Grow

17. Aparking garage has 7 floors with 18. Ata fair, you ride the swinging ship
109 spaces on each floor. There 3 times and the bumper cars 5 times.
are 486 spaces being used. Use Use the expression (3 X 2) + (5 X 4) to
the expression 7 X 109 — 486 to find how many tickets you use in all.
find how many spaces are not
being used. haeeniien | Tickets for Each Ride

277 spaces

Peumperaais
if sf |
26 tickets

19. You download 128 songs and divide 20. DY PYzag38) A politician buys
them into 4 equal-sized playlists. You 3 boxes of campaign buttons. There
delete 1 playlist. Then you download are 60 buttons in each box. He divides
56 more songs. Use the expression the buttons into 4 equal groups. How
128 — (128 + 4) + 56 to find how many buttons are in each group?
many songs you have now. 45 buttons
152 songs

LLC
Learning,
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62

Chapter 2 | Lesson 2 62
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Homework & Practice Notes

e Remind students to always perform operations in the
parentheses first. Then multiply and divide from left to right.
Then add and subtract from left to right.

Assignment Guide and Concept Check

Lovet (|Assignment|
Emerging 3), 8) lil, We;
Concept Check

17-21 SF yp NS IZA ‘ks

Proficient

Prior Skills
e Exercises 19-21: Grade 4, Dividing by One-Digit Numbers

Cross-Curricular Connections
Language Arts
e Have students write about how incorrectly using the order of
operations (performing in the incorrect order) can give you
a wrong answer. Be sure students create an example that is
solved incorrectly as well as correctly to prove they understand
the correct order of operations.

T-63 Chapter 2
 Name
Homework
& Practice 2.2
Learning Target: Use order of operations
to evaluate numerical expressions.

Evaluate 9 + (33 — 12) + 3.

Using the order of operations, perform the subtraction in the
parentheses first. Then divide. Then add.

9+ (33—12)+3=9+ 21 +3 Perform operation Remember the

in parentheses. order of operations:
1. Perform operations
et vialOi Divide 21 by 3. in parentheses.
2. Multiply and divide
= 6 Add 9 and 7. from left to right.
3. Add and subtract
from left to right.
So, 9 + (33 — 12) +3 = Jer

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Evaluate the expression.

Ta (Si
2) e4 5 SG oA)
24

4. 21+42+7
27

De DO 222 - 27+11X*4 h Al = (Pee)

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45 71 19

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Chapter 2 | Lesson 2 63

Chapter 2 | Lesson 2 63
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e Post the numbers 24, 6, 8, and 2 on the board for all students to
ineanaterie
Renault
see. Students will need to arrange and use each of the numbers
once in an expression to create the answers 0, 14, 24, and 46.
Have students record each expression and share it with the
class. Compare students’ expressions.
Note: This activity can be repeated by providing four new
numbers to arrange and match the answers to.

Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter

e Extra Practice e Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
e Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos ¢ Lesson Practice
Skills Review Handbook
Skills Trainer

T-64 Chapter 2
 Evaluate the expression.

ws 10°50 9x (54> 15)—42 14 Ol, 16 12. (106 + 350 + 244) + 10

138 16 70
ae
‘@e

Insert parentheses to make the statement true.

13. (36 — 9)+ 9=3 14. (12+ 8)+=44+1=6 15. 10+ 4 Xx(12 — 6)= 34

16. Y@U) BE! THE TEACHER’ Your 17. Me) Number Sense Which
friend says that because ofthe expressions have a value of 9?
order of operations, the expressions
are equivalent. Is your friend 2+1X3
:
correct? Explain. Oy e308 10 <8
OR (See2) 7 1K =) SAS 7/
yes; Multiplication is performed first
before addition and subtraction.

. Modeling Real Life Fifth graders at a school write

a paper about a historical person for a contest.
There are 5 classes of 25 students and 1 class of
28 students participating in the contest. Use the
expression 5 X 25 + 28 to find how many students
participate in the contest.
153 students fs.
Martin Luther King Jr.

SAAT TAIT
Review & Refresh
Divide. Then check your answer.
19. 104 20 SOM Ree=e 21. 71,015 R 23.
8)832 7)215 5)5,078

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Chapter2| Lesson2 64
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STATE STANDARDS
. \\CORE)) 5 04.4.1, 5.0A.A.2
Preparing to Teach
Now that students know the order of operations, they are ready to
Learning Target start writing their own numerical expressions using parentheses
to indicate operations to be evaluated first within a numerical
Write numerical
expressions.
expression. In doing so, they will need to be able to verbalize
numerical expressions. This requires a source of math terminology
Success Criteria for the different operations, especially to indicate where
e Write a verbal parentheses are used. There may be many ways to say the same
statement as a expression. Listening to other students’ verbal expressions will be
numerical expression. very helpful.
e Use parentheses
in an expression Materials
appropriately. e chart paper
e Interpret an expression.
Dig In (Motivate Time)
e Students generate lists of words for each of the four operations:
+,—, X, +.The compiled list will serve as an anchor chart
|Warm-Up
j
Sa RE om during this lesson.
| Practice opportunities e Display a chart paper with four columns labeled +, —, x, and >.
| for the following © “We have been working with numerical expressions that use
' are available in the symbols for the operations,’ point to each column heading,
| Resources by Chapter or “and digits for numbers. In this lesson, we wil! write the
| at BigldeasMath.com. numerical expressions from the verbal expressions—how
-e Daily skills we read the expression out loud. To do this, it helps for us to
e Vocabulary recognize words that can be used for each symbo!.”
_ © Prerequisite skills 2 Write 8 + 2 on the board. “What are different ways we can read
this numerical expression? Discuss with your partner as many
ways as you can.’ Listen for 8 plus 2, 8 added 2, the sum of
8 and 2, 2 more than 8, 8 increased by 2, 2 added to 8.
e Share student responses. Record key words for + on the anchor
Discuss the words chart: plus, add, sum, more than, increased by. Examples can be
statement and included to clarify use. Students may add to the chart later if not
expression. Explain all these are found immediately.
that in everyday e Repeat with the other operations. 5 — 3: minus, take away,
language a statement difference, subtract, less, less than; 9 < 6: multiplied by,
is a declaration that product, times; 15 + 3: divided by, quotient. After recording
someone says and an student responses for the four operations, make a list of any
expression is language words not mentioned and have students decide which column
that may not have literal they belong to.
meaning, but makes a e Teaching Tip: Increase student involvement. Ask a different
comment interesting, student to record the word and an example on the anchor chart
such as “it’s raining cats after a verbal expression is given by a classmate.
and dogs.’ Then discuss
e “Who learned new words for at least one of the operations
how these words are
in this activity? We will display this chart in our classroom so
being used in the
you can practice using new words to express the operations in
success criteria for
numerical expressions.”
this lesson.

T-65 Chapter 2
 a Name .
“4 Write y. 3
a Numerical ©
Learning Target: Write numerical expressions. Expressions
Success Criteria:
+ | can write a verbal statement as a numerical expression.
+ | can use parentheses in an expression appropriately.
+ [can interpret an expression.

Explore and Grow

Write a real-life problem that can be represented by one of the expressions

below. Switch papers with your partner. Which expression represents your
partner's problem? Explain. Check students’ work.

7 X (8+5) (7X 8)+5

Make Sense of Problems How can parentheses change the meaning

of an expression? Explain.
Parentheses can change the order of operations.

Explore and Grow

e Brainstorm some topics that might be used to get students thinking about a
real-world context: sports, shopping, music, food, pets, etc.
e |f partner pairs used the same expression, challenge them to work together
to develop a situation for the other expression.
e When discussing the use of parentheses, refer to the anchor chart created
during the Dig In. “Which words help identify that you want to evaluate what
is in the parentheses first?” sum of 8 and 5; product of 7 and 8
e Note: Parentheses can be used around multiplication for emphasis of “first,
and then...” though are not needed due to order of operations.

Chapter 2 | Lesson 3 65
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 “Laurie's Notes
Think and Grow
ELL Support
Getting Started
After demonstrating
Return to the anchor chart of words used for the operations.
the examples, have
As a class, identify the key word that indicates the answer to
_ students work in
an addition expression, a subtraction expression, etc. (sum,
| pairs to discuss and
difference, product, quotient). “When these words are used, it
complete Exercises 1-4.
often indicates use of parentheses in the numerical expression.
Tell pairs to think about
Watch for these words!”
what punctuation helps
them understand the Teaching Notes
order of operations.
Read the example.
Expect students to
2 MP6 Attend to Precision: “What is wrong with saying 10 divided
perform according

| to their language
proficiency level.
by 9 minus 42” Order of operations
10 + 9 to occur first, with the subtraction
are no parentheses.
would cause the division of
of 4 last because there

| Beginner students
may write numerical
“Are there any other ways we could read the expression?” Let

|
the class play around with suggestions for different wording,
expressions and
deciding if it is accurate or, if accurate, is it is too awkward, such
discuss using simple

| phrases. as saying subtract 4 from 9 and then find the quotient of 10 and

| Intermediate students it or the quotient of 10 and the difference of 9 and 4. This will
may write and help them realize the use of wording, importance of order, and
discuss using simple better understand the verbal expressions.
sentences. Model: “The word then can be used to help indicate the
Advanced students order of evaluating an expression and tell the reader
may write and something has to be done first.” Complete the numerical
discuss using detailed expression (54 + 97) X 2. Ask students, “What would happen
sentences. if the parentheses were not there?” 97 * 2 would occur first.
“\Ne can interpret the expressions by saying, the value of the
expression is 2 times (or twice) the sum (54 + 97).
In Exercises 1-4, encourage students to put the first operation
in parentheses. Once written, then decide if the value of
the expression would be the same if the parentheses were
removed. In Exercises 3 and 4, discuss as a class how to
interpret each using the second example as a guide.
Supporting Learners: Simplify the verbal expressions by
covering parts of the sentence and focusing on writing one
operation at a time. Start with words like sum, product,
quotient, and difference first, then translate the remaining parts.
“Where are you on the success criteria?” Read through all three
success criteria. “Are you able to do one, two, or all three? What
do you need to work on more?”

T-66 Chapter 2
 we |Example | Write the words as an expression. Remember to
include the
Divide 10 by the difference of 9 and 4. parentheses!
tS SS

10 = (9
— 4)

vuw «

|Example | Write the words as an expression. Then interpret

the expression.

Add 54 and 97, then multiply by 2.

\ Mn

(54 + 97) plot 2inss

The numerical expression is _(54 + 97) X 2

The value of the expression is __2__ times the sum 54 + 97.

Show, and’ Grow)

Write the words as an expression.
1. Multiply 8 and 5, then divide by 4. 2. Multiply the sum of 14 and 18 by 4.
(8x 5)+4 (14 + 18) x 4

Write the words as an expression.

Then interpret the expression.

3. Multiply 3 by the sum of 12 and 3. 4. Subtract 30 from 50, then divide by 10. 4
3 x (12 + 3); (50 — 30) + 10; =
The value of the expression is The value of the expression E
3 times the sum 12 + 3. is the difference (50 — 30) z
wovevdvowoeewineewovwesv
divided by 10. 3
2

(2)

66

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Remember, you can use the song
Big Like That
to review the language of decimals!

Chapter 2 | Lesson 3 66
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Apply and Grow: Practice

Scaffolding Instruction
So far, practice has been limited to writing the numerical
expression when given the verbal expression. Are students
identifying words like then, difference, product, sum, or quotient
that signify a possible need for parentheses? Do they understand
that some operations do not require the parentheses due to the
order of operations? Do they understand the instructional words
of interpret versus evaluate? In this practice, students will also try
writing the verbal expressions. Can students use the key terms
from the anchor chart to write the verbal expression? Are they able
to write the expression in more than one way?
Emerging students need help breaking down verba! expressions
into parts. This leads to a confusion about where to start, how
to start, and which numbers are associated with a described
operation. They scramble the numbers and operations to build an
incorrect expression.
e Exercises 5-8: Remind or give examples of what is meant by
interpret and evaluate the expression.
e Exercises 9 and 10: Start with the expression in parentheses.
Use a first___, then ____ template to structure their responses.
Proficient students are able to use verbal expressions to write
numerical expressions. They understand the use of parentheses
to indicate operations done first. They may have some difficulties
when more than two operations are included in the same
expression, or words such as from are used, changing the order
of the numbers in the numerical expression.
e Exercises 9 and 10: Can students write multiple verbal
expressions for each numerical expression? Which do they
think is the best way to write it?

Additional Support
e Provide access to an anchor chart for operations words and to a
list of properties for Exercise 13.

Extension
e¢ Give an example of a numerical expression with parentheses
that are needed and explain why. Then give an example of a
numerical expression with parentheses that are not needed.
Explain why they are not necessary.

T-67 Chapter 2
 —

Name

Apply and Grow: Practice

Write the words as an expression. Then interpret the expression.

5. Add 238 and 12, then multiply by 3. 6. Subtract 15 from 60, then divide by 9.
(238 + 12) x 3; (60 — 15) + 9;
The value of the expression is 3 The value of the expression is the
times the sum 238 + 12. difference (60 — 15) divided by 9.

Write the words as an expression. Then evaluate the expression.

7. Multiply 5 by the difference of 25 8. Add the product of 60 and 4 to the
and 20. product of5 and 4.
5 Xx (25 — 20); 25 (60 x 4) + (5 x 4); 260

Write the expression in words.

9. 13+(4~X6) 10. (4+ 8)+2

Add 13 to the product of 4 and 6. Divide the sum of4 and 8 by 2.

11. Newton has $20. He spends $4 on lunch and $13 at the store.
Write an expression to represent the situation.
20 — (4 + 13) dollars

12. Writing Explain how you know which 13; MP) Number Sense Write the
operation to use when writing words as words as an expression. Then use a
an expression. property of addition to write an
Look for key words such as sum, equivalent expression.
difference, product, and quotient. Addo tothe cunchetenien

9+ (21+ 6)=(9+21)+6
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ELL Support
Think and Grow: Modeling Real Life
The application problems allow students to show their abilities
Read each problem to write, evaluate, and interpret verbal expressions as numerical
aloud as students follow expressions in a problem-solving context.
along. Clarify unknown
vocabulary and ¢ Preview: Do students recognize a game that uses tiles and triple
unfamiliar references. word score? Do students know what a tandem bike is?
You may want to discuss ¢ Model: Read the example aloud. Ask students what triple
the context of playinga | means. Complete the first lines of the “Think” to write the
word game as described numerical expression for the score. Read and complete the
in the example. Verify | “Interpret” and the “Evaluate” sections together.
that students understand Turn and Talk: “What is the difference between the instructions
what is shown in the for Interpret an expression and for Evaluate an expression?
graphics. Provide time to Explain to your partner.’
complete each and ask ¢ Recommend that students write, interpret and evaluate as the
the questions provided. steps for solving each exercise. For Exercise 16, two sets can be
Have students write translated as 52 + 52 or 2 x 52. Both are acceptable. Students
their answers ona
may have difficulty interpreting the division.
whiteboard or piece of
e In Exercise 15, the word total indicates addition, and in
paper to display for
Exercise 17, the word more does not indicate addition. It is
your review.
a comparative for subtraction.
e For Exercise 17, encourage students to use the Distributive
Property (or show how they could): (10 X 2 X 4) — (17 X 4) =
(10 X 2 — 17) X 4. Without additional parentheses around the
10 X 2, students should understand that within parentheses
with more than one operation, the rules for order of operations
apply—multiplication before subtraction. This expression also
lends itself well to discussion and connection to the next lesson
on what to do if a student did want to use parentheses around
the 10 X 2.
@© “How are you doing with interpreting a numerical expression
once you've written it? Do you understand how this is slightly
different from the original verbal expression?”

Closure
e Review the key words on the anchor chart. Add an example of
evaluate and interpret to the chart.
? “Create an expression that uses words from two different
columns of our chart. Write your creation as both a verbal
expression and a numerical expression. How does the reader
know what to do first? Did your numerical expression need
parentheses? Evaluate and interpret your expression. Have
your partner check and critique your work.’

T-68 Chapter 2
 Think and Grow: Modeling Real Life

|Example ] On your turn of a word game, you

draw the card shown and create the word
MATH. Your word score is the sum ofthe points
of the letters you use. How many points do you earn on your turn? /

Write an expression.
yy
Think: Ad Sess
lee eee ,and_4 __, then multiply by __3_. € ose OUp 7
(3 ee ees pe Sh

Interpret the expression. Evaluate the expression.

You earn __3__ times as many points (3+1+1+4x3=_29 _x_3

as the value of your word score.

So, you earn _27 __points on your turn.

Show) and’ Grow.

14. You make 2 batches of fruit salad. 15. A customer places an online order for a
How many cups offruit do you use video game that costs $49 and 3 books
inal? x (241 +2041 :14 that each cost $12. Shipping costs $6.
What is the total cost of the order?

Fruit Salad hh 49 + (3 X 12)

+ 6; $91
2 cups strawberries _
__{Zcupsblueberries _
_ 27 cupsgrapes
_{ cuppineapple

16. \DIG DEEPER! Eight students use | 17. i pig DEEPER Uta “BICYCLE
RENTALS
2 sets of 52 cards to play a game. much more does it cost
The cards are divided equally to rent 2 adult bikes for i
among the players. How many 4 hours than a tandem Adult: $10/h
cards does each player get? bike for 4 hours? Explain. child: $9/h

(2 x 52) + 8; 13 cards $12 more; Tandem: $17/h

(2 xX 10 x 4) — (4x 17) =12
Big
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68

Chapter 2 | Lesson 3 68
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Homework & Practice Notes

e Review the order of operations and the use of parentheses
in expressions.
e Remind students of the key words when discussing addition,
subtraction, multiplication, and division.

Assignment Guide and Concept Check

Level Concept Check
1-13 odd, 14-16 |
don
Or als

Prior Skills
e Exercises 14-16: Grade 4, Subtracting Mixed Numbers

Cross-Curricular Connections
Language Arts
¢ Divide students into groups of three and have each student write
an expression on a notecard. The expression should be written in
words and composed of at least three numbers, which are either
one- or two-digit numbers, as well as at least two operations.
Once all students have completed writing their expressions,
have them pass their expression to the student to their left. This
student will need to write the expression in numerical form and
then pass it again to their left. The last student will evaluate the
expression. Students pass the cards to the left again and check
the answers to the expression they wrote.

ETRTT
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T-69 Chapter 2
 Name
aoaail Homework (
& Practice 2.5
Learning Target: Write numerical expressions.

|Example | Write the words as i>eliulel( Write the words as

an expression. i an expression.
Then interpret
Multiply 6 by the sum of 10 and 7. the expression.
Subtract 95 and 88, then multiply by 3.
(ay
I
6x (10 + 7)
’ aires i
i
(95 — 88) xe)
—
The numerical expression is
6X (10 + 7). The numerical expression is
(95-88) X3_
The value of the expression is
times the difference 95 — 88.

Write the words as an expression.

1. Add 10 to the quotient of 72 and 8. 2. Subtract 55 from the sum of 124
and 56.
(72
+ 8) + 10
(124 + 56) — 55

Write the words as an expression.

Then interpret the expression.

3. Add 14 and 13, then divide by 3. 4. Subtract 29 from 39, then multiply
(14 + 13) +3; by2.
The value of the expression is the 2 1
sum 14 + 13 divided by 3. (39 — 29) x ou
1
The value of the expression is 5
times the difference 39 — 29.

Write the words as an expression. Then evaluate the expression.

5. Subtract the product of 5 and 8 from 6. Add 15 to the quotient of 60 and 3.
the product of 10 and 9, (60 + 3) + 15;35
(10 x 9) — (5 x 8); 50

LLC
Learning,
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Chapter 2 | Lesson 3 69

Chapter 2 | Lesson 3 69
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Intrapersonal
e Cut out the Addition and Subtraction Word Cards and the
Multiplication and Division Word Cards Instructional Resources
prior to playing. Provide students with the clue word cards
(addition, subtraction, multiplication, and division) and have
them place the cards face up on a desk. Students will sort each
clue word into the proper operation.
Note: This activity can be completed individually or with
partners. If playing with partners, have one partner find the clue
words for addition and multiplication, and the other partner find
the clue words for subtraction and division. This activity could
also become a timed race to see who, or which group, can sort
the clue words the fastest.

Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter

e Extra Practice e Enrichment and Extension
¢ Reteach e Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Math Musicals
Tutorial Videos Dynamic Assessment System
Skills Review Handbook e Lesson Practice
Skills Trainer
Math Musicals

T-70 Chapter 2
 Write the expression in words.

The Sey Ge’

= 170) 8. (30 — 20) x 10
Subtract the sum of 14 and 17 Multiply the difference of 30
from 35. and 20 by 10.

9. Descartes has $9. He works 5 hours 10. Open-Ended Write a real-life problem
and earns $8 each hour. Write an that can be represented by the phrase
expression to represent the situation. “5 more than the sum of 15 and 7.”
9+(5x8) Check students’ work.

1120 DIG DEEPER! Write two different expressions that each represent
the combined area of the rectangles. Then evaluate the expressions.
23 in. 23 in. 23 in
(23 Xx 35) Xx 3,
(23 x 35) + (23 x 35) + (23 X 35);
35 in: be, 35 in. 2,415 square inches

12. Modeling Real Life A music teacher 13. Dé DEEPER! A customer buys
replaces the strings on 3 violins, 2
shirts that cost $10 each and a pair
2 violas, 4 cellos, and 1 bass. There ofjeans that costs $14. What is the
are 4 strings on each of the instruments. customer's total after using the coupon?
How many strings
i does the teacher [(2 x 10) + 14] x 4;
1 $17
replace? 2
(3+2+4+1)x4;
40 strings
: YOUR ENTIRE:
‘ PURCHASE:

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Review & Refresh

Subtract.

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|Laurie’ Notes =F
BigldeasMath.com

STATE STANDARDS
| Preparing to Teach
5.0A.A.1, 5.0A.A.2

_ This lesson introduces multiple grouping symbols within a

Learning Target _ numerical expression. Students see sets of parentheses in
_ succession left to right and also nested inside each other.To help
Use order of operations
_ with reading nested grouping symbols, parentheses are used
to evaluate expressions
with grouping symbols. inner most, followed by brackets, and finally braces. This may be
F the first time students have used brackets and braces, though
Success Criteria : they may have noticed them on a computer keyboard.
e Identify different types
of grouping symbols.
e Evaluate an expression
| Dig In (Motivate Time)
with multiple pairs of : Students perform calculations of a mystery number trick in a given
grouping symbols. _ order, building upon previous results to understand the concept of
E nested grouping symbols. The teacher then shows the expression
_ students used to create their final result.
e Students will need paper and pencil.
| a e “Think of a number between 1 and 10. Write it down.’
}
| Practice opportunities e “Now add 6 to that number. Write down the result.’
for the following e “Multiply your answer by 2.’
' are available in the e “Subtract 12.”
;
Resources by Chapter or _ 2 “Now divide by 2. What did you get?”
| at BigldeasMath.com. e Students should end with their original number. Write on the
| © Daily skills board [2 X (n + 6) — 12] + 2. Walk through the steps of the
| © Vocabulary trick, repeating each instruction as you point to the parts of the
| e Prerequisite skills expression, “First you added 6 to your number.’ Point to (n + 6).
“Then you multiplied that answer by 2, etc...” Use this time to
introduce the brackets as another grouping symbol to show that
the entire result was divided by 2 at the last step.
e Explain that the variable n represents each students’ choice of
Explain that hearing a number, since they did not all choose the same number. Write
the word value within the numerical expression using a sample number of 5,
the word evaluate is a [2 < (11 + 6) — 12] + 2. Work through the steps with the
way to remember that students repeating the instructions of first, then, etc.
in the context of math, e Have students group together with others who chose the same
evaluate means “find value for nas they did. “Replace nin the expression with the
a value,’ or compute a number you chose. Work together to evaluate the expression,
numerical expression. writing lines of work that show the order that you worked
Then explain that in through the operations.” Observe and assist groups as needed.
everyday language @ “Our expression used two sets of grouping symbols,
evaluate means parentheses and brackets. In today’s lesson, you will be
“analyze” and discuss evaluating expressions with multiple grouping symbols.”
what that means.

T-71 Chapter 2
 via Name
Ss Evaluate 2.4
Expressions
Learning Target: Use order of operations to evaluate with Grouping
pw expressions with grouping symbols. Sym bols
4« Success Criteria:
+ | can identify different types of grouping symbols.
+ | can evaluate an expression with multiple pairs of
grouping symbols.

Explore and Grow

Write the words as an expression. How is the expression different from the
expressions you wrote in previous lessons?

Multiply the sum of 4 and 5 by the difference of 8 and 7.

(4+ 5) x (8 — 7)

The previous lessons involved one set of parentheses,

where this expression involves two sets of parentheses.

Precision How can you evaluate an expression that has more than
one pair of parentheses?
Perform the operations inside the innermost grouping
symbols first.

Explore and Grow

e We want students to notice that there are two pairs of parentheses needed
to write the numerical expression. Refer back to the anchor chart from the
last lesson.
e Have students evaluate the expression and compare with other students
who chose to start with a different pair of parentheses.
@ “\In this case there was no difference in starting with either parentheses, but
sometimes it will make a difference. In this lesson, you will learn how to
evaluate expressions with multiple parentheses.”

Chapter 2 | Lesson 4 71
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ELL Support Think and Grow

Getting Started
| After reviewing the
© “In this lesson, you will need to identify different types of
_ examples, have
grouping symbols.” Introduce the three types of grouping
students work in
symbols. Show students how (5 x (9 — (6 + 2))) is usually
pairs to discuss and
written as {5 X [9 — (6 + 2)]} with three different grouping
complete Exercises 1
symbols. Ask them why they think this might be helpful. Explain
and 2. Have one
that the symbols do not have different meanings, they all act
student ask another,
the same as parentheses do. Grouping symbols written inside
_ “Which operation do
you perform first? each other are called nested grouping symbols. We often refer

| second? What is the

answer?” Have them
to the inside parentheses as innermost and outside parentheses
as outermost.
alternate roles.
Teaching Notes
Beginner students ¢ Model: Read the example. “When there are multiple pairs of
may write out the parentheses that are not nested, we evaluate the expression
process. inside each parentheses first and then complete the other
Intermediate students
operations after.” Work through the example with students.
may state aloud each
2 Model: “In this example, we have nested grouping symbols.
step of the process.
_ Which parentheses should we evaluate first?” Work through the
Advanced students
may provide an example evaluating innermost grouping symbols first. Read the
explanation of what is directions to the side as the students help complete the steps.
done at each step. e Students may believe from the examples that ( ) are always
done before [ ] or {}. Make sure students understand it is not
a rule that parentheses are always done before brackets. It is
because parentheses are more commonly used first, so they
are innermost and then if a second set of grouping symbols are
used, brackets are employed.
e Extension: “Write a verbal expression for each of the examples.”
@ “How are you doing with the success criteria of evaluating
expressions with multiple pairs of grouping symbols? Are
you able to evaluate expressions with two separate pairs of
parentheses like Exercise 1? with nested grouping symbols
like Exercise 2?”

T-72 Chapter 2
 ls esas
Think and Grow: Evaluate with Grouping Symbo
Perform the operation
inside the innermost
braces { } are
On Key Idea Parentheses( ), brackets [ ], and
grouping symbols first.

. You can write and evaluat e numerical

called grouping symbols
g symbols.
expressions that have more than one pair of groupin

Order of Operations (with Grouping Symbols)

1. Perform operations in grouping symbols.
2. Multiply and divide from left to right.
3. Add and subtract from left to right.
Evaluate (25 — 5) + (3 + 1).
Perform operations inside parentheses.
(25 -—5)+(3+1)= _20 + sel a

=_5 Divide 20 by 4.
So25erber Grint

FESIeD Evaluate [60 - (3 + 7) X5.

X5= [60 _10)x5 Perform operation inside parentheses.
[60-(38 + 7)]

=_50_ x5 Perform operation inside brackets.

The parentheses
are the innermost
= _250 Multiply 50 and 5.
grouping symbols.
So 60— G+ lx 5 = 228.

Show) and) Grow;

re)
Evaluate the expression.
2. (1+ 4)]
35-([6x 2
1. (18 — 12) X (8 + 4)

12 5 ;
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Chapter2| Lesson4 72,

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Apply and Grow: Practice

Scaffolding Instruction
Students continue to demonstrate their ability to apply the order
of operations and, when appropriate, properties of addition
and multiplication. They now see multiple grouping symbols;
however, the order of operations is not affected, grouping symbols
still indicate the first operations to perform. Are students able
to identify the innermost grouping symbols? Do they know to
perform these operations first, working their way outward? If more
than one operation exists inside a pair of parentheses, do students
know to follow the order of operations within the parentheses? Are
students showing organized lines of work as they evaluate so that
symbols are not mistakenly eliminated or used more than once?
Emerging students have difficulty working with multiple
operations and parentheses, often becoming confused a’
symbols and numbers they have already used. Express
separate pairs of parentheses are easier to comprehend than
nested grouping symbols.
e Exercise 8: Omit or assist students in determining where to start
and use a cover to reveal the problem in stages.
e Exercises 11 and 12: Omit or simplify to fewer steps or partially
complete for the student.

Proficient students are able to determine the order of nested

grouping symbols to evaluate an expression. Students may need
to confirm their results at times when expressions become more
complex to ensure they are following the correct order. Proficient
students can often self-correct when they are aware of an error
made in evaluating.
e Exercises 5 and 8: More than one operation exists within e
pair of grouping symbols. Remind students to evaluate the
expression within a pair of grouping symbols by the order of
operations.
e Exercise 12: Suggest students keep track of the symbols
used and results so that they do not keep retrying the same
sequence.
Additional Support
¢ Allow students to check their work against an answer key
showing only the final simplified expression. For exercises
missed, have them circle or explain the error in their work, then
redo the problem with steps shown that lead to the correct
result. Encourage students to help each other identify errors in
the order of operations.

Extension
e “Build a numerical expression with nested parentheses that
simplifies to 16. Show steps to verify.’

T-73 Chapter 2
 Name

Apply and Grow: Practice

Evaluate the expression.

30 (60 12) (Sir 5) 4. 95 — (26 + 14) x (4 + 2)

6 15

v) SS ta) tevaeta) 6.. 2 X [(96 — 72) + 8]

250 6

»
7. [(4 + 9)—(30
+ 6)] x 4 8. 36+ {[(7 + 5) +6 X 9] + 24}
r} 32 78

v
Write the words as an expression.
Then evaluate the expression.
v 9. Divide the sum of 35 and 28 by the 10. Add 11 to the product of4 and 6, then
sum of 3 and 4. divide by 5.

v (35 + 28) + (3 + 4);9 [(4 x 6) + 11] + 5;7

v
s
—] 11. Mp) Reasoning Will the value of
{3 + [(38 — 10) — 1]} + 3 change when
12." |DIG DEEPER! Use each symbol once
to make the number sentence true.
the braces are removed? Explain.
=) yes; With the brackets, adding 3 ~ ~ ~ +
comes before dividing by 3.
=) Without the brackets, dividing by 3 (Bi S2 7) 28 (Oe
2) i ho)
comes before adding 3.
Ss
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> Chapter 2 | Lesson 4 73

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 y| “

ELL Support Think and Grow: Modeling Real Life

The application example allows students to show their abilities to
Read each problem write and evaluate numerical expressions in a problem-solving
aloud as students follow context.
along. Clarify unknown
vocabulary, such as ¢ Preview: Some of the exercises include fractions. Review how
laps and gems. Explain to add and multiply.
unfamiliar references. 2 Model: Help students visualize the information by having
Verify that students students sketch a simple map of the tourist's route in one day.
understand what is Label the hotel, lake, and distances on the map. The expression
being shown in the in the example is laid out in order of the tourist’s walk from the
chart. Provide time to hotel: “How far is it to get to the lake?” 2 miles “So start with 2.
complete each problem Now let's add on the laps around the lake. How far is it around
and ask the questions
the lake?” = mile “How many times does she go around?” 3
provided. Have students
write their answers ona “\Ne can represent this as = mile X 3 laps. After the laps
whiteboard or piece of
around, she walks back to the hotel which is 2 miles to get back,
paper to display for
so we add 2 more. This process is one trip. The tourist repeats
your review.
this walk 3 times so multiply by 3.” Ask students to translate the
verbal expression into the numerical expression by filling in the
provided blanks.
? Turn and Talk: “What does the expression inside the bracket
represent in the context of this problem?” distance the woman
walks in one day
e Evaluate the expression together. At the end, return to the
third line and show how you also have the option to use the
Distributive Property to multiply | 4 + a| ose
2 Sometimes we have the option to write a different but equivalent
expression from the verbal description. Ask students if they
could write a different expression to represent the total distance.
In Exercise 13, encourage students to show their parts in one
expression, using grouping symbols as needed.
e Use Exercise 14 as an extension. Students can break it apart
into expressions showing how much is read first, then not read.
Finally, show how to make a fraction. The challenge is to write
all the steps as one expression before any computation is done.
The fraction can be represented with the entire expression
divided by 200.
© “Were you able to write sets of grouping symbols to show
which computations were to happen first?” Ask for thumbs up,
sideways, or down.

Closure
e Review the purpose of grouping symbols. Evaluate
tes 77 = MM] SX AO

T-74 Chapter 2
 Think and Grow: Modeling Real Life

A woman walks 2 miles from her house to the

lake, walks 3 laps on the sidewalk around the lake, then walks
2 miles back to her house. She does this each day for 3 days.
How many miles does the woman walk in all?
Think: How many laps does she walk around the lake? lake Deruniakinlocatedimperunisk
wwe How far does she walk to and from her house? Springs, Florida. It is one of only
two almost perfectly circular lakes
in the world. The sidewalk around
White anvexpression. 9 Lake DeFuniak is ~ mile.
a LS Ne
ee HE

Evaluate the expression.

2—
Perform operation
2+ (3x7) +2x3=2+ 10+ 2) x3 inside parentheses.
=(2+2+ 19 exes Commutative Property of Addition
2—

[ 4 + “10]x3 Add2and2.
us7
= i x3 Perform operation inside brackets.
20— k
=__10 Multiply the sum by 3.
1

So, the woman walks 10 miles in all.

: Show; and! Grow)

13. You collect 12 coins and 4 gems, 14. — DIG DEEPER! A book has 200 pages.
: complete 2 missions, and fail to You read 10 pages twice each day for
complete 1 mission. How many 1 week. What fraction of the book, in
points do you earn? tenths, do you have left to read?
3
[200 — (2 x 10 x 7)] + 200; 5
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(12 x 5) + (4 x 10) + (2 x 50) — 25;

175 points

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Chapter2| Lesson4 74
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 Q Check out the Dynamic
NM® Assessment System,
BigldeasMath.com }

Homework & Practice Notes

e Remind students the order of the three grouping symbols:
parentheses ( ), brackets [ ], and braces {}.

Assignment Guide and Concept Check

e3
Level
eve
evi a |_ Assignment é | Concept Check ©

Prior Skills
e Exercises 13-15: Grade 4, Multiplying Three- and Four-Digit
Numbers by One-Digit Numbers

Cross-Curricular Connections
- Social Studies
e Have a discussion with students about two almost perfectly
circular bodies of water located in Florida; Lake DeFuniak and
Kingsley Lake. Lake DeFuniak is 16 feet deep. Kingsley Lake
is 5 times and 10 more feet deeper than Lake DeFuniak. Have
students write and evaluate an expression to find the depth of
Kingsley Lake. Be sure to locate the two lakes on a map and
provide pictures for students to see the almost perfectly
circular lakes.

T-75 Chapter 2
 > ey,
4 ve
My

Name
Homework 2.4
& Practice \°
Learning Target: Use order of operations to
evaluate expressions with grouping symbols.

|Example } Evaluate (30 + 40) x (3 + 6).

(30 + 40) (3+6)= 70 x 9 Perform operations inside

——— a parentheses.
= 630 Multiply 70 and 9.

So, (30
+ 40) x (3 + 6) = _630 .

|Example | Evaluate4 x [(3 + 9) + 6].

4X ((3+9)+6l=4x[ 12 +6] Perform operations inside

parentheses.
SS< oy) Perform operation inside brackets.

= 5/8 Multiply
4 and 2.

S0,4X[3+9)+6]= 8

Evaluate the expression.

is I= SX W@W) 2h (or) (Peete)

1 2

3. (1+5)
X (2+ 3) 4. [(16—- 14) + (9X 4)] +2
30 19

Lo}
+ 5. 70 + [(463 — 443) = 2] 6. 9X {114+2+(4-1)]-8}
E 7 18

2
12)

Chapter 2 | Lesson 4 75

Chapter2| Lesson4 75
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 __Connect and Extend Learning
Extend Student Learning
Visual-Spatial
¢ Provide students with a Dice Operations Game Board
Instructional Resource, one die, and a whiteboard with markers.
Choose a target number to solve for and post it on the board
for all students to see. Students will roll a die 7 times and place
each number wherever they choose on the game board. Two
numbers may be discarded. Once students have their numbers
placed, have them solve the problem using the order of
operations. The student closest to the target number wins.
Extension: Allow students to switch two or more numbers
around in order to get closer to the target number.
Note: Division is not included on the game board because the
quotient may not always be a whole number.

Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter

e Extra Practice e Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos ¢ Lesson Practice
Skills Review Handbook
Skills Trainer

T-76 Chapter 2
 Write the words as an expression.
Then evaluate the expression.
7. Multiply the sum of4 and 5 by the 8. Add 23, 26, and 17, then divide by 7.
difference of 14 and 8.
(23 + 26 + 17) + 7;9-
(4+ 5) x (14— 8); 54

9. Writing Explain how to evaluate the 10. Open-Ended Write and evaluate two
expression. equivalent numerical expressions that
show the Distributive Property.
8 X [(36
— 33) X 2]
Sample answer:
Subtract 33 from 36 to get 3.
3 x (50— 1) = 147;
Multiply 3 by 2 to get 6. Finally
(3 x 50) — (3 X 1) = 147
multiply 6 by 8 to get 48.

11. Modeling Real Life Your friend has 12. Modeling Real Life A nutritionist
3 California postcards, 2 Hawaii recommends that fifth graders should
postcards, and 4 New York postcards. eat about 305 grams of fruit each
He gives 1 postcard away, then divides day. You eat the apple shown. How
the rest equally among 4 pages of a many more grams of fruit should you
scrapbook. How many postcards are eat today?
on each page? 212 grams
[(3 + 2 + 4) — 1] + 4; 2 postcards

10g X 10g)
7

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Review & Refresh

Find the product. Check whether your answer is reasonable.

13. 639 x5 = 3,195 14. 7x 1,926

= 133,482 | 15. 507x3=1,521

LLC
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76

Chapter 2 | Lesson 4 76
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 Performance Task
ELL Support In this task, students demonstrate an understanding of writing and
Have students work simplifying numerical expressions using the number of atoms in
| in groups to answer molecules and compounds. In part (b) of Exercise 2, encourage
| the questions. Review students to refer to Exercise 1 when writing the expression.
the science of atoms, Use student responses to gauge their thinking about numerical
molecules, and expressions.
compounds. Clarify
e Decide ahead of time whether students will be working
_ unknown vocabulary.
independently, in pairs, or in groups.
Monitor discussion and
provide support. Then e Pause between direction lines for students to complete each step.
have two groups come e Have students share their work and thinking with others.
together to discuss and Discuss as a class.
come to an agreement
on their answers.
Expect them to perform
as described for their
language level.
Beginner students
may write answers and
discuss using simple
phrases.
Intermediate students
3
may state answers and 49
discuss using simple
sentences.
Advanced students
may use detailed
sentences to express
ideas and help guide
discussion.

T-77 Chapter 2
 Atoms are the basic building blocks of matter. When two
or more atoms bond together, they form a molecule or a
compound.
+ The chemical formula for a water molecule is H,O
because it has 2 atoms of hydrogen (H) and 1 atom
of oxygen (O).
« The chemical formula for the compound sodium
chloride, also known as table salt, is NaCl because it
has 1 atom of sodium (Na) and 1 atom of chlorine (Cl)
in a repeating pattern.
1. How many atoms are in 52 molecules of water?
156 atoms

2. You and your friend want to make models for a science fair.
a. Your friend wants to make a model of sodium chloride.
The model has the same number of green and orange
atoms. There are 4 X 4 X 4 atoms in all. How many
orange atoms do you need?
32 orange atoms

b. You make a model of a salt-water mixture. You use 14 atoms of sodium,

14 atoms of chlorine, and 10 molecules of HO. Write an expression that
represents the number of atoms in your salt-water model. Use the
Distributive Property to rewrite your expression. Find the number of
atoms in your model.
28 + 30 = 2(14 + 15); 58 atoms

c. You and your friend buy 3 boxes of foam balls to represent atoms.
There are 45 foam balls in each box. How many foam balls are left
after you and your friend make the models above?
13 foam balls

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Chapter 2
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BigldeasMath.com

Expression Boss
Materials
e 3 dice per student
Expression Boss allows students to demonstrate their number
sense and understanding of the order of operations. Students
fill in numerical expressions using three numbers to create the
greatest number possible.
? “Which is greater, 5 x 6 or 25 — 6775 x 6
e Explain that they will be using the numbers 1 through 6 to
complete numerical expressions while making the greatest
number possible.
e Review the directions with the class while modeling how to
play. Be sure to model how to assign points.
e Partner students and distribute dice. Have students begin
playing.
e Supporting Learners: Some students may have difficulty
creating the greatest value on the first try. Allow students to
change the position of their numbers one time each round.

Closure
f
e Exit Ticket: Write (21 + 7) + 4 on the board. Have students
evaluate the expression and explain the steps they used.

T-78 Chapter 2
 Expression Boss
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Learning Target Exercises _

Gel Use number properties. 1-8 /

Use order of operations to evaluate

Mizz numerical expressions.

2.3 | Write numerical expressions. 13-17

Use order of operations to evaluate

expressions with grouping symbols.

Have students complete the Chapter Self-Assessment in the

Resources by Chapter to reflect on their knowledge of the chapter.

T-79 Chapter 2
 2.1) Number Properties

Complete the equation. Identify the property shown.

1. 56x_0 =0 | 2. 8 +(242 + 32f5 (6 + 242) +32

Multiplication Property of Zero 3
—_ Associative Property of Addition

Use the Distributive Property to find the product.

3. 8x 64 (8 xX60) + (8 x 4) = 512 | 4. 57X9 (50 x 9) + (7 x 9) = 513

Use a property to find the sum or product. Identify the property you used.

5. 3X 92 276; |6. 41*6x0 |To NS 24 7

Distributive Property 0; Multiplication 94; Commutative
Property of Zero Property

8. Modeling Real Life The graph shows the number

of votes each apple received. How many people
ra —«da OME
cone ae _|
were surveyed? Identify the property you used.

rhoneeie
[OO OG
46 people; Distributive Property

Each @ = 4 votes.

(2.2 Order of Operations

Evaluate the expression.

9.38% (9:=3) 42 1050 Suen 7 11.36 + 14)X4=5

54 Fs Sone 40
Big
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LLC
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Chapter 2

Chapter Resources
Surface Level Deep Level Transfer Level
Resources by Chapter Resources by Chapter Dynamic Assessment System
e Extra Practice e Enrichment and Extension e Chapter Test
e Reteach e Chapter Self-Assessment Assessment Book
¢ Chapter Self-Assessment Graphic Organizers ¢ Chapter Tests A and B
Differentiating the Lesson Game Library
Tutorial Videos Math Musicals
Skills Review Handbook
Skills Trainer
Game Library
Math Musicals

Chapter 2
 12. MP) Number Sense Which expressions have a value of 6?

24+1X2 70-60+10+5
7x (6-4)-8 12+2+(0+6) Seder 11

(2.3 Write Numerical Expressions

Write the words as an expression. Then interpret the expression.

13. Multiply 8 by the difference of 54 14. Subtract 58 from 94, then divide by 4.
and 49. g x (54 — 49); (94 — 58) + 4;
The value of the expression is 8 The value of the expression is the
times the difference 54 > 49. differences 94 — 58 divided by 4.

. Your friend buys a bag of 24 party favors and a bag of 16 party favors.
She shares them equally among 5 friends. Write an expression to
represent the problem.

(24+ 16)+5

Write the expression in words.

16. 45+(7
X 8) WA (Uk == 2) 5)
Add 45 to the product of 7 and 8. Subtract 5 from the quotient of
18 and 2.

(2.4 Evaluate Expressions with Grouping Symbols

Evaluate the expression.

18. (28 — 14) X (42 + 6) 19556 12 1)— 9)e-3) 20. [(2 x 2) +(10+5)]
x4
98 24 24

LLC
Learning,
Ideas
Big
©

24 Stories &Math Songs

Math Musicals can be used

with current topics, to review
previous topics, or to preview
upcoming topics.

80 Chapter 2
 i Q Check out the Game i—
%® Library and Skills Trainer.
BigldeasMath.com

’ Center 1: Expression Boss

, Materials: 3 dice, Student Edition page 78

’
Have students complete the activity. See page T-78 for the directions.

Center 2: Skills Trainer

° Materials: computers or devices with Internet access

‘
Have students go to BigldeasMath.com to access the Skills Trainer.

’ Center 3: Number Properties Foldable

Materials: Number Properties Foldable*

" Provide each student with a Number Properties Foldable and start by folding
it in half, similar to how a book would be created. Under each property fold,

. students should provide a definition (written in their own words) as well as

=
an example that shows each property. Encourage students to use different
examples than in the book. Students can also use craft supplies, such as
stickers, to represent each property on the foldable.

S Center 4: Mnemonic Order of Operations

> Materials: colored pencils

Allow time for students to create their own mnemonic device for remembering

5 the order in which they should perform the

expression. Have students also provide an
operations when evaluating an
illustration. Encourage students to

s
be creative when creating their mnemonic device.
Note: Ensure that students are aware that when performing multiplication and

©
division as well as addition and subtraction, students must follow operations
from left to right.

?
Example: Penguins Enjoy Meeting During Avalanche Snowstorms

> Center 5: Order of Operations Puzzle

,
Materials: Order of Operations Puzzle Cards*, scissors
Cut out each puzzle piece and place face up on a desk. Students will need

‘ to evaluate each expression and match that side to the side with the correct
answer. Students should show their work to ensure they are performing the
order of operations correctly. When completed, the puzzle should create a

”
4 by 4 square.
*

?
a

» *Found in the Instructional Resources

»
Chapter 2
: ~~»
Chapter tests are available in the Assessment Book.
An alternative assessment option is listed below.

Intrapersonal
Provide each student with a Connect the Expressions Instructional Resource.
Students will evaluate each expression and match the answer to the numbers
on the image. If evaluated and connected in order, students will reveal a
hidden image.
Note: If the expression is in numerical form, students simply need to
evaluate the expression. If the expression is in word form, students will
need to write it in numerical form then evaluate the expression.
Extension: Encourage students to decorate the scenery for their
completed image.

10 points

15 points

T-80A Chapter 2
 What worked...

What did not work...

What | would do differently...

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Chapter 2 T-80B
 3.1 Estimate Sums Use rounding or Use rounding to estimate a sum
and Differences compatible numbers or difference.
to estimate sums Use compatible numbers to estimate a sum
and differences or difference.
of decimals.

3.2 Use Models to Use models to add or Use base ten blocks to add or subtract
Add or Subtract subtract decimals. decimals.
Decimals Make quick sketches to add or subtract
decimals.

3.3 Add Decimals Add decimals and Add like place values to add decimals.
check whether the Add decimals, regrouping when needed.
sum is reasonable. Estimate a sum to check whether my
answer is reasonable.

3.4 Subtract Decimals Subtract decimals Subtract like place values to subtract
and check my answer. decimals.
Subtract decimals, regrouping when
needed.
Estimate a difference or use addition to
check my answer.

3.5 Add and Subtract Use addition and Add and subtract like place values.
Decimals subtraction to Evaluate expressions with three decimals.
evaluate expressions Estimate the value of an expression.
involving decimals.

3.6 Use Mental Math Use mental math Use addition properties to add decimals.
to Add or Subtract to add or subtract Use compensation to add or subtract
Decimals decimals. decimals.
Use place value to add or subtract decimals.

3.7 Problem Solving: Solve multi-step word Understand a problem.

Money problems involving Make a plan to solve.
money. Solve a problem.

T-81A Chapter 3
 Chapter Learning Target:
Understand adding and subtracting decimals.
Chapter Success Criteria:
© Use rounding.
» Use place value to line up the numbers ina
problem.
® Solve a problem using decimals.
™ Estimate to check my answer.

‘Through the Grades -

e¢ Round multi-digit ¢ Round decimals to any given e Fluently add, subtract,

numbers to a given place. place. multiply, and divide
e Fluently add and subtract e Explain the relationship between multi-digit decimals.
multi-digit numbers. addition and subtraction.
e Add, subtract, multiply,
and divide decimals to the
hundredths.
e Use models, place value,
properties, and strategies to
check for reasonableness.

Through the Chapter

Standrd
5.NBT.A.4 Use place value understanding
peers
to round decimals to any place.
5.NBT.B.7 Add, subtract, multiply, and
divide decimals to hundredths, using
concrete models or drawings and strategies
based on place value, properties of
operations, and/or the relationship between
addition and subtraction; relate the strategy
to a written method and explain the
reasoning used.

Key: A= Preparing @=Learning »* = Complete

Chapter 3 T-81B
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 About the Math
A major strand in Grade 5 is expanding understanding and
operations of the base ten system to decimals through thousandths.
This chapter focuses on understanding how place value is used to
add and subtract decimals. Decimal addition and subtraction have the
same meaning as whole number addition and subtraction and the
operations are developed using similar strategies. The connection is
that you add or subtract like place values.
Strategies in this chapter include the use of manipulatives, actions, and
drawings. A drawing allows for historical documentation for students to reflect
and share with their peers their sense of numbers and situation problems.
Questioning students will allow for natural differentiation within the lesson.
Questioning should revolve around what students notice and wonder, and
the specific math topic of the lesson. In this chapter, we reinforce and make
connections between varied representations of decimals: modeling, expanded
form, word form, and decimal fractions.

Place Value: Representing Decimals

The representation of decimals using base ten blocks is essential in developing
an understanding of the role of place value in the addition and subtraction of
decimals. Students enter Grade 5 with a strong familiarity of base ten blocks,
knowing the unit cube represents 1 whole and the flat represents 1 hundred.
When decimal base ten blocks are introduced, the pieces are renamed and the
10-to-1 relationship between adjacent place values is the same. The flat
represents 1 whole and the unit cube represents 1 hundredth. The rod is 1 tenth.

Decimal base ten blocks

1 hundredth

The chapter begins with a lesson on estimation. As students are learning to

add and subtract decimals, an estimate gives them a way judge whether their
answer is reasonable. Oftentimes in real life problems, an estimate is all that
is actually needed. Adults estimate all the time in instances involving money,
distances, time, and so on. In many professions and contexts, however,
exactness of computation is critical, such as in medicine, manufacturing,
and timing of athletic events. Students need to understand that in contextual
problems, words such as roughly, approximately, or about clues students
that an estimate is acceptable over an exact answer. It is important to remind
students that there is no one exact, correct way to estimate, but answers should
be reasonable and different methods should result in a similar sum.

T-81C Chapter 3
 The second lesson establishes the role place
value plays in addition and subtraction of 438+185> 4.38
decimals. Students model decimal addition oe
and subtraction using the base ten blocks and ook)
learn to make quick sketches of the models "Where to
as a transition to understanding and writing write decimal
the standard algorithm. Combining and 438-185
operating with same-sized base ten blocks is
the connection to like place values. Students ee
need to have many experiences with base ten
blocks, prior to and along with the procedural
work. In the addition and subtraction problems shown, students who estimate
first will understand that neither result is making sense. Additionally, students
who have modeled either problem with base ten blocks will know like place
values have not been added (or subtracted).

Base Ten Models: Addition and Subtraction of Decimals

Students have estimated and modeled decimal addition and subtraction and
are now ready to apply their understanding. In the next three lessons, students
will use place value to add and subtract decimals.
To model an addition problem, each addend is presented and then combined.
Students instinctively combine and group together same-sized blocks. This is
when the connection to adding like place values is made. Avoid saying, “Line up
the decimal points.” Yes, the decimal points are aligned when like place values
are added, but it is important for students to have this understanding versus
memorizing a phrase. The standard algorithm is presented in the third lesson.
Decimal subtraction is also modeled with the base ten blocks, including
examples where regrouping is needed. Again, place value understanding is
essential in order for students to regroup correctly. It is especially challenging
for students when there are Os in the minuend and regrouping occurs across
two place values, as in the problem below.

ee ee ee
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2.04 regroup regroup

1 whole 1 tenth
The mental math strategies used to add and subtract whole numbers can be
applied to decimals.We learn mental math strategies by seeing them modeled
and discussed. There is one lesson in this chapter on mental math strategies,
however these strategies should not be limited to the one lesson. There are
often many opportunities to use mental math strategies and students need to
hear them modeled. They then need to practice them.
The chapter ends with a lesson on applications of addition and subtraction of
decimals. The problem-solving plan is used as students further develop their
problem solving abilities.
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listed below. Other materials may be needed for the additional
support ideas provided throughout the chapter.

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 Performance Task Preview
e Preview the page. Before asking the questions, give students
time to look at the picture. Listen for students to make personal
f connections to the picture.

|
2 “How many inches of rainfall do you think your city gets ona
rainy day?” Listen for student responses.
e Research the amount of rainfall your city gets each month and
each year. Share these amounts with students.
L
—
2 “Your city needs 1.2 more inches of rainfall to break its record
; for the greatest rainfall in 24 hours. How can you determine the
record amount of rainfall?” Add 1.2 to the current amount of
rainfall to find the record amount of rainfall.
e In the Performance Task at the end of the chapter, students
will demonstrate an understanding of adding and subtracting
decimals using the amounts of rainfall in Mobile, Alabama, and
Seattle, Washington.

:
|
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|
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|
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.
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T-81 Chapter 3 }
 ww Add and Subtract
Decimals

Chapter Learning Target:

Understand adding and subtracting
decimals.
e How many inches of rainfall do you Chapter Success Criteria:
think your city gets on a rainy day? © |can use rounding.
® | can use place value to line up the
numbers in a problem,
e Your city needs 1.2 more inches @ | can solve a problem using decimals.
of rainfall to break its record for ™® | can estimate to check my answer.

the greatest rainfall in 24 hours.

How can you determine the record
amount of rainfall?

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Vocabulary Review
? Preview: “What type of graphic organizer is this?” Definition
Discuss the meaning of and Example Chart
| the word compatible. e Have students say each review word out loud.
| Explain that when you
¢ Discuss the information given in the Definition and
| are compatible with Example Chart.
| someone, you get along
| with him or her easily. e Have students complete the Definition and Example Chart.
| Have students share e Extension: Write 378 + 224 on the board. Have students estimate
examples of people who the sum and explain which strategy they used.
|are compatible. Explain
) e Direct students to the lower half of the page.
that this chapter uses e Have students match each word to its model.
) compatible numbers e Note: There are no new vocabulary words in Chapter 3, so these
that allow you to make words are review.
i estimates more easily.

Math Musicals can be used with current

topics, to review previous topics, or to
preview upcoming topics. There are many
Math Musicals to choose from!

Use your hand puppets to act out new

stories and have students sing the songs
several times to take full advantage of the
power of music to learn math!

T-82 Chapter 3
 Review Words
compatible numbers
Organize It estimate
expanded form
Use the review words to complete the graphic organizer. | standard form
word form

a number that is close to an exact number

Round to the nearest 10

So, 38 + 46 is about 90.

compatible numbers

So, 38 + 46 is about 85.

aq

ak Define It

Match.
expanded form
15,203

standard form fifteen thousand,

two hundred three

word form
se
10,000 + 5,000 + 200 + 3

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D> STATE STANDARDS

5.NBT.A.4, 5.NBT.B.7
Preparing to Teach
In this lesson, students use their rounding skills and compatible
Learning Target numbers to estimate sums and differences of decimals. Whether
rounding or using compatible numbers, whole numbers are used.
Use rounding or
compatible numbers It is important to note that there is no one exact correct way to
to estimate sums and estimate, but that answers should be reasonable and different
differences of decimals. methods should result in a similar sum. Recognizing words
such as roughly, approximately, or about clues students that an
Success Criteria estimate is acceptable over an exact answer.
e Use rounding to
estimate a sum or Materials
difference. e index cards
e Use compatible e whiteboards and markers
numbers to estimate a
sum or difference. Dig In (Motivate Time)
Students round two decimal numbers and plot on a number line.
Peers determine the sum and difference of the two numbers
without knowing the original numbers. You may want to introduce
and discuss the approximately equal symbol (~) and use it to
| Practice opportunities record estimates.
| for the following
are available in the e Draw the first number line from 0 to
| Resources by Chapter or 100, incremented by tens. Write the ) 50 100
| at BigldeasMath.com. numbers [A] 38.69 and [B] 73.15 on
|e Daily skills two index cards. Ask two students to
| e Vocabulary plot the numbers by rounding to the SR ears teow | eee
| ¢ Prerequisite skills nearest ten. [A] should be plotted at
40 and [B] at 70.
e “On your whiteboard, use mental math to find the sum (A + B)
and the difference (B — A).’ Students display their boards.
ELL Support
Discuss any problems. Record: A + B = 110; B — A = 30.
Explain that the word e Repeat with two new students. Have them round to the nearest
estimate means “make five and plot the number. [A] should be plotted at 40 and [B] at 75.
a guess based on e “On your whiteboard, use mental math to find the sum (A + B)
information you know’ and the difference (B — A).” Students display their boards.
When you estimate Discuss any problems. Record: A + B ~ 115; B — A = 35.
sums, you give an
e Repeat with two new students. Have them round to the nearest
approximate value
one and plot the number. [A] should be plotted at 39 and [B] at 73.
based on numbers
close in value to the
e “On your whiteboard, use mental math to find the sum (A + B)
addends. Model the and the difference (B — A).” Students display their boards.
two pronunciations of Discuss any problems. Record: A + B = 112; B — A = 34.
estimate, explaining that 2 MP2 Reason Abstractly and Quantitatively: “The sum and
one names the value you difference kept changing. Do you know for sure two numbers
guess—the estimate— that A and B could not be? Explain.” How are students deciding?
and the other describes Share the values of [A] and [B]. Discuss what estimates are.
the action you take to get © “Today we will be estimating sums and differences of
that value. two numbers. We will use rounding or find compatible numbers
to get an estimate. We saw there were many possible sums
and differences that were reasonable but vary a bit when we
round differently.”
T-83 Chapter 3
 Estimate
Sums and
Learning Target: Use rounding or compatible Differences
numbers to estimate sums and differences of decimals.
Success Criteria:
+ |can use rounding to estimate a sum or difference.
+ [can use compatible numbers to estimate a sum
or difference.

Explore and Grow

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Construct Arguments Compare your answers to your partner’s
answers. Explain why they are the same or why they are different.
Check students’ work.

Fi a oe
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Explore and Grow

e Each student decides whether to round or use compatible numbers. They do
not have to choose the same technique for each number within a problem.
? If partners have difficulty explaining, prompt with, “Did you round to the
same place? Are your two sums (differences) close? Do you think your sum
(difference) is more or less than the exact answer?”
e Discuss in which types of situations an estimate would be acceptable to use.
“When might an exact number be needed?” measuring medicine, banking
transactions

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_ After reviewing the
' examples, have
Review how compatible numbers can be numbers that make
multiples of 10 or are just easier to add together. In adding
¢
students work in
pairs to discuss and
complete Exercises 1
23.08 + 59.55, we might add 25 + 60 or 20 + 60. It is easier to
add these numbers. ¢
and 2. Have one
student ask another,
Discuss meanings of words like about, approximately, almost,
and close to in comparison to exactly. .
Teaching Notes
“Do you round or
use compatible Notice that estimate is used both as a noun to describe the $
numbers? What is your
«
approximate sum or difference, and also as a verb giving
| estimate?” Have them directions to the student. You might discuss this with students
_ alternate roles. before beginning the examples.
| Beginner students
| may write or state
Model: “One way to estimate is to round the addends sefore
finding the sum.’ With the assistance of the students, round
«
| numbers.
Intermediate students
each addend to the nearest whole number and find the sur
“Do you think the estimate will change if you use corr
«
)may use simple
| sentences, such as,
numbers for each addend instead? What is a compatibie
number close to 27.21?” Listen for 25 or 30. “What about
«
| “The sum is about 75.” 48.732” 50 “Find the estimate and compare to the *irst way.’
) Advanced students
You may want to discuss the approximately equa! symbol (~).
| may use detailed
“You have estimated the sum by rounding and using
) sentences, such as,
compatible numbers. Were the sums the same? Are they both
“The sum using
|the two compatible reasonable?”
| numbers 25 and 50 is Teaching Tip: Students should be aware thai estimating by
about 75.’ different methods may produce different resulis, but that the
results should be close to each other. @4
ay.
ar
Ba
Supporting Learners: If students have difficulty choosing
compatible numbers, suggest they choose the closest multiple Wa
of 5 or 10.
Model: “We are going to use rounding and compatible numbers to
find a difference.’ Write 388.5 — 103.2. “How might we round each
number?” Students might suggest nearest units, tens, or hundreds.
If partners round to different place values, have them compare the
differences. Then use compatible numbers to find the difference.
As students complete Exercises 1 and 2, have them compare their
estimates with a partner and discuss if their answers are different,
whether both results are reasonable and why or why not.
“Can you round to estimate’a sum or difference? find a sum or
difference using compatible numbers? Tell your partner which
of these success criteria you've met, and what you need to
practice.”
Extension: “Which of your estimates were more than the exact
amount? Which were less? Is there a way you could determine
this for each exercise without having found the exact sum
(difference)?”

T-84 Chapter 3
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Think and Grow: Estimate Sums and Differences

You can use rounding or compatible numbers to estimate sums and

differences of decimals.

Teac Estimate 27.21 + 48.73.

waw One Way: Use rounding. Round Another Way: Use compatible
each addend to the nearest whole numbers.
number. Then find the sum ofthe 07:21
rounded numbers.
+ 48,73 ——> 4+
27.21 ——>
4893 —— oer
So, 27.21 + 48.73 is about _80_.

So, 27.21 + 48.73 is about _76

TEeTSLD Estimate 388.5 — 103.2.

One Way: Use rounding. Round Another Way: Use compatible
each number to the nearest ten. numbers.
Then find the difference of the

@a@aegdseuesuseuvWswrounded numbers. sede:

= 103.2 ——> -
388.5 ——>
— 103.2 ——+ —
So, 388.5 — 103.2 is about 300 .

pod So, 388.5 — 103.2 is about 290 .

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Estimate the sum or difference. 1 and 2. Sample answers are given.

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Chapter 3 | Lesson 1 84
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 |Laurie’ Notes
Apply and Grow: Practice
Scaffolding Instruction
Students have been guided to either round or use compatible
numbers to estimate a sum or difference thus far. Now students
will have to choose reasonable numbers and select their method
of estimation. Do students round numbers appropriately when
rounding? Are students able to choose compatible numbers that
make it easier to add but that do not veer too far from the original
value? ls it difficult for students to judge if their numbers are
reasonable? Encourage students to try each technique at least
twice rather than rely on only one strategy.
Emerging students can produce an estimate when told which place
to round the addends to. Students have difficulty with selecting
compatible numbers and may resort to just rounding the numbers
to the highest place value, thus not really seeing use of compatible
numbers as a method any different from rounding. Students may
not have a sense of the magnitude of a decimal.
e Exercises 3-8: Students will benefit from having a place value
for rounding or a compatible number suggested. Have studenis
work with a partner and alternate strategies.
e Exercise 9: Students may need support in rounding to the
nearest ten.
Proficient students are able to follow the procedure for rounding
to any given place value. They may not think in compatible
numbers as easily as they round, unless the compatible number is
rounding to the greatest place value! Ask if their chosen numbers
are rounded or compatible, and if rounded, ask if it is also
compatible.
e Exercises 3-8: Are students using both strategies to solve these
exercises? Students could work with a partner, and each could
use a different strategy and compare their answers. On the next
problem, change strategies.

Extensions
e “Do you get a more precise estimate by rounding to the nearest
ten or rounding to the nearest hundred? Justify your response
with examples or an explanation.”
e “How close are your estimates? Does one strategy consistently
give answers closer to the precise answer? Why or why not?”

T-85 Chapter 3
44
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Apply and Grow: Practice

Estimate the sum or difference. 3-8. Sample answers are given.

3. 4. 237-5
+ 345.1
583

3» 67.545 I>. 6. 418.9 — 14.7

83 404

TAZ IEE24 8. 208.6 + 56.9

6 270

9; Me) Number Sense Descartes estimates a sum by rounding each number

to the nearest ten. His estimate is 140. Which sums could he have estimated?

83.6 + 59.8 106.92 + 44.68 130.8 + 4.68

10. MPH Precision Does rounding W112 DIG DEEPER! Newton packs a
209.11 — 104.53 to the nearest ten suitcase to fly on a plane. His
or to the nearest hundred give an suitcase needs to weigh less than
estimate that is closer to the actual 50.0 pounds. Should Newton
difference? Explain. overestimate or underestimate the
nearest hundred; The actual weight of his suitcase? Explain.
difference is 104.58. Rounding to Newton should overestimate the
the nearest ten gives an estimate weight of his suitcase. Then it should
of 110. Rounding to the nearest be less than 50.0 pounds and he will
hundred gives an estimate of 100. not be charged a fee.

©
LLC
Learning,
Ideas
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Chapter3 | Lesson1 85

Chapter 3 | Lesson 1 85
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 ~ Laurie's Notes
‘ELL Support - Think and Grow: Modeling Real Life
These application problems allow students to apply their
Read each question understanding of finding an estimate.
aloud as students follow
along. Clarify unknown ? Preview: Ask students to look at the visual graphic in the
vocabulary and example. “What do you notice about the buildings?” how tall
unfamiliar references. they are “What do the line segments represent?” the height
~ You may want to discuss from the base to the tip of each building
the significance of the e Walk through the problem-solving plan together. “What is the
buildings shown or the problem asking us to find?” the difference in the heights of the
science associated with buildings “What do we know?” the heights of the buildings
_ the planets. Provide ® MP1 Make Sense of Problems: “What can we do to solve this
time to complete each problem? Remember we want an estimate, something easy to
_ and ask the questions find mentally, not the exact difference.” Pause. “Together with
provided. Have students your partner, decide on a plan.’ Listen for rounding or using
write their answers on compatible numbers for the two distances, then subtracting
a whiteboard or piece those values. “Why would rounding to the nearest hundred
of paper to hold up for work rather than the nearest thousand?” Rounding to thousand
your review.
would be too great a difference.
e Finish the example.
e Have students work through this reasoning with a partner for
each of the exercises. They can each try a different strategy—
rounding or compatible numbers—for the same exercise or
alternate strategies from exercise to exercise.
e Collect different estimates from the class for the various
problems and write them on the board. Ask students to raise
their hand if they got a particular estimate. Choose a pair to
show their paper under a document camera and explain how
they got their results. Repeat for each different exercise.
© “Explain to your partner one of the methods you just heard but
did not use. Did it use rounding, compatible numbers, or both?”
e Do students like any of the methods presented better than
the one they used? Why? Discuss the advantages and
disadvantages of different methods used for estimating.
e Supporting Learners: “For each problem, write the numbers as
compatible numbers and as rounded numbers to the nearest
ten or one.” Let students choose one of the options and explain
why they chose it.

Closure
? Discuss: “What are some words in our lesson today that tell us
an estimate is okay to use? What are some ways that we have
learned to estimate?”

T-86 Chapter 3
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is
|Example } About how many feet taller is
One World Trade Center than the Empire
State Building?

Round the height of each building to the

nearest hundred because you do not need
a precise answer. 1,776.02 ft

One World Trade Center: 1,800 feet

Empire State Building: 1,500 feet

Subtract the estimated height of the Empire

State Building from the estimated height of
One World Trade Center. seiner eects

1,800 Trade Center Building

= iso)
300

One World Trade Center is about 399 feet taller than the Empire State Building.

wo
@g@eaedseuesuseuWdsieuwuoeuoed
Show) and) Grow) 12-14. Sample answers are given.
12. About how many more tons does the African
elephant weigh than the hippopotamus?
4 tons

African elephant: Hippopotamus:

5.7 tons 2.3 tons

13. One cup of wild rice has 6.5 grams 14. The speed Earth orbits the Sun is
of protein. One cup of shredded 18.5 miles per second. This speed is
chicken has 36.9 more grams of 3.3 miles per second slower than the =
protein than 1 cup of wild rice. speed Venus orbits the Sun. About 2
About how many grams of protein how fast does Venus orbit the Sun? 5
are in 1 cup of chicken? 22 miles per second 8
44 grams °
a
12)

86

Chapter 3 | Lesson 1 86
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Homework & Practice Notes
e Exercise 8: Remind students about precision and how it relates
to rounding.

Assignment Guide and Concept Check

Level Concept Check |
Emerging | 1-9 odd, 11-13 |
a | Wy, Sys),
Proficient 1-13

Prior Skills
e Exercises 11-13: Grade 4, Adding Fractions with Like
Denominators

Cross-Curricular Connections
Social Studies
e Learn about the different produce sold at grocery stores and
where it might be located in the stores. Then bring in fruit or
vegetables along with a scale to have students weigh them.
‘Students pick two kinds of fruits or vegetables and estimate the
sums or differences of their weight.
Note: School or student lunches may have items that can
be weighed.

T-87 Chapter 3
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Homework 3.1
9 & Practice
_ Learning Target: Use rounding or compatible
numbers to estimate sums and differences of decimals.

TEESE Estimate 734.6 — 285.3.

» One Way: Use rounding. Round Another Way: Use compatible

° numbers.
each number to the nearest ten.
Then find the difference of the
rounded numbers. 346 750

9 134:6i aa 730
=21285.30==Pa =e 300

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’ So, 734.6 — 285.3 isabout 450 .

9 So, 734.6 — 285.3 is about 440 .

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 _Connect and
Extend Learning

Extend Student Learning

Visual-Spatial
e Have students create their own healthy food menus and include
prices. Students will exchange menus with a partner and take
turns estimating a sum of two food prices that they would
order. They will then determine how much money they need to
bring to pay the bill.
Note: Be sure students are recording their solved equations.
Consider providing real menus for inspiration.

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Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter

e Extra Practice e Enrichment and Extension
e Reteach e Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos e Lesson Practice
Skills Review Handbook
Skills Trainer

T-88 Chapter 3
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 Open-Ended Write a decimal addition problem that has an
estimated sum of 35.
Sample answer: 6.75 + 28.12

Mel Reasoning Describe a situation Modeling Real Life Your friend

when you would estimate the participates in a 3.1-mile race. She
difference of 25.4 and 19.8 to the walks for 1.4 miles of the race and runs
nearest whole number. the rest. About how many miles does
Check students’ work. your friend run?
Sample answer: 2 miles

10. DIG DEEPER!) Your phone has 16,000 megabytes oftotal cr « =

storage space. About how much storage space is free? Storage Space Used
Sample answer: 3,000 megabytes Photos
3,111.1 megabytes

Applications
5,345.3 megabytes
Music

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Chapter 3 | Lesson 1 88
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__Lauriet Notes Aap

BigldeasMath.com

STATE STANDARDS
Preparing to Teach CRE) 5NB1BI
Students have prior experience using base ten blocks to model
Learning Target addition and subtraction of whole numbers. They learned to make
Use models to add or _ quick sketches of the models as a transition to understanding
subtract decimals.
and writing the standard algorithm. These same skills and
understandings are now applied to decimal numbers. In this
Success Criteria areas lesson,
Sina no rules for decimal addition or subtraction are stated,
e Use base ten blocks rather, students begin to notice like place values are added.
to add or subtract Same-sized base ten blocks are the like place values.
decimals.
e Make quick sketches - Materials
to add or subtract e base ten blocks
decimals. e Place Value Mat*
e T-Chart*
e whiteboards and markers
*Found in the Instructional Resources

| Practice opportunities Dig In (Motivate Time)

| for the following
are available in the
Begin with a quick game of What’s My Number? Students then use
| Resources by Chapter or -_ base ten blocks to model the sum of two decimal numbers on a
at BigldeasMath.com. Place Value Mat. They regroup when needed.
}
e Daily skills
}
| e Vocabulary rods and units for the numbers 1.34,
e Prerequisite skills 0.48, and 2.3. For each, ask, “What's
my number?”
e For the fourth example, use 3 rods
and 11 units.
ELL Support e MP3 Construct Viable Arguments: How do students know this
is 0.41? You want to hear an explanation of exchanging or
Students may be familiar | regrouping 10 units as 1 rod.
with modeling clothing e MP4 Model with Mathematics: Now that students have
and supermodels. modeled regrouping, they try an addition problem where
Remind them that a regrouping is needed.
model is a representation |
e “Use your blocks to model 0.26 + 0.37. Tell your partner how
or example of a system
you solved this problem.’ Students may regroup 10 units
or structure. Models
for 1 rod or talk about partial sums. Are they demonstrating
wear clothing to show
others how it looks. In an understanding that like place values are combined and
math, models show the regrouping is needed?
process or structure e Listen for discussion about the partial sum of 13 hundredths. Have
used to solve a problem. students made the connection that they can remove 10 units from
A sketch (or drawing) the mat and exchange them for 1 rod in the tenths column?
provides a model. ? MP7 Structure: “You found 0.26 + 0.37 = 0.63. How is this
problem like 26 + 37? How is it different?” Listen for an
understanding of like place values being added.
@ “You used base ten blocks to model decimal addition. Do you
think you could model decimal subtraction using base ten
blocks? This is our learning target for today. We are also going
to draw quick sketches of our work.’
T-89 Chapter 3
 Name
i Use Models
= to Add or 32
Learning Target: Use models to add or subtract decimals. Subtract
Success Criteria: Decimals
* | can use base ten blocks to add or subtract decimals.
+ |can make quick sketches to add or subtract decimals.

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0.01
one tenth one hundredth

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Repeated Reasoning Why can you use base ten blocks to model
ones, tenths, and hundredths?
Ones, tenths, and hundredths are powers of 10, just like
hundreds, tens, and ones.

Explore and Grow

e Using base ten blocks in the Dig In should give students ideas about how to
approach these two problems.
¢ Connections: Have volunteers share at the document camera or board how
they modeled each problem and performed the operation. You will hear a
mixture of language referring to the block names (flat, rod, unit) and place
value names (ones, tenths, hundredths). When they regroup are you hearing
a connection to the 10-to-1 relationship in place value?
¢ MP8 Repeated Reasoning: When the flat is named as the whole, the rod is 5
that, or one tenth. The unit is 36 of a flat, or one hundredth.

Chapter 3 | Lesson 2 89
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Think and Grow

Getting Started
_ After reviewing the e Make copies of the Place Decimal base ten blocks
examples, have
Value Mats and T-charts so that
students work in 1 hundredth
students can model with the
| pairs to discuss and
base ten blocks and make a
' complete Exercises 1
quick sketch on theT-chart.
| and 2. Have one
_ student ask another, e It is helpful to display the
' “How many ones do picture and names of the three
/ you draw? tenths?
: common base ten blocks for decimals.
hundredths? How Teaching Notes
many do you add/ ¢ Connection: “We will use base ten blocks to add and subtract
| subtract? How do decimals. What piece is the whole?” the flat “If you divide the
| you regroup? What whole into 10 equal parts, what is each piece called?” a tenin
_ is the answer?” Have “The tenth is represented by the rod.” Review the quick sketch
| students alternate of a flat and rod.
roles.
2 Model: “We want to find the sum one and five-tenths plus two
Beginner students and seven-tenths.” Make a quick sketch on a |-chart. Students
may draw, write may do the regrouping of 10 rods for 1 flat without knowing
numbers, and diagram these are tenths versus tens. Ask students to say aloud what is
regrouping. happening in each step. aT
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Intermediate students
3 ? Model: Ask a student to read the problem aloud: find two and
ey yale ae ae forty-two hundredths minus one and twenty-four hundredths.
Re ae Oe “To model subtraction, we make a sketch of ihe 1 and.’
Pause. “Talk with your partner about the next ste me
Advanced students
may draw, write, and students will subtract left-to-right.
This can be done. Do they
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know why 1 tenth must be regrouped as 19 hundredths?
to explain. e Teaching Tip: Since students have subtracted whole numbers,
they often say, “Why do we have to draw a model? Why can’t
we just write the numbers and subtract: problem has the
same number of place values. It is a problem such as 2.42 — 0.6
that will be problematic. Ask students how the model is related ay
BA.
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to the written algorithm.
? Supporting Learners: As students draw the base ten blocks in
the T-chart, have them say the value aloud. in Exercise 1, they
would say one, two, three as they draw three squares; one tenth
as they draw the segment; one-hundredth, two-hundredths, and
so on as they draw the five dots. You want them to connect the
model to the decimal values of each digit.
© “You have used base ten blocks to add and subtract decimals.
You drew a quick sketch for each operation. How is this learning
similar to how you added and subtracted whole numbers?”
Listen for the same pieces being added or subtracted. No
rule is stated yet, but you want students to be thinking about
place value.

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Think and Grow: Use Models to Add or Subtract Decimals

4
You have used models to add or subtract whole numbers. You can use similar
models to add or subtract decimals.

4
Peace Find 1.5 +27.
Make a quick sketch. Regroup 10 tenths as 1 one.
Add the tenths, then the ones.
Ones Tenths

eA WI$0,15+2.7=_4-2_.
|
Peace Find 2.42 - 1.24.
Make a quick sketch. Regroup Subtract the hundredths, then
1 tenth as 10 hundredths. the tenths, then the ones.

Hundredths Hundredths

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So, 2.42 — 1.24= 1.18|

Show and) Grow)

Make a quick sketch to find the sum or difference.

1. 3.15 + 0.92 = 4.07. 2. 1.26 — 0.83 = 0.43

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Remember, you can use the song
Big Like That
to review the language of decimals!

Chapter 3 | Lesson2 90
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Apply and Grow: Practice

Scaffolding Instruction
Students have used base ten blocks to add and subtract
decimal numbers. So far all the addends—and the minuend and
subtrahend—have had the same place values. This will stay true
until Exercise 9, when students are challenged to determine a
difference with the minuend in the hundredths and the subtrahend
in the tenths. Students should be familiar with using the base ten
blocks for operations, and may forget that the different blocks now
represent different values. Be sure students are modeling and
saying out loud the numbers and values.
Emerging students may not have a solid understanding of decimal
place value, but can manipulate the base ten blocks appropriately,
They may not be able to name the sum or difference they find
because of their uncertainty with place value.
e Exercises 3-6: Students should first model the problems with
base ten blocks, and then draw the quick sketch. They wil!
benefit from modeling first, then modeling a second time and
drawing their quick sketch step-by-step.
e Exercise 7: Do students recognize the value of 0.5? !f students oc
or
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are unsure, have them model several examples and draw their
conclusion.
e Exercise 8: Ask students to think about if the mode!
addition or subtraction problem. How do they know
the first addend? the second? What is the sum?
e Exercise 9: Students may need support to understand tat
the one-hundredth in the minuend is not affe 1k
subtraction. Ask students how many hundred
might help them understand the subtraction more ly, They
may also need support in regrouping a whole into tenths.

Proficient students are confident with adding and subtracting with

the base ten blocks. They may become complacent in the process
and lose sight of the values of the blocks. Ask them every once ina
while to explain again how the blocks are being used,

e Exercise 9: Ask students to explain how they modeled and

solved the problem. Are they attending to the decimal
values? How did they regroup? How do they explain the
one-hundredth?

Additional Support
e Provide base ten blocks for modeling, and only require students
to draw a few quick sketches as appropriate.
Extension
e “Roll three dice and make a decimal number to the hundredths
place. Repeat. Add your numbers. Then subtract your numbers”

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Apply and Grow: Practice

ow Make a quick sketch to find the sum or difference.

3. 1.61 + 0.22 = 1.83. 4, 24-13 =_1.1_

5. 22+09=_3.1_ 6. 1.56 — 1.08 = 0.48

©.
If Mp) Number Sense Newton adds two decimals that are each greater
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than 0.5. What can you conclude about the sum?
The sum will be greater than 1.

8. MP) Structure Write an equation 9. ) Use a model to find

represented by the quick sketch.
Hundredths
Tenths Hundredths

1.31 + 0.4 = 0.91

LLC
Learning,
Ideas
Big
© 3.54 + 1.63 = 5.17

Chapter 3 | Lesson2 91

Chapter3 | Lesson2 91
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Think and Grow: Modeling Real Life
The applications allow students to show their understanding of
(
Read each problem
aloud as students follow
adding or subtracting decimal numbers in a real-world context.
? Preview: “What is the longest roller coaster ride you have been
g
along. Clarify unknown
vocabulary and
unfamiliar references,
on? Do you think most rides last a long time or a short time?”
? Have a student read the problem. “Tell your partner what the
(
such as a narwhal. You
may want to discuss the
problem means. What are you trying to find out? What should
our plan be to determine the difference in the roller coaster
(
(
j experience of riding a ride lengths?”
}
roller coaster or what e Have one student model 4.25 with base ten blocks under the
|
a dash is. Provide time
(
| document camera and another draw a quick sketch on the board
to complete each and while the other students fill in the quick sketch of 4.25.
|
| ask questions to elicit ? “We subtract the hundredths first. Are there any hundredths to
the answers required.
Have students write
subtract? Next we subtract tenths. What do we need to do?” As "
| students discuss regrouping, have students exchange 1 whole

|
their answers on a
whiteboard or piece of
for 10 tenths with the blocks, and sketch the regrouping on the
board. Continue in this manner to show the subtraction.
(
paper to display for your
|
: review. You may also
want them to display
e Exercise 10 follows the same model as the example.
e Exercise 11 is an addition problem. These are generally easier to
<
their sketches. sketch than subtraction.
e The wording in Exercise 12 may be confusing for students if
they are unfamiliar with this type of scoring. Expiain that the
points for the skill stay the same. However, you can !ose partial
points for errors in execution. Students determine hoi any
execution points are scored after deductions, and add this to the
skill points.
@© “We have used base ten blocks and quick ches to add and
subtract decimal numbers. Tell your pai hat you noticed
about using base ten blocks and quick sketches to add and
subtract decimals. Show me in a fist to 5 how you feel you
are doing with modeling addition and subtraction of decimal
numbers.”

Closure
e “Let's do one more problem.’ Write 1.4 + 3.28.
? Have students solve the problem on a wh oard, or with
base ten blocks if needed. When students finish, they exchange
their whiteboards. “Look at your partner’s work and give them
feedback on their solution. Did they demonstrate that they met
the learning target for addition today?”
e Repeat with 5.06 — 2.34.

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Think and Grow: Modeling Real Life

How much longer Wooden

is the duration of the wooden
roller-coaster ride than the
duration of the steel
roller-coaster ride?

Ride duration: 4.25 minutes Ride duration: 1.50 minutes

Find the difference of the durations: 4.25 — 1.50.

Make a quick sketch of 4.25.
Subtract the hundredths.
Regroup 1 one as 10 tenths. Subtract the tenths, then the ones.

faaint
Hundredths Ones Tenths Hundredths

S
So, 4.25 — 1.50 = 2-75
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oOo 10. A football player completes a 40-yard dash in 5.84 seconds. Another
zz» player completes it in 4.56 seconds. How much longer does it take the
- first player to complete the 40-yard dash than the second player?
a 1.28 seconds

11. What is us total length of the 12. Dt Ril An Olympic gymnast

narwhal? scores 6.6 points for skill. She starts =
with 10.0 points for execution, then 3
loses 0.4 point for execution errors. 5
x What is the gymnast’s final score? 2
LK 4.92 ft-——— 11.48
ft ——4 16.2 points 2
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16.4 feet ©
92

Chapter 3| Lesson2 92
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Homework & Practice Notes
e Provide students with an extra sheet of paper to draw their
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models on.
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Assignment Guide and Concept Check
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Prior Skills §
e Exercises 12 and 13: Grade 4, Using the Perimeter Formula
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Cross-Curricular Connections «
Art
e Provide students with modeling clay and JEN Ae 1 solve an 4
addition or subtraction equation involving deci s. An example
could be 2.3 + 1.6 or 1.84 — 0.13. Have tenia use ce clay to make
quick sketch-like models to solve their equation.

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Learning Target: Use models to add or
subtract decimals.

Tetace Find 2.14 + 1.67.

Make a quick sketch. Add the Regroup 10 hundredths as 1 tenth.
hundredths, then the tenths,
then the ones.

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Make a quick sketch to find the sum or difference.

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1. 26413 =_3-9_

3. 0.84 — 0.17 = 0-67. . 1.26 + 1.55 = 2-81

5. 2.6—1.9=_0.7_ 6. 3.9+06=4:5_

LLC
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Chapter 3 | Lesson 2 93

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Logical-Mathematical
e Have students write an equation involving subtracting or adding
decimals. Then have students draw a model of their problem as
a quick sketch on the back of the paper. Students will exchange
their models with a partner. Their partner will write an equation
represented by the model and check the back of the paper to see
if it matches the original equation.

Lesson Resources

Surface Level Deep Level

Resources by Chapter Resources by Chapter

e Extra Practice e Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
e Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Math Musicals
Tutorial Videos Dynamic Assessment System
Skills Review Handbook e Lesson Practice
Skills Trainer
Math Musicals

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 7. Mp) Structure Write an equation = Mp) Number Sense What is the
represented by the quick sketch. greatest possible difference of two
decimals to the hundredths place that
Tenths are between 0 and 1?

0.99 — 0.01 = 0.98.

DC MMMM
3.4-—1.5=1.9

DIG DEEPER! Write a decimal . Modeling Real Life The fastest

addition equation that requires 1-mile sack race was completed in
regrouping the tenths. Explain how 16.68 minutes. The fastest 1-mile
you know you need to regroup to add. piggyback race was completed in
Sample answer: 0.5 + 0.5 = 1.0; 11.18 minutes. How much longer
If the tenths exceed 0.9, did it take to complete the sack race
regrouping is necessary. than the piggyback race!
5.5 minutes

. Modeling Real Life How many pounds

of honey do the hives produce in all?
36.23 pounds

Hive B:
20.98 Ib

LAAT ITTRTARIO
Review & Refresh

Find the perimeter of the rectangle.

12. 32 yd : 114 millimeters

102 yards
LLC
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Chapter3 | Lesson2 94
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_Laurie Notes) CORE?)

BigldeasMath.com

STATE STANDARDS
5 nBT.B7
Preparing to Teach
In this lesson, students will use place value to add two decimals.
Learning Target _ Some of the problems will require regrouping, and knowing when
Add decimals and check
_ this is necessary is a success criterion today. Some students may
whether the sum is still need base ten blocks or quick sketches to help them visualize
reasonable. | the addends and sum. The big understanding is that like place
values are added, just as with whole numbers and fractions with
Success Criteria like denominators.
You add like units.
e Add like place values
to add decimals. | Materials
e Add decimals, e base ten blocks
regrouping when e Place Value Mat*
needed. e whiteboards and markers
e Estimate a sum to
: *Found in the Instructional Resources
check whether my
answer is reasonable.
_ Dig In (Motivate Time)
: Begin with a quick game of What's the Problem? Display two
_ addends with base ten blocks using a document camera or draw a e
' quick sketch. Students write the addition equation and find the sur.
Practice opportunities e “| am going to show you an addition problem. | want you to
for the following write the addition equation and find the sum.”
are available in the
e Note: Do not tell students, but none of the problems should
Resources by Chapter or
require regrouping. The focus is how students are reading
at BigldeasMath.com.
the model and finding the sum. Are they combing like pieces,
| © Daily skills

oe Lee
|| e Vocabulary ©
O
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| ¢ Prerequisite skills

| Explain that when e You will notice that some students I.

you reason, you think will write the equation horizontally, [3+25=38 Wg
through things ina others vertically. 8
sensible, logical way. e¢ MP3 Construct Viable Arguments: How do students know the
When you check if your sum is 3.8?
sum is reasonable, you ¢ Sample problems to model: 0.35 + 0.52; 1.4 + 3.2; 1.42 + 1.56
check to see if it makes e Now display a problem where the blocks for each addend are not
sense and is a logical the same. Examples: 1.2 + 0.44 and 1.03 + 0.64. You want to hear
answer. You may want students read the problem and discuss how to find the sum.
to discuss the multiple
meanings of check,
such as a confirmation,
a check mark, a type of
paper payment, or a bill ? “How did you know Gres ater to combine?”
at a restaurant. :“How do the different pieces relate to place value?”
@ “We are going to add decimals today and in order to do so we
must add like place values. This is our learning target for today”
T-95 Chapter 3
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Add Decimals 3.3

Learning Target: Add decimals and check whether
the sum is reasonable.
Success Criteria:
+ | can add like place values to add decimals.
+ | can add decimals, regrouping when needed.
+ | can estimate a sum to check whether my answer
is reasonable.

be aa

Find the sum.

Use a model to find the sum. Draw your model.

Construct Arguments How is adding decimals similar to adding

whole numbers?
To add decimals, you add like place values like you do
when adding whole numbers.

Explore and Grow

¢ The Dig In did not involve regrouping and the Explore and Grow does.
e Ask a volunteer to share their quick sketch of 1.43 + 2.38 and discuss how
they used the sketch to find the sum. They should identify the regrouping
that was needed and the combining of like place values.
® MP4 Model with Mathematics: “If you only saw [Student’s Name]’s sketch,
how would you know the problem was 1.43 + 2.38 and not 143 + 238?” You
wouldn’t. You need to know the names of the pieces.

Chapter 3 | Lesson 3 95
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 Laurie’ Notes
Think and Grow
Getting Started
_ After demonstrating
MP6 Attend to Precision: Avoid saying, “To add decimals you line
_ the examples, have
up the decimal points and then add.’ This does not help students
_ students work in pairs
understand that it is like place values that must be added. When
_ to discuss and complete
we align like place values, the decimals are also aligned.
Exercises 1—4. Provide
_ guiding points, such as Connection: We add like place values with whole numbers and
lining up addends by we do the same with decimals.
place value, regrouping Teaching Notes
at each place, and
2 Model: Ask a student to read the problem so the place values are
_ finding the total sum.
heard: fifty-two and seventy-six hundredths plus thirty-eight and
_ Expect students to
perform according eighteen hundredths. “What is an estimate for this problem?”
to their language Estimates should be near 90. “We add decimals like we added
proficiency level. whole numbers. We add like place values, hundredths plus
hundredths, tenths plus tenths, and so on.’
Beginner students
? Write the problem vertically and make the point of aligning
may write out the math
like place values. “Why will the decimal points end up being
and discuss using
simple phrases. aligned?” The decimal point separates the units and th: tenths
Intermediate students If the units and tenths are aligned, the decimal points w \! be.
may write and Finish the problem using student assistance.
discuss using simple 2? “Why is regrouping needed in this problem?” There are |
sentences. than 10 hundredths and then more than 10 ones.
Advanced students Use the estimate to check if the answer is reasonable.
may write and Supporting Learners: Students can use
discuss using detailed highlighters or other visual tools. Ask them 52.76 +56.i8
sentences. to identify the place values in each number. 52.76
If place value understanding is missing, a
they need to model with base ten blocks. rs)>. 18
The exercises are written in vertical form, so
the regrouping and accuracy of addition is the focus.
Note: Although the problems have been written in vertical form,
the presence of the decimal point can be troubling to some
students. They may even ask, How do you add the decimal
points? They need to think about how decimal numbers are
represented. Why do we use the decimal point? Discuss decimal!
fractions.
Extension: Have students write one or more of the problems as
mixed numbers. Can they add the mixed numbers?
© “How would you explain decimal addition to a friend who was
not here today?” Have students practice their explanation with
a partner and then ask several to share with the class.

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TEeace Add: 52.76 + 38.18. Estimate __97 __ decimal points.

Use place value to line up 5276

the addends. + 38.18 Fad

Add the hundredths, and 1

then the tenths. Regroup 52.76 Regroup 14 hundredths as
if necessary. + 38.18 1 tenth and 4 hundredths.
94

Add the ones, and then oe

the tens. Regroup if 52.76 Regroup 10 ones.
necessary. + 38.18
90,94

The sum is 90-94_. Reasonable? _90.94 js closeto__91 ./

Show) and! Grow,

Find the sum. Check whether your answer is reasonable.
1. Shy/ 2. 0.94
a7 les) + 0.82
5.6 1.76

3. 82.9
+ 10.8 gs
93.7 :

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 Laurie’ Notes
Apply and Grow: Practice
Scaffolding Instruction
Students have used base ten blocks and quick sketches in the
previous lesson to add decimals. They now use this foundation to
understand how to add decimals symbolically by adding like place
values. Students should estimate the sum first to check if their
sum is reasonable. They can circle their estimate in the corner of
each exercise.
Emerging students may not have a solid understanding of how
decimals are being added, but will try to memorize the procedure
of relating it to whole number addition. This will show up when
asked to explain if their sums are reasonable or to interpret the
place values. Continue to ask students when regrouping wil! be
needed, and how they know.

e Exercises 5-11: Students may need to continue modeling wit!

base ten blocks or drawing quick sketches. They should re/sie
the modeling to the addition algorithm. Space is provided for
students to show their understanding with a model. BH
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e Exercise 12: Can students use place values to determine whic
sums will be greater than 24.7 without doing all of the addition?
If not, they can add using a T-chart Instructional Resource
or model the sums. Following finding the sums, ask students
how the sums could have been estimated without doing
the addition.
e Exercise 13: Can students estimate the sum correctly? Can they
explain that although the digits are correct, the place value is not?

Proficient students are confident with adding decimals using the

algorithm. They clearly understand the connection with addition of
whole numbers, when to regroup, and have few errors if any.
e Exercises 8-11: Students can rewrite the problems vertically for
ease in adding, however, if they can add correctly horizontally,
that would be okay as well.
e Exercises 12 and 13: Have students share their reasoning in
solving these exercises without having done the addition. For
Exercise 12, students should use their number sense first to
answer, then check by doing the addition.

Additional Support
e Provide the T-Chart Instructional Resource for students to align
the place values for the problems.
e Check to see if errors are from addition mistakes or a
misconception with the process. If it is addition errors, provide a
hundred chart or remind students of addition strategies.
Extension
e “Explain in writing how to add any two decimal numbers”

T-97 Chapter 3
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Apply and Grow: Practice

Find the sum. Check whether your answer is reasonable.

5. 782 236 756265
“eMNO7: Hest + 78.04
8.89 38.7 640.69

8 25+46=_7.1_ 9. 107.5 + 63.5 =_171_

10 49.87 + 32.53 = 82.4 11. 96.5+ 4.1 =100.6

12. Me) Number Sense Which expressions , 13. Me) Reasoning Your friend finds
have a sum greater than 24.7? 34.5 + 6.8 and gets a sum of 413.
Without adding, explain how you know
20.9 + 3.8 your friend's answer is not correct.
Your friends’ answer of 413 is

14,23 + 9.85 joo Dlg:

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The applications allow students to show their understanding of
_ Read each problem adding decimals in context. Students will compare their sums to a
_ aloud as students follow given number in the problem to answer the question.
along. Clarify unknown
vocabulary and unfamiliar
2?
Have a student read the example. “Tell your partner what the
references, such as a problem means. What are you trying to find out? What is the
long jump and Celsius plan to determine if there is enough space left to download
measurement. Verify that both books? In this problem, we need to read a chart to get the
students understand what information we need.”
is shown in the graphic. “Tell your partner the file sizes for the two ebooks.” Have
Provide time to complete students find the sum of the megabytes. Some students may
each and ask the draw quick sketches or use base ten blocks if needed.
questions provided. For “Have we answered the question?” Have students compare the
yes/no questions, have sum to the 6.5 megabytes of storage space still available. Ask
students indicate their several students to share how they compared 6.3 to 6.5. The
answers with a thumbs explanation should include place value, such as the ones are the
up or down gesture. same (both 6), so look at the tenths. Five-tenths is greater than
Have students write their
answers on a whiteboard
three-tenths, so there is enough space. |aa
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The remaining exercises all follow the same pattern as the
or piece of paper to
example. Students may need to think about the wording in @\
display for your review.
Exercise 16. Ask students how they know to add other than that
is what the lesson is about.
© “We have been adding decimals using place value and
regrouping. Use your thumb signals to show how well you are
doing with estimating what a reasonable sum would be. Use you
thumb signals to show how well you are doing with knowing
when regrouping will be needed. Use your thumb signals to
show how well you are doing with finding an exact sum.’

Closure
“What went wrong?” Show students the following work.

Have students tell their partners what went wrong, and then on
their whiteboards correct the problem. They should compare
their corrected problem with a partner’s.

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space left on your tablet. Do you have enough Tale oftheMonster |3.8megabytes | ;
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space to download both of the ebooks? sista Al A acalae "He elat es
In the Game 2.5 megabytes

Add the ebook file sizes. 3.8

Compare the sum of the file sizes to the available space on your tablet.

You___d0___ have enough room to download both ebooks.

Show, and! Grow,

14. Achef needs 3.75 pounds offish 15. Your school’s long jump record is
for a dinner party. She catches a 5.51 meters. You jump 3.38 meters on
fish that is 2.50 pounds and your first attempt. Your second attempt
another fish that is 1.75 pounds. is 1.56 meters longer than your first. Do
Does she catch enough fish for her you break your school’s record?
dinner party? no
yes

16. The melting point of aluminum is 403.86 degrees

Celsius cooler than the melting point of gold. What
is the melting point of gold?
1,064.18 degress Celsius

The melting point

of aluminum is
660.32 degrees Celsius.
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Homework & Practice Notes

e Provide students with an extra sheet of paper to rewrite
their equations.

Assignment Guide and Concept Check

‘Lovet | Assignment Concept Check

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Prior Skills
e Exercises 11-13: Grade 4, Using Division to Find Factor Pairs

Cross-Curricular Connections
Physical Education
e Time students while they run a distance of 100 meters, twice. Tell
them their times for each 100 meters and have them add their
times together to see how long the whole run took to complete.
Then have students check their answers for reasonableness. N
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Learning Target: Add decimals and check
whether the sum is reasonable.

TEetraee Add: 23.6 + 17.8. Estimate 24 + 18 = 42

Use place value to line up the addends. 23.6
+ 17.8

You can also use compatible

numbers to estimate.
Add the tenths. Regroup if necessary. 1 25715 = 40:

Add the ones, and then the tens. Regroup if necessary. 1

23.6
+17.8
414

Thesumis 41.4. Reasonable? 41.4 iscloseto 42 .o

1. 13 2. 601.58
sie 0) aoe Sit
8.8 683.89

3. 19.73 + 7.16 = 26.89 4. 846+ 44.7 =129.3

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Interpersonal
¢ Discuss what discovery bottles are and how to make them. Tell
students that they are in charge of designing their own and
coming up with a price to sell their bottle at the class store.
The price should be within 10 dollars and include a decimal.
¢
Students will then pick two discovery bottles in the class to
buy, add their prices together, and check their answers for
reasonableness.
Note: Provide supplies to make actual discovery bottles or have
<
students draw a picture and include a description.
«
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Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter

e Extra Practice e Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment —Qlé
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Differentiating the Lesson Dynamic Assessment System
Tutorial Videos e Lesson Practice
Skills Review Handbook
Skills Trainer

T-100 Chapter 3
 Find the sum. Check whether your answer is reasonable.

5. 123.98 + 47.65 = 171.63 6. 427.8 + 13.2= 441.

7h MP} Reasoning Your friend adds 46.7 . Writing Explain why it is important to
and 5.4. Without calculating, is the sum use place value to line up the numbers
greater than or less than 51? Explain. when adding decimals.
It is important to line up the
greater than; 46 + 5 = 51,
decimals in order to keep track of
so 46.7 + 5.4 is greater than 51.
the place values and to determine
if you need to regroup any values.

Modeling Real Life You need . Modeling Real Life A scientist has
10.5 pounds of fruit for a fruit salad. 200.59 grams of mercury. She has
You buy 3.8 pounds of apples and 135.23 fewer grams ofzinc. How many
6.7 pounds of pears. Do you buy grams of zinc does she have?
enough fruit? 65.36 grams

HUT RTT UT UY
Review & Refresh

Find the factor pairs for the number.

11. 24 1 and 24, 12. 36 13. 17. 1and17
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: STATE STANDARDS
Gig) 5.NBT.B.7
Preparing to Teach
This lesson is modeled after the previous one. Now students
Learning Target use place value to subtract two decimals. The big understanding
Subtract decimals and
is still that like place values are subtracted, just as with whole
check my answer. numbers and fractions with like denominators. A challenge for
many students is regrouping when there is a 0 in the minuend.
Success Criteria Modeling the problem with base ten blocks first will help students
e Subtract like place make sense of the regrouping.
values to subtract
decimals. Materials
e Subtract decimals, e base ten blocks
regrouping when e Place Value Mat*
needed. e whiteboards and markers
e Estimate a difference
*Found in the Instructional Resources
or use addition to
check my answer.
Dig In (Motivate Time)
Students use base ten blocks to model subtraction of decimals that
requires regrouping. yr
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| Warm-Up _ Scanaeianeaememeammdammamnanme
e “We are going to use base ten blocks to model a few
_ Practice opportunities subtraction problems. Record the problem on a whiteboarc. @)
_ for the following
e “Begin with 2 and 4 tenths.” Pause as students model 2.4. “!\ ow
_ are available in the ab
subtract 1 and 3 tenths.” Students remove 1.3 from their moveis.
_ Resources by Chapter or
They record 2.4 — 1.3 = 1.1.
_ at BigldeasMath.com.
® “Did you need to regroup in this problem? Why?” No. You
) e Daily skills can subtract 3 tenths from 4 tenths and 1 from 2 without
| © Vocabulary regrouping.
| © Prerequisite skills
e “Begin with 2.4 again.” Ask students for a number to subtraci
where regrouping is needed. Decide on a subtrahend, such as
1.6. Wait as students work through the problem and record thei;
work. Ask a student to explain their work.
e They have been regrouping 1 one as 10 tenths. In the next
Review that the answer problem, students regroup 1 tenth as 10 hundredths.
to a subtraction problem e MP4 Model with Mathematics: “Use your base ten blocks to
is a difference. Discuss find 1.75 — 1.38. Record the problem on your whiteboard,”
the words different and Circulate as students find the difference. You may note some
difference—one describes students subtract the 1 first, then the 3 tenths, regroup, and
and the other names. then subtract the 8 hundredths. They are demonstrating their
Say each and have them understanding that like place values are subtracted. Subtracting
repeat. Demonstrate the right-to-left in the standard algorithm is efficient for recording
use of each in several @.
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the regrouping. It is not the only correct way to subtract.
sentences and have
Discuss different strategies students used to subtract.
students indicate with SY
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a thumbs up gesture if
need to pay attention to the place values of the digits you
they hear difference and
are subtracting.” (
a thumbs down gesture if
they hear different.

T-101 Chapter 3
 a Name
Subtract
pe Decimals 3.4
Learning Target: Subtract decimals and check my answer.
Success Criteria:
+ | can subtract like place values to subtract decimals.
+ | can subtract decimals, regrouping when needed.
+ | can estimate a difference or use addition to check my answer.

Find the difference.

Use a model to find the difference. Draw your model.

Tenths Hundredths

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Construct Arguments Howis subtracting decimals similar to

subtracting whole numbers?
vuvw@ To subtract decimals, you subtract like place values
like you do when subtracting whole numbers.
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Explore and Grow

e This exploration is modeled after the previous lesson. Regrouping is needed.
2 MP5 Use Appropriate Tools Strategically: Students may not recall how to
show the regrouping in a quick sketch. Suggest that they use the base ten
blocks first and then write about the problem. “How did the base ten blocks
help you to find the difference?”
e MP3 Construct Viable Arguments: “Turn and tell your partner how you knew
regrouping was needed in this problem.” Can they generalize and explain
how they know whether any subtraction problem will require regrouping?

Chapter 3 | Lesson 4 101

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ELL Support Think and Grow

Getting Started
_ After reviewing the
MP6 Attend to Precision: Avoid saying, “To subtract decimals,
examples, have
you line up the decimal points and then subtract.’ This does not
_ students work in
help students understand that it is like place values that must
| pairs to discuss and
be subtracted.
complete Exercises 1-3.
| Have one student ask Connection: We subtract like place values with whole numbers
another, “Where do and we do the same with decimals.
_ you regroup? What Teaching Notes
is the answer?” Have 2?
Model: Ask a student to read the exampe aloud: Eighteen and
them alternate roles.
ninety-three hundredths minus seven and sixty-six hundredths.
Beginner students “\Nhat is an estimate for this problem?” Estimates should
may demonstrate be near 11. “We subtract decimals like we subtracted whole
answers by modeling numbers. We subtract like place values, hundredths minus
in writing.
hundredths, tenths minus tenths, and so on.”
Intermediate
Write the problem vertically, showing both = Pett
students may describe
answers using simple
versions. “Do both versions represent » ee eres
sentences. 18.93 — 7.66?” When students indicate the =——~ Sane
Advanced students second version is incorrect, ask them why.
may describe using Some students will say, There can’t be a gap under the 2. Write
e
ae
6
Se
e
|
|aa
detailed sentences. 7.66 as 7.660 and ask if the problem is set up correct!y now. You
want students to talk about place value, and not about
sure there is no gap at the right edge.
Point to the first version. “How do we get started? Can we
subtract 6 tenths from 3 tenths?” Remind students that when
we regroup 9 tenths and 3 hundredths, we have 8 tenths and
13 hundredths.
Common Error: Students will forget to write the decimal! point in
the answer. When they check if their answer is reasonable, they
should see this error.
Remind students that they can use addition to check
their answer.
Supporting Learners: Have students use base ten blocks and a
Place Value Mat to model the problem first.
Common Error: A common wrong answer for Exercise 2 is 11.45,
Students subtract the lesser number from the greater number in
each place value. Ask them to explain the steps they took to find
the difference in each place value.
Extension: Have students write one or more of the problems as
mixed numbers. Can they subtract the mixed numbers?
© “How confident are you with your learning today? Show
me with your fist to five how you are doing with each
success criteria.”

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T-102 Chapter 3
im
 Think and Grow: Subtract Decimals
Remember, you can
estimate 19 — 8 = 11 to
To subtract decimals, subtract like place values. check whether your answer

ewe
is reasonable,

[Example Subtract: 18.93 — 7.66. omy i)

5 >
Use place value to line up 18.93 J
the numbers. — 7.66 7

Subtract the hundredths, 813

and then the tenths. 18.93 Regroup 9 tenths and 3 hundredths
Regroup if necessary. = + TAs as 8 tenths and 13 hundredths.
27
Remember to
write the decimal
Subtract the ones, and 813 point!
then the tens. Regroup if 18.93
necessary. en 87.00
1h27

The difference is__ 11.27

Check: Use addition to check your answer. s27,

8 USS
18.93

Show, and) Grow

PuUNgsHesouuvuvve
Find the difference. Then check your answer.
1. 71.6 2. 63.08 3. 24.75
35:3 So 2A3, = EES)
36.3 10.65 15.56

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102

Chapter 3 | Lesson4 102

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 “Laurie's Notes
Apply and Grow: Practice
Scaffolding Instruction
Students have used base ten blocks and quick sketches in
a previous lesson to subtract decimals. They now use this
foundation to understand how to subtract decimals symbolically
by subtracting like place values. Students can estimate the
difference first, or use addition to check if their difference
is reasonable.
Emerging students may not have a solid understanding of how
decimals are being subtracted, especially when regrouping is
needed. They may try to memorize the procedure, relating it to
whole number subtraction. This will be apparent when asked to
explain if their differences are reasonable or to interpret the place
values. Continue to ask students when regrouping will be needed
before they subtract, and how they know.
e Exercises 4-10: Students may need to continue modeling with
base ten blocks or using quick sketches. They should relate the
modeling to the subtraction on paper. Have students check their
oa e
O
,
oe
ee
differences by using addition, or estimate prior to subtracting.
e Exercise 11: Have students explain what went wrong with
a friend before trying to write. Have them show the correct
subtraction.
e Exercise 12:This is a two-part problem using two bar models. 4
ar
Students may need to be reminded of the part-part-whole
relationship, and how to find d first. The value of d from the first
model is used in the second model to find y.
ap
a,
Proficient students are confident with subtracting decimals. They
clearly understand the connection with subtraction of whole
numbers, when to regroup, and have few errors if any.
e Exercises 7-10: Students should rewrite the problems. They
should check with a partner to be sure their alignment of place
values is correct.
e Exercises 11 and 12: Have students share their reasoning in
solving these exercises without having done the addition. For
Exercise 12, students should use their number sense first to
answer, then check by doing the addition.

Additional Support
e Provide the T-Chart Instructional Resource for students to align
the place values for the problems. A,
ir
ar
-
Wa
~

e Check to see if errors are from subtraction mistakes, or a

misconception with the process. If it is subtraction fact errors,
provide a hundred chart or remind students of strategies.
Extension
e¢ “Explain in writing how to subtract any two decimal numbers.”

T-103 Chapter 3
 Name

Apply and Grow: Practice

Find the difference. Then check your answer.

4. Wes 5. 83.92 6. 14.6
eis, a2 8) = GW)
1.8 81.11 5.7

856.02 — 48.12 = 807.90 8. 3.76 — 0.53 = 3-23

27.5 — 21.7 =_3:8_ 10. 737.2 — 2.8 = 734.4

11. Y@U BE THE TEACHER Your 12.

friend finds 534.8 — 28.9. Is your friend
correct? Explain. d ona

534.8 no; Your friend did not ’ ae

= 28.9 _ line up the place values
245.8 properly. 10.1

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 Laurie’ Notes
[ELLSupport
Read each problem
Think and Grow: Modeling Real Life
The applications allow students to show their understanding of
subtracting decimals in context.
aloud as students follow
along. Clarify unknown ? Have a student read the problem. “Tell your partner what
vocabulary. Explain the problem means. What are you trying to find out? What
unfamiliar references, is the plan to determine by how many centimeters the record
such as Death Valley. was broken?”
Provide time to complete “Tell your partner what a reasonable estimate for the difference
each problem and ask is. Discuss a strategy for subtracting 11.43 from 18.58. At what
the questions provided. place value should you start? Why?” Work through the rest of
Have students write their the problem with students.
answers ona whiteboard | The remaining exercises all follow the same pattern as the
or piece of paper to example. They may need to look carefully for the total miles on
display for your review. the fitness tracker in Exercise 14.
Exercise 15 reviews a previous skill by asking students to write
the difference as a mixed number.
Supporting Learners: Some students may still need fo use Fon)
sketches or base ten blocks. They should mode! the subtra
and then record the notation in the problem box. Have students
relate the model to the symbols.
© “We have been subtracting decimals using place value and ha
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regrouping. Use your thumb signals to show how wel! you ar a8)
doing with estimating what a reasonable difference = would be
Use your thumb signals to show how you are doing at using
addition to check your answers. Use your thumb) signals to
show how well you are doing with knowing when regrouping
will be needed. Use your thumb signals to show how well you
are doing with subtracting decimals.”

Closure
Back-to-Back Whiteboards: Have students sit back-to-back
with their whiteboards. PartnerA will do the given subtraction
problem correctly, and Partner B will make a mistake on purpose
doing the problem. Students turn to compare boards. Partner B
checks to see if Partner A is correct. PartnerA finds and corrects
Partner B's mistake. Switch roles on the second problem. e
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T-104 Chapter 3
 Modeling Real Life

|Example | The world record for the longest dog

tongue is 18.58 centimeters. The previous record was
11.43 centimeters. By how many centimeters was the
record broken?

Subtract the the previous record, 11.43 centimeters, from

the current record, 18.58 centimeters.

18.58 Subtract the hundredths, then the tenths,

= es) then the ones, and then the tens.
Tal

So, the record was broken by__7-15 centimeters.

Show and) Grow

13. The average high summer temperature in Death Valley, California,
is 46.7 degrees Celsius. The hottest temperature ever recorded is
56.7 degrees Celsius. How much greater is the hottest recorded
temperature than the average high temperature?
10 degrees Celsius

€
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\ 14. An athlete's fitness tracker reads 15. PUG a! Your friend is
= 2.69 miles at noon. The figure shows using a pattern to knit a
ww the athlete's fitness tracker before 139.7-centimeter-long scarf. He has
going to sleep that night. How many already knitted 61.8 centimeters. How
— miles were recorded after noon? many centimeters of scarf does he
. have left to knit? Write your answer as
3.65 miles a mixed number.
9
77— centimeters
10

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Chapter 3 | Lesson4 104

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Homework & Practice Notes

e Provide students with extra paper to draw models to
represent problems.

Assignment Guide and Concept Check

Concept Check —

lySh eh 7h ©

Prior Skills
e Exercises 11-13: Grade 4, Multiplying by Tens

Cross-Curricular Connections
Science
e Discuss different climates, focusing specifically on precipitation.
Research cities’ monthly average precipitation in inches.
Then write the average monthly precipitations for two cities
on the board and have students find the difference between
them. An example could be, “one city has an average monthly
precipitation of 0.31 inches. Another city has an average
monthly precipitation of 3.9 inches. Which city receives more
precipitation? How much more?”

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T-105 Chapter 3
 Name
Homework
& Practice 3.4
Learning Target: Subtract decimals and check
my answer.

|Example } Subtract: 431.6 — 17.8.

:

Use place value to line up the numbers. 431.6

Subtract the tenths. Regroup if necessary. 016

Subtract the ones, then the tens, and then the hundreds. Regroup if necessary.
210
016
4376
— 178
413.8

@eeoeoweoeuoewtvwe The difference is 413.8.

Check: Use addition to check your answer.

@ 11
413.8
te 17.6
431.6

Find the difference. Then check your answer.

ie 34.5 2: 996.74 3. 23.5
= 215 — 38.51 aN38
13.0 958.23 19.7

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Oo Chapter 3 | Lesson 4 105

Chapter 3 | Lesson 4 105

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 Extend Student Learning
Logical-Mathematical
¢ Put less than 5 dollars of change or play coins in a basket.
Students will grab a handful of coins, count them, and then
subtract them from $6.00. They will write down their equations
and answers on paper. Have students repeat this process but
subtract from a different amount of dollars each time.

es
Surface Leve Deep Level
Resources by Chapter Resources by Chapter
e Extra Practice e Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
¢ Chapter Self-Assessment
Graphic Organizers
Differentiating the Lesson
Dynamic Assessment System
Tutorial Videos
e Lesson Practice
Skills Review Handbook
Skills Trainer

T-106 Chapter 3
 Find the difference. Then check your answer.

4. 856.02 — 48.12 = 807.90 5. 3.76 — 0.53 = 3-23

27.5 — 21.7 =_5-8_ 7. 737.2 —2.8 =134.4

Mp) Number Sense Which statements 9. DIG DEEPER! Find the missing digits.
describe the difference of 134.6 and 78.9?
AS.
The difference is 55.7.
— 533
The difference is greater than 55. [3] 5.8

The difference is less than 55.07.

10. Modeling Real Life The world record for the longest fingernails on a pair
of female hands is 576.41 centimeters. The world record for the longest
O@eoeeooovweveTeuww
fingernails on a single hand is 909.60 centimeters. How much longer is the
world record for the longest fingernails on a single hand than the world
record for the longest fingernails on a pair of female hands?
333.19 centimeters

ow TTT TTT UO
Review & Refresh

Find the product.

11. 80x
10 =_800_ 12. 30x90=2,700 | 13. 60x70 =4,200

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Chapter 3 | Lesson 4 106

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 Q Check out the
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y~ STATE STANDARDS
E c Ske) 5.NBT.B.7
| Preparing to Teach
' Students have evaluated expressions with whole numbers using
Learning Target the order of operations. Addition and subtraction expressions with
decimals are evaluated in this lesson. Addition and subtraction
Use addition and
are performed /eft to rightin an expression, so this is another
subtraction to evaluate
expressions involving _ understanding to focus on in this lesson besides place value when
decimals. adding and subtracting decimals.

Success Criteria Materials

e Add and subtract like e 10-sided dice
place values. e Expression Game Mat*
e Evaluate expressions
e whiteboards and markers
with three decimals.
e Estimate the value of *Found in the Instructional Resources
an expression.
Dig In (Motivate Time)
Groups of three students work together. Each student generates a
number (A, B, C) and then evaluates an expression.

_ © “You have used place value to add and subtract decimals. Today
Practice opportunities you will use these operations to evaluate an expression that has
for the following three decimals.”
are available in the e Provide each group with a copy of the Expression Game Mat
Resources by Chapter or | Assign each student A, B, or C. They use dice or number «
at BigldeasMath.com. generate the number of tenths and hundredths in their nun
e Daily skills Note thatA and B have a non zero digit in the ones place
e Vocabulary _ © Each student makes Game 1:A+B+C
e Prerequisite skills a quick sketch of the c 5 oe
digit generated. When| A the! al
all three numbers Ela
have been generated | °
and sketched, the ic
:
students work
Remind students that together to evaluate Mes
hearing the word value the expression for £i/ +01 +048 =4.48
within the word evaluate each game. A sample for Game 1 is shown,
is a way to remember e Students play each of the three games on the sheet,
that in the context of e Students have performed addition and subtraction with
math, evaluate means decimals and now they are expanding these skills to evaluate
“find a value,’ or an expression with two operations. In Game 3, they need to
compute a numerical
remember that subtraction is performed before the addition.
expression. In this lesson,
? As you circulate, observe how the group is evaluating the
students will evaluate
expression. Are they working within a column as they would with
expressions with
partial sums? Are they performing a computation off to the side
three decimals.
of the chart? Ask them how they know their method is correct.
© “Discuss in your group how the order of operations and place
value were used in these games.”

T-107 Chapter 3
 - Name
Add and
Subtract 3 re)
Learning Target: Use addition and subtraction to Decimals
evaluate expressions involving decimals.

owe Success Criteria:

7}

+ [can add and subtract like place values.

+ | can evaluate expressions with three decimals.
« | can estimate the value of an expression.

Explore and Grow

Decimal

1.36 + 2.5 + 2.78 = 6.64

Reasoning How did you find the sum? What other ways can you
find the sum?
l added the 3 decimals together. | started in the hundredths
column, adding and regrouping when necessary. You can also
add the first two decimals together then add the third decimal
to that sum.

Explore and Grow

e¢ A model of three decimals is shown.
® Check for understanding and ask, “What is the value of the 3 rods in the first
decimal? How many hundredths in the second decimal? Is the third decimal
greater than 2.8? How do you know?”
¢ MP2 Reasoning: Students may say they added the ones, tenths, and
hundredths. This strategy is called partial sums. Others may write the
decimal form of each number and then add. Still others may regroup within
the chart.
® “Can you add three numbers in any order? Why?”

Chapter 3 | Lesson 5
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107
 A

Think and Grow

Getting Started
After reviewing the
¢ Order of operations will be used when evaluating the
examples, have
expressions in this lesson. Remind students of the left-to-right
students work in
rule associated with addition and subtraction.
pairs to discuss and
e¢ When two or more decimals do not have the same number of
complete Exercises 1
and 2. Have one digits in the decimal place values, we often annex a zero, or
student ask another, add a zero so the number of places values is equal. See the
“Which numbers do first example.
you add or subtract Teaching Notes
first? How do you
regroup? What is
2 Model: “What is an estimate for this problem?” Elicit answers.
the value of the There is no correct answer. You want to hear how students
expression?” Have found their estimate. “We want to find the sum of three
them alternate roles. decimals. We can write the addends vertically as we did with
whole numbers.’
Beginner students
} “What must we remember when adding decimals?” Adc the
may demonstrate the
process by writing out
same place values together. “9 is a whole number. Writing It as
the math. 9.00 as Descartes suggests helps us align the place values.”
Intermediate students e MP6 Attend to Precision: When regrouping, say, “9 hundredths
may write and answer plus 6 hundredths is 15 hundredths, which is 1 tenth plus
| with simple sentences. 5 hundredths.”
Advanced students e The sum, 20.55, should be compared to studenis’ estimates.
may answer using Discuss what an unreasonable estimate might be rorf tnis
detailed sentences. problem and why. Example: “Why is 10 not a reasonable
estimate? 50?”
e Supporting Learners: Write the addencs in a place value mat.
Students read the decimal number aloud to help locate what
column to write each digit in.
@ Model: “How is this expression the same and different from the
first example?” There are three number: ‘i {he operations are
not both addition. “There are two operations. Find an estimate
and tell your partner how you found it. Does it matter which
operation we perform first, addition or subtraction?” Listen
for order of operations and the left-to-richt rule. Have students
assist you in finishing the problem. Note again the additional 0
written when subtracting 5.6 in Step 2,
e In Exercise 2, note that subtraction is the first operation in the
expression. It is performed before the addition.
© Discuss each success criteria. “Explain how you used place
value to add and subtract the decimals in these problems.”
Pause. “You used the order of operations when you evaluated
each expression. In each problem, you compared the value
of the expression computed with your estimate to check
whether your answer was reasonable. How are you doing
with your learning?”

T-108 Chapter 3
 Think and Grow: Add and Subtract Decimals

Feeace Add: 7.39+ 4.16 +9. Estimate _7+4+9=20

Use place value to line up the addends. Add the hundredths, then the
tenths, and then the ones.
You can write 9 as
9.00 to help line up
7.39
4 like place values.

4.16 = )
+ 9,00 o>
20.55

‘ Reasonable? _20.55_ js
So, 7.39 + 4.16 +9 =_20.55_, closeto__20_/

FEeinaeD Find 18.46 + 13.31 - 5.6. Estimate 18

+ 13 — 6 = 25
Use order of operations.

Step 1: Add: 18.46 + 13.31. i Step 2: Subtract: 31.77 — 5.6.

1 | 211
18.46 i BX.77
£713.31 1 P= 9.60
31.77 26.17

Reasonable? _26-17_ js

So, 18.46 + 13.31 — 5.6 =_26.17_. closeto__25__. S

Show) and) Grow,

Evaluate. Check whether your answer is reasonable.

1. 6.84+2.9 + 5.22 = 14.96 2. 41.55 — 14.09 + 42.4 = 69.86 6

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108

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 ,

Apply and Grow: Practice

Scaffolding Instruction
Students have been adding and subtracting decimals. They now
extend their skills to add and subtract three decimals using
order of operations. Students may think they always add before
subtracting. Remind students that they always perform the
operations from left to right, in the order it is written. Students
may need to be reminded that they can annex zeros to give all
numbers the same decimal place values.
Emerging students may still be struggling with adding and
subtracting decimal numbers, especially with regrouping.
Encourage students to do one step at a time when working with
three numbers and using order of operations. Students may stil!
want to use models before writing the symbolic process.
e Exercises 3-5: Students will need to write two separate
problems because of the subtraction that is involved. Remind
them to annex a zero when needed.
e Exercise 6: This addition problem can be done in one step,
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but emerging students will benefit from adding two numbers at
a time.
e Exercise 9: Are students estimating correctly? Are they following
the order of operations?
e Exercise 10: Students may need help thinking about how to
begin this problem. Remind them to work place value by
place value.

Proficient students are confident with adding and subtracting

decimals. They may make some careless errors, but understand
place value, regrouping, and the order of operations. Br
La
dai
@)
Ak
e Exercise 10: Have students explain their thought process for
finding the missing digits.

Additional Support
e Provide base ten blocks, aT-chart Instructional Resource, or
extra paper for quick sketches.
is
Wi
f
e Check to see if errors are number fact mistakes, or a
misconception with the process. If it is fact errors, provide a
hundred chart or remind students of strategies.

Extension
e Play the game from the Dig In.

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ti
im
Da

T-109 Chapter 3
 Name

Apply and Grow: Practice

Evaluate. Check whether your answer is reasonable.

3. 53-1.7-2=_1.6_ 4, 14.08 + 6.15 — 9.3 = 10.93

5. 24.7 —5.1 + 3.75 = 23.35 6. 32.6+6+ 15.1 = 23-7

7. You have $35.50. You buy a movie 8. You ride your bike each day over the
for $15.89 and music for $12.50. How weekend. How far do you ride your bike
much money do you have left? altogether?
$7.11
Da Distance
¥ | (miles)

@Heeowovvvewtee
a=
7.55 miles

9. Me) Logic Your friend finds 10. \DIG DEEPER! Find the missing digits.
oud
=
5.31 + 2.8 — 1.27 and gets the
answer 4.32. Is your friend’s answer 45 [2]|5
reasonable? Explain. 7. 3[0]
no; You know that 5 + 3 —-1=7 a2
Ol oO
so 4.32 is unreasonable. [7]2.91

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Chapter 3 | Lesson5 109

Chapter 3 | Lesson 5
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Think and Grow: Modeling Real Life

The applications allow students to show their understanding of
Read each problem adding and subtracting three decimals using order of operations.
aloud as students follow
along. Clarify unknown 2 Have a student read the problem. “Tell your partner what the
vocabulary and unfamiliar problem means. What are you trying to find out? What does
references, such as ‘walking around the perimeter’ mean? How do you find a
dog breeds and water perimeter?”
balloons. Provide time to Have students find the sum of the side lengths of the lazy river.
complete each and ask Ask a few students to explain how they found the sum.
the questions provided. Exercise 11 follows the same model as the example.
Have students write their e Exercises 12 and 13 require students to keep track of three items
answers on a whiteboard that are given as comparisons. Have students make a sketch
or piece of paper to to show which dog is heaviest to lightest (Exercise 12) or the
display for your review. distance of water balloons from least to greatest (Exercise 13).
@© “We have been adding and subtracting decimals. Today we
added and subtracted three decimals using the order of
operations. Tell your partner how to use the order of operations
when adding and subtracting three decimals. Show me ina
fist to 5 how you feel you are doing adding and subtracting
three decimals.” Aa
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Closure
Have students work with a partner with whiteboards.
Show students three decimals: 22.35, 7.1, and 42.06.
Ask students to use the order of operations and find the
greatest answer possible. They can use only one operation if
they want.
Ask students to use the order of operations and find the least
answer possible. They can use only one operation if they want.
Ask students to use both addition and subtraction and find two
different answers.

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T-110 Chapter 3
—
 &

i Think and Grow: Modeling Real Life

is

|Example ] A lifeguard walks around the perimeter of

the lazy river ride. How far does the lifeguard walk?

Find the perimeter of the lazy river by adding all of 216.75 ft 216.75 ft
the side lengths.

216.75
216.75
+ 204.00
a - 204 ft

The lifeguard walks __

637.5 feet.

Show; and! Grow

11. You ride your skateboard around the perimeter
of the park. How far do you ride your skateboard?
184.8 meters

12. A German shepherd weighs 24.75 pounds less than the

4 Bernese mountain dog. A husky weighs 21.67 pounds less than
the German shepherd. How much does the husky weigh?
56.91 pounds

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| Bernese mountain dog:
103.33 Ib

13. Pb iaase! Your friend launches a water balloon 136.33 yards. Your cousin
launches a balloon 15.67 yards farther than your friend and 8.33 yards farther
than you. How much farther do you launch a balloon than your friend ?
7.34 yards

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Chapter 3 | Lesson 5
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Homework & Practice Notes

e Exercise 7: Remind students what “adding zeros to line up the
place values” means.
e Exercise 8: Have students explain their answers.

Assignment Guide and Concept Check

Concept Check

Prior Skills
e Exercises 11-13: Grade 4, Identifying Shapes that Have
Line Symmetry

Cross-Curricular Connections
Science
e Study the life cycle of a frog by conducting a real-life experiment
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hr
with frog eggs. Once the eggs hatch, measure the tadpole’s
length in millimeters. Then wait a few days, a week, or more and
measure again. Students will find the difference between the
two measurements to see how many millimeters the tadpole
grew. Then have students measure two more times and find the
difference. They will add all the differences together to see how
much the tadpole grew.

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T-111 Chapter 3 -
 Name
Homework
& Practice 3.5
Learning Target: Use addition and subtraction
to evaluate expressions involving decimals.

elie Find 35.97 — 26.1 + 4.08. Estimate 36 — 26+ 4= 14

Use order of operations.

Step 1: Subtract: 35.97 — 26.1. Step 2: Add: 9.87 + 4.08.

215 ; i
33.97 9.87
=20s10 : + 4.08
09.87 13.95

Reasonable? 13.95 is
So, 35.97 — 26.1+ 4.08 = 13.95 . closeto 14 ao

Evaluate. Check whether your answer is reasonable.

1. 28+745.3
= 15.1 2. 14.86 + 5.72 —3 =17.58

a
a ee

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OK 3. 28.95 — 4.12 —0.7 = 24.13 4. 10.6 — 10,35 + 34.27 = 34.52

5. 19.36+ 244+ 85 =21.86 6. 5-0.2- 137 =.3-43

Big
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Chapter 3 | Lesson5 111

Chapter 3 | Lesson 5
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Bodily-Kinesthetic
e Have students throw a ball three times and measure how far the
ball travels for each throw. Have students add each distance to
see how far the ball traveled altogether.

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Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter
e Extra Practice ¢ Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
e Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos ¢ Lesson Practice
Skills Review Handbook
Skills Trainer

T-112 Chapter 3
ow
Ga
ou
Sa
or
ST
e
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Av
 PBN:
Which One Doesn't Belong? Which 8. Mp) Logic Which expressions have an
addition problem does not involve estimate greater than 10?
adding zeros to line up the
place values?
AO 2563.8 Si 4.3 + 2.7
5.39 + 1.76 + 40.9 2 cial Onto:
10:9 0:27051 0:35 3.6 5:2
185-2 6:2450:7 12.49 + 10.8 + 0.13

Modeling Real Life You run across 10. | DigDEEPER anes pumpkins are
the length of the soccer field until you Ena at a contest. How much
reach the middle, and then run back. farther does Pumpkin C travel than
Then you run across the entire length Pumpkin A?
of the field. How far do you run ¢ Pumpkin A travels 0.61 mile.
altogether?
- Pumpkin B travels 0.28 mile farther
182.88 than Pumpkin A.
meters ¢ Pumpkin B travels 0.06 mile farther
than Pumpkin C.
0.22 mile

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Review & Refresh

Determine whether the shape has line symmetry. Draw each line of symmetry.
11. 12. 13.

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112

Chapter 3 | Lesson 5 112

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STATE STANDARDS
/ 5.NBT,B.7
Preparing to Teach
Mental math suggests that a computation is being done in your
)
Learning Target head without writing the problem on paper. We learn mental math
strategies by seeing them modeled and discussed. The strategies
Use mental math to add
in this lesson are not new to students, as they have been used
or subtract decimals.
with whole numbers. In this lesson, they will recall the strategies
Success Criteria E
and apply them to decimals.
e Use addition properties
to add decimals.
- Dig In (Motivate Time)
e Use compensation
to add or subtract _ Students review several mental math strategies by working with
decimals. - whole numbers. The same problems will be used in the !esson, only
_ written as decimals. For example: 124 + 39 + 76 > 12.4 + 3.5 + 26.
e Use place value to add
or subtract decimals. _ © “The learning target today is to use mental math to add or
subtract decimals. Let's practice some mental math pi
first with whole numbers.”
e Write the problem 124 + 39 + 76 (horizontally) on a Wri Fr
and display. “Use mental math to add these numbers.” Pause
for think time. Elicit answers.
| Practice opportunities : ® “What strategy or strategies did you use to finrl th seem?”
_ for the following added 124 + 76 first, then added 39. “Why did y: é
are available in the first?” They add to 200. Probe about the make a ten sirateay
Resources by Chapter or in this case 24 and 76 make 100. “What ma’ ay t
at BigldeasMath.com. that order? Don’t you have to add 124 + 39;
| © Daily skills the Commutative Property of Addition,
e Vocabulary e Try a similar example: 245 + 125 + 175.
e Prerequisite skills e To remind students about compensation try 1.278
Subtract 3 from 1,278; then add 1,275 + 525 = 1,800
3 back in to have a sum of 1,803.
e “Now let's try a subtraction problem?’ Vite 475 — Use mental
math to find the difference.’ Pause for thin tin icit answers.
ELL Support ® “What strategy or strategies did you use to find the difference?”
Explain that the word | added 4 to 446 and subtracted 450 “6,1 got an
answer of 225. Since | subtracted 4 : added 4 back in
mental refers to the mind
and thinking. When you and got an answer of 229. This is an example of compensation.
do mental math, you e Try a similar example: 298 — 227.
think through the math e Remember, there is not just one way to use mental math in
problem in your mind. these problems. Students will have different strategies. It is
Explain that the word important for different strategies to be shared.
compensation signals © “You have heard different ways in which you used mental math
something that involves to find a sum or difference. Did you hear new strategies that
an exchange. When you you want to try? In this lesson, we will apply similar strategies
use the compensation to decimal addition and subtraction problems.”
strategy, you exchange
small amounts using
addition and subtraction
to help find the answer.

T-113 Chapter 3
 Name
Use Mental
Math to Add 3.6
Learning Target: Use mental math to add or or Subtract
subtract decimals.
Decimals
Success Criteria:
+ | can use addition properties to add decimals.
+ | can use compensation to add or subtract decimals.
owovwe + | can use place value to add or subtract decimals.

Explore and Grow |}

Use mental math to find each sum.

6.5 +3.1+3.5 = 13.1 10.79 + 6.25 =17.04

MP) Reasoning Explain how you used mental math to find each.

Use addition properties. Use compensation.

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4
6.5 + 3.1 + 3.5 = (6.5 + 3.5) + 3.1 10.79 + 6.25 = 10.8 + 6.24
= 10+ 3.1 = 17.04
= 13.1

owe

Explore and Grow

The Dig In will prepare students for this Explore and Grow.
When students see space to work a problem, they will start to write.To
encourage mental math, consider having students put their pencils down.
Students may use partial sums: 10 + 6 = 16 and 0.75 + 0.25 = 1; then add
16 + 1 = 17.They decomposed and were able to keep track of the partial sums.
“Are there other strategies?” If students don’t mention three or four different
strategies ask, “Could you. ... ?” and complete the strategy.

Chapter 3 | Lesson 6 113

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Laurie’ Notes 4
Think and Grow
ELL Support
Getting Started
‘
After reviewing the
¢ Compensation is a common mental math strategy used for ¢
_ examples, have
addition and subtraction. It means some change is made to the
_ students work in
original problem and after the answer is found, you compensate (
pairs to discuss and
for the change made. What compensation looks like (when
_ complete Exercises 1-4.
the process is written) and sounds like (when the process is
_ Have one student
| ask another, “What explained) can vary. <
strategy did you use? e Addition properties assure that the order (Commutative) or
What is the sum/ grouping (Associative) of the addends can be changed. ¢
difference?” Have them e The make a ten strategy means looking for partner numbers that
alternate roles. sum to ten. It can be extended to making a hundred (76 + 24). ¢
Beginner students Teaching Notes
may demonstrate the
process by writing out
2 Model: “We want to find 12.4 + 3.9 + 7.6. Do you notice any Q
numbers that would be easy to sum in your head?” Listen to
|
the math.
Intermediate students
students’ thinking. Discuss that 0.4 and 0.6 are partner numbers «
may write and answer
for 1.0. “If we rewrite the expression these two numbers wil!
with simple sentences. be adjacent. Summing them we have 20. Now add 3.9 to 20:
Identify the addition properties used and why making the ten
q
Advanced students
may answer using
detailed sentences.
gives us an easy number to then add gia.
© “You used addition properties and make a ten to add. Are
a
there other mental math strategies that could have been c
used?” Some students may add 0.1 to 3.9 to ae 4, and then
compensate by subtracting 0.1 from one of the other numbers. «
e There are many mental math strategies. One is not more correct
than another. It has to make sense to you in order to find the
answer in your head. (
2 Model: Introduce the second example that uses compensation.
“We want to find 6.75— 4.46. Notice that 4.46 is very close (
to 4.5. If we add 0.04, we can subtract 4.5. Why is it easier to
subtract 4.5 than 4.46?” There is no regrouping needed. Step ((
through the example as shown, pointing out the compensation
at the end. (
@© “You used compensation to make the subtraction easier to do
mentally. Are there other strategies anyone might think of?” (
e MP3 Critique the Reasoning of Others: “Another student said
that compensation is really about making a ten. What do you
think?” The adjustment made to the subtrahend is to get to a (
ten, and then you compensate at the end. Partner numbers for
10 are really important!
@ Ask students to self-assess for each success criteria.

T-114 Chapter 3
 Think and Grow: Use Mental Math to Add or
Subtract Decimals

|Example ] Use mental math to find 12.4 + 3.9 + 7.6.

Notice that 12.4 and 7.6 are compatible numbers. Use addition properties to
rewrite the problem.

1244+ 3.9+ 76=3.9+ 124+ 7.6 Commutative Property

= 3.9 + (12.4 + 7.6) Associative Property

= 3.9 + 20

= 23.9 So, 12.4 + 3.9 + 7.6 = 23.9 |

|Example } Use mental math to find 6.75 — 4.46.

Use compensation.

6.75 : 6.75
— 4.46 + 0.04 = 4.50
225)

OdHeoeeovdueWiewTIw
You subtracted 0.04 more than 4.46, so you must add 0.04 to 2.25
to find the answer.

PIPaS)
+ 0.04
S0, 6.75 — 4.46 = 2.29 |

ov
Show and) Grow)
O Use mental math to find the sum or difference.

1. 4.25 + 1.36 + 2.75 = 8.36 2. 12.78 + 5.25 = 18.03

3. 174-136 =_3.8_ 4. 29.8 — 2.27 = 27.53

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114

Chapter 3 | Lesson 6 114

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Apply and Grow: Practice

Scaffolding Instruction
Students have used compensation, the make a ten strategy, piace
value, and the properties of addition to mentally add and subtract
decimal numbers. As students practiced the strategies, the steps
were written down. The goal of the lesson today is for students
to be able to use these strategies mentally. For some students,
keeping track of the changes that result from the strategies and
finding the answers mentally can be a lot to remember. For
example, notice that with subtraction the same compensation is
made whereas the opposite compensation is made with addition.
This may cause some confusion as students work with menta!
strategies. This will come with practice. Can students explain their
reasoning in the steps they are performing?
Emerging students may have difficulty keeping track mentaily of
all the steps in the mental strategies and still pay attention to the
decimal place values. Have them say the steps out loud as
use a strategy, and if needed continue to write the steps
e Exercises 5-8: Students use strategies to find sums or
differences mentally. Students should write their
remember what they did. Some will benefit from rece
each step.
e Exercise 11: Do students understand which properties are only
for addition?
e Exercise 12: This is a challenging exercise but should be fun.
There is more than one correct answer, such as 76.18 + 25.34.

Proficient students may still need practice with retaining all th:
mental steps with adding two three-digit numbers, )
1OWeVe!

they understand the strategies well and can describe how they
use them.
e Exercises 5-8: Have students share their strategies with a
partner. Are they using the same or different strategies?
¢ Exercise 12: This should be a fun challenge for proficient
students.
Additional Support
¢ Students can write the steps as they think about the strategy to
keep track of the changes.
¢ Provide base ten blocks to model the steps in each strategy.
Extension
e “Pick any two exercises. How many ways can you think to solve
them using mental strategies?”

T-115 Chapter 3
 Name

Apply and Grow: Practice

Use mental math to find the sum or difference.

5. 1.25+2.45 + 1.75 = 9-45 . 8446.15 +26 =17.15

7. 17.82
— 15.61 =.2.21 35.7 — 13.8 = 21.9

9. Two years ago, your friend was 10. Clothing items are donated to an
1.25 meters tall. Today, your friend is organization. How many pounds of
1.48 meters tall. How many meters did clothing are donated altogether?

[eethingRem[Donations
pound|
your friend grow?
0.23 meter

134.8 pounds

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11. MPI Reasoning Can you use the 12. |DIG DEEPER! Mtesrren digit from
Commutative Property to find the 1 through 8 once to complete

Vv:
vo difference of two decimals? Explain.
no; Subtraction is not
commutative. For example,
the problem. Sample answer:

(215). 018]
4.7 — 1.3 # 1.3 — 4.7. + [7][6}. [31/4]
IP Or ihe Sy 2

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Chapter 3 | Lesson6 115

Chapter 3 | Lesson 6 115

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 ELL Support
Think and Grow: Modeling Real Life
These applications allow students to show their ability in mentally
Read each problem adding or subtracting decimal numbers in a real world context.
aloud as students follow
along. Clarify unknown e Have a student read the problem. “Tell your partner what the
vocabulary and unfamiliar problem means. What are you trying to find out? What blem
references. You may want | will represent the difference between snowfall and rainfe
to familiarize students ¢ “Who can explain the strategy the example is showing?” Have
with baseball if necessary. a student explain using place value, and complete the probiem,
Discussing the meaning e Exercise 13 follows the same model as the example.
and use of compound e Exercise 14 requires students to keep track of adding three
words, such as snowfall, distances. The numbers are written in the chart so that the
rainfall, and left-handed decimal points are not aligned. This will check if students rea
are

may be useful. Provide thinking about place value.

time to complete each
e Exercise 15 requires students to think about the nu RAL Pent
noer OT
and ask the questions
centimeters in a meter. Students may miss the fac
provided. Have students
whole length is one meter, but the paint is given in
write their answers on a
whiteboard or piece of @© “You have done a lot of addition and subtraction today in
| paper to display for your heads! We have used many strategies: make
| your review. compensation, place value, and addition props
how you are doing. Tell your partner if you h
strategy and why. Use your thumb signals to
are doing with each of our success criteria. Ho
with using the make a ten strategy to add or sut
mentally? with using compensation to add or su
mentally? with using properties to add decimais n
e Supporting Learners: Students may need to model ¢
the strategies with base ten blocks.
e Supporting Leamers: Students can write the resulting
after using the strategies to help remember what they have done.

Closure
e “Work with a partner. One of you will tise make a
other partner will use compensation. On the next problem, you
will switch strategies.”
e Have students find 30.48 + 22.32 and 50.3 — 34.8.
e Have several students share their strate
of the problems. Be sure both strategie:
both problems.

T-116 Chapter 3
 |Example ] A city receives 75.5 inches of snowfall and
45.27 inches of rainfall in 1 year. How much more snowfall
does the city receive than rainfall?

Use compensation to find the difference between the

amounts of snowfall and rainfall: 75.5 — 45.27.

75.50 oe
75.50
— 45.27 — 0.02 — 45.25
30.25

You subtracted 0.02 less than 45.27, so you must subtract 0.02
from 30.25 to find the answer.

30.25
0102
So, the city receives 30.23__ inches more snowfall than rainfall.

Paes

13. On average, a left-handed professional baseball player

runs from home plate to first base in 4.2 seconds. The
record is 3.1 seconds. How much faster is the record than
the average time?
1.1 seconds

14. DIG DEEPER! The distances of 15. DWE DEEPER! You paint a meter stick
each part of a triathlon are shown for a craft. You paint 30.7 centimeters
in the table. What is the total blue and 67.9 centimeters green. How
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are traveled on land than in water? 14 millimeters

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Chapter 3 | Lesson 6 116

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Homework & Practice Notes

e Have students discuss how to look for compatible numbers and
use addition properties to rewrite problems to solve. Be sure to
discuss using compensation as well.

Assignment Guide and Concept Check

Level Concept Check —
1-11 odd, 12-14
oh by 7h Sh
1-14

Prior Skills
e Exercises 12-14: Grade 4, Identifying and Drawing Points, Lines,
Line Segments, and Rays

Cross-Curricular Connections
Science
¢ Discuss what wingspan means with students. Show a picture of a
wandering albatross and bring up how one was caught that had
a wingspan of 3.63 meters. Show an airplane, and mentio:
some airplanes have a wingspan of 60.93 meters. A
“How much greater is the wingspan of the airplane thai
wandering albatross?” Have students write an equation

T-117 Chapter 3
 Name
Homework 3.6
& Practice
Learning Target: Use mental math to add
or subtract decimals.

Use mental math to Use mental math

find 16.5 + 7.8 + 3.5. to find 8.47 — 5.03.
Notice that 16.5 and 3.5 are Use compensation.
compatible numbers. Use addition
properties to rewrite the problem. 8.47 8.47
=75:03)= 10,03 =5.00
HOB oP Uksine Sisy = Se eh} ge Sh} H 3.47

=7.8 + (16.5 + 3.5) You subtracted 0.03 less than 5.03, so

you must subtract 0.03 from 3.47 to find
=7.8° +20 the answer.

= 278 3.47
=a 0:08
So) 6D gt OS) =" /.or
3.44 So, 8.47 — 5.03 = 3.44

Use mental math to find the sum or difference.

1. 2.73 + 2.14 = 4.87 2. 54.3+14.1 = 68.4

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o 3. 19.86 — 7.2 = 12.66 4. 41.19 — 0.58 = 40.61

J
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5. 65+ 232+ 1.5 = 10.32 6. 225—1.15=_1.1_

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Chapter3 | Lesson 6 lia,

Chapter 3 | Lesson 6 117

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 Extend Student Learning
Logical-Mathematical
e Put students into groups of 3. Assign one student to be the
creator of an addition or subtraction equation, the next student
to complete the first step of that equation by either showing
compensation or using addition properties if possible, and the
last student to write the final answer. Students will rotate roles
until everyone has had a turn.
Note: Have each student use a different color pencil to show
their step.

Surface Level Deep Level

Resources by Chapter Resources by Chapter
e Extra Practice ¢ Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos * Lesson Practice
Skills Review Handbook
Skills Trainer

T-118 Chapter 3
dy 2

7. Y@U BE! THE TEACHER Your Writing Describe a situation when

friend finds 23.74 — 13.18. Is your friend you would use the Commutative
correct? Explain. Property to add decimals using
mental math. Sample answer:
23.74 —>
23.74 Use the Commutative Property to
= 13:18) 0:02 — 13.20 move compatible numbers within
10.54 the addition problem.
10.54 + 0.02 = 10.56
So, 23.74 — 13.18 = 10.56.
yes; Your friend used
compensation correctly.

Ce DIG DEEPER! Use mental math to 10. Modeling Real Life How much
find the missing number. wider is the wingspan of the albatross
than the length of an 8.89-foot-long
n+ 14.8 = 20 alligator?
5.2 2.06 feet

11. Modeling Real Life Your friend buys

3.5 meters of blue ribbon, 2.25 meters
of red ribbon, and 3.75 meters of white
ribbon. How much ribbon does she
buy in all?
9.5 meters
SS SSS SS SS
Albatross
wingspan: 10.95 ft

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Review & Refresh

Use the figure. 12-14. Sample answers are given.

12. Namea line segment.
DE
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EA, EC
Name two different lines.
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118

Chapter 3 | Lesson 6 118

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(
;OMMON
STATE STANDARDS
5,NBT.B.7
Preparing to Teach (
aaa

In today’s lesson, students apply decimal addition and subtraction

Learning Target skills as they solve real-world story problems involving money. (
Many contexts involve finding the total cost for several items.
Solve multi-step word
problems involving A second step may involve determining the amount of change (
money. received from tendering say, a $20 bill.

Success Criteria (
Dig In (Motivate Time)
e Understand a problem.
e Make a plan to solve. Students use information from a grocery flyer to find the cost of (
e Solve a problem. purchasing a few items for a salad. They have $6 to spend.
aa
aa
a
A
a
e Bring a local grocery flyer that advertises vegetables for a salad.
(
? “We need two heads of lettuce, two cucumbers, and one
avocado. How much will the items cost and will you have (
enough money?”
Practice opportunities 7 PNITES
PORT
ST e Note: If these items are not listed in the flyer, change the ‘tems ‘
for the following and adjust the available money as needed. You want students
(
TERN

| are available in the to apply addition of decimals to a common context. You an

_ Resources by Chapter or |
|at BigldeasMath.com. TTR
NTT
subtraction as well. \
| © Daily skills _ © Think-Pair-Share: “Talk with your partner to make sure you
) e Vocabulary E understand the problem and make a plan of how yeu can solve i.
' ° Prerequisite skills _ the problem.’
\ | © Have students carry out the plan and calculate the cost o* the «
| three items. Elicit answers. x
i e Depending upon the actual cost of the items, as shout the (
ELL Support : amount remaining from the $6, or how much more money you
; need to purchase the items.
Explain that the prefix | © “We are going to solve problems similar to this tocay. | (
_ multi- means “many." | important that you understand the problem first seersvou
Multi-step word ' start to solve it.Talking to others can help.” (
problems require more ;
than one computation to (
find an answer. Review i \
the problem-solving plan j
with students. ; (

T-119 Chapter 3
 Name
Problem
Solving: 3y |
Learning Target: Solve multi-step word problems Money
involving money.
Success Criteria:
+ |can understand a problem.
* [can make a plan to solve.
* [can solve a problem.

“enuas ie :
Explore and Grow

Use addition or subtraction to make several

conclusions about the prices of the items in the table.
Check students’ work.
Ass

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Precision Switch papers with your partner. Check your partner's work
for reasonableness.
Check students’ work.

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Explore and Grow

e Discuss the items in the table. If all students are not familiar with them, ask
volunteers to explain.
? To get students started you may need to prompt with questions such as,
“Why might you purchase more than one of these items? If you had a $150
gift card, what would you purchase? If you had a coupon to save $4.50, what
would a video game cost?”
e MP6 Attend to Precision: Have students pose a problem for their partner that
involves addition and subtraction to solve. Exchange problems and solve.

Chapter 3 | Lesson 7 119

B9IVVVVYV
9
 Think and Grow
Getting Started
After reviewing the e Students will solve various story problems on the next few
- example, have students
pages that represent addition and subtraction situations.
work in groups to
The standard problem-solving plan is used: understand the
discuss and complete
problem, make a plan, and solve the problem.
Exercise 1. Remind
students to use the Teaching Notes
problem-solving plan. ¢ Supporting Learners: Write each sentence on an index card.
Expect students to
Students look at only one card at a time and explain what
perform according
it means.
to their language
e Students should always read a problem aloud several! Ai
proficiency level.
The first read gives them a general sense of the problem. The
Beginner students second read they are focused on what information they kno
may write out the
? Model: Ask a volunteer to read the problem. “Read the pasiech
math and contribute to
to yourself now.” Pause. “What is going on in this problem?
discussion with simple
What do you know? What are you trying to figure out?”
phrases.
Intermediate students e Note: A verbal model is shown that identifies the information
may use simple known in the problem. The model can be read as a plan for
sentences to contribute solving the problem. It verbally describes how to salve
to the discussion. the problem.
Advanced students ® Model: “In the plan we replace each verbal description with
may use detailed information that is known. What amount of money co you have
sentences and help left?” We don’t know. We're trying to figure ¢! “So let's
guide the discussion. write c to represent the money that is left. We wil! sol.
What amount of money do you start with?” ‘
money do you earn?” $13.75 “How much cio you Nea on
2
headphones?” $12.39
e The verbal model describes how to work with the known
information. We know how to solve the problem
e Avery similar verbal model can be used to solve Exercise 1.
¢ Students will ask, why do you write the model? Why not just
solve the problem? We want students to understand that if you
can’t describe in words (verbal mode!) h v to solve a problem,
jumping into a problem by doing o; > with numbers is
not going to be helpful. It is a way to describe your plan for
solving the problem.
@© “We read the problem several times.fo understand the problem
means we need to identify what we know and what we need
to find. We made a plan to solve the problem by writing the
verbal model description. We didn’t try to solve the problem yet;
we just wanted to have a plan for what we would do. Then we
solved the problem.” Break down the various success criteria for
students to do a self-assessment.

T-120 Chapter 3
 a Think and Grow: Problem Solving: Money
nig

|Example | You have $11.83. You earn $13.75 more doing chores. Then you buy
headphones for $12.39. How much money do you have left?

Understand the Problem

What do you know? What do you need to find?
¢ You have $11.83. - You need to find how much
- You earn $13.75 more. money you have left.
+ You buy headphones for $12.39.

Make a Plan
How will you solve?
Write and solve an equation to find the amount of money you have left. i
4
1

_ Amount of © Amount of Amount

j Cost of
money you = moneyyou + ofmoney —
headphones
have left — start with you earn —

Let s represent the amount of money you have left.

5 = 11.83 + 13.75 — 12.39

_
25.58 — 12,39

You have $__13-19__ left.

1. You have $32.63. You earn $28.42 more washing

windows. Then you buy a video game for $35.95.
How much money do you have left?
$25.10

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120

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Chapter 3 | Lesson 7 120
 Apply and Grow: Practice
Scaffolding Instruction
Students have learned to understand a problem by determining
what information is given in the problem and what question is
being asked. They have made a plan and created a verbal model.
They can identify a variable for which to solve. These exercises
have students practice the various steps for the problem-solving
plan.
Emerging students may have difficulty determining the exaci
question to answer and devising a plan for solving. They may
confuse which operations to use or how the information relates to
the question.

Students fill in what is known, and what is to be fo

e Exercises 4-7: Students now identify what is given,
need to find, and make a plan. Students should 1
model similar to the example. Have students pick two problems
to solve.
Proficient students understand the problem-solving plan and can
identify the components. They can verbalize a pian and make a
verbal model.
e Exercises 2-7: Have students solve the problems as well as
identifying the components.

Additional Support
e Provide copies of the Problem-Solving Pian instructional!
Resource. Scaffold from specific information in Exercise 2 to
only sections and guided questions.

T-121 Chapter 3
 Name

Apply and Grow: Practice

2-5. Check students’ work.
Understand the problem. What do you know? What do you need to find? Explain.
2. You buy 3 cell phone games that cost 3. Newton buys a movie ticket that costs
$5 each and an in-game purchase $4.50, a drink that costs $2.25, and a bag
for $1.69. How much money do you of popcorn that costs $4.75. How much
spend? money does Newton spend?

Understand the problem. Then make a plan. How will you solve? Explain.
4. Your friend buys a remote control car for 5. Your cousin has $156.34 in his bank
$17.89 and some batteries for $5.49. He account. He withdraws $15.50 one day
gives the cashier $25. How much change and $6.75 the next day. How much
does he receive? money is in his bank account now?

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6. Adult admission to open skate night Te Descartes buys a book for $14.99 and a
costs $5.75. Admission for children under bookmark. He pays with a $20 bill and
13 costs $1.50 less than adult admission. receives $3.96 in change. How much
What is the total admission cost for two does the bookmark cost?
12-year-olds? $1.05

ove $8.50

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Chapter 3 | Lesson7 121

Chapter 3 | Lesson 7 121

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ELL Support
Think and Grow: Modeling Real Life
These application problems allow students to show their
Read each problem understanding of multi-step problem solving.
aloud as students follow
along. Clarify unknown ¢ Choral read the problem and then have students read it again to
vocabulary and explain themselves. Have students share what they know and what they
unfamiliar references. are trying to find.
Provide time to complete ¢ MP1 Make Sense of Problems: “Tell your partner what we know
each problem and ask and what we have to find. Tell your partner how to find the cost
the questions provided. of the pencil sharpener in words.”
Have students write their ¢ Model: “We are trying to find the cost of the pencil sharpener.
answers on a whiteboard The cost of the pencil sharpener can be found by taking the
or piece of paper to amount of money that was used to pay, subtracting the cost of
display for your review. the two coloring books, and subtracting the amount of change.”
2 MP3 Construct Viable Arguments: “Why would you need
to subtract the change when finding the cost of the pencil
sharpener?”
¢ MP1 Make Sense of Problems: “| used a variable (letters) to
show answers to the equation | haven’t solved yet. Tell your
partner what c represents.”
e MP1 Persevere in Solving Problems: Students have an entry
point. Give them time to talk and share their thinking. Have
them solve the problem and compare answers.
e Exercise 8 is the same type of problem. Students may be ready
to try this independently or with a partner. Encourage students
to use the same steps as in the example to solve.
e Exercise 9 is a multi-step problem that also involves division.
Check students’ verbal models and/or equations prior to having
them solve.
e¢ Supporting Learners: Make resources available as needed.
Provide a Problem-Solving Plan Instructional Resource with
the steps written out for students. Help write equations using
variables for the two steps.
© “Today we solved story problems by identifying the information
in the problem and the question being asked. You made a plan
and a verbal model before writing the equation. This takes time
and practice.” Have students show with their thumb signals how
they are doing for each success criterion.

Closure
© “What helped you in solving the problems? Were you clear
about what information was known?” You want students to
reflect on the problem-solving process. “What did you learn
about solving problems today?”

T-122 Chapter 3
 7

|Example | You pay for colored pencils, a coloring book,

and a pencil sharpener with two $20 bills. Your change
is $17.42. How much does the pencil sharpener cost?

Think: What do you know? What do you need to find?

How will you solve?

Write and solve an equation to find the cost of the

pencil sharpener.

Costofpencil | Amount of money Cost of | Cost of Amount of

sharpener you pay with colored pencils coloring book change

Let c represent the cost of the pencil sharpener.

c = 40 — (8.99 + 5.99) — 17.42

= 40 — 14.98 — 17.42
= 25.02 — 17.42

=_7.6_ The pencil sharpener costs $_7-60,

Show and! Grow

8. Newton pays for a new collar, a bag of dog food, and

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How much does the box of bones cost?
$3.39

vo
9. DIG DEEPER! Your friend buys the scooter and the
helmet. Your friend has two gift cards that are worth
the same amount. Your friend uses both gift cards Oo
and pays an additional $2.49. What is the amount on =
oo” each gift card? E
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Chapter 3| Lesson7 122

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Homework & Practice Notes

e Provide copies of the Problem-Solving Plan Instructional
Resource for extra support.
| © Exercise 7: Explain to students that each row should show a
different amount that can pay for the launcher.
Note: Students may represent each money amount using tally
marks. Then the “Amount given to cashier” should be in
number form.

Assignment Guide and Concept Check

; Assignment Concept Check

tps, pte)

Prior Skills
e Exercises 9-11: Grade 4, Writing Lengths Using Equivalent
Customary Measures

Cross-Curricular Connections
Social Studies
e Discuss banks and bank accounts with students. Be sure to include
the difference between a deposit and a withdra\ dents
can describe the mathematical operation that it
each transaction. Then tell students that they have $87.79 in their
savings. They get a check for $15.00. They put it in th n
“How much do students have in their savings now 3a de
or withdrawal made?” Have students record and explain thei
answers on paper.

T-123 Chapter 3
 |: ee
. ay

Name
Homework
& Practice 3.7
Learning Target: Solve multi-step word
problems involving money.

|Example | Newton has $12.37. Descartes has

$14.98. How much more money do they
need to buy the bouncy ball kit?
Think: What do you know?
What do you need to find?
How will you solve?

Money Newton's Descartes's

= Costofkit —
needed money money

Let c represent the amount of money Newton and Descartes need.

c = 27.48 — (12.37 + 14.98)

= 27.48 — 27.35

= 0.13 They need $ 0.13 more to buy the bouncy ball kit.

1-4. Check students’ work.

Cee
Ce
ae
Ci
Po
oe
|
Pe Understand the problem. What do you know? What do you need to find? Explain.
1. A musician buys an electronic keyboard 2. You have $28.49. You spend $14.95 at a
for $89.94 and 2 books of sheet music bowling alley. You win $35.00 for setting
for $7.99 each. How much does she the record score for your age group. How
spend in all? much money do you have now?

»o
wD
« Understand the problem. Then make a plan. How will you solve? Explain.
3. Newton wins a $50 gift card to a craft 4. Adancer buys a tutu for $48.75 and the
store. He uses the card to buy a ballet shoes. She gives the cashier $80.
a scrapbook for $19.99 and a set of How much change does she receive?
| markers for $10.75. How much money Bia
2 is left on his gift card? \ “Se

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Chapter 3 | Lesson 7 123

Chapter 3 | Lesson7 123

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Visual-Spatial
:
¢ Have students create their own graphic organizers of the
problem-solving plan. Some ideas can include a foldable, cartoon
strip, brochure, or story. Provide colored pencils or markers
for
Students to decorate. Then have students create a word
problem
for a partner to solve using their problem-solving plan.
Note: Be sure students include all of the components of
the
problem-solving plan. The only difference should be
the format
or design of the organizer.

Surface Level pus Deep Level

Resources by Chapter
Resources by Chapter
e Extra Practice
¢ Enrichment and Extension
e Reteach
¢ Chapter Self-Assessment
* Chapter Self-Assessment
Graphic Organizers
Differentiating the Lesson
Dynamic Assessment System
Tutorial Videos
|
¢ Lesson Practice
j Skills Review Handbook
f
il
Skills Trainer

T-124 Chapter 3
 . A theater director buys props for 6. Descartes uses a metal detector at a
$116.20 and costumes for $494.85. He beach. He finds 3 quarters, 6 dimes,
has $194.27 left. How much money did 2 nickels, and 5 pennies. He drops
he have to start? 1 quarter and 2 pennies into the
$805.32 water. Then he finds 4 more dimes.
How much money does Descartes
have now?
$1.63

Ts DIG DEEPER! Descartes wants to buy a ball launcher for Newton for
$12.50. He has one $10 bill, two $5 bills, three $1 bills, and two quarters.
Make a table to find four ways Descartes could pay for the ball launcher.

Amount
Change
Given to
Received
Cashier

8. Modeling Real Life Your science teacher pays for an ultraviolet light,
a beaker, and a glowing liquid kit with five $5 bills. The ultraviolet light
costs $13.29. The beaker costs $7.99. Your teacher's change is $0.77.
What is the cost of the glowing liquid kit?
$2.95
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Review & Refresh

Find the equivalent length.

9. 10ft =_120 jn. 10. 2 mi =10,560ft

LLC
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124

Chapter 3 | Lesson 7 124

SFFVVVVVDVIV
 Performance Task
ELL Support In this task, students demonstrate an understanding of adding
Have students work in and subtracting decimals using the amount of rainfall in Mobile,
groups to answer the Alabama, and Seattle, Washington. In Exercise 3, encourage
questions. Verify that students to use compatible numbers and the Commutative
students understand Property of Addition. In Exercise 4, remind students that there are
what is shown in the 12 inches in 1 foot. Use student responses to gauge their thinking
chart. Clarify unknown about adding and subtracting decimals.
vocabulary. Monitor
) discussion and provide
¢ Decide ahead of time whether students wil! be working
independently, in pairs, or in groups.
support. Then rotate
e Pause between direction lines for students to complete each step.
|' having each group e Have students share their work and thinking with others.
present to the class one
of its answers. Discuss Discuss as a class.
any misunderstandings
Exercise Answers and Notes ' Beints
| toas perform
aclass. Expect them

eaealeni :
as described
| for their language level.
i Beginner students
2 3.54 inches 2
may write answers and
discuss using simple Poesate| 66.2 inches 3
phrases.
Intermediate students Compare the actual amount to the 1
may state answers and rounded amount.
discuss using simple
| sentences.
Advanced students
Sample answer: |t may rain every day, 1
may use detailed
but the amount is less.
| sentences to express
ideas and help guide
the discussion and 12
presentation.

aeicnteentiants

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speeeennetmeeaseemmeeeemnees

T-125 Chapter 3
 The table shows the average amount of rainfall each month
Rainfall in
in Mobile, Alabama.
Mobile, Alabama
ile About how many inches of rainfall does the city get Average
during June, July, and August combined? Rainfall
(inches)
20.31 inches

How many more inches of rainfall does the city usually

get in July than in October?
3.54 inches

- a. Round each rainfall amount to the nearest tenth.

About how many inches of rainfall does Mobile
get each year?
66.2 inches

b. How can you check whether your answer is

reasonable?
Compare the actual amount
to the rounded amount.

4. The average yearly amount of rainfall in Seattle,

Washington, is about 3 feet.
a. Write an expression to find about how many more

VDOoOVEWOeSHOUKUOOKOKTOUOY
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inches of rain Mobile, Alabama, usually gets than
Seattle each
66.2 — (3 x 12) :

oO
b. Seattle is known for being one of the rainiest
cities in the United States, even though it usually
gets less rain than Mobile each year. Why do you
think Seattle is known as the rainiest city?
Sample answer: It may rain every day,
Big
©
LLC
Learning,
Ideas
but the amount is less.
Chapter 3

Chapter 3 125
FPFVVIVOVOVODUS
eS
 Check out the
© interactive version
8 in the Game Library.
BigideasMath.com

Decimal Dots
!Materials
e 1 colored pencil per student
e whiteboards and markers
| :
Decimal Dots allows students to demonstrate their understanding
' of adding and subtracting decimals. Students strategize to create
| squares while keeping their partner from being able to.
j
? “What strategies have you learned to add and subtract
f decimals?” Sample answers: models, regrouping, mental! math
|
i
e Review the directions with the class while modeling how to use
a whiteboard to solve.
e Teaching Tip: Students each use a different colored pencil so
i that they are able to see who solved each problem. This can also
j be accomplished by having students write their initials in the
' square that they solved.
-° Note: Students do not take an additional! turn once they
| complete a square to avoid one student solving a long string of
i problems.
| © Have students tell you the directions in their own words.
e Partner students and have them begin playing.

| Closure
e Exit Ticket: Write $837.52 + $469.71 on the board. Have students
use any strategy they choose to solve.

T-126 Chapter 3 t
 27.45 + 6.09 70.3 — 5.05 + 29.4 | 93.16 — 48.25 8.5 +16.28+31.47

86.4 — 19.7 — 42.39 32.1 + 6.98 — 15.63 39.5 + 18.73 58.4 — 7.62

64.2 — 12 + 25.63 17
-3.48 4.25+23.64+489 1.4452

pr
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14.09 — 9.78 76.48 + 9.1 95.6-34.28-27.4 28+1436-6.95

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Chapter 3 126
S®FVVVV0VN
 Marie
on . Exercises

Use rounding or compatible numbers

3.1 to estimate sums and differences of
decimals.

Use models to add or subtract decimals.

Add decimals and check whether the sum

is reasonable.

Subtract decimals and check my answer.

Use addition and subtraction to evaluate

expressions involving decimals.

Use mental math to add or subtract

decimals.

Solve multi-step word problems involving

3.7 27-30
money.

Have students complete the Chapter Self-Assessment in the

Resources by Chapter to reflect on their knowledge of the chapter.

T-127 Chapter 3
 3.1) Estimate Sums and Differences

Estimate the sum or difference. 1-4. Sample answers are given.

741.26
ta O3S37.5
845

3 1347 982 4. 6494175

3 83

5. Me) Number Sense Descartes estimates a difference by rounding each

number to the nearest whole number. His estimate is 6. Which problems
could he have estimated?

97.5 — 91.8 10.3 — 4.6

Use Models to Add or Subtract Decimals

Make a quick sketch to find the sum or difference.

6. 0.27 + 0.19
= 0.46. 7. 2.52-1.36
= 1-16
Ones | Tenths | Hundredths

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Chapter 3

Chapter Resources
Surface Level Deep Level Transfer Level

Resources by Chapter Resources by Chapter STEAM Video

e Extra Practice e Enrichment and Extension Dynamic Assessment System
e Reteach e Chapter Self-Assessment e Chapter Test
¢ Chapter Self-Assessment Graphic Organizers Assessment Book
Differentiating the Lesson Game Library ¢ Chapter Tests A and B
Tutorial Videos Math Musicals
Skills Review Handbook
Skills Trainer
Game Library
Math Musicals

Chapter 3 127
SVIPVVHOKVOHVOUKBOULY
PV
SFPFVIVVOCO
 3.3) Add Decimals

Find the sum. Check whether your answer is reasonable.

8. ‘10.36 9. 461.2
Ber O20 + 78.5
10.65 539.7

10. 97.65 + 23.08 = 120.73 11. 63.39 + 4.05 = 67.44

12. Modeling Real Life You want to conduct an experiment. You need
0.5 cup of water and the same amount ofoil. How many cups of liquid
do you need for the experiment?
1 cup

3.4 Subtract Decimals

Find the difference. Then check your answer.

13. 86.5 14. 37.82

— 49.4 = Sy
37.1 32.75

15. 582.58 — 33.21 = 249.37 16. 99.2-8.6 = 90.6

©
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128

128 Chapter 3
 (3.5 Add and Subtract Decimals

Evaluate. Check whether your answer is reasonable.

17. 9.28-5.4-2.75
= 1.13 18. 2+ 186-7.9
= 12.7

19. 26-0.8
+ 13.1 = 38.3_ 20. 1.72+4+
35.68 = 41.4

21. Modeling Real Life How many inches of snowfall

are recorded altogether? [Month
|Snowfalinches
70.5 inches

(3.6 Use Mental Math to Add or Subtract Decimals

Use mental math to find the sum or difference.

22. 6342.98 + 5.7 =14.98 23. 9.1+4.57+8.03 = 21.7

24. 25.7-14.9 = 10.8 25. 9.24-2.67 = 6.57

LLC
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©

Chapter 3 129

Chapter 3 129
SUVOEOUUVOUOY
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 26. MPI Number Sense Use mental math to find the missing number.

92+N+25=15.8 4.1

(3.7) Problem Solving: Money

27. Newton buys a board game for $9.99 28. Descartes has $378.97 in his bank
and a pack of trading cards for $2.99. account. He withdraws $59.50 one
He gives the cashier a $20 bill. How day and then deposits $20.44 the
much change does he receive? next day. How much money is in his
$7.02 bank account now?
$339.91

29. Modeling Real Life A bowling alley charges $7.50 for each person to
bowl and $2.25 to rent a pair of shoes. How much does it cost you and
your friend to bowl and rent shoes?
$19.50

30. Mp) Reasoning Your friend wants to buy a magic kit for $18.75, He has
two $10 bills, one $5 bill, four $1 bills, and 3 quarters. Make a table to
find three ways your friend could pay for the magic kit.

Amount
Change
Given to
Received
Cashier
5 Se ee

| $0.00
$20.00 {| $1.25 |
$19.00
Sn
| $0.25 |
Se wall

LLC
Learning,
Ideas
Big
©

130

aijStories & Math Songs

Math Musicals can be used

with current topics, to review
previous topics, or to preview
upcoming topics.

130 Chapter 3
 ge”

— -& QI Check out the Game ;

9 Library and Skills Trainer.
BigldeasMath.com

° Center 1: Decimal Dots

2 Materials per student: Student Edition page 126, 1 colored pencil, whiteboards
and markers

3 Have students complete the activity. See page T-126 for the directions.

=) Center 2: Skills Trainer

=)
Materials: computers or devices with Internet access
Have students go to BigldeasMath.com to access the Skills Trainer.

F) Center 3: Decimal Boss: Addition

F) Materials per pair: Decimal Boss Addition Cards*

Have students shuffle their Decimal Boss Addition Cards and then divide the

= cards equally between both players. Players will each flip a decimal boss
addition card from their pile. They will solve the equation and compare their

:
answers. The player with the greater number takes both cards. The player with
the most cards at the end of the round wins.

- Center 4: Race to Subtract Decimals

Materials: 10-sided dice, Race to Subtract Decimals*
Have students work with a partner. Each student rolls the die four times. They

* write the numbers on the blank lines on their Race to Subtract Decimal Sheet.
Then students will solve the equations and write their answers on both the answer

2
line and in the box for the subtrahend in the next problem following the arrow.
Students will continue this process until all equations are written and solved. The

e
person with the greatest answer for the last equation wins. Play another round
where the person who has the lesser answer at the end wins.

3
Note: Have students place their copy of Race to Subtract Decimals in a plastic
cover and use a dry erase marker to write so they can play multiple times.

. Center 5: Roll to Make or Spend a Dollar

Materials per pair: die, Roll to Make or Spend a Dollar*
i) Have students take turns rolling a die and writing the value of the

2
corresponding coin from the Roll to Make or Spend a Dollar Sheet. For the
second roll, students will write an addition equation that adds the values

c)
together. They will continue rolling, writing an addition equation, and adding
the value rolled to the previous total. The first person to get to a total of 100
cents wins. On the second round, tell students they will start out with $1.00.
y They will then roll to subtract the amount rolled from $1.00. Students will
record their equations on paper. The first person to get to 0 wins.
»s Note: Decide ahead of time if students can go past 0 when rolling or if they
have to roll the amount needed to get to 0 precisely.

r) * Found in the Instructional Resources

a
* Chapter 3 T-130
 “Se CRESPO
ED See Ly. ‘ Ho)
‘aieAt eae
' (a Ar

Chapter tests are available in the Assessment Book.

An alternative assessment option is listed below.

Logical-Mathematical
Students create their own tests by filling in the blanks on a copy of Create a
Test Instructional Resource. Be sure students use decimals or numbers that
work mathematically and show what they have learned. Have students create
an answer key on a separate sheet of paper. You can also have students
exchange tests with a partner to solve.

Task Points

xercises 1-8’s blanks are filled in

8 points

2 points

Answer key is complete and

10 points
accurate.

Total 20 points

T-130A Chapter 3
 What worked...

What did not work...

What I would do differently...

PVHVIPVUVOHUDOEHOOUWUYU
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Chapter 3 T-130B
 Item Analysis
1. Learning Target: Use order of operations to evaluate
expressions with grouping symbols. (Lesson 2.4)
A. The student thinks you have to subtract first before you add.
B. Correct Answer
C. The student does not know the order of operations.
D. The student does not know the order of operations.

. Learning Target: Use place value to round decimals.

(Lesson 1.7)
4.03 Correct Answer
4.5: The student rounds the 5 down.
44.2: The student disregards the decimal point.
3.98 Correct Answer
3.46: The student rounds the 4 in the tenths place up to 5 and
thinks that 5 rounds the 3 in the ones place up to 4.
4.1 Correct Answer

. Learning Target: Add decimals and check whether the sum is

reasonable. (Lesson 3.3)
A. Correct Answer
B. The student only adds the sides 1.0 km, 0.5 km, and 0.5 km.
C. The student adds the decimals without lining up the place
values and gets 2.70 kilometers.
D. The student rounds each decimal to get an estimated total
of 6.0 kilometers.

. Learning Target: Write thousandths as fractions and decimals.

(Lesson 1.4)
A. The student thinks decimal place values start with ones, so
the 5 would be in the hundredths place.
B. The student transposes where the numbers should go in
a fraction.
C. Correct Answer
D. The student knows the decimal ends in the thousandths
place, but thinks the numerator should be a number in the
hundreds. They add an extra zero to the end of 45.

T-131 Chapter 3
j

Using the order of operations, which operation should you perform

last to evaluate the expression?

(4 X 6) + (100+ 10) — (3 + 4)

(A) addition subtraction

© multiplication © division

. Which numbers round to 4 when rounded to the nearest whole number?

@ 403 ().45 OC) 442

@ 38 C) 346

. Which bike trail does the figure show?

1.75 km
A 0.5 km

Ye
ekOOUKUOH
OOO Ai Oikern 0.75 km
0.5 km

River Run Straight and Fast

© Twist and Turn © Wood Way

. What is 0.045 written as a fraction?

45 1,000
7100 ro
a 45 450
Bch
©Learning,
Ideas
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LLC © 1,000 © 1,000

Chapter 3 131

DVFHVIVDG
SFDPFV.VVVI
Chapter 3 131
 Item Analysis (continued)
5. Learning Target: Write numerical expressions. (Lesson 2.3)
(5 + 2) X 3 Correct Answer
(5 X 3) + (2 X 3) Correct Answer
5 + 2 x 3: The student does not place parentheses in the
expression, so using the order of operations wil! not give a
correct answer.
3+ 5+ 2: The student adds all the numbers.

. Learning Target: Subtract decimals and check my answer.

(Lesson 3.4)
Gridded Response: Correct Answer: 92.65
Common Error: The student does not regroup to subtract and
gets 93.35.

. Learning Target: Write decimals in different forms ana

compare the values of digits. (Lesson 1.5)
A. The student disregards the decimal! point.
B. The student thinks the 2 is in the ones piace and the 5 is in
the tenths place.
C. The student does not say the value of the decima! where the
number ends.
D. Correct Answer

. Learning Target: Use addition and subtraction &

expressions involving decimals. (lesson 3.5)
A. The student does not line up the decima} points.
B. Correct Answer
C. The student subtracts the lesser numbers from the greater
numbers, ignoring regrouping.
D. The student adds 55.8 and 3.97.

. Learning Target: Use order of Operations to evaluate

expressions with grouping symbols. (_esson 2.4)
A. The student completes the probierm left to right,
disregarding the parentheses and the brackets,
B. The student adds and subtracts first.
C. Correct Answer
D. The student divided incorrectly, thinking the quotient of 21
and 7 is 4.

T-132 Chapter 3
 5. Arecipe calls for 3 eggs. Newton makes 5 batches ofthe recipe, and
Descartes makes 2 batches of the recipe. Which expressions can you
use to determine how many eggs Newton and Descartes use in all?

-
sy (5+2)x3 &Q (5 X 3) + (2x 3)

(a)-542%3 () 3+5+2

6. What is the difference of 97.63 and 4.98?

EA 92.65

7. What is 60.25 written in word form?

e©ououvuUuUue
t

A) sixty twenty-five sixty and twenty-five tenths

© sixty and twenty-five sixty and twenty-five hundredths

8. Find 55.6 — 3.97.

(A) 1.59 51.63

© 52.37 (©) 59.57

9. What is the value of the expression?

(21+ (3+4)]-2

@ 9 (@) 4R1

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( 132

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Chapter 3 132
 y

Item Analysis (continued)

10. Learning Target: Compare decimals to the thousandths place.
(Lesson 1.6)
A. The student does not add zeros to the end of 0.1 to compare
by lining up the place value.
B. The student thinks since there are more numbers, the
decimal on the left must be larger.
C. The student thinks since there is a 6 in both numbers they
must be equal.
D. Correct Answer

11. Learning Target: Use mental math to add or subtract decimals.

(Lesson 3.6)
A. Correct Answer
B. The student subtracts the two numbers shown.
C. The student adds the ones place incorrectly to get 13.87.
D. The student only looks at the whole numbers.
4
12. Learning Target: Use number properties. (Lesson 2.1)
A. Correct Answer
B. The student thinks since the parentheses moved, itis the
Commutative Property.
C. The student thinks the structure of the problem looks like
the Distributive Property.
D. The student disregards the addition symbols.

13. Learning Target: Use rounding or compatible ni S

estimate sums and differences of decimals. {Lesson 3.1)

123.5 + 19.6 Correct Answer

87.6 + 50.4 Correct Answer
65.43 + 71.59 Correct Answer

98.03 + 34.56: The student thinks the 5 in the tenths place of

34.56 rounds the 4 in the ones place up to 5, which rounds the 3
in the tens place up to 40.
14. Learning Target: Write multi-digit numbers in different forms
and compare the values of digits. (Lesson 1.2)
A. The student writes the numbers given in the problem and
adds a 0 at the end.
B. The student incorrectly writes five hundred four thousand.
C. The student incorrectly writes eleven.
D. Correct Answer

T-133 Chapter 3
 10. Which statement correctly compares the decimals?
? ?
() 01> 0.111 3.055 > 3.5
? 7
© 0.06 = 06 © 044>04

11. What is the value of n?

n— 9.02 = 3.85

@ 1287 5.17

© 13.87 © 12

12. Which property is shown?

Siar (IS 427A) Se eye Sea

@ Associative Property of Addition Commutative Property

© Distributive Property © Associative Property of Multiplication

13. Newton estimates a sum by rounding each number to the nearest ten.
His estimate is 140. Which problems could he have estimated?

@ 1235 +196 @ 276+504

@ 65.43 +7159 C) 98.03 + 34.56

14. What is five hundred four thousand, eleven written in standard form?

@) 54,110 54,011

© 504,110 © 504,011

©
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Learning,

Chapter 3 133

Chapter 3 133
VHVIVDIVIUVOKHOHWOOKOKUUHe
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 Item Analysis (continued)
15. Learning Target: Use order of operations to evaluate numerical
expressions. (Lesson 2.2)
30 + (5 X 2) + 5 Correct Answer
55 — 7 = 6: The student works left to right. They do not use the
order of operations.
4 X (5 — 3) Correct Answer
(16 + 8) + (3 X 2) Correct Answer

16. Learning Target: Solve multi-step word problems involving

money. (Lesson 3.7)
A. The student only adds one baseball.
B. Correct Answer
C. The student only finds about how much he spends and geis
$31.
D. The student rounds $12.25 to $13.

17. Learning Target: Write numbers using exponents. (Lesson 1.3)

A. The student multiplies 4 x 10 to get 40 and adds © to get 45.
B. Correct Answer
C. The student only finds 4 x 104.
D. The student multiplies 4 x 10 X 5 to get 200.

18. Learning Target: Write numerical expressions. (Lesson 2.3)

Part A

Correct Answer: (8 x 9) — (7 X 5)

Common Error: The student finds the perimeters of the

rectangles.
Part B
Correct Answer: 37

Common Error: The student does not use parentheses

and completes the operations from left to right to get
325 square feet.
Part C
Correct Answer: Perform the operations inside each set of
parentheses, then subtract.

T-134 Chapter 3
 15. Which expressions have a value of 8?

@ 3026x245 () 55-7+6
ow @ +x 6-3) @ 6+3+8x2

16. Descartes wins a $50 gift card to a sporting goods store. He uses the card
to buy two baseballs for $1.79 each, a baseball glove for $14.99, anda
baseball bat for $12.25. About how much money is left on his gift card?

(A) $21 $19

© $31 ©) $18

17. What is the value of 4 x 10°?

(A) 45 400,000

© 40,000 (©) 200

18. The dimensions of two rectangles are shown.

Think
Solve
Explain

9 ft

Part A Write an expression to determine how much greater the area of the green
rectangle is than the area of the yellow rectangle.
(8 x 9) — (7 x 5)

Part B Evaluate the expression.

37

Part C Explain how you used order of operations to evaluate the expression.
Perform the operations inside each set of parentheses, then subtract.

©
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134

Chapter 3 134
SFPFVVOOVIVHFVIVIVUEMOHHOHWKW
 |Laurie’ Notes
STEAM Performance Task
In this task, students demonstrate their understanding of place
value concepts, numerical expressions, and decimal operations
using information related to running a student store. This may be
the first time students have seen balancing an account, so they
may need help with the table. Explain to students that the lines
under Payment, Deposit, and Balance represent the decimal point
in the table. There is only one payment or deposit on each line. The
balance is calculated each time. Ask students, “Have you ever seen
a checkbook register? Why do you think each line in the register is
shaded a different color?” Use student responses to gauge their
thinking about numerical expressions and operations with decimals.
e Decide ahead of time whether students will be working
independently, in pairs, or in groups.
e Pause between direction lines for students to complete
each step.
e Have students share their work and thinking with others.
Discuss as a class.
STEAM Video: The OR code leads to a video about money. The
students can still complete the performance task, even if they have
not seen the video.
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T-135 Chapter 3
 > \¥STEAM)
_ Performance ~

Students can buy pencils, notebooks, and other

supplies at your school's student store. The
table below shows the money in the student
store account.

Student Store Account

EY
Pi [weneytostee | [|_| 100]00|100]00|
Fa foun pastes | | [a fa]
Ta [weekrsaes | | | aa[30] se|ar]
i ee
ps |Weaktsste PY 25 (5 [5 os|
Ts [thepenciwarhowe
fo [2a] |_| 23[46|
1. Line 1 shows how much money was in the account at the start of the
school year. Line 2 shows a payment of $85.89 for supplies. Complete
the account balance for Line 2.

2. The store has forty-four dollars and thirty cents in sales for the first
week and thirty-two dollars and twelve cents in sales for the second
week. The sales each week are deposited into the student store
account. Fill in the deposits and balances for Lines 3 and 4.

3. The balance after the third week of sales is $115.68. How much money
did the store have in sales during the third week? Fill in the deposit and
balance for Line 5.

Learning,
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LLC

Chapter 3 135

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Chapter 3 135
 STEAM Performance Task
ee
|
eee

_ Answers and Notes Points

Line 2 balance: 14.11 2

Line 3 deposit: 44.30, balance: 58.41

Line 4 deposit: 32.12, balance: 90.53

$25.15;
Line 5 deposit: 25.15, balance: 115.68

Pencil Assortment A;
(35.99 X 2) < (19.99 x 4)

Sample answer: $0.30; $0.30 is greater

than your cost of $0.24. You will make
$0.06 profit per pencil.

Sample answer: $6.00;

(0.3 — 0.24) x 100

$92.22

Check students’ checks

Total 20

T-136 Chapter 3
 You are in charge of purchasing supplies Tatanir Tiiiiliae Was AEE ET
for the student store. All of the supplies a
for the student store are purchased and ee ee
then sold at a higher price so the store
can earn a profit.

4. You want to buy 300 more pencils.

You find two different quantities
to buy.
. Which pencils will you buy to get Pencil Assortment A Pencil Assortment B
the best value? Justify your answer. $35.99 $19.99
150 pencils 75 pencils
Pencil Assortment A; (35.99 x 2) < (19.99 x 4)

. You pay about $0.24 for each pencil. How much do you think the store
should charge for each pencil to earn a profit? Explain.
Sample answer: $0.30; $0.30 is greater than your cost of $0.24.
You will make $0.06 profit per pencil.

. How much profit does the store earn from cealing100 Sari using
your recommended price? Explain.
Sample answer: $6.00; (0.3 — 0.24) x 100

. You want to buy some notebooks for a total of $25.24 and 300 pencils.
You have a $5 coupon. How much do you spend on notebooks and pencils?

. Write out the check to buy the supplies. What is the account balance now?
Fill inae Lesbiaei ane ae for line 6.

-0008

Remember to
sign the check.

DOLLARS |

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Chapter 3 136
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 Success Criteria |
4.1 Multiplication Find products e Explain how to multiply a number by a power
Patterns involving multiples of of 10.
10 and powers of 10. e Explain how to find a product involving
multiples of 10.

4.2 Estimate Products Use rounding and e Use rounding to estimate a product.
compatible numbers e Use compatible numbers to estimate a product. |
to estimate products. e Explain whether an estimate is an
overestimate or an underestimate.

4.3 Multiply by Multiply multi-digit e Multiply to find partial products.

One-Digit numbers by one-digit e Show how to regroup when needed.
Numbers numbers. e Add partial products to find a product.

4.4 Multiply by Multiply multi-digit e Multiply to find partial products.

Two-Digit Numbers numbers by two-digit e Show how to regroup when needed.
numbers. e Add partial products to find a product.

4.5 Multiply Multiply multi-digit e Multiply to find partial products.

Multi-Digit Whole whole numbers. e Show how to regroup when needed.
Numbers e Add partial products to find a product.

P
e
T-137A Chapter 4
 Chapter Learning Target:
Understand multiplying whole numbers.
Chapter Success Criteria:
© Identify a pattern to find a product.
» Use rounding to estimate a product.
oaoed ®
®
Represent a product.
Model different types of products with
multiplication.

Fluently add and subtract e Explain the relationship e Write and evaluate
multi-digit numbers. between the number of numerical expressions with
Use properties and zeros in a product involving whole-number exponents.
strategies to multiply up a power of 10 and the power e Fluently add, subtract,
to a four-digit number by a of 10. multiply, and divide
one-digit number. Explain the relationship multi-digit decimals.
Multiply two-digit numbers. between the movement
Model and explain how of the decimal point and
to multiply multi-digit multiplying or dividing by
numbers. powers of 10.
Ce
te
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powers of 10.
Fluently multiply multi-digit
numbers.
-

_ Through the Chapter

petite alae:
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5.NBT.A.2 Explain patterns in the number of zeros of the
product when multiplying a number by powers of 10, and
EF
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a decimal is multiplied or divided by a power of 10. Use
whole-number exponents to denote powers of 10.

Key: A=Preparing @=Learning * = Complete

Chapter 4 T-137B
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About the Math

A goal in Grade 5 is to fluently multiply multi-digit whole
numbers using the standard algorithm. Students have multiplied
One- and two-digit numbers by multi-digit numbers in prior
grades and now their understanding is extended to multi-digit
factors.
All students may not be proficient with earlier work, particularly
their multiplication facts. Emerging students should continue to work on fact
fluency and modeling whole number multiplication with base ten blocks.
Additional time outside of the math instructional time must be appropriated
for students to close gaps in their learning. Diagnostic assessments can heip to
identify areas of misconception and weaknesses. A plan must be established to
support these students. Their gaps must not be a reason to exclude them fram
learning in this chapter. Concrete models and adjusted factors enable students
to make sense of two- and three-digit multiplication. There is a progression
from concrete, to semi-concrete, to semi-abstract, to abstract.
A Learning Progression 13 x 28

20 8 28 5

Regrouping and the Standard Algorithm: One of the most challenging

algorithms for students to make sense of is multiplication. The notation
used, and the language used to describe it, can be void of any place value
understanding. Guided instruction that connects the concrete to the area model
helps students understand where the partial products are coming from. This
understanding is essential for students to make sense of how the regrouping of
pairs of partial products are recorded in the standard algorithm. Connecting the
algorithm to visual models is important in the learning process.
The chapter begins with two lessons that review and extend support concepts
for multi-digit multiplication.
The first lesson focuses on multiplication by
powers and multiples of 10. In the first chapter students explored patterns
when multiplying a one-digit number by powers of 10. Now this is extended to
multiplying multiples of ten by powers of ten.

The second lesson builds on their rounding skills as well as introducing

compatible numbers as two tools for estimation. Both are used to check
calculations for reasonableness. If a calculation does not seem reasonable after
checking against an estimate, students should be expected to review their work
for possible errors and make appropriate corrections and then check again.

T-137C Chapter 4
°
oo
|

The remaining lessons in the chapter focus on developing an understanding of

multi-digit multiplication. The place value understanding inherent in the written
record of the standard algorithm was taught in a previous grade, so it is not
re-taught here. It is assumed that students have some familiarity with the
standard multiplication algorithm.

The area model below with the partial products shown is a visual
representation of the nine products that are found when 2 three-digit numbers
are multiplied. For students to understand how to find the product using the
standard algorithm, consider all of the partial products and regrouping that has
to be done! To find each partial product, students need to use math facts and
place value understanding.

Multiplying Multi-Digit Numbers: 437 x 136

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Language: In the standard algorithm, avoid saying, “6 times 7 is 42, so write
2 and carry 4.” This is procedural language and has no connection to place
value understanding. Instead say, “6 times 7 is 42 which is 2 ones and 4 tens.
When you record the digit 4 above the 3, it represents 4 groups of ten; 42 has
been regrouped as 4 tens plus 2 ones.” The term carrying has no mathematical
meaning and may lead to misconceptions.
This chapter represents the last instructional presentation of whole number
multiplication. There will be additional opportunities to practice and become
secure in these skills, however, large gaps in understanding cannot be
eliminated by practice. Targeted and specific instruction is required. The next
chapter on decimal multiplication certainly builds upon an understanding of
whole number multiplication.

Chapter 4 T-137D
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Chapter Materials and Resources — virtual manipulatives. — |
The primary materials and resources needed for this chapter are listed BigideasMath. com
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below. Other materials may be needed for the additional support ideas
provided throughout the chapter.

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Assessment

Year-to-Date: 40 Days

Chapter 4 T-137F
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 Performance Task Preview (
e Preview the page. Before asking the questions, give students
time to look at the picture. Listen for students to make personal (
connections to the picture. Share with students that the
Hoover Dam is located between Nevada and Arizona. (
2 “What is the purpose of a dam?” Listen for student responses.
e Share with students that dams are used to generate power, (
control flooding, store water, and for recreation.
? “This dam has generators that harness the energy of flowing
water. When you know the amount of energy generated each (
; minute, how can you find the amount of energy generated in
1 day?” Multiply the amount of power generated by (
i 60 minutes X 24 hours.
_ © Inthe Performance
Task at the end of the chapter, students will
t demonstrate an understanding of multiplying whole numbers
| using information related to the Grand Coulee Dam on the
Columbia River in the state of Washington.

T-137 Chapter 4
 cer

Multiply Whole
Numbers ,

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Chapter Learning Target:

_

Understand multiplying whole numbers,

Chapter Success Criteria:
e What is the purpose of a dam? © |can identify a pattern to find a
product,
e This dam has generators that ® can use rounding to estimate a
product.
harness the energy of flowing ® | can represent a product.
water. When you Know the amount ® | can model different types of products
with multiplication.
of energy generated each minute,
how can you find the amount of

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Chapter 4 137
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 e) Check out the
8 digital flash cards.
(
4
Vocabulary Review
? Preview: “What is the purpose of this web?” Sample answer:
(
Remind students that
the word property has e
to show different multiplication properties
Have students say each review word out loud.
(
a special meaning
in math. It does not
e
e
Discuss the information given in the Information Web.
Have students complete the Information Web.
(
refer to someone's
e Extension: Have students write equations to model
belongings or home. A
property is a statement each property. ¢
that is always true when e Direct students to the lower half of the page.
working with numbers. e Have students use their vocabulary cards to identify each ¢
Review the properties vocabulary word and complete the definition.
students have learned. :
Chapter 4 Vocabulary
Activity (
for each letter in the word, and draws a stick figure. Player B (
tries to guess a letter in the word. PlayerA fills in the blanks
with that letter or erases one part of Eraser Man if the word q
does not contain the letter. Play continues. Player B may guess
the word at any time. If the word is incorrect, Player A erases
another part. When only one part of Eraser Man remains, Player
‘
A reads the definition as a clue. The game is over when the
correct word is guessed or all of Eraser Man’s parts are erased.
‘
Rotate turns.
:
§

Math Musicals can be used with current

topics, to review previous topics, or to
preview upcoming topics. There are many
Math Musicals to choose from!

Use your hand puppets to act out new

stories and have students sing the songs
several times to take full advantage of the
power of music to learn math!

T-138 Chapter 4
 Review Words
Associative Property of Multiplication
Organize It Commutative Property of
Multiplication
Use the review words to complete the Multiplication Property of Zero
graphic organizer.

©
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Multiplication
Multiplication
Properties
Changing the grouping of factors
does not change the product.

oo
Commutative Property
of Multiplication
Multiplication Changing the order of factors
Property of Zero does not change the product.
The product of any number
ove and 0 is 0.

Define It

Use your vocabulary cards to complete each definition.

overestimate: An____estimate___ greater than
the actual value

underestimate: An estimate that is ___tess__thanthe

actual____ Value

Chapter 4 138
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BigldeasMath.com

(Gerson) STATE STANDARDS

Preparing to Teach Des

As students prepare to learn how to multiply multi-digit whole
Learning Target numbers, we want to connect their previous knowledge of
multiplying by 10s, 100s, and 1,000s to powers of 10. Specifically,
Find products involving
we want students to recognize and understand the patterns in the
multiples of 10 and
powers of 10.
number of zeros of the product when multiplying a number by
powers of 10 as well as multiples of 10.
Success Criteria
e Explain how to
multiply a number by
Dig In (Motivate Time)
a power of 10. Students multiply a number by 10, 100, and 1,000. Then they
e Explain how to find multiply 10 times that number by 10, 100, and 1,000. Finally, they
a product involving | multiply 100 times that number by 10, 100, and 1,000. Exponent
multiples of 10. | form can also be used for 100 (10) and 1,000 (10°).
|? Turn and Talk: “What are powers of 10 and multiples of “
Listen for 10 as a base and exponents of 1, 2,3 and so 0 ie:
may also say 10, 100, 1,000 or 10 is being multiplied by itse

Warm-Up
| Practice opportunities
a Multiples of 10 are numbers that are 10 times some number.
e Write the nine problems. Students should recall from Chapter 1
HOSTINETAT
NH
how to find the products. You may consider having students use
| for the following
calculators. The goal is for students to recognize patterns when
| are available in the
)| Resources by Chapter or | multiplying 4, 40,
4x1000=___
and 400 times Pe oe
|at BigldeasMath.com. 40xl00=__. 40x ,000=+__
TIT
UT
NOAHa power of10. xfO=__-
e Daily skills Can they tell the 400x!0=__ 400 xl00=__ _ 400 x ,000=__
e Vocabulary number of zeros
e Prerequisite skills there will be in the product?
2 “How did you find the product? What do you notice about the
products you found?” Students may notice patterns in the
rows (the number of zeros increases by 1), in the columns (the
number of zeros increases by 1), and on a diagonal (products
are the same).
Review the meaning of
e Select one problem such as 400 X 10. “Recal! 400 x 10 =
PEEP
FTES
SSE
the word pattern. Ask
4 xX 100 X 10 = 4 x 10 X 10 X 10. There are 3 factors of 10 and
students to explain or
there are 3 zeros in the product.” Have students rewrite one
demonstrate it. Provide
other problem.
support if needed. ENRON

Explain that mathematical 2 Extension: Write 7xlO=__ 7xlO7=___ 7xlO?%=

patterns can also the related 70xl0=__ 70xl0*=___—Ss—s- 70x {0% =
be observed when problems with 700xl0=___ 700x10*=____ 700xl0%= __
examining multiples multiples of 7.
of 10 and powers of 10. “Can you predict the number of zeros in each product?”
© “Today we will be exploring products involving multiples of
10 and powers of 10. Understanding these products will be a
helpful tool in this chapter.”

T-139 Chapter 4
EST
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SEU
 Name
M Multiplication
. Patterns 4 1
Learning Target: Find products involving multiples of 10
and powers of 10.
-
Success Criteria:
+ | can explain how to multiply a number by a power of 10.
+ [can explain how to find a product involving multiples of 10.

Explore and Grow

Complete the table. Find the value of each expression.

fexro'|
sxro | 80 |
0

What patterns do you notice?

In the product, the number of zeros after 8 is the same as

the exponent.

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wo MP) Patterns Explain how to multiply any number by a power of 10.

When multiplying a whole number by a power of ten, count

the number of zeros there are and attach that many zeros to
the whole number.

Explore and Grow

e Students work with their partner to complete the table.
® “What patterns do you observe?” Sample answers: The exponents increase
by 1, the number of zeros in the expressions increase by 1, the number of
zeros in the values increase by 1, the number of zeros in the value is the
same as the exponent.
® Turn and Talk: “How can you use a similar pattern to find 4 x 103? 5 x 1,000?”
} Extension: “What is 10 x 10°? How did you find your answer?”

Chapter4 | Lesson 1
9F2FVVV0dDD
139
 ,

Think and Grow

:
Getting Started
: After reviewing the In Chapter 1, students learned to write powers of 10 in exponent
examples, have and standard form: 10° = 1,000. A common error may still be
::
students work in
that students multiply the base by the exponent and say 10° =
: pairs to discuss and
: 30.
complete Exercises 1
: In an earlier grade, students multiplied by multiples of 10 using
:

: and 2. Have one

; student ask another place value of equation properties: 300 x 4=3 x 100 x 4=
;
questions such as, 3 x 4 X 100 = 1,200. They also used written words: 4 x 300 =
:

“What is the value of 4 X 3 hundreds = 12 hundreds = 1,200.

10 to the power of 2? Students need to be fluent with both approaches as they
How many zeros are prepare to multiply multi-digit numbers in this chapter.
added to 46? What is
Teaching Notes
the product?” Have
them alternate roles. Model: “To multiply a number by a power of 10, there are
two ways we might approach it. One way is to think about the
Beginner students
patterns.” This is what students did in the Dig In. Draw attention
| may write or state
to the exponent and the number of zeros in the number. The
numbers.
color coding helps. A second way is to use place value. “We
| Intermediate students
know that 107 = 1,000, so 46 x 1,000 is 46 thousand”
: may use simple
: sentences, such as, Big Idea: “Notice that in each product, the number of zeros r
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tp
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De
en
i
Se
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: after 46 is the same as the exponent.” Did students make this
“The value is 100.”
Advanced students observation?
may use detailed Model: “This expression is written as a multiple of 10 times
sentences, such as, a multiple of 100. Discuss each problem, reading left to right.
“The value of 10 to the Students may recognize that 4 x 60 = 240 without the middle
power of 2 is 100.” steps. Can they explain the reasoning that is going on?
Big Idea: “Notice that in each product, the number of zeros after
the multiplication fact is equal to the number of zeros in the
factors.” Did students make this observation? aa
>
=o

Connection: When multiplying 47 < 631, you multiply 40 x 600.

Supporting Learners: The two big ideas can be explored using a
calculator. The patterns are important.
2 MP2 Reason Abstractly and Quantitatively: “Tell your partner e

what 50 X 800 is. Are there three zeros? Explain” Students

should recognize that the multiplication fact itself ends in a
zero, plus there are three additional zeros from the two factors.
50 x 800 = 40,000
@ Read the first success criterion. “On a scale of 1 to 5, how
confident are you with meeting the criterion (Exercise 1)?” Read
the second criterion. “On a scale of 1 to 5, how confident are
you with meeting the criterion (Exercise 2)?”

T-140 Chapter 4
<i
im, «Think and Grow: Use Patterns to Find Products
ri

eee Find 46 x 10°.

One Way: Use powers and look for Another Way: Use place value.
a pattern.
46 X 10? = 46 X 1,000
46 X 10' = 46 X 10 = 460
= 46 thousands
46 X 10? = 46 X 100 = 4,600
— 46,000 Remember, every time you
multiply a number by 10, the
46X 10° = 46x 1,000 = 46,000 number shifts one position to
the left in a place value chart.
So,46 X 103? = 46,000|
Notice the pattern: In each product, the number of zeros after 46 is
the same as the exponent.

TSS Find 40 x 600.

Use a multiplication fact and look for a pattern.

4xX6=24 Multiplication fact

4x60 = 4 X (6 X 10) = (4 X 6) X 10 =24xX10 = 240

4X 600 = 4 X (6 X 100) = (4 x 6) X 100 = 24100 = 2,400

40 X 600 = (4 X 10)
X (6 X 100) = (4 x 6) X (10 X 100) = 24 x 1,000 = 24,000
So,40 x 600 = __24,000__
Notice the pattern: In each product, the number of zeros after 24 is
equal to the number of zeros in the factors.

Show and) Grow

Find the product.

1. 78 Xx104 = 780,000 2. 20 x 400 = _8,000 _

LLC
Learning,
Ideas
Big
©

140

Chapter4 | Lesson 1
 Apply and Grow: Practice
Scaffolding Instruction
Students have had experience with multiplying by powers of 10
and with multiplying by multiples of 10. Now they are learning
patterns associated with this multiplication that can help them
multiply efficiently and accurately. Do students understand the
role that place value plays in the patterns? Do they understand the
exponent represents how many times the base is used as a factor?
Emerging students may not understand the role place value plays
when multiplying powers of 10 or multiples of 10. They may not
recognize the relationship between the number of zeros in the
product and the number of times 10 is used as a repeated factor,
in part because they cannot easily rewrite the product with
factors of 10.
e Exercises 3-7: Students may use the pattern without
understanding. Be sure they can explain how the number
of zeros in the product relates to the number of times 10 is
used as a factor. For example, in Exercise 4 you may want to
demonstrate:
40 xX 70 = (4 X 10) X (7 X 10) = (4 X 7) X (10 X 10)=
28 X 100 = 28 hundreds = 2,800
e Exercise 8: Students may incorrectly have only two zeros in the
product because there are only two zeros in the factors. Rewriting:
15 X 200 = 15 X (2 X 100) = 30 x 100 = (3 x 10) X (10 X 10)
e Exercises 9-11: Students may need to rewrite using place value
first (e.g., 30 X = 15,000 = 3 x 10 x = 15 X 1,000).
Proficient students understand and can efficiently use patterns
when multiplying multiples of 10 or powers of 10. They can relate
the number of zeros in a product to the number of times 10 is used
as a repeated factor.

e Exercises 12 and 13: Can students explain their work by using

place value to rewrite expressions?
e Exercise 14: Some students may say there are two zeros in the
product. If so, present 30 x 100.
e Exercise 15: Students may write 20 x 1,000 = 20,000 without
using the Associative Property. If so, prompt them to write 20
using place value to get (2 x 10) x 1,000.
Additional Support
¢ Provide additional practice involving powers of 10. For example:
10 X 10 x 10 = 10° = 1,000 to emphasize the relationship
between the exponent, how many times 10 is used as a factor
and the number of zeros in the product.
Extension
e “Write the answer to Exercise 15 as a whole number times a
power of 10.”

T-141 Chapter 4
 Name

Apply and Grow: Practice

Find the product.

> ch i Xie!
= 2 th £O870= 520 300k
90 a
11,000 2,800 27,000
TS

65 10° 60 7 OO <a 0 eee 8.154200]

—
600,000 20,600 3,000

Find the missing factor.

9. 30x _200 = 15,000 10. 24 x 103=54,000 | 11. 500 x _89_ =40,000

12. Aheart pumps about 2,000 gallons of 13? Me) Number Sense Which
blood each day. How many gallons of expressions are equal to 24,000?

vo
ooHoOHUHS blood does the heart pump in 7 days?
240 x 100 30 X 800
14,000 gallons
400 x 600 24 X 1,000.

Ot
ae
1 14. Me) Logic When you multiply any
whole number by 100, what do you
DIG 33433) Show how to find
20 X 10? using the Associative
know about the digits in the product? Property of Multiplication.

The right most two digits will (2 x 10") x 103

be zeros. = 2 x (10! x 103)
= 2 x (104)
LLC
Learning,
Ideas
Big
©
= 20,000

Chapter
4 | Lesson 1 141

9F2xFVWVvVIDVUS
Chapter 4 | Lesson 1 141
 ELL Support
Think and Grow: Modeling Real Life
The application example allows students to show their
_ Read each question understanding of multiplying powers of 10 and multiples
aloud as students of 10 to solve problems.
follow along. Clarify
unknown vocabulary, Read the example and ask students which bear they predict
such as consume and consumes more calories in 30 days.
attendance. Explain Ask the students how the numbers in the problem can be
unfamiliar references, written using place value.
such as a platypus. Complete the example, making sure students understand the
Allow students to work reasoning involved in each step.
in pairs and provide time | In Exercise 16, students must read carefully and recognize
to complete each. Ask the difference in time units. The theme park is stated in terms
the questions provided of monthly attendance and the water park states annual
and have students attendance.
write their answers on
Exercise 17 is a similar problem with respect to two time units—
a whiteboard or piece
daily and weekly.
of paper to hold up for
Exercise 18 can be a bit tricky. Students must be clear about
your review.
what information is known. Ask students to share their
strategies for solving the problem. If it does not get shared, ask
how they could use a multiplication equation to solve
the problem.
Extension: “A mammal’s brain weighs 10 times more than the
platypus’s brain in Exercise 18. How does the weight of this
mammal’s brain compare to the whale’s brain?”
“Today we multiplied multiples of 10 and powers of 10 using
patterns. Use your thumb signals to show me how confident
you are in your understanding of how to use patterns to
multiply multiples of 10 and powers of 10.”
Supporting Learners: Provide a number chart showing the
values of powers of 10 (i.e., 10! = 10, 102 = 100, etc.)

Closure
e “Circle all the expressions that are equal to 2,000.”
2 X 100; 20 X 100; 2 x 103; 200 x 100; 2 x 10 x 10 x 10; 20 x 102

T-142 Chapter 4
 — 2

” = dé y

Qe Think and Grow: Modeling Real Life

|Example ] A black bear consumes 12,000 calories each day for 30 days.
A grizzly bear consumes 400,000 calories in 30 days. Which bear consumes
more calories in 30 days?
oeae Multiply 12,000 and 30 to find the number of calories the black bear |
consumes in 30 days. Use a multiplication fact and a pattern.

12 X 3 = 36_ Multiplication fact

The multiplication fact is 12 * 3 = 36. The factors 12,000 and 30 have

a total of _4 zeros. So, the product has A zeros after 36.

12,000 x 30 = _360,000_
The black bear consumes _369,900 calories in 30 days.

Compare the numbers of calories the bears consume in 30 days.

The _9'iZZlY__ bear consumes more calories in 30 days.

Show, and! Grow.

16. The attendance at a theme park is 17. Your heart beats 120,000 times each
about 300,000 guests each month. day. In 1 week, a professional athlete's
The attendance at a water park is heart beats 607,000 times. How many
0G
oOo
OULU 2,280,000 guests in 1 year. Which
park has a greater attendance in
more times does your heart beat in
1 week compared to the athlete?
1 year?
233,000 times
theme park

oo 18. A whale's brain weighs 10 times as much as a platypus’s brain.

The whale’s brain weighs 9,000 grams. How many grams does the
platypus’s brain weigh?

9 grams

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142

Chapter 4 | Lesson 1
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Homework & Practice Notes |

e Provide place value disks for students to use when finding
products using powers. |

Assignment Guide and Concept Check |

Assignment Concept Check
1-13 odd, 14-16
Tey dpa tele, |

Prior Skills
e Exercises 14-16: Grade 4, Classifying Triangles by Sides

Cross-Curricular Connections
Science
e Have a discussion about how deep sunlight can travel through the
ocean. While discussing the ocean, have students complete each
problem, which will indicate how deep objects can travel in the
ocean. A scuba diver is able to dive as deep as 13 X 10! feet. There
is no significant light that travels deeper than 11 x 60 feet. The
deepest part of the ocean, the Challenger Deep, is 36 x 10° feet. |
Extension: Have students think of the various attributes animals
might have that live in the Challenger Deep.

DISTANCE SUNLIGHT TRAVELS {N THE OCEAN

ca ax ne int 2 ghrp retity \y %

= ue sf a te ne uni ay a ne |

ukdysphotic) zone

it(aphotic) zone

T-143 Chapter 4
 Name
Homework
o Learning Target: Find products involving
& Practice 4.1

multiples of 10 and powers of 10.

(Setace Find 125 x 10°.

o® Use powers and look for a pattern.

125 X 10'' = 125 * 10'='1:250

> 125 X. 107 = 125 X 100 = 12,500

125 X 10? = 125 X 1,000 = 125,000
So, 125 X 103 = 125,000.

ouUH Notice the pattern: In each product, the number of zeros after
125 is the same as the exponent.

Find the product.

ib 1G SL 240090) eee 3. 100 X 900 = ___

370,000 36,000 90,000

AN 800)700) =e D Baro
= _ 6. 12 X 6,000 = ___
560,000 867,000 72,000

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Chapter
4 | Lesson1 143

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Chapter 4 | Lesson 1 143
 Extend Student Learning
Logical-Mathematic
e Provide students with 1 die, a deck of cards (numbers ace
through nine), and whiteboards with markers. Students will
create a template of [__] x 107 = _Jon their whiteboard.
Students will flip over two cards to create a two-digit number,
and write the number in the first box. Then, students will roll the
die to create the exponent, which will be written in the second
smaller box. Students will then need to multiply the two-digit
number by the multiple of 10 to find the product and record the
answer in the last box. Repeat by flipping over two more cards
and rolling the die to create a new problem.

Lesson Resources
Surface Level | | Deep Level
Resources by Chapter Resources by Chapter
e Extra Practice e Enrichment and Extension
¢ Reteach ¢ Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos e Lesson Practice
Skills Review Handbook
_ | Skills Trainer

T-144 Chapter 4 .
 Find the missing factor.

7. _39_ x 102 = 3,000 gs. 2900 x 500 = 450,000 9. 80 x 8,000 — 640,000

10. (Reasoning Do 50 x 8,000 and 11. DURSEZTY the product of a

50 X 9,000 have the same number of number and twice that number is
zeros in their products? Explain. 180,000. Write the multiplication
equation.
no; 50 x 8,000 = 400,000
50 x 9,000 = 450,000 300 x 600 = 180,000
400,000 has 5 zeros.
450,000 has 4 zeros.

12. Modeling Real Life A hummingbird 13. DURST in 1 day, the blood
flutters its wings 80 times in 1 second. in your body travels a total of
A bumblebee flutters its wings 12,000 miles. This is about 4 times
7,800 times in 1 minute. Which animal the distance across the United States
flutters its wings more times in from coast to coast. About how many
1 minute? miles is the distance across the
United States?
bumblebee
3,000 miles

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14. 15.

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Chapter4 | Lesson 1 144

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(
> STATE STANDARDS
5.NBT.A.2
i
Preparing to Teach (
In previous grades, students used rounding and compatible
Learning Target numbers to estimate products. These skills are extended to greater (
whole numbers in this lesson. Students also learn if their estimate
Use rounding and
compatible numbers is an overestimate or underestimate. (
to estimate products.
Success Criteria Dig In (Motivate Time)
e Use rounding to Students make a list of contexts where estimations are used.
estimate a product. Then they decide if the estimate should be an overestimate,
e Use compatible underestimate, or it doesn’t matter.
numbers to estimate e “There are times we hear the words about or approximately to G
~t

a product. describe the answer to a computation problem. The situation, or

e Explain whether context, may only need to be estimated. Here are two examples:
an estimate is an e You are buying 24 at $1.89 each. Estimate 25 x $2 = $50. If
overestimate or an you have $50, you will have enough money.
underestimate. e You have 12 sheets of paper and can cut 34 squares from each.
Estimate 10 X 30 = 300. You will have at least 300 squares.”
e In the first example, each factor is greater than the original
factors. The estimate, $50, is an overestimate.
Practice opportunities e In the second example each factor is less than the original
for the following factors. The estimate, 300 squares, is an underestimate.
are available in the e Have students in small groups to think of situations or contexts
Resources by Chapter or where we overestimate or underestimate.
at BigldeasMath.com. ? “Can you think of an example where it's not possible to decide
e Daily skills if an estimate is an overestimate or underestimate? Explain.”
e Vocabulary If one factor is rounded up and the other rounded down, you
¢ Prerequisite skills probably can’t tell if it’s an overestimate or underestimate.
e Share as a class.
© “Today you are going to use both your rounding skills and
ELL Support compatible numbers to estimate the product of two numbers.
Why would we want to estimate a product? Tell your partner.”
Remind students that the Pause. “We will also decide if the estimate is an overestimate or
word round has a specific an underestimate.”
meaning in math. Write
a number on the board
and ask them to round it
to a specific place value.
Review the meaning of
the word compatible.
Explain that compatible
numbers are numbers
that are easy to work
with. Explain that in this
section, they will use
rounding and compatible
numbers to estimate
products.

T-145 Chapter 4
 A
Name
Estimate 4.2
© Learning Target: Use rounding and compatible
Products
numbers to estimate products.
Success Criteria:
+ | can use rounding to estimate a product.
+ | can use compatible numbers to estimate a product.
+ | can explain whether an estimate is an overestimate
or an underestimate.

Explore and Grow

Choose an expression to estimate each

product. Write the expression. You may 20 X 20 20 X 25
use an expression more than once.

30 X 25 30
X 30
Sample answer:

29 x 26 x 24
21 32 XxX 26 28x) 94
30 5.25 20
x 25 30 x 30 30 y 25

Compare your answers with a partner's. Did you choose the same expressions?

Check students’ work.

UH
OHUKUKU
OOOH

~ Construct Arguments You estimate the product of 23 and 26 using

the expression 25 X 30. Without multiplying, determine whether the
estimate is greater than or less than the actual product. Explain.

greater; Each factor was rounded up, so the estimate is greater

than the actual product.
”
sv.

Explore and Grow

Discourage students from actually computing any of these products.
Emphasize the direction, You may use an expression more than once. This is
not a matching activity, and there are several correct answers.
If students did not select the same factors, have them explain to one another
why they selected the factors they did.
MP3 Construct Viable Arguments: Listen for students to explain that when
both factors are rounded up, the estimated product will be an overestimate.

Chapter 4 | Lesson 2 145

DU
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 “Laurie's Notes
Think and Grow
Getting Started
| After reviewing the Discuss why it is helpful to estimate a product first. Sometimes
_ examples, have
an estimate is all that is needed. An estimate helps us decide if
students work in
our answer is reasonable, or if we made an error.
pairs to discuss and
Discuss overestimates and underestimates and when you
complete Exercises 1
should be purposeful in overestimating (have sufficient money
and 2. Have one
student ask another to purchase items) and underestimating (have sufficient gas
questions such as, “To to drive).
what numbers do you Teaching Notes
round? What numbers
Rounding to the nearest ten and using compatible numbers will
do you multiply? What
both yield reasonable estimates. The goal is to choose numbers
is the estimate? Is it
an overestimate or an that make the estimation simpler so mental math can be used.
underestimate?” Have Model: “We want to estimate 204 x 61. Begin by rounding both
them alternate roles. factors to the nearest ten.” The example should be familiar from
the last lesson.
Beginner students
may write or state Emphasize the use of about when recording estimates in
numbers or single this lesson.
words. “Do you think the actual answer will be greater or less than
Intermediate students 12,000? Why?”
may use simple Note: The compatible numbers in this lesson are 25 or 75.
sentences, such as, Students often make a connection to quarters (money).
“| round to 200 and 60.” Model: Write the problem 23 X 194. “We're going to use
Ce
\)
NEAdvanced students compatible numbers to estimate the product. A number close
may use detailed to 23 is 25, and 194 rounds to 200. Why do you think it is easy
sentences, such as, to multiply 25 xX 200?” Listen for 2 x 25 is 50, so 200 X 25
“| round 204 to 200 is 5,000.
and 61 to 60.’
“Is 5,000 an overestimate or underestimate?” Overestimate;
each factor is greater than the original factors. “If we rounded
both numbers, what would the estimate be?” 20 x 2,000 = 4,000.
“Can you tell if it is an overestimate or underestimate?” no; one
factor is less than the original and one is greater.
The exercises use estimation. What students consider close to
and easy to multiply varies, so they may not be able to tell if the
estimate is an overestimate or an underestimate.
Supporting Learners: If students are having difficulty
multiplying, provide a multiplication table. Have students name
the number using place value, meaning 60 is 6 tens.
“Today you are using two strategies, rounding and using
compatible numbers to estimate products. On a scale of 1 to 5,
where 1 is I’m not very clear and 5 is I’m very secure, show
me where you are with using these strategies.” Pause.
“Can you explain if your estimate is an overestimate or an
underestimate?”

T-146 Chapter 4
 x

i Think and Grow: Estimate Products

less than the actual value. When you estimate a produc your answer<A] be
an overestimate when both numbers are greater than the original factors.
Your answer will be an underestimate when both numbers are less than the
original factors.

|Example ] Use rounding to estimate 204 < 61. Explain whether your
estimate is an overestimate or an underestimate.

Round each factorto the 204 x 61 200 X 60 = (2 X 100) X (6 X 10)

nearest ten. Then multiply. | |
= (2 X 6) X (100X 10)

200 X 60 12 X 1,000

= _12,000__

So, 204 X 61 is about 12,000 _This is an UNderestimate pecause

both rounded numbers are _!ess___than the original factors.

|Example } Use compatible numbers to estimate 23 X 194. Explain whether

your estimate is an overestimate or an underestimate.
©
OO
OoHvvUuUv
Choose compatible numbers. Then multiply.

rT 23 X 194 25 X 200 = (25 X 2) X 100

| | = 50 x 100
25 x 200 = _
5,000 _
So, 23 X 194 is about 5,900
_ This is an _Overestimate because

both compatible numbers are greater than the original factors.

Show) and! Grow) 1 and 2. Sample answers are given.

Estimate the product. Explain whether your estimate is an overestimate or
an underestimate.

Ve 387729 232X913
12,000; overestimate 45,000; underestimate ©
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146

Chapter 4 | Lesson 2 146

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-_Laurie’s Notes
(

Apply and Grow: Practice

Scaffolding Instruction
Students are applying their understanding of rounding and
using compatible numbers to estimate products involving larger
numbers than previously. They use number sense to help decide if
their estimate is an overestimate or an underestimate.

Emerging students may not be secure with their multiplication

facts or they have difficulty using place value to write the rounded
numbers. Multiplication tables may help.
Exercises 3-8: Students choose which strategy to use. Remind
students that there can be more than one appropriate estimate.
For three-digit factors, students may choose to round to the
nearest hundred or to the nearest ten. Ask students if their
estimate is an overestimate or an underestimate.

Proficient students are confident with their multiplication facts,

rounding, and making helpful choices for compatible numbers.
They can support their choices with an explanation of their
reasoning.
Exercise 9: Ask students if there are other numbers they could
use to make an estimate and if the estimate is an overestimate
or an underestimate. (e.g., 30 and 400 and you cannot
determine if it is an overestimate or an underestimate.)
Exercises 10 and 11: Have students share their responses and
their reasoning.

Additional Support
Use online and math center support for place value,
multiplication facts, or rounding.
Extensions
“Write an example that could be overestimated by finding
400 x 50.”
“Write an example that could be underestimated by finding
400 x 500.”

T-147 Chapter 4
 ~ Name

Apply and Grow: Practice

3-8. Sample answers are given.
Estimate the product. Explain whether your estimate is an overestimate or
an underestimate.

3. 45 X 98 4. 21 X 404

5,000; overestimate 8,000; underestimate

ma
5. 394 X 285 6. 596 X 488

120,000; overestimate 300,000; overestimate

7. 194
X 46 8. 22
X 221
10,000; overestimate 4,000; underestimate

9. mp) Number Sense You estimate 27 X 408 by rounding each

number to the nearest ten. Your friend estimates the product using
the compatible numbers 25 and 400. Without multiplying, determine
which answer is an overestimate and which answer is an
underestimate. Explain.
30 X 410 is an overestimate because 30 is greater than 27 and 410 is
greater than 408.
25 X 400 is an underestimate because 25 is less than 27 and 400 is less than 408.

10. Writing Explain two different 11. ‘PYDYTETIS! ou estimate 9 x 26

methods to estimate 49 X 305. Which using the compatible numbers 10 and
do you prefer? 25. Is your estimate an overestimate or
50 x 300 and 50 x 310; an underestimate? Explain.
Sample answer: | prefer 50 x 300 overestimate;
because it is easier to multiply. 10 X 25 = (9 x 25) + (1 X 25),
LLC
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Ideas
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© 9 x 25is9 less than 9 x 26,
but 1 X 25 is greater than 9.
Chapter 4 | Lesson 2 147

Chapter 4 | Lesson 2 147

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Think and Grow: Modeling Real Life
The application examples allow students to show their
) Read each question understanding of using rounding or compatible numbers to find
_ aloud as students an estimate of a real-life situation.
| follow along. Clarify
| unknown vocabulary, e Have students read the problem. How do they interpret the
information given? Do they know any distance close to 1,118
|
| such as erupt. Explain
I unfamiliar references,
miles? For instance, the distance from NewYork City to Miami is
j_such as Old Faithful. You about 1,100 miles. “Imagine going that distance in 1 second!”
_ may want to discuss the e “There are three Think questions in the example. Discuss them
revolution of planets. with a partner.”
Allow students to work ? “Should we make an overestimate or an underestimate?”
in pairs and provide e Work through the example as a class.
time to complete each. ? “How can we use place value to determine the product
Ask questions to elicit 60 < 1,000?”
answers to the problems
? “Is our estimate an overestimate or an underestimate?”
provided and have
students respond by
? “Could we use different numbers to estimate?”
writing their answers on e Have students work with a partner on Exercises 12-14. If
a whiteboard or piece students have additional information about Old Faithful, football
of paper to hold up for stadiums, or Central Park, have them share. Students like being
your review. able to share personal knowledge or experiences.
? “\s your estimate in Exercise 12 an overestimate or an
underestimate? Do we need to overestimate or underestimate?
Why or why not?”
? “Is your answer to Exercise 13 an overestimate or an
underestimate? Do we need to overestimate or underestimate?”
overestimate “Why or why not?” to be sure there are enough
foam fingers
? “In Exercise 13, would 300 be a good number to use for the
number of seats in each section?” no “Why?” |t is not close to
245 and it creates too large of an overestimate, so we would
have many more foam fingers than needed.
e For Exercise 14, have students determine both an underestimate
and an overestimate. Ask students to share their strategies.
@ “Where are you in your learning today? Were there parts of
the lesson that helped you make sense of rounding and using
compatible numbers to estimate products? Can you explain
how to use these strategies to estimate products?”

Closure
e “You have learned to estimate a product by rounding to the
nearest ten or hundred or by using compatible numbers. How
do you decide if you are going to round or use compatible
numbers?”

T-148 Chapter 4
 o Think and Grow: Modeling Real Life

|Example ] Earth travels about 1,118 miles in 1 minute.

About how far does Earth travel in 1 hour?

o8 Think: What do you know? What do you need to find?

How will you solve?

oO There are 60 minutes in 1 hour, so multiply the distance by 60.

& 60 X 1,118 =?

Use rounding to estimate the product.

60 X 1,118

60 X 1,000 60 X 1,000 = 60,000

So, Earth travels about £9,900 miles in 1 hour.

Show) and) Grow) 42-14, Sample answers are given.

12. Old Faithful erupts about 19 times in 1 day. Each eruption
sprays about 6,050 gallons of water. About how many
:
gallons of water does Old Faithful spray :in 1 day?> aa
eS
Ciena
eee
ISGiad ih
120,000 gallons Yellowstone National Park
in Wyoming, is the most
famous geyser in the world.

13. Workers place a foam finger on every seat in a stadium for an upcoming
football game. There are 29 sections in the stadium and about 245 seats
in each section. About how many foam fingers are needed? Is it better to
have an overestimate or an underestimate? Explain.
7,500 foam fingers;
It's better to overestimate so that they have an adequate amount.

14. One acre of land is equal to the area ofa rectangular

piece of land that is 22 yards wide and 220 yards long. Central Park in
New York City is 843 acres. What is the approximate area of Central Park
in square yards?
3,740,000 square yards LLC
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148

Chapter 4 | Lesson 2 148

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Homework & Practice Notes

e Review compatible numbers with students.
e Remind students that there are many ways to round, however,
they should try and make their estimate as close to the actual
product as possible.

Assignment Guide and Concept Check

otek ee ey | Assignment Concept Check —
|
Emerging | 1-11 odd, 12-14
pee
TbSy il
Proficient

Prior Skills
e Exercises 12-14: Grade 4, Identifying Parallel and
Perpendicular Lines

Cross-Curricular Connections
Social Studies
)
e Ask students if anyone has visited Yellowstone National Park,
which is about a 3,500 square mile area that sits on a volcanic
hot spot. Yellowstone is the home to approximately 300 to
500 geysers, which is nearly half of the world’s total number
of geysers. Old Faithful, which is the most well known geyser
in Yellowstone, erupts about 19 times a day. Have students
estimate how many times Old Faithfu! erupts in 7 days, in
1 month, and in 1 year.

T-149 Chapter 4
 Name
Homework
& Practice 4.2
Learning Target: Use rounding and compatible
numbers to estimate products.

|Example ] Use compatible numbers to estimate 368 X 245. Explain

whether your estimate is an overestimate or an underestimate.

Choose compatible numbers. Then multiply.

368 X 245 400 X 250 = (4 X 100) X (25 X 10)

| | = (4 X 25) X (100 X 10)

= 100 X 1,000

400 X 250 = 100,000

So, 368 X 245 is about 100,000 .Thisisan overestimate because

both compatible numbers are greater than the original factors.

1-6. Sample answers are given.

Use rounding to estimate the product. Explain whether your estimate is an
overestimate or an underestimate.

1. 85
X 96 2. 41 X21
9,000; overestimate 800; underestimate

Use compatible numbers to estimate the product. Explain whether your

estimate is an overestimate or an underestimate.

3. 56 X 106 4. 23 X 597
6,000; overestimate 15,000; overestimate

Estimate the product.

5. 203 X 85 6. 67 X 405
18,000 28,000

DVFd.FVVEKVOHMHOUUUBEVHOUE
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©

Chapter 4 | Lesson 2 149

Chapter 4 | Lesson 2 149

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 4 :

_Connect andExtend Learning |

_ Extend Student Learning
_ Linguistic
¢ Write “31 x 515 = ?” on the board for all students to see. (
Have students first estimate to find a product that would be
considered an overestimate and explain why it would be an
overestimate. Then, have students estimate to find a product
| that would be considered an underestimate. Be sure students |
are able to distinguish between the two estimates and provide
an explanation as to why their two estimates are considered
overestimating or underestimating.

Lesson Resources
L'a MEE Doon level
Surface Level 2
Deep Level
Resources by Chapter Resources by Chapter
e Extra Practice ¢ Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment |
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
_ | Tutorial Videos ¢ Lesson Practice
Skills Review Handbook
Skills Trainer

T-150 Chapter 4 ;
 7. MP} Number Sense Estimate 8. Open-Ended Write 2 three-digit
426 X 2,045. Is your answer an numbers. Then estimate their product
overestimate or an underestimate? by rounding so that the answer is
Explain. 800,000; underestimate; an underestimate.
Both compatible numbers are less Sample answer: 255 X 105 is about
than the original factors. 25,000.

9. MPH Reasoning Without multiplying, determine which estimate is closer

to the actual product. Explain.

21372 21 X 372

20 X 400 = 8,000 25 X 400 = 10,000 = “< :

20 is closer to 21 than 25 is.

10. Modeling Real Life Your cousin sells nn. BG DEEPER!) A Supersaurus
jars of jam at a farmers’ market. He sells weighed 45 tons. About how many
48 jars in 1 day for $12 each. About how more pounds did an Argentinosaurus
much money does he earn in sales in weigh than a Supersaurus?
1 day? se
Sample answer: 70,000 pounds
Sample answer: $600

Argentinosaurus:
81 tons
LIRIAS TIT
Review & Refresh
Use the figure.
12. Namea pair of lines that appear to
be parallel.

‘AG and CJ

. Name two lines that are perpendicular.

‘BH and DF

Name two intersecting lines.

Sample answer: ‘AG and ‘DF

©
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150

Chapter 4| Lesson2 150

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GS STATE STANDARDS
5.NBT.B.5
i g to Teach
Preparin
This lesson, and the next two, will complete the work with whole
Learning Target rete
number multiplication. In this lesson, students build on their
ccegrmnecanenmenanneemen
understanding of multiplication by first reviewing how the area
Multiply multi-digit
model is used. Because the lessons progress from a multi-digit
numbers by one-digit
factor times a one-digit factor (Lesson 4.3) to two multi-digit
numbers.
factors (Lesson 4.5), it is important for students to see how the
Success Criteria partial products lead to the standard algorithm.
e Multiply to find partial
products. Materials
e Show how to regroup e whiteboards and markers
when needed.
e Add partial products Dig In (Motivate Time)
to find a product. ee
ee
eee
See Students review how to draw an area model for a multiplication
problem and connect the model to the partial products.
? Display the model shown. “Who 300
remembers using this type of model?
What problem does it represent?” ela
Practice opportunities Elicit responses. Students should
for the following recall it is an area model for the
are available in the problem 5 X 365.
Resources by Chapter or
9 “Why might someone multiply 5 x 365?” It represents the
at BigldeasMath.com.
numbers of days in 5 years.
e Daily skills e Have students draw the area model and use it to find the
e Vocabulary product.
e Prerequisite skills
? “Each product in the rectangle is referred to as a partial product.
Do you recall how the partial products help you to perform the
multiplication when you write the problem in a vertical form?”
¢ Connections: Write the problem
ELL Support 365 X 5 in vertical form, recording 200 COT
each partial product as shown. s|1500 |300| 25|
Explain the meaning
of the term area model e Probe students’ understanding of
by reviewing the moving from the partial products 365 365
meaning of each word. to the standard algorithm with x_5 x_5
Area signals a space regrouping. Students may not ae Ae
and modela visual have done multiplications of this (,500
representation. An magnitude for quite some time.
area model is a visual You are looking for understanding
representation ina of the procedure.
plane or space. © “In this example, you multiplied a three-digit number times a
one-digit number. Do you think you can multiply any multi-digit
number times a one-digit number? Tell your partner what you
would do.’

T-151 Chapter 4
 Name
Multiply by
One-Digit 4.3
Learning Target: Multiply multi-digit numbers by Numbers
one-digit numbers.
Success Criteria:
+ |can multiply to find partial products.
7’ + | can show how to regroup when needed.
+ | can add partial products to find a product.
la
ee

Explore and Grow

Use the area model and partial products to find 1,985 x 4.

1,000

OUUVOHUSE

Structure Explain how you can use an area model and partial
products to find 2,083 x 3.

Use the Distributive Property to find individual products

and then calculate the sum of the products.
(3 X 2,000) + (3 X 80) + (3 X 3) = 6,249

( ee Les
‘Pes: va ss a
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Explore and Grow

e The Dig In used an area model to multiply a three-digit number by a
one-digit number. Can they extend their understanding to an area model and
partial products to multiply a four-digit number by a one-digit number?
e Students may find the partial products in the vertical model beginning with
4 x 5or4 xX 1,000. Both result in the same product. Discuss why, in the
standard algorithm, we multiply right to left.
¢ MP7 Structure: The strategies are the same for 2,083 x 3. Some students
may have three small rectangles and ignore the hundreds place. If they do,
be sure they are multiplying 2,000 x 3 and not 200 x 3.

Chapter 4 | Lesson 3 151

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 P| ,

Think and Grow

Getting Started
_ After demonstrating e The steps in the standard algorithm are not new. What is new is
| the examples, have
extending the procedure to a four-digit number. There is also a 0
students work in
in the tens place. A 0 in a factor can be challenging for students.
| pairs to discuss and
¢ Reminder: Do not rush students in formalizing the multiplication
' complete Exercises 1
| and 2. Expect students process.
|to perform according Teaching Notes
to their language
¢ Model: “We want to find 8,902 x 4. What is a reasonable
proficiency level.
estimate for the product?” 36,000 “Use your whiteboard to
| Beginner students make an area model for this problem. What are the partial
may write out the math products?” Students can reference the area model as you
and discuss using work through the example.
simple phrases.
? Ask students to assist you as you work through the example.
Intermediate students
“What is the next step? How do you record your answer? What
may write and —>
is the value of the 9?”
discuss using simple
sentences. ¢ MP6 Attend to Precision: In the third step, do not say, “Put
Advanced students down a 6 and carry the 3.” This does not relate to place value.
may write and “There are 6 hundreds and 3 groups of 1,000.” When the partial
discuss using detailed products are written vertically, the regrouping of 30 hundreds
sentences. should be connected to the number written above the 8.
? MP7 Structure: When multiplying by powers of 10 in the area
model and when recording in the standard algorithm, ask, “How
did you find 4 X 900 and 4 X 8,000?” | used the multiplication
fact (4 X 9) and knew that because 900 has two zeros, the
product will also have two zeros.
¢ Common Error: When multiplying by 0 in a multi-digit number,
students may say, “4 times 0 is 4.’
e Use guided instruction as students work on the two exercises.
Encourage students to draw an area model first on their
whiteboards.
© “You are learning to record your thinking with a multi-digit
factor. Can you explain how the partial products help you find
the product? Does the area model help you know how to record
your thinking?”

T-152 Chapter 4
 =

eS ‘

al Think and Grow: Multiply by a One-Digit Number

+
”

—) eae Find 8,902 x 4. Estimate 36,000

a Step 1: Multiply the ones. 8,000 tes
A 8,902 - 4X 2 ones = 8 ones
x 4
ay 8

Step 2: Multiply the tens.

8,902 « 4X Otens = Otens
M 4
08

Step 3: Multiply the hundreds. Regroup.

3
8,902 - 4X 9 hundreds = 36 hundreds
Xx 4 + Regroup 36 hundreds as 3 thousands and 6 hundreds.
608

Step 4: Multiply the thousands. Add the regrouped thousands.

3
8,902 - 4X 8 thousands = 32 thousands
>< 4 + 32 thousands + 3 thousands = 35 thousands, or
35,608 3 ten thousands and 5 thousands

So, 8,902 X 4 = _35,608_. Reasonable? _35,608_ js close

to 36,000 /

Show and) Grow;

Find the product. Check whether your answer is reasonable.

1. 7,346 2s 12,053
x 2 x 3
ee, 1S}

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14,692 36,159 s

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152

Big Like That

Remember, you can use the song
Big Like That
to review the language of decimals.

Chapter 4| Lesson3 152

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 | :

Apply and Grow: Practice

Scaffolding Instruction
Students are asked to multiply multi-digit numbers by one-digit
numbers. They use partial products and show the regrouping in
the various place values. An estimate is computed first for the
purpose of assessing the reasonableness of the product.

Remember, some students may not be ready to record in the

standard format what is happening in the multiplication process.
If students are only comfortable with writing the partial products,
do not rush them. You do not want them to practice an algorithm
that is not making sense to them yet.
Emerging students may not be ready to record the partial producis
with regrouping. They may be comfortable with using an area
model to find the product. If they are arriving at a correct product,
do not rush the vertical structure with regrouping.
e Exercises 3-8: Have students use a strategy that makes sense to
them to find the product. If they are using the area model, point
out how the partial products can be added in a vertical fashion.
Asking them to use place value language as they multiply will
help them understand the regrouping (e.g., 5 times 3 ones =
15 ones, 15 ones = 1 ten and 5 ones). You want to help them
move to the next level of understanding. Some problems
require regrouping in the ten thousands and hundred
thousands places.

Proficient students are making sense of how to record partia|

products with regrouping.
e Exercises 9 and 10: Have students complete these problems and
compare their answers with their estimates.
e Exercise 11: Listen for what students’ explanations reveal about
their understanding of multiplication. Do they understand the
relationship between the size of the groups (4,395) and the
number of groups?
e Exercise 12: Ask students to share their thinking. Pay attention
to their use of place value.

Additional Support
e Encourage students to draw an area model. If they have
difficulty decomposing the factors by place value, this is the first
step. If a multiplication table is needed to find partial products,
make one available.
e Have students refer to an anchor chart for support with
the process.

Extension
e “Without multiplying, determine how much greater 721 x 4is
than 715 X 4. Explain.”

T-153 Chapter 4
 Name

Apply and Grow: Practice

Find the product. Check whether your answer is reasonable.

3. 503 4. 5,295 5. 87,294

xT 5: x 9 x 3
2,515 47,655 261,882

6.9399 X22 Ss 7. 33,184

X 2=___ 8. 60,759
xX4=___

798 66,368 243,036

9. A multiplex has 9 different movie theaters. Each theater has 455 seats.
How many seats are in the multiplex?
4,095 seats

10. An interstellar object travels 85,700 miles in 1 hour. How far does the
object travel in 5 hours?
428,500 miles

TT: MPH Number Sense Without 12. DEEPER! Baarnuys missing digits.
multiplying, determine how much
greater 4,395 X 7 is than 4,395 X 6. [1] 3 [5] 7 [2]
Explain.
Oo
x 3
=f
= 4,395; 4,395 X 6is one multiple ON 7 196
5
=
E
less than 4,395 x 7.
et8
rr
fe]
®
ee|
2
oO
2)

Chapter 4 | Lesson 3 153

Chapter 4 | Lesson 3
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Read each problem
Think and Grow: Modeling Reali Life
The application example allows students to show their
understanding of multiplying a multi-digit number by a one-digit
aloud as students follow number in a multi-step problem.
along. Clarify unknown
vocabulary and ¢ This is a problem where some of the information is given in the
unfamiliar references, caption of the photograph. “Always look for information to solve
such as species of the problem in tables, graphs, photographs, etc.”
whales and the iconic e “Read the problem. Underline what you know and circle what
buildings mentioned. you are trying to find out.” Students should underline the
Verify that students captions.
understand what is ? Think-Pair-Share: Give think time before students discuss the
shown in the chart. problem with a partner. “How can we find out how deep a
Allow students to work Cuvier’s beaked whale can dive?”
in pairs and provide ? “Can you write an equation to use to solve the problem?’
time to complete each
e Ask students to share their responses enc compare their
problem. Have students
responses to the equation in the example
write their answers ona
e Have students do the multiplication anu acdition needed to
whiteboard or piece of
paper to display for solve the equation.
your review. ? “Did you have to regroup in order to determine your answer?”
Regrouping is required in the multipli dition
e Exercise 13 parallels the example. Ask stucents to write an
equation before solving.
e Exercise 14 is a multi-step problem. Be sure students compare
the length of the Amazon River to the length of the Mississippi
River. Focus students on the steps of the probliem-solvir
process before doing the computation
© “Our learning target today was to multiply an
by a one-digit number. How confident are you with a
that you understand to find these products? Show r
fingers how confident you are with 5 being | am very confident
r
and 1 being | do not understand at all.” Pause. “How confident
are you with regrouping? Use your thumb signals”
e Supporting Learners: Are there multiplic: ) facts that students
are not fluent with? These facts need to be jearned so that the
lack of fluency does not prevent them from progressing with
multi-digit multiplication.

Closure
e Exit Ticket: “Use any strategy to solve 4,587 x 3”

T-154 Chapter 4
 Think and Grow: Modeling Real Life

|Example } A Cuvier's beaked whale can dive 1,324 feet

deeper than 4 times the depth a beluga whale can dive.
How deep can a Cuvier’s beaked whale dive?

Write and solve an equation to find the depth.

A beluga whale can dive
2,123 feet.
Diving depth of = (RR x Diving depth of
Cuvier's beaked whale beluga whale i

Let d represent the diving depth of a Cuvier’s beaked whale.

d= (4 X 2,123) + 1,324

= 8,492 + 1324
= 9,816
A Cuvier’s beaked whale can dive 2/816 feet.

Show and Grow:

13. The height of Chicago's Willis Tower is 469 feet more
than 2 times the height of the Gateway Arch. How tall
is Willis Tower?
1,729 feet

OLE
POoOLROeHKUHLY
The height of the Gateway
Arch in St. Louis is 630 feet.

14. GYADESza2! the Amazon River is 350 miles | River | Length (miles)

¢
DD
7 shorter than 3 times the length of the Colorado
River. How much longer is the Amazon River than
the Mississippi River?
1,660 miles

©
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Chapter 4 | Lesson 3 154
 Q Check out the Dynamic |
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Extend Learning
Homework & Practice Notes
e Remind students to check whether their answer is reasonable.
e Exercise 12: Have students think about other numbers that will
produce the same product from each place value. For example,
5 X 6 = 30. What other numbers will produce a product of 30?

Assignment Guide and Concept Check

Concept Check |

Sy liee is
(= 117/

Prior Skills
e Exercises 15-17: Grade 4, Multiplying Whole Numbers
and Fractions

Cross-Curricular Connections
Music
e Discuss frequencies and harmonics with students. Every
musical note has a number associated with it, called a
frequency. The harmonics of the note occur at multiples of its
frequency. For example, for a note with a frequency of 440
Hertz, the second harmonic is at 880 Hertz, the fifth harmonic is
at 2,200 Hertz, and the eighth harmonic is at 3,520 Hertz. Provide
students with the frequencies of several! notes or have them
choose their own frequencies. Have students calculate several
harmonics of each note.

T-155 Chapter 4
 Name
Homework
:
& Practice 4.3
Learning Target: Multiply multi-digit numbers
by one-digit numbers.

eesee Find 451 x 3. Estimate 500 X 3 = 1,500

Step 1: Multiply the ones.

451 - 3 X 1 one = 3 ones
Yaa) |
3}

Step 2: Multiply the tens. Regroup.

1
451 + 3x 5tens
= 15 tens
oe + Regroup 15 tens as 1 hundred and 5 tens. |
53 if

Step 3: Multiply the hundreds. Add the regrouped hundreds.

1
451 « 3 X 4hundreds = 12 hundreds
Xoo « 12 hundreds + 1 hundred = 13 hundreds, or |
1353 1 thousand and 3 hundreds

Reasonable? 1,353 is close to 1,500. /

OL
OOKOLOHKOKOKBV
‘

1. ela 2. 206
Find the product. Check whether your answer is reasonable.
3. 2,425
ay 44 xX 6
1,628 824 14,550

4. 5,149 5. 17,823 Re 61,837

x! x 3 x 8
: 46,341 53,469 494,696

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Chapter 4 | Lesson 3 155
 Extend Student Learning
Logical-Mathematical
e Have students create and solve a multiplication problem puzzle
that involves a five-digit number multiplied by a one-digit
number. Students will then use sticky notes to cover four digits
from their puzzle. Students are able to cover digits from either
the factors or the product. Students will exchange their puzzle
with a partner and solve to find the missing digits.

er
TY
EE
IES

ee

Lesson Rese
Surface Level ; ‘Deep Level

Resources by Chapter Resources by Chapter

e Extra Practice e Enrichment and Extension
e Reteach e Chapter Self-Assessment
e Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Math Musicals
Tutorial Videos Dynamic Assessment System
Skills Review Handbook e Lesson Practice
Skills Trainer
Math Musicals

T-156 Chapter 4
 Find the product. Check whether your answer is reasonable.

Tt 25 hlKO ee 8. 6,702 X 6 =___ Lb PRE OS 7f = a

21,285 40,212 202,692

10. A parking garage has 8 levels. There are 194 parking spots on each
level. How many parking spots does the garage have?
1,552 parking spots

11. Y@U) BE THE TEACHER Newton pam DIG DEPR!

finds 16,041 X 8.ls Newton multiplication problem that has the
correct? Explain. same product as 726 X 5.
4 3 yes; He multiplied Sample answer: 363 x 10
16,041 and regrouped in
Sat the correct order.
128,328

13. Modeling Real Life The land area of 14. WH DEEPER! A solar farm has
Florida is 8,056 square miles more than 6 rectangular arrays of solar panels.
5 times the land area of Vermont. What Each array has 105 rows with 8 panels

©
FU
osweeodsdvdagvvv
5
is the land area of Florida? in each row. How many solar panels are
on the solar farm?
54,136 square miles
5,040 panels

oe y * * {

es
The land area of Vermont
is 9,216 square miles.

oo
3 STATA ARATIT
Review & Refresh

Multiply.
15. 2x 4

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. 156

Chapter 4 | Lesson 3
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BigldeasMath.com

=> STATE STANDARDS

. ORE’) 5.NBT.B.5
Preparing to Teach
In this lesson, students extend their work with multiplication of
Learning Target whole numbers. Multiplying a multi-digit numbers by a two-digit
number can be shown using an area model. We want to be sure
Multiply multi-digit
students understand how each factor is decomposed and each
numbers by two-digit
numbers. partial product is found. Recording the partial products in the
standard algorithm and understanding the notation will take time.
Success Criteria
e Multiply to find partial Dig In (Motivate Time)
products.
Students review how to draw an area model for a multiplication
e Show how to regroup
problem and connect the model to the partial products.
when needed.
e Add partial products to ? “Yesterday you multiplied by single-digit numbers.We began
find a product. with the problem 5 X 365 and found the number of days in
5 years.To find the number of days in 12 years, what would
you do?” Multiply 12 x 365.
2 “We will try that problem at the end 30 6
of class. Right now, | want you to look
at this area model. What problem fe)
Practice opportunities does it represent?” 14 < 36 “Is there 4
for the following a context you can think of why you
are available in the would find 14 X 36?” number of
Resources by Chapter or inches in 14 yards
at BigldeasMath.com. e Have students draw the area model and use it to find the product.
© Daily skills ® “How did you use mental math to find the partial products?”
e Vocabulary RR “Focus
te
re on the top and bottom
© Prerequisite skills rectangles in your model. What
multiplication problem does the
tere
top rectangle represent?” 10 x 36
“the bottom rectangle?” 4 x 36 “the
ELL Support large rectangle?” 14 x 36 You want 26 26
students to understand that one xl4 xl4
Write partial on the model can answer all three problems. 24 T4
board. Ask students to
¢ “Now let’s write the problem 14 x 36 Fe or
look at it and underline a
in vertical format as we did yesterday 300_
word within it that they
and record the partial products. Can
already know. Guide
them to identify part. we write the partial products in any order?” yes While this is
true, discuss with students why we might use the order shown.
Explain that these words
are similar in meaning. It relates to how students have learned to record the notation
In each case, they refer associated with the standard algorithm.
to only a piece of a ¢ Discuss how partial products sum the products 4 x 36 and
whole. In this lesson, 10 X 36.
they will look at partial @ “Today we are going to multiply multi-digit numbers times
products as a strategy two-digit numbers. Area models will help us make sense of our
for multiplying. written work.”

T-157 Chapter 4
 Name
Multiply by
v Learning Target: Multiply multi-digit numbers
Two-Digit
Numbers
4.4
by two-digit numbers.
Success Criteria:
+ |can multiply to find partial products.
+ | can show how to regroup when needed.
+ |can add partial products to find a product.

&
0
aoeodvv0

Repeated Reasoning Explain how you can use an area model and
partial products to find 128 x 13.
Ot
Me Enlarge the model above to include 100 times 13.

Explore and Grow

¢ Supporting Learners: Use base ten blocks to find the
product. Connect the four sections to the area model.
e¢ MP7 Structure: It is important for students to recognize that
when they multiply two-digit numbers, they perform four
multiplications. The digit in each place value in 28 (20 + 8) is
multiplied by 10 and also by 3.
2 MP8 Look for and Express Regularity in Repeated Reasoning: “How will the
area model change for 128 X 13?” There will be two more partial products,
10 X 100 and 3 x 100.

Chapter 4 | Lesson 4
BVPFFOXTVOCIXDVS
157
 ELL Support ‘ Think and Grow
Getting Started
i_ After reviewing the e It is important not to rush students into formalizing the
|_ example, have
|_ students work in multiplication process. They need to understand how the partial
| products are being grouped together. Continue to draw and
|j pairs to discuss and
color code an area model that supports each problem.
|complete Exercises 1-3.
i Have one student ask Teaching Notes
|- another, “What are
| ? Model: “We want to find 312 x 82. What is a reasonable
i_ the partial products? ~ estimate for the product?” 300 x 80 = 24,000 Did students
|' What is the
products?”
sum of the
Have them
use the pattern for multiplying powers of 10? We are not just
| counting the number of zeros in each factor.
| alternate roles.
® Point to the vertically written problem. “In the first step,
Beginner students we need to multiply the value of each digit in 312 by 2”
|
_ may demonstrate
| Encourage mental math for this product by asking what
| answers by modeling
double 312 would be.
in writing.
| Intermediate
students may describe 300
answers using simple
80
sentences.
Advanced students 2
may describe using
detailed sentences.

e Move to Step 2. “Now we need to multiply 8 tens (80) times 312.

What is 8 tens times 2 ones?” 16 tens or 160 Regroup as
1 hundred and 6 tens. Show how to record the 6 tens (60) under
the 624, and record the regrouped 1 hundred over the 1 (10 tens
is 100).
¢ MP6 Attend to Precision: Do not say, “Put down a 6 and carry
the 1.’ This does not relate to place value. “There are 6 tens and
1 group of 100”
e Finish the problem. “Next, we multiply 8 tens times 10. 80 tens
or 8 hundreds, plus the regrouped 1 hundred is 900” Record a
9 in the hundreds place value. “Now multiply 8 tens times 300.”
8 tens times 3 hundreds is 24 thousands.
¢ Teaching Tip: Continue to refer to the area model to help students
make sense of how three partial products are being added.
e Use guided instruction as students work on the three exercises.
Have students draw an area model for each exercise to help
develop conceptual understanding of the regrouping process.
© “You are learning to multiply multi-digit numbers by two-digit
numbers. How secure are you are in finding the partial products?
in recording your work?” Encourage students to focus on the
process. Recording their thinking will develop in time.

T-158 Chapter 4
 Think and Grow: Multiply by a Two-Digit Number

Geese Find 312 x 82. Estimate _24,800

Step 1: Multiply 312 by 2 ones, or 2. Regroup as necessary.
312
x82
624 +— 2ones X 312 = 624 ones

Step 2: Multiply 312 by 8 tens, or 80. Regroup as necessary.

1
312
ro.
624
24,960 +— 8tens X 312 = 2,496 tens = 24,960 ones

Step 3: Add the partial products.

1 Make sure the partial
products are aligned in the
312 correct place values.
x 82
624
+ 24,960

So, 312 X 82 = 25,984 | Reasonable? _25,584_

1
is closeto_24,800

Show) and! Grow:

Find the product. Check whether your answer is reasonable.
1. 184 2. 817 3: 5,046
xX 23 x 49 x 91
4,232 40,033 459,186

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 y

Apply and Grow: Practice

Scaffolding Instruction
_ Students are asked to multiply multi-digit numbers by a two-digit
' number. They use partial products with regrouping. Can students
"use multiples of 10 and powers of 10 to make an estimate for the
purpose of assessing the reasonableness of the product? Are they
able to explain why and how the regrouping takes place?
Some students may not be ready to record in the standard format
what is happening in the multiplication process. They may only be
comfortable with writing the partial products, or they may prefer
to use an area model. Deep understanding of the process is the
goal. You do not want them to practice an algorithm that is not
making sense to them yet.
Emerging students may not be ready to record the partial products
with regrouping, or they may begin the process, but need support
for Step 2. They may continue to be comfortable with using an
area model to find the product. If they are arriving at a correct
product, do not rush the vertical structure with regrouping.
e Exercises 4-9: Encourage the use of regrouping to practice, but
students should use a strategy that makes sense to them to find
the product. Help students using an area model connect the
model with the recording of the partial products in the standard
algorithm. Be sure to use precise language when regrouping.

Proficient students are making sense of how to record partial

products with regrouping at every step. They may make occasional
computation errors.

e Exercise 10: How do students apply their understanding of

multiplying multiples of 10 and powers of 10 to explain their
reasoning?
e Exercise 11: Have students share their thinking. Do they apply
their number sense in using an organized trial and error process
or do they make haphazard guesses?

Additional Support
e Provide blank paper for drawing area models. Place a poster
showing the connection between an area model, partial
products, and the standard algorithm on a wall to help
students make sense of the process.

T-159 Chapter 4
 Name

Apply and Grow: Practice

w Find the product. Check whether your answer is reasonable.

= 4. 96 5. 108 6. 6,420
x 24 x_19 xt 75
— 2,304 2,052 481,500

>
=)

€
7. 802X41=__ 8. 577 X 86 =__ 9. 9,513 X67=__
|° 32,882 49,622 637,371

<

e)
10. Is 6,364 a reasonable product for TP DIG DEEPER! Which two-digit
—
—_

706 X 45? Explain your reasoning. number when multiplied by itself has
a product of 625?
no; 6,364 is too low.
The actual product is 31,770. 25

=|

2
9

Chapter 4 | Lesson 4 159

VF®PIWWVCOHCXSVSIDY
Chapter 4| Lesson4 159
 al : :

Think and Grow: Modeling Real Life

The application example allows students to show their understanding
Read each problem of multiplying multi-digit numbers by a two-digit number.
aloud as students follow
along. Clarify unknown e Have students silently read the problem.
vocabulary. You may e “How can you find the total amount of blood donated?” If students
want to explain that cannot describe the process in words, without referencing specific
a blood bank stores numbers, trying to do a computation will not help.
blood, not money. e Have students represent the multiplication using an area model.
Allow students to work z
in pairs and provide 400 (OuneS
time to complete each 20,000 | 3,500 20,000 + 3,500 + [50=23,650
problem. Ask the Se
questions provided and
have students write
8
3,200 3,B00
+Be
their answers ona
whiteboard or piece of Use the area model to connect to the partial products. Call
paper to display for your attention to the three partial products that make up the partial
review. You may want to product represented by each row of the rectangle. Use place
discuss the justification value language to discuss how the regrouping represented in
for the answer to the example is connected to the model (e.g., 3 ones X 8 ones
Exercise 14 as a class. is 24 ones or 2 tens and 4 ones; 7 tens X 8 oes is 56 tens or
5 hundreds and 6 tens plus the regrouped 2 tens is 8 tens.
52
473
pasts)
3784
e Exercises 12 and 13 are modeled after the example. Encourage
students to use whatever strategy they understand to do the
multiplication. Ask students to share their strategy.
e Exercise 14 requires multiple steps. Remind students of
the meaning of leap year. Discuss why every fourth year is a
leap year.
© “Our learning target today was to multiply multi-digit numbers
by two-digit numbers. What strategy do you prefer to use to
find the product? Why?”
¢ Supporting Learners: Are there multiplication facts that students
are not fluent with? These facts need to be learned so that the
lack of fluency does not prevent them from progressing with
multi-digit multiplication.

Closure
? “Let's try one more problem. Can you find the number of days
in 12 years?” This is the problem discussed during the Dig In.
Students may use an area model or they may be confident in
using the standard algorithm.

T-160 Chapter 4
-
Think and Grow: Modeling Real Life

-
|Example } A blood bank receives 58 donors in 1 day. Each
person donates 1 pint, or about 473 milliliters of blood.
About how many milliliters of blood are donated that day?
Multiply the number of people by the amount of blood
each person donates to find the total amount of
blood donated.
Multiply 473 and 58.

x 58 ;
3,784 +— 8ones X 473 = 3,784 ones
+ 23,650 «—— 5tens X 473 = 2,365 tens = 23,650 ones

So, about 27,434 milliliters of blood are donated that day.

fF

N
Show and) Grow)
12. Astore sells 15 drones. How much 13. What is the area of the soccer field?
money does the store collect?
120 yd
$3,720

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9,600 square yards

14. DSI the cassini spacecraft orbited Saturn for 13 years

and 77 days. Three of those years were leap years. For how many days
did the Cassini spacecraft orbit Saturn? Justify your answer.
4,825 days;
For leap years add an extra day for each.
13 X 365+ 77+3 = 4,825
©Big
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Chapter 4 | Lesson 4 160

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NB Assessment System. = g

Homework & Practice Notes

e Remind students to check whether their answer is reasonable.

cect Guide and Concept Check

= Concept Check

ST he Ne

Prior Skills
e Exercises 14 and 15: Grade 5, Understanding the Relationship
Between Place Value Positions

Cross-Curricular Connections
Science
e Have a discussion with students about the importance of
donating blood. Donated blood can be used in a number of
ways for a variety of reasons. There are different types of blood:
A+,A-—,B+, B—, AB+, AB—, O+, and O-, al! of which are
needed to help save lives. One person can donate 473 milliliters
(1 pint) of blood, which can impact the lives of three people. If
a blood bank receives 67 donors in one day, how many lives
would be impacted by the blood donation that day?

T-161 Chapter 4
 ~ Name
Homework
& Practice 4.4
Learning Target: Multiply multi-digit
numbers by two-digit numbers.

Peep Find 4,502 x 23. Estimate 4,500 X 20 = 90,000

Step 1: Multiply 4,502 by 3 ones, or 3. Regroup as necessary.
1
4,502
x 23
13,506 «— 3 ones X 4,502 = 13,506 ones

Step 2: Multiply 4,502 by 2 tens, or 20, Regroup as necessary.

13,506

Make sure the partial

products are aligned in
the correct place values.

13,506
+ 90,040

So, 4,502 X 23 = 103,546. Reasonable? 103,546

iscloseto 90,000 . /

Find the product. Check whether your answer is reasonable.

1. 107 74; 72 3. 466

m aealul xX 13 Pa!
a 1,177 936 12,582

:
©
Chapter 4 | Lesson 4 161

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 Extend Student Learning
Logical-Mathematical
e Provide students with three sets of number cards 1 through 9
and one die that shows only the numbers 4, 5, and 6 (place tape
on numbers 1, 2, and 3, and replace them with numbers 4, 5,
and 6). Have students roll the die to determine how many cards
they will use as their factors for their equation. For example, if a
student rolls a five, they could arrange their five cards to create
a three-digit factor multiplied by a two-digit factor, or a four-
digit factor by a one-digit factor. Students should record their
equation and solve to find the product. Repeat by rolling and
creating a new multiplication equation to solve.
Note: Be sure students are only creating problems where the
factors being multiplied are a two-digit or one-digit number.
Students have not learned to multiply by a three-digit number.

Lesson Resources
Surface Level : RP nd Deep Level
Resources by Chapter Resources by Chapter
e Extra Practice e Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
e Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos e Lesson Practice
Skills Review Handbook
Skills Trainer

T-162 Chapter 4
 Find the product. Check whether your answer is reasonable.

vu 4. 83
x 57
5. 893
7a
2,079
Ie82:
4,731 170,478

ooe 7. 6082
152,050
23) = 8. WEIIOS Sle
15,168
CB Stel ee A
7,252

. Writing Why is one partial product 11. PAaLFaga4/ Use the numbers
always greater than the other partial 2,4, 6, and 8 once to form the
product when multiplying by a greatest product.
two-digit number?
The second partial product is [8]
o [2]
in a greater place value. x [6][4]
51,328

Modeling Real Life A store sells . Modeling Real Life Your friend needs
79 virtual reality headsets. How much a trumpet for 12 months. She can rent
money does the store collect? a trumpet for $42 each month and pay
$9,875 a yearly fee of $25, or she can buy a
trumpet for $550. Should she buy or
rent the trumpet? Explain.

rent; The cost to rent is

12 x $42 + $25, or $529.
$529 < $550

STATS TTIIU
Review & Refresh

Use a place value chart to answer the question.

14. 4,000 is 10 times as great as 15. 50is = of what number?

what number?
400 500
LLC
Learning,
Ideas
Big
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DVIVOVLOUHOKY
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 Q Check out the
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4
BigldeasMath.com
(

SB STATE STANDARDS
\CORE)) 5 eT.B.5
Preparing to Teach
This is the lesson on multiplication of whole numbers. If students
Learning Target have made sense of the area models, partial products, and
recording of the process, this lesson will make sense. If students
Multiply multi-digit
are not secure with how to record their work, continue to use area
whole numbers.
models. Understanding how the partial products are recorded
Success Criteria using regrouping in the standard algorithm develops over time
e Multiply to find partial and cannot be rushed.
products.
e Show how to regroup Materials
when needed. e whiteboards and markers
e Add partial products
to find a product. Dig In (Motivate Time)
Students do a quick review of multiplying multiples of ten and
one hundred.
e Distribute whiteboards and markers.
e Display one problem at a time on your whiteboard or on a
Practice opportunities document camera. Color coding the problems initially helps
_ for the following
students think about a strategy for finding the product.
| are available in the
? “Find the product of 400 x 80.” Students
Resources by Chapter or | 400 x 80=32,000 |
at BigldeasMath.com. record their answers and display their
30 x 500 =15,000
whiteboards.
e Daily skills
e Ask students to explain how they Baa e SMe
e Vocabulary
know they are correct. Do not accept ze y 50s 3 000
e Prerequisite skills
the answer, | multiplied 4 x 8 and
40 x 900 = 36,000
added 3 zeros. “\What does it mean to
add three zeros?” You want to hear that
hundreds (102) times tens (10) is thousands (108).
ELL Support e Display problems that are not color coded.
Remind students that e Extension: Give a product and ask what the two factors could
the phrase whole be. Example: The product is 24,000. Possible factors: 8,000 x 3;
number refers to the 40 X 600; 200 x 120.
numbers 0, 1, 2,3 .... e Turn and Talk: Write the problem
It does not include 437 X 256. “What numbers will you be soi
fractions or decimals. multiplying when you multiply the digits xe 70
4 and 2? What is the product?” 4.00 x 200 = 80,000
© “Today you are going to multiply
multi-digit numbers! You have been
building your understanding throughout the chapter. Do not
practice procedures that you do not understand. You can draw
an area model for any of the problems”

T-163 Chapter 4
 Name
Multiply
Multi-Digit 4.5
Oo
¢€ Learning Target: Multiply multi-digit whole numbers. Whole
Success Criteria: Numbers
+ | can multiply to find partial products.
+ |can show how to regroup when needed.
+ | can add partial products to find a product.

©
Oo Explore and Grow

Structure How can you use the first product to find the second product?
How can you use the second product to find the third product?

12 is 10 more than 2, so multiply 425 by 10 and add it to 850.

112 is 100 more than 12, so multiply 425 by 100 and add it to 5,100.

Explore and Grow

e There are different strategies students will use to find three products. Some
students will see three different problems and may draw an area model for
each. Other students may say, “If | double 425 it will be 850. Then 10 times
425 is 4,250, and 850 + 4,250 is 5,100.
e A student could draw one area model and use the blocks of partial products
to answer each question.
¢ MP7 Structure: Discuss how the problems are related.
You want students to
see the progression of the problems.

Chapter 4 | Lesson 5 163

VHIDIVOOLOHMY
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VPFDFIVDVIIOI
 4

Think and Grow

Getting Started
After reviewing the e You should have a good idea of which students are still having
example, have
difficulty understanding how to record the regrouping that
students work in
occurs in the multiplication algorithm. Continue to refer to
pairs to discuss and
the partial products in the area model and reference the place
complete Exercises 1
values as you work through examples.
and 2. Have one
student ask another, Teaching Notes
“What is the product
¢ Discuss the progression of problems students have learned to
when you multiply by
multiply in this chapter. The process has not changed and the
ones? tens? hundreds?
role of place value is still critically important.
What is the sum of the
? Model: “We want to find 2,043 x 132. What is a reasonable
products?” Have them
alternate roles. estimate for the product?” Sample answer: 2,000 x 130 = 260,000
Elicit help in drawing the area model frame. It could be 3 by 4 or
Beginner students
only 3 by 3.
may demonstrate
? Teaching Tip: Start by finding 2 x 2,043. Then move to the
answers by modeling
vertical model and ask the same questions. “What is 2 times 3,
in writing.
Intermediate 2 times 40, and 2 times 2,000?”
students may describe ¢ MP6 Attend to Precision: In Step 2, ask about the value of the
answers using simple 3 in 132. Make the connection that the product will end in a 0
sentences. because you are multiplying by 3 tens. Do not say, “Put down a
Advanced students 0 and multiply 3 times 3.’ You are multiplying 30 times 3.
may describe using e Continue using the area model to find 30 < 2,043 and then
detailed sentences. move back to the vertical model. Multiplying 30 times 40,
the product is 1,200. Regroup as 2 hundreds plus 10 more
hundreds. Point out how the 10 hundreds is recorded with the 1
above the 0 in 2,043. “30 times 0 is 0 plus 10 hundreds is 1,000.”
¢ Complete Step 3 in the same manner after completing the
area model.
e Add the partial products and compare to the estimate.
© Ask students to review the success criteria and point out where
each criterion was used in this problem. “Are there parts of the
process that you are not clear about?”
e Have students draw an 7000 200 90 |
area model for each

“|o
exercise. Exercise 2 may 299} 2,!00,000
need to be modeled as a
whole class because of
the 0 tens in 308. Students
8| 56,000
initially want to write
a row of 0’s in the area
model and in their written work. That is fine.
© “Use your fist to five to show how confident you are with
multi-digit multiplication”

T-164 Chapter 4
 Pesce Find 2,043 x 132. Estimate 260,000_
Step 1: Multiply 2,043 by 2 ones,or2. { Step 2: Multiply 2,043 by 3 tens, or 30.
Regroup as necessary. i Regroup as necessary.

2,043 1
en nae 2,043
2 X 2,043 _——» 4,086 X__132 |
4,086
30 * 2,043 ———» 61,290
L moihy strainer te <

Step 3: Multiply 2,043 by 1 hundred, Step 4: Add the partial products.

or 100. Regroup as necessary.
1
i 2,043
2,043 een 32
<ons2 4,086 |
4,086 61,290
61,290 + 204,300
100 X 2,043 ———» 204 300 269,676

So, 2,043 X 132 = 269,676 . Reasonable? 269,676 is close to 260,000 /

Show, and) Grow;

Find the product. Check whether your answer is reasonable.

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x 523
166,314
207.291
x 308
2,245,628
4

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164

Chapter 4 | Lesson 5 164

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 “Lauries Notes
Apply and Grow: Practice
Scaffolding Instruction
Students are asked to multiply multi-digit numbers. Their work
in previous lessons of this chapter has involved using area
models and partial products to build understanding of the
standard algorithm. Your students will be at various places in this
understanding. Again, it is important students use multiplication
strategies that make sense to them.
Emerging students may not be ready to record the partial products
with regrouping. Their understanding of place value may not
be secure enough for them to understand how the regrouping
process works in multi-digit multiplication.They may continue
to be comfortable with using an area model to find the product.
Remind them that understanding and accuracy are the goal,
regardless of what strategy they use.
e Exercises 3-7: Encourage students to use regrouping to
practice, but they may use any strategy that makes sense to
them to find the product. Probe the thinking of students who
use the standard algorithm so you can assess their level of
understanding. Some students may be careless in the recording
of the partial products and not align numbers according to their
place value.
e Exercise 8: Help students set up an area model for this problem.
The 0 in 1,907 can be tricky as students are learning to record
the partial products and regrouping that are needed in this
problem.

Proficient students are making sense of how to record partial

products with regrouping. Their understanding of place value
is secure, allowing them to extend the regrouping to multi-digit
multiplication.

e Exercise 9: The 0 in the one’s place may confuse some students.

An area model can help make visible the impact of 0 ones on
the product.
e Exercise 10: Some students may multiply 9,999 x 999. Push
students to use place value language and multiplication by
powers of 10 in their explanation.
e Exercise 11: Have students share their thinking.
Additional Support
e Provide blank paper for drawing area models.
Extension
e “How can you use the product of 330 x 120 to find 660 x 240?”

T-165 Chapter 4
 Name

Apply and Grow: Practice

Find the product. Check whether your answer is reasonable.

~ 3. 521 4. 631 5. 2,496
a7 x 317 x 574 x _358
165,157 362,194 893,568

6. 5506956
=7 a 7. 748X329 == 8. 1,907
X 218 = __
148,180 246,092 415,726

9. The delta of the Nile River is about 150 miles wide.

How many feet wide is the delta?
792,000 feet
Remember,
r
5,280 feet = 1 mile.

OOKLOHKHKYYO
-

0 10. Me) Reasoning When you multiply ial DIG DEEPER! Find the missing digit
ee a three-digit number by a four-digit so that both products are the same.
~—S number, what is the greatest number |
. of digits the product can have? 850 37 3 |
zs) Explain. x150 x 3 4([0] |
7 7 digits; 999 x 9,999 = 9,989,001 127,500 127,500

LLC
Learning,
Ideas
Big
©

Chapter 4 | Lesson5 165

Chapter 4 | Lesson 5 165

VFFHWVOHOISVS
 MA

Think and Grow: Modeling Real Life

The application example allows students to demonstrate their
Read each problem understanding of multiplying multi-digit numbers.
aloud as students
follow along. Clarify e Ask a student to read the problem aloud.
unknown vocabulary and 2 “What do we know? What do we need to find out?”
unfamiliar references, ? “How can we determine the answer?”
such as baseball bats. ? Ask students to make a prediction. “Do you think the employees
Allow students to work made enough bats?” Ask them to share how they made their
in pairs and provide prediction.
time to complete each e Have students perform the multiplication using whatever
problem. Ask the strategy they choose.
questions provided. e Have all students model the multiplication using an area model.
Have students respond Check to see that they got the same product in each instance.
with a thumbs up signal
? “Did the employees make enough bats?” no
for yes or a thumbs
down signal for no. For 9 “How many more bats do they need to make?” 750
Exercises 13 and 14, ¢ MP3 Critique the Reasoning of Others: Tel! students, “Newton
have students write their computed the first partial product as shown.”
answers on a whiteboard 2,750
or piece of paper to x 127
display for your review. 14,950

9 “Is this partial product correct?” no “What did Newton do

wrong?” He did not regroup.
e Exercise 12 is modeled after the example.
e Exercise 13 uses comparison language. Have students estimate
the difference first.
e Ask students to share their thinking for Exercise 14. Some
students will determine the number of hours a koala sleeps in a
year and then compute the number of minutes (18 < 365) x 60.
Others may compute how many minutes the koala sleeps in a
day and then compute how many minutes it sleeps in a year
(18 X 60) X 365. Make sure both approaches are discussed.
2 “What property is illustrated by the two methods of
computation above?” Associative Property of Multiplication
© “Our learning target today was to multiply multi-digit numbers
using regrouping. Tell your partner what you still have questions
about when multiplying multi-digit numbers. We will continue
to practice and learn new strategies.”
¢ Supporting Learners: Continue to work with students who are
not secure with their multiplication facts.

Closure
e “Write a multiplication problem using a three-digit number and
a two-digit number that requires regrouping. Give it to your
partner to solve.”

T-166 Chapter 4
 Think and Grow: Modeling Real Life
rh
|Example ] The employees at a baseball bat factory need to make
350,000 bats in 6 months. They make 2,750 bats each day and
work 127 days in the 6 months. Do the employees make enough bats?

Multiply the number of bats produced each day by the number of days.

2,750
eee,
349,250

Compare the number of bats produced to the number of bats needed.

The employees did not make enough bats.

en

Show and’ Grow:

eoeovdvvowt
12. The drivers at a warehouse need to
deliver 40,000 packages each day.
13. Aschool buys 5 tablets and 5 laptops.
Each tablet costs $379. Each laptop
The warehouse has 128 trucks. Each costs $449. How much more does the
truck has 350 packages. The drivers school pay for laptops than it pays for
deliver all of the packages on the tablets?
trucks. Do the warehouse drivers
deliver enough packages? $350

vv yes

oO
14. pls DEEPER! A koala sleeps 18 hours each day.
How many minutes does the koala sleep in 1 year?
2)
=
=

90.
394,200 minutes D
A=:
i? E=
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166

Chapter 4 | Lesson 5 166

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Bees.
 QI Check
out theDynamic |
N® Assessment System. 4 |

Homework & Practice Notes

e Remind students that they can put a slash through the already
* regrouped number for additional support.

Assignment Guide and Concept Check

Concept Check

Emerging 1-11 odd, 12-15 |

Sy (ll, I
Proficient

Prior Skills
e Exercises 13-15: Grade 5, Using Order of Operations

Cross-Curricular Connections
Language Arts
e Have students think about how many times they ask a question
throughout the day. Have a discussion about whom they might
ask or where they might get their information or answers from
(i.e., teachers or friends). Create scenarios for students, such
as, “On average, a student asks 144 questions in one day. How
many questions would 443 students ask in one day?” Repeat
using different numbers. Then, have students think about other
students. Do they think that younger or older students ask
more questions?

T-167 Chapter 4
 Name
Homework
& Practice
Learning Target: Multiply multi-digit
whole numbers.

Teese Find 405 x 241. Estimate 400 X 200 = 80,000

Step 1: Multiply 405 by 1. _ Step 2: Multiply 405 by 4 tens, or

e4
OL
7
Regroup as necessary.

405
40. Regroup as necessary.

Pi
x 24)
405
1 X 405 ———> 405 x 241
405
/ 40 x 405 ——* 16,200

Step 3: Multiply 405 by Step 4: Add the partial products.

2 hundreds, or 200.

z
Regroup as necessary.

405
x__241
405
x 241 16,200
pweoudovy 16,200
+ 81,000
97,605
200 X 405 ———> 81,000
Reasonable? 97,605
So, 405 x 241 = D/j005me
closeto 80,000 .

Find the product. Check whether your answer is reasonable.

1. 102 185 3. 3,410

<_ 104 X_123 x 251
10,608 22,755 855,910

LLC
Learning,
Ideas
Big
©

Chapter 4 | Lesson5

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Chapter 4 | Lesson 5
Be22900
 Extend Student Learning
Bodily-Kinesthetic
e Divide the class into two equal groups. Have each student in
one group think of a four-digit number, write it on a nametag
sticker, and stick it to their shirt. Have each student in the other
group think of a three-digit number, write their number on a
nametag sticker, and stick it to their shirt. Play music while
students walk around the classroom with a whiteboard and
markers. Once the music stops, students will need to find a
partner (four-digit numbers must be partnered with three-digit
numbers). The partners will record and solve the multiplication
equation on their whiteboards and hold it up when completed
for quick review. Repeat by playing and stopping the music
; again for students to locate a different partner and solve the
new multiplication equation.

Lesson Resources
Surface Level | Deep Level
Resources by Chapter Resources by Chapter
e Extra Practice e Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos ¢ Lesson Practice
Skills Review Handbook
Skills Trainer

T-168 Chapter 4
 Find the product. Check whether your answer is reasonable.

4. 954 5. 818 6. 6,301

x 176 x 524 x 472
167,904 428,632 2,974,072

Ue ELDON = 8. 2,445 x 356 = ____ 9. 1,564 X 389 = ___

185,814 870,420 608,396

10. Me) Reasoning Your friend says the 11. Y@U) BE! THE: TEACHER: Your
product of 4,164 and 137 is 70,460. friend says that when multiplying 300
How will finding an estimate help by 126, she can multiply 3 x 126 and
your friend realize the answer is write two zeros after the product. Is
not reasonable? your friend correct? Explain.

400,000 is an underestimate yes;

and much larger than 70,460. 300 x 126 =3 x 100 x 126
= (3 X 126) x 100

12. Modeling Real Life Your friend starts a video channel and wants to
have 50,000 subscribers by the end of 1 year. She gets 140 new
subscribers each day for 365 days. Does she meet her goal?
yes

WI WIU WUT
Review & Refresh

Evaluate the expression.

13. (5+8)x4 14. 16+
(9 = 3) 15. 7X (4+ 6)
52 19 70

LLC
Learning,
Ideas
Big
©

168

Chapter 4 | Lesson 5 168

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 Performance Task
ELL Support In this task, students demonstrate an understanding of multiplying
Have students work in whole numbers by solving problems related to the Grand Coulee
groups to answer the Dam. Share with students that this dam is used for hydroelectric
questions. You may power and irrigation. In Exercise 2, the left and right powerhouses
want to discuss how were built first, then the third powerhouse was added, and finally
a dam works before the pump-generating powerhouse. Share with students that a
they begin. Verify that plant's efficiency is the ratio of the actual energy output to the
students understand maximum possible energy output. The efficiency of a nuclear
what is shown in the power plant is about 90%, and is the most efficient. The efficiency
chart. Clarify unknown of the Hoover Dam is about 23%. Use student responses to gauge
vocabulary. Monitor their thinking about multiplying whole numbers.
discussion and provide
support. Have two ¢ Decide ahead of time whether students will be working
groups compare their independently, in pairs, or in groups.
answers and come to e Pause between direction lines for students to complete each step.
agreement if they differ. e Have students share their work and thinking with others.
Beginner students Discuss as a class.
may write answers and
discuss using simple
:es Answers and Notes
phrases.
Intermediate students 1,000 gallons
may state answers and : : ; |f ———

discuss using simple 3,600,000 gallons;

sentences. 1,000 x 60 X 60 = 3,600,000
Advanced students
ra
;

A
ep
en
SEP
EHS
a
A
I
may use detailed
sentences to express
ideas and help guide 600 megawatts
the discussion.
Add six zeros to 600, to get
600,000,000 watts.

T-169 Chapter 4
ouY The Grand Coulee Dam is located on the Columbia River in
Washington. The dam is used to control floodwaters, provide
Y irrigation, and generate power.

. Thedam has 12 pumps that each transfer the same

amount of water through pipes from Lake Roosevelt
to Banks Lake. Together, the pumps can transfer about
12,000 gallons of water each second.
a. About how many gallons of water can each pump
transfer in 1 second?
1,000 gallons
-

b. About how many gallons of water can each pump transfer in 1 hour? Explain.
3,600,000 gallons; 1,000 x 60 x 60 = 3,600,000

. The dam generates power Capacity of Power at the Grand Coulee Dam
using 33 generators located :
in 4 different powerhouses. rasa | ¢ ee
of Power apaci
a. What is the total Powerhouse |Numberof | cn cach of the
capacity of power for the Generators | Generator |Powerhouse
Grand Coulee Dam? (megawatts) | (megawatts)
6,809 megawatts

KEOHKRY
OOOO . Only about one-third of
the capacity of power
for each powerhouse is
|| actually generated each
year. About how many
megawatts does the Third
Powerhouse actually generating
ps |
sap le coll
1

generate in 1 year?
600 megawatts

. There are 10° watts in 1 megawatt. Without calculating, how can you find
about how many watts the Third Powerhouse actually generates in 1 year?
Ideas
Big
©
LLC
Learning,
Add 6 zeros to 600, to get 600,000,000 watts.
Chapter 4

ISU
BeFesvsvxVV
Chapter 4 169
 Check out the
| q interactive version
8 in the Game Library.
BigldeasMath.com

Multiplication Adventure
Materials
1 die per group
Multiplication Adventure reinforces multiplication with multi-digit
numbers. Students work their way from multiplying by a multiple
of 10 to multiplying two multi-digit numbers.
? “What does an explorer do?” Sample answer: explore land
Review the directions with the class while modeling how to
play. Explain how they will progress through the multiplication
problems to reach a destination.
Supporting Learners: Some students may stil! be working to
multiply by a one-digit number. Adjust the factors as needed.
Have students tell you the directions in their own words.
reYY
spree
Partner students and distribute dice. Have students begin
playing.

Closure
id
Exit Ticket: Write 3,502 < 67 on the board. Have students solve
and explain the strategy they used to solve.

T-170 Chapter 4
 Multiplication Adventure
Directions:
1. Players take turns rolling a die. Players solve problems on their boards to race the
explorers to their destinations.
2. On your turn, solve the next multiplication problem in the row of your roll.
3. The first player to get an explorer to a destination wins!

300 803 | 4,629

x 45 x 7 | X_37 |x _749

76

LLC
Learning,
Ideas
Big
©

170

Chapter 4 170

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Se
.DOHH
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 Learning Target “Exercises

Find products involving multiples of 10 1-10

and powers of 10.

Use rounding and compatible numbers to | 1-14

estimate products.

Multiply multi-digit numbers by one-digit

15-18
numbers.

Multiply multi-digit numbers by two-digit

19-21
numbers.

Multiply multi-digit whole numbers. | 22-24

— ol eg

Have students complete the Chapter Self-Assessment in the

Resources by Chapter to reflect on their knowledge of the chapter.

T-171 Chapter 4
“us
4.1} Multiplication Patterns
0 Find the product.

7 ib FOX iG Ss _- 30 X 900 =___ 3. 40x 500 =___

72,000 27,000 20,000

4. 60 X 800 =___ Gs. (OP <cre

48,000 4,100

Find the missing factor.

7, 26 x 103 = 26,000 8. 600x_40_=24000!] 9. 5,000 x _59_ = 250,000

10. MPI Logic The product of anumber and twice that number is 320,000.
Write the multiplication equation.

400 x 800 = 320,000

Estimate Products
KOGOLOHY
PV 11-14. Sample answers are given.
Estimate the product. Explain whether your estimate is an overestimate
or an underestimate.
OD
= 11. 44x 81 12. 29
X 67
iy 3,200; underestimate 2,100; underestimate
(S
§
5 13. 504 x 302 14. 797 X 29
z 150,000; underestimate 24,000; overestimate
©

Chapter 4

Chapter Resources
Surface Level Deep Level Transfer Level

Resources by Chapter Resources by Chapter Dynamic Assessment System

e Extra Practice e Enrichment and Extension ¢ Chapter Test
e Reteach e Chapter Self-Assessment Assessment Book
¢ Chapter Self-Assessment Graphic Organizers ¢ Chapter Tests A and B
Differentiating the Lesson Game Library
Tutorial Videos Math Musicals
Skills Review Handbook
Skills Trainer
Game Library
Math Musicals

OO
Oe
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Chapter 4 171
 Multiply by One-Digit Numbers

Find the product. Check whether your answer is reasonable.

15. 663 16. 1,973 17. 75,028
X55 x Fi x 6
3,315 13,811 450,168

18. Modeling Real Life The Great Western Trail is 355 miles longer than
4 times the length ofthe Iditarod Trail. The Iditarod Trail is 1,025 miles
long. How long is the Great Western Trail?
4,455 miles

4.4) Multiply by Two-Digit Numbers

Find the product. Check whether your answer is reasonable.

19. 45 20. 206 21. 5,082
x 35 x_ 74 oS et)
1,575 15,244 350,658

Multiply Multi-Digit Whole Numbers

Find the product. Check whether your answer is reasonable.

22. 612 23. 899 24. 6,182
x 143 x 475 x 794
87,516 427,025 4,908,508

LLC
Learning,
Ideas
Big
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172

Math Musicals can be used

with current topics, to review
previous topics, or to preview
upcoming topics.

172 Chapter 4
 Pe 4
| Check out the Game
8 Library and Skills Trainer.
BigldeasMath.com

= Center 1: Multiplication Adventure

- Materials per group: Student Edition page 170, 1 die
wr
Have students complete the activity. See page T-170 for the directions.

Center 2: Skills Trainer

=) Materials: computers or devices with Internet access
Have students go to BigldeasMath.com to access the Skills Trainer.

Center 3: Flip and Multiply

Materials per pair: deck of cards
Shuffle and place the cards (ace through 9) in the middle of partners that are
facing each other. Each partner will flip over three cards to create a three-digit
number and place them face up in the middle. Players will then multiply the
equation as they each see it. For example, one partner might see the equation
as 463 X 971; however, the partner across from them will see the equation
“reversed” as 179 X 364. Once solved, the partner with the larger product will
keep all six cards. Repeat by flipping over three more cards each and solving to

ouvuodve
find the product.

Center 4: Domino Duo

Materials: dominoes

oo Provide students with dominoes and place them face down on a desk. Students
will choose three dominoes and use each side's dots as a digit. lwo dominoes
will become a four-digit number and will be multiplied by one domino, which
will become a two-digit number. Students will record the multiplication
equation and solve to find the product. Repeat by flipping over three more
dominoes, arranging, and multiplying to find the product.

Ba ee
Note: The dominoes below represent the multiplication equation of 1,856 x 79.

@® © 60608 63 x10!=630

24x10" (o)=2,400
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Center 5: Paint Swatch Patterns
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Materials: dice, paint swatches

Provide each student with a colored paint swatch. Each colored section will
have a multiplication equation where a two-digit number will be multiplied
by a different power of 10. The top section will start at 10’ and continue
down to 10°. Students will roll two dice to create the two-digit number,
which will then be multiplied by the power of 10 indicated on each section.
A new two-digit number will be rolled for each section.

Chapter 4 T-172
VP2Ses2V2.VVIBVED
Chapter tests are available in the Assessment Book.
An alternative assessment option is listed below.

Intrapersonal
Provide a copy of the Multiplication Puzzle Instructional Resource to each
student. Students will need to solve each multiplication problem and
record the product in the proper ‘across’ or ‘down’ boxes within the puzzle.
Once students have completed the puzzle, they will be creating their own
multiplication puzzle, which will be exchanged with a partner to solve.
Students should first create multiplication problems and solve them. Then
students can decide where the products can be placed together to create the
puzzle. Once their puzzle is created, have students exchange with a partner
for them to solve and check for correctness.
Note: One digit should be recorded in each box for both puzzles, excluding
commas. Make sure students label each problem with a number and
categorize it in the ‘across’ or ‘down’ section.

Points

Solve each multiplication problem :

5 points
and complete the puzzle.

5 points

Each product fits together in the Benne

correct boxes within the puzzle. P

15 points

T-172A Chapter 4
 What worked...

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What did not work...

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What | would do differently...

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Chapter 4 T-172B
 V4Multiply Decim
ne ad 3 if

5.1 Multiplication Find products ¢ Explain how to multiply a decimal by a power

Patterns with involving decimals of 10.
Decimals and powers of 10. Explain patterns in the placement of the
decimal point when multiplying a decimal by a
power of 10.

5.2 Estimate Products | Use rounding and e Use rounding to estimate a product.
of Decimals and compatible numbers Use compatible numbers to estimate
Whole Numbers to estimate products a product.
of decimals and Explain different ways to estimate a product.
whole numbers.

5.3 Use Models to Use models to Use a model to optecent a eal

Multiply Decimals | multiply decimals and Explain the relationship between addition
and Whole whole numbers. and multiplication.
Numbers Use a model to find the product of a decimal
and a whole number.

5.4 Multiply Decimals | Multiply decimals and Use place value to multiply.
and Whole whole numbers. e Explain how to place the decimal point
Numbers in a product.

5.5 Use Models to Use models to e Use a model to represent a decimal.

Multiply Decimals | multiply decimals. e Use a model to multiply decimals.

5.6 Use Partial Use partial products e Write the partial products foe a multiplication
Products to to multiply decimals. problem.
Multiply Decimals ¢ Add the partial products to find a product.

Use Strategies to | Use estimation and e Use estimation to place the decimal point
Multiply Decimals | properties to multiply in a product.
decimals. Use properties to multiply decimals.
Explain the strategy | used to multiply.

Multiply Decimals | Multiply decimals. Multiply whole numbers.

Determine the number of decimal places
in a product.
e Find a product.

Problem Solving: Solve multi-step word | ¢ Understand a problem.

Multiply with problems involving ¢ Make a plan to solve.
Money money. ¢ Solve a problem.

T-173A Chapter 5
 Chapter Learning Target:
Understand multiplying decimals.
Chapter Success Criteria:
©» Identify a pattern to determine the location
of a decimal.
» Explain different ways to estimate
a decimal.
® Solve a problem using decimals.
® Model different types of decimals.

he rede
p
nia.
=; -

e Fluently add and subtract e Explain the relationship between e Write and evaluate
multi-digit numbers. the number of zeros in a product numerical expressions
e Round multi-digit involving a power of 10 and the with whole-number
numbers to a given place. power of 10. exponents.
e Explain the relationship between e Fluently add, subtract,
the decimal point and multiplying multiply, and divide
or dividing by 10. multi-digit decimals.
e Use exponents to show powers
of 10.
e Explain the relationship between
addition and subtraction.
e Add, subtract, multiply, and divide
decimals to the hundredths.
e Use models, place value,
properties, and strategies to check
for reasonableness.
e Round decimals to any
given place.

5.NBT.A.2 ane patterns in the numberay zeros of the

product when multiplying a number by powers of 10, and
explain patterns in the placement of the decimal point when
a decimal is multiplied or divided by a power of 10. Use
whole-number exponents to denote powers of 10.

5.NBT.B.7 Add, subtract, multiply, and divide decimals

to hundredths, using concrete models or drawings and
strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction;
relate the strategy to a written method and explain the
reasoning used.

5.NBT.A.4 Use place value understanding to round

decimals to any place.

Key: A= Preparing @=Learning »* = Complete

Chapter 5 T-173B
8909
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 About the Math
This chapter continues to extend the study of numbers and
operations. Place value understanding and properties of
operations were used in earlier chapters to develop fluency
with addition and subtraction of decimals and multi-digit
multiplication of whole numbers. Now, we want to transfer
many of the same understandings about place value, decimals,
and multiplication to making sense of decimal multiplication.
We do not want students to memorize rules without understanding. There are
many adults who know the rule for multiplication of decimals but have no
understanding of why the rule is correct.
The goal is for students to see the interconnectedness of operations and
concepts with decimals to whole numbers, learning how to adapt previous
models into use with decimal values. Instruction focuses on use of models to
verify and explain general rules so that students move toward understanding
decimal multiplication as an extension of whole number multiplication.
Students are able to reason why certain rules apply and connect to the
mathematics beyond procedural memorization.
No new vocabulary is introduced in this chapter. Students continue to use place
value names, regrouping, and the language of multiplication.
Students may not be proficient with whole number multiplication. Emerging
students should continue to work on fact fluency. Additional time outside of the
math instructional time must be appropriated for students to close gaps in their
learning. Diagnostic assessments can help to identify areas of misconception
and weaknesses. A plan must be established to support these students. Their
gaps must not be a reason to exclude them from learning in this chapter.
Visual models and adjusted factors enable students to make sense of decimal
multiplication.

_ Thousands Period f Ones Period Place value concepts, particularly the 10-to-1 relationship
between adjacent place values, is a key understanding for
students. Before students begin general multiplication of
decimals they can reason about what happens when you
multiply by powers of 10. Ten times a number (900) results
in the digits being shifted one decimal place to the left
(9,000). This is sometimes referred to as the
10 times as al decimal point moving one place to the right. The decimal
greater as 900 10 point is not moving, it is the digits that are shifting.
One-tenth times a number (900) results in the digits being
shifted one decimal place to the right (90). Once students can explain why the
product is ten or a hundred times as small as the factor (900), they can extend
their reasoning to multipliers such as 0.3 and 0.04.

T-173C Chapter 5
|

Estimation also plays an important role in teaching 3 x 87 39) B78 3 18.5087. ale ee
decimal multiplication. Whole numbers or decimals can Fel f i q y \ i
be rounded to the nearest whole number or multiple of
10. In the equations shown, the first three expressions 3X90 3 X90 S00 3X9
all have a product of about 270. The last expression has ~ 270 = 270 = 270 = 27
a product of about 27. We want students to apply their
understanding of whole number multiplication to decimal multiplication.

Strategies for Multiplication

There are several strategies that describe students’ reasoning as they develop
their understanding of decimal multiplication. How students record their
strategies will vary so it is important to have them discuss their written work.
e Repeated Addition: Multiplication can be interpreted as repeated )9=ppppppp pp 0.23 x3
addition. Students first learned to multiply 8 x 3 by adding aaeee 0.23 + 0.23 + 0.23 = 0.69
8 + 8 + 8. This same approach is used to multiply a decimal BRGaERGnEn
times a whole number. The whole number is the number of times
that the decimal is used as an addend. This strategy can be
generalized by the observation that 23 X 3 = 69,2.3 xX 3 = 6.9
and 0.23 x 3 = 0.69. The placement of the decimal point in the
product is the same as in the first factor of each expression.
e Models:To model decimal multiplication on a decimal grid we need to
remember the grid represents 1. The factor 0.4 is four columns or four
rows, meaning four-tenths of the whole. Similarly, 0.6 means six-tenths 0.4 X 0.6 = 0.24
of the whole. The problem 0.4 X 0.6 means four-tenths of 0.6, or
six-tenths of 0.4. Each results in the overlapping shaded region that has
dimensions of 0.6 units by 0.4 units. The unit is still 1. The rectangle
encloses an area of 24 squares, each of which is one-hundredth of the
whole. The 24 squares represent 0.24. The result is challenging for
students to grasp because the product is less than either factor.
¢ Partial Products: Students have used the language of partial products before.
They still need to pay attention to place value. Though the order of the steps
does not matter, students benefit from developing a systematic order so that
no steps are forgotten. This is consistent with what they learned with whole
number multiplication!
e Estimation: Estimation is a strategy students can use to help them know
where to place the decimal point in the product. In the problem 3.84 X 2.1,
an estimate is 8, and the product is 8.064. If the problem were 38.4 X 2.1, an
estimate would be 80 and the product would be 80.64. This strategy cannot be
generalized to later problems such as 0.0384 x 0.0021 where an estimate is 0.
Throughout the chapter, students reason about how to find the product in
a decimal multiplication problem. A variety of strategies are used that lead
students to generalize the results to, “The number of decimal places in the
product is the sum of the number of decimal places in each factor.”
The chapter ends with a section on problem solving using decimal
multiplication. Students use their strategies and reasoning about decimal
products to solve multi-step problems.

Chapter 5 T-173D
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Chapter Materials and Resources —
BigideasMath.com
The primary materials and resources needed for this chapter are listed
below. Other materials may be needed for the additional support ideas
provided throughout the chapter.

a Viatenais

markers

Decimal Grids
Double Decimal Grid
Race Around the
World: Multiplication
Cards
Decimal Catcher

T-173E Chapter 5
 ies,

~ Suggested Pacing
= Day1 | Chapter Perf | Vocabulary |
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Lesson 5.1 Up |Practice | Modeling
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Day 7 Warm- | Dig In Explore Think |Apply: |Think:
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Day 8 |Warm- Dig In Explore |Think | Apply: .Think:
Lesson 5.7 Up _ Practice _ Modeling
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Day 13 | Chapter Chapter Assessment .

Assessment

Year-to-Date: 53 Days

Chapter 5 T-173F
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 Performance Task Preview
e Preview the page. Before asking the questions, give students
time to look at the picture. Listen for students to make personal
connections to the picture.

|
? “Each living organism is made of cells. How many cells do you
think your body has?” Listen for student responses. Share with
students that a human body has about 37 trillion cells.
? “You use a microscope to look at an enlarged image of a
sample. How can you determine the dimensions of the enlarged
image?” Multiply the length of the sample by the power of
the microscope.
e In the Performance Task at the end of the chapter, students will
demonstrate an understanding of multiplying decimals using
microscopic images of corn plant cells and information about
corn plants.

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T-173 Chapter 5
 Chapter Learning Target:
Understand multiplying decimals.
Chapter Success Criteria:
Each living organism is made of cells. ® Ican identify a pattern to determine
the location of a decimal.
How many cells do you think your ® | can explain different ways to estimate
body has? a decimal.
® | can solve a problem using decimals.
You use a microscope to look at an ™ |can model different types of decimals.

enlarged image of a sample. How

can you determine the dimensions
of the enlarged image?
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Chapter 5 173

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= digital flash cards.
Ma

Vocabulary Review
? Preview: “How does a summary triangle provide information?”
i Students may be
i It gives the word, its definition, and an example.
| familiar with the word e Have students say each review word out loud.
base in everyday
¢ Discuss the information given in the Summary Triangle.
_ language. Ask them
e Have students use a review word to complete the
|_ what it might mean.
i_ Possibilities are Summary Triangle.
t
' markers for baseball,
t
e Extension: Have students write each number in expanded form.
|f the bottom part of an e Direct students to the lower half of the page.
j object that serves as e Have students use the remaining review words to complete
]
a stand, or a military the puzzle.
installation. Remind
them that in math, the
base is the repeated
_ factor in a power.

Math Musicals can be used with current

topics, to review previous topics, or to
preview upcoming topics. There are many
Math Musicals to choose from!

Use your hand puppets to act out new

stories and have students sing the songs
several times to take full advantage of the
power of music to learn math!

T-174 Chapter 5
uu
” Review Words
base
Organize It decimal
exponent
Use a review word to complete the graphic organizer. power

OvU”
A number with one or more
digits to the right of the
decimal point

Word Form Standard Form

one and five tenths 15
one and five hundredths 1.05
one and five thousandths 1.005

Define It

Use the review words to complete the puzzle.

Across
1. The number oftimes the base is
used as a factor
2. The repeated factor in a power

Down
3. A product of repeated factors

Chapter 5 174

DIVIADIDOWVOGVOS
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BigldeasMath.com

STATE STANDARDS
- RE] 5.NBT.A.2, 5.NBT.B.7
Preparing to Teach :
Students have multiplied single-digit numbers by tens, hundreds and
Learning Target thousands. In this lesson, they multiply decimals by tens, hundreds,
They are
and thousands, and tenths, hundredths, and thousandths.
Find products involving
decimals and powers
multiplying decimals by powers of ten! The goal is for students to
of 10. make sense of how the decimal point is placed in the product. It is
about place values concepts and not about memorizing a rule.
Success Criteria
e Explain how to Materials
multiply a decimal e whiteboards and markers
by a power of 10.
e Explain patterns in Dig In (Motivate Time)
the placement of the
Students determine the cost of n items that cost $100, $10, $1,
decimal point when
$0.10, and $0.01. The prices are powers of ten while the number of
multiplying a decimal
items is fixed.
by a power of 10.
¢ Decide if you want students to use calculators. Mental math
should be sufficient; however, we want students to know
how currency is entered in a calculator and how it is read. The
amount $4.50 will show 4.5 on the display. If calculators are
used, remind students to estimate and think about what the fy
answer should be and if the display makes sense.
Practice opportunities
for the following e Have students make aT-chart on their (eS yp
are available in the whiteboards. In the left column, they wena hate urchased
Resources by Chapter or write the cost per item. | $100
at BigldeasMath.com. e “There are a few items you can i Hig
e Daily skills purchase for a penny, like plastic beads | so19
e Vocabulary for a necklace.” Give time for students to | $0.0!
e Prerequisite skills discuss items that might cost the other ae
amounts shown.
e “In the right column, | want you to put a number that represents
how many items are purchased at each of the five prices listed.
The number purchased needs to be between 25 and 150!”
ELL Support
? MP3 Construct Viable Arguments: Have a few students list their 4)
fn
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Go
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Remind students 5 amounts on the board. “How can you tell how many were
that in the context of purchased at each price?”
math, power has a ? Turn and Talk: “Do you notice any patterns in the lists?”
very specific meaning. ¢ Rewrite one list so the decimal points are aligned
They may know that as shown. Ask about patterns. The digits 4 and 5 are y
in common language moving to the right one decimal place as the power 450
power means strength, of ten decreases. 45
force, or the ability to © “You are going to look for patterns when multiplying " fe)
control people or things. by powers of ten. We need to use precise language
In math, a power is a 5
when describing the patterns”
way to show repeated
multiplication.

T-175 Chapter 5
 Name
Multiplication 5 1
= Patterns with .
Learning Target: Find products involving decimals Decimals
and powers of 10.
Success Criteria:
+ [can explain how to multiply a decimal by a power of 10.
= + | can explain patterns in the placement of the decimal
point when multiplying a decimal by a power of 10.

Explore and Grow

Use the relationship between positions in a place value chart to find each product.

2.5 X 0.01

What patterns do you notice?

Every time you multiply a number by 10, each digit in the number shifts
one position to the left in the place value chart. When multiplying

wveRVv
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VvouVUV
VU by = or 0.1 each digit in the number shifts one position to the right
in the place value chart.

Structure Describe the placement of the decimal point when

Me) multiplying a decimal by 10, 100, 0.1, and 0.01.
we When multiplying by 10, the decimal moves to the right 1 place.
When multiplying by 100, the decimal moves to the right 2 places.
When multiplying by 0.1, the decimal moves to the left 1 place.
When multiplying by 0.01, the decimal moves to the left 2 places.

<
ig + a, yk
Te okNie eae

Explore and Grow

e¢ The Explore and Grow is similar to the Dig In, minus a context.
¢ MP5 Use Appropriate Tools Strategically: Note that the place value chart
anchors the decimal point. The digits 2 and 5 move to different place values.
2 MP7 Look for and Make Use of Structure: “Would the products be the same
if they had been written as 1 X 2.5, 10 X 2.5, 100 X 2.5, and so on? Explain.’
Yes; due to the Commutative Property.
¢ MP7 Look for and Make Use of Structure: Listen for understanding that,
when multiplying by 10, the product is 10 times greater and the digits in the
number have shifted one place to the left.

Chapter 5 | Lesson 1 175

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ELL Support Think and Grow

Getting Started

| After reviewing the

examples, have
students work in
e A place value chart should be visible for students to refer to.
e Note: Powers of ten can be written in standard form (1,000)
| or exponent form (102). This is true for decimal numbers
pairs to discuss and
(0.01 = 10-2). It would not be developmentally appropriate
complete Exercises 1

|
to write negative exponents, therefore only the first example
and 2. Have one
student ask another makes a connection to the EvincuamiePened seu. Ones Period

| questions such as, exponent and the movement | Hundreds Tens

“What is the value of offthedecimal pointe 9 5 eee|.ES)
feat E
| 10 to the power of 2?
How many place values
Teaching Notes ——
Sh
|
ree
° Teaching Tip: Begin with a
| do you move? What
is the product?” Have reminder of work from
Lesson 1.1. Students learned
10timesas
ene
1 og 999
ater as 900 10
them alternate roles.
- r 1

|
Beginner students to write numbers that are 10 times a number and ao (0.1) of a
may write or state
number.
The place value chart was used.
| numbers.
Intermediate students ? Model: “We want to find 0.38 x 10.” Ask a student to read the
may use simple problem: 38 hundredths times 10 to the third power. “What is
sentences, such as, 103? How is this problem different from what you have done
“The value is 100.” before, as you have multiplied numbers by 1,000 before?”
Advanced students This is a decimal times 1,000. “We will use what we learned in
| may use detailed
sentences, such as,
Chapter 1 and look for a pattern.”
® “When you multiply a number by 10, what do you know about
“The value of 10 to the the product?” The number shifts in the place value chart one
power of 2 is 100.” position to the left. “So 0.38 xX 10 = 3.8.’ Discuss the next two
products, 0.38 X 100 and 0.38 x 1,000.
@ Discuss the pattern. The exponent is the number of places
the decimal point moves to the right. This is a concept to be
understood, not a rule to be memorized.
¢ Supporting Learners: Discuss a different pattern: 10 x 380 =
3,800 and 10 X 38 = 380. “So, what is 10 x 3.8 and 10 X 0.38?
The first factor is always 10. The second factor is decreasing by
a factor of alan
10
¢ Model: “One-hundredth is a power of ten.” It may be helpful

to refer to the fraction form {0.1 = 5 and 0.01 = —— . Have

students assist you in completing the chart.

? Turn and Talk: “What pattern do you notice in the chart?”
e In Exercises 1 and 2, make sure students are not copying a
pattern without any understanding. Reading the problem aloud
and referencing place value names is helpful.
© “Do you think you could tell a friend how to multiply a decimal
by a multiple of ten? Use your thumb signals to show how
confident you would be”

T-176 Chapter 5
 Think and Grow: Use Patterns to Find Products 7 yh

Genel Find 0.38 x 103.

Use place value concepts. Every time you multiply a number by 10, each digit in
the number shifts one position to the left in a place value chart.

Hundredths
0.38 X 1 = 0.38
(0:38) 1001038 >< 10)= 38
0.38 X 10* = 0.38 X 100 = 38.
WA

0.38 X 10? = 0.38 X 1,000 = __380_

So, 0.38 X 103 = _380_.
Notice the pattern: In each product, the number of places the decimal point
moves to the right is the same as the exponent.

Peeteee Find 9.2 x 0.01.

Use place value concepts. Every time you multiply a number by = = 0.1,

each digit in the number shifts one position to the right in a place value chart.

9.2xX1=9.2
GWG eco
9.2 x 0.1 = 0.92
9.2 X 0.01 = _9.092_
So, 9.2 X 0.01 = 0.092
Notice the pattern: When you multiply by 0.1, the decimal point moves one
place to the left. When you multiply by 0.01, the decimal point moves two
places to the left.

Show) and! Grow) =|

Find the product. :

1, 261X410
= 2. 0.7 X 0.01 = ___ 3
25,100 0.007 a
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Chapter 5 | Lesson 1 176

 . Apply and Grow: Practice
Scaffolding Instruction
Students have used place value to multiply decimals by powers
of ten. A place value chart can be used to help students see the
connection between the place value names of the factors (4 tenths
versus 4 or 4 hundredths). What patterns do students see when they
are multiplying by powers often? Can they explain why the number
shifts to the right or the left of the decimal point? Can they explain
how it appears that the decimal point is shifting in the opposite
direction of the shift of the digits? (For example, 4.1 x 10 shifts the
digits to the left, 41.0, but the decimal point shifts to the right.) You
want students to understand why these shifts occur, not memorize
a rule that says to count the number of places following the decimal
point, and put the decimal point in the product that many places.
As students continue multiplying decimals, that becomes a way to
check the product, but should not be how multiplication is taught.
Emerging students may be unsure of how to use place value when
multiplying by powers of ten. If they try to memorize the “shift” of
the decimal point or digits, they will become confused over which
direction and why. Students may mistakenly write the number of
zeros from the power of ten after the last digit in the first factor,
forgetting to address the decimal point, and instead following the
pattern of whole number multiplication with powers of ten.
© Exercises 3-6: Students who do not recognize the pattern yet
will benefit from writing the numbers as they shift left or right
based on if they are multiplying or dividing by a power of ten,
respectively.
e Exercise 7: Students may be unsure of how to set up the
multiplication in this problem if they assume area is always
about length times width. Help interpret the context and set up
the equation.
e Exercises 8-11: Students reason about a missing factor by
recognizing the pattern of factors, powers, and products.

Proficient students are confident with the pattern of multiplying

decimals and powers of ten. They can multiply correctly,
sometimes completing the problem mentally.

e Exercises 8-11: Have students explain how they found the

missing factors. What pattern did they recognize that let them
know what the factor should be?

Additional Support
¢ Students will benefit from using a place value chart to recognize
how numbers (or decimal points) shift.
Extension
¢ Students make their own missing factor problems to trade with
a partner.

T-177 Chapter 5
 Name

Apply and Grow: Practice

Find the product.

34 ie 10 A PORSO)
S
410 0.703

a
Bee
ee hee 2 ele ae

\ By ASW = 6. S43 77400t=_

d 165,790 8.437

. 7. Acontractor installs a new floor of a room using 1,000 square

2) tiles. Each tile has an area of 1.25 square feet. What is the area
of the floor?

1,250 square feet

MP) Reasoning Complete the equation.

8. 3.14 x = 0314 9. X 103 = 6,209

0.1 6.209

10. x 0.01 = 1.879 11. 0.045 x = 45

187.9 1,000

©
LLC
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Chapter 5 | Lesson 1 177

readaKTEVNIChapter 5 | Lesson 1
IDVHVIVIVNVABY 177
 ELL Support
Think and Grow: Modeling Reai Life
The application problems allow students to show their
Read each question understanding of multiplying a decimal by a power of ten and
aloud as students follow solving a multi-step problem.
along. Clarify unknown
vocabulary, such as flea e “Read the problem to yourself. Read again, circling the
and ee/. You may want to information you know.” Visually check to see what students
examine the compound have circled.
word starfish. Explain 9? “Underline what you are trying to find. What is your plan?”
unfamiliar references, Listen for two steps: (1) find the size of image of the flea and
such as The London Eye. (2) subtract the actual length of the flea from it.
Allow students to work ? If students are able to talk about the problem and what it
in pairs and provide is about before they start to think about what numbers are
time to complete each involved, they are more likely to be able to think about what
problem. Ask the the answer will look like and what it represents. “How can you
questions provided and describe the problem without referencing the numbers?” Have
have students write students explain if the final answer will be greater or less than
their answers ona the actual length of the flea. “Will it be greater or less than the
whiteboard or paper to length of the image?”
hold up for your review.
e Work through the example as students answer the questions. Ln
Lh
Ww
Hy
DW
A
e Exercise 12 is similar to the example, however, now students
are working with a model that is smaller than the original.
Students will find the size of the model, and subtract it from the
actual size.
e Students may forget to double the distance from home to
school in Exercise 13 to get the round trip, before multiplying by
the 10 days. Watch for this.
e Be sure students read through Exercise 14 before beginning
to work on it. Students will need to determine the speed of the
starfish before determining the speed of the falcon.
® Write 3.8 X 100 and 3.8 x aa on the board. “Take turns with
your partner reading the two problems.” Pause. “How will
the two products be different? What is similar about the two
problems? Using your thumb signals, show how confident you
are at multiplying a decimal by a power of ten.”
¢ Supporting Learners: Students should write the problem
before writing the answer. You want to know what computation
students are trying to solve. They may want to continue using a
place value chart.

Closure 2,
Rr
a,
4,
BA
4)
4,
@a

e Write x =' 311.4.

? “Work with your partner. What factors can you multiply to have
a product of 31.4? Is there more than one answer? How many
can you find?”

-.p
®>>
>
a
T-178 Chapter 5
“e
 Think and Grow: Modeling Real Life

|Example ] A flea is 1.5 millimeters long. A magnified image

of the flea is 100 times as long as its actual length. How much
longer is the flea in the image than its actual length?

Find the length of the flea in the image by multiplying the length
of the flea by 100.

Multiplying 1.5 by 100, or 102, shifts the digits 2 positions to the left in a

place value chart. So, the decimal point moves 2 places to the right.

1.5% 100 = 1.5 X 102 =__150.

The length ofthe flea in the image is 150 _ millimeters.
Subtract the length of the flea from the length of the
flea in the image. = 15
148.5

The flea in the image is 148.5 millimeters longer than its actual length.

Show: and! Grow,

12. The London Eye is a 443-foot-tall 13. Each day, you ride your bike from
Ferris wheel. A model is 0.01 times home to school and back. Your school
as tall as the actual Ferris wheel. is 0.9 mile from home. How far do you
How much taller is the actual ride your bike in 10 days?
London Eye than the model? 2
18 miles
438.57 feet

14. An eel travels at a speed of2 miles per hour. 1°)

a
cl
A starfish travels one hundredth the speed of the eel. A falcon fo
{5
travels 10,000 times as fast as the starfish. How many more =
5
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a
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178

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Homework & Practice Notes

e Have students ask themselves while they work, “How do
patterns help place the decimal point in a product?”
e Exercise 11: Discuss with students what a liger is and show
pictures if possible.
° Exercise 12: Review students’ knowledge of dinosaurs and teach
them about the Patagotitan mayorum.

Assignment Guide and Concept Check

ioe | Assignment it
“Concept Check |

3,57 9OF lt
Proficient 1-13

Prior Skills
e Exercise 13: Grade 5, Problem Solving: Money

Cross-Curricular Connections
Social Studies
e Teach students about Usain St Leo Bolt, a retired Jamaican
sprinter and an eight-time Olympic gold medalist. Have
students hypothesize what Bolt’s personal best times may
be, particularly for the 100-meter dash. Write on the board
the equation 0.958 x 10 and have students solve. Mention to
students that if they answered correctly, the product is the same
number as Bolt’s best record time for the 100-meter dash.

T-179 Chapter 5
 Name
Homework
& Practice 3.1
Learning Target: Find products involving
decimals and powers of 10.

Gee Find 3.02 x 10%.

When multiplying a number
30200.
by a power of 10, the number of 3.02 X 104 = 3.02 X 10,000 = US
places the decimal point moves to
the right is the same as the
So, 3.02 X 107 = 30,200,
exponent.

When multiplying a number by 0.1,

Gece Findos x 0.1. the decimal point moves 1 place to
the left. When multiplying a number
05 by 0.01, the decimal point moves
0.5 X 0.1 = wv) 2 places to the left.

$0,0.5X0.1=_0.05_.

Find the product.

ib SAO 10 = 2. 260:/,% 001 == —

52.01 0.267

jNipeeacieapeenemie pee 8 oe a ee
3. 0.095 x 10? =__ i HALO S
95 3.784

ROS ps eR aa Seve |
S Ossi
= _ a (EEX OO! =
2,600 0.159

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Chapter 5 | Lesson 1 179

Chapter 5 | Lesson 1 179

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 Extend Student Learning
Linguistic
e Hand out a Powers of 10Table Instructional Resource to each
student. Have students complete the table and discuss the
patterns they see. Students will explain and write down their
reasoning. Then, have students write their own multiplication
problem involving a decimal and a power of ten as the two
factors. Students will exchange with a partner and solve.

Powers Multiplication | Product iz Zeros

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Lesson Resources.
Surface Level : io Deep Level
Resources by Chapter Resources by Chapter
e Extra Practice * Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos e Lesson Practice :
Skills Review Handbook
Skills Trainer

T-180 Chapter 5
 Find the product.

Te WR SOOO\)
=2 oh Sule
10h

0.008 31,000

. Writing Explain how you can use 10. DEEPER|| What is Newton's
mental math to find 5.4 X 10? and number? fy Dee
5.4 X 0.01. numberis 12.6 more
50.126 than 5,000,
To find the product of 5.4 x 10?
move the decimal 3 places to the
right. To find 5.4 x 0.01 move the
decimal 2 places to the left.

- Modeling Real Life A house cat weighs 9.22 pounds.

Hercules the liger is the world’s largest cat, and weighs
100 times the weight of the house cat. How much more
does Hercules weigh than the house cat?

912.78 pounds

DIG DEEPER! ian Tyrannosaurus rex weighed about ——e &/

1.4 tons more than one tenth the weight of a Patagotitan a “BY
mayorum. About how much did the Tyrannosaurus
rex weigh?

9 tons

A Patagotitan mayorum was

a type of a titanosaur that
BOLO CLO OTOL OTO LOLOL 0010 weighed about 76 tons.
Review & Refresh
13. Newton and Descartes have a $50.00 gift card to a pet store.
Newton's total is $18.95 and Descartes's total is $24.38. How much
money do they have left on their gift card?
$6.67
LLC
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Chapter5| Lesson1 180

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STATE STANDARDS
Preparing to Teach ORE),
SORE’) 5.NBT.A.4, 5.NBT.B.7

Students learned to round numbers in previous grades and

Learning Target extended their understanding of rounding to the thousands
Use rounding and
place earlier this year. Rounding allows us to estimate an answer
compatible numbers to a problem so we can judge if it is reasonable or not. This
to estimate products lesson adds the use of compatible numbers to find a product as
of decimals and whole another strategy for students to gauge the reasonableness of
numbers. their products. Compatible numbers are numbers that work well
ETOtogether for mental
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Success Criteria
e Use rounding to Materials
estimate a product. e dice
e Use compatible
numbers to estimate Dig In (Motivate Time)
a product. ESS
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TOTAAL
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One student rolls three dice to generate three numbers. Their

e Explain different ways
partner uses the digits to make a number that the first student
to estimate a product.
rounds.
© “You found the product of a decimal! and a power of ten in the
last lesson. Today you're going to estimate the product of a
decimal and a whole number.To do this, you'l] need to round
Practice opportunities decimal numbers to the nearest whole number or nearest ten.
for the following This is a review activity.”
are available in the e “Draw four segments with the decimal
Resources by Chapter or point located between the secondand —+4.24~__3 _
at BigldeasMath.com. third segment. You'll roll three dice and 2.8.2 = 73or
e Daily skills use them to write a number between
e Vocabulary 0.00 and 99.9.”
e Prerequisite skills e Example: “Roll three dice and the numbers are 2, 3, and 7. If we
write 2.73, the number rounds to 3. If we write 73.2, the number
rounds to 73 (nearest whole number) or 70 (nearest ten)”
e “The player who rolls is the person who rounds. The other
ELL Support player forms two different numbers.”
e Students should record the numbers and how the number
Remind students that
was rounded. Each student should rol! at least twice to give
in the context of math,
sufficient practice with rounding.
a product is the result
of multiplication. In 2 “What might you say if your partner rounds incorrectly?”
everyday life, a product Students should practice giving helpful feedback. Can they
is something that is explain why the rounded number is incorrect?
made to be sold. 9 “Who had a number to round that they thought was
Ask students for interesting?” Students often find it interesting when digits
examples of products repeat if the number is very close to 99 or 0.
to verify that they © “You have rounded decimals to the nearest ten or the nearest
understand how whole number. Today you are going to use both your roundin
g
the word is used in skills to estimate the product of a decimal and a whole number.”
everyday life.

T-181 Chapter 5
 Estimate 5,2
Products of
Learning Target: Use rounding and compatible Decimals
numbers to estimate products of decimals and whole numbers. and Whole
Success Criteria:
+ |can use rounding to estimate a product. Numbers
+ |can use compatible numbers to estimate a product.
+ |can explain different ways to estimate a product.

ee oil Wee. R

Explore and Grow

Choose an expression to estimate each

product. Write the expression.
You may 5 X 23 5 xX 20
use an expression more than once.

Sample answer:

5 AIUK P23 B57 x23 Boek 22 5.25 X 20

5. reitasdS te
Dh,123 0. BSA G20... 5 ay 80

Compare your answers with a partner. Did you choose the same expressions?
Check students’ work.

Construct Arguments Which estimated product do you think will be

closer to the product of 2.7 and 9? Explain your reasoning.

In 3 X 9, one factor is rounded up.

3X9 In 3 X 10, two factors are rounded up.

Explore and Grow

¢ Discourage students from actually computing any of these products.
e¢ Emphasize the direction You may use an expression more than once. This is
not a matching activity, and there are several correct answers.
e If students did not select the same factors, have them explain to one another
why they selected the factors they did.
¢ MP3 Construct Viable Arguments: Listen for students to support their choice
with logical reasoning: 2.7 was rounded in the same way in both estimates,
but 9 was treated differently. The 9 was not changed in the first estimate, but
was rounded up to 10 in the second. So, the first estimate should be closer to
the product 2.7 x 9.
Chapter 5 | Lesson 2 181
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ELL Support
Think and Grow
Getting Started
After reviewing the Discuss why it is helpful to estimate a product first. Sometimes
_ examples, have
an estimate is all that is needed. An estimate helps us decide if
students work in
our answer is reasonable, or if we made an error.
| pairs to discuss and
complete Exercises 1 Teaching Notes
| and 2. Have students Rounding to the nearest ten and using compatible numbers will
ask one another The goal is to choose numbers
both yield reasonable estimates.
| questions such as, that make the estimation simpler, so mental math can be used.
“To what numbers
Model: “We want to estimate 3.85 x 27. Begin by rounding the
do you round? What
decimal 3.85 to the nearest whole number, 4.” Listen for
numbers do you
mental math strategies to multiply 4 x 27, Students may say
multiply? What is your
estimate?” Have them 4x 27=4x 25+ 4x 2,o0r4 X 27 = 4 X 20 + 4 X 7 Sharing
alternate roles. strategies aloud helps all students become more proficient with
) using mental math.
| Beginner students
Emphasize the use of about when recording estimates in
_ may write or state
this lesson.
numbers.
| Intermediate students ? Extension: “Do you think the actual answer will be greater or
_ may use simple less than 108? Why?”
sentences, such as, The other method shown uses rounding and compatible
“| round to 4 and 25.” numbers. The result is also a reasonable estimate for 3.85 x 27.
_ Advanced students Model: Write the problem 77 X 93.6. “We're going to use
may use detailed rounding and compatible numbers again. Tell your partner
' sentences, such as, how you would round or use compatible numbers to find the
“| round 3.85 to 4, and product.’ Give wait time and then elicit a few ideas.
27 to 25.” Connection: Work through the first way, rounding 77 up to 80
and 93.6 down to 90. Make a connection to the previous lesson
of multiplying by a power of 10: 80 x 99 =8 x 10x 9x 10 =
8 x 9 xX 10 X 10 = 72 X 100.The second way also connects to
multiplying by a power of 10.
© “In both of the examples, you used rounding and compatible
numbers to estimate the product of a decimal and a whole
number. These estimates will help you think about the
reasonableness of an answer when you find the exact product
of a decimal and a whole number.”
The two exercises have a number of ways in which students
might round and use compatible numbers. Have students share
how they rounded as well as their estimated products.
Supporting Learners: If students are having difficulty
multiplying, provide a multiplication table. Have students name
the number using place value, meaning 60 is 6 tens.
© “On a scale of 1 to 5 where 1 is I’m not very clear and 5 is I’m
very secure, show me where you are in your learning today”

T-182 Chapter 5
 a,

ie Think and Grow: Estimate Products

|Example } Estimate 3.85 X 27.

One Way: Use rounding. Round 3.85 to | Another Way: Use compatible
the nearest whole number. Then multiply. numbers.

3.85 X 27 3.85 X 27

4 X27 4 x25

4x 27 =_108_ 4x 25 =_100_
So, 3.85 X 27 is about 108 . So, 3.85 X 27 is about 100 .

EEetyaee Estimate 77 x 93.6.

One Way: Use rounding. Round to Another Way: Use compatible

the nearest ten. Then multiply. numbers.

Ide Xx 93.6 77 X 93.6

80 x 90 75 X 100

80 X 90 = 7,200 75 X 100 = 7,500

So, 77 X 93.6 is about 7-200 | So, 77 X 93.6 is about 7-200 |

Show; and! Grow)

Estimate the product. 1 and 2. Sample answers are given.

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Apply and Grow: Practice

Scaffolding Instruction
Students are applying their understanding of rounding and using
compatible numbers to multiply a decimal and a whole number
as a tool for estimation. There are many sub-skills and concepts
that come together in this lesson. Listen to students’ reasoning
and look at their written work to assess where students are in
their learning.
Note: When factors are close to 25 or 75, encourage students to
>>
6]
,
=>
h
/= y
practice using these compatible numbers. Otherwise students
round to the nearest whole or ten, but these are also compatible
and easy to multiply by.
Emerging students may not be secure with their multiplication
facts or the meaning of decimal place values. They may also have
difficulty using place value to round numbers. Multiplication and/
or place value charts may help.
e Exercises 3-8: Students choose which strategy to use. Remind
students that there can be more than one appropriate estimate.
Have students explain how they estimated, and why they chose
the method and numbers that they did. e
M
—e
o—l

e Exercise 9: Remind students that about means to estimate.

“Decide how you will round each factor and write the rounded
factors below the problem.”
e Exercises 10-12: These exercises require students to use
reasoning about the estimation process, rather than using
the skill of estimation. Exercises 10 and 12 have many y>_
e

correct answers. For Exercise 12, students may need help

understanding the meaning of the word sufficient.

Proficient students are confident with their multiplication facts,

rounding, and making helpful choices for compatible numbers.
They can support their choices with an explanation of their
reasoning.
e Exercise 10: Challenge students to find multiple answers.

Additional Support
e Use online and math center support for place value,
multiplication facts, or rounding.
Extension
e “Refer to Exercise 10. Create your own problem and trade with
a partner. Find many answers to the problems”

T-183 Chapter 5
 Name

Apply and Grow: Practice

Estimate the product. 3-8. Sample answers are given.

3. 72 X 0.76 4. 6.1X4
72 24

5. 1.54 12 6. 22 X 8.02 |
18 176 |

7. 147X116 8. 217 x 13.42 |

1,500 2,200
|

9. There are 1.36 liters of pineapple juice 10. Open-Ended Write a decimal anda |
in 1 can. You buy a case of 8 cans. whole number that have an estimated
About how many liters of pineapple product of 16. |

juice do you buy? Sample answer: |

11.2 liters Shea eee

|
pre |

11. Mp) Number Sense You use 50 X 4 12, DEELEY describe asituation |
to estimate 45 X 3.56. Is your in which an estimate of the product
estimate an overestimate or an of a whole number and a decimal |

| underestimate? Explain. is sufficient. |

jez}

i overestimate; Both compatible Check students’ work.

7 numbers are greater than the
3 original factors.
Z

12)

Chapter5 | Lesson 2 183

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 ELL Support Think and Grow: Modeling Real Life
The application examples allow students to show their
Read each question understanding of using rounding or compatible number to find an
aloud as students follow estimate of a real-world situation.
along. Clarify unknown
vocabulary, such as “Read the problem. What are we asked to find?” Some students
probe and bucket. may say we need to find out how far the probe travels after
Explain unfamiliar 60 seconds. The key word students may overlook is the first
references, such as word in the question— about. About implies that an estimate is
_ the purpose of a space what is being asked for, not the exact amount.
probe. Allow students 2 “How do we estimate how far the probe is from Earth after
_ to work in pairs and 60 seconds?” Estimate the product of 9.7 60. “Is it on Earth at
| provide time to complete the start of the 60 seconds? Why is that important?” We need to
each problem. Ask the add the position to the distance traveled
' questions provided and ¢ Work through the example as a class, using rounding and
have students write compatible numbers (both yield the same numbers).
their answers ona 2 MP2 Reason Abstractly and Quantitatively: “Will this be an
whiteboard or paper to
over- or underestimate? Why? How close do you think the
hold up for your review.
estimate is?”
e “We are not finished yet. Tell your partner what we need to find
to answer the question.” Work through the final addition to find
the distance from Earth.
e Exercises 13 and 14 are similar to the example modeled.
Students should try these independently. Remind students that
they are to estimate.
e Exercise 15 is a multi-step problem to estimate. Clarify for
students that both the motorcycle and the car will use 6 gallons
of gasoline.
¢ Supporting Learners: Students may need help breaking
the word problem down into steps. Support students in
determining a plan to solve each problem, discussing the steps
without working the numbers.
@ “Where are you in your learning today? Were there parts of
the lesson that helped you make sense of rounding and using
compatible numbers to estimate products? Can you explain
how to use these strategies to estimate products?”
e “Tell your partner which method you prefer and why.” Pause.
“Using your thumb signals, show me how well you are doing
with using rounding to estimate products of a decimal and
whole number. Show how are you doing with using compatible
numbers.”

Closure
e “You have learned to estimate a product by rounding to the
nearest whole or ten or by using compatible numbers. Let’s
do
one last problem.”
? “Assume that the desks in our classroom cost $61.73
each.
About how much did all of our desks cost?”

T-184 Chapter 5
 Think and Grow: Modeling Real Life

|Example ] A space probe is 756,600 miles from Earth.

The probe travels 9.7 miles farther from Earth each
second. About how far is the space probe from Earth
after 60 seconds?

Find the distance the probe travels in 60 seconds by

multiplying the distance the probe travels in 1 second
by 60. Round 9.7 to the nearest whole number because
you do not need a precise answer.
9.7 X 60

10 X 60 = _600_
The probe travels about _©90_ miles in 60 seconds.

Add the distance the probe is from Earth to 756,600

the distance it travels in 60 seconds.
4
The probe is about 757,200 miles from Earth after 60 seconds.

Show) and! Grow) 13-15. Sample answers are given.

13. A bucket weighs 1.4 pounds. One 14, An 8.2-centimeter-tall plant grows
gallon of sand weighs 13.4 pounds. 2.9 centimeters each month for
About how much does the bucket 1 year. About how tall is the plant
and 4 gallons of sand weigh in all? at the end of 1 year?

53 pounds 44 centimeters

15. DIG DEEPER! A motorcycle travels 52.3 miles using 1 gallon

of gasoline. A car travels 29.8 miles using 1 gallon of gasoline.
About how much farther does the motorcycle travel using 6 gallons
of gasoline than the car?

132 miles
LLC
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184

Chapter5| Lesson2 184

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Homework & Practice Notes

e Exercise 8: Review what underestimate means.

Assignment sa Concept Check |

-7 odd, 8, 10, 11, 13 )
— 5 c748 010) 1 eal

Prior Skills
e Exercise 13: Grade 5, Writing Decimals in Different Forms

'
' Cross-Curricular Connections
j
{ Physical Education
e Write three exercises along with an amount of reps that need
to be completed on the board, such as: 7 push-ups, 7 squats, or
a 100-meter run. Using a stopwatch, have students work with
a partner and take turns timing each other to see how long it
takes to complete each exercise. Once students have their times
recorded, have them write an equation and solve it to estimate
how long it would take them to complete three rounds. About
how long would it take to complete five rounds?

T-185 Chapter 5
 Name
Homework
& Practice 3.2
Learning Target: Use rounding and
compatible numbers to estimate products of
decimals and whole numbers.

|Example } Estimate 5.2 x 56.

One Way: Use rounding. Round 5.2 to Another Way: Use

the nearest whole number. Then multiply. | compatible numbers.
5.2 X 56 5.2
X 56

as
5 X 56
||
DEO)
|
5X 56=_280 5 X50 =_250

So, 5.2 X 56is about 280 . So, 5.2 X 56isabout 250 .

Estimate the product. 1-7. Sample answers are given.

1. 0.8 X 36 2. 2.34 X 16

36 32

3. 9X 1.67 4. 105 x 4.6

18 525

5. 88 x 0.9 6. 5.5 X 131

88 786

7. Anathlete runs 6.23 miles in 1 hour. At this pace, about how far does
the athlete run in 4 hours?

24 miles

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Chapter 5 | Lesson 2 185

Chapter 5 | Lesson 2 185

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Linguistic
e Create a story problem with missing numbers and words or use (
the one below.
The commute to__(a)__is exactly __(b)___ miles and (
takes one hour. At this pace, how far would you travel if you
continued for a total of __(c)__—~zhours? {
Have students decide what to put in the blanks. For example,
ask students for a (a) place, (b) decimal, and (c) two-digit or (
one-digit number. Have students solve by estimating the
product. Students can then start over with new responses. \

Lesson Resources

Surface Level | Deep Level |

Resources by Chapter Resources by Chapter (
e Extra Practice ¢ Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment (
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos ¢ Lesson Practice
Skills Review Handbook
Skills Trainer

T-186 Chapter 5
 8. Mp) Number Sense Which expressions are underestimates of 26.5 X 91?

30X 100

9. Writing Which strategy can you . Y@U) BE! THE! TEACHER Your
use to estimate the product of 8.02 friend finds the product. Is her answer
and 106? Explain. reasonable? Estimate to check.
?
Sample answer: Round 8.02 to 1.06X 103 = 109.18
the nearest whole number then
multiply by 106. yes; 1.1 X 100 = 110, which is close
to 109.18.

. Modeling Real Life Newton pays for . Modeling Real Life A hospital
5 pounds of pears that cost $3.75 per employee works 3 days each week.
pound. Descartes pays $15 for The route from her house to the
5 pounds of apples. About how much hospital is 9.9 miles and the route back
more do the 5 pounds of pears cost to her house is 10.5 miles. About how
than the 5 pounds ofapples? many miles does she travel for work
each week?
Sample answer: $5
Sample answer: 60 miles

qULCIUKUICC OO Ue
Review & Refresh

13. Write the number in two other forms.

Standardform: 4.026
Word form: four and twenty-six thousandths
Expandedform: 4X 1+2 xX 0.01 +6 xX 0.001

©
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Ideas
Big

Chapter 5 | Lesson 2 186

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STATE STANDARDS
5.NBT.B.7
Preparing to Teach
Multiplication can be interpreted as repeated addition. Students
Learning Target first learned to multiply 8 x 3 by adding 8 + 8 + 8. This same
approach is used in today’s lesson as students use a decimal grid
Use models to multiply
to model repeated addition in order find the product of a decimal
decimals and whole
times a whole number. The whole number is the number of times
numbers.
that the decimal is used as an addend.
Success Criteria
e Use a model to Materials
represent a decimal. e colored pencils
e Explain the e Decimal Grids*
relationship between e whiteboards and markers
addition and
*Found in the Instructional Resources
multiplication.
e Use a model to find
the product of a Dig In (Motivate Time)
decimal anda Students draw a model of repeated addition using a decimal grid.
whole number. The problem is related to the product of a decimal and a whole
number.
e Distribute decimal grids and colored
pencils.
? “Draw a model of 0.08.” Pause as students
Practice opportunities shade. “What is the whole in this model?”
for the following You want to be sure students know that
| are available in the
the 10-by-10 grid represents 1. Each small
_ Resources by Chapter or | square is 0.01.
| at BigldeasMath.com. |
e “Use a second color and shade to show
| © Daily skills the sum of 0.08 + 0.08.” Students should 0.08 + 0.08 = 0.16
, e Vocabulary
recall that it is easiest to read the sum if the addends are
e Prerequisite skills
colored adjacent to one another versus non-touching.
2 “What is the sum of 0.08 + 0.08?” 0.16
“Go back to your original color or a third
color. Add 0.08 to the previous sum” Ask
ELL Support
students for the sum. Repeat this two
Reminds students of more times until they have shaded a SREB
the meaning of the 0.08 five times. ae eee
word relationship. ? “What addition problem does your model ae ESE
SS SEE Ree
Draw a family tree represent?” 0.08 + 0.08 + 0.08 + 0.08 + 0.08 ET TT{TT |ee
and ask students to = 0.40 It is likely that at least one student 0.08x5=0.4
give examples of will suggest writing the repeated addition
relationships. Then problem as a multiplication problem. Ask how this could be
ask them to explain written as a multiplication problem.
the relationship ? Extension: “What do you think the solution of 0.08 x 8 would
between addition
be? Why? Could you convince a friend that you are correct?”
and multiplication.
© State each of the three success criteria and relate to the activity
they have just completed. They estimated a product of a decimal
and a whole number in the last lesson and now they are
modeling the product.
T-187 Chapter 5
 a“9 LENCE ae
Use Models 5 3
— to Multiply .
Learning Target: Use models to multiply decimals Decimals and
and whole numbers
; Who
Success Criteria: eoeeumers
+ |can use a model to represent a decimal.
+ | can explain the relationship between addition and
multiplication.
+ | can use a model to find the product of adecimal and
a whole number.
7 a J ec 4 2

Explore and Grow

N +

Structure How does the relationship between addition and

multiplication help you find each product?

Because multiplication is repeated addition, you are

able to break the problem down into pieces, making
it easier to find the product.

sae

Explore and Grow

e This is an extension of the Dig In, using a decimal grid to model the product
of a decimal and a whole number.
¢ Note: Students are not drawing an area model of 4
0.2 x 4. They could if they had four decimal grids and i Sa ee
they used dimensions of 0.2 and 4. Instead, they need
> 0.2
to relate addition and multiplication. The problem 1
0.2 X 4can be shown as repeated addition:
O.2+°0.2+ 0.2:+.0.2 = 0.8
e Extension: “Find 0.2 x 5.”

Chapter 5 | Lesson 3 187

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 ELL Support
Think and Grow
Getting Started
After demonstrating e Students may ask if there is a certain way
the examples, have
they need to shade the decimals. Remind
students work in
them it is easier to read the decimal
pairs to discuss and
model if the tenths are shaded in one
complete Exercises 1
row or one column versus, say, a 2-by-5
and 2. Have one
rectangle. There are three models of 0.1
student ask another,
in the figure. Which is easiest to read and
“How many groups
do you shade? What is know the value is 0.1?
the total?” Have them Teaching Notes
alternate roles.
} Model: This example follows from the Explore and Grow.
Beginner students “We can use a decimal grid to find 0.23 x 3. There are 3 groups
may write or state of 0.23. What is the 0.23 + 0.23 + 0.23?” 0.69 “How did you
numbers. count to find the answer?” Students will likely mention counting
Intermediate students by 10s until they get to 60. They might say 7 /ess than 70 at that
may use simple
point. Remind them of the units. Each small square represents
sentences, such as,
1 hundredth.
“| shade 3 groups.”
? Connection: “Did anyone find the sum differently?” There may
Advanced students
may use detailed
be a student who thinks of place value and mental math at
sentences, such as, this point and says, 23 hundredths times 3 is 69 hundredths.
“| shade 3 groups of Students did multiply a whole number and a fraction in
23, which represent F : . 23 69
previous grades. They might think, ‘an xX3= aon
hundredths.”
¢ Model: “Tell you partner how this problem is similar to the first
and how it is different.” Listen for an understanding that the
product 0.48 x 4> 1 because there are two decimal squares.
Both problems are modeled using repeated addition.
¢ MP6 Attend to Precision: Do not let students get sloppy and
say, “point four eight” or “zero point four eight” or “point
forty-eight” and so on. The decimal 0.48 is read “forty-eight
hundredths.”
¢ Supporting Learners: Have students read the problem using
correct language: nineteen-hundredths times three. Saying
the decimal correctly will help students understand how to
model 0.19.
© “You have used a decimal grid to find the product of a decimal
and a whole number. Are you able to draw the model and
explain how repeated addition helps you find the product?”
? Extension: Refer to Exercise 2. “What if the problem had been
0.37 x 9? Would you be able to draw the model to find the
product? Would you want to?”

T-188 Chapter 5
 Think and Grow: Use Models to Multiply Decimals and
Whole Numbers

eee Find 0.23 x 3.

Remember, each part of
Use a model. Shade 3 groups of 0.23. the model represents
one hundredth.

0.23 + 0.23 + 0.23 =__0-69_

So, 0.23 X 3 =

eae Find 0.48 x 4.

Use a model. Shade 4 groups of 0.48.
| 2 es
| COCO
| (a ieee
0.48 + 0.48 + 0.48 + 0.48 = 1.92.

S0,0.48X4=__1.92

Show) and’ Grow

Find the product.

1. 0.19
x 3 = 0.57 2. 0.375
= 1:85.

©
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Learning,
Ideas
Big

188

Chapter 5 | Lesson 3 188

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 Apply and Grow: Practice
Scaffolding Instruction
Students are asked to use a decimal model to find the product of
a decimal and whole number. They will use the repeated addition
model by coloring in the decimal value the given number of times.
Students need to understand how the model is related to repeated
addition and the multiplication problem.
Emerging students may not fully understand how the model
helps them find the product or may be unsure of how to model
the decimal number. They may have more difficulty with products
greater than 1 than with products that are less than 1. Emerging
students may have difficulty finding the number represented by
the shaded portion of the model.
e Exercises 3-6: If students struggle with these exercises, use
questions to determine if the confusion is with modeling
the decimal factor, with repeating the decimal to show the
multiplication, or in determining the product.
e Exercise 7: Students should try to use repeated addition to find
the product. Provide grid paper for students who have difficulty.
e Exercise 8: Have students look back at the multiplication
problems they have completed. Do students recognize that the
products are less than the whole factor? Be sure they do not
assume that all decimal numbers multiplied by a whole number
will result in a product less than the whole factor. This is only
the case if the decimal is less than one.
e Exercise 9: Have students draw lines on the grid to divide the
shading in equal sections.

Proficient students are able to draw a quick sketch area model and
use the area of the smaller parts to find the product.
e Exercise 7: Have students show repeated addition to determine
the product.

Additional Support
¢ Provide two colors for students to show the number of factors
they have colored.
e Review the decimal values within the grid. Base ten blocks may
be helpful for the decimal values.

T-189 Chapter 5
 a
—
Name

Apply and Grow: Practice

Find the product.

3. 0.09x5= 0.45 4.

6.

7. Ahummingbird’s heart beats once every 0.05 second.

How long does it take for its heart to beat 7 times?

0.35 seconds

8. Mp) Precision When multiplying a 9 ADIGE | Write two multiplication

decimal less than one by a whole : equations involving a decimal and a
number, how does the product
whole number whose product is shown.
compare to the whole number? Is
this true when multiplying two
whole numbers?

The product is smaller than the

whole number; no.

©
LLC
Learning,
Ideas
Big Sample answer:2 X 0.3,3 X 0.2
Chapter 5 | Lesson3 189

Chapter5| Lesson3 189

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ELL Support
Think and Grow: Modeling Real Life
The applications allow students to apply their understanding of
Read each problem repeated addition as multiplication to solve a multi-step problem.
aloud as students follow |
along. Clarify unknown ? “Have you ever built a card house? How tall was it?”
vocabulary and ? “Read the problem. What do you know? What are you trying to
unfamiliar references. find?” Give students time to discuss the problem with a partner
You may want to review before working through the problem as a class.
the values of coins. ? “How can we determine the height of our card tower? What
Allow students to work ~ does the model show? How does this relate to the repeated
in pairs and provide addition?”
time to complete each e “Tell your partner what 0.08 x 4 is.”
problem. Have students e Always refer back to the original problem when answering a
write their answers on word problem. “Did we find out whose card tower is taller?”
a whiteboard or paper Have students explain using place value whose tower is taller.
to hold up for your
e Exercise 10 is similar to the example. Students should use
review. The answer to a
repeated addition to find the product. Students needing more
yes/no question can be
support may want to use grid paper.
indicated with a thumbs
up or down signal. e Exercise 11 is a multi-step problem. Students find the cost of the
both the regular price and sale price of the coconut. They then
need to subtract to find the savings.
e Students will most likely need extra paper to complete
Exercises 11 and 12.
© “Today you used a model and repeated addition to find the
product of a decimal and a whole number. How well can you
use the model to find a product? How are you doing with using
repeated addition to find the product? Tell your partner how
repeated addition relates to multiplication”

Closure
e Show a grid model of 0.12 x 5.
? “On your whiteboard, show the repeated addition for this
model. Add to find the product. Compare your product to the
model. Do they match?”

T-190 Chapter 5
 Think and Grow: Modeling Real Life

|Example ] You build the card tower shown. Each row is 0.08 meter
tall. Your friend's card tower is 0.3 meter tall. Whose tower is taller?

Because your card tower has 4 rows, multiply 4 by 0.08 to find the
height of your tower.

Use a model. Shade 4 groups of 0.08.

0.08 + 0.08 + 0.08 + 0.08 = _0-32_

Compare the height of your tower to the height of your friend’s tower.
0.32 > 0.3 So,__YOuUr__ tower is taller.

Show and) Grow,

10. You have 1 meter of ribbon. 11. Organic shaved coconut originally
Do you have enough ribbon to costs $0.34 per ounce. A baker buys
border the outside of the square 8 ounces on sale for $0.27 per ounce.
picture frame? How much money does the baker save?

no $0.56 y 4

= 0.33m |

oO

12. DIG DEEPER! You have 4 pennies, 2

3 nickels, and 2 quarters. Find the 8
total weight and the total value of g
your coins. es
iea}

36.34 grams; $0.69 &

190

Chapter 5 | Lesson 3 190

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Homework & Practice Notes

¢ Provide students with two different color pencils for additional
help when creating models.

Assignment Guide and Concept Check

Concept Check —
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Prior Skills
e Exercises 12-14: Grade 5, Evaluating Expressions with
Grouping Symbols

Cross-Curricular Connections
Art
e Provide students with a decimal grid and a die. Have students
roll the die twice to generate the number of hundredths in a
decimal. The decimal will be the number of acres in a fun zone
they create on the decimal grid. Have students label areas
in their fun zone with different activities, such as an obstacle
course, game, food or drink, and relaxation. Then, have students
determine how many acres would be covered if they had three
of the same fun zones. Be sure students write an equation
to solve.

T-191 Chapter 5
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e Provide students with a copy of the Multiply Decimals Flip and
Find Instructional Resource. Students will create multiplication
equations and area models to represent the products to
produce a matching game. Students will first create equations
involving a decimal and a whole number as factors and write
them on the blank cards provided. Then, they will create models
to represent the answers on the blank grids. Once completed,
students should cut out the cards and exchange with a partner
to play. Once all matches are made, return them to the original
author to check for correctness.

Lesson Resources
Surface Level | Deep Level
Resources by Chapter Resources by Chapter
e Extra Practice ¢ Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos ¢ Lesson Practice
Skills Review Handbook
Skills Trainer

T-192 Chapter 5
 Find the product.

5. 0.22x4=_0.88 6.

7. Acity mayor plans to build two new 8. Mp) Structure Write an equation
parks. Each park will cover 1.45 acres. represented by the model.
How many acres will the new parks 5 X 0.35
cover altogether? Explain.

2.9 acres; 1.45 + 1.45 = 2.9

oe Dig DEEPER! Find the product of 0.03 and 4. How does the product
change when you replace 4 with 0.4? Explain.
0.12; the change will yield 0.012.

10. Modeling Real Life In 1 year, you _

1. DG DEEPER! You have a 2-pound
spend $1.50 on electricity to charge carton of blueberries. You eat 0.2 of
your tablet. In 1 month, you spend the carton on Monday and 0.35 of the
$0.02 on electricity to charge your carton on Tuesday. How many pounds
smartphone. Which device costs more Sf blue berriesiare lett?
to charge in 1 year?
0.9 pound
tablet

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Review & Refresh

Evaluate the expression.

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STATE STANDARDS
DRE’)
[e} 5.NBT.B.7
Preparing to Teach
Students have estimated and modeled the product of a decimal
Learning Target and a whole number. Now they are ready to generalize the >,
_
/#
p>

patterns they have observed when multiplying decimals and

Multiply decimals and
whole numbers. whole numbers in the first few lessons. It is important to make
connections to whole number multiplication and the language and
Success Criteria strategies they have used. They will use place value understanding
e Use place value to and partial products in this lesson. Remember, the underlying the
multiply. strategy of partial products is the Distributive Property.
e Explain how to place
the decimal point in Materials
a product. e calculators
e whiteboards and markers

Dig In (Motivate Time)

Practice opportunities Students use calculators and multiplication facts to find two
| for the following factors that have a product of 150.
are available in the e “| have a challenge for you. I’m
Resources by Chapter or going to tell you the product and
at BigldeasMath.com. | want you to tell me two factors.
° Daily skills In fact, |want you to tell me five
e Vocabulary different pairs of factors!”
e Prerequisite skills e Give time for students to think
about the challenge before telling
them that they must use the same
ELL Support multiplication fact each time.
? Write, x = 150. “What to you think the
Have students multiplication fact is?” 3 x 5 = 15
manipulate pieces of 2 MP1 Make Sense of Problems: “Can someone tell us two
squares to demonstrate factors that have a product of 150 using multiplication fact
the expressions in the
3 X 5 = 15?” Using calculators and recording the first response
first two rows. Have gives all students an entry point into the problem.
them cut four squares
¢ Circulate. It won’t be long before they recognize the need to use
from paper and model
decimals. Be sure students record a list of the factor pairs.
multiplying by 3. Then
e MP2 Reason Abstractly and Quantitatively: |f a student tries
have them cut two
squares into ten pieces 500 as the first factor, the second factor must be less than 1
for the product to be 150. Support learners by probing their
and demonstrate = understanding of this relationship.
multiplied by 3. Review e Make a class list of the factor pairs for 150.
the values of each © “Study the list of factor pairs. Does this problem help you know
expression and have a factor pair for 120, meaning __ —~X____—s«= 120? Do you think
them predict the value 0.3 X 400 = 120?” Explain that today they will multiply decimals
of 0.04 x 3. Verify their and whole numbers.
prediction by having
them shade an area
model.

T-193 Chapter 5
 Name
Multiply 5.4
Decimals and
Learning Target: Multiply decimals and whole numbers. Whole
Success Criteria: Numbers
+ | can use place value to multiply.
+ | can explain how to place the decimal point in a product.

Explore and Grow

Complete the table.

Expression | Repeated Addition

What pattern do you notice in the placement of the decimal point?

The decimal point moves one place to the left each time the
factor is divided by 10.

Structure How is multiplying decimals similar to multiplying

whole numbers?

Multiply as you do with whole numbers. Then place the

decimal point.

Explore and Grow

¢ This lesson applies the learning of the previous lesson so that students can
generalize from an observed pattern.
e MP6 Attend to Precision: Have students read the problems, specifying place
value. “Four tenths times 3 equals 12 tenths; four hundredths times 3 equals
12 hundredths.” Writing 12 tenths can be tricky for students. Have them think
about 12 rods (base ten blocks), where 10 rods equals 1 flat.
¢ MP7 Look for and Make Use of Structure: Many students by this time
recognize that multiplying by decimals is not different than multiplying by
whole numbers. It is the placement of the decimal point that you want them
to understand.

Chapter 5 | Lesson 4 n94

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 Think and Grow
Getting Started
After reviewing the
Note: Two strategies are shown for multiplying decimals and
examples, have
whole numbers. You do not want students to memorize a rule or
students work in

|
procedure that does not make sense. Conceptual understanding
groups to discuss and
has been developed over time and yet some students may not
complete Exercises 1
be ready. Each of the strategies used in this lesson could be
and 2. Have half of
modeled with decimal grids or base ten blocks.
the group calculate by
moving the decimal Teaching Notes
point after multiplying
Students estimate the product first. This helps them reason
whole numbers and
about where to place the decimal point in the product.

|
the other half use
Model: “Tell your partner what a reasonable estimate for the
partial products. Then
first example is.” Ask a few students to share their strategy for
| have them compare

|| their processes and estimating. Discuss how 4 times 5.8 is similar to 4 times 58. The
answers. Have them location of the decimal point in the product is the difference.

|
switch methods for the Descartes explains why we multiply by 0.1, which helps us
second exercise. locate the placement of the decimal point.

| Beginner students
may demonstrate by
MP7 Look for and Make Use of
Structure: Students may also find
it helpful to write the problem in
$=4x(58x 0.1)
(4x 58)x Ol
modeling the process
in writing. equivalent steps as shown. Discuss
Intermediate students the reason for each step. Earlier in the
may describe using chapter students learned that 5.8 was
simple sentences. equal to 58 x 0.1. The Associative Property allows us to regroup.
Advanced students Another Way: “You can also use place value and partial
may describe using products to find 5.8 x 4. How do you read the decimal 5.8?”
detailed sentences. five and eight tenths “We are going to multiply 4 times each
part, five ones and eight tenths.”
Big Idea: You are building the understanding of why we sum
the decimal places in the factors and have the same number of
decimal places in the product. Students are not there yet. You
want them to understand the why and not just the how. Seeing
multiple approaches to the same problem helps students make
connections to their prior learning.
You may want to walk through the exercises with students.
Encourage them to identify the reasoning for each step as they
complete the problems.
Extension: Encourage students to use estimation to determine if
their answer is reasonable.
@ “Can you explain how place value tells you how to place
the decimal point in the product? Are you feeling confident
multiplying decimals and whole numbers?”

T-194 Chapter 5
 Think and Grow: Multiply a Decimal and a Whole Number

|Example } Find 5.8 X 4. Estimate__24

One Way: Multiply as you do with whole numbers. Think: 58 X 0.1 is 5.8.
Then place the decimal point. So, multiply the product
by 0.1 to find 5.8 x 4.
Find 58 x 4.

58
% bed
232
Multiply by 0.1, which moves the decimal point
one place to the left.

232 X 0.1 = 23.2

a)

So, 5.8 X 4= 23.2 | Reasonable? _23-2 iscloseto_24 . /

Another Way: Use place value and partial products.

Multiply the tenths. Multiply the ones. : Add the partial products.
5.8 5.8 epee:
Sand: “ced PKS eA
3.2 3.2 3.2
i» ao : +20
e 4X 8 tenths = 32 tenths, | tm 3D
or 3 ones and 2 tenths. « 4X 5 ones = 20 ones, i
or 2 tens and 0 ones.

So, 5.8 X 4 = 23-2 |

Show, and) Grow,

Find the product. Check whether your answer is reasonable.
°
1. 24x7= 16.8 2. 8.15 x3 = 24-45 a
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Pay to Play
Use the story The Cat's Eye Club from the book
Newton & Descartes’s Pet Center Adventure to help
students multiply decimals and whole numbers! In this
story, Descartes gets lost in the pet center while trying
to spy on Newton and he finds a club of four stray cats.
When Descartes offers to have Miss Polly pay for their
memberships to Marbles, one of the cats helps Descartes
calculate just how much it would cost each month! Turn to
Appendix A for the music and lyrics to the song Pay to Play.

Chapter 5 | Lesson 4 194

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 Apply and Grow: Practice
Scaffolding Instruction
Students are transitioning from using models and estimation in
multiplying decimals and whole numbers to multiplying them
through place value and an algorithmic approach based on place
value. Students will continue to practice multiplication, and
should recognize the pattern of where the decimal is placed in the
product. It is very important that students make sense of the place
values and how it impacts the product rather than memorizing a
rule for the placement of the decimal.
Emerging students are not confident in multiplying a decimal
and whole number without a mode! or using repeated addition.
Encourage students to try both partial products and multiplying
whole numbers and then by the decimal value.
Exercises 3-9: Students who were not successful with
Exercises 1 and 2 would benefit from small group instruction.
Model Exercise 3 using whole number multiplication and then
multiplying the product by 0.1, and then have students try
Exercise 4 using that method. Model Exercise 5 with partial
products, and have students try Exercise 6 with the same
method. Have students work on Exercises 7-9 independently.
Exercises 10 and 11: Check students’ conceptual development
with place value on these exercises.
Exercise 12: This problem depends on students’ comfort with
the standard multiplication algorithm. Check to see if the
algorithm is the difficulty, or the decimal values.

Proficient students are able to efficiently multiply decimals and

whole numbers. They can use both strategies and explain their
reasoning.
Exercise 10: Students should not need to perform the
multiplication, but reason about the placement of the decimal.
Exercise 12: Students who are proficient with the decimal
placement may still be unsure of the standard algorithm of
multiplication. Watch to see if this is the case.
Additional Support
Provide decimal grids for students to model the multiplication.
Remind students that they could check their answers with
repeated addition.

Extension
Students should estimate their products using a strategy such
as compatible numbers or rounding to check their answers for
reasonableness.

T-195 Chapter 5
 oe
"© Name

“ Apply and Grow: Practice

e Find the product.

= 3. 6X53
= 318 4. 4.68 x 4 = 18.72

=
= 5. 7X 0.81 = 2:67 6. 1.45x5
= 7:25
-
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7. 34X7.2 =244.8 8. 23.66 X 19 = 449.54
I
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9. How much do you pay for 3 pounds 10. Which One Doesn’t Belong? Which |
of grapes? equation is not true? |

=
$5.94 ? ?
40 x 15 = 600 40 x 1.5 = 60

z ? |

~ 0.4 x 15 = 60 40 X 0.15 = 6 |

= |

~ : Me) Number Sense Without

calculating, determine whether the
12. Wh Fag! Find the missing digits.
Then find the product. |

—, product of 0.67 and 8 is greater than |

or less than 8. Explain. [7].8 |

x [4] 2 |
>) less than; 1 X 8 = 8isan
overestimate, so a factor less men 6
AG 280 |
|
than 1 will create a product
~] less than 8.

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Chapter5 | Lesson 4 195 |

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 | Think and Grow: Modeling Real Life
_ These applications allow students to apply their knowledge of
Read each problem multiplying a decimal and a whole number to solve a multi-step
aloud as students follow problem.
along. Clarify unknown
vocabulary, such as 2 “How many of you know how much water is in a water bottle?”
residential. Explain Bring in and show a water bottle. “Do you ever have big
unfamiliar references. packages of water bottles at home?”
Allow students to work ? “Read the problem. What are you trying to find?” Give students
in pairs and provide time to discuss the problem with a partner before working
time to complete each through the problem as a class.
problem. Ask questions e “Share with your partner a plan for finding
to elicit answers to the the number of ounces of water that is left after
problems provided. drinking 10 bottles” Share several plans.
Have students write ¢ Turn and Talk: “Estimate an answer for this
their answers on a problem.’
whiteboard or paper to
e Extension: “What other approach could be
hold up for your review.
ASRE
PAC
a used to find the number of ounces of water?”
On whiteboards, have students repeat the
multiplication using partial products. i
? Observe students as they complete the remaining ances
with a partner. “Remember to read the problems carefully. What
do you know? What do you need to find out?” All the problems
have multiple steps. Students may be tempted to just multiply
numbers within the problem.
e Extension: Refer to Exercise 15. “What other questions could
you ask and answer from the information in the chart?”
© “Today you used two strategies to multiply a decimal and a
whole number. Tell your partner two different ways to multiply
a decimal and a whole number. Which do you prefer to use and
why?” Have several students share their favorite strategy.
© “There is a pattern in where the decimal point is located in the
product. If you think you know the pattern, whisper it to your
partner.’ Have students share patterns they have seen.
¢ Supporting Learners: Provide decimal grids for students to
solve the problems on this page.

Closure
¢ Back-to-Back Whiteboards: Have students sit with a partner,
back-to-back, each with their own whiteboard.
e “We are going to complete two more problems. On the first
problem, PartnerA will multiply whole numbers and then
multiply that product by a decimal. Partner B will use partial
products. On problem 2 we will switch roles.”
e Have students turn and compare their products to see if they
get the same answers after each problem.
e Problem 1: 3.84 x 6
e Problem 2: 17.2 x 15

T-196 Chapter 5
 Think and Grow: Modeling Real Life
=
You buy a 40-pack of bottled water. Each bottle la
af?men \
contains 16.9 fluid ounces of water. You drink 10 bottles. How lerear} »_
many total fluid ounces of water do you have left? Ea
i WATER ie

Subtract 10 from the number of bottles you buy to find the

number of bottles you have left.

40 — 10 = 30

To find how much water you have left, multiply the number of bottles
you have left by 16.9. Multiply as you do with whole numbers. Then
place the decimal point.
169
Think: 16.9 = 169 x 0.1.
xX 30
5,070
Multiply the product by 0.1 to find
5,070 x 0,1 = _507_ 16.9 x 30, which moves the decimal point
one place to the left.

You have _297 _ total fluid ounces of water left.

Show, and| Grow.

13. The stories of a residential 14. You have 3 strands of lights that are
building are 3.2 meters tall. The each 10.8 feet long. You buy 5 strands
stories of an office building are of lights that are each 16.25 feet long.
0.4 meter taller than the stories How many feet of lights do you have
in the residential building. The in all?
office building has 12 stories.
113.65 feet
How tall is the office building?
43.2 meters

15. RI You stack $1 in dimes and you 1o}

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Chapter5 | Lesson4 196

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Homework & Practice Notes (
e Provide students with paper to organize problems and
solve them.
e Exercise 8: Be sure students explain the decimal place value and
discuss what the 0 represents in the hundredths place.

Assignment Guide and Concept Check

_ Concept Check

Sep Op bl

Prior Skills
e Exercises 13 and 14: Grade 5, Adding and Subtracting Decimals

Cross-Curricular Connections
Science
e Discuss the difference between mass and weight. Weight can
change depending on the gravitational force, which varies from
planet to planet. Provide students with the table below and have
them calculate how much an 80-pound person would weigh on
a specific planet by multiplying by the gravitational force of that
planet. Repeat with different weights, or use objects such as a
car or bus.

0.38

Neptune
$1

T-197 Chapter 5
 »s
3
Name
Homework
& Practice 3.4
Learning Target: Multiply decimals and
whole numbers.

Peeoee Find6.5 x 3. Estimate 7 X 3 = 21

Use place value and partial products.

Multiply the tenths. Multiply the ones. i Add the partial products.

6.5 6.5 65
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1.5 is 1.5
18 + 18
+ 3X Stenths = i | 19.5
15 tenths, or 1one ; + 3 X 6 ones = 18 ones, i
and 5 tenths. i orltenand8ones. :

SO;65 3 Oe Reasonable? 19.5 iscloseto 21.

Find the product.

1. 98X2= 19.6 2. 061

8 = 4:88

3. 82X11
= 20.2 4. 43 x 0.6 = 25-8.

5. 2.39 X57 = 136.23 6. 10.75 X 24=_258

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Chapter 5 | Lesson 4 197

Chapter 5 | Lesson 4 197

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Logical-Mathematical
e Have students create their own exercises, similar to Exercise 10.
Students should create at least three multiplication equations
involving a decimal and a whole number as factors and solve
them. Be sure students solve one problem incorrectly. Then,
have students exchange their problems with a partner. Partners
will then check each problem and explain why each one is
correct or incorrect.

Lesson Resources
Surface Level | Deep Level
Resources by Chapter Resources by Chapter
e Extra Practice ¢ Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Math Musicals
Tutorial Videos Dynamic Assessment System
Skills Review Handbook ¢ Lesson Practice
Skills Trainer
Math Musicals

T-198 Chapter 5
 7. There are 6.3 grams of protein ina MP) Reasoning Newton says the
boiled egg. You eat 3 boiled product of 7.55 and 8 is 60.40.
eggs. How many grams of protein Descartes says the product is 60.4.
do you consume? Who is correct? Explain.

18.9 grams 40
Both answers are correct; 1605

Mp) Patterns Describe and complete Y@U) BE! THE: TEACHER) Your
the pattern. friend finds 14 X 0.82. Is your
friend correct? Explain.
Expression
|Product 14

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The decimal is moving to the left no; Your friend did not place the
one place value each time. decimal point.

. Modeling Real Life A person weighs |DIG DEEPER A landscaper digsa

2.34 times as much on Jupiter as on rectangular region for a garden. The
Earth. An 85-pound student would length is a one-digit whole number of
weigh 90.1 pounds less on Saturn than meters. What is the least possible area?
on Jupiter. How much would he weigh What is the greatest possible area?
on Saturn?
£ meters
108.8 pounds
4.75 meters

4.75 square meters;

42.75 square meters
SHAT AAAI TIE
Review & Refresh

Find the sum or difference.

13.5 0:83 [04 —=2-= 134-6 1.35 =. =

0.69 2.69

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Chapter 5 | Lesson 4 198

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STATE STANDARDS
5.NBT.B.7
Preparing to Teach
A significant step in the learning progression of multiplication of
Learning Target decimals occurs today. All of the previous problems have involved
one decimal and one whole number factor. It was possible to
Use models to multiply
model the problem with base ten blocks or use repeated addition
decimals.
to make a sketch. The product was greater than the decimal factor:
Success Criteria 0.3 X 6 = 1.8.The whole number factor told how many groups of
e Use a model to the decimal factor you have.
represent a decimal.
When both factors are decimals less than 1, such as 0.3 X 0.6,
e Use a model to
multiply decimals. we need to think of taking a fractional part los = $ of the other
factor (0.3). The product (0.18) will be less than either factor.

Materials
e Decimal Grids*

Practice opportunities * Found in the Instructional Resources

_ for the following
are available in the
Resources by Chapter or
Dig In (Motivate Time)
at BigldeasMath.com. Students are shown a grid model and askedto
© Daily skills identify the problem it represents.
e Vocabulary e Display the model shown here. “Tell
e Prerequisite skills your partner what problem you think this
represents.’ Two common answers are:
BSee ee.
3 X 6 and 0.3 x 0.6.
2 MP3 Construct Viable Arguments: Ask a student who offered
ELL Support the response of 3 X 6 to explain why they think this. Do the
Review that when an
same with a student who offered 0.3 x 0.6.
area model with 100 ¢ MP4 Model with Mathematics: Both students are trying to make
squares represents a connection to their prior learning. The model looks the same
the number 1, each for both problems, and the important difference is knowing
square represents one what the whole is. If it is not clear what the whole is, you can’t
hundredth. Each row be certain what the model represents.
represents one tenth. @ “Today we want to draw models on grid paper to help us make
Each column represents sense of multiplying decimals.” Explain that in the models they
one tenth. Explain that draw today it is important to understand how to interpret the
to model multiplication, model, and what the model represents.
you can shade rows to
represent tenths, and
then shade columns to
represent how many
times each tenth is
multiplied. The area with
overlapping shading
provides your answer.

T-199 Chapter 5
 Name
Use Models
to Multiply 3.5
Learning Target: Use models to multiply decimals. Decimals
Success Criteria:
+ |can use a model to represent a decimal.
+ |can use a model to multiply decimals.

Explore and Grow

A rectangle is 0.8 meter long and 0.7 meter wide.

Use a model to find the area of the rectangle.
0.56 square meter

Use a model to find 0.8 X 1.7.

1.36 square meters

Reasoning When using a model to multiply decimals, how do you

determine the number of rows and columns to shade?
Shade the number of rows represented by the first factor
and shade the number of columns represented by the
second factor.

Explore and Grow

¢ The first problem has a context. The units tell us that the whole is a square
meter. Each side length is 1 meter. It is possible to sketch the rectangle and
label the dimensions 0.8 meter and 0.7 meter. The area is 0.56 square meter.
e The second problem has no context or units of measure. It is likely students
will draw a rectangle and label the dimensions 8 boxes tall and 17 boxes
long, and shade 136 squares. They may be uncertain how to name the
product. This is not repeated addition or a groups of b. This is explored
further on the Think and Grow page.

Chapter 5 | Lesson 5 199

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ELL Support
Think and Grow
Getting Started
After demonstrating
¢ Big Idea: To model decimal multiplication on a decimal grid
the examples, have we need to remember that the grid represents 1. The factor
students work in
0.4 is 4 columns or 4 rows, meaning four-tenths of the whole.
pairs to discuss and
Similarly, 0.6 means six-tenths of the whole. The problem
complete Exercises 1
0.4 x 0.6 means four-tenths of 0.6, or six-tenths of 0.4. Each
and 2. Have one
results in the overlapping shaded region that has dimensions of
student ask the other,
0.6 units by 0.4 units. The unit is still 1.The rectangle encloses
“How many rows do
you shade? columns? an area of 24 squares, each of which is one-hundredth of the
What is the total?” whole. The 24 squares represent 0.24.
Have them alternate Teaching Notes
roles.
2 Model: “We want to find 0.4 x 0.6. The decimal grid represents
Beginner students 1 whole. How do you represent 0.4?” Shade four rows or four
may write or state columns. “Now we represent 0.6. and the shading needs to
numbers. be done in the opposite direction. Why?” VWe want to multiply
Intermediate students
the two numbers. Have students trace the rectangle where the
may use simple
shading overlaps. “There are 24 squares in the rectangle where
sentences, such as,
the shading overlaps. This is the product of 0.4 x 0.6.”
“| shade four rows.”
Advanced students e Students need time to think about why they shaded the four
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may use detailed rows and six columns and only used the overlapping region. At
sentences, such as, this point they likely haven't realized that the product (0.24) is
“| shade four rows and less than either factor (0.4 and 0.6). The problem 4 x 6 means
six columns.’ four groups of 6, or 6 groups of 4, or 6 + 6 + 6 + 6, and so on.
Multiplication of decimals cannot be interpreted the same way.
We are finding four-tenths of 0.6, or six-tenths of 0.4.
2 Model: “We are finding 0.7 x 1.4 in the second example. Why
do you think there are two decimal squares?” One of the factors
is greater than 1. “When we shade the first factor, we need
to shade all the way across the two grids.” Shade the second
factor, 1.4 in the opposite direction. “How many squares are
-
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in the overlapping region?” 98 “Each square represents
one-hundredth so 0.7 x 1.4 = 0.98”
e Extension: Ask students how they counted 98 squares. Some
may note it is efficient to multiply 7 x 14.
e The exercises are similar to the examples. Have students —

interpret their models. Can they name the dimensions of the

rectangle in the overlapping shaded region? What does the
area represent?
@ “You have drawn a model for two problems in order to find the
product of two decimals. Are you able to draw the model and
explain how it helps you to find the product of the decimals? Try
with your partner. Explain what you would do to find 0.5 Xx 0.8”

T-200 Chapter 5
 ee vw *_

iF Think and Grow: Use Models to Multiply Decimals 4 “%

|Example } Use a model to find 0.4 X 0.6.

Use a model. Shade 4 rows to represent 0.4 and shade Remember, each row
and each column
6 columns to represent 0.6. represent 0.1.

24 squares are shaded twice.

So, 0.4 X 0.6 = 0.24 |

|Example } Use a model to find 0.7 x 1.4.

Use a model. Shade 7 rows to represent 0.7 and shade
14 columns to represent 1.4.

98 _squares are shaded twice.

So, 0.7 X 1.4 = 0.98 .

Show, and) Grow

Use the model to find the product.

1. 2

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Chapter5 | Lesson5 200

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 Apply and Grow: Practice
Scaffolding Instruction
Students are asked to draw an area model to find the product of
two decimals. They may want to sketch the first factor vertically
and the second factor horizontally, or they may recognize how to
draw the rectangle within the model with the dimensions equal to
the factors of the problem. Either approach is correct.
Emerging students may be able to sketch one of the factors in the
model, but be confused when sketching the second factor in the
opposite direction. Factors greater than one may cause difficulty.
Students may have difficulty determining the area shaded twice,
which represents the product.
e Exercises 3-6: Students continue to color in the models to
show the multiplication. Watch as students color. They may
confuse repeated addition (adding each factor onto the end of
the last factor) with shading each factor in opposite directions,
horizontally and vertically, to form a rectangle.
e Exercise 7: Provide grid paper for students.
e Exercises 8 and 9: These exercises have students make sense of
multiplication in terms of area, and relate their prior knowledge
to multiplying two decimals.

Proficient students are able to draw the area to find the product.
They may sketch both factors and look at the overlapping area, or
they may just sketch a rectangle based on the factors.
e Exercise 7: Can students sketch their own grid to solve? Will
they recognize that they need two grids?
e Exercises 8 and 9: Have students share their reasoning.
Additional Support
e Give students a marker or dark pen to outline the double-shaded
region in the model.
e Provide students with strategies to determine the number of
squares in the product.
¢ Give students a multiplication table as needed.

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T-201 Chapter 5
 Name

Apply and Grow: Practice

Use the model to find the product.

3. 04X04 = 0.16 4. 0.9X 0.9 = 0.81

6. 0.6X 1.6 = 0.96

7. On Saturday, you ride your bike 1.5 miles. On Sunday,

you ride your bike 0.7 times as far as you did on Saturday.
How far do you ride your bike on Sunday?
1.05 miles

8. MPH Reasoning When multiplying 9. DIG DEEPER! Shade the model to

0.4 X 0.3, why is the product less than represent the product of 0.6 and 0.
each of the factors? What is the product? Explain.
The product is less than the factors 0; no squares are
because the product will have shaded twice.
2 decimal places.

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Chapter 5 | Lesson5 201

Chapter5| Lesson5 201

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Think and Grow: Modeling Real Life
The application exercises allow students to apply their
Read each problem understanding of an area model to solve a multi-step problem.
aloud as students follow
along. Clarify unknown ? “Read the problem. What are you trying to find?” Give students
vocabulary and time to discuss the problem with a partner before working
unfamiliar references. through the problem as a class.
You may want to ? “What plan can we use to find how much taller the horse is than
discuss the fact that ~ the donkey?”
_ horses and donkeys ? Ask students to estimate the height of the horse as a connection
are different species to the last lesson.
_ but are closely related. ¢ Work through the problem with students.
Science classifies them ¢ Observe students as they complete the problems with a partner.
in the same genus. They will most likely need grid paper to sketch their models.
Allow students to work They should be able to perform the calculations in the space
in pairs and provide
provided.
time to complete each
e MP1 Make Sense of Problems: Exercise 12 will challenge
_ problem.
Ask the
students. They may read too quickly and assume they drink
|/ questions provided and
have students write 0.3 liters of juice on Saturday, rather than 0.3 of the remaining
their answers ona juice. Have students explain what 0.3 of the juice remaining
_ whiteboard or paper to means. What is their plan to solve?
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hold up for your review. © “Today you used an area model to multiply decimals. What did
you notice about the products when multiplying decimals less
than one? Was this still true when one of the factors was greater
than one? Tell your partner how to use a grid to model decimal
multiplication.”
¢ Supporting Learners: Provide grid paper and multiple colored
pencils for students to solve the problems on this page.

Closure
e “In Exercise 10, assume that on Tuesday you run 1.5 times as far
as you run on Sunday. How far do you run on all three days?”
2.28 miles

T-202 Chapter 5
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 Think and Grow: Modeling Real Life

A donkey is 0.9 meter tall. A horse is 1.7 times

as tall as the donkey. How much taller is the horse than
the donkey?

Multiply 0.9 by 1.7 to find the height of the horse.

Use a model. Shade 9 rows to represent 0.9 and shade
17 columns to represent 1.7.

_153_ squares are shaded twice.

$0, 0.9'X 1.7 = 1.53_,

Subtract the height of the donkey from the height mee

of the horse.

So, the horse is 9-63 meter taller than the donkey.

Show and) Grow

10. On Sunday, you run 0.6 mile. On 11. Acandle burns 0.2 ounce of wax each
Monday, you run 1.3 times as far hour. A candle with 14.5 ounces of
as you run on Sunday. How many wax burns for 2.5 hours. How much
more miles do you run on Monday Wax is left?
than on Sunday? 14 ounces
0.18 mile

12. | You have a bottle that contains 1.5 liters of

apple juice. You drink 0.2 of the bottle on Friday, and 0.3 of
the juice remaining in the bottle on Saturday. How much
apple juice do you have left?
0.84 liter

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Chapter5 | Lesson5 202

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Homework & Practice Notes

e Provide students with three different colored pencils to use to
color their models.

Assignment Guide and Concept Check

| 1-9 odd, 11-1

—————

Prior Skills
e Exercises 11-14: Grade 5, Comparing the Values of Digits

Cross-Curricular Connections
Art
e Research different artists that use recycled trash materials as
part of their artwork. Provide students with a variety of recycled
craft supplies such as lids, toilet paper rolls, buttons, and beads.
Students will use straws, string, or pipe cleaners to weave
through the materials. Tell students to place the first material
0.5 inches away from the second material. Provide products
for the other distances, such as, “Make the third material
2.5 X 0.5 inches away from the second material.”
Note: Provide students with clay, tape, or glue to keep items
in place.

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T-203 Chapter 5
 Name
Homework
& Practice 3.5
Learning Target: Use models to multiply decimals.

|Example | Use a model to find 0.3 x 1.6.

Use a model. Shade 3 rows to represent 0.3 and shade 16 columns
to represent 1.6.

48 __squares are
shaded twice.

$0,0.7X 14= 0.48.

Use the model to find the product.

1. 0.80.9 =_0.72

pt tt
EES fice pea ea

3. 06X19=_1.14 . 0.7 X 1.2 = 0.84

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Chapter5 | Lesson5 203

Chapter5 | Lesson5 203

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 Extend Student Learning
Logical-Mathematical
° Display the recipe below on the board. Mention to students that
they need to make 1.5 batches. Students will need to rewrite the
smoothie recipe with each ingredient 1.5 times as much as what
is Originally listed. Be sure students write the equations and a

record each ingredient’s new amount.

RECIPE
Blueberry Green Smoothie
oup frozen Wild Blueberries
cup low-fat plain Greek yogurt
avocado
cup packed spinach
tablespoon lime juice (from one lime)
tablespoons basil (approximately 7 leaves)
ice cubes
— cup unsweetened
—PFPNI-NI-—
NWN coconut milk

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Lesson Resources ry
Surface Level
Deep Level
Resources by Chapter
Resources by Chapter
¢ Extra Practice ¢ Enrichment and Extension
e Reteach
° Chapter Self-Assessment
* Chapter Self-Assessment
Graphic Organizers
Differentiating the Lesson
Dynamic Assessment Sys
Tutorial Videos tem
* Lesson Practice
Skills Review Handbook
Skills Trainer

T-204 Chapter 5
 One banana contains 1.3 grams of MP] Reasoning When multiplying
protein. How much protein is in 0.5 0.6 and 1.2, why is the product less
of abanana? than only one of the factors?
0.65 gram One factor is greater than
1 and one factor is less than 1.

Y@U BE THE TEACHER Newton MP) Structure Write a multiplication

says that 0.2 X 0.2 = 0.36, because equation that is represented by
there are 36 squares shaded. Is he themodel. 9.6 x 0.7 = 0.42
correct? Explain. no; 0.2 x 0.2 = 0.04,
only the 4 squares
_| that are double-

9. Modeling Real Life A pancake batter DIG DEEPER! To make crafts, you buy
recipe calls for 0.5 cup of water. The colored paper for $1.90. You buy a pack
recipe calls for 1.5 times as much of googly eyes that costs 0.4 times as
pancake mix as water. How much more much as the colored paper. How much
pancake mix is needed than water? money do you spend in all?

$2.66

SULOIOLOTOIOLUIOIULULUlUr
Ui)
Review & Refresh
Write the value of the underlined digit.
11. 5,120,379 12. 400,681 « 7,245,819 14. 23,504

100,000 600 7,000,000 20,000

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Chapter 5 | Lesson 5 204

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ae STATE STANDARDS

i to Teach , 5.NBT.B.7
Preparing
The area model is again used to record the results of each
Learning Target multiplication computation, similar to whole number multiplication.
Remember, the underlying mathematics is the Distributive Property.
Use partial products to
The big understanding for students is that each digit of the first factor
multiply decimals.
must be multiplied by each digit of the second factor. In doing so, the
Success Criteria value of each digit must be used. The problem is written in a vertical
e Write the partial _ format and the partial products are not being regrouped yet. We want
products for a students to focus on writing each partial product, in any order that
multiplication makes sense to them. It is likely they wil! multiply in the same order
problem. as the standard algorithm for whole number multiplication.
e Add the partial
products to find Materials
a product. e Double Decimal Grid*
e colored pencils
*Found in the Instructional Resources

Practice opportunities Dig In (Motivate Time)

| for the following Students draw an area model for two decimals greater than 1.
are available in the To find the product, attention is given to four regions that make
Resources by Chapter or counting the squares more efficient. The partial products are
at BigldeasMath.com. recorded vertically with a connection made to place value.
e Daily skills ? Turn and Talk: “How can you draw a model to find 1.2 X 1.3?”
e Vocabulary Give sufficient time and then elicit responses.
e Prerequisite skills
e Provide Double Decimal! Grids. Circulate as students draw and
count. Note if they are subdividing the rectangle to make the
counting easier.
? MP7 Look for and Make Use of Structure: Ask if anyone found
ELL Support an easy way to count the squares. Have them explain. They likely
Review the strategy of used partial products.
multiplying using partial ? Think-Pair-Share: “How is this
products by performing problem like multiplying
multiplication with 13 X 12?” Remind them that
several pairs of whole 13 X 12 was done by writing
numbers. Then explain (10 + 3) X (10 + 2) and finding
that students will learn the four partial products.
to apply this strategy to e Distribute colored pencils.
decimals. “| want you to shade the model
to show the four regions.” ea
>

Refer to the diagram. Use

four colors.
¢ MP4 Model with Mathematics: Point and ask what each section
represents. For instance, the purple is the product of 0.2 X 0.3;
the green is the product of 0.2 X 1, and so on.
@ “You multiplied two decimals and the model was very much like
whole number multiplication. You needed to pay attention to place
value! We are going to use partial products to multiply decimals.”
T-205 Chapter 5
 Use Partial
Products )6
Learning Target: Use partial products to multiply decimals. to Multiply
Success Criteria: Decimals
+ [can write the partial products for a multiplication problem.
+ | can add the partial products to find a product.

Structure How can you use partial products to multiply decimals?

Use partial products to multiply as you do with whole
numbers and place the decimal in the appropriate place.

Explore and Grow

e Have students work in small groups. Partners should check one another that
the partial products are correct. They need to think about place value.
? Ask volunteers to share their work and explain how they found 1.5 x 1.4,
Were there different approaches, meaning the order in which they wrote the
partial products? Did they try to align like place values to add?
? MP3 Construct Viable Arguments: “Does your answer seem reasonable?
Why?” You want students to find an estimate by rounding.

Chapter 5 | Lesson 6
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 Laurie’ Notes
Think and Grow
Getting Started
After reviewing the Students have used the language of partial products before.
example, have students They still need to pay attention to place value and should
work in groups to
not simply find the product of two numbers. Though the
discuss and complete
| Exercises 1-3. Provide
order of the steps does not matter, students will benefit from
developing a systematic order so that no steps are forgotten.
! the following guiding This is consistent with what they learned with whole number
questions: “What is the
product when you multiplication.
multiply the two tenths? Teaching Notes

| one of the tenths and

one of the ones? the ? Model: “We are going to use place value and partial products
to find 3.2 x 4.8. First, we will estimate by rounding.” Ask a
other tenths and the
' volunteer to share the estimate. “Why should we estimate
| other ones? the two
: ones? What is the first?” To determine if our final answer is reasonable.
sum of the products?” © Work through the problem as a class. In Step 1, remind students
Expect them to that the digits 2 and 8 each represent tenths. “You are using
perform according place value. Two tenths times eight tenths is 0.2 x 0.8 or 0.16."
to their language Point out that the work of the
proficiency level. previous step is carried forward
Beginner students to the next step. There are four e
e
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may demonstrate the parts in the area model and there
process by writing. are four steps, or partial products,
when multiplying 3.2 x 4.8.
Intermediate
students may describe Draw a quick sketch of the
answers using simple problem and identify each of the
sentences. four regions to correspond with
the four steps.
Advanced students
may describe using Discuss why it is helpful to align like place values when writing
the partial products.
detailed sentences.
“Is the sum of the partial products close to your estimate?” yes
0-9“How is this problem like 32 < 48? How is it different?” You
are trying to foreshadow the standard algorithm for decimal
multiplication.
~~ “Check your work with a partner in Exercises 1-3. Were your
estimates the same? Were the partial products the same? Did
you write the partial products in the same order? Were your
answers the same?” If a document camera is available, have
,”
-
-.
”
,
>
o|=
—
students explain how they found each partial product.
Supporting Learners: Provide a full sheet of decimal grids so
students can model 3.2 x 4.8. Be sure the decimal grids can be
easily identified, meaning each 10-by-10 square can be seen.
Connect the visual model to each partial product. o
—

© “You have been writing partial products for multiplication

problems. Then you added them to find the product. Use your
thumbs signals to show how confident you are in this process.”

T-206 Chapter 5
 * &

lm,
ie
Think and Grow: Use Partial Products to Multiply

|Example | Use partial products to find 3.2 x 4.8. Estimate 15

Step 1: Multiply the tenths | Step 2: Multiply the ones You can do
these steps in
by the tenths. by the tenths. Beeler

32 2
x 4.8 x 48
;
48
en =
x &
0.2 x 0.8 0.16 1&
3X 08
ie

Step 3: Multiply the tenths Step 4: Multiply the ones

by the ones. by the ones.

3.2
x 48
0.16
2.4
0.2x4

15.34 Add the partial

products.

So, 3.2 X 4.8 = 15.36. Reasonable? 15.36 js

closeto_15_./S

Show and’ Grow.

Find the product. Check whether your answer is reasonable.
1 4.5 2 2.7
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9.45

LLC
Learning,
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206

Chapter 5 | Lesson 6 206

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Apply and Grow: Practice

Scaffolding Instruction
Students should first estimate and then complete all the place
value multiplications to generate the partial products. Students
should be comfortable estimating. Are they able to keep track of
what pairs of numbers are multiplied to find the partial products?
Do they use the place value of each digit when they multiply,
especially with the decimal places? Do they understand that the
sum of the partial products is the product and the answer to the
multiplication problem?
Emerging students may not be fluent with their multiplication
facts. They may have difficulty recognizing all the steps in
multiplying the partial products, or using place value when they
multiply, especially when multiplying two decimal places.
e Exercises 4-9: You do not want students to follow a procedure
if there is no understanding of the process. Are students able
to draw an area model of the problem? You may need to color
code the model to each of the four partial products. Drawing
four boxes to fill in the partial products may help.
e Exercise 10: Students will need to use partial products and not
an area model for this problem.
e Exercises 11 and 12: This will help you assess if students are
developing the necessary concepts.
e Exercise 13: If this is too difficult for some students, use it as an
extension only.

Proficient students have a conceptual understanding of the

structure of the partial products based on the digits in the
factors. They may make a multiplication mistake but there is
understanding of the process.
¢ Exercises 11-13: Share your reasoning with a partner and
the class.
e Exercise 13: Use this as an extension. Ask students to explain
their reasoning. How did they know what the factors were?
What clues did they use?

Additional Support
e Provide decimal grids. After the model has been drawn, ask
about each partial product. How did place value help them find
the product?

Extension
e “Write a problem similar to Exercise 13 and share with a
partner.’ Limit the factors to a whole and tenths.

T-207 Chapter 5
 Name

Apply and Grow: Practice

Find the product. Check whether your answer is reasonable.

A, 741 gee 16:7 6." 5:9

x 23 x 04 X 8.6
9.43 6.68 50.74

7. 23.7 X 3.5 = 82.95 8. 10.6 X 14.7 =155.82 9. 1.2

X 3.71 = 4.452

10. Aspace probe travels 643.5 miles Mia MP) Number Sense Which products
every minute. How far does it travel are greater than 20.4?
in 1.5 minutes?
2.5 X 4.8
965.25 miles

8.6 X 2.4

12. Me} Precision How can you use 13. DG DEEPER!) Write a multiplication
estimation to help you place the equation shown by the partial
decimal point in a product? Explain. products.
A good estimate will not vary from
O14 470276 2.1 423
the actual product by more than
1)
= a power of ten. 1.7 X 3.2 = 5.44
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Chapter 5 | Lesson6 207

Chapter5 | Lesson6 207

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 |Laurie’ Notes
Think and Grow: Modeling Real Life
The application example allows students to apply their
Read each question understanding using partial products to solve a multi-step
aloud as students follow problem.
along. Clarify unknown
vocabulary. Explain ? “Have you ever seen a geode? Do you think they are light
unfamiliar references, or heavy? What do you know about them?” Letting students
such as geodes, a discuss the context will help with developing understanding of
Chinese dragon, and the problem.
an ice rink. Allow ? “Read the problem. What are you trying to find?” Give students
students to work in pairs | time to discuss the problem with a partner before working
and provide time to through the problem as a class.
complete each problem. ? “What do we need to know?” The weight of both geodes. “What
Ask questions to elicit else is needed to answer the question?” How much the purple
answers to the problems geode weighs.
provided and have e Have students work with a partner to multiply 2.5 x 1.6. They
students respond by should compare and share their answers.
' writing their answers on
e Finish the problem with the students.
_ a whiteboard or paper to
hold up for your review. e Exercise 14 is modeled directly after the example.
e Exercise 15 is an area problem.
e Exercise 16 is a multi-step problem. Can students develop a
plan to solve it? Do they organize their work?
© “Today you used place value and partial products to find the
product of two decimal numbers. How well do you understand
the process, meaning you can write the problem and calculate
all the partial products to find the product?”
© “What part of today’s lesson was most confusing? What helped
you become less confused?”
¢ Supporting Learners: Provide decimal grids for students to
solve the problems on this page.
¢ Supporting Learners: Provide students with a template for the
partial products, color coding the boxes and digits if possible.

Closure
? “An average fifth grader sleeps 8.6 hours per night. How many
hours does an average fifth grader sleep in four weeks? About
how many hours per year?”
Note: Use the four-week value as an average per month
sleep time.

T-208 Chapter 5
 Think and Grow: Modeling Real Life

| Example | A geologist has a blue geode that weighs 2.5 pounds.

The geologist has a purple geode that weighs 1.6 times as much
as the blue geode. What is the total weight of the geodes?

Find the weight of the purple geode by multiplying

the weight of the blue geode by 1.6. 2.5
x 1.6

The weight of the purple geode is _4 — pounds.

Add the weights of the blue geode and the

purple geode. PAS)
+L4]
The total weight of the geodes is 6-5 pounds.

Show, and’ Grow)

14. You buy 3.5 yards of yellow fabric to make a Chinese
dragon. You buy 2.5 times as much red fabric as yellow
fabric. How many yards of fabric do you buy in all?
12.25 yards

18.3m 15. Anemployee cleans the surface of the rectangular

ice rink. What is the area ofthe ice rink?
9.1m 166.53 square meters

16. There are 89.1 milligrams of Vitamin C in 1 cup of strawberries. There Oo

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are 83.2 milligrams of Vitamin C in 1 cup of orange slices. You eat &
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208

Chapter 5 | Lesson 6 208

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Homework & Practice Notes

e Provide extra paper for students to work through and
solve problems.
e Exercise 10: Suggest that students create and solve two
problems, one that multiplies two decimals, and another that
multiplies a whole number and a decimal. Then have them
describe what they notice.

Assignment Guide and Concept Check

Prior Skills
e Exercises 14-16: Grade 5, Using Multiplication Patterns

Cross-Curricular Connections
Science
e Discuss different amounts of vitamins students should consume
daily. Focus on a specific vitamin, like B12. List some foods that
have B12 in them and give a scenario such as, “If one egg has
0.6 micrograms of B12, and you had 2.5 eggs for breakfast, how
much B12 did you consume?” Have students write equations
and solve. Discuss their answers.
 2 ta

~ Name
Homework
& Practice 5.6
Learning Target: Use partial products to
multiply decimals.

|Example | Use partial products to find 9.3 x 2.5. Estimate 9 X 3 = 27

Step 1: Multiply the tenths by | Step 2: Multiply the ones by

the tenths. the tenths.
93 93
X25 x25
0.15] 03x05 0.15
9X0.5
Step 3: Multiply the tenths by | Step 4: Multiply the ones by
the ones. the ones.
9.3 9.3
x 2.5 i ORS)

You can do aE ae
these steps in : i .
any order. 0.3 X 2 i 0.6
+[18 | 9x2
23.25] Add the partial products.

Son9i8e 25) = 2a.2o} Reasonable? 23.25 is

closeto 27 ao

Find the product. Check whether your answer is reasonable.

fs 2.4 2: 3.1 eb 7.3
ae ome HA See)

; aa]
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2
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Chapter5 | Lesson 6 209

Chapter5| Lesson6 209

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Extend Student Learning
Bodily-Kinesthetic
e Provide pairs of students with dominos and place them face
down on a desk. Partners will take turns choosing two dominos
to each create a decimal multiplication equation. Mention
that the line on each domino represents the decimal point.
Students will arrange their dominos, write each as a decimal,
and multiply them. The partner with the greater product takes
. all the dominos. If students have the same product, they
should choose four more dominos and repeat as a tie breaker.
The partner with the greater product takes all eight dominos.
Continue to play until a partner reaches 20 dominoes or the
time is over.
ohn DA 6.4

a [S220

Lesson Resources
Surface Level ~ | Deep Level
Resources by Chapter Resources by Chapter
e Extra Practice e Enrichment and Extension
¢ Reteach e Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos e Lesson Practice
Skills Review Handbook
Skills Trainer

T-210 Chapter 5
 Find the product. Check whether your answer is reasonable.
2.8 5. 5.6
ee eyi/ x 46
10.36 25.76

21.4 X 9,3 =199.02 8. 58.1 x 8.6 = 499.66 9. 0.6X 1.45 = 0.87

Writing How is multiplying two |DIG pYzag38! Two numbers each have
decimals different than multiplying a one decimal place. Is it possible for their
whole number and a decimal? product to be a whole number? Explain.
Sample answer: Multiplying two yes; When the sum of the partial products
decimals may require finding more has two Os to the right of the decimal point,
partial products. the product is a whole number.

. Modeling Real Life A red-bellied . Modeling Real Life You use 2 cans of
snake is 11.5 inches long. A ring- tomato sauce with mushrooms and
necked snake is 1.4 times as long as 1.5 cans of plain tomato sauce to
the red-bellied snake. How much make lasagna. Each can contains
longer is the ring-necked snake than 10.5 ounces. How many ounces of
the red-bellied snake? tomato sauce are in the lasagna?
4.6 inches 36.75 ounces

Review & Refresh

Find the product.

14. 24x 104 = 240,000 | 45, eanatoed 16. 200 x 600 = 120,000

LLC
Learning,
Ideas
Big
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STATE STANDARDS
/ 5.NBT.B.7
ToT
E
3 Preparing to Teach
=
E Students have developed a great deal of understanding about
Learning Target e decimal multiplication in this chapter. It began with using patterns
&

to find the product of a decimal and a power of 10. Estimates

Use estimation and
properties to multiply of products were found by rounding each factor. Students used
models to represent the product of a decimal and a whole number
decimals.
and in the last lesson, the product of two decimals. Students
Success Criteria should have a good understanding of how decimal multiplication
e Use estimation to and whole number multiplication are similar. In this lesson, they
place the decimal use estimation and properties to multiply decimals.
ORT
TT
ETRE
TAT
point in a product.
e Use properties to Materials
multiply decimals. e whiteboards and markers
e Explain the strategy e calculators
| used to multiply.

Dig In (Motivate Time)

_ Students use calculators to explore patterns in decimal
multiplication.
| Practice opportunities | © “In this chapter, we've learned to multiply decimals and whole
| for the following
numbers, or two decimals, using many different models and
are available in the
strategies. Today we are going to see how estimation and
Resources by Chapter or |
properties can be used to help us multiply.”
| at BigldeasMath.com.
e Distribute calculators, whiteboards, and markers.
e Daily skills
e “Find 217 X 5.” Students record the
| ¢ Vocabulary
¢ Prerequisite skills
problem at the top of their whiteboard.
? Now ask students to find the product of
| [217x5=1085
the remaining problems. They record the 21.7 x 500
problem and product. 21.7x 50
2 Turn andTalk: “Describe all of the patterns 21.7x5
you observe.’ There are many patterns 27 xO
Discuss the relationship
between the words students should mention. Do they notice 2.17 x 500
estimate and estimation. that the digits 1, 0, 8, and 5 appear in all of 2.17 x 50
Write the word estimate the products? The location of the decimal Z1UxS
on the board and ask point is changing the value of the digits.
students to explain ? “Put your calculators aside. Can you use
its meaning. Remind your results and the patterns you've observed to predict
them that it has two 2.17 X 0.5? How about 2.17 x 0.05? Explain to your partner
pronunciations and two how you are making your prediction”
meanings. Review that ¢ Elicit predictions and explanations. Students will want to check
an estimate (noun) is the their predictions on the calculator.
answer you get when © “Did any of you use estimation to help with your predictions?”
you estimate (verb). Give students time to think about how estimations could help
Then write estimation on them with finding the products in this list.
the board and explain
that it is the process you
use when you estimate.

T-211 Chapter 5
 Name
Use Strategies
to Multiply 3.7
Learning Target: Use estimation and properties to Decimals
multiply decimals.
Success Criteria:
+ | can use estimation to place the decimal point in a product.
+ | can use properties to multiply decimals.
+ |can explain the strategy | used to multiply.

Explore and Grow

Without multiplying, determine the pairs of exp ressions that have the same
value. Explain your reasoning.
l used estimation and place value.

1.26 X 38 12.6 X 0.38

12.6 X 38 1.26 X 3.8

126 X 3.8 126 X 0.38

Reasoning How do you know how many decimal places are in each
product? Explain.
The product should be close to your estimate, so place the
decimal point where it makes sense.

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Explore and Grow

¢ This exploration is a good way to see if patterns students observed in the
sw Dig In can be applied. Estimations will be important for students to match
the pairs of expressions.
? “You didn’t actually multiply to find the product. How did you match the
expressions?” You should hear students mention estimation and they may
also mention that they counted decimal places in each number.
¢ MP2 Reason Abstractly and Quantitatively: You should hear explanations
connected to the last few lessons.

Chapter5 | Lesson7 211

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 ELL Support
Think and Grow
Getting Started
_ After demonstrating
e Two strategies are shown in the examples. Estimation is a
) the examples, have
: students work in groups
strategy students have been using to decide if their answer
: to discuss and complete is reasonable. Now they multiply as they would with whole
numbers, placing the decimal point based upon their estimate.
| Exercises 1-3. Expect
e The second strategy is to use the Commutative and Associative
| students to perform
according to their Properties to rewrite the expression.

| language proficiency
level.
Teaching Notes
© “We are going to work two examples. The first uses estimation,
Beginner students the second uses properties. | want you to think about how
may write out the math our work today is similar to how we have multiplied whole
and discuss using numbers.”
simple phrases.
2 Model: “We want to find 3.84 x 2.1. What is a reasonable
Intermediate students
estimatf@® Explain.” 3.84 is close to 4 and 2.1 is close to 2.
may write and
A reasonable estimate is 4 x 2 = 8. “We begin by multiplying
discuss using simple
384 x 21 and will place the decimal point in our answer based
sentences.
Advanced students upon our estimate.”
may write and 2 “We have a product of 8,064. That would be the answer if
| discuss using detailed we were multiplying the whole numbers 384 X 21. What is a
sentences. reasonable answer given your estimate?” The answer should be
about 8 so place the decimal point between the 8 and 0.
© “We used estimation to multiply the decimals. We found the
product of the numbers as we would with whole numbers
and then used our estimate to place the decimal point in the
product. Can you explain why this method makes sense?”
2 Model: “You can use properties to multiply decimals. To find
0.3 X 0.7, we start by rewriting each number.” Since there are
four factors, we multiply left to right and parentheses are not
needed. The order of the middle two factors is changed, which is
the Commutative Property. In the next step the whole numbers
are grouped and the decimals are grouped.
¢ Students often comment that a lot of steps were taken to
multiply 0.3 x 0.7, and they already knew the answer was 0.21.
Explain that it is important to know that the steps they are
taking can be shown to work for all problems of this type.
e Exercises 1 and 3 involve hundredths times tenths. Be sure
students estimate first so they have a sense about how to place
the decimal point in the product.
? Supporting Learners: Provide access to decimal grids if students
need to draw a model to see the product.
@ “In each exercise you multiplied whole numbers to find a
product. How did place value help you place the decimal point
in the product?”

T-212 Chapter 5
 Think and Grow: Use Strategies to Multiply

You can use estimation and place value, or multiplication properties to multiply.

Teac Find 3.84 x 2.1. Estimate __8 __

Multiply 384 by 21. Then place the decimal point. I
384
Because the product should be close to your x 21
estimate, place the decimal point after the __8 _. 384

You can use properties to multiply.

0.3 X0.7=3xX0.1X7X0.1 Think: 3 X 0.1 = 0.3 and7 X 0.1 = 0.7.

=3X7X0.1 X0.1 Commutative Property of Multiplication

= (3 X 7) X (0.1 X 0.1) Associative Property of Multiplication

= 21 X 0.01 Multiplying 21 by 0.01

moves the decimal point
= 0.21 two places to the left.

S0,0.3X0.7=__0.21 ___,

Show, and) Grow,

Find the product. Explain the strategy you used.

1. 491X08=_3.928 | 2, 102x56=_57-12_ | 3. 12.03 x 4.2 = 50.526_

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Ideas
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212

Chapter 5 | Lesson 7 212

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 Apply and Grow: Practice
Scaffolding Instruction
Students continue finding products with decimal factors. Students
select strategies to assist them in finding products, either using
estimation or properties. Observe as students record their
strategies, are some students dependent on the same strategy
regardless of the factors? Do some students switch strategies?
Emerging students may need to use models or need support with
multiplication facts by using a multiplication table. Switching
between different strategies is not fluid and may cause confusion.
Students will likely choose one strategy to use throughout.
Students can sometimes “do” but not explain clearly to others the
method they are using.
e Exercises 4-10: Encourage students to estimate all the answers,
even if they are using properties, to check the reasonableness
of their products. What is causing difficulty? Is it in the
multiplication of whole numbers? Is it multiplication facts?
placement of the decimal? Small groups may be needed to
address different concerns.
e Exercise 11: Have students tell a partner their answer prior to
writing. If writing is difficult, let students share verbally.
e Exercises 12 and 13: These exercises will assess if students are
making sense of the decimal placement in a product.

Proficient students are able to use both strategies and can use an
alternate strategy to check their answers. Students can explain
strategies used.

e Exercises 4-10: Encourage students to use both methods on the

exercises.
e Exercises 12 and 13: Have students share their reasoning with a
partner. “Did your partner have the same answer? Did you both
use the same reasoning?”

Additional Support
¢ Provide decimal grids for students to model or let students use
partial products.
Extension
e “Choose two problems from Exercises 3-9 and show partial
products to check your answers”

T-213 Chapter 5
 Name

Apply and Grow: Practice

Find the product. Explain the strategy you used.

4. 09X32=_2.88 _ 5. 1.7X 0.84 =_1.428_ 6.) 2:46a214 >. 76

7. 12.1 0.8 =_9-68 8. 0.05 xX 0.9 = __0.045 9. 74X86 =_63.64 _

10. Anewly hatched fish is 0.25 inch long. 11. Writing Which strategy do you prefer
An adult fish is 7.6 times as long as the to use to multiply decimals? Explain.
newly hatched fish. How long is the Check students’ work.
adult fish?
1.9 inches

12. MPI Structure Your friend multiplies 13. MP} Precision How many decimal
two decimals by rewriting the product places are in the unknown factor?
as (56 X 3) X (0.01 X 0.1). What two Explain.
decimals could she be multiplying?
X 2.8 = 4.48
0.56 x 0.3
1 decimal place; The given factor
moves the decimal point one
place to the left. Another factor
with 1 decimal place is needed.

LLC
Learning,
Ideas
Big
©

Chapter 5 | Lesson7 213

Chapter 5 | Lesson 7 213

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Think and Grow: Modeling Real Life

These applications allow students to show their understanding of
Read each problem multiplying decimals to solve a word problem. Students should
aloud as students use any strategy they like to multiply.
follow along. Clarify
unknown vocabulary, ? Preview: Look at the map in the example. “What are some
such as replica. Explain of the features of a map? Can a map be as big as what it is
unfamiliar references, showing? What does a map have that allows you to find out the
such as the significance actual distances? How have you used a map key in the past?”
of the Lincoln statue. Read the example. Have students discuss the plan to find the
Verify that students actual distance between Los Angeles and Anaheim.
understand how the Have students work with a partner to estimate the distance.
map is used. Allow Have several students suggest estimates. Estimates should be
students to work in pairs between 30 and 48 kilometers. Have students explain how they
and provide time to determined their estimates.
complete each problem. Have students teach their partners the multiplication shown.
Have students write Then decide where the decimal point should be placed based
their answers ona
on their estimate.
_ whiteboard or paper to
Complete the problem with students and ask probing questions
_ hold up for your review.
to be sure they are ready to work on the remaining exercises.
Teaching Tip: Make use of stop lights for students to express
how they are doing with problem solving. Green lights mean
students are doing well on the exercises. At yellow, students
are feeling challenged and not entirely comfortable. This is okay.
Ask students if they have tried more than one strategy before
assisting. Students can also work with other students with
yellow lights to discuss where they are stuck. Red lights indicate
a student has stopped working and cannot proceed any further
without assistance, which can come from either the teacher or a
nearby student.
Exercise 14 is similar to the example.
Exercise 16 is a multi-step problem and some students may
need help setting up a plan to solve.
Supporting Learners: Provide multiplication tables. Remind
students of various strategies to multiply and allow them to
work with a partner.
© “Today you multiplied decimal numbers using either estimation
or properties. Who prefers using estimation? properties? Show
me with your thumb signals how you did with your learning
today.”

Closure
“Newton made a mistake in his multiplication.
What went wrong?”

T-214 Chapter 5
 Think and Grow: Modeling Real Life

@ Los Angeles
|Example } You measure the distance between Las BN

Los Angeles and Anaheim on a map. Each centimeter

represents 2.5 kilometers. What is the actual distance
between the cities?

Because each centimeter represents 2.5 kilometers,

multiply 15.4 and 2.5 to find the actual distance.

Multiply 154 by 25. Then place the decimal point. Estimate

1
22
Because the product should be close to your 154
estimate, place the decimal point after the __8 PS)
770
15.4 X25 =_38.5_ + 3,080
3,850

So, the actual distance between the cities is _38-5_ kilometers.

Show; and) Grow.

14. You measure the height of the replica of the Lincoln
statue. Each centimeter represents 2.5 meters. What 2.32 cm
is the actual height of the Lincoln statue?
5.8 meters

15. biG DEEPER! How much does 16.

the bunch of bananas cost? digital photograph file that is
Explain. $1.36; 0.25 megabyte larger than 7.5 times
2.3 X $0.59 = $1.357 the file size of your photograph.
Bananas | Round the product What is the file size of your friend's
1 $0.59%s.n0} to the nearest photograph?
hundredth. 4 megabytes oO
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Chapter 5 | Lesson 7 214

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Assessment System.
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Homework & Practice Notes

e Provide paper for students to explain the strategies they used to
solve problems.

Assignment Guide and Concept Check

Concept Check —

— 7,9, 11,13,15
oe

Prior Skills
e Exercises 16 and 17: Grade 5, Rounding Decimals

Cross-Curricular Connections
Art
e Review Exercise 14 and what it means when an object is scaled.
Have students research different types of vehicles and choose
one to scale into a toy car version. Remind them that their toy
version will be 0.05 times the actual length of the car. Be sure
students find an accurate length, write an equation, and solve.
Have students draw a picture of the toy car version.

188.3 inches ———-____________ 5

T-215 Chapter 5
 .
Name
Homework
& Practice 3.7
Y Learning Target: Use estimation and properties
to multiply decimals.

Pesce Findo.s x 0.12.

You can use properties to multiply.

0.5 X0.12=5 X 0.1 X 12 X 0.01 Think: 5 X 0.1 = 0.5 and 12 X 0.01 = 0.12

=5xX12X0.1 X 0.01 Commutative Property of Multiplication

= (5 X 12) X (0.1 X 0.01) Associative Property of Multiplication

= 60 X 0.001 Multiplying 60 by 0.001

moves the decimal point
2006 three places to the left.

Find the product. Explain the strategy you used.

1, 08% 1.4=_1.12_ 2. 13X29=_3-77_ 3. 1.7X06=_1.02 __

4. 3.86 X 2.8 = 10.808 5. 0.07 X 4.5 =_0.315_ 6. 256X625=_16 _

7. 1.18 X 0.8 = 0-944 8. 18.2

x 0.9 = 16.38 9. 6.75.2 =_34.84_

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Ideas
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Chapter 5 | Lesson7 215

Chapter 5 | Lesson 7 215

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e Have students create their own multiplication equation
involving two decimals as the factors. Students will create
a poster advertising to use a specific strategy of their choice
to solve the equation. Students will need to explain their
TEN
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reasoning for choosing that strategy and why they think it
is the best one to use for their equation.

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Lesson Resources

Surface Level Deep Level

Resources by Chapter Resources by Chapter
e Extra Practice ¢ Enrichment and Extension
e Reteach e Chapter Self-Assessment
¢ Chapter Self-Assessment
Graphic Organizers
Differentiating the Lesson
Dynamic Assessment System
Tutorial Videos
¢ Lesson Practice
Skills Review Handbook
Skills Trainer

T-216 Chapter 5
 10. A beaker contains 0.75 liter of a 0 MP] Structure Which expressions are
YY solution. You use 0.1 of the solution
for an experiment. How much of the
equivalent to 0.6 X 0.3?

solution do you use? (6 X 3) X (0.1 X 0.1)

0.075 liter (6 X 3) X (0.01 X 0.01)

(6 x 3) x (+
10)
x =|
10

(6 X 0.1) X (3 X 0.1)

Mp) Number Sense Your friend finds MP} Number Sense When finding
0.92 X 0.3 by multiplying 92 and 3. 75 X 0.01, where will the decimal point
Explain how your friend will know be placed? Explain.
where to place the decimal point in In front of the 7;
the product.
Multiplying by 0.01 moves the
Your friend will place the decimal decimal point two places to the left.
point so that the product is close to
the estimate.

Modeling Real Life A toy car designer . Modeling Real Life A carpet installer
measures the length of the actual car measures 3 rectangular bedrooms for
shown. A toy car is 0.05 times as long new carpeting. Which bedroom needs
as the actual car. How long is the the most carpeting?
toy car?
Bedroom A: 3.1 meters by 3.1 meters
8.03 inches
Bedroom B: 2.9 meters by 3.2 meters
Bedroom C: 2.5 meters by 3.4 meters
-— 160.6 inches —4 Bedroom A

RAR TRAIT
Review & Refresh

16. Round 4.163. . Round 10.187.

Nearest whole number: ___4 Nearest whole number; __10

Nearest tenth: __4-2 Nearest tenth: _10.2

Nearest hundredth: _4:16_ Nearest hundredth: _10-19_

©
LLC
Learning,
Ideas
Big

Chapter 5 | Lesson 7 216

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BigldeasMath.com

STATE STANDARDS
i to Teach =ORE/) 5 NBT.B.7
Preparing
Much of the work in this chapter has used models to help students
Learning Target develop an understanding of how to multiply decimals and whole l
i
th
tf

numbers, or two decimals. Students have learned that decimal

Multiply decimals.
multiplication is very similar to whole number multiplication.
Success Criteria Early work with powers of 10 and estimation have helped students
e Multiply whole understand how place value is still central to multiplication. In this
numbers. lesson, we state the place value relationship between the factors
e Determine the number and the product, a relationship that most students have likely
of decimal places ina recognized.
product.
e Find a product. Dig In (Motivate Time)
Students review how to use models and strategies to find the
product of two decimals.
e “In this chapter, we've learned to multiply using many different
Practice opportunities models and strategies.”
for the following e “For three minutes, brainstorm as many different ways as you
are available in the can think of to find the product of two decimals. If you don’t
Resources by Chapter or know the name of a model, describe it to your partner.”
at BigldeasMath.com. e Project examples of the following methods with descriptions.
© Daily skills Use textbook examples if students do not mention the strategy:
e Vocabulary Use a model (Lesson 5.5), partial products (Lesson 5.6), place
e Prerequisite skills value (Lesson 5.4), estimation (Lesson 5.7), and properties
of multiplication (Lesson 5.7). Students may mention related
strategies from earlier lessons with decimals and whole
numbers. “If you and your partner discussed this method show
ELL Support thumbs up.”
? “Are there any other methods not shown that you discussed?”
Before students begin
Some may mention models for whole numbers and decimals.
this lesson, review the
multiplication strategies e Allow students to share any other ways of thinking. Not all have
listed. Provide a problem to be visual models. Encourage students to share any mental
for each and have them math thinking. “I know that 3 tens (30) times 4 tens (40) is
demonstrate its use. 12 hundreds (1,200) and 3 tenths (0.3) times 4 tenths (0.4) is
12 hundredths (0.12).
_ © “We discussed ways to find the product of two decimals.
In this lesson, you will have the opportunity to practice
using an efficient strategy for multiplying decimals that
relates the decimal places in the factors to the decimal places
in the product.”

T-217 Chapter 5
i Name Multipl
uItIply
— Decimals 5.8
Learning Target: Multiply decimals.
Success Criteria:
+ [can multiply whole numbers.
+ |can determine the number of decimal places in a product.
+ |can find a product.

Explore and Grow

Choose any strategy to find each product.

Multiplication Strategies
0.8 x 0.4 Use a Model
0.32 Partial Products
Estimation and Place Value
Properties of Multiplication
Zee 25
2.625

0.22 X 4.1
0.902

Reasoning How can you determine the number of decimal places a

product will have before multiplying?
The number of decimal places in the product is equal to the
sum of the number of decimal places in the factors.

Explore and Grow

e It is common for students to be more confident with one particular strategy.
Regardless of what strategy or how many strategies students use, they
should write an estimate first.
¢ A model can be drawn on decimal grid paper for the first and last problems.
¢ Two problems involve hundredths, which students have not modeled on
decimal grid paper. Estimation can be used to place the decimal point
in these two problems, which also help students answer the Reasoning
question.
e Have students share their strategies using a document camera.

Chapter5| Lesson8 217

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 ELL Support
Think and Grow
Getting Started
After reviewing the
The Key Idea states the relationship between the sum of the
examples, have decimal places in the factors and the decimal places in the
students work in
product. To the right of each factor, record the number of
pairs to discuss and
decimal places. The sum is how many decimal places will be
complete Exercises
in the product. Explain that this is not part of the problem and
1-3. Have one student
once they are comfortable with decimal multiplication they may
ask another questions
such as, “What is the
not even need this visual reminder.
product of the whole Note the color coding to emphasize what decimal places means.
numbers? How many Teaching Notes
decimal places are

|
? Model: “We want to find 4.1 x 2.7. What is a reasonable
there? What is the
product?” Have them estimate for the product?” 4 x 3 = 12 Point to the vertically
alternate roles. written problem. “We write the actual problem and multiply as
we would with whole numbers. We will place the decimal point
Beginner students
in the product when we finish.”
may write or state
“How many decimal places will there be in the answer?” two
numbers.
decimal places “Why?” There is one decimal place in each
Intermediate students
may use simple factor; the sum is 2 so there will be two decimal places in the
sentences, such as, answer.
“There are two decimal Multiply the factors. The product is 11.07, Demonstrate that we
places.” count the decimal places from the right. “The answer 11.07 is
Advanced students close to the estimate of 12.”
may use detailed Model: Have students assist you in working through the
sentences, such as, example. Notice that the estimate is 0. Do students know why
“There are two decimal the product cannot be 0? When students finish, they may be
places, so the product confused as to how you can have three decimal places where
is 11.07.” there are only two digits. Again, demonstrate counting decimal
places from the right. “In order to have three decimal places we
write 0 in the tenths place value. How do you read the answer?”
96 thousandths.
Common Misconception: Students think the
place values need to be aligned as they were with 0.48
addition and subtraction, and place values appear eon
to be aligned in the previous example. Remind |
students of how we write 48 X 2 vertically. The
example shown is correct, however it is uncommon to write
multiplication in this manner.
Use guided instruction as students work on the three exercises.
They should record an estimate first.
© “Explain to your partner how the problems 283 Xx 15 and
28.3 X 1.5 are alike. How are they different?”
@ “Use your thumb signal to show how confident you are in
knowing how to find each product.”

T-218 Chapter 5
 Think and Grow: Multiply Decimals

On Key Idea To multiply decimals, multiply as 2.09<+— 2decimal places

you do with whole numbers. The number of xX 1.3 <— + 1 decimal place
decimal places in the product is equal to the 2.717 ~— 3decimal places
sum of the number of decimal places in the factors.

eee Find 4.1 x 27. Estimate __12

4.1 «——— ___ 1 decimal place
< 2.7 +«———— + 1 decimal place
Dodi
+820

VVVUOUUY 11.07] «——___ 2 decimal places

S0,4.1 %27 =__11.07__. Reasonable? _11.07_jscloseto__12__. Y

v
eeace Find 0.48 x 0.2. Estimate 0.5 x0=0
;
Place 2 zeros to the
0.48 «————___ 2 decimal places
left of 96. There are 3
X_0.2 «———— + 1 decimal place decimal places.
0.096] «————_ 3 decimal places

So, 0.48 X 0.2 = _0.096_. Reasonable? 0-096 js closeto0. Y

Show; and! Grow;

Find the product.

Us 1.8 2 12.41 3. 0.14

Soves' Qo xe Oy
13.14 76.942 0.098

LLC
Learning,
Ideas
Big
©

218

Chapter 5 | Lesson 8 218

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 Apply and Grow: Practice
Scaffolding Instruction
Students are asked to multiply two decimal numbers. An estimate
should be recorded first. Are students making sense of the
process, or are they thinking only in terms of rules now that they
know the pattern for placing the decimal in the product? Are they
able to explain what the efficient process means?

Emerging students may continue to struggle with the standard

algorithm for multiplicatioTheyn. may still be confused with the
decimals in the factors, and not ignore them while multiplying
until the product. Have students write the number of decimal
places after each factor to remind them of how to place the
decimal point in the product.
e Exercises 4-13: Students should use any strategy they prefer to
multiply. They should check their products by counting decimal
places. If students struggle, use Exercises 5 and 10 as model
problems in a small group.
e Exercises 14 and 15: Do students understand the decimal
pattern?
¢ Common Error: In all of the problems if students do not
understand place value, they will not be able to explain why
counting the decimal places in the factors is equal to the
decimal places in the product. Refer back to area models or
properties, to help students see the connections.

Proficient students are making sense of how to place the decimal

point in the product, and why this works based on place value,
properties, or models.

e Exercise 9: What estimate do students have for this? Can they

explain why the product is less than 1?
e Exercise 15: In what ways do they prove their estimation?

Additional Support
¢ Provide grid or blank paper for drawing area models. Students
can also use partial products of whole numbers and then use
the decimal placement strategy.

Extension
e Have students complete the multiplication in Exercise 15.

T-219 Chapter 5
 Name

Apply and Grow: Practice

uy Find the product.

4. 24 De 0.17 6. 35.4
x 8.9 e038 O12
21.36 0.051 219.48

7. 9.87 8. 16.4 9 0.8

YU
VVUVU xX 23.6 x 7.95 x 0.9
232.932 130.38 0.72
UU
$+

10. 46.5 x 0.73 = 33-945 11. 14.8 x 9.3 = 137.64 12. 1.54x 2.6
= 4.004

13. A sugar glider weighs 0.35 times the

weight of the pygmy slow loris. How
much does the sugar glider weigh?
5.215 ounces
a»
Pygmy slow loris:
14.9 ounces

14. MP} Structure Use the equation to 15. WE DEEPER! Without calculating,
write two different multiplication explain how many decimal places are
expressions that have products in the product 0.6 X 0.4 X 1.9. Rewrite
of 28.34. the expression as the product of two
decimals to support your answer.
109 X 26 = 2,834
There are 3 decimal places in the
10.9 X 2.6 = 28.34, product, Sample answer:
1.09 X 26 = 28.34 0.24 x 1.9
Big
©
LLC
Learning,
Ideas

Chapter 5 | Lesson8 219

Chapter 5 | Lesson 8 219

__
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 Think and Grow: Modeling Real Life
The applications allow students to show their understanding of
Read each problem multiplying decimal numbers in a real-world setting.
aloud as students follow
along. Clarify unknown 2 “How many of you know what we should be eating for a healthy
vocabulary and explain diet?” Lead the discussion toward fiber and why we need fiber.
unfamiliar references. e “Read the problem. Underline what you know and circle
You may want to discuss what you are trying to find out.” These are very language-rich
the meaning of fiber in problems. You and students should read the problem more
one’s diet or compare than once.
Celsius and Fahrenheit e Have students estimate the product and predict if there is
measurements. Allow enough fiber in 4.5 servings of broccoli.
students to work in ? Work through the problem with the students. “Was your
pairs and provide prediction about the broccoli correct? If not, check your estimate
time to complete each and see if something went wrong.’
problem. Ask the
e Exercise 16 is similar to the example with a different context.
questions provided and
Have several students share their explanations.
have students write
e Exercise 17 involves order of operations. Watch to be sure that
their answers ona
whiteboard or paper to students multiply before adding.
hold up for your review. e Exercise 18 is a multi-step problem. Watch to see if students
You may want to discuss correctly determine the copper in the older penny, determine
explanations as a class. the total of the copper in the newer pennies correctly, and then
find a sum.
© “Our learning target today was to multiply decimal numbers
by multiplying whole numbers and placing the decimal point
in the product based on the number of decimal places in the
factors. Explain to your neighbors the pattern we can use to
know how many decimal places there will be in a product based
on the factors.” Have several students share. “Show me with
your thumb signals how you are doing with whole number
multiplication.”
¢ Supporting Learners: Are there multiplication facts that students
are not fluent with? These facts need to be learned so that the
lack of fluency does not prevent them from progressing with
multi-digit multiplication. Are students familiar with placing
the decimal point in the products? “How are you doing with
multiplying decimal numbers?”

Closure
¢ “| will show you several multiplication problems. | want you to
hold up a number of fingers to show how many decimal places
there will be in the product. We will not actually calculate the
products. Use a fist if there are no decimal places.”
¢ Provide various problems including only whole numbers
(345 x 12) for a fist, and up to 5 decimal places.

T-220 Chapter 5
 Think and Grow: Modeling Real Life

|Example } Nutritionists recommend that fifth-graders should

consume about 28 grams offiber each day. One serving of
broccoli contains 3.8 grams of fiber. You eat 4.5 servings of
broccoli in 1 day. Do you consume enough fiber for the day
by eating broccoli? Explain.

Multiply 3.8 by 4.5 to find how many grams of fiber you

consume by eating broccoli.
UUY
VU x
3

3.8 «————__ 1 decimal place

x 4.5 <«———— + 1 decimal place
190
ciel pee)
17.10 |~——__ 2 decimal places

Compare the product to 28.

So, you_@0 Not_ consume enough fiber for the day by eating broccoli.

vwvuevyShow) and Grow)

16. Your aunt drives a car from Cincinnati to Nashville. Cincinnati_.
The car travels 30.4 miles using 1 gallon of we! VIRGIN
gasoline. There are 6.5 gallons of gasoline in the 274 miles
tank. Can she drive the entire distance without
adding more gas to the 6.5 gallons already in the Nashville
tank? Explain. no; SEE of NORTH OAR
30.4 X 6.5 = 197.6, 197.6 < 274

17. big DEEPER! The equation 18. biG DEEPER! Pennies dated 1982
shows how to convert a or later contain about 0.06 gram of
temperature C in degrees copper. Pennies dated prior to 1982
Celsius to a temperature F in contain about 49.2 times as much 1S}
=f
=)
degrees Fahrenheit. Convert the copper as newer pennies. How many a
=
temperature shown to Fahrenheit. total grams of copper are in the =E
5
®
98.78 degrees Fahrenheit pennies shown? 3.132 grams as

=p
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See
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18XC+32= F
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1990 1973
220 2018 2005

Chapter 5 | Lesson 8 220

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‘ Check out the Dynamic
Assessment System.
BigldeasMath.com

Homework & Practice Notes

e Remind students to estimate to check if their answers
are reasonable.

Assignment Guide and Concept Check

Level Assignment Concept Check

Emerging

Prior Skills
e Exercises 14 and 15: Grade 5, Writing Numerical Expressions

Cross-Curricular Connections
Art
e Discuss the use of karat measurement for gold. Provide
students with different materials like clay, string, beads, paper,
paint, and colored pencils to invent an 18-karat model piece
of jewelry. Students should create a decimal representing
how many grams of gold their jewelry would contain. Remind
students that one gram of 18-karat gold contains 0.75 gram of
gold. Then have students find a partner and determine the total
grams of gold in both pieces of jewelry. Be sure students record
their equations.

T-221 Chapter 5
 Name
Homework
& Practice 5.8
Learning Target: Multiply decimals.

Tee Findo.26 x 03. Estimate 0.3 X 0=0

1
O46) <= 2 decimal places
xX __0.3 +——— + 1 decimal place
QE) a 3 decimal places
Place 2 zeros to the
left of 78. There are 3
So, 0.26 X 0.3 = 0.078. Reasonable? 0.078 decimal places.

is close to O. A

Find the product.

1. 12.8 2 3.97 Sy?

x 0.4 xX 62.4 x 0.9
5.12 247.728 4.68

4. 18.3 5. aby) 225

xX 9.27 x 4.6 ase
169.641 11.822 83.25

7. 0.89 X 0,3 = 9-267 8. 7.1 X 5.6 =39-76 13.63 X 9.2 —125.396

Ideas
Big
©
LLC
Learning,

Chapter 5 | Lesson 8 221

Chapter5| Lesson8 221

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Logical-Mathematical
e Have students work with a partner to create a game that
involves creating and solving at least ten multiplication
expressions involving two decimals as factors. Students will
write their expressions on cards, then provide the answers on a
game board that they invent. Students will provide written rules
for their game along with an answer key. Allow time for partner
groups to exchange games and play.
Note: Encourage students to create a theme for their game
board such as traveling to Mars or hiking up a mountain.

Lesson Resources

Surface Level | Deep Level

Resources by Chapter ‘| Resources by Chapter
e Extra Practice e Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos e Lesson Practice
Skills Review Handbook
Skills Trainer

T-222 Chapter 5
 10. The Miniature pinscher weighs 0.12 times the weight of
the Doberman pinscher. How much does the Miniature
pinscher weigh?
3.918 kilograms

Doberman pinscher: Miniature

32.65 kilograms pinscher

11. Mp) Reasoning Explain how you can 12. Modeling Real Life Nutritionists
tell which product is greater without recommend that fifth-graders should
multiplying or estimating. consume about 5 ounces of protein
each day. One serving of yogurt
37.5 X 9.22 contains 0.6 ounce of protein. You eat
2.5 servings of yogurt in 1 day. Do you
The first product has 2 decimal consume enough protein for the day by
places and the second has eating yogurt? Explain.

\
3 decimal places.
no; 0.6 X 2.5 = 1.5
15<5

DIG DEEPER! Each 18-karat gold ring shown is a mixture of gold

and other metals. One gram of 18-karat gold contains 0.75 gram of
gold. How many total grams ofgold are in the rings shown?
4.35 grams

See
1.8 grams 1.9 grams 2.1 grams

JIT ST SDSS TRIO f

Review & Refresh

Write the words as an expression. Then interpret the expression.

14. Subtract 10 from 50, then divide 15. Add the product of 12 and 6 to
by 5. (50 — 10) + 5; the product of6and 8.
Find the differences of (12 x 6) + (6 X 8);
50 and 10. Then divide Multiply 12 and 6. Multiply
the difference by 5. 6 and 8. Add the products.
Big
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Chapter 5 | Lesson 8 222

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Laurie’ Notes
BigldeasMath.com

>, STATE STANDARDS

5.NBT.B.7
Preparing to Teach
In this chapter, students have been modeling real-life problems
Learning Target that could be solved using multiplication, and in some cases, an
additional operation. The problem-solving plan helps students
Solve multi-step word
outline important information and determine the actions needed
problems involving
to carry out the plan as they begin to solve problems with more
money.
independence. In this lesson, they also use a verbal model that
Success Criteria describes how the problem can be solved.
e Understand a
problem.
Dig In (Motivate Time)
e Make a plan to solve.
Students work in a small group to discuss and make sense of a
¢ Solve a problem.
problem-solving scenario. They are given information about the
three items—cost (wholesale) and the retail (selling) price—and
asked what if questions.
e If your students have sold items in the past to raise money, a
~v
ae
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LF
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change the items or the reason for the fundraising. For
| Practice opportunities example, students may have raised money for local and
for the following
international causes.
are available in the
e “A group of students want
Resources by Chapter or
to raise $450 for disaster
“Cost Retail
at BigldeasMath.com.
relief. They research the
_ @ Daily skills (wholesale) cost of three
e Vocabulary items and decide what a fair
e Prerequisite skills
retail (selling) price should be.” —
¢ Show students the ae
information in the chart. Water Bottles Eye) Ryze
2 “What do you wonder about? | etre ‘cea s
ELL Support What are you curious about?
Talk within your group and record your wonders
Review the
and curiosities.”
problem-solving
e Give several minutes for students to talk and then share as
strategy previously
introduced for working a class.
with word problems. ? “\f you knew how many of each item they sold, how would you
Explain that it includes figure out if they met their goal? Describe how you would go
the steps of identifying about solving this.”
what you know, what ¢ Since students do not know the quantities sold, they need to
you need to find out, write in words (verbal model) a plan for solving. Have several
making a plan, and groups share their plan.
then solving. © “You are going to solve problems by making a plan. The plan
describes in words how the information is related and how it
can be used to solve the problem.”

T-223 Chapter 5
 Name
i. Problem 5.9
Solving:
Learning Target: Solve multi-step word problems Multiply with
involving money. Money
Success Criteria:
+ can understand a problem.
+ [can make a plan to solve.
+ can solve a problem.

Explain how you would estimate

the cost of 1.9 pounds of ham,
0.8 pound of turkey, and 1 pound eee
of cheese. {i Descartes’s b
Sample answer: i DELI
For the ham, multiply 2 x 9.
For the turkey, multiply 1 x 9.80.
For the cheese, multiply 1 x 7.

Reasoning Is your answer an overestimate or an underestimate?

Explain.
Sample answer: overestimate; | rounded the factors up.

Explore and Grow

¢ MP1 Make Sense of Problems: Look for a verbal model. Total cost = (cost of
ham per pound times the number of pounds purchased) + (cost of turkey per
pound times the number of pounds purchased) + (cost of cheese per pound
times the number of pounds purchased)
e MP6 Attend to Precision: Notice that the verbal model states cost per pound
and not just cost.
e Extension: “You have exactly $35. Can you tell if this is enough to purchase
the items? Explain.” Yes. The cost of each item was rounded up.

Chapter5 | Lesson9 223

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 ELL Support
Think and Grow
Getting Started
After reviewing the
e Students should recognize the problem-solving plan.
example, have students
work in groups to Teaching Notes
discuss and complete e Students use the problem-solving plan to solve a problem that
Exercise 1. Expect involves two steps of multiplication.
students to perform ¢ Model: Read the problem. “Let's make sure we understand
according to their
the problem.” Point to What do you know? and read the first
language proficiency
statement. Demonstrate how to return to the problem, reading
level.
it again to find the information. Read the next statements,
Beginner students returning to the problem, reading it, and asking students to
may model in writing identify the information they know. Do the same for What do
and use simple you need to find? Some students may not notice that they are
phrases. looking for the change received from $5, and not just the cost of
Intermediate students
the carrots.
may use simple
e “Now we are ready to make a plan.” Discuss how to use the e
e
a
e
ee
«a e
sentences to contribute
information in the Understand the Problem to complete the
to discussion.
Advanced students How will you solve? “We have to find the cost of 2.6 pounds
may use detailed of carrots before we can find out how money is received back
sentences and help from $5.”
guide discussion. MP4 Model with Mathematics: The verba/ model identifies the
information known in the problem and can be read as a plan for
solving the problem. It describes in words how to solve and it
can be used for any amount of carrots and any price per pound.
In other words, it is a generalized plan that can be used for
varying pounds of carrots and varying cost per pound
of carrots.
? "Are the parentheses needed in the equation?”
¢ Supporting Learners: Assist students in identifying the “hidden
question” to be answered (cost for carrots?) before the final
question (how much change is received from $5?) can be
answered.
@© “We read the problem several times.To understand what the
problem is asking we need to identify what we know and
what we need to find. We made a plan to solve the problem
by writing the verbal model description. We didn’t try to solve
the problem yet; we just wanted to have a plan for what we
would do. Then we solved the problem.” Break down the various
success Criteria for students to do a self-assessment.

T-224 Chapter 5
 |Example } Carrots cost $0.90 per pound. You buy 2.6 pounds
of carrots and give the cashier $5. How much change do you receive?

Understand the Problem

What do you know? What do you need to find?

+ Carrots cost $0.90 per pound.
« You need to find the amount of
« You buy 2.6 pounds of carrots. change you receive.
« You pay with $5.

Make a Plan
How will you solve?
Write and solve an equation: Multiply the number of pounds by the cost per
pound, and subtract from $5.

Amount of change _ Amountofmoney _ | Weight of carrots x Price of carrots

you receive you pay with in pounds in pounds

Let c represent the amount of change you receive.

c=5 — (2.6 X 0.9)

So, you receive $.2:66 jn change.

Show and’ Grow,

1. Landscaping rocks cost $0.35 per pound. A landscaper buys 86.4 pounds
of rocks with $40. How much change does she receive?
$9.76

©Big
LLC
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Ideas

224

Chapter 5 | Lesson 9 224

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Apply and Grow: Practice
Scaffolding Instruction
(
Students apply the structure of the problem-solving plan to the
problems shown. Can students identify the known information
¢
that is to be used? Can students identify what is needed beyond
the direct question asked? Are they able to separate out two-step
(
operations in the order to be performed? Can students choose an
appropriate model or strategy to solve? If unreasonable answers (
are produced, do they notice?
Emerging students recognize the numbers in the problem as the (
information to be used, but may use the numbers incorrectly with
operations that do not relate to what they need to find. Students (
need assistance breaking the problem into smaller parts to solve
and understanding how to use the plan efficiently.
e Exercise 2: Do students immediately assume they need to
multiply any numbers they see without reading the question?
The years stated are factual but are not part of any computation.
e Exercise 5: Relational language is used in this problem. Ask
students to explain what 5 times as much means, as well as
$3.50 less than. Are students able to relate these phrases to the
correct amount?
e Exercise 7: Students may be unfamiliar with the context. It
would be helpful to explain what tips are, why they are left, and
how that increases the total cost. The problem is asking about
total cost, not just the cost of the tip.

Proficient students understand how to use the problem-solving

plan, but may still need additional time and support when
adjusting to each new problem-solving situation.

Additional Support
e Provide the Problem-Solving Plan Instructional Resource, and
have students work with a partner or in small groups. Hearing
the problem read aloud may be helpful.
Extensions
¢ “Do any of the exercises have unnecessary information that is
not needed to solve the problem?”
¢ Refer to Exercise 3. “How much money would be earned in
one year?”

T-225 Chapter 5
 Name

Apply and Grow: Practice

2-5. Check students’ work.
Understand the problem. What do you know? What do you need to find? Explain.
2. Agallon of milk cost $0.82 in 1960. In 3. A secretary earns $10.75 each hour. He
2015, it cost $0.03 more than 4 times the works 8 hours each day, 5 days each
cost in 1960. How much did a gallon of week. How much money does he earn in
milk cost in 2015? 1 week?

Understand the problem. Then make a plan. How will you solve? Explain.
4. You download 8 songs for $1.29 each 5. Your friend buys a snack for $2.75, and a
and 1 song for $0.99. How much do you book that costs 5 times as much as the
pay for all of the songs? snack. He also buys a poster that costs
$3.50 less than the book. How much
does the poster cost?

6. Apair of shoes costs $35. Newton . Two friends eat at a restaurant for $34.
has a coupon to pay 0.8 of the price. They calculate the tip by multiplying
Descartes has a $10 off coupon. Who $34 by 0.18. How much do they pay for
will pay more for the shoes? the meal, including the tip?
Newton $40.12

Big
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Chapter 5 | Lesson9 225

Chapter5 | Lesson9 225

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 Lourie’ Notes
Think and Grow: Modeling Real Life
These application problems allow students to show their
|Read each problem understanding of multi-step problem solving.

|
| aloud as students follow
_ along. Clarify unknown ? Preview: Discuss the information given in the chart. Are
students familiar with other foreign currencies such as the
) vocabulary and
) unfamiliar references, Mexican peso or Japanese yen?

| such as types of ? Turn andTalk: “Read the example. Without giving details about

||
currency from other actual numbers, what is this problem about?” Give students
countries. Verify that time to talk and then share.
students understand ¢ MP1 Make Sense of Problems: You want to hear the essence
what is shown in the of the problem without details. Example: You have some US
/|
' chart. Allow students dollars that you exchange for euros. You have to pay a service
_ to work in pairs fee first. How many euros will you have? This is the big view of
)
'_ and provide time to the problem that students need to understand before they look
|
' complete each problem. for the known information and so on.
| To answer yes/no
_ questions, have students
¢ A verbal model is shown for the problem. In equation form it
states what was described in making sense of the problem. No
respond with a thumbs
numbers are used at this stage.
up or down signal.
Review explanations as e MP6 Attend to Precision: Notice that the variable m is defined.
a class. We know what it represents in the equation.
e MP6 Attend to Precision: Explain that the verbal model says
number of euros and number of dollars. For that reason, $7.50 is
written as 7.5. It is the number of dollars.
e Supporting Learners: Continue to provide the Problem-Solving
Plan Instructional Resource or additional paper. Help students
devise sub-goals as they determine what they need to find.
@ “You have learned to make a problem-solving plan. Tell your
partner how the plan helped you solve a problem today.”

Closure
e Use exit cards. Solving a problem also includes looking back
to see if a solution is reasonable. “Can you make up two
unreasonable answers for Exercise 8 that would tell you
something is wrong with your solution?”

T-226 Chapter 5
 a v ae

re Think and Grow: Modeling Real Life

A traveler gives a cashier 100 U.S.

dollars to exchange for European euros. A
$7.50 service fee is deducted from the amount
given. How many European euros does the
traveler receive?

Think: What do you know? What do you need to find? How will you solve?

Number of European _ | Number of U.S. x Foreign

— Service fee
euros received dollars given exchange rate

Let m represent the number of European euros the traveler receives. The symbol
for euros is €.
m = (100 — 7.5) X 0.86

So, the traveler receives €_79-55_,

Show and! Grow;

Use the table above.

8. You need 50 Canadian dollars. You 9. In the example, the

give a cashier 50 U.S. dollars to traveler decides to exchange the same
exchange for Canadian dollars. A number of U.S. dollars for British pounds.
$9.50 service fee is deducted from Without calculating, determine whether
the amount given. Do you have the traveler receives more European
enough Canadian dollars? Explain. euros or British pounds. Explain.
yes; 50 US dollars to Canadian European euros;
dollars is The exchange rate is higher for
|=|
50.00 — 9.50 = 40.50 the European euros. a
40.50 X 1.28 = 51.84 1S
E
5
51.84 >50 alo
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226

Chapter5 | Lesson9 226

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BigldeasMath.com

Homework & Practice Notes

¢ Provide blank copies of the Problem-Solving Plan Instructional
Resource for students to organize their work.

le Guide and Concept Check

Assignment Concept Check

Prior Skills
e Exercises 8 and 9: Grade 5, Adding Decimals

Cross-Curricular Connections
Social Studies
e Discuss different foreign currencies with students. Review the
different symbols, such as € for Euros or £ for British pounds.
Have students create their own currency, which will include
the foreign exchange rate to the U.S. dollar, its own symbol,
and a drawing for how their money will look. Students will
include a problem describing what 100.00 of their currency
will equal in U.S. dollars after a $7.50 service fee is deducted
from the exchanged amount. Be sure students include all the
requirements for their currency as well as the equation and
answer to their problem.

T-227 Chapter 5
 ~2, q

~ Name
Homework
& Practice 5.9
Learning Target: Solve multi-step word
problems involving money.

|Example } Your friend saves $15.85 each month for 8 months. She
saves $103.98 in the ninth month. How much money does she save
after 9 months?

Think: What do you know? What do you need to find? How will you solve?

Total amount of Amount of money y Number 4 Amount of money saved

money saved saved each month of months in the ninth month

Let m represent the total amount of money saved.

m = (15.85 X 8) + 103.98

126.80 + 103.98
ll 230.78

So, she saves $ 230.78 after 9 months.

1 and 2. Check students’ work.

Understand the problem. Then make a plan. How will you solve? Explain.

1. One gallon of gasoline costs $2.75. 2. Newton buys a guitar for $46 anda
Your cousin fills his car with 10 gallons guitar amplifier. The amplifier costs
of gasoline each week. How much $1.54 more than 1.26 times the cost
money does he spend on gasoline in of the guitar. How much does the
1 year? amplifier cost?

|
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Chapter5 | Lesson 9 227
|

Chapter 5 | Lesson 9 227

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 Extend Student Learning
Logical-Mathematical
e Provide students with prices of different nuts or use the
table below. Create a scenario where students will create a
4.75-ounce bag of one type of nut of their choosing. They will
need to calculate how much the bag will cost. Then, students
will create an 8-ounce bag of mixed nuts and determine the
cost of the bag. Be sure students record the amount of each nut
being purchased as well as the cost of each bag.

|
Item |Cost per ounce |
Peanuts $0.48 :
Glazed Pecans $1.15 |
4
4+—--~ ———}
Walnuts $1.52

Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter
e Extra Practice ¢ Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
¢ Chapter Self-Assessment
Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos
¢ Lesson Practice
Skills Review Handbook
Skills Trainer

T-228 Chapter 5
 3. One pound of cheese costs $3.98. You 4. Writing Write and solve a two-step
buy a box of crackers for $3.37 and word problem involving money.
2.5 pounds of cheese. How much do
Check students’ work.
you spend in all?
$13.32

- Modeling Real Life You buy 2.75 pounds of pistachios and d

2 pounds of cashews. Do you pay more for the pistachios or pon CE NUE capo
for the cashews? How much more?

. Modeling Real Life You, Newton, and Te DIG DEEPER! A daycare employee
Descartes sell items at a craft show. You earns $10.90 per hour for the first
earn $34.50. Newton earns 5 times as AO hours he works in 1 week. He is paid
much as you do. Descartes earns 1.5 times that rate for each additional
0.1 times as much as Newton does. hour that he works. How much money
How much do the three of you earn does he earn working for 43 hours in
in all? 1 week?
$224.25 $485.05

OOOO
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Review & Refresh

Find the sum. Check whether your answer is reasonable.

8. 24.93 + 3.86 = _28.79_ 9. 105.6 + 37.1 =_142.7_

©
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Chapter 5 | Lesson 9 228

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 Performance Task
ELL Support In this task, students demonstrate an understanding of multiplying
Have students work in decimals using information related to the magnification of corn
groups to answer the cells and corn plants. In Exercise 2(b), tell students that there are
questions. You may 12 ears of corn in a dozen. Use student responses to gauge their
want to discuss the thinking about multiplying decimals.
| purpose and use of
¢ Decide ahead of time whether students will be working
' a microscope before
independently, in pairs, or in groups.
they begin. Verify that
e Pause between direction lines for students to complete
students understand
what is shown in each step.
the images. Clarify e Have students share their work and thinking with others.
unknown vocabulary. Discuss as a Class.
Monitor discussion and
provide support. Have Answers and Notes
two groups compare
their answers and come 240 millimeters
to agreement if they
480 millimeters
Beginner students
5.76 millimeters
may write answers and
TREE
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CSR!
aCC

discuss using simple 640 kernels

Intermediate students 3 pounds

may state answers and
discuss using simple | For a month of 30 days, the growth is |
| 52.5 inches (1.75 X 30). For a month
| Advanced students of 31 days, the growth is
may use detailed | 54.25 inches (1.75 x 31).
sentences to express
ideas and help guide /Total
the discussion.
 You study the different parts of acorn plant in science class.
1. You have acorn root sample and a corn stem sample on
microscope slides. When you view the samples through a
microscope, the magnification number tells you how many
times larger the image will be than the actual size. You see
only a portion of the enlarged image.
a. The corn root sample is 0.6 millimeter wide. You magnify
the image by 400. What is the width of the magnified
corn root image?
240 millimeters

. You magnify the corn root sample by 1,200. How much wider is the
image when magnified by 1,200 than by 400?
480 millimeters

c. You have a sample ofa corn stem. The corn stem sample is
9.6 times wider than the corn root sample. What is the width
of the corn stem sample?
5.76 millimeters

Corn stem

. Anear of corn has about 16 rows of kernels. Each row has about
50 kernels of corn.
. About 0.2 of the kernels are white and the rest are yellow.
How many kernels are yellow?
640 kernels

. Each ear of corn has about 0.25 pound of corn kernels. How many
pounds of kernels are in a dozen ears of corn?
3 pounds

3. You measure the growth of a corn stalk. The corn stalk grows about
1.75 inches each day. About how many inches does the plant grow in
LLC
Learning,
Ideas
Big
©
1 month? Justify your answer.
For a month of 30 days, the growth is 52.5 inches (1.75 X 30).
Chapter5 Fora month of 31 days, the growth is 54.25 inches (1.75 x 31).

Chapter 5 229
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BigideasMath.com

Race Around the World: Multiplication

Materials
e 1 set of Race Around the World: Multiplication Cards* per group
e 1 game piece per student
*Found in the Instructional Resources
Race Around the World: Multiplication reviews multiplying
decimals. Students will solve multiplication problems that involve
decimals to race around the world.
_ 2 “How many continents are there? What are they?” 7 continents;
North America, South America, Europe, Asia, Africa, Australia,
Antarctica
e Review the directions with the class while modeling how to
play. Explain how they will use the highlighted digit of their
answer to move along the board.
e Note: Students may use their whiteboards to solve the problem.
e Have students tell you the directions in their own words.
e Partner students and distribute materials. Have students
begin playing.

Closure
e Exit Ticket: Write 4.26 x 9.2 on the board. Have students solve
and explain their work.

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T-230 Chapter 5
 Race Around :. World:
Multiplication
Directions:
1. Players take turns.
2. On your turn, flip a Race Around the World: Multiplication Card and find the product.
3. Move your piece to the next number on the board that is highlighted in the product.
4. The first player to make it back to North America wins!

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©

230

Chapter 5 230
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 | _Learning Target
Find products involving decimals and
1-6
powers of 10.

Use rounding and compatible numbers to

estimate products of decimals and whole 7-10
numbers.

Use models to multiply decimals and

whole numbers.

Multiply decimals and whole numbers.

Use models to multiply decimals. 18, 19

Use partial products to multiply decimals. 20-25

Use estimation and properties to

multiply decimals.

Multiply decimals.

Solve multi-step word problems

involving money.

Have students complete the Chapter Self-Assessment in the

Resources by Chapter to reflect on their knowledge of the chapter.

T-231 Chapter 5
 5.1) Multiplication Patterns with Decimals

Find the product.

1. 0.9 103 = _900_ 2. 612.5

X0.1 =61.25

3. 30.1 x 102 = 3/010 4. 45.7 x 0.01 =9-457

5. 86X10 =_86_ 6. 5.24x

0.1 = 9-524

(5.2 Estimate Products of Decimals and Whole Numbers

Estimate the product. 7-10. Sample answers are given.

7. 0.99 X 45 HERI este)

45 24

9. 17
X 1.68 10. 95
xX5,02

28.9 475

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©
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LLC

Chapter 5

Chapter Resources
Surface Level Deep Level Transfer Level

Resources by Chapter Resources by Chapter Dynamic Assessment System

e Extra Practice e Enrichment and Extension e Chapter Test
e Reteach e Chapter Self-Assessment Assessment Book
¢ Chapter Self-Assessment Graphic Organizers e Chapter Tests A and B
Differentiating the Lesson Game Library
Tutorial Videos Math Musicals
Skills Review Handbook
Skills Trainer
Game Library
Math Musicals

Chapter 5 231
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 5.3) Use Models to Multiply Decimals and Whole Numbers | {

Find the product. (

11. 03 <3 12. 0.17X8=_1.36_

13.

0.29 X 8 = 2.32

(5.4 Multiply Decimals and Whole Numbers : (

Find the product. (

14, 3x 1.65
= 4.95. 15. 23x38
= 18.4

ii Lo
16. 9X 10.7 =_96-3, 17. 18.65x6= 111.9

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232. Chapter5
 (5.5 Use Models to Multiply Decimals

Use the model to find the product.

18. 0.5 X 0.6 = 0.30. 19. 18x03

= 0.54

(5.6 Use Partial Products to Multiply Decimals

Find the product. Check whether your answer is reasonable.

20. 8.1 21. 4.2

x 2.3 x 95

18.63 39.9
li
2326057 1652 24. 25.6 X 16.9 = ____ 25. 25 %63i=2==

4.55 432.64 17.025

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Chapter 5 233

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 5.7) Use Strategies to Multiply Decimals

Find the product. Explain the strategy you used.

26. 0.4 x 0.16 = 9.064 27. 0.2 X08 = 0-16 28. 25X03 = 2-75.

29. MP} Structure Your friend multiplies two decimals by rewriting the
product as (8 X 3) X (0.1 X 0.1). What two decimals is she multiplying?
0.8 and 0.3

(5.8 Multiply Decimals

Find the product.

30. 5.8 31. Tene. 32. 40.8
xX 0.3 x 1.6 x Shs)
1.74 11.552 387.6

(5.9 Problem Solving: Multiply with Money

33. Your friend buys 4 glow sticks for $0.99 each. She pays with a $10 bill.
How much change does she receive?

$6.04
PARKING
34. Modeling Real Life Descartes parks in the parking garage for
GARAGE
RATES
3 hours on Monday, 5 hours on Tuesday, and 10 hours on ms pater
Wednesday. How much does he pay altogether?

$46

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with current topics, to review
previous topics, or to preview
upcoming topics.

234 Chapter 5
 A all
tt id Check out the Game

a 8 Library and Skills Trainer.

BigldeasMath.com |

Center 1: Race Around the World: Multiplication

Materials: Student Edition page 230, 1 set of Race Around the World:
Multiplication Cards* per group, 1 game piece per student
Have students complete the activity. See page T-230 for the directions.

Center 2: Skills Trainer

Materials: computers or devices with Internet access
Have students go to BigldeasMath.com to access the Skills Trainer.

Center 3: Decimal Catcher

Materials per pair: Decimal Catcher*, scissors
Students will cut the Decimal Catcher on the solid lines and fold
on the dotted lines. Partners will take turns using the Decimal
Catcher to hold and maneuver while the other partner chooses a
color first and then a decimal expression to solve. Both partners
write down the expression that is chosen and solve before lifting
up the fold and seeing the answer. Be sure students record their
expressions and solve them on a separate sheet of paper.
Note: Provide more paper so that students can create their own
Decimal Catchers with different expressions.

Center 4: Dice Decimal Products

Materials: dice

Each student will start by rolling four dice and using the digits rolled to create
two numbers that each have a ones digit and a tenths digit. Then, students will
multiply the two numbers together and keep track of their products. Repeat five
more times, each time recording the product. Once completed, each student
will find the sum of all six products. The player with the lesser number wins!

Center 5: How To Multiply Decimals Guide

Materials: paper, colored pencils
Have students create a “How to Guide” on multiplying decimals using the
strategies they learned in this chapter. Students should provide at least one
example equation for each of the strategies: use a model, partial products,
place value, and properties of multiplication. Students can use craft supplies to
create models and decorate their guides.
Note: Have students make their guides on colorful paper and fold as if it
were a brochure.

* Found in the Instructional Resources

Chapter 5 T-234
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Chapter tests are available in the Assessment Book.
An alternative assessment option is listed below.

Visual-Spatial
Provide each student with pattern blocks and the Design Logo Tracking Sheet
Instructional Resource. Using the pattern blocks, students will design and
create a logo that could be printed on a t-shirt or bag. Using the tracking
sheet, students will record the amount of each shape needed for the design
by coloring in the spaces provided. Then, students will write a multiplication
equation in the top row of each pattern block to calculate the cost of each
shape used and then the total cost to make the logo. Students should use at
least two different strategies to calculate the cost of each pattern block and
write why they choose that strategy. Once the total cost is found, students
will write a word problem about their logo printed on an item that can
be sold. Be sure students include two decimals as factors for their word
problem. Once the word problem and logo is complete, students will show
their work by writing equations and solving their word problem in their
preferred method.
Supporting Learners: Provide a sentence starter for students to fill in such
as “The shirt with the logo costs $__—. You have a coupon to pay 0.7 of the
price. Your friend has a$__ off coupon. Which is the better deal?” Have
students write a decimal price in the first blank and a whole number in the
second blank.

Points
| |
|
4 points )

2 points

14 points |

T-234A Chapter 5
 What worked...

What did not work...

What I would do differently...

Chapter 5 T-234B
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 6.1 Relate Use multiplication e Explain how to use an
Multiplication to divide. e Write a related multiplication equation for a
and Division division problem.
Use multiplication to solve a division problem.

Division Patterns Use place value Divide a multiple of ten, one hundred, or one
and division facts thousand by a one-digit number.
to find quotients. Divide a multiple of ten, one hundred, or one
thousand by a multiple of ten.
Explain how to use place value and division
facts to divide tens, hundreds, or thousands.

Estimate Use division facts Use division facts and compatible numbers to
Quotients and compatible estimate a quotient.
numbers to Find two estimates that a quotient is between.
estimate quotients.

Divide by One- Divide multi-digit Use place value to divide.

Digit Numbers numbers by Show how to regroup when necessary.
one-digit numbers. Find a quotient and a remainder.

Use Partial Use an area Explain how to use an area model to divide.
Quotients to model and partial Write partial quotients for a division problem.
Divide by Two- quotients to divide. Add the partial quotients to find a quotient.
Digit Numbers

Use Partial Use partial Use partial quotients to divide.

Quotients with quotients to divide Find a remainder.
a Remainder with a remainder.

Divide Three-Digit Divide three-digit Use estimation to place the first digit in a quotient.
Numbers by Two- numbers by Use place value to divide.
Digit Numbers two-digit numbers. Use estimation or multiplication to check
my answer.

Divide Four-Digit Divide four-digit Use estimation to place the first digit in a quotient.
Numbers by Two- numbers by Use place value to divide.
Digit Numbers two-digit numbers. Use estimation or multiplication to check my answer.

Problem Solving: Solve word Understand a problem.

Division problems involving Make a plan to solve.
division of whole Solve a problem.
numbers.

T-235A Chapter 6
 Chapter Learning Target:
Understand dividing whole numbers.
Chapter Success Criteria:
© Identify a whole number.
» Describe division patterns.
© Solve a problem using division.
® Model division of numbers.

Fluently add and subtract e Explain the relationship between | ¢ Fluently add, subtract,
multi-digit numbers. multiplication and division. multiply, and divide
Use properties and Use properties and strategies to multi-digit decimals.
strategies to divide up to divide up to a four-digit dividend | ¢ Understand unit rates
a four-digit dividend by by up to a two-digit divisor. and rates.
a one-digit divisor with Illustrate and explain how to
remainders. divide multi-digit numbers by
Illustrate and explain two-digit numbers.
how to divide multi-digit e Explain the relationship between
numbers by one-digit fractions and division.
numbers. e Write the answer to a division
Use multiplication and word problem as a fraction.
division to solve word e Use models to interpret fraction
problems. word problems.
Use drawings and
equations to solve
multiplication and
division word problems.

5.NBT.B.6 Find whole-number quotients of

whole numbers with up to four-digit dividends
and two-digit divisors, using strategies based
on place value, the properties of operations,
and/or the relationship between multiplication
and division. Illustrate and explain the
calculation by using equations, rectangular
arrays, and/or area models.
5.NEFB.3 Interpret a fraction as division of the
numerator by the denominator ( =ayt b}.

Solve word problems involving division of whole

numbers leading to answers in the form of
fractions or mixed numbers.

Key: &=Preparing @=Learning »* = Complete

Chapter 6 T-235B

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About the Math

The major work this year has centered on base ten operations
with whole numbers and decimals. In this chapter, and the
next, the focus is on division of whole numbers and decimals.
In previous grades, reasoning about division was developed
through the use of models and quick sketches. Partial quotients
led to an understanding of multi-digit division by a one-digit
divisor, which is extended to two-digit divisors. The first three
lessons in this chapter are the prerequisite skills students need to divide a
four-digit number by a two-digit number, the proficiency standard in Grade 5.
Much of the conceptual understanding of division is built on an area model.
In the first lesson, students are reminded of how the dimensions and area of
a rectangle help to demonstrate the relationship between multiplication and
division. These two operations are called inverse operations that “undo” each
other, just as addition and subtraction are inverse operations.
Fluency with the standard multiplication algorithm requires that students
understand how to multiply by multiples of 10. Now students need to
understand how to divide by multiples of ten, and divide tens, hundreds, and
thousands by a number. Knowing how to rename numbers as multiples of
tens, hundreds, or thousands is a key skill. Note that both examples begin
with using this skill. For example, to find 6,300 = 7, students first write
63 hundreds =~ 7 and then use known facts to divide.
Another key skill in building towards the standard division algorithm is to
understand how to use compatible numbers and division facts to estimate
quotients. If the problem had been 6,248 + 7 or 1,250 + 38, students could
first estimate the quotients by using compatible numbers and division facts.
Estimates are also used to check the reasonableness of answers later in
the chapter.

Understanding Division
There are two concepts or interpretations of division: fair-shares (partition) and
measurement (repeated subtraction). Consider the following examples.
¢ There are 475 turkeys donated for a food drive. The turkeys are shared with
19 locations. How many turkeys are sent to each location?
¢ There are 180 students and you make 12-person teams. How many teams
can you make?

The first problem is a fairshare problem solved by finding 475 + 19. The
divisor (19) is the number of groups and the quotient (25) is the size of each
group. The second problem is a measurement problem solved by finding
180 + 12.The divisor (12) is the size of each group and the quotient (15) is
the number of groups. Students should be able to solve both types of
problems, but it can be confusing when the meaning of the divisor and
quotient are changed!

T-235C Chapter 6
 SEG aaa

Conceptual Development
The fair-share concept is the primary method used in this chapter to develop an
understanding of the standard division algorithm. This must be built upon by
many experiences connected to division facts, place value, estimation, meaning
of remainders, and partial quotients.
It is important to pay attention to the language we use when posing questions
to prompt students’ guesses and consideration of possible partial quotients.
Our language must match the visual model and the context. Knowing where
to start in the division process, meaning what is the first place value of the
quotient and what is an initial guess, need to be taught.
For the example 475 = 19, students learn to compare the first two digits of
the dividend 475 with the two digits of the divisor, 19. Since 19 < 45, there
will be a digit in the tens place of the quotient.
The first partial quotient could be
19 X 10 = 190. There are 285 left, so another 19 groups of 10 are subtracted. The
third partial quotient is 19 X 5.

19)475 Ba ee a eee
=190=19xH0! 10 | ve
285 19
-190 =19x!10: 10
95
+5 Area = 475 square units

So, 475 + 19 =

Recording partial quotients in the standard algorithm is not intuitive. In

supporting students through the process, remember to begin with a contextual
problem so that meaning can be made of each step.
In the last few lessons of the chapter, three- and four-digit dividends are divided
by two-digit divisors. Knowing where to place the first digit in the quotient is
an important strategy, and involves estimation and reasoning. The standard
division algorithm is stepped out with a connection made to place value.
In the next chapter, students continue to develop understanding of division
when they explore decimal division.

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Day 13 Chapter Chapter Assessment

Assessment

Year-to-Date: 66 Days

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 ' Performance Task Preview (
1 ¢ Preview the page. Before asking the questions, give students
time to look at the picture. Listen for students to make personal (
t connections to the picture.
: 2 “What is a hybrid car?” Listen for student responses. (
| ? “Your cousin drives a hybrid car about 4 miles every 5 minutes.
; How can you find the number of miles he can drive in 1 hour?”
} Divide 60 minutes by 5 minutes. Then multiply by 4. So, you
drive 48 miles in 1 hour.
" e In the Performance Task at the end of the chapter, students (
E will demonstrate an understanding of dividing decimals using
___ information related to driving a car. (

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| can describe division patterns.
e Your cousin drives a hybrid car ® | can solve a problem using division.
™ | can model division of numbers.
about 4 miles every 5 minutes.
How can you find the number
of miles he can drive in 1 hour? [%

Chapter 6 235

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ELL Support Vocabulary Review | Peet (
? Preview: Ask, “What type of graphic organizer is this?
| Review the multiple Definition and Example Chart (
meanings of order and ¢ Have students say each review word out loud.
explessiOi ind e Discuss the information given in the Definition and (
| students about the
Example Chart.
_ order of operations.
e Have students complete the Definition and Example Chart.
e Direct students to the lower half of the page.
e Have students complete the puzzle to identify the
vocabulary word. |

Chapter 6 Vocabulary |
Activity
e Vocabulary Bingo: Students write the vocabulary words in a
3 X 3 array pattern in their notebooks. Include review
vocabulary words as needed to fill the array. Students can
work in groups and take turns being the caller, or reader, of the
definitions. Mark off the words as they are identified.
Students could also lay their vocabulary cards on their desks in
the array formation. One student uses their set of vocabulary
cards to be the reader of the definitions. Students then flip cards
| over as the words are identified.

Math Musicals can be used with current

topics, to review previous topics, or to
preview upcoming topics. There are many
Math Musicals to choose from!

Use your hand puppets to act out new

stories and have students sing the songs
several times to take full advantage of the
power of music to learn math!

T-236 Chapter 6
 Review Words
evaluate
Organize It numerical expression
order of operations
Use the review words to complete the graphic organizer.
Then evaluate the expression.

Usethe{| orderofoperations |.

20 + (6+ 4)x3=20+_10
x3

So, 20 + (6 + 4) X

Define It

What am I?
Operations that "undo" each other, such as addition and
subtraction, or multiplication and division

28°97 40+4=P 42+7=R 35 5=V

12+6=T 24+8=N 9>9=E 16+2=1

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T-236A Chapter 6
 T-236B
Chapter 6
such as addition and subtraction, or
Operations that “undo” each other,

multiplication and division

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STATE STANDARDS
(
Preparing to Teach eee (
The major work this year has centered on base ten operations with
Learning Target whole numbers and decimals. In this chapter, and the next, the
focus is on division of whole numbers and decimals. In previous
Use multiplication
to divide. grades, reasoning about division was developed through the
use of models and quick sketches. Partial quotients led to an
Success Criteria understanding of multi-digit division by a one-digit divisor, which
e Explain how to use an is extended to two-digit divisors in this chapter. Much of the
area model to divide. conceptual understanding of division is built on an area model.
e Write a related In this lesson, students are reminded of how the dimensions and
multiplication equation area of a rectangle help to demonstrate the relationship between
for a division problem. multiplication and division.
e Use multiplication Materials
to solve a division
e base ten blocks
problem.

Dig In (Motivate Time)

Students practice drawing an area model for a division problem.
The area model is first connected to multiplication work.
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| for the following e “You are going to learn more about whole number division
are available in the in this chapter.
The base ten blocks that we use are modeling
Resources by Chapter or whole numbers.” Review flats (100), rods (10), and units (1).
_ at BigldeasMath.com. 2 MP4 Model with Mathematics:
| © Daily skills Display the model as shown. “What ©
' e Vocabulary problem does this represent?” Listen §
| © Prerequisite skills for both equations.
2 “Why is it a multiplication problem?” 3X 14.= 42 4253-14
The product of the length and width
is the area. “Why is it a division problem?” Listen for the
inverse relationship between multiplication and division.
Students may be 9 “So an area model can be interpreted as both types of equations?”
familiar with the ¢ Separate the rods and units, or draw a segment to bring
word operation as it attention to the two parts of the model. “Now there are two
is used to refer to a rectangles. How did you use the two parts when you learned to
surgical procedure. multiply?” Listen for partial products.
In mathematics e “Draw a rectangle with two parts and
addition, subtraction,
label the two areas 70 and 42.” Pause. 10 6
multiplication, and
“Tell your partner what you think the
division are all
dimensions are.’ Ask a volunteer to share
operations. Explain
their reasoning.
that multiplication, and
division are inverse e Discuss the multiplication (7 x 16 = 112)
operations, which and division (112 + 7 = 16) equations related
means that they undo to the model. Connect to the Distributive Property.
each other. Inverse © “You have used area models to represent multiplication and
operations can be used division problems. If you know the dimensions of the rectangle,
to check your work. can you find the area? If you know the area and one of the
dimensions, can you find the missing dimension?”

T-237 Chapter 6 ee
 Name
Relate 6.1
Multiplication
Learning Target: Use multiplication to divide. and Division
Success Criteria:
+ | can explain how to use an area model to divide.
+ I can write a related multiplication equation for a
division problem.
+ can use multiplication to solve a division problem.
hes ‘:
\ le 1

Explore and Grow

Use the area models to find 6 X 19 and 114 + 6.

: 4 Reasoning How do you think you can use multiplication to solve a

division problem?

By using a related multiplication equation

Explore and Grow

¢ The rectangles are drawn on grid paper allowing students to count, if
needed, to find the answer. Recalling the inverse relationship between
multiplication and division will also help.
® MP7 Look for and Make Use of Structure: “Why do you think each
rectangle has two parts?” Listen for a dimension of the rectangle has been
decomposed. It doesn’t have to be a multiple of 10 plus some more, but it
happens to be.
¢ Supporting Learners: The colors help to guide students in recording their
work. Ask students to finish: 6 X 19 = ___
e Discuss the Reasoning question.

Chapter 6 | Lesson 1 237

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ELL Support
Getting Started
After reviewing the
e The Key Idea states the inverse relationship between
example, have students
multiplication and division. Introduce the vocabulary card for
work in groups to
inverse operations. If you have a vocabulary wall or anchor
discuss and complete
chart, add these terms and examples.
Exercises 1 and 2.
¢ The goal is to connect the language and concepts of
Provide guiding
questions: “What are multiplication and division to an area model. This is possible
the partial products? because multiplication and division are inverse operations.
What is the related Teaching Notes
multiplication equation?
2 Model: Point to the area model and ask, “What equation(s) can
What is the quotient?”
we write to relate the numbers shown? Why?” 8 « ? = 96;
Expect students to
perform according 96 + 8 = ? “We want to find 96 + 8 and the related multiplication
to their language problem is 8 X ? = 96.”
proficiency level. e Note: There may be students who already know the
multiplication fact 8 X 12 = 96. Acknowledge this, ask how they
Beginner students
knew, and how they could show this in the model. It is likely
may state numbers or
| one-word answers. they used mental math and thought, 8 x 10 is 80 and | need
_ Intermediate students 16 more which is 8 X 2. So 8 X 12 is 96.
may use phrases, such 2 MP4 Model with Mathematics: The same area model is now
as, “80 and 16.’ divided into two parts, the partial products. Write 96 = 80 + 16
_ Advanced students from the model. Then write each addend as a product,
| may use sentences, (8 X 10) + (8 X 2). “What property are we using?” Distributive
such as, “The partial Property
| products are 80 and 16.” ? Extension: “Can 96 be divided into two regions differently
with 8 as one dimension?” Yes; 6 and 6, or 9 and 3, or any two
numbers that sum to 12. “Why do you think we use 10 and 2?”
multiples of 10 are easy to compute
e In Exercise 2, remind students that they
need to begin with a rectangle that has an 0 IS
area of 138 and one of the dimensions is 6. 6 |co |78|
There are different ways in which they can
divide the longer dimensions, though many
will start with 10 or 20 and then figure out 20 3
what the remaining dimension must be.
¢ Supporting Learners: When modeling with 2 td
base ten blocks, be sure to practice your
language based on how the problem is
posed. It will be necessary to regroup 10s or 100s in order
to show Exercises 1 and 2.
@ Point to each of the success criteria and ask students where
in the lesson they learned each criterion. Elicit responses.
Summarize by using Exercise 2, which addresses each criterion.

T-238 Chapter 6
 ; On Key Idea Ir sions are operations that “undo” each other. Just
as addition and subtraction are inverse operations, multiplication and division
are also inverse operations.

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FeSee Find 96 = 8. Think:

The quotient is the
Write a related multiplication unknown factor.
equation for 96 = 8.

96+8=? Division equation

8X ?= 96 Related multiplication
equation

Divide the rectangle into smaller areas.

Use numbers that are easier to calculate.

6 = 80 ef 16

96 = (8x __10 )+(gx_2_)

Find the sum of the unknown factors of the smaller areas; 10 + _2 = _12 |

The related multiplication equation is 8 x _12_ = 96.S0,96 + 8 =_12_

Show’ and Grow:

Use multiplication to find the quotient.

1. 68+4=_17_ 2. 138+6=_23_

LLC
Learning,
Ideas
Big
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238

Chapter 6 | Lesson 1 238

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Apply and Grow: Practice

Scaffolding Instruction
Students are asked to find the quotient of two numbers. They
use the inverse relationship between multiplication and division
to find the quotient. Through the use of an area model, students
see how the dimensions and area of a rectangle demonstrate the
relationship between multiplication and division.
Emerging students may not fully understand the relationship
between multiplication and division. If they do understand
this relationship, they may still struggle with division if their
understanding of multiplication is not secure and they are not
fluent in their multiplication skills.
e Exercises 3-8: Some students may know the division facts and
not need to use the relationship between multiplication and
division for some of the problems. Encourage the use of an area
model and the Distributive Property if students struggle with
some of the multiplication.

Proficient students understand the inverse relationship between

multiplication and division. They are secure in their multiplication
skills and can fluently use multiplication to find a quotient.

e Exercise 9: Students may think of 112 as one of the dimensions

of the rectangle rather than the area of the rectangle. Focus
students on how the area model represents multiplication (or
division) with the area representing the product (or dividend) -
and the dimensions representing the factors. Students need
to determine multiples of 8 that sum to 112 to partition the
rectangles. :
e Exercises. 10 and 11: Many students will determine the quotients
before comparing. In Exercise 10, students may recall the
related multiplication facts. In Exercise 11, discuss the related
multiplication facts, then use partial products and the related
area models.
Additional Support
e Fluency with multiplication facts will allow students use
multiplication to solve a division problem. Provide additional
practice opportunities for students who are not secure with their
multiplication facts to advance their skill and understanding of
multiplication.

T-239 Chapter 6
 Name

Apply and Grow: Practice

Use multiplication to find the quotient.

3..2422= 12 4. 48+3=_16

5. 98+7=_14_ 6. 125+5=_25_

7. 243+9=_27_ 8. 132+4=_33_

9. MP} Structure Draw two different ways to divide the rectangle for
112 + 8. Write each product using the Distributive Property. Sample answer:
10 7

8x 10+ 8 x 4=112 8x7+8x7=112

me) Number Sense Compare.

10. 90+6(<)80+5 11, 405+9(©) 315+7

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Chapter6 | Lesson1 239

Chapter 6 | Lesson 1 239

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 ELL Support
Think and Grow: Modeling Real Life
These applications allow students to use the inverse relationship
Read each question between multiplication and division to solve a real-life problem.
aloud as students
_ follow along. Clarify e Ask a student to read the problem aloud.
unknown vocabulary and ¢ Tum andTalk: “Discuss with your partner how you would
unfamiliar references, apply the problem-solving process to solve the problem.
such as sticky hands and | Do not solve.”
craft fairs. Allow students e Ask a pair of students to share their plan.
to work in pairs and e Have students complete the multiplication 36 x 4.
provide time to complete e Discuss the division equation and the related multiplication
each problem. Ask the equation and relate them to the area model.
questions provided and 2 “Why did we partition the rectangle into rectangles with areas of
have students write their
120 and 24?” Because 120 and 24 are multiples of 6 that sum to
answers on a whiteboard
144. They also are known multiplication facts.
or piece of paper to hold
e Tell students to finish the computations in the example.
up for your review.
e Exercises 12 and 13: Have students work with a partner to solve
using multiplication facts to do the division. Tell them to draw
the area model that models the division. Ask pairs of students
to share their area models and how they used multiplication to
determine the answer.
© “Today we used multiplication to solve division problems.
How confident are you in your ability to write the related
multiplication equation for a division equation? Show me with
your thumb signals. How confident are you in using an area
model to determine the equation?”
e Supporting Learners: Give students several area models
and have them write the division equation that the model
represents.

Closure
e “Write the division equation that is modeled by the area model”

T-240 Chapter 6
 Think and Grow: Modeling Real Life

|Example ] An employee has 4 boxes with 36 sticky hands in

each box. He divides the sticky hands equally among 6 vending
machines. How many sticky hands are in each vending machine?

Multiply the number of boxes by the

number of sticky hands in each box 36
to find the total number of sticky hands. X_4

Divide the total number of sticky hands by the

number of vending machines to find the number
of sticky hands in each vending machine.

144+6=? Division equation

6X?= 144 Related multiplication equation

Divide the rectangle into smaller areas.

144 = 120 =- 24

144=(6x _20 )+(6x_4_)

Find the sum of the unknown factors of the smaller areas:

207+ 4 = 24
The related multiplication equation is 6 x _24 = 144.

So, 144+6=_24 .
There are 24 _ sticky hands in each vending machine.

Show) and’ Grow,

12. There are 6 fifth-grade classes 13. Newton makes 11 clay bowls each
with 21 students in each class. The month for 1 year. He takes an equal
students are divided equally into number of bowls to each of 3 craft fairs.
7 groups. How many students are How many bowls does Newton take to
in each group? each craft fair?

18 students 44 bowls
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240

Chapter 6 | Lesson 1 240

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 Check out the Dynamic —
Assessment System.
BigldeasMath.com

Homework & Practice Notes

e Provide extra paper for students to draw area models to
find quotients.

Assignment Guide and Concept Check

Concept Check

lS a

Prior Skills
e Exercises 11-13: Grade 5, Multiplying Decimals

Cross-Curricular Connections
Music
e Discuss writing music with students. Explain that each measure
in a song has the same number of beats. Create problems for
students, such as, “A song has 144 beats. Each measure has
4 beats. How many measures are there?” Repeat with different
numbers, or have students create their own problems and trade
with a partner to solve.
Note: Music is typically written with 3, 4, 6, or 8 beats per
measure, but can be written with other numbers of beats
as well.

T-241 Chapter 6
 ~ Name
Homework
& Practice 6.1
Learning Target: Use multiplication to divide.

Beeaee Find 135 = 9.

Write a related multiplication equation for 135 + 9.

135+9=? Division equation

9xX?=135 Related multiplication equation

Divide the rectangle into smaller areas.

Use numbers that are easier to calculate.

135 = 90 ata 45

135: —=(9s4 0m a(98@ 5)

Find the sum of the unknown factors of the smallerareas: 10 + 5 = 15

The related multiplication equationis9 X 15 =135.S0,135+9=_15

Use multiplication to find the quotient.

1 36+2=_18_ 2. 65+5=_13_

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Chapter
6 | Lesson1 241

Chapter 6 | Lesson 1 241

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 Extend Student Learning
Visual-Spatial
| e Provide each student with a two-digit dividend and a one-digit
j divisor. Students will use multiplication to find the quotient
jif using a fact family triangle as shown below. Hang students’ fact
family triangles up for reference.

Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter
e Extra Practice e Enrichment and Extension
¢ Reteach ¢ Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos ¢ Lesson Practice
Skills Review Handbook
Skills Trainer

T-242
=oe
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Chapter 6
 Use multiplication to find the quotient.

345743519 _

7. Y@U BE THE TEACHER Your . Writing Explain how you can use
friend finds 192 + 6 by writing multiplication to solve a division
(6 X 30) + (6 X 2). She says the problem.
quotient is 12. Is your friend correct?
Explain. Select two factors that give a
product equaling the dividend.
no; Your friend needs to add One factor is the divisor and the
30+ 2not6+ 6. other factor is the quotient.

Modeling Real Life A music teacher . Modeling Real Life You win 50 tickets,
has 6 fifth-grade classes with 12 tickets, and 16 tickets at an arcade.
16 students in each class. She places You are able to buy 3 of the same item
the students into 4 equal rows for a with no tickets left over. How many
chorus concert. How many students tickets does 1 item cost?
are in each row?
26 tickets
24 students

LTT RTT TTT

Review & Refresh

Find the product. Check whether your answer is reasonable.

MS SAK 92s 12. 67.3 X% 4.2 =_—___ 1308 3508 = 2

288.88 282.66 4.784
©Big
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Chapter 6 | Lesson 1 242

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STATE STANDARDS

_ Preparing to Teach pale

E The standard algorithm for division is built upon an understanding
Learning Target of place value. The standard algorithm is an efficient way to record
_ all of the partial quotients that are found, and it requires that
Use place value and
division facts to find | students understand how to divide tens, hundreds, and thousands
quotients. by a number and by multiples of ten. Knowing how to rename
numbers as multiples of tens, hundreds, or thousands is a key
Success Criteria skill. It is reviewed in the Dig In.
e Divide a multiple of
ten, one hundred, or | Materials
one thousand by a | © | Have, Who Has*
one-digit number. "© scissors
¢ Divide a multiple of 7 a ; ;
ten, one hundred, or Ee Found in the Instructional Resources

one thousand by a
multiple of ten. Dig In (Motivate Time)
e Explain how to use Students practice renaming Who has 4
place value and numbers as multiples of tens, 2700?

division facts to divide hundreds, or thousands by playing

tens, hundreds, or a game of “| Have...Who Has.’
I have Who has
270 tens 300?
thousands.
e Cut apart the | Have, Who Has
Ihave Who has
cards. You might copy on heavier 30 tens 4000?

weight paper and laminate for

repeated practice with the cards. Ihave
40 hundreds
Who has
580?
e The cards are printed in order so
they need to be shuffled before Ihave Who has
58 tens 3400?
| Practice opportunities APTS
GSN
PT
TAT
TIMI
TTD
MH
ETRE
TAMER
RMUSLIN
RENE
PATENT
distributing one to each student.
) for the following e Directions: The game begins by
are available in the any student reading the Who Has portion of their card. “Who
| Resources by Chapter or | has 2700?” Whoever has the card that reads | have 270 tens
| at BigldeasMath.com.
TTT
TNE
TRL
responds, “| have 270 tens!” They then ask the next question
found on the right side of their card. “Who has 300?” Someone
| © Daily skills
| ¢ Vocabulary will answer, “| have 30 tens,’ and they ask the next question.
e Prerequisite skills E This will continue until someone asks the question that can be
} answered by the person holding the first card that was read.
Any card can be used to start.
¢ The goal is to review renaming of numbers as multiples of tens
and hundreds.
? Explain that today they will be using place value to find
ELL Support quotients. “For instance, if you wanted to find 2700 + 90, how
can place value help you?” 2700 = 270 tens and 90 = 9 tens;
Review the terms place 270 tens + 9 tens = 30; 2700 + 90 = 30 “2700 can be divided
value and pattern. Ask
into 30 groups of 90”
a volunteer to explain
© “Today you are going to divide a multiple of ten, one hundred,
each or provide an ETE
REE
ET
2
or one thousand by a one-digit number or a multiple of 10. You
example. Clarify any
just divided a multiple of ten, 2700 = 27 tens, by a multiple of
misunderstandings.
ten, 90 = 9 tens.”

T-243 Chapter 6
ET
neo
 a NA) ease ee i sa
ia Division 6 y)
p— Patterns .
Learning Target: Use place value and division facts to
find quotients.
Success Criteria:
+ | can divide a multiple of ten, one hundred, or one thousand
by a one-digit number.
+ | can divide a multiple of ten, one hundred, or one thousand
by a multiple of ten.
+ | can explain how to use place value and division facts to
divide tens, hundreds, or thousands.
.egn)
PRA wk.

Explore and Grow

Use any strategy to find each missing factor. Then write a related
division equation. Sample answer:

_50_ x 3=150 500

x 3=1,500

150+3=50 1,500
+ 3 = 500

_5_ x 30=150 _50_

x 30=1,500 | 290 x 30 = 15,000

150+ 30=5 1,500 + 30 =50 15,000

+ 30 = 500

What pattern do you notice?

All problems are multiples of 5 x 3 or 15 + 3.

MP) Repeated Reasoning Explain how finding 35 = 7 can help you

find 350 = 70.

Use place viaue.

35 +7=5,s0 35 tens + 7 tens = 5.

Explore and Grow

e There are two ways to write the related division equation. Encourage
students to write the related division equation the same way each time, such
as 15+3=50r15+5=3.
¢ MP8 Repeated Reasoning: There are several patterns students may notice.
e x*3=15;_ X 30 = 150: multiplying 3 and 15 each by 10, the
missing factor is still the same.
e xX3=15;__ X 3 = 150: multiplying the product by 10, the missing
factor is 10 times the original missing factor.

Chapter6| Lesson2 243

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 Think and Grow
Getting Started

| After reviewing the

examples, have
¢ Teaching Tip: If you did not do the Dig In, review reading and

| students work in
pairs to discuss and
writing multiples of ten, one hundred, and one thousand as
groups of tens or groups of hundreds.
360 is 36 tens 7,400 is 74 hundreds or 740 tens
complete Exercises 1-4.
Have one student ask
| another questions such
Teaching Notes
© “We are going to use place value and division facts to find a
as, “What division quotient. Remember, 6,300 is equivalent to 63 hundreds, or
fact would help? How
630 tens. The first example shows how to divide a multiple of
do you use the place
100 by a number.’
value? What is the
2 Model: “We want to find the quotient 6,300 = 7.Think, 6,300 is
quotient?” Have them
alternate roles. equivalent to 63 hundreds so do | know a division fact for 63
and 7?” yes; 63 + 7=9
Beginner students
? “How is 6,300 = 7 related to 63 + 7?” the quotient is 100 times
may state numbers and
use simple phrases,
greater
such as, “36 hundreds.” © Have students assist you in finishing the example. Draw
Intermediate students attention to the use of a division fact and then place value.
may use simple Connect this to the success criteria.
sentences, such as, e Supporting Learners:
“Write 6,300 as 63 A tape diagram is useful RAPARARARARARARAES l
pa
hundreds.” in demonstrating how the
Advanced students division fact and place
may use detailed value are used.
+} 6300 ——_______}
sentences, such as, “To © “You used place value to
use 63 = 7, write 6,300 think of 6,300 as 63 hundreds. Then you used a division fact you
as 63 hundreds.” knew, 63 + 7 = 9 to find 63 hundreds + 7 = 9 hundreds or 900”
¢ Model: “We want to find the quotient 1,200 + 40. This example
is different since 1,200 can be written as 12 hundreds or
120 tens. Since the divisor (40) is a multiple of ten, we choose
to write 1,200 as 120 tens. The equivalent problem then is
120 tens = 4tens = 30.”
¢ MP6 Attend to Precision: When you model and say, 120 tens
divided by 4 tens is 30, students often ask why the quotient
is not 30 tens. Isn‘t tens divided by tens equal to tens? In this
example, there are 30 groups of 4 tens in 120 tens. In the first
example, there are 7 groups of 9 hundreds in 63 hundreds.
e Note Descartes’s thought bubble.
e Exercises 3 and 4: Make sure students are 5 40g = 90 =
not simply crossing out the same number ; ae ~
of zeros in the dividend and divisor. What is the mathematics
behind crossing out zeros?
© “Do you think you could tell a friend how to use place value
and division facts to divide tens, hundreds, or thousands bya
number or a multiple of ten? Use your thumb signals to show
how confident you would be”

T-244 Chapter 6
 = bt

Gm, Think and Grow: Division Patterns

You can use place value and basic division facts to divide tens,hundreds, or
thousands by one-digit numbers or multiples of ten.
Because multiplication and
TEeeeD Find 6,300 ~ 7. division are inverse operations,
you can use multiplication to
Think: 63 +7=_9 _ Division fact check your answer.

6,300 + 7 = _©3_ hundreds + 7 Use place value. &

i &
=_9 hundreds Divide.

— 900

So, 6,300 + 7 =_900_.

FSetece Find 1,200 + 40. You can write 1,200 as

12 hundreds or 120 tens.
Think: 12+4=_3_ Division fact Because the divisor is 40,
write 1,200 as 120 tens.

120 + 40 = 12 tens + 4tens=__

3 Use place value.

1,200 + 40 = 120 tens + 4tens = 30

So, 1,200 + 40=__30__.

Show, and) Grow)

Find the quotient.

1. 2500+ 5=_ 500 __ 2, 1420.60 =

Think: 25_+_5 =_5 Think: -42_+_6 =_7

3. 5,400+90=__60_ 4. 8,000 + 20=__400_

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244

Chapter 6 | Lesson 2 244

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Apply and Grow: Practice

Scaffolding Instruction
A deep understanding of place value is needed for students to
make sense of the standard algorithm for division. Understanding
how to rename numbers using place value language is essential.
The recording of the partial quotients in the standard algorithm
requires that students understand how to divide tens, hundreds,
and thousands by a number and by multiples of ten.
Emerging students may be unsure of how to use place value when
dividing tens, hundreds, or thousands. They may struggle with
rewriting numbers using place value (e.g., 4,200 = 42 hundreds).
They may not have a good understanding of the meaning of
division and may not be secure with their division facts.
e Exercises 5-13: For the exercises where the divisor is a multiple
of ten, be sure students are writing the dividend and the divisor
as a number of tens.
e Exercises 14-16: Encourage students to think of the inverse
relationship between multiplication and division along with
place value to find the missing quantity.

Proficient students are secure with their division facts. They are
able to rewrite numbers accurately using place value language.
e Exercises 17 and 18: Students use their understanding of writing
numbers using place value language to compare numbers.
e Exercise 19: Have students share how they used place value to
determine the quotient.
e Exercises 20 and 21: These exercises assess students
understanding of the role place value plays in determining
quotients.

Additional Support
e Circulate and be sure students understand how to rewrite the
dividends as a multiples of ten or one hundred.
Extension
¢ MP3 Construct Viable Arguments and Critique the Reasoning
of Others: “Descartes said 4,200 + 700 can be written as
42 hundreds ~ 7 hundreds and the quotient is 6 hundreds.
Newton disagreed and said 4,200 + 700 can be written as
420 tens + 70 tens and the quotient is 6 tens. Neither one is
totally correct. What is correct about their reasoning and what
is incorrect?”

T-245 Chapter 6
 Name

Apply and Grow: Practice

Find the quotient.

5. 800+4=_
200 _ 120+ 60=__2 _ ie 5,600 + 7=__800_

San
e0e nts Be. 9. 8,100+90=__99_| 10. 3,000 + 30 =__100_

11. 1,000 divided by 20 - 900 divided by 10 13. 1,800 divided by 60

[Siena San ee is_30 8

Find the missing number.

14, _320
= 40=8 |15. 360+__60
=6 |16. 7,200+__80_ _=90

Compare.

17, 28tens +7 tens ©) 28 +7 |18. 2,700 + 90 (>) 24 tens + 8 tens

19. A jeweler has 600 rings. He displays 20. Writing Explain how to use 45 + 9
20 rings in each ring cushion. How to find 4,500 + 90.
; 3 .
many ring cushions does he use? 45 + 9is 5. $0, 4,500 ~ 90is

30 ring cushions 450 tens + 9 tens, or 50.

rile MP] Number Sense Which number cards have a quotient of 70?

2,800 + 40 2,800 + 4 280 + 40

Ideas
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Learning,

Chapter6 | Lesson 2 245

Chapter 6 | Lesson 2 245

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Think and Grow: Modeling Real Life

These applications allow students use their understanding of
Read each question renaming numbers as multiples of tens, hundreds, or thousands in
aloud as students follow order to divide to solve a real-life problem.
along. Clarify unknown
vocabulary and explain e “Read the problem to yourself. Read again, circling the information
unfamiliar references. you know and underlining what you are trying to find”
You may want to discuss ? “What is your estimate for the number of times the blue whale’s
heart rate as a measure heart beats in 1 hour?”
of health and how it 2 “Why do we need to determine the number of seconds in an
differs among species. hour?”To answer the question we need to determine how many
Allow students to work groups of 10 seconds there are in an hour.
in pairs and provide ¢ Complete each blank with the class. Be sure students understand
time to complete each how the pattern reveals the place value of the answer.
problem. Ask the e Write the division equation that was used to solve the problem
questions provided
(i.e., 3,600 + 10 = 360) and have the students write the related
and have students
multiplication problem. Verify that the multiplication equation
write their answers on
verifies the division.
a whiteboard or piece
of paper to hold up for e Exercises 22-24: Have students work in pairs to solve. Have
your review. students share their strategies. Be sure the discussion includes
how they rewrote the numbers using place value to divide.
e¢ Supporting Learners: Quick sketches can be used to help
students understand how to rewrite numbers using tens,
hundreds, and thousands.
© “In this lesson, we used place value to rewrite numbers to
divide a multiple of ten, one hundred, or one thousand by a
multiple of ten. Tell your partner how you would rewrite the
division problem 840 = 40.

Closure
e ExitTicket: “Find the quotient3,600+40= —”

T-246 Chapter 6
 Think and Grow: Modeling Real Life

|Example | A blue whale’s heart beats once every 10 seconds.

How many times does the blue whale’s heart beat in 1 hour?
Think: How many seconds are in 1 hour?
There are 60 seconds in 1 minute, and 60 minutes in 1 hour.
So, multiply 60 by 60 to find how many seconds are in 1 hour.

60 X 60 = 3,600

Divide 3,600 by 10 to find how many times the blue whale’s heart beats in 1 hour.

Think: 36 + 1 =_36_ Division fact

360 + 10 = 36tens + 1 ten =__36 __ Use place value.

3,600 + 10 = 360 tens + 1 ten = _360_

So, the blue whale’s heart beats 360 times in1 hour.

Show: and! Grow,

22. A box of tennis balls weighs 3 kilograms. Each tennis
ball weighs about 60 grams. How many tennis balls
are in the box?

50 tennis balls

23. PG DEEPER! An automated 24. DE DEEPER!) A cargo van can hold

teller machine, or ATM, has only up to 2 tons. The driver weighs
$20 bills. At the start of the day, 200 pounds. He needs to transport as
it has $10,000. One hundred many 50-pound bags of dog food as
eighty $20 bills are withdrawn possible. How many bags of dog food
throughout the day. How many can the van hold?
$20 bills does the ATM have left? Think: What property °
pa |
can you use to help = |

320 $20 bills you solve?

3
£c
€to}
o

76 bags of dog food

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Chapter 6 | Lesson 2 246

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Homework & Practice Notes

e Provide students with base ten blocks for addition support.
e Exercise 17: Take this time to discuss hibernation with students.

Assignment Guide and Concept Check

Assignment | Concept Check

Prior Skills
e Exercises 18-20: Grade 5, Comparing Decimals

Cross-Curricular Connections
Language Arts
e Sir Cumference and All the King’s Tens: AMath Adventure by
Cindy Neuschwander; Read the story to students. At the end of
the story, have students record how many visitors are under each
tent. Have them create a model or array for how the visitors are
divided into and lined up in each tent using 40, 200, and 1,000.
Extension: Ask students how they would have counted how
many visitors were joining the King’s party and how they would
have divided the visitors into tents.

T-247 Chapter 6
 Name
Homework
& Practice 6.2
Learning Target: Use place value and division
facts to find quotients.

Set eee Find 3,500 + 70.

Think: 35 +7= 5 Division fact

350+ 70 = 35tens + 7tens=_ 5 Use place value.

3,500 + 70 = 350tens + 7tens= 50

So, 3,500+70=_50 .

Find the quotient.

1, 180+2=__90_ 2. 4,200 +70=__60_

Think; 18 + 2 Ee Think: Via
i Er

3. 4,000+5=_ 800 _ 4, °270=30=_ 29) — 5. 2,400+60=__40_

6. 200 divided by 40 7. 400 divided by 20 8. 2,100 divided by 70

iseees eee is__20 is__30

Find the missing number.

9. 2400+__80 = 30 10, _3,000

~ 69 =50 11. 700+__10
=70

Compare.

12. 45 hundreds + 9 ©) 450 = 90 13. 3,600 + 60 (<) 140 +2

Big
©
LLC
Learning,
Ideas

Chapter6 | Lesson 2 247

Chapter6| Lesson2 247

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Linguistic
e Write the following equations on the board for all students to
see and complete:
Vi2iae Oe
720+9=__
1200.
9 — ae
7205390
— a

7200-790
—— =
Ask students to think about and describe the patterns they see
when dividing with multiples of 10. How are the dividends,
divisors, and quotients related?

Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter
e Extra Practice ¢ Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos ¢ Lesson Practice
Skills Review Handbook
Skills Trainer

T-248 Chapter 6
 14. The elevator to the Top of the Rock Observation Deck
in New York City travels 1,200 feet each minute. How
many feet does the elevator travel each second?

20 feet

15. Mp) Reasoning Why is 640 = 80 equal 16. Modeling Real Life A black bearina
to 64 + 8? zoo eats 8 kilograms of food each day.
He eats 4 equal-sized meals each day.
64 tens divided by 8 tens is the How many grams of food are in each
same as 64 ~ 8. meal?

2,000 grams

DIG DEEPER! tray many times faster Grizzly Bear Heartbeats

does a grizzly bear's heart beat each
minute outside of hibernation than
during hibernation? Outside of

5 times faster During

WOW SULTRY
Review & Refresh

Compare.
18. 7.829 (<) 7.851 19. 0.65 ©) 0.650 20. 2.816 (>) 2.814

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©

Chapter 6 | Lesson 2 248

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OMMON
STATE STANDARDS
R 5.NBT.B.6
Preparing to Teach
Students used compatible numbers to estimate products in earlier
Learning Target chapters. Now they use compatible numbers and division facts
to estimate quotients, a strategy that becomes a foundational
Use division facts and
compatible numbers to
Serene
ee
pe
te
building block for division.
estimate quotients.
| Materials
Success Criteria |e FindYour Match*
e Use division facts and e scissors
compatible numbers to
estimate a quotient. * Found in the Instructional Resources
e Find two estimates that
a quotient is between. Dig In (Motivate Time)
Students are each given a division expression to estimate. They
find the person in the class who has the same estimate. Cut apart
the Find Your Match problems. You might copy on heavier weight
paper and laminate for repeated practice with the cards.
There are 20 cards. There is |Column A Column B
a blank template if you have
more than 20 students.The 397+ 40 368+ 35 10
Practice opportunities e . — =
problemsin Column Bmay § asg=50 | 546 =51 9
for the following
be more challenging. RAR PEA T : 1
| are available in the
Resources by Chapter or “lam going to distribute | SHRED tee ae —
at BigldeasMath.com. cards that have one division | 635 + 89 347 + 52 7
: — ———- —
problem written. |want you = 47, . 3, 236 = 38 5
e Daily skills
to decide how you would f ; - -
e Vocabulary
¢ Prerequisite skills round oruse compatible = |7'*°O | “8-5 | §
numbers to find an estimate 163+ 41 2,810 + 713 4
for the quotient”. Youmay ——
ears ee eee 1
wish to tell students that Lee ts Be 4 __
all of the estimates are a 144+70 | 288 + 137 | 2
num 1 : — y 7 ;
" bern iiom ate ae : 21 +19 8,341 + 8,294 1
Give students sufficient time ~ ee
to think about their estimates
Review compatible before you tell them to walk around to find their match. “Use
numbers with students. your partner voice and find a match. Show your expression to
In this lesson, we will one another and explain how you found your estimate.”
look at compatible When students finish, take time to have each pair of students
numbers that make the explain how they used rounding and compatible numbers to
process of division easier.
estimate the quotient. Hearing students explain their problem is
Ask students to give
much more valuable than hearing the teacher explain how to do it.
examples of numbers
Extension: Allow no talking or hand gesturing. Have students
that are easy to divide.
walk around to find their match.
® “You used rounding and compatible numbers to estimate
a quotient. You also had to think about place value names.
Knowing how to estimate quotients will be an important tool as
you learn to divide by two-digit numbers in this chapter.”

T-249 Chapter 6
 Estimate 6. 3
Quotients
Learning Target: Use division facts and compatible
numbers to estimate quotients.
Success Criteria:
+ | can use division facts and compatible numbers to
estimate a quotient.
« | can find two estimates that a quotient is between.

‘eer.

Explore and Grow.

154 = 20 is about

Reasoning Why did you choose your estimate? Compare your results
with your partner's.

Sample answer:
154 + 20 is between 140 + 20 = 7 and 160 ~ 20 = 8;
Check students’ work.

Explore and Grow

e If you have done the Dig In you may only want to focus on the relationship
between multiplication and division. Otherwise, use the Explore and Grow as
written.
e Students complete the table and explain how it helps them to find 154 + 20.
Elicit explanations from several students.
e “Knowing 7 X 20 = 140 and 8 X 20 = 160 helped you estimate the quotient.
Since 154 is between 140 and 160, the quotient is between 7 and 8. ”
? Extension: “How could you use the results to estimate 1,547 + 20?”

Chapter 6 | Lesson 3 249

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ELL Support
Think and Grow
Getting Started
| After demonstrating
e Descartes describes compatible numbers. Remind students that
the examples, have
easy to divide means they need to think about division facts they
_ students work in pairs
know. The (compatible) dividend needs to be close to the actual
| to discuss and complete dividend. If the divisor is two-digit, it may be rounded as well.
| Exercises 1-6. Provide
guidance to support Teaching Notes
their discussion: “What © “We are going to use division facts and compatible numbers
|are two numbers to estimate a quotient.You will use mental math to find the
| easily divisible by
quotient.”
) the divisor? Make
? Model: Students find two numbers the quotient 4,139 = 6 is
sure one is larger and
- between and then reason about which quotient is closer to the
| another smaller than
the dividend. Between actual. “Look at the first two digits of 4,139 and think, what
_ what two quotients is numbers are near 41 that involve a division fact for 6?” 36 and
the estimate? Which is 42 “So we use 3,600 and 4,200 and find 3,600 + 6 and 4,200 +
|closer?” 6.” Notice that we use the division fact 36 = 6 to help us find
3,600 + 6 and 42 = 6 to help us find 4,200 = 6. We pick the
Beginner students may
i_ write or state numbers. closer estimate.”
Intermediate students © “You used division facts and compatible numbers to estimate a
_ may use simple quotient. How secure are you feeling with this process?”
sentences, such as, ? “Why do we estimate?” We don’t need an exact answer. We
“36 and 42 are easily ~ want to know if our answer is reasonable.
divisible by 6.’ 2 Model: This example involves a two-digit divisor. “We want to
Advanced students estimate 2,805 = 30. “Look at the first two digits of 2,805. Think,
may use detailed what division facts for 3 are near 28?” 27 = 3 and 30 + 3 Notice
sentences, such as, that in working through the problem, students are practicing
“The numbers 36 and skills from the last lesson.
42 are easily divisible e Supporting Learners: If students are not secure with their basic
by 6 and the quotient is division facts, provide a fact sheet or multiplication table.
_ between 600 and 700.”
e In Exercises 3, 5, and 6, students will need to think about
rounding the divisor and think about compatible numbers with
the dividend. There are different division facts students may
think about. In Exercise 3 one student may try 2,800 + 70 and
another may try 2,400 + 60.
© “You have used your understanding about dividing a multiple
of ten or one hundred by a one-digit number and multiples
of ten to estimate a quotient. You had to think about what
multiples of ten or one hundred were near the dividend and
were compatible numbers for the divisor. You needed to
remember your basic division facts. You are using many skills!”
@ Ask students to reflect on the different steps involved with
estimating a quotient. Is there a part they are not clear about?
What is challenging? What are they secure with and could help
others with?

T-250 Chapter 6
 or
=

tg
4
Think and Grow: Estimate Quotients
'

You can use division facts and compatible numbers to estimate a quotient.

TSERTED Estimate 4,139 + 6.

Look at the first two digits of the dividend and use basic division facts.
Think: What numbers close to 4,139 are easily divided by 6?

Use 3,600. 36+6= , 50 3,600 + 6 = 600|

Use 4,200. 42+6=_/_,s04200+6=_700 | Compatible numbers are
numbers that are easy to
Choose 4,200 because 4,139 is closer to 4,200. divide and are close to the
actual numbers.
So, 4,139 = 6is about _700 .

FEERDSLD Estimate 2,805 + 30.

Think: What numbers close to 2,805 are easily divided by 30?

Use 2,700, 273 =. 9. Use 3,000. 30+3=_10_

270 +30=_9_ 300 + 30=_10_
2,700 + 30 = _90 _ 3,000 + 30 =_100
Choose 2,700 because 2,805 is closer to 2,700.

So, 2,805 + 30 is about 90

Sshow, and) Grow

Fi nd two numbers that the quotient is between.

1. 5,482 +7 2. 176 +52 3. 2,620 + 67

4,900 + 7 =_700_ 150+ 50=_3_ Sample answer: 30 and 40

5,600 + 7 = _800_ 200 50 = +

Estimate the quotient. 4-6. Sample answers are given.

4. 1,471 +5 5. 280+ 41 6. 4,750 + 88

LLC
Learning,
Ideas
Big
©
300 7
250

Chapter 6 | Lesson 3 250

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_ Laurie's Notes
Apply and Grow: Practice
Scaffolding Instruction
Students use known division facts to estimate quotients.To obtain
a known division fact students use compatible numbers. This
extends the work they did in estimating products using compatible
numbers. The ability to estimate is an important skill involved in
the computing of precise quotients.
Emerging students may be able to identify compatible numbers
but they may not be able to determine an appropriate estimate
because they are not secure with basic division facts.
e Exercises 7-12: If students struggle with determining an
estimate, encourage them to write out the steps to help you
determine if they are struggling with rewriting the dividend or
with identifying compatible numbers.
Proficient students can efficiently determine an estimate for
a quotient. They can easily identify compatible numbers and
accurately perform the necessary division.
e Exercise 13: Students need to round the divisor.
e Exercises 14 and 15: These exercises help you assess students’
understanding of using compatible numbers to determine an
estimate.

Additional Support
e¢ Use number lines to help students determine the multiples of
the divisor and therefore determine compatible numbers for
the divisor.

Extension
e “Which of the following would give acceptable estimates for
ONTeas) = PIE
4,800 +30 4,700+27 5,000+25 4,725+25 4,500 + 30

T-251 Chapter 6
 Name

Apply and Grow: Practice

Estimate the quotient. 7-13. Sample answers are given.

Ts DSi 0 8773/2315 5 9. 896=11

100 640 90

psulebes sts
10. 39)7,610 11. 94)6,287 12. 79)6,297

200 70 80

13. In 1 hour, toll bridge attendants collect $4,873 from cars.

About how many cars cross the bridge that hour?

about 490 cars

CARS $11.00

14. Mp) Reasoning Newton has $415 to spend during a 15-day trip. He
does not want to run out of money, so he plans to spend about the
same amount each day. He estimates that the amount he can spend
each day is $450 + 15 = $30 or $300 + 15 = $20. Which estimate
should he choose? Explain.

$300 + 15 = $20; The other estimate exceeds $415.

15. Writing Without calculating, explain how you know whether the
quotient of 176 and 62 is closer to 2 or 3.

62 is about 60 and 60 X 2 = 120 and 60 x 3 = 180.

180 is close to 176, so the quotient of 176 and 62 is closer to 3.

LLC
Learning,
Ideas
Big
©

Chapter6 | Lesson 3 251

Chapter 6 | Lesson 3 251

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 Think and Grow: Modeling Real Life
These applications provide students an opportunity to use their
Read each problem estimation skills to determine a reasonable estimate for a quotient.
aloud as students
follow along. Clarify e “Read the problem. What are we asked to find?” Be sure
unknown vocabulary and students understand that they are to determine an estimate.
unfamiliar references. The key word students may overlook is the first word in the
You may want to discuss sentence— about. About implies that an estimate is what is
significant landmarks being asked for, not the exact amount.
such as the Eiffel Tower, e Have students complete the example.
_ Washington Monument, e Be sure they can explain how they determined 1,000 + 2 from
and Pacific CoastTrail. OeeZ2randi 20002 trom d 2 2:
Allow students to work in e Exercises 16-18: Have students work independently on the
pairs and provide time to exercises.
complete each problem. e Ask students to make to different reasonable estimates.
Have students write their
e Have students share their estimates.
answers on a whiteboard
or piece of paper to © “We used compatible numbers to get an estimate for a quotient.
display for your review. How well do you understand how to compute an estimate using
compatible numbers?”
e Supporting Learners: Students may struggle with divisors
that need to be rounded to obtain an estimate as well as
determining compatible numbers for a given divisor. Remind
them multiples of 10 and 100 are good choices for rounding a
divisor. Have them list the multiples of a divisor to determine
compatible numbers.

Closure
e Turn and Talk: “A division problem has 22 for its divisor. Talk
with your partner when rounding to 20 would be appropriate
to get an estimate and when using 25 for the divisor to get an
estimate would be appropriate.”

T-252 Chapter 6
 =

2:

Think and Grow: Modeling Real Life

The Eiffel Tower is about 2 times as tall as

the Washington Monument. About how tall is the
Washington Monument?

Because the Eiffel Tower is about 2 times as tall as the

Washington Monument, estimate 1,063 + 2.

Think: What numbers close to 1,063 are easily divided by 2?

Use 1,000. 10+2=_5 __,s0 1,000 + 2=_900 |

Use 1,200. 12+2=_6 501,200
+2 = 600 |
Choose 1,000 because 1,063 is closer to 1,000.

So, the Washington Monument is about 500 feet tall.

Show) and’ Grow) 16-18. Sample answers are given.

16. The Pacific Crest Trail is 2,650 miles 17. A family spends $2,473 each year for
long. It is about 7 times as long as cell phone service. About how much
the Bigfoot Trail. About how long is does the family spend each month for
the Bigfoot Trail? cell phone service?

about 400 miles about $200

=r
|
\ ae 18. |DIG DEEPER! You have 31 days
to read a book with 138 pages and
§| | another book with 160 pages. You want
Pacific to read an equal number of pages each
Sie day. About how many pages do you
read each day? oO
bas
=|
5
Bigfoot
: | about 10 pages
1
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252

Chapter 6 | Lesson 3 252

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Homework & Practice Notes )

e Review the difference between overestimating and
underestimating with students. |
¢ Exercise 13: Show each city on a map for students to gain a
better understanding of reasonableness.

Prior Skills
e Exercises 15-18: Grade 5, Writing Thousandths as Fractions

Cross-Curricular Connections
Social Studies/Physical Education
e The Empire State Building hosts a “Run-Up’ where thousands
of runners from around the world race to the 86" floor, the first
Observatory, of the building. Visitors can reach the building's
Observatory in under a minute by elevator; however, runners use
the 1,576 stairs. Have students estimate to find about how many
steps runners climb at each floor.

T-253 Chapter 6
 Name
Homework
& Practice 6.3
Learning Target: Use division facts and
compatible numbers to estimate quotients.

|Example ] Estimate 3,685 = 70.

Think: What numbers close to 3,685 are easily divided by 70?

Use 3,500. 35+7= 5 | Use 4,200. 42 +7 = pol

Sd
3504270 =u 5.
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420+70=_ 6

350070 =. 50" 4,200 + 70 = _60

Choose 3,500 because 3,685 is closer to 3,500.

So, 3,685 + 70isabout 50 .

Find two numbers that the quotient is between.

1. 1,306 +3 2. 435 +80 3. 5,691 + 68

1,200 + 3 = 400° 400 + 80=_>_ Sample answer:

80 and 90
1,500 + 3 =_300_ 480 + 80 =_6©_

Estimate the quotient. 4-9. Sample answers are given.

4. 2,506 +2 5. 4,392 + 88 6. 2,416 + 6

1,250 50 400

ork so L
7. 52)386 8. 21)1,495 < 43)3,509

8 70 80

Ideas
Big
©
LLC
Learning,

Chapter6 | Lesson 3 253

Chapter 6| Lesson3 253

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Extend Student Learning
Logical-Mathematical
e Have students explain the difference between overestimating
and underestimating when estimating quotients. Have students
find overestimates as well as underestimates for the quotient
4,392 = 87 in their explanations.

Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter
e Extra Practice ¢ Enrichment and Extension
e Reteach ° Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos ¢ Lesson Practice
Skills Review Handbook
Skills Trainer

T-254 Chapter 6
 10. The length of 1 year on Uranus is a little more than 84 years on
Earth. About how many Uranus years are equal to 175 Earth years?

about 2 years

Y@U) BE! THE TEACHER’ Your MP} Reasoning A florist has 336 roses
friend finds the quotient. Estimate to and 28 vases. He wants to determine
check whether your friend’s answer is how many flowers he can put into
reasonable. each vase without any left over.
Should he use an estimate or an
?
1,444
+ 76 = 19 exact answer? Explain.

1,600 + 80 = 20, so your friend’s exact answer; The florist does

answer is reasonable. not want any flowers left over.

Modeling Real Life A train ride from . Modeling Real Life You are reading
Chicago to Emeryville, California, is a book that has 784 pages. You have
2,438 miles. It is about 8 times as long 18 days to read the entire book. About
as a train ride from Chicago to Port how many pages should you read
Huron, Michigan. About how long is each day?
the train ride from Chicago to Port
Huron? about 40 pages

about 300 miles

CLOLOLOrOrO
COLO roTCCreo
Review & Refresh

Write the decimal as a fraction.

15. 0.61 16. 0.084 17. 0.709
61 84 709
100 1,000 1,000

LLC
Learning,
Ideas
Big
©

Chapter 6 | Lesson 3 254

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STATE STANDARDS
i \¢ OR : 5.NBT.B.6
Preparing to Teach
{
i The first three lessons in this chapter are the prerequisite skills
Learning Target . students need to divide four-digit numbers by a two-digit number,
Divide multi-digit numbers
an overarching goal of this chapter. Students divided multi-digit
by one-digit numbers. numbers by single-digit numbers in previous grades. Some of
your students are likely proficient with single-digit division while
Success Criteria others may need to review how base ten blocks, area models, and
e Use place value to partial quotients lead to the standard division algorithm.
divide. |

e Show how to regroup Materials

when necessary. f e base ten blocks
e Find a quotient anda e whiteboards and markers
remainder.
Dig In (Motivate Time)
Base ten blocks are used to model 123 + 3. Students then draw the
partial quotients (area) model and write the division problem. This
helps students recall the progression of learning for division by a
Practice opportunities single-digit divisor.
for the following
are available in the 2 Model 123 with base ten blocks. “What a iE
Resources by Chapter or is this a model for?” 1.23 or 123 “It could
at BigldeasMath.com. be either. Today we are going to review
© Daily skills whole number division by a single-digit.” __
e Vocabulary e MP5 Use Appropriate Tools Strategically: HIE He He
e Prerequisite skills Ask a volunteer to model the problem
123 + 3. Use a document camera,
interactive board, or somewhere in the room where all students
can see. In doing this, they will need to regroup 1 hundred as
ELL Support 10 tens. The quotient is 41.
2 “What would an area model for this
The Explore and Grow problem look like?” A rectangle that has
activity asks students to dimension 3 by 41. Hold up a model drawn 3
draw models of the math. in advance. Ask questions about the
Visual learning is an
dimensions and area.
important scaffolding tool
for students with limited
¢ “On your whiteboards | want you to show me how you
record this division problem.” Do students recall the division
language. You may want
to have them continue to algorithm? Circulate to view student work.
use the method as they e Ask volunteers to discuss their written work. Do you hear reference
complete their practice to place value? Summarize the discussion by drawing the partial
of the concepts learned quotients area model that supports the algorithm shown.
throughout the lesson. © “Division was first modeled with base ten blocks and you could
see 3 groups of 41. The area model had dimensions of 3 and 41
which represented the divisor and quotientYou . also reviewed
how to write the division problem. Today, you will find quotients
and some may have a remainder. Tell your partner how you
know a problem has a remainder.

T-255 Chapter 6
 h Name
Divide by
One-Digit 6.4
Learning Target: Divide multi-digit numbers by Numbers
one-digit numbers.
Success Criteria:
+ | can use place value to divide.
+ |can show how to regroup when necessary.
+ | can find a quotient and a remainder.
a
7

Explore and Grow

Complete all three models to find 248 = 8.

Area Model Division

Partial Quotients Model

30

Area = 248 square units

Structure How would the models be the same for 3,069 + 5?

How would they be different?

The model for 3,069 + 5 would include a partial quotients

model showing 5 X 613, but it will also have a remainder of 4.
248 + 8 shown above does not have a remainder.

_—

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apter ; 6 | Lessonpiali4“ he=
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Explore and Grow

¢ Students complete the three models to find 248 = 8. Parts of each model are
omitted so students need to make the connection between the three.
¢ MP6 Attend to Precision: When students divide 248 by 8, you may hear
language associated with 8 groups of 41, or 41 groups of 8. Can they
connect the language to their models? When they are discussing the division
algorithm, do they say 8 X 3 is 24, or do they recognize 8 groups of 30 is 240?
¢ The problem 3,069 + 5 could be drawn on grid paper, though the size of the
quotient makes this impractical. There will be more partial quotients, though
the problem is solved in a similar manner.

Chapter 6 | Lesson 4 255

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ELL Support Think and Grow

Getting Started
After reviewing the
¢ The example on this page is scaffolded so that students are
example, have students
reminded of the language and meaning of division. In particular,
work in groups to
the regrouping and use of partial quotients help students make
discuss and complete
sense of division.
Exercises 1-3. Expect
students to perform It is always helpful to have a context to refer to when dividing.
according to their A suggested context for this problem could be, there are 3,069
language proficiency people at a theatre. There are 5 sections in the theatre. Can the
level. same number of people be seated in each section?

Beginner students may Teaching Notes

model the process by 2 Model: Write the problem 3,069 ~ 5. “Tell your partner an
drawing and write out estimate for this problem and how you found it.’ 3,000 + 5is
the math. 30 hundreds + 5 = 6 hundreds, or 600. “We want to find the
Intermediate students
quotient and we estimate it is a three-digit number.’ Explain
may describe using
this is why we begin by regrouping the first two digits of 3,069.
simple sentences.
“How many hundreds are in 3,069?” 30 hundreds
Advanced students
may describe using ? In the first step of the problem, 6 hundreds X 5 = 30 hundreds
detailed sentences and are subtracted leaving 0 hundreds. “Each section of the theatre
help guide discussion. holds at least 600 people. How many more people are there to
seat?” 69 “In the second step, we are multiplying 1 ten times 5
which is 5 tens. That is why the 5 is recorded below the 6 tens.
“Subtract and now there are 19 people remaining.’
In the last step, 3 ones times 5 are subtracted leaving a
remainder of 4. Ask students to interpret the quotient and
remainder.
© “You have just found 3,069 = 5 and recorded all of the steps. You
had to keep track of the place value of the digits you wrote. Are
you feeling more confident in your learning? If there are parts
that are confusing, can you explain where you are getting stuck?”
Supporting Learners: Adjust the problems so that the dividend
can be modeled with base ten blocks. You do not want students
to memorize the algorithm with no understanding.
Use small group instruction or pair students to work on the
exercises. Guided instruction may be needed for Exercise 2
which has a 0 in the quotient.
@ “Use your thumb signals to show how confident you are feeling
dividing a multi-digit number by a single-digit number.”

T-256 Chapter 6
 Think and Grow: Divide by One-Digit Numbers

Teale Find 3,069 + 5. Estimate __600_

Regroup 3 thousands as 6
30 hundreds. Divide 5)3,069 30 hundreds = 5
the hundreds. =30, 6 hundreds x 5
0 30 hundreds — 30 hundreds
There are 0 hundreds left over.

Divide the tens. 61

5)3,069
=
30{
06 6tens=5
pica) 1ten x5
1 6 tens — 5 tens
There is 1 ten left over.

Divide the ones. 613

5)3,069
=
30
06
=)
= 19 ones + 5
= 15 3 ones X 5
4 19 ones — 15 ones
There are 4 ones left over.

So, 3,069 + 5 = 613; po 4.0. Check: Because 613 R_4_ is close

to the estimate, the answer is reasonable.

Show and Grow

Divide. Then check your answer.

1. 112R2 2. 803 3. 293R1

7)786 4)3,212 6)1,759
Oo

°
12)

256

Pay to Play
Remember, you can use the song
Pay to Play
to review multiplying decimals and
whole numbers!

Chapter6| Lesson4 256

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Apply and Grow: Practice

Scaffolding Instruction
Students are asked to find the quotient of two numbers that may
require the regrouping of thousands into hundreds, hundreds into
tens, or tens into ones. You may need to scaffold the exercises on
this page as students work towards multi-step exercises. Probe
students’ understanding of place value and how it relates to the
written record in the division problem. Are students able to state
the value of each digit in the quotient? Do students understand the
meaning of each step in the division process?
Emerging students may have forgotten how to estimate the
quotient, and hence where to start in a problem. They may make
computation errors, or are not secure in their multiplication facts.
e Exercises 4 and 8: Have students begin with these two exercises
and work with a partner. Students should know their facts for
each divisor and they have no remainder. Ask them to explain
to their partner what is happening in each step of the process.
Listen to their discussions and make sure they are using precise
language in regard to place value. As you monitor their work,
assess their understanding of division.
e Exercise 7: This exercise can be modeled with base ten blocks or
a quick sketch. There is a 0 in the quotient, however, the division
facts needed to find the quotient should be known to students.
e Exercise 12: Students have used multiplication to check division,
but may be uncertain what to do when there is a remainder. In
this exercise, the word cards are used to guide them through
the process.

Proficient students have a good understanding of the division

process. They understand how to regroup and can record their
work. They may make some computations errors.
e Exercises 7 and 9: Each exercise has at least one 0 in the quotient.
¢ Exercises 4-9: Estimating the quotient provides a way to check
the reasonableness of an answer.

Additional Support
¢ Some students may be able to record the quotient above the
dividend and make sense of the process. Encourage them to
record the partial quotients vertically as needed.
Extension
e “In Exercise 11, change one digit in the dividend so that the
quotient is a four-digit number”

T-257 Chapter 6
 Name

Apply and Grow: Practice

we Divide. Then check your answer.

4. 1,395 5. 121R4 6. 888R2

3)4,185 6)730 8)7,106

ToO24- 4 Se 854/526
-2 = eS 979,364
+ 9 = 25

206 2,263 1,040 R4

10. Your cousin babysits for 5 days and 11. MPH Number Sense’ Without
earns a total of $375. How much money calculating, determine whether you
does your cousin earn each day? place the first digit of the quotient in
$75 the hundreds place or the thousands
place. Explain.

6,529 +8

hundreds place; 8 will not divide

into 6, but will go into 65.

Pam DIG
DEEPER! Complete the multiplication problem to check the division work.
Then use the word cards to label each part of the multiplication problem.

ED Be Baas - quotient dividend

— 49] x +— _divisor_
30 > divisor
g — 28 +[.2] | ~+— remainder
¢ 2 / ~— _dividend quotient

3 remainder
2
12)

Chapter6 | Lesson 4 257

Chapter 6 | Lesson 4 257

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Think and Grow: Modeling Real Life

These applications allow students to apply their knowledge of
Read each problem division by a single-digit number.
aloud as students follow
along. Clarify unknown ¢ Preview: Ask what students know about the periodic table. Can
vocabulary and explain students name any of the elements? Exercise 14 is a problem
unfamiliar references. about tungsten, an element used in light bulbs.
You may want to discuss e Read the example. Give students time to discuss with a partner
what the periodic table before working through the problem as a class.
is. Point out that a field ¢ Talk through the steps in the problem, using place value
trip is not a trip to the language. “6 groups of ten subtracted from 11 groups of ten is
field, but an educational 5 groups of ten.” Continue the problem.
outing. Allow students e It is always important to interpret all the parts in a contextual
to work in pairs and problem. The dividend is the number of elements on the
provide time to complete periodic chart. Each of the 6 group will study 19 elements. Since
each problem. Ask the there are 4 elements remaining, 4 groups must study one more
questions provided and element. Expect studies to have a different idea of how to deal
have students write their
with the remainder!
answers on a whiteboard
e In Exercise 13, a discussion of the remainder is important. If the
or piece of paper to
buses have a maximum limit of 48, a sixth bus would be needed
display for your review.
to transport the remaining three students. The context must be
considered when interpreting the remainder.
? Exercise 14: Students may need guided instruction to help
translate the information. What do they know? What are they
trying to find?
The second
sentence tells Boil Point | . é ; I Doi
how the boiling {60 hotter Woe
point of tungsten
add 160°to ox
(5660 degrees) know (5660) 2x iron’s want to find
is related to the boiling point
boiling point of
iron. The question that is hard for students is deciding what
to do with the phrase 160° hotter than. Ask, “If you knew
the boiling point of iron and you doubled it, how would that
number compare to the boiling point of tungsten? Which would
be greater (or less)? How do you make them equal?”
@ “You reviewed division by a single-digit divisor today. How
secure are you feeling? Show me 0, 1, 2, or 3 fingers with 3
being ‘I really understand” and 0 being ‘I am very confused.”
¢ Supporting Learners: Use base ten blocks to model the example
and Exercise 14. Establish a plan designed to close the learning
gap if students are significantly behind in their learning.

Closure
e “| want you to try two more problems. Find 420 + 4 and 424 = 4.
How are the problems related?”

T-258 Chapter 6
 |Example | There are 118 elements in the periodic table.
There are 6 groups of students in a class. Each group is
assigned about the same number of elements to study.
How many elements does each group study?

Divide 118 by 6 to find how many elements each

group studies.
iA le
6)118 11 tens
+6

58 58 ones + 6

4 118 #6=_19
Rp 4 _

Interpret the quotient and the remainder.

The quotient is_19_. So, each group studies at least 19 elements.

The remainder is__4 _. There are __4 _elements notassigned to a group.

So, 4 groups must study 1 more element.

Subtract to find how many groups study 19 elements. 6—_ 46 = 27

So, 2 groups study 19 elements and 4 groups study 20_ elements.

Show, and! Grow

13. A total of 243 students take a field trip on 5 buses.
Each bus must have about the same number of
students. How many students must ride on each bus? ; tungsten
48, 48, 49, 49, 49 students | sf) filament
\ \"
a al /
14. WE DEEPER! The boiling point of tungsten \ 9°
is 5,660 degrees Celsius. This is 160 degrees hotter ~ 3
than 2 times the boiling point of iron. What is the 5
boiling point of iron? Tungsten is commonly 2
used in lightbulbs because 3
2,750 degrees Celsius it is the element with the 2
greatest boiling point. ©

258

Chapter6| Lesson4 258

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Homework & Practice Notes

¢ Provide students with grid paper to ensure students are staying
organized while they work.
e Exercise 8: Remind students about the relationship between
multiplication and division.
e Exercise 10: This can be extended by choosing two numbers to
write a division expression that has the least quotient, or that
has a quotient with a 3 in the ones place, etc.

Assignment Guide and Concept Check

Assignment cee Check
1-11 odd, 13, 14
= ty Besos

Prior Skills
e Exercises 13 and 14: Grade 5, Estimating Products of Decimals
and Whole Numbers

Cross-Curricular Connections
Science
e Discuss the history and development of the periodic table.
In 1860, only 60 elements were known. Ask students, “If you
wanted to learn 60 elements in 8 days, how many elements
would you need to learn each day?” Currently, there are 118
known elements. “How many elements would you need to learn
each day now?”

T-259 Chapter 6
 &
fh

i all Name
Homework 6.4
& Practice ‘
Learning Target: Divide multi-digit numbers
by one-digit numbers.

Beetsee Find 4,262 + 6.

Regroup 4 thousands as 40 hundreds ra)
and combine with 2 hundreds. 6)4,262
Divide the hundreds. - Ba]
06
Divide the tens. —[6]
02
Divide the ones. — [0]

SO, 4:262\= 6/105 Rei 2

+ quotient
Use multiplication to check your answer. x 6 <«— divisor

ae <+— remainder
/* dividend

Divide. Then check your answer.

1. 139 2. 220R1 3. 2,067R1
6)834 4)881 2)4,135

4, 621Se 7 5. 6517+4=___ 623 155e5=°—

=I 30R5 1,629 R1 631
&
g
2
z

Chapter6 | Lesson 4 259

Chapter6| Lesson4 259

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 Extend Student Learning
Bodily-Kinesthetic
e Use tape to create long division symbol on the floor. Have
students use number cards to model 3,915 = 6 using the long
division symbol. Students will describe the different steps they
must take in order to solve and find the quotient. Students
should use paper to write the numbers and lay them in the
appropriate places on the floor while they are dividing.
Note: You may want to create small groups of students for this
activity and have each student help by placing the numbers on
the floor or monitoring to ensure correctness. Then, provide
groups with another equation to alternate roles and divide again.

Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter
e Extra Practice e Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Math Musicals
Tutorial Videos Dynamic Assessment System
Skills Review Handbook e Lesson Practice
Skills Trainer
Math Musicals

T-260 Chapter 6
 7. Your friend makes care packages with MPI Number Sense What is the
9 items in each package. She has dividend when the divisor is 8 and the
1,350 items. How many care packages quotient is 96 with remainder 3?
can she make? Explain how you found the dividend.
150 care packages 771; Multiply the quotient by the
divisor and add the remainder.

Me} Reasoning Your friend says the iDIG DEEPER! Choose two numbers
quotient of 3,627 and 9 is 43. Is your to write a division expression that has
friend's answer reasonable? Explain. the greatest quotient. Then evaluate.

no; An estimation of the quotient 6,378 + 2 = 3,189

5,004
is 3,600 + 9, or 400.

2,400

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DU
TCUNUdUd 6,378

. Modeling Real Life A principal invites . Modeling Real Life A class makes
138 students to a reward breakfast. origami cubes. Each cube requires
Nine students sit at each table. How 6 sheets of paper. The class makes as
many tables are there? many cubes as possible with
550 sheets of paper. How many more
16 tables sheets of paper does the class need to
make one more cube?

2 sheets

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Review & Refresh

Estimate the product. 13 and 14. Sample answers are given.

13. 0.9 X 82 14. 36 X 2.71

82 108
LLC
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Chapter 6 | Lesson 4 260

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STATE STANDARDS
: ORE’) 5.NBT.B.6
Preparing to Teach
Students have reviewed division by a one-digit divisor in the
Learning Target previous lesson. In this lesson, division with a two-digit divisor is
explored using partial quotients. Division situations are interpreted
Use an area model and
as knowing the area and one of the dimensions. This connection,
partial quotients to divide.
and the connection to multiplication, is made in the Dig In. The
Success Criteria underlying mathematics is still the Distributive Property.
e Explain how to use an
area model to divide. Materials
e Write partial quotients e grid paper
for a division problem. e whiteboards and markers
e Add the partial
quotients to find a
quotient.
Dig In (Motivate Time)
Act out a story that requires students to consider a large quantity
of objects being shared between 12 to 15 people. The goal is for
students to reason about a two-digit divisor.
e “| have 14 adult nieces and nephews who love my famous
peanut butter cookies. | baked 504 cookies for a family gathering
and put the same number of cookies in each bag. How many
Practice opportunities
cookies did each receive?”
for the following
are available in the e Supporting Learners: If you have 504 color tiles, centimeter
Resources by Chapter or cubes, or any other small objects, use them for students to
at BigldeasMath.com. manipulate and act out.
e Daily skills ® “How can you show how many cookies each receives? Where
do you start?”
e Vocabulary
e Prerequisite skills
DME
PRS
PSNR
IPT
TROT
TD
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BTS
PN
NPE
TTF
e You could have 14 designated students in 14)504
the class who receive the cookies. Someone 140 = 14 x/10!
may suggest giving 10 to each. You will need 364 pes
to keep track of how many are received by — 280 = 4x i201
each and how many remain. 84 eel
ELL Support e You want students to recognize that although 84 =14 x! 6}
In addition to visual you want your first guess at the quotient to be 0 36
learning done by reasonable, it's only aguess. __
drawing, hands-on Itcaninform yoursecond =
manipulation of guess. In this case, since
objects is an important 14 X 20 = 280 and there are
scaffolding tool for still 364 cookies remaining,
students with limited 20 is a good second guess.
language. You may want e Continue to distribute the
to have students use remaining amount. When
base ten blocks or other you finish, record in the steps you used in the standard division
manipulatives to model format and draw the associated partial quotients model.
the division problems e “Each of the 14 people received 36 cookies. This is 3 dozen.”
throughout the lesson
© “You have used partial quotients to model a division problem
until they feel they no
with a two-digit divisorThe. partial quotients helped us find
longer need them.
the quotient.”

T-261 Chapter 6
 Name
Use Partial
Quotients to 6.5
Learning Target: Use an area model and partial Divide by
quotients to divide. “Dia;
Success Criteria: Nsaoe
+ |can explain how to use an area model to divide.
+ | can write partial quotients for a division problem.
+ |can add the partial quotients to find a quotient.

Explore and Grow

MP) Reasoning Explain how your model shows the quotient.

The area model shows the partial quotients of 10 and 2.

So, 168 + 14 is 12.

Explore and Grow

¢ MP4 Model with Mathematics: The Dig In should give students the needed
support to work with a partner to complete this exploration. They may
choose different dimensions (10 + 2,5 + 5 + 2). Recalling the inverse
relationship between multiplication and division will also help.
¢ Supporting Learners: Students may want to model this first with base ten
blocks. It should remind them of modeling 14 x 12 with the four regions in
the model. When they record the problem 168 + 14, they will focus on the
two regions shown.

Chapter 6 | Lesson 5
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 | Think and Grow
ELL Support
Getting Started
After demonstrating
e Recording partial quotients in the standard algorithm is not
the examples, have
intuitive, though it should be familiar from division by one-digit
students work in
divisors. Guide students through the process.
groups to discuss and
e FYI: Division can be interpreted two ways:
complete Exercises 1
and 2. Expect students e fair sharing, or a partition where the size of the group is
to perform according unknown
to their language * measurement, or repeated subtraction where the number of
proficiency level. groups is unknown
Beginner students may e Acontextual problem provides language to help students make
model the process by sense of the various steps in finding partial quotients. The area
| drawing rectangles and model is useful in the repeated subtraction interpretation.
write out the math.
Teaching Notes
Intermediate students
may describe using ¢ Suggested Context: “There are 180 students and you make
detailed sentences and 12-person teams. How many teams can you make?”
_ help guide discussion. ® Model: Write the problem, 180 + 12 as 12)180. Pose the
Advanced students context. “How many teams of 12 can we form? Do you have
may describe using an estimate? You might think, 10 x 12 is 120 so we can make
detailed sentences and at least 10 teams.” Show how this is recorded. “There are
help guide discussion. still 60 students. We can have 5 more teams.” Record this
partial quotient.
? “How do we know we are finished dividing?” The remainder is
zero and there are no students remaining to be placed on teams.
e Model: “In this 396 = 18, your first guess might have been 20 if
you used mental math and thought double 18 is 36, so double
180 is 360. It’s okay to take a first guess of just 10.” Discuss how
the vertical recording are matched by color to the area model.
2 “What are the dimensions of the rectangle?” 18 units by
22 units. “What is the area?” 396 square units “Tell your
partner how the model is related to the division problem”
e Exercises 1 and 2 are scaffolded to help students get started on
the problems. “How does the area model help you get started?”
The area of 160 means we multiplied 16 10. The first partial
quotient is 16 X 10 = 160.
¢ Students should be familiar enough with division so that less
supported is needed for the written record. The challenging
part for most students is knowing what partial quotient to
guess first.
© “Explain to your partner what partial quotients are, and why
two students may have different partial quotients to start”
Circulate and listen to explanations.

T-262 Chapter 6
 a
y; Think and Grow: Use Partial Quotients to Divide

|Example | Use an area model and partial quotients to find 180 + 12.

Partial
Quotients
12)180
—_120=12x'10! 10
60
Ss) x 54> 5
60=12 gece fens .
OuAninest & [45] Area = 180 square units :

So, 180+ 12=_15_.

Partial 10 10 a2
Quotients ie ee |
18)396
— 180=18x'10! 10 18
216 1h
— 180=18 X10; 10 pete aretnad
36 Area = 396 square units
= 36=
1S M0 2e1 GET2
Gq octGe 2] So, 396 + 18=_22_,

Show: and! Grow,

Use an area model and partial quotients to divide.

Vey 1726 Oe 2, 182-13

= 14_
16)176 13)182
~ 160 = 16 x _10_ — 130]
=13 x_10
[52]
Sse = [52]
=13 xtadsou Gs 14|
Lo] [14] [0] g

16 16 13 130 &
3
(®)

262

Chapter6| Lesson5 262

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 Apply and Grow: Practice
Scaffolding Instruction
Students are asked to find the quotient of two numbers. They use
partial quotients and sum them to find the quotient. Students use
number sense and their understanding of the relationship between
The
division and multiplication to determine the partial quotients.
magnitude of the dividends and divisors make it possible to model the
problems with base ten blocks or sketch the problem on grid paper.
Emerging students may struggle with determining a partial
quotient. If their understanding of the relationship between
multiplication and division is not secure, they may have difficulty
understanding how to use partial quotients. An area model helps to
illustrate this change. Encourage students by reminding them that
there is no one right “guess” for a partial quotient. In addition, they
can use as many partial quotients as they need to find the quotient.
e Exercises 3 and 4: Remind students to use the partial quotients
area model to help guide them in the written work.
e Exercises 5 and 6: Monitor students as they work through the
exercises. It can be effective to suggest the same context for
each problem: dividend is the number of students, divisor is
the size of each team, and the quotient is how many teams
there are. Help students who are struggling by focusing on the
meaning of each number that occurs in the process.

Proficient students understand the meaning of each step in the

process. They are generally secure in identifying useful partial
quotients.

e Exercises 3-6: Students will benefit from a context to help

them reason about the first partial quotient: the dividend is the
number of students; the divisor is the size of each team, and the
quotient is how many teams there are.
e Exercise 9: Can students find the dividend when parts of the
area model are provided?

Additional Support
¢ The multiple steps involved in using partial quotients can cause
confusion. Focusing on the meaning of the number at each step
of the process can help students make sense of how partial
quotients are used to determine a quotient.
Extension
e “Use your answer to Exercise 5 to find 221 + 17 without
actually dividing.”

T-263 Chapter 6
 Name

Apply and Grow: Practice

Use an area model and partial quotients to divide.

3, 154-14=2
1 4. 224+ 16=_14_
14)154 16)224
— [140] = 14x _10_ — [160] = 16 x _10_

=[14]=14% 1 + [1] (6416x244 +(84|

Lo | [11] Lo|
eihile il bee eu _4s

14 140 16

Use partial quotients to divide.

ry POY ed 65522515

12 15

7. Writing Explain why there is more than one way to draw an area
model to find a quotient.
Area models consist of sums of partial products that have partial factors
that can be taken in several ways.

8. A puma jumps 132 inches up onto 9. biG DEEPER! Write two related
a rock. How many feet does the division equations represented by
puma jump? the model.

11 feet
70
16

no
©
LLC
Learning,
Ideas
Big 272 + 16 = 17,272 + 17 = 16

Chapter6 | Lesson 5 263

Chapter 6 | Lesson 5 263

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 ELL Support
Think and Grow: Modeling Real Life
These applications allow students to apply their understanding
Read each problem of division and using partial quotients to divide. The contexts
_ aloud as students follow | (measurement division or repeated subtraction) help students
along. Clarify unknown understand the meaning of each number used in the process.
vocabulary and
unfamiliar references.
? Preview: Ask questions to see what students know about
You may want to discuss | baboons. “Approximately how much does an adult baboon
the relationship of the weigh? Where are they found? What do they typically eat?”
baboon to the primate Read the problem. “Discuss with your partner, what do we know
family. Allow students and what are we trying to find.”
to work in pairs and “What operation are we going to use to determine the answer?”
provide time to complete division “How do you know?”
each problem. Ask the | Talk through each step of the division, focusing on the meaning
questions provided and of each number. Connect the partial quotients area model and
have students write the written work.
their answers ona
“Is the baboon enclosure a square? How do you know?” No; the
| whiteboard or piece of
dimensions are close to being equal, but they are not.
paper to display for your |
review. MP2 Reason Abstractly and Quantitatively: Students who know
their multiplication facts through 12 may reason 156 is one
more group of 12 than 144.
Exercise 10 is modeled after the example and also involves area.
The rectangular model can be decomposed to show possible
partial quotients.
Extension: “In Exercise 11, is there a way to answer 198 =~ 11
using mental math once 176 ~ 11 is found?” 198 — 176 = 22
which is two groups of 11. The quotient is 2 greater.
© “You have used partial quotients to divide two numbers. What
is still confusing to you?” Ask a few students to share where
they are in their learning.
Supporting Learners: Give students several complete area
models and have them complete the corresponding steps for
determining partial quotients.

Closure
“Use your whiteboard and find 252 + 14.”
When students finish, have them compare their work to the
problem in the Dig In, 504 + 14. The dividend is two times
greater (252 x 2 = 504) and the quotient is two times greater
(18 x 2 = 36). The divisor was the same in each, 14.

T-264 Chapter 6
 Think and Grow: Modeling Real Life

|Example | A zookeeper cleans the rectangular floor of ababoon

enclosure. The floor of the enclosure has an area of 156 square feet
and a width of 12 feet. What is the length of the enclosure?

Use the area of a rectangle formula. Write the related division

equation to find the length of the enclosure.

Lait Area formula

JES Dang

156+12=2

Use an area model and partial quotients

to find 156 + 12.

13
12)156
= 120'=12 110)
36

So, the length of the enclosure is 13.

10. A bakery owner tiles the rectangular floor. What

is the length of the floor?

18 feet

11. There are 176 fifth graders and 1 2, WG DEEPER! Newton earns $195 for
198 sixth graders signed up for working 15 hours as a radio host. How
soccer. Each soccer team has much money does Newton earn in
11 players. How many more 3 hours?
sixth-grade teams are there than
fifth-grade teams? $39
©
LLC
Learning,
Ideas
Big

2 teams
264

Chapter 6 | Lesson 5 264

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Homework & Practice Notes

e Provide students with base ten blocks for additional support.
¢ Allow students to draw quick sketches on extra paper for
additional support.

geo ante Guide and ‘Concept Check

Emerging
Proficient

Prior Skills
e Exercises 10-12: Grade 5, Using Order of Operations

Cross-Curricular Connections
Language Arts
e Have students create a help wanted ad describing the steps to
take when creating models to help divide. Any time students
may get stuck when solving long division equations, they can
resort to models. Have students “teach” a partner by reading
their steps and working through an example.

T-265 Chapter 6
 og oii Homework 6.5
& Practice
Learning Target: Use an area model and
partial quotients to divide.

|Example | Use an area model and partial quotients to find 187 + 11.

11187 eres,
we AE
—110= 11 10! 10
Ad WO 1
eet rR Oy IW
0
Area = 187 square units

SO; 8 7accal
poe Weare

Use an area model and partial quotients to divide.

(le ese
i 2 ee 2a O2Goa
2 Ge
11165 12)192
—110=11 x _10_ — [120 = 12 x _10
[55] [72]
SSsatixveo +15] —f72\=12< Some 6
Lo | [15] [o|
10 5 _10_ BCis

1 110 55 12 120 iz

Use partial products to divide.

o 3. 156+ 13 4. 121+11
FE: 12 11
&

2
2)

Chapter
6 | Lesson5 265

Chapter6| Lesson5 265

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 Extend Student Learning
Visual-Spatial
¢ Cut out and place the Use Models to Divide Instructional
Resource face down on the desk between partners. Without
Partner B seeing, PartnerA will choose a card and draw an
area model, or use base ten blocks, to model the division.
Partner B will then study the model, find the quotient, and write
the division equation that the model represents. If Partner B
successfully finds the quotient, he/she keeps the card. Repeat
alternating roles. Partners should play until all cards have been
used. The partner with the most cards wins!

Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter
e Extra Practice e Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos ¢ Lesson Practice
Skills Review Handbook
Skills Trainer

T-266 Chapter 6
 5. There are 143 players in a football 6. Open-Ended Write a division
league. The director divides the players expression that has a 3-digit dividend,
into 13 teams. How many players are a divisor between 15 and 20, and no
on each team? remainder. Use base ten blocks to find
11 players the quotient.

Sample answer: 357 + 17 = 21

7. MP) Structure Newton finds 506 + 22. Explain how his 22)506
steps change if he uses 20 as the first partial quotient. = 220 = 22 X'10! 10
286
There would be fewer steps, but the same result. ~ 220=22X'10! 10
22 X 20 = 440
66 et
506 — 440 = 65 = 06 — 22 Xn 3a tS
22 x 3 = 66 0 23
The quotient is 20 + 3 = 23.
So, 506 + 22 = 23.

Modeling Real Life A rectangular Olympic gymnastics floor

has an area of 144 square meters. What is the length of
the floor?

12 meters

Modeling Real Life A vending machine worker has 78 bags of cherry

fruit snacks and 91 bags of strawberry fruit snacks. Each row of the
vending machine holds 13 items from front to back. How many rows
does the worker fill with fruit snacks?

13 rows

SCLC
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Review & Refresh

Evaluate the expression.

10. 24+ (6+ 2)+ 14 Lis, SAMO 759 12. (135 + 96 + 165) X 10

17 66 3,960

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Chapter 6 | Lesson 5 266

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STATE STANDARDS
ORE)) 5 NBT.B.6
Preparing
i to Teach
Partial quotients that support understanding of the standard
Learning Target algorithm were introduced in the last lesson. Students use partial
quotients again, only in this lesson there are remainders. We
Use partial quotients to
divide with a remainder. continue to record partial quotients to the right and support with
an area model. Remember, a two-digit divisor is challenging for
Success Criteria students because their number sense and ability to estimate are
e Use partial quotients to still developing. Pose a context that helps them put meaning to the
divide. area models and the worked out examples.
e Find a remainder.
Materials
e Dividing by 12*
* Found in the Instructional Resources

Dig In (Motivate Time)

Practice opportunities
Students use a list of the multiples of 12 to explore what the first
for the following
digit of the quotient is when dividing a three-digit dividend by 12.
are available in the
Resources by Chapter or e “Think to yourself. What are the first few multiples of 12?” Give
at BigldeasMath.com. think time, and then ask a volunteer to share. Some students
¢ Daily skills may be able to state multiplication facts through 12.
e Vocabulary e Distribute copies of Dividing by 12. Explain that table of
¢ Prerequisite skills numbers are multiples of 12, from 1 X 12 to 30 X 12. Have
students read the directions and clarify if needed. They are only
finding the first digit of the quotient.
? The dividend is increasing by 30 each time. “Why is 1 the first
digit in the quotient 168 + 12?” 168 = 12 x 14 “How did you
ELL Support find the first digit in the quotient each time?”
e Big Idea: The goal is for students to
Review the strategy of
recognize that the first two digits of the
{%
multiplication using | 8 | 9 em
partial products by dividend, meaning the number of tens
| 96 | 108 |f 120 |
performing multiplication in the number, are compared to the me
with several pairs of multiples of 12. If the number of tens is
numbers. Ask students between 12 and 24, the first digit in the | 216 | 228 | 240 |
to predict how a similar quotient is a 1; if the number of tens is ae
process might be applied between 24 and 36, the first digit in the
to quotients and instruct quotient is 2; and so on.
them to compare their e Discuss why the number of tens in the
prediction to what they quotient helps you decide the first digit in the quotient. Try a few
learn as they work problems so students can practice.
through the lesson. ¢ 452 = 12 — Since 30 x 12 = 360 and 40 x 12 = 480, first digit
in tens place will be a 3.
¢ 875 + 12 — Since 70 X 12 = 840 and 80 x 12 = 960, first digit
in tens place will be a 7.
© “We are going to use partial quotients again today. Knowing
how to estimate the first digit in the quotient will be helpful.”

T-267 Chapter 6
 Use
Partial
Learning Target: Use partial quotients to divide Quotients with
with a remainder. .
Success Criteria: a Remainder
+ | can use partial quotients to divide.
+ | can find a remainder.

: Can you use an area model to find

190 + 15? Explain your reasoning.

no; There is a remainder.

The shape of the area is not
a rectangle.

Construct Arguments Explain to your partner how you know that

15 does not divide evenly into 190.
15 X 12 = 180.1 need to add 10 to reach 190.

Explore and Grow

e Students may draw groups of 15, several area models, or one
rectangle with a side length of 15. Ask them to explain their model
and how it helps them find 240 + 15. Their explanation has to identify
15 as the size of the group or the number of groups.
¢ Give students time to try the problem 190 + 15.
? “Did the Dig In help you think about what the missing dimension was,
or how to get started? Explain.” Listen for 15 < 24 and 15 < 19.

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 Think and Grow
Getting Started
After reviewing the
Students will need guidance in finding (guessing) partial
_ examples, have quotients. There is no one correct path. The scaffolding
students work in provides support for one particular path to the quotient,
groups to discuss and
and students may come up with other partial quotients they
complete Exercises
are comfortable with.
1 and 2. Expect them
to perform according Teaching Notes
to their language Suggested Context: “There are 475 turkeys donated for a food
proficiency level.
drive. The turkeys are shared with 19 locations. How many
Beginner students turkeys are sent to each location?”
may demonstrate the
process by writing out
? Model: Write the problem 475 = 19. “Will the quotient have a
digit in the tens?” yes; 19 < 47 “Let's just try 10. 10 times 19 is
the math. 190. The first partial quotient could be 19 X 10 = 190.” Record
Intermediate students
and subtract. “Each location receives 10 turkeys. There are 285
may describe the
left to be shared. We can subtract another 19 groups of 10.’
process using simple
Record and subtract. Finish the problem as shown.
sentences.
Advanced students Note: If students use reasoning from the Dig In, 20 x 19 = 380
may describe using so they might try 20 in the first partial quotient.
detailed sentences and © “You used partial quotients to divide 475 + 19. There was no
help guide discussion. remainder. How secure are you feeling with this process?”
5
Model: Write the problem 1,890 = 52. “Will the quotient
have a digit in the hundreds?” no; 52 > 18 “Our first guess
is to try 20. 20 X 52 = 1,040. The first partial quotient could be
52 x 20 = 1,040.” Record and subtract. “Could we try 20 again?”
no; The remainder is only 850. “Try 10. The next partial quotient
is 52 X 10 = 520.” Subtract 52 X 6 in the last step. “The remain
is 18. Can we share 18 evenly with 52?” no; The remainder is
less than the divisor.
Remind students of the last step—sum the partial quotients and
write the remainder.
Note: If students use reasoning from the Dig In, 30 x 50 = 1,500
so they might try 30 in the first partial quotient.
Supporting Learners: Have students work in small groups so
they can help one another think about compatible numbers that
are close to the dividend, and that they know a division fact for.
© Match students with a partner. “Select one problem that you
have completed on this page. Explain how you used partial
quotients to find the quotient and remainder.” Have the other
partner explain a different problem.

T-268 Chapter 6
 |Example } Use an area model and partial quotients to find 475 ~ 19.

Partial Quotients
19)475
= 190=19x'10! 10 _10_ 210-95). ..25|
285 tian Seay
=" 190 =19X10) 10 19
95
=n

Area = 475 square units

$0,475 +19=_25_.

Remember to continue to
|Example ] Use partial quotients to find 1,890 + 52.
divide until the remainder
is less than the divisor.
52)1,890 ghee
— 1,040 = 52 xi20: (20|
[20
850 tot
~ 520=52xI!10! [10]
330
— 312=52X'6: + [6|
ue R[18]
So, 1,890 + 52=_36 R_18 |

Show) and) Grow

Use partial quotients to divide.

1.9523
ee ee 2. 2,760 +87=_31 R_63_
41)523 87)2,760
= 410 = 41 x _10_ — 1,740 = 87 x __20_

S82
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[31] [12] r[31]
= 87 =87x __1 E ied

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268

Chapter 6 | Lesson 6 268

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 Apply and Grow: Practice
Scaffolding Instruction
Students use partial quotients to determine a quotient, extending
that work to include quotients that have a remainder. Area
models are used to help students understand the meaning of
each step in the process. Stress with students that there are
many combinations of partial quotients that can be used to find
a quotient. This work with partial quotients is building student
understanding for using the standard algorithm for division.
Emerging students may not be ready to record the partial
quotients without using an area model or base ten blocks. They
may not fully understand the meaning of each step as well as
struggle with identifying compatible numbers. They may make
computational errors during the process and not make sense of
the remainder.
e Exercises 3-8: Have students work independently. Circulate and
monitor how students are determining the partial quotients
and the overall quotient. Remind students that there is no one
“correct” partial quotient and no “correct” number of partial
quotients that can be used to determine a quotient.

Proficient students are secure in using compatible numbers to

determine partial quotients and can generally determine the
quotient and remainder with a limited number of partial quotients.
They perform computations accurately.
e Exercises 9-11: Have students complete these exercises and
compare their work with a neighbor. Discuss any differences in
the partial quotients or the final quotient and remainder.
Additional Support
¢ Not all students will be able to transition away from base ten
blocks and drawing area models. It is important that students
make sense of the process. Some students will need more
Opportunities to develop this understanding.

Extension
? “In Exercise 10, what would be the largest multiple of 10 that
could be the first partial quotient?”

T-269 Chapter 6
 Name

3 Apply and Grow: Practice

a Use partial quotients to divide.

a 3. 28)476 4. 31)605 5. 47)1,833

=
17 19 R16 39

2
a 6. 846 = 93 =_____ a0, 300 (G- OD =e 8. 5,603. 72 ==

a 9R9 97 77 R59

7
”
= 9. Apunching bag weighs 960 ounces. There are 16 ounces in 1 pound.
What is the weight of the punching bag in pounds?
2 60 pounds

=
—
= 10. MP} Reasoning Your friend wants to
divide 2,561 by 34. She multiplies 34
11. DIG DEEPER! A division problem has
56 as its divisor. The partial quotients

-
by 100 for her first partial quotient. Is are 10 and 8. The remainder is 2. What
this reasonable? Explain. is the dividend?
no; 34 x 100 is 3,400 which is
>
1,010
greater than 2,561.

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Chapter6 | Lesson 6 269

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 Think and Grow: Modeling Real Life
ELL Support
These applications allow students to apply their understanding of
Read each question partial quotients to determine a quotient and a remainder, as well
' aloud as students follow as make sense of the quotient and the remainder.
along. Clarify unknown
vocabulary and explain e Read the problem. Be sure students understand why we are
unfamiliar references. dividing to determine the answer.
You may want to e Work through the division as a class using the partial quotients.
review the names of e Be sure students understand why we stop dividing when the
fruit mentioned. Allow subtraction yields 10.
students to work in pairs e Have the students do the division a second time using different
and provide time to partial quotients. Ask students to share their partial quotients.
complete each problem. Call attention to the fact that in every case the quotient (17) and
Ask the questions the remainder (10) are the same.
provided and have e Exercises 12-14: Have students work on the exercises
students respond by
independently.
writing their answers on
e Ask students to share their strategies for solving each exercise. Be
a whiteboard or piece
sure they understand the meaning of the remainder in each case.
of paper to hold up for
e Exercise 14: Be sure students understand that the number
PN your
EIS
REI
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ET
a review.
of fruit bouquets that can be made is limited by the fruit that
produces the fewest bouquets.
e Extension: In Exercise 14, after the blackberries are used up,
how many more bouquets can be made using the remaining
three fruits?
© “You have used partial quotients to divide two numbers. Where
are you in your understanding of how to use partial quotients
to determine a quotient? Can you interpret the meaning of the
quotient and the remainder in a real-life problem?”
e Supporting Learners: Use area models to continue the visual
support needed by some students when working with partial
quotients.

Closure
¢ Tell students to make up a real-life problem that requires
division to solve. Have them exchange problems with their
neighbor and solve the problem they are given using partial
quotients. Have each pair of students check each other’s work.

T-270 Chapter 6
 |Example ] You have 214 seeds. You want to plant all of the
seeds by putting 1 seed in each section of a 12-section egg
carton. How many egg cartons do you need?

Divide 214 by 12 to find how many egg cartons you need.

Use partial quotients.

12)214 ee
~ 120 = 12x10: 10
94 ee
= a= wxi7) 47
10 [17] p[10]
214+12=_17_R_10_
Interpret the quotient and the remainder.

The quotient is_17__.So, 17 cartons will befull.

The remainderis 19 _. So, 1 carton
will have 19 _ seeds.
So, you need _18 _egg cartons.

Show; and) Grow)

12. Ascreen printing shop makes 13. The owner of apopcorn stand makes
736 T-shirts. A shipping box 2,568 ounces of popcorn in 1 day. How
can hold 28 T-shirts. How many many 64-ounce bags of popcorn can
boxes are needed to ship all the owner fill completely?
of the T-shirts? 40 bags
27 boxes

14. DIG DEEPER! A fruit bouquet worker needs

24 strawberries, 40 grapes, 16 raspberries, and
[Frat Amount
16 blackberries to make 1 fruit bouquet. How
many fruit bouquets can the worker make with
the amount of fruit in stock? Explain.
42 bouquets; The worker will run out of LLC
Learning,
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grapes after 42 bouquets are made.
270

Chapter 6 | Lesson 6 270

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Homework & Practice Notes

e Allow students to use extra paper to draw area models.

Assignment Guide and Concept Check

Prior Skills
e Exercises 14-16: Grade 5, Estimating Products

Cross-Curricular Connections
Music
e Have students write out the steps on how to use partial quotients
when solving equations. Then, create a song that explains how to
use the steps to solve. Be sure students include helpful hints in
their lyrics, such as continuing until the remainder is less than the
divisor. Also encourage students to be creative and use the correct
vocabulary. Students can work in small groups and include dance
moves to enhance their explanation of partial quotients.
Extension: Have students compare using partial quotients to
using an area model to solve and have them describe which
method they prefer.

T-271 Chapter 6
 Name
Homework
& Practice 6.6
Learning Target: Use partial quotients to divide
with a remainder.

TEERTSED Use partial quotients to find 391 + 15.

15)391
=_.150,= 15°) 10°0 + »[10]
241 ee.
= 150 = 15 X!10! [10]
91 aes
— 90 =15 x6: + [6]
1 [26] yL1]
So) 391=-\l5'— 20 Rael

Use partial quotients to divide.

1. 426+21=_20 R_6_ 2, 1,832+-32=_57_R

8_
21)426 32) 1,832
— 1,600 = 32 x __50
[232]
S970 9100 110 e410] = Fgte spies Tatwo sli7|
[6] RL6] [57]
[8 |

3. 16)279 4. 95)970
17 R7 10 R20

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Chapter6 | Lesson6 271

Chapter 6 | Lesson 6 271

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 Extend Student Learning
Logical-Mathematical
e Divide students into groups of 3 and provide each with a
notecard. First, have each student write a division expression
with a four-digit dividend and a two-digit divisor on the
notecard. Then, students will pass their notecard to the student
to their right. This student will then find the partial quotients
and again pass the notecard to their right. The last student will
add the partial quotients and solve to find the quotient and
remainder. Once completed, have the original writer check the
result for correctness.

Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter
e Extra Practice ¢ Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos ¢ Lesson Practice
Skills Review Handbook
Skills Trainer

T-272 Chapter 6
 Use partial quotients to divide.

6. 504 = 18 = ____ 7.. 3,/40 = 64-= 839/201 ob)

58 R28 162 R27

9. A teacher has 1,025 books. She places an equal number of books

into each of 30 bins. How many books are in each bin?
34 books

10. Me) Number Sense What is the E MP) Structure Solve 4,123 + 78 two
greatest possible whole number different ways using partial quotients.
remainder when you divide a 52 R67
number by 75? Explain.
74; The remainder has to be less
than the divisor. 74 < 75

. Modeling Real Life One study shows . Modeling Real Life There are 212
that American adults eat about students and 89 teachers attending a
31 pounds of cheese each year. leadership conference. One table can
How many years does it take for an seat 16 people. How many tables are
adult to eat 1,500 pounds of cheese? needed?
49 years 19 tables

TTT TTR TOTO '

Review & Refresh

Estimate the product. 14-16. Sample answers are given.

14. 487
x 92 15. 24
X 211 16. 49
X 657

45,000 5,000 33,000

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(E> STATE STANDARDS

c CRE 5.NBT.B.6
Preparing to Teach =
Students divide three-digit numbers by two-digit numbers in this
Learning Target lesson. There is no scaffolding with partial quotients, although
f
there is continued attention to how many digits are in the quotient.
Divide three-digit
The quotients are recorded above the dividend as in the standard
numbers by two-digit
numbers. algorithm.

Success Criteria Materials

e Use estimation to e Where to Begin*
place the first digit ® scissors
in a quotient.
*Found in the Instructional Resources
e Use place value
to divide.
e Use estimation or
Dig In (Motivate Time)
multiplication to check Students are shown a division problem printed on a card. They
my answer. decide if the first digit in the quotient is in the tens place (A) or
ones place (B).
e Cut apart the Where to Begin cards.
? Write the two problems 482 + 12 and 482 + 57. “How are these
problems alike? different? Tell your partner.’
© “Today we will continue to divide by two-digit divisors and one
Practice opportunities of the first steps is to estimate where to place the first digit in
for the following
the quotient. That’s what | want you to explore in this activity.”
are availablein the
e Explain that you are going to display a division AB
Resources by Chapter or
at BigldeasMath.com. problem written on a card. “Talk to your partner 24)185
and decide if the first digit in the quotient will be in
© Daily skills position A (tens) or position B (ones). Why?”
e Vocabulary
¢ Display the first card, 185 + 24. Partners talk. “Thumbs up if
¢ Prerequisite skills
you think position A” Survey results. “Thumbs up if you think
position B.” Survey results. If there are thumbs up for each,
elicit reasoning.
¢ MP2 Reason Abstractly and Quantitatively: What you hope to
ELL Support hear is that it has to be B because the least digit for position A
is 1, and 10 X 24 is 240 which is greater than 185. This is a big
Review the strategy of
understanding so do not rush this reasoning. Show the second
estimation as applied
card, 285 + 24. Now there could be at least a 1 in the tens place.
to checking if a quotient
is reasonable. Then ¢ Show the next 3 pairs of cards, revealing one at a time. The
ask students how they dividends differ in the hundreds place and each pair of cards
would use multiplication has one correct answer ofA and one correct answer of B.
to check the answer ¢ Turn and Talk: Summarize with your partner how to decide
to a division problem. where the first digit in the quotient is placed when dividing a
Explain that both of these three-digit number by a two-digit number.
methods are valid ways | @ “You have been deciding where the first digit in the quotient will
to check their answers. be by multiplying the divisor by 10. Is the product less than or
greater than the dividend?” Point to a problem as you summarize.
“Today our problems will have greater two-digit divisors than
yesterday so knowing where to begin in the quotient is helpful?’

T-273 Chapter 6
 Divide
Three-Digit
Learning Target: Divide three-digit numbers by Numbers by
two-digit numbers. T pea
wo-Digit
Success Criteria: Numb oa
« |can use estimation to place the first digit in a quotient.
+ | can use place value to divide.
+ | can use estimation or multiplication to check my answer.

. " a

Explore and Grow

All of the division problems have no remainders. Which problems have

one-digit quotients? Which problems have two-digit quotients?
How do you know without calculating?

612-18 344 + 43 340

+ 68

2 digits 1 digit 1 digit

840 + 24 TA Gh x FS) 407+ 11

2 digits 1 digit 2 digits

If divisor X 10 is less than or equal to the dividend, there will

be 2 digits. Otherwise, there are will be one digit in the quotient.

Reasoning Explain how estimation can help you determine the

number ofdigits in a quotient.
Compare the divisor times the power of 10 to determine
the number of digits in the quotient. Look for the highest
divisor times power of 10 that will divide into the dividend.

Explore and Grow

¢ The exploration focused on the same understanding as the Dig In.
¢ Teaching Tip: Partner students so they can use their voices to explain their
reasoning. They can alternate problems.
e Extension: “Change one digit in each problem so that quotient has two digits
(versus 1) or one digit (versus 2).’

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Chapter 6 | Lesson 7 273
4
 Think and Grow
ELL Support
Getting Started
After demonstrating
The standard algorithm is used for dividing three-digit numbers
the example, have
by two-digit numbers. Knowing where to place the first digit in
students work in
the quotient is an important strategy. Compatible numbers and
groups to discuss and
division facts are used to estimate a quotient.
complete Exercises 1-3.
Expect students to Teaching Notes
perform according Suggested Context: “There are 368 toy displays to construct in
to their language 16 hours. How many displays do you need to finish each hour?”
proficiency level.
Beginner students may
? Model: Write the problem 368 =~ 16. “What is a reasonable
estimate?” Strategies vary but an estimate near 20 is expected.
write out the math and “The estimate has a digit in the tens place. How else do you
discuss using simple know the quotient begins in the tens place?” 10 x 16 = 160
phrases. and 160 is less than 368 so the first digit is in the tens place.
Intermediate students
“Consider your estimate and let’s begin with 2. What does the
may write and
2 represent?” 2 tens or 20; you need to complete at least 20
discuss using simple
displays per hour. “Record 2 in the quotient and multiply 2 tens
sentences.
times 16.” Complete this step.
Advanced students
may write and “Now we move to the ones place value. There are 4 tens in
discuss using detailed the dividend plus 8 ones which is 48. What is 48 + 16?” 3 “We
' sentences and help multiply 3 times 16 and the product is 48. Subtract, and there
guide discussion. are 0 ones remaining.”
os “What does a quotient of 23 mean and how do you know you
are correct?” The quotient means we need to make 23 displays
every hour for 16 hours. We can use multiplication to check that
we are correct.
MP2 Reason Abstractly and Quantitatively: Note the terms are
written to help guide students through this process. Students
know that 40 + 8 = 5,so 5 X 8 = 40. Using multiplication
to check division often feels different than knowing a related
multiplication and division fact. Students need to understand
why the multiplication proves that the quotient is correct.
© “You have just divided a three-digit number by a two-digit
number. You used an estimate to help place the first digit. You
used multiplication to check your answer. Are you feeling more
confident in your learning? If there are parts that are confusing,
can you explain where you are getting stuck?”
Supporting Learners: Use large grid paper to record work on. It
is helpful as students are making sense of how important place
value is in their work.
Students working in small groups can help one another.
Encourage students to ask one another questions.
© “Use your thumb signals to show how confident you are feeling
dividing a three-digit number by a two-digit number”

T-274 Chapter 6
 Think and Grow: Divide Three-Digit Numbers
by Two-Digit Numbers

Tee Find 368 ~ 16. Estimate __20__

Use the estimate to place the first digit in the quotient.

16)368 The first digit is inthe tems place.

Use the estimate to help
Divide the tens. 2 Cyne pat tale
16)368 36 tens + 16 etermine the first digit. In
some cases, you may need
Easy) 2 tens X 16 to try another number.
4 36 tens — 32 tens
There are 4 tens left over.

Divide the ones. 23 Regroup 4 tens as 40 ones

16)368 and combine with 8 ones.

48 48 ones + 16
— 48 3 ones X 16
0 48 ones — 48 ones
There are 0 ones left over.

So, 368 + 16=_23_. Remember that you can

use your estimate to check
whether your answer is

Use multiplication to [23] quotient

check your answer. xX 16 ~<«— divisor

/ +— dividend

Show, and! Grow,

Divide. Then check your answer. 4

1. 34 2. 7 3. 19R10 E
18)612 42)294 30)580 3
2
)

274

Chapter6| Lesson7 274

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 Apply and Grow: Practice
Scaffolding Instruction
Students continue their work with division extending it to larger
numbers that may require the regrouping of hundreds into
tens or tens into ones. Understanding place value is crucial to
understanding the recording of the division. The transition to writing
the partial quotients above the dividend continues. Are students
able to state the value of each digit in the quotient? Do students
understand the meaning of each step in the division process?
Emerging students may not understand how to regroup as their
understanding of place value is still not secure. When dividing
they may use the digit and not the value of the digit. Writing the
partial quotients above the dividend may confuse them.
e Exercises 4-9: All of the exercises involve dividing a three-digit
number by a two-digit number. Stress with students how they
can determine the number of digits in the quotient. As you
monitor their work, assess their understanding of regrouping.

Proficient students have a good understanding of place value and

can easily talk about the value of each digit in the division process.
They understand how to regroup hundreds and tens. They also
understand how to record the division.
e Exercise 10: Students can use their understanding of place value
discussed in earlier sections to perform the division.
e Exercise 11: Do students explicitly use the meaning of division in
talking about the size of the remainder compared to the divisor?
e Exercise 12: Have students share their division methods.
Additional Support
¢ While more students may be able to record the quotient above
the dividend, some may still not be able to make sense of the
process. Allow students to record the partial quotients vertically
as needed.

T-275 Chapter 6
 Name

Apply and Grow: Practice

Divide. Then check your answer.

4. 18R5 5. 10 R25 6. 11
16) 293 35)375 77)847

7. 5647 94=_ 8. 7998-332a8 9.7 702;

54 = ss Ss

6 30 R8 13

10. A period of 20 years is called a score. It takes about 460 years fora
plastic bottle to decompose in a landfill. How many scores does it
take for a plastic bottle to decompose?
23 scores

ane wt Number Sense Can you havea 12. Me} Structure Find 304 + 16 using
remainder that is greater than two different methods. Which method
the divisor? do you prefer? Why?
no Check students’ work.

ss

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8
2
9

Chapter6 | Lesson7 275

Chapter6| Lesson7 275

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 ELL Support
Think and Grow: Modeling Real Life
These applications present an opportunity for students to use
Read each problem place value to divide as they continue their transition to using the
aloud as students standard algorithm for division.
follow along. Clarify
/ unknown vocabulary and e Have students silently read the problem.
unfamiliar references. ? “How many digits will be in the quotient?” 2
Allow students to work in e Perform the division with the class. Be sure to use precise
_ pairs and provide time to language in regard to place value. The problem does not require
complete each problem. regrouping.
Have students write their ¢ It is always important to interpret the divisor, quotient, and
answers on a whiteboard remainder.
or piece of paper to e Exercises 13-15: Have students work the exercises
display for your review. independently.
e Exercise 13 requires regrouping. Monitor students to
assess their understanding of regrouping. Probe student
understanding of the remainder.
e Exercise 14 does not require regrouping.
e Exercise 15: Have students talk with their partner about their
solution strategy. Have them reach agreement on the correct
answer.
© “How comfortable are you in dividing a three-digit number by a
two-digit number?”
¢ Supporting Learners: Use base ten blocks to help students
determine partial quotients and make sense of the value of each
digit. Connect the model to the recording of the division.

Closure
e “Use any method to divide 862 + 16.”

T-276 Chapter 6
 |Example ] Tours of a television studio have no more than
45 guests. There are 589 guests in line to tour the studio.

A
How many tours are full?

Divide the total number of guests by the

number of guests in each tour to find 45)589
>
how many tours are full. &

Divide the tens. Then divide the ones.

589 +45=_13_R_4 _
Interpret the quotient and the remainder.

The quotient is_13__.So,_13 tours are full with 45 guests each.

The remainder is __4 _.There are _4 _ guests left. So, the last tour is not full

and has__4 __ guests.

So, 13 tours are full.

Show, and) Grow)

13. A farmer has 918 eggs to sell at a 14. Descartes makes 770 cups of apple
farmer's market. She packs 12 eggs cider. He pours 16 cups of cider into
in each carton. How many cartons each container. How many containers
are full? does Descartes need?

76 cartons 49 containers

15. Ve DEEPER! Six teachers and 144 students attend

a glassblowing demonstration. An auditorium has
10 rows with 23 seats in each row. Students begin filling
in the front row and do not leave any empty seats. The
remaining students and teachers sit in the last row. How
many students sit with the teachers?
6 students
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Homework & Practice Notes

e Remind students to check their answers.
e Exercise 9: Have students work out their problems to ensure
there is no remainder.

Assignment Guide and Concept Check

Emerging hi=|lodd.12, 13 ee
Proficient

Prior Skills
e Exercises 12 and 13: Grade 5, Using Place Value to Round
Decimals

Cross-Curricular Connections
Art
e Discuss impressionism and pointillism with students. You may
want to show images such as George Seurat's Sunday Afternoon
on the Island of La Grand Jatte to students, and point out the
3,456,000 dots of paint which make up the painting. Have students
create their own pointillism artwork. Students can draw a large
block letter on their paper. Have students use a total of 936 colored
dots in 13 sections to complete their artwork. Have them find how
many colored dots will be made in each of the 13 sections of the
block letter.

T-277 Chapter 6
 ~ Name
Homework
& Practice 6.7
Learning Target: Divide three-digit numbers
by two-digit numbers.

|Example ] Find 618 + 24. Estimate 600 + 20 = 30

Use the estimate to place the first digit in the quotient.

24)618 The first digit isinthe tens __ place.

Divide the tens. : Divide the ones. ' Use multiplication to

' check your answer.
2 25R18 | 25
24)618 24618 X24
— 48 i = 48| i nen Multiply the quotient by
13 i 138 : 100 the divisor and then add
i on : + 500 the remainder.

18

Divide. Then check your answer.

1. 35 2. 12 R34 3. 22 R21
21)735 64)802 40)901

4. 486+ 18=__ 5.2609

— eee 639204237 =

Sg 27 14 7 R25

i
§
5
z
12)

Chapter6 | Lesson 7 2a,

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Chapter6| Lesson7 277
~~
 Extend Student Learning
Logical-Mathematical
e Provide pairs of students with two sets of number cards 1
i
through 9 and two dice. Place the shuffled number cards face
down between the students. Both students will flip over three
number cards, which can be arranged in any order. Then,
students will roll two dice to create the divisor. Have students
find the quotient and the remainder. After completing five
rounds, students add up their remainders. The student with the
least sum wins!

Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter
e Extra Practice ¢ Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos ¢ Lesson Practice
Skills Review Handbook
Skills Trainer

T-278 Chapter 6
 7. A factory packages identical bags of nails into a box and ships
them to a store. The store receives 960 nails in the box. How many
bags of nails does the store receive?
40 bags

Ch DIG DEEPER! Change the dividend

in the equation to another three-digit
number so that there is no remainder.

893 + 61 = 14 R39

Sample answer: 854 + 61 = 14

. Modeling Real Life An amusement

big DEEPER! A city mayor receives
park ride seats 12 people. There are
990 new garbage cans. She gives
458 people in line. How many times
half of the garbage cans to the city’s
does the ride run full?
residents. She divides the rest of the
38 times cans into 16 equal groups for the city’s
parks and streets. How many garbage
cans are left over?
15 garage cans

OLOTOOO OOOO CUO

Review & Refresh

12. Round 18.692. 13. Round 5.153.

Nearest whole number: _19 Nearest whole number: __>

Nearest tenth; 18.7 Nearest tenth: _5-2

Nearest hundredth: 18-69 Nearest hundredth: 5:15

LLC
Learning,
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STATE STANDARDS
F 3 5.NBT.B.6
| Preparing to Teach
| This lesson is similar to the previous with the dividend being
Learning Target _ increased to a four-digit number. The quotients are recorded above
' the dividend as in the standard algorithm. Students use estimation
Divide four-digit
' and reasoning to decide where the first digit in the quotient will
numbers by two-digit
numbers.
be, the hundreds place or the tens place.

Success Criteria Materials

e Use estimation to e Where to Begin Again*
place the first digit e scissors
in a quotient. ga : ‘
° Use place value ound in the Instructional Resources

to divide.
e Use estimation or Dig In (Motivate Time)
multiplication to check Students are shown division problems similar to the previous
my answer. lesson. They decide if the first digit in the quotient is in the
hundreds place (A) or tens place (B).
| Warm-Up |i | ¢ Cut apart the Where to Begin Again cards.
’ eer ; ® “Today the problems will be four-digit dividends and two-digit
Practice opportunities 4 divisors. Is it possible for the quotient to be four-digit? three-digit?
for the following two-digit? one-digit?” Have students discuss with their partner.
are
R availablebuchen:
in the 1 e “| have cards to display, similar to yesterday. Talk AB
GSOUTCES OY MSE a to your partner and decide if the first digit in the 26)2317
at BiglideasMath.com. i quotient will be in position A (hundreds) or
e Daily skills ; position B (tens). Why?”
e Vocabulary | © Display the first card, 2,317 + 26. Partners talk. “Thumbs up if
e Prerequisite skills t you think position A” Survey results. “Thumbs up if you think
position B.” Survey results. If there are thumbs up for each, elicit
reasoning.
¢ MP2 Reason Abstractly and Quantitatively: What you hope to
hear is that it has to be B because the least digit for position A
Explain that there are ' is 1, and 100 X 26 is 2,600 which is greater than 2,317. This is the
three types of compound __ same place value reasoning used for the three-digit dividends.
words—hyphenated, _ Show the second card, 3,317 + 26. Now there could be at least a
joined, or separated _ 1 inthe hundreds place.
ae Pen ee ° Show the next 3 pairs of cards, revealing one at a time. The
Pi eidiaitacehycheneten dividends differ in the thousands place and each pair of cards
i
has one correct answer ofA and one correct answer of B.
compound words. Ask j s ; ‘
students for examples | © Turn and Talk: “Summarize with your partner how to decide
of the other types that where the first digit in the quotient is placed when dividing a
they have seen in this four-digit number by a two-digit number”
book. Possibilities are : @ “You have been deciding where the first digit in the quotient
area model, numerical i will be by multiplying the divisor by 100. Is the product less
expression, field trip, j than or greater than the dividend?” Point to a problem as you
withdrawn, leftover, ' summarize. “Today the dividends are four-digit numbers so
and starfish. i strategies for getting started are helpful”

7-279 Chapter 6 |
 Divide
Four-Digit
Learning Target: Divide four-digit numbers by Numbers
two-digit numbers. byT + os
wo-Digit
Success Criteria: y Numb g
+ | can use estimation to place the first digit in a quotient. UMmpers
+ | can use place value to divide.
+ [can use estimation or multiplication to check my answer.

Explore and Grow

All of the division problems have no remainders. Which problems have

two-digit quotients? Which problems have three-digit quotients? How do
you know without calculating?

1,890 + 18 8,200 + 40 4,774 + 62

3 digits 3 digits 2 digits

6,138 + 33 1,050 + 25 995 = 21

3 digits 2 digits 2 digits

Reasoning Can a four-digit whole number divided by a two-digit

whole number have a whole number quotient with four digits?
Explain your reasoning.
no; The quotient would be 3 digits at most. The only way
to have a four-digit quotient would be to divide by a
single digit number.

Explore and Grow

¢ This exploration is similar to the last lesson.
¢ Teaching Tip: Partner students so they can use their voices to explain their
reasoning. They can alternate problems.
e Extension: Change one digit in each problem so that quotient has two digits
(versus 1) or one digit (versus 2).

Chapter 6 | Lesson 8 279

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 ELL Support
Think and Grow
Getting Started
After reviewing the
e The standard algorithm is used for dividing four-digit numbers
example, have students
by two-digit numbers. Knowing where to place the first digit in
work in pairs to discuss
the quotient is an important strategy. Compatible numbers and

|
and complete Exercises
division facts are again used to estimate a quotient.
1 and 2. Expect students
to perform according Teaching Notes

|
| to their language ? Suggested Context: “There are $3,290 raised by 31 members of
proficiency level. a team. They all raised about the same amount. Approximately
Beginner students how much did each raise?” $100

||
may write out the math © Model: Write the problem 3,290 + 31. “You estimated a quotient
and discuss using of 100, so we begin dividing in the hundreds place value.’
simple phrases. Work through the first step, subtracting 31 hundreds from
Intermediate students 32 hundreds.
may write and
e¢ MP6 Attend to Precision: Avoid saying, “Bring down the 9.’ The
discuss using simple
9 represents 9 tens and that is added to the 1 hundred left in the
sentences.
dividend. “1 hundred is 10 tens, plus 9 more tens is 19 tens. 19
Advanced students
tens cannot be shared among 31 students without regrouping.”
may write and
| discuss using detailed Place a 0 in the quotient.
sentences and help e The last step is to divide the ones. “19 tens can be regrouped as
guide discussion. 190 ones. Divide 190 ones by 31.” Students can estimate at this
point. Compatible numbers would be 180 = 30. Multiply 6 x 31
and subtract. The remainder is 4.
e Discuss how to interpret the quotient and remainder in the
context of the problem. “Each of the 31 students raised $106
and there is a remainder of $4.’
2 “Why was there a 0 in the quotient? Can you explain this to
someone else?” Are students careful with their vocabulary in
referring to the different place values?
¢ Supporting Learners: Provide grid paper to help students keep
track of the place value of each digit they are writing.
¢ Have students work in small groups. They should estimate a
quotient before they begin. Do they know what place value the
quotient will begin in?
© “You have used many skills in solving these division problems.
Are you becoming more confident in knowing where to place
the first digit in your quotient? How do you know when to
write a zero in the quotient? How do you know you are finished
dividing?” Take time for students to share their understanding
of these questions. In the next chapter, these understandings
are applied to decimal numbers.

T-280 Chapter 6
 EZETLD Find 3290 = 31. _100_
Use the estimate to place the first digit in the quotient.

31)3,290 The first digit is in the _hundreds_ place.

Divide the hundreds.

1
31)3,290 32 hundreds + 31
=i | hundred X 31
1 32 hundreds — 31 hundreds
There is 1 hundred left over.

Divide the tens.

10 Regroup 1 hundred as 10 tens and combine with 9 tens.
31)3,290 19 tens cannot be shared among 31 groups without regrouping.
a So, place a zero in the quotient.

=i) Otens X 31
19 19 tens — 0 tens
There are 19 tens left over. Remember, you
can use multiplication
Divide the ones. to check your
answer too.
106 R4
31)3,290
st, Regroup 19 tens as 190 ones.

190 190 ones + 31

— 186 6 ones X 31
4 190 ones — 186 ones
There are 4 ones left over.

So, 3,290 + 31=106R

4 . Reasonable? 106 R_4 iscloseto 100. /
13}
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28)1,148 a
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280

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Chapter 6 | Lesson 8 280
we
 Apply and Grow: Practice
Scaffolding Instruction
Students are dividing four-digit numbers by two-digit numbers
in this lesson. They use their understanding of place value to
regroup as needed and record the quotients above the dividend
as students continue to build their understanding of the standard
algorithm for division.
Emerging students may not fully understand place value and
are therefore not confident with regrouping. They may not be
comfortable recording the partial quotients above the dividend
using the standard algorithm. Do not rush them to use the
standard algorithm until their understanding is secure. Allow them
to continue to use partial quotients, recording the partial quotients
to the side.
e Exercises 3-8: Have students work with a partner. Encourage
them to first think about if the quotient will have three digits or
two digits.

Proficient students understand place value and can accurately

regroup. They are comfortable recording the quotient above the
dividend.
e Exercise 9: Encourage students to draw an area model to
represent the problem.
e Exercise 10: Have students share their critique.
e Exercise 11: This exercise assesses students understanding of
the inverse relationship of multiplication and division. Ask them
to support their explanation with an example.

Additional Support
¢ Do not rush students to use the standard algorithm. Encourage
them to use the method of partial quotients and help them
connect the partial quotients to the regrouping that occurs in
the standard algorithm.

T-281 Chapter 6
 Name

Apply and Grow: Practice

Divide. Then check your answer.

3. 602R8 4. 210 5. 105

16)9,640 26)5,460 37)3,885

6. 2,784 +72 = R48

38 7. 8,047 + 83 = 96R79 8. 9,504 +96 =_99

9. Arectangular section of the flame trench on Launch Pad

39A at NASA's Kennedy Space Center was damaged during
the launch ofthe space shuttle Discovery. The area of the
section damaged was 1,500 square feet. The section
was 75 feet long. How wide was the section?
20 feet

10. Me) Reasoning Your friend finds 11. Writing Explain why you can use
6,408 + 51 and gets an answer of multiplication to check your answer to
124 R 84. Explain your friend's mistake. a division problem.

The remainder cannot be as large Multiplication is the inverse

or larger than the divisor. operation of division.

©
LLC
Learning,
Ideas
Big

Chapter6 | Lesson8 281

Chapter 6 | Lesson 8 281

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Think and Grow: Modeling Real Life

ELL Support
These applications require students to divide a four-digit number
Read each problem by a two-digit number. The context of the problem provides a
aloud as students follow meaning for the remainder.
along. Clarify unknown |
|
vocabulary and explain e Ask students to silently read the example.
unfamiliar references. e Turn and Talk: “Explain what the problem is about and what you
You may want to are asked to find.”
discuss what a reef is e Have students perform the division individually. Ask for a
| and the significance of student volunteer to model the division process for the class.
| the Great Barrier Reef. e Lead a discussion about the meaning of the quotient and
_ Allow students to work remainder.
| in pairs and provide e Ask students to use multiplication to check their work. Be sure
i_ time to complete each they understand they need to add the remainder to the product.
problem. Ask the
e Exercises 12 is modeled after the example. Ask students to
|' questions provided and share their strategies for dividing.
_ have students write
| e Exercise 13: Ask students to make an estimate first and then to
i their answers ona
whiteboard or piece of check their work using multiplication.
paper to display for e Exercise 14: This requires a conversion of miles to yards. Call
your review. attention to Newton’s thought bubble for the conversion. Ask
students to share their explanations with the class.
? Extension: “Newton divided a number by 62. The quotient is
47 and the remainder is 51. What is the dividend?”
© “Today we divided four-digit numbers by two-digit numbers.
Some of the problems required regrouping. How well do you
understand when regrouping is required and how well do you
understand how to regroup?”
¢ Supporting Learners: As students learn how to divide using the
standard algorithm, ask them to explain each step including
why and how they are regrouping. This will provide insight
into their level of understanding and provide you with data on
where any misunderstandings exist.

Closure
? “Which of the following cannot be the remainder when the
divisor is 28?”

14) 1) 27 Se)As)

T-282 Chapter 6
 Think and Grow: Modeling Real Life

The Great Barrier Reef is 2,300 kilometers long.

A marine biologist studies the entire reef. He can explore no
more than 75 kilometers of the reef each week. How many
kilometers of the reef does the biologist explore the last week?

Divide the total length by the length R_50_

he can explore each week to find how 75) 2,300
many weeks he explores the reef. = |
50
—[o] |
2,300 +75=_30 R_50_
Interpret the quotient and the remainder.

The quotient is 39. So, the biologist explores 75 kilometers of the reef each week

for 39 weeks.

The remainder is__50_. There are _59_ kilometers left.

So, the biologist explores 50_ kilometers of the reef the last week.

Show, and| Grow;

12. Alibrarian has 1,048 books to 13. A banker receives 2,215 nickels. A
shelve. Each shelf can hold standard roll of nickels contains
32 books. The librarian fills each 40 nickels. How many standard rolls
shelf before moving to another of nickels can the banker make?
shelf. How many books are on 55 rolls
the last shelf?
24 books

14. WE DEEPER! A recreation director prepares the course Remember,

ofa3-mile race by posting a motivational sign every i acs
85 yards along the course. How many signs does the
director use? Explain.
62 signs; 1 mile is 1,760 yards.
3 miles is 5,280 yards. ©
LLC
Learning,
Ideas
Big

5,280 + 85 = 62 R10
282

Chapter 6 | Lesson 8 282

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LS Check out the Dynamic
Assessment System.
BigldeasMath.com
F|

Homework & Practice Notes

e Remind students to check their answers.
e Exercise 9: Have students work out each problem to identify
which expression does not have a two-digit quotient.

BsslGnment eee: and Concept Check

Proficient

Prior Skills
e Exercises 13 and 14: Grade 5, Subtracting Decimals

Cross-Curricular Connections
Science
e Ask students if they have ever seen giant redwood sequoia
trees. These trees can live thousands of years and grow to be
several hundred feet tall. Create problems for students, such as,
“A giant sequoia tree is almost 4,500 inches tall. A fifth grade
student is 58 inches tall. About how many times taller is the
giant sequoia tree than the student?”

T-283 Chapter 6
 Name
Homework
& Practice 6.8
Learning Target: Divide four-digit numbers
by two-digit numbers.

Eee Find 1,264 + 79, Estimate 1,600 + 80 = 20

Use the estimate to place the first digit in the quotient.

79) 1,264 The first digit isin the tens place.

Divide the tens. i Divide the ones.

1 16
79) 1,264 / 79)1,264
~79 (mae!
47 474
i 474
i )

So, 1,264+79= 16, Reasonable? 16 iscloseto 20 .W

Divide. Then check your answer.

1. 411 2. 143 R7
13)5,343 23)3,296

4. 3,300 +15 =_220° 5. 4,592 +82 =_56_ 6. 8,751 + 64 =136 R47

©
LLC
Learning,
Ideas
Big

Chapter6 | Lesson8 283

Chapter 6 | Lesson 8 283

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 |Connect andExtend Learning
Extend Student Learning
Visual-Spatial
Have students find a partner and provide them with three
different colored sticky notes, a four-digit dividend, and a
two-digit divisor. Students will write one digit on each sticky
note and use one color for the divisor and another color for the
dividend. Start dividing and using the sticky notes to keep the
numbers organized and in line. After subtracting, have students
pick up the next number in the dividend and move it down.
Use the same colors for divisor, quotient, and the products to
ensure organization.

PR ez
Gi

Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter
e Extra Practice ¢ Enrichment and Extension
¢ Reteach ¢ Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos e Lesson Practice
Skills Review Handbook
Skills Trainer

T-284 Chapter 6
 7. A hot-air balloon travels 2,016 miles 8. The area of the rectangle is
in 96 hours. The balloon travels the 1,875 square feet. What is the width
same number of miles each hour. of the rectangle? 25 feet
How many miles does the balloon
travel in 1 hour?
21 miles

Which One Doesn’t Belong? Which . YOU) BE! THE! TEACHER: Is your
expression does not have a two-digit friend correct? Explain. Show how
quotient? to check your friend’s answer two
Gri +3) different ways.
1,955 + 85 701
+36)
yes 70 R30 61
1,699 + 54 2,754 +71 61)4,300 x 70
= 427 4270
30 + 30
4,300
e290
30. ~©-Estimate: 70 x 60
= 4,200

. Modeling Real Life A recycling . Modeling Real Life An art museum

company has 2,609 pounds of has 1,025 paintings to divide equally
materials to sort. For efficiency, it among 20 rooms. How many more
divides all of the materials into boxes paintings does it need so that
that each hold 20 pounds of materials. every room has the same number
How many pounds of materials are in of paintings? 15 paintings
the last box? 9 pounds

SOLOIOLO
OO OrOOFOrCTO 030)
Review & Refresh

Find the difference. Then check your answer.

13. 145.92 — 15.78 = 130.14 14. 3.63 — 0.48 = 3-15

LLC
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STATE STANDARDS
5.NBT.B.6, 5.NF.B.3
| Preparing to Teach =
_ In this chapter, students have been modeling real-life problems
Learning Target that could be solved using division, and in some cases an
additional operation. The problem-solving plan helps students
Solve word problems
outline important information and determine the actions needed
involving division of
whole numbers. to carry out the plan as they begin to solve problems with more
independence.
Success Criteria
e Understand a problem. Materials
e Make a plan to solve. e¢ Problem-Solving Plan*
© Solve a problem.
*Found in the Instructional Resources

Dig In (Motivate Time)

be _ Students work with a partner to write a word problem that is
| Practice opportunities | E solved using division, and perhaps a second operation.The
for the following : _ problems are exchanged and solved by another pair of students.
are available in the . | e “You have solved many word problems in this chapter where
| Resources by Chapter or | you needed to divide in order to solve the problem. Think about
| at BigldeasMath.com.
. - the different types of problems, where you had to find out how
| © Daily skills | __ many were shared among equal groups, or how many groups
| ¢ Vocabulary | __ you could make of a certain size.”
| * Prerequisite skills |} | ¢ Explain that you want each pair of students to write a word
é problem that will be solved by another pair of students. The
problem should involve dividing a three- or four-digit number
by a two-digit number. “You need to write a problem that you
ELL Support are confident you know how to solve. The problem can be about
Raviow the a personal interest that you have.”
problem-solving plan. _ © Students exchange problems and solve. When they finish, the
Ask students to list the : four students conference and discuss the work. Did the solvers
steps, providing support understand the problem? Was the problem set up correctly and
as needed. Write on solved accurately? If the answer was not correct, can they help
the board as students ; One another understand the error made?
contribute information. © “You are going to solve problems today. You have used the
problem-solving plan before. Can someone share what the
problem-solving plan is?”

T-285 Chapter 6
 Name
Problem 6 9
Solving:
Learning Target: Solve word problems involving Division
division of whole numbers.
Success Criteria:
+ | can understand a problem.
+ |can make a plan to solve.
* | can solve a problem.

ae

Explore and Grow

Make a plan to solve the problem.

Check students’ work.
A mother giraffe weighs 11 times as muchas a
newborn giraffe. The combined weight of the
giraffes is 1,800 pounds. What is the weight of
each giraffe?
mother giraffe weighs 1,650 pounds.
newborn weighs 150 pounds.

Make Sense of Problems How does your plan change if the

combined weight ofthe giraffes is 1,752 pounds? Explain.
Check students’ work.

Explore and Grow

e Read the problem. “You are asked to make a plan, not solve the problem.
Record your plan so that you can share it with other students later.”
¢ Teaching Tip: As you circulate, have two objects in your hands like a ceramic
mug (mother giraffe) and a plastic mug (newborn giraffe). The models often
help students translate the scenario into verbal model: Baby’s weight +
11 times baby’s weight = combined weight.
e Students should realize the process, meaning the plan, does not change!

Chapter 6 | Lesson 9 285

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 Think and Grow
ELL Support
Getting Started
After reviewing the
e Students should recognize the problem-solving plan and be
example, have students
familiar with the various steps.
work in groups to
discuss and complete Teaching Notes
Exercise 1. Expect e Students use the problem-solving plan to solve a problem that
students to perform involves division and subtraction.
according to their
? Discuss the comparison language used in this problem. “What
language proficiency
types of measures can be compared using 15 times?” 15 times
level.
heavier, 15 times older, 15 times taller “What types of measures
Beginner students can’t be compared using 715 times?” 15 times funnier, 15 times
may model in writing sweeter
and use simple ¢ Model: Read the problem. “Let's make sure we understand
phrases.
the problem.” Point to What do you know? and read the first
Intermediate students
statement. “We know two things: The oil tanker is 15 times the
may use simple
length of the tugboat and the combined length of the boats is
sentences to contribute
304 meters.” Ask what they need to find.
to discussion.
Advanced students ¢ MP4 Model with Mathematics: “Now we need to make a
may use detailed plan to solve.’ The tape diagram helps students visualize
AE
earn
RSS
poe

sentences and help the relationship between the two vessels. It also provides a
| guide discussion. structure to record information about what is known in
this problem.
9 “Why is there one square for the tugboat and 15 squares for the
oil tanker?” The oil tanker is 15 times the length of the tugboat.
“How do we show the combined length of the vessels?” put the
16 squares together (1 + 15)
¢ Connection: The single square is taking the place of a variable.
One square + 15 squares = 16 squares; 1x + 15x = 16x.
© “Think about how we just solved the problem. Using 1-5 fingers
(5 best), how well did you do at reading the problem several
times to understand the problem? checking to see if the answer
made sense? How well were you able to make a plan?”

T-286 Chapter 6
 Think and Grow: Problem Solving: Division

The length of an oil tanker is 15 times the length of a tugboat. The

combined length of the boats is 304 meters. What is the length of each boat?

Understand the Problem

What do you know? What do you need to find?
+ The length of the oil tanker is + You need to find the length of
15 times the length of the tugboat. each boat.
+ The combined length of the
boats is 304 meters.

Make a Plan
How will you solve?
+ Draw and use tape diagrams to help write a division problem that gives the
length of the tugboat.
+ Multiply the length of the tugboat by 15 to find the length of the oil tanker.

Step 1: Draw 1 _ part for the length of the tugboat and _15 _ parts for
the length of the oil tanker.

Tugboat: [| Combined
length =

Step 2: Divide to find _ Step 3: Multiply to find

thelengthof 16)304 i the length of
thetugboat. — 16 the oil tanker.

1)
bar
=
The tugboatis __19__ meters long, and the oil tanker is_285_ meters long. &
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1. Explain how you can check your answer above. a
(2)
Add the lengths of the boats to determine if the combined length is 304 meters.
286

Chapter 6 | Lesson 9
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Apply and Grow: Practice

Scaffolding Instruction
Students apply the structure of the problem-solving plan to the
problems shown. Can students identify the known information
that is to be used? Can students identify what is needed beyond
the direct question asked? Are they able to separate out two
operations in the order to be performed? Can students choose an
appropriate model or strategy to solve? If unreasonable answers
are produced, do they notice?
Emerging students recognize the numbers in the problem as the
information to be used, but may use the numbers incorrectly
with operations that do not relate to the context. Students need
assistance breaking the problem into smaller parts to solve and
understanding how to use the plan efficiently.
e Exercises 2 and 3: Students are only completing the What do
you know? and What do you need to find? portion of the plan.
Do students immediately assume they need to divide any
numbers they see without reading the question?
e Exercises 4 and 5: Students should use the problem-solving
plan to understand and plan how to solve the problems. Have
students share their plan and possibly create a verbal model.

Proficient students understand how to use the problem-solving

plan, but may still need additional time and support when
adjusting to each new problem solving situation.
e Exercise 6: Have students work in a small group. Help them
decode the phrase, 1,688 miles shorter than 3 times the length.
“Start with 3 times the length and ignore, for the moment, the
information about 1,688 miles shorter. We know the Amazon
River is 3 times the length of Rio Grande. So about how long
is the Rio Grande? But, it’s not exactly 3 times longer; it is
1,688 miles shorter than 3 times the Rio Grande.”
Additional Support
e Provide copies of the Problem-Solving Plan, and have students
work with a partner or in small groups. Hearing the problem
read aloud may be helpful.
Extension
e Refer to Exercise 5. “Draw a tape diagram to represent
the problem.’

T-287 Chapter 6
 Name

Apply and Grow: Practice

2-5. Check students’ work.
Understand the problem. What do you know? What do you need to find? Explain.
2. Alion weighs 7 times as muchas a 3. A fifth-grade class raises $1,040 fora
leopard. The combined weight of the field trip to a museum. One admission |
cats is 480 pounds. What is the weight ticket costs $8 and one lunch costs $5.
of each cat? How many people can attend the field
trip?

Understand the problem. Then make a plan. How will you solve? Explain.
|

4. Aphoto album has 15 pages. Each 5. You, Newton, and Descartes play a video
page can hold 6 photographs. How game. You have 5 times as many points
many of these albums do you need for as Newton. Descartes has 9 times as
1,025 photographs? many points as Newton. You, Newton, |
and Descartes have 1,320 points in all. |
How many points do you have?

6. Dbysae¢32!) The Amazon River is 4,000 miles long.

It is 1,688 miles shorter than 3 times the length ofthe
Rio Grande. How long is the Rio Grande?
1,896 miles

The Amazon River is home

to the pink dolphin.

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Chapter6 | Lesson 9 287

Chapter 6 | Lesson 9 287

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ELL Support
Think and Grow: Modeling Real Life
These applications allow students to continue to show their
| Read each problem understanding of how to read a problem and use it to build a
aloud as students follow | problem-solving plan for situations related to division.
| along. Clarify unknown
vocabulary, such as ? “How much is a milliliter? What would you compare it to?
beaker. Explain the What is acommon item you might purchase that is measured
multiple meanings of the | in millilitres?”
word solution. Explain Turn and Talk: “Read the example. Without giving details about
unfamiliar references, actual numbers, what is this problem about?” Give students
such as baseball and time to talk and then share.
football cards, as well e Act it Out: This is an example that could be acted out. Use
as party favors. Allow beakers from the science room, or take a 2-liter soda bottle and
students to work in fill with about 1.5 liters of water. Simulate sharing the water
pairs and provide equally between 12 paper cups. This will help students interpret,
time to complete each and give meaning to the problem.
problem. Have students 2 Work through the division problem. The remainder is 6, which
write their answers on
in the context of this problem, means 6 milliliters. “Why did we
a whiteboard or piece
stop dividing?” The remainder is less than the divisor. “Do you
__ of paper to hold up for
think 6 milliliters could be shared evenly between the 12 cups?”
_ your review. Review
Pause for think time. Students know that if there are 6 cookies
explanations as a class.
and 12 children, everyone will get half of a cookie! At least one
student will say you can put ;a milliliter in each cup.
remainder
e Point to the fraction and write = “The remainder can
ivisor
be written a fraction of the divisor.
e Exercise 7 has a remainder that is half the divisor, so the shark
7 1am: ;
migrates noes miles each day. This makes more sense than
saying the shark migrates 42 miles each day with a remainder
of 26 miles.
¢ Supporting Learners: Pair students or have them work in small
groups. Talk about what each problem means before trying to
do something with the numbers. Understanding the problem is
essential before any problem can be solved. Any problem that
can be acted out, or simulated in some way, is helpful.
@ “You have learned to make a problem-solving plan. In the
problems you solved today, you also interpreted what the
remainder to the problem meant. In solving the problems
you needed to have a plan, and you had to carry out the plan,
meaning perform some calculations. How are you doing in
your learning with problem solving? What part of the problem
solving plan are you secure with?”

Closure
¢ “In the first example, change the amount of milliliters to 1,536
to be shared equally among 12 beakers. How is this problem
the same? different?”

T-288 Chapter 6
 S

Wm Think and Grow: Modeling Real Life

|Example | A chemist mixes 1,530 milliliters of a solution.

The solution
must be divided equally among 12 beakers. How much solution should
be poured into each beaker?

Divide 1,530 by 12 to find how much can 127 R_6_

be poured into each beaker. 12)1,530
Interpret the quotient and the remainder. a

The quotient is_127_.So,_127_ milliliters -p4

of solution can be poured into each beaker. 90

The remainder is__6 _.So,__6

B4
__milliliters}.
of solution are left over. [6]
The leftover solution can also be divided equally among
remainder * [6]
the 12 beakers. The number of milliliters of leftover solution
poured into each beaker can be written as a fraction.
divisor
iE
127—
So, —___2__ milliliters should be poured into each beaker.

Show and) Grow)

7. Agreat white shark migrates a total Newton has 2,480 baseball cards and
of 2,210 miles in 52 days. The shark 1,235 football cards in his collection.
travels the same number of miles He wants to put all of the cards into an
each day. How many miles does album. Each page holds 18 cards. How
the shark travel each day? many pages does he need for all of his
1 cards? Explain. 207 pages;
42— miles 3,715 + 18 = 206 R7
2
206 full pages and one page with 7 photos.

9. Descartes has 6 large boxes with 10. 33453! Write and solve a word
48 party favors in each box and problem involving division in which the
5 small boxes with 16 party favors in remainder can be written as a fraction.
each box. He puts 15 favors in each Check students’ work.
gift basket. How many baskets
does he make? Explain.
24 baskets
with 8 favors remaining;
6 x 48 = 288 ©
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5 xX 16 = 80
288 (288 + 80) + 15 = 368 + 15 = 24R8

Chapter 6 | Lesson 9 288

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@i Check out the Dynamic
® Assessment System. 4
BigldeasMath.com

Homework & Practice Notes

e Provide Problem-Solving Plans for students to organize
their work.
e Exercise 4: This can be extended to asking how many hours
you volunteer.

Assignment Guide and Concept Check

‘Level Assignment Concept Check |
1-7 odd, 9-11
qeargey |
Proficient 1-11
He
heheaR
Prior Skills
e Exercises 9-11: Grade 5, Multiplying Decimals

Cross-Curricular Connections
Social Studies
e Use a map to pinpoint various locations that students have
been to or may want to travel to. Have students create the
‘perfect trip’ of visiting different locations and measure the
distances on the map. Ask them how many miles they would
travel each day if they split the distance evenly over a few days.
For example, a student could start at NewYork City, travel
790 miles to Chicago, Illinois, then travel 2,064 miles to Seattle,
Washington. If they want to make the trip in 4 days, how many
miles will the student need to travel each day?

T-289 Chapter 6
 Name
Homework
& Practice 6.9
Learning Target: Solve word problems involving
division of whole numbers.

|Example ] An emperor penguin is 4 times as tall as a little penguin.

The combined height of the penguins is 150 centimeters. What is the
height of each penguin?

Think: What do you know? What do you need to find? How will you solve?

Step 1: Draw__1__ part forthe height of the little penguin and 4

parts for the height of the emperor penguin.

Little penguin: a
Combined height = 150 centimeters
Emperor penguin: Siau

Step 2: Divide to find the : Step 3: Multiply to find the

height of the 5)150 | height of the x 4
little penguin. Seis. fi emperor penguin.

EE i

The little penguin is 30 centimeters tall, and the emperor penguin is

120 centimeters tall.

1 and 2. Check students’ work

Understand the problem. What do you know? What do you need to find? Explain.

1. ADVD storage tower has 8 shelves. Each 2. The Eastern Continental Trail is 15 times
shelf can display 12 DVDs. How many longer than the Erie Canalway Trail. The
storage towers does a worker need to combined length of the hiking trails is
display 1,440 DVDs? 5,760 miles. What is the length of each
hiking trail?

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Chapter6 | Lesson 9 289

Chapter 6 | Lesson 9 289

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 Extend Student Learning
Logical-Mathematical
¢ Create and write an incorrect long division equation on the
board, being sure to provide the work. Students will need
to find the error and explain why the equation is completed
incorrectly. Students will then need to provide the correct work
and quotient for the equation on the board.

Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter
e Extra Practice e Enrichment and Extension
¢ Reteach e Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos e Lesson Practice
Skills Review Handbook
Skills Trainer

T-290 Chapter 6
 Understand the problem. Then make a plan. How will you solve? Explain. 3 and 4. Check students’
3. Arunner finished a total of 4. You, Newton, and Descartes volunteer or
1,500 kilometers in races before this summer. You have 2 times as many
retiring. She finished thirty-two volunteer minutes as Newton.
15-kilometer races. The rest of her races Descartes has 3 times as many
were 10-kilometer races. How many of volunteer minutes as Newton. You,
her races were 10-kilometer races? Newton, and Descartes have
5,040 volunteer minutes altogether.
How many minutes do you volunteer?

A factory packs boxes with glitter pens.

6. DIG DEEPER! The Burj Khalifa in Dubai
One box can hold 36 glitter pens. The
is the tallest building in the world,
factory produces 5,982 glitter pens. The
at 2,717 feet. It is 217 feet taller than
factory fills as many boxes as possible.
5 times the height that the Dubai
How many glitter pens will not fit into
the boxes? 6 glitter pens Fountain reaches. How high does the
Dubai Fountain reach?
500 feet

. Modeling Real Life A woodworker . Modeling Real Life A truck driver

spends a total of 162 hours making drives 2,580 miles in 40 hours. He
24 birdhouses. He spends the same drives the same number of miles each
amount of time on each birdhouse. hour. How many miles does he drive
How many hours does he spend on each hour?
each birdhouse?
642 hours
3 2
oe hours

SUIOIUIOIUIOIUIUIOIUIOIUIOIUR
Review & Refresh

Find the product.

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©

Chapter 6 | Lesson 9 290

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Performance Task
ELL Support In this task, students demonstrate an understanding of dividing
| Have students work whole numbers. In Exercise 1, encourage students to round the
_ in groups to answer time to 8 hours. In Exercise 2, share with students the average
the questions. Clarify price of gasoline in their area so they are able to solve the
unknown vocabulary. problem. Use student responses to gauge their thinking about
Monitor discussion dividing whole numbers.
and provide support.To
¢ Decide ahead of time whether students will be working
check comprehension,
independently, in pairs, or in groups.
rotate having each
group present the e Pause between direction lines for students to complete each step.
answer to a question. e Have students share their work and thinking with others.
Expect them to perform Discuss as a class.
as described for their
language level. Answers and Notes
Beginner students
may write answers and 8 hours
discuss using simple
45 minutes
phrases.
Intermediate students longer than 8 hours;
may state answers and 448 = 45 = 9 R43
discuss using simple
sentences. 30 miles
Advanced students
| may use detailed Check students’ work.
sentences to express
ideas and help guide Check students’ work.
the discussion and
Total
presentation.

T-291 Chapter 6
 You are planning a family road trip to see your cousin
448 miles away.
1. Your family will drive about 55 miles each hour during
the trip.
a. About how many hours will your family
spend driving?
8 hours

b. You plan to leave at 8:00 A.M. and make two equal-length stops. You
want to reach your cousin’s home by 5:30 P.M. How many minutes
can you spend at each stop?
45 minutes

c. The roads will be under construction on the return trip home, so you
will travel fewer than 55 miles each hour. Will the driving time be longer
than or shorter than 8 hours? Use an example to justify your answer.
longer than 8 hours; 448 + 45 = 9 R43

- You want to estimate the amount of money your family will spend on
gasoline during your road trip.
a. Ona previous road trip, your family drove 150 miles using about
5 gallons of gasoline. About how many miles did your family drive
using 1 gallon of gasoline?
30 mil

. Research the price of 1 gallon of gasoline in your area.

Estimate the amount of money your family will spend
on gasoline to drive to your cousin’s home and back.
Check students’ work

Your aunt offers to let your family borrow her hybrid

car. Your aunt drives about 47 miles using 1 gallon of
gasoline. About how much money will your family
save on gasoline if they borrow your aunt's hybrid car
for the trip? Check students’ work. Most hybrid cars use gasoline and
Ideas
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Learning, electricity to generate power.

Chapter 6 291

Chapter 6 291
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 Check out the ot
| g
al interactive version
olin the Game Library.

Division Dots
Materials
colored pencils
whiteboards and markers

Division Dots allows students to demonstrate their understanding

of dividing multi-digit numbers. Students strategize to create
_ squares while keeping their partner from being able to.
? “Do all division problems work out evenly? Explain.” Sample
answer: No, some division problems have remainders.
Review the directions with the class while modeling how to use
a whiteboard to solve.
Teaching Tip: Students each use a different colored pencil so
that they are able to see who solved each problem. This can also
be accomplished by having students write their initials in the
square that they solved.
Note: Students do not take an additional turn once they
complete a square to avoid one student solving a long string
of problems.
Have students tell you the directions in their own words.
Partner students and have them begin playing.

Closure
Exit Ticket: Write 5,761 + 46 on the board. Have students find
the quotient.

T-292 Chapter 6
 9,623 + 54 Voom11 8,484 + 21

548 + 47

3,947 + 33 832 + 64 Vota ast

476 + 53 5,208 + 93 LL 18 6,378 + 24

Chapter 6 292
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| 61
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|Use multiplication to divide.

| Use place value and division facts to 5-10

_ find quotients.

Use division facts and compatible 1-17

numbers to estimate quotients.

Divide multi-digit numbers by

18-23
one-digit numbers.

| Use an area model and partial quotients 24, 25

| to divide.

68 |Use partial quotients to divide with 26-32

a remainder.

6.7 Divide three-digit numbers by 33-35

two-digit numbers.

| Divide four-digit numbers by

36-38
two-digit numbers.

| Solve word problems involving division of

39, 40
| whole numbers.

Have students complete the Chapter Self-Assessment in the

Resources by Chapter to reflect on their knowledge of the chapter.
 {6.1 Relate Multiplication and Division

Use multiplication to find the quotient.

1. 78+6=_13_

(6.2 Division Patterns

Find the quotient.

5. 4500+5=_900_

8. 720+9=_80_ 9. 4,900 +70=_70_ 10. 10,000

+ 5 = 2,000

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Chapter 6

Chapter Resources
Surface Level Deep Level Transfer Level

Resources by Chapter Resources by Chapter Dynamic Assessment System

e Extra Practice e Enrichment and Extension ¢ Chapter Test
e Reteach e Chapter Self-Assessment Assessment Book
¢ Chapter Self-Assessment Graphic Organizers ¢ Chapter Tests A and B
Differentiating the Lesson Game Library
Tutorial Videos Math Musicals
Skills Review Handbook
Skills Trainer
Game Library
| Math Musicals

Chapter 6 293

©
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Joe
 Estimate Quotients ;

Find two numbers that the quotient is between.

11. 604+ 19 12. 1,732 + 40 13. 4,096 = 61 Sample answer: |

60 and 70 a
600 + 20 =_30_ 1,600
+ 40 =_40__

800 + 20 =_40_ 2,000 + 40 =_50_

Estimate the quotient. 14-16. Sample answers are given.

14. 3,411 + 53 15) 1678792 16. 6,581 + 77

68 20 80

17, Y@U) BE! THE TEACHER Your friend finds the quotient. Estimate
to check whether your friend's answer is reasonable.
?
924+22=24 920+ 20 = 46, so my friend’s answer is not reasonable.

(6.4 Divide by One-Digit Numbers

Divide. Then check your answer.

5)415 6)6,432 9)5,628

oul il
21. 8,021 +7 =1,145R6 22. 817+8=102R1 23. 3,007 + 3 =1,002R1 3

2
©

294

294 Chapter 6
 (6.5 Use Partial Quotients to Divide by Two-Digit Numbers

Use partial quotients to divide.

24. (56-43% 12 25. 208=16 13

(6.6 Use Partial Quotients with a Remainder

Use partial quotients to divide.

41R3 52R4
26. 50/805 16R5 27. 18)741 28. 48)2,500

29. 792 +13 =60R12 30. 3,982+25=159R7 | 31, 6927+68 =101 R59

32. Modeling Real Life There are 405 projects in a science fair. The
coordinator displays the projects in rows of 42. How many rows have
exactly 42 projects?
9 rows

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Chapter 6 295

Chapter 6 295

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 (6.7 Divide Three-Digit Numbers by Two-Digit Numbers

Divide. Then check your answer.

31)961 27)803 19)245

(6.8 Divide Four-Digit Numbers by Two-Digit Numbers

Divide. Then check your answer.

36. 6,636+84=_79_ 37. 2,418+21=115R3 | 38. 4,960+62=_80_

(6.9) Problem Solving: Division

39. The weight of a giant panda is 40. Acompany fills claw arcade machines
10 times the weight of a red panda. with stuffed animals. One machine
The combined weight of the pandas can hold 50 stuffed animals. The
is 220 pounds. What is the weight of company has 2,357 stuffed animals.
each panda? The company fills as many machines as
red panda: 20 pounds, possible. How many stuffed animals do
giant panda: 200 pounds not fit into the machines?
7 stuffed animals

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296

Math Musicals can be used

with current topics, to review
previous topics, or to preview
upcoming topics.

296 Chapter 6
 ,- =a a | al
‘ —— & | q Check out the Game
j %® Library and Skills Trainer.
BigldeasMath.com

a Center 1: Division Dots

-
Materials: Student Edition page 292, colored pencils, whiteboards and markers
Have students complete the activity. See page T-292 for the directions.

=] Center 2: Skills Trainer

a Materials: computers or devices with Internet access
Have students go to BigldeasMath.com to access the Skills Trainer.
e
Center 3: The Division Picture
re Materials: Division Picture*, paper, craft supplies
Provide each student with Division Picture and a paper. Students will first
ao draw the outline of a school building, which only includes the body and roof.
Then, students will follow the directions to determine how many doors,
. windows, trees, or busses are present in their picture. While dividing, discard
the remainders and only use the whole numbers to create each feature to the

= school building.

Center 4: What’s the Problem?

: Materials: What's the Problem?*, scissors

Cut and pass out one card to each student. Students will need to create a
division word problem using the two numbers provided on the card. Their
= word problem must also relate to the topic that
Encourage students to be creative in their word
is provided on the card as well.
problems. Once completed,

= have students exchange word problems with a

correctness.
partner to solve and check for

BS Center 5: Remember the Remainder

— Materials per pair: Remember the Remainder Game Board*, spinner,
counters, die

= Each player will roll a die and move that many spaces on the game board.
The number each player lands on will become the divisor in each player's
» division equation. Both players will then spin to determine the dividend in their
equations. Players will solve their equation and record it. Continue to play until

i players have moved completely around the game board. Then, players will add
up only their remainders. The player with the most points wins!

R
»>
D
e) * Found in the Instructional Resources

R) Chapter 6 T-296
BS)
__Shapter Assessment Guide)
Chapter tests are available in the Assessment Book.
An alternative assessment option is listed below.

Intrapersonal
Provide each student with a Basketball Bonanza Instructional Resource.
Have students follow the directions and fill in the charts to determine the
amount of tickets or merchandise sold during the Championship Tournament.
Students will also need to find the total amount donated during the weekend
and how much each organization will receive.

” ae Task Be Points

Estimate the amount of spectators

at each game.

Fill in the first table. 4 points

Fill in the second table 5 points

Find how much each organization :

: ; 2 points
will receive.

Total 12 points

T-296A Chapter 6
 What worked...

What did not work...

What | would do differently...

Chapter 6 T-296B
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 7.1 Division Patterns Find quotients ¢ Explain how to divide a number by a power of 10.
with Decimals involving decimals e Explain patterns in the placement of the decimal
and powers of 10. point when dividing a decimal by a power of 10.

7.2 Estimate Decimal Use compatible Rename a dividend to estimate a quotient.

Quotients numbers to estimate e Use compatible numbers to estimate a quotient.
quotients involving Explain different ways to estimate a quotient.
decimals.

Use Models to Use models to Use a model to represent a decimal.

Divide Decimals divide decimals by Divide a model to show equal groups.
by Whole whole numbers. Use a model to divide a decimal by a
Numbers whole number.

Divide Decimals Divide decimals Use place value to divide.

by One-Digit by one-digit whole Place the decimal point in the quotient.
Numbers numbers. Regroup when necessary.
Use estimation to check my answer.

Divide Decimals Divide decimals Use place value to divide.

by Two-Digit by two-digit whole Place the decimal point in the quotient.
Numbers numbers. Regroup when necessary.
Use estimation to divide.

Use Models to Use models to Use a model to represent a decimal.

Divide Decimals divide decimals ¢ Divide a model to show equal groups.
by decimals. Use a model to divide a decimal by a decimal.

Divide Decimals Divide decimals Multiply a divisor and a dividend by a power of

by decimals. 10 to make the divisor a whole number.
Place the decimal point in a quotient.
Divide a decimal by a decimal.

Insert Zeros in Insert zeros in the Explain when to insert one or more zeros in the
the Dividend dividend when dividend to find a quotient.
dividing with ¢ Insert one or more zeros in a dividend to find a
decimals and whole quotient.
numbers. e Recognize when a division problem is complete.

Problem Solve word e Understand a problem.

Solving: Decimal problems involving ¢ Make a plan to solve.
Operations decimals. ¢ Solve a problem.

T-297A Chapter 7
 Chapter Learning Target:
Understand dividing decimals.
Chapter Success Criteria:
» Identify a decimal.
» Write a decimal equation.
® Solve a problem using decimals.
™ Model different types of decimals
as equations.

e Fluently add and e Write and evaluate

subtract multi-digit the number of zeros in a product numerical expressions
numbers. involving a power of 10 and the with whole-number
e Round multi-digit power of 10. exponents.
numbers to a Explain the relationship between the e Fluently add, subtract,
given place. movement of the decimal point and multiply, and divide
multiplying or dividing by powers multi-digit decimals.
of 10.
e Use exponents to show powers of 10.
Explain the relationship between
addition and subtraction.
Add, subtract, multiply, and divide
decimals to the hundredths.
Use models, place value, properties,
and strategies to check for
reasonableness.
Round decimals to any given place.

5.NBT.A.2 Explain patterns in the number of

zeros of the product when multiplying a number
by powers of 10, and explain patterns in the
placement of the decimal point when a decimal is
multiplied or divided by a power of 10. Use whole-
number exponents to denote powers of 10.

5.NBT.B.7 Add, subtract, multiply, and divide

decimals to hundredths, using concrete models
or drawings and strategies based on place value,
properties of operations, and/or the relationship
between addition and subtraction; relate the
strategy to a written method and explain the
reasoning used.

5.NBT.A.4 Use place value understanding to ie

round decimals to any place.

Key: A=Preparing @=Learning »* = Complete

Chapter7 1-297B
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 About the Math
This chapter extends the study of numbers and operations
to the division of decimals. At this point students should be
fluent with all four operations with whole numbers, and three
of the operations with decimals. Place value understanding
and properties of operations are essential in the development
of these computational skills. As with any computation, we do
not want students to memorize rules without understanding.
There are many adults who know the rule for division of decimals but have no
understanding of why the rule is correct.

Place Value Understanding

Students have just finished a chapter on whole number division. The general
strategies used for finding quotients when dividing whole numbers are now
applied to dividing decimals, with one additional skill: knowing where to place
the decimal point in the quotient. Recall the same understanding was needed
when multiplying decimals in Chapter 5, so this chapter begins with a similar
approach, finding quotients of decimals and powers of 10.
Multiply by a Power of 10 Divide by a Power of 10
52 X 10 = 520 52 X 0.1 = 5.2 52— 10 = 5.2 52 + 0.1 = 520
A

It can be confusing to students that a quotient can be greater than the initial
amount, as when finding 52 + 0.1. The same issue occurred in multiplication
when a product was less than the initial amount, as when finding 52 xX 0.1.
Students use place value concepts to see that when you multiply by 0.1 or
divide a number by 10, each digit in the number shifts one position to the right
in a place value chart. Similarly, when you multiply a number by 10 or divide a
number by 0.1, each digit in the number shifts one position to the left in a place
value chart.

Decimals Divided by Whole Numbers

After dividing decimals by powers of 10 and estimating quotients for
decimal division problems, there are three lessons on dividing a decimal
by a whole number.

Students learn that the process is the same as

dividing whole numbers, and can be modeled
by partitioning a decimal (dividend) that has
been drawn on decimal grid paper. The divisor
is the number of equal groups and the quotient
is the size of each group. There is more than one
way to draw 32 hundredths as 4 equal groups of 8 hundredths.
Modeling decimal division by a whole number leads to recording the division
problem using the standard division algorithm. Students use place value
concepts to divide and place the decimal point in the quotient.

T-297C Chapter 7
 Models, place value understanding, and estimates help students see that you
divide decimals by whole numbers using the same procedure as dividing
whole numbers. The decimal point in the quotient is placed above the decimal
point in the dividend. This means that like place values are aligned.

Decimals Divided by Decimals

A significant step in the learning progression of decimal division is to make
sense of dividing a decimal by a decimal. If a model is drawn, the divisor
cannot represent the number of groups. The divisor is now a decimal, so we
change our interpretation and say it is the size of the group. The quotient is the
number of groups.

DOSE a oo eee (Cee ale ay

ih ip t 12 tenths + 3 tenths = 4
amount sideof number of
wehave equalgroups groups

Drawing a model is not efficient for most decimal division problems and
students at this point understand that you divide decimals the same way you
divide whole numbers. How the problem is interpreted differs, but the process
is the same. What is needed is a way to know where the decimal point in the
quotient is located.
A key strategy for dividing decimals is presented in Lesson 7.7. Rewrite an
equivalent division problem by multiplying both the dividend and divisor by
the same power of 10. You want the divisor to be a whole number so you know
where to place the decimal point in the quotient. You then divide as you would
with whole numbers.
The division problems in this chapter are 0.32 + 0.4 15:6 5=) On
written so that the quotient is not a repeating Y Y Y
decimal. Lesson 7.8, however, gives problems 0 ao 606
where there is a need to insert zeros into the Y v Y
3:2) 4 1560) 2
dividend. Students gain additional practice
with decimal division as they insert zeros in the dividend and learn how to
recognize when the division problem is complete.
The chapter ends with a lesson on problem solving using decimal division.
Student use their strategies and reasoning gained throughout the chapter of
decimal quotients to solve multi-step problems.

Chapter 7 T-297D
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Chapter Materials and Resources
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The primary materials and resources needed for this chapter are asPea bite Gea
listed below. Other materials may be needed for the additional
support ideas provided throughout the chapter.

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T-297E Chapter 7
 m)= Xo}To)© om
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Day 1 Chapter Performance

Opener Sk e\
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Day 2 Warm- | Think “Apply; Think:
Lesson 7.1 Up Pe ) - Practice _ Modeling
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Day 3 Warm- | [Think . _ Think:

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Day 10 F a
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Explore
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Real Life
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Lesson 7.9 Modeling |
Real Life
Day 11
Connect
Day 12 And Grow
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Day 13 | Chapter Chapter Assessment

Assessment

Day 14 | Cumulative
Practice

Year-to-Date: 80 Days

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Performance Task Preview

e Preview the page. Before asking the questions, give students
time to look at the picture. Listen for students to make personal
connections to the picture.
? “Have you ever heard of the adopt-a-highway program? What
do program volunteers do?” Listen for student responses.
? “How can you divide a 179.8-mile-long highway into sections of
equal length?” Divide 179.8 by the number of sections.
e In the Performance Task at the end of the chapter, students
will demonstrate an understanding of dividing decimals
using information related to cleaning a highway through the
adopt-a-highway program.

T-297 Chapter 7
 | Chapter Learning Target:
| Understand dividing decimals.
Chapter Success Criteria:
e Have you ever heard of the adopt- |
® can identify a decimal.

a-highway program? What do program ®

| ®
[can write a decimal equation.
| can solve a problem using decimals.
volunteers do? | @ Ican model different types of decimals
as equations.
e How can you divide a 179.8-mile-long
highway into sections of equal length?

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Chapter 7 297
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 Check out the
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“Laurie's Notes BigldeasMath.com

ELL Support Vocabulary Review

9 Preview: “How is aVenn diagram used?” Sample answer:
Point out that to create It compares and contrasts two topics
| the name of the place e Have students say each review word out loud.
value, it is like creating e Explain that they will only use one review word to complete the
the name of a fraction
Venn diagram. The word is the same for both parts.
that represents that
e Discuss the information given in the Venn diagram.
1 1
place value——, —, e Have students use a review word to complete the label in the
10 100
Venn diagram.
aS etc. The ending -th © Have students write additional examples in each part.
1,000
e Direct students to the lower half of the page.
is added to the number:
e Have students use the review words to complete the
ten + th= tenth.The
word search.
/ names for the first three
place values to the
right of the decimal are
tenths, hundredths, and
thousandths.

Math Musicals can be used with current

topics, to review previous topics, or to
preview upcoming topics. There are many
Math Musicals to choose from!

Use your hand puppets to act out new

stories and have students sing the songs
several times to take full advantage of the
power of music to learn math!

T-298 Chapter 7
 Review Words
divisible
hundredth
tenth
Use a review word and whole numbers to complete the thousandth
graphic organizer.

ute
eevuo

Define It

Identify the review word. Find the word in the word search.
p
1. 1 of 1,000 equal parts of M A
a whole U J

K
2. 1 of 100 equal parts ofa
whole i

3. 1 of 10 equal parts ofa

whole

Chapter 7 298
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MW Dynamic Classroom. ©

“Laurie Notes
BigldeasMath.com

= STATE STANDARDS
) 5.NBT.A.2, 5.NBT.B.7
Preparing to Teach
| The standard algorithm for division is built upon an understanding
Learning Target of place value. The general strategies students have used for
E finding quotients when dividing whole numbers is applied to
Find quotients involving
dividing decimals. There is one additional skill, knowing where to
decimals and powers
place the decimal point in the quotient. The same understanding
of 10.
: was needed when multiplying decimals and so we begin with a
Success Criteria _ similar approach. Today’s lesson explores patterns when dividing
e Explain how to divide F by powers of 10.
a number by a power
of 10. _ Materials
e Explain patterns in e Divide Around*
the placement of the e calculators
decimal point when
' *Found in the Instructional Resources
dividing a decimal by a
power of 10.
Dig In (Motivate Time)
Each pair of students is given a copy of Divide Around and a
: calculator. PartnerA selects a number between 123 and 987 and
' writes it in the center circle. Partner B uses a calculator to find the
_ five quotients. Reverse roles and repeat.
Practice opportunities
for the following : © “We are beginning our study of decimal division. When we
are available in the began the study of decimal multiplication we learned to
Resources by Chapter or | multiply by powers of 10. In this lesson, we will divide by
at BigldeasMath.com. | powers of 10.”
| © Daily skills e Explain the rules to students. Each person
e Vocabulary is going to find five quotients. They should
e Prerequisite skills start with circle 1, where they are dividing
by 100. FYI: The rationale for numbers
between 123 and 987 is to encourage
students to select a starting number that is
not a multiple of 10!
ELL Support
2 When students have each had a turn
To visually demonstrate have them look at the quotients. “What
2.5 + 10, have students patterns do you observe? Could you have predicted some of the
divide 2 sheets of quotients without using a calculator? How?”
¢ “| want you to take two more turns. This time start with a
paper into 10 equal number between 23 and 98, and only use your calculator if you
portions. Ask them
are really not confident.’ Alternately, suggest that they use their
what each portion
calculator for only two quotients.
represents—what part
? MP2 Reason Abstractly and Quantitatively: “The dividend
of one whole is it?
(center circle) was the same for five problems. The divisor
(along the curved arrow) was a power of 10. What did you notice
about the quotient (outer circle) as the power of 10 decreased?”
¢ Think-Pair-Share: Listen to thoughts of students, noting
reference to the location of the decimal point in the quotient.
© “You are going to look for patterns when dividing by powers of
10. We want to pay attention to place value concepts.”
T-299 Chapter 7
 Division
Patterns with 7.1
Learning Target: Find quotients involving decimals Decimals
and powers of 10.
Success Criteria:
+ | can explain how to divide a number by a power of 10.
+ | can explain patterns in the placement of the decimal
point when dividing a decimal by a power of 10.

Thousandths |

What patterns do you notice?

Every time you divide a number by 10, each digit in the number shifts
one position to the right in a place value chart. Every time you dividea
number by 0.1, each digit in the number shifts one position to the left

TveIevwvwveoewedwdvdvdvoddédgde,
in a place value chart.
Structure Describe the placement of the decimal point when dividing
me) a decimal by 10, 100, 0.1, and 0.01.

Shift left by 1 for division by 10.

Shift left by 2 for division by 100.
Shift right by 1 for division by 0.1.
Shift right by 2 for division by 0.01.

Explore and Grow

¢ This is similar to the Dig In, though the powers of 10 are in a different order.
¢ MP5 Use Appropriate Tools Strategically: Note that the place value chart
anchors the decimal point. The digits 2 and 5 move to different place values.
? It can be confusing to students that the quotients can be greater than the
initial amount (dividend), as when finding 2.5 + 0.1. Dividing by 0.1 makes
the quotient 10 times greater.To help students make sense of this ask,
“How many tenths are in 2.5?” There are 10 tenths in 1, 20 tenths in 2, and
25 tenths in 2.5
e Asimilar line of reasoning can be used to show 250 hundredths in 2.5.

Chapter 7 | Lesson 1 299

 t

ys

ELL Support
Think and Grow
Getting Started
After reviewing the
e A place value chart should be visible for students to refer to.
| examples, have
¢ Teaching Tip: It is helpful to think of the measurement
students work in
interpretation of division where the number of groups is
pairs to discuss and
unknown.To find 74 + 10 think, how many groups of 10 are
complete Exercises 1
and 2. Provide guiding there in 74?
questions: “In what Teaching Notes
_ direction does the
e Supporting Learners: Make sense of the place value concept by
decimal point move?
How many places focusing on one row in the chart: 74 + 10 is the same as 74 x =
| does it move?” Expect
Note the digits in 74 shift one position to the right in the place
students to perform
value chart.
according to their
language proficiency 2 Model: “We want to find 74 + 10°. What is 10°?” 1,000 “To find
level. this we look at the pattern of 74 + 1, 74 + 10, and 74 + 100. How
is the quotient related to the dividend?” The quotients all have
| Beginner students
a7 and 4. “How would you know where to place the decimal
may state numbers or
point in the quotient if it weren’t written in the chart?” The digits
one-word answers.
7 and 4 are shifting to the right the same number of places as
Intermediate students
| may use phrases, such the exponent so the decimal point moves to the left that same
as, “left three places.” number of places.
Advanced students ? “When you divide a number by 10, what do you know about
may use sentences, the quotient?” The quotient is less than the dividend; it is = the
such as, “When you
divide by 10°, the dividend.
decimal moves left © Discuss the pattern. The exponent, which is the power of 10
three places.” and the number of 0’s in the divisor, is the number of places
the decimal point moves to the left. This a concept to be
understood, not a rule to memorized.
2 Model: You want to use the same type of questioning for the
second example. It is not obvious that dividing by 0.1 is the
same as multiplying by 10. Demonstrate this by focusing on
only one row, 5.8 ~+ 0.1.
e Turn and Talk: “What pattern do you notice in the chart?”
The quotient is getting greater; the decimal point is moving
to the right.
e In Exercises 1 and 2, make sure students are not copying a
pattern without any understanding. Reading the problem
aloud and referencing place value names is helpful. Example:
sixty-two and five tenths divided by one hundred. The dividend
is less than the divisor.The quotient must be less than one.
@ “Do you think you could tell a friend how to divide a decimal
by a multiple of ten? Use your thumb signals to show how
confident you would be.”

T-300 Chapter 7
 Think and Grow: Division Patterns with Decimals

eee Find 74 + 10%.

Use place value concepts. Every time you multiply a number by 3 or divide
a number by 10, each digit in the number shifts one position to the right ina
place value chart.

74+1=74
74+10'=74+10=7.4
Le

74 + 10? = 74+ 100 = 0.74

Loe)

74 + 10? = 74 + 1,000 = _0.074

So, 74 + 103 = _0.074 Notice that you
can write quotients
Notice the pattern: In each quotient, the number of places the as decimals.
Ve
@
dg
uvvvddecimal point moves to the left is the same as the exponent.

v Teena Find 5.8 + 0.01.

Use place value concepts. Every time you multiply a number by
10 or divide a number by 0.1, each digit in the number shifts one
position to the left in a place value chart.

58+1=58
58+ 0.1 =58.
LA

5.8 + 0.01 =_580_

Ue
ee
et So, 5.8 + 0.01 = 280_.
~~ Notice the pattern: When you divide by 0.1, the decimal point moves one place to
the right. When you divide by 0.01, the decimal point moves two places to the right.

Show, and! Grow,

Find the quotient.

ie 62.5 + 102 = 9.625 2. 1.84+0.1

= 18.4
LLC
Learning,
Ideas
Big
©

300

Chapter 7 | Lesson 1 300

 Apply and Grow: Practice
Scaffolding Instruction
Students have used place value to divide decimals by powers
of 10. A place value chart can be used to help students see the
connection between the place value names of the dividend and
divisor. What patterns do students see when they are dividing by
powers of 10? Can they explain why the number shifts to the right
or the left of the decimal point? Can they explain how it appears
that the decimal point is shifting in the opposite direction of the
shift of the digits? (For example, dividing by 10 shifts the digits to
the right, but the decimal point shifts to the left.) You want students
to understand why these shifts occur —- not memorize a rule.
Emerging students may be unsure of how to use place value when
dividing by powers of ten. If they try to memorize the “shift” of
the decimal point or digits, they will become confused over which
direction and why. There are no place value charts provided to
recognize patterns. Referring to the examples will be helpful for
- students, and some may want to use a chart to help them divide
_ for the time being.
e Exercises 3-6: Students who do not recognize the pattern yet
will benefit from writing the numbers as they shift left or right
based on the power of ten by which they are dividing.
e Exercises 7-9: A variable is used in the equation to find a
missing dividend or divisor. Remind students that all of the
divisors are powers of 10, and they can use the pattern of the
digits and/or decimal in the quotient to find the missing value.
e Exercises 11 and 12: These reasoning exercises have students
continue to recognize decimal patterns as well as make sense of
the inverse relationship of multiplication and division.

Proficient students are confident with the pattern of dividing

decimals and powers of 10. They can divide correctly, sometimes
completing the problem mentally.
e Exercises 7-9: Have students explain how they found the
missing values. What pattern did they recognize that let them
know what the dividend or divisor should be?
e Exercise 12: Can students determine what the factor would be
that is equivalent to dividing by 0.001? How does this show the
inverse relationship of multiplication and division?
Additional Support
* Students will benefit from a place value chart to recognize how
numbers (or decimal points) shift.

T-301 Chapter 7
 Name

Apply and Grow: Practice

Find the quotient.

BN 76 es 10) 4.33.65
0.1 =——
7.6 36.5

5 29.001 = 6. 18.7 +107 =___

290 0.187

Find the value of k.

7. 95.8 + k= 958 8. k+10?=0.35 9. 245 + k = 24,500

KOs k= 350 k=0.01

10. Newton goes ona 10-day road trip. He takes $435 with him.
He spends all of his money and spends the same amount
each day. How much money does he spend each day?

$43.50

11. {i Number Sense For which 12. Y@U) BE! THE! TEACHER: Your friend
equations does b = 100? says 8,705 + 10? is equivalent to
- 8,705 X 0.001. Is your friend correct?
49 + b=0.49 Explain,

247 = b = 0.247 yes; Division by 1,000 is equal

TRE OOD to multiplication by 0.001.

0.5 + b=0.05
Ideas
Big
©
LLC
Learning,

Chapter7 | Lesson 1 301

Chapter 7 | Lesson 1 301

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 Think and Grow: Modeling Real Life
These application problems allow students to show their
Read each question understanding of dividing a decimal by a power of 10 and solving
aloud as students follow a multi-step problem.
along. Clarify unknown
vocabulary, such as ? “Have you ever seen a new neighborhood being built? Many
contractor and adjacent. times you can see how they divide the land on which to build
Explain unfamiliar each house.”
references, such as e Have students read the problem and discuss what they will
the Space Needle need to do to determine how much land each house will have.
and Canadian coins. You may need to explain the meaning of adjacent. Relate this to
Allow students to work adjacent angles.
in pairs and provide e If students are able to talk about the problem and what it
time to complete each is about before they start to think about what numbers are
problem. Ask the involved, they are more likely to be able to think about what the
questions provided answer will look like and what it represents.
and have students e Ask guiding and clarifying questions as students work through
write their answers on
the example. Have students explain why the land parcels need
a whiteboard or piece
to be added together. Ask if it would be okay to divide by 10
of paper to hold up for
before adding.
your review.
e Exercise 13 is similar to the example in structure. Students will
follow the same pattern as in the example. Watch as students
work independently to identify any misconceptions.
e Exercise 14 explains that the model of the Space Needle is
one-hundredth the height of the actual Space Needle. To find the
height of the Space Needle, students should divide the size of
the model by 0.01. However, most students will think to multiply
by 100 instead. If this is the case, ask why both strategies are
correct, and relate the strategies back to the inverse relationship
of multiplication and division.

© Write 18.9 + 100 and 18.9 + sagon the board. “Take turns with
your partner reading the two problems.” Pause. “How will
the two quotients be different? What is similar about the two
problems? Using your thumb signals show how confident you
are at dividing a decimal by a power of 10.”
¢ Supporting Learners: Students should write the problem
before writing the answer. You want to know what computation
students are trying to solve. They may want to continue using a
place value chart.

Closure
e Write a = 1.456 on the board.
¢ “Work with your partner. What dividend and divisor would have
a quotient of 1.456? Your divisor must be a power of 10. Is there
more than one answer? How many can you find?”

T-302 Chapter 7
 ai

Se, Think and Grow: Modeling Real Life

|Example } A contractor buys 2 adjacent lots of land. One lot is

0.55 acre and the other is 1.65 acres. The contractor divides the 8 “N j
land equally for 10 new homes. How much land does each
home have? -

To find how much land each home has, divide the sum of the
lot sizes by 10.

Add the sizes of the lots. 0.55

+ 1.65
2.20 acres

Divide the total number of acres by 10. Dividing 2.20 by 10, or 10', shifts

the digits__! position to the right in a place value chart. So, the

decimal point moves __! _ place to the left.

2.20 + 10 = 2.20 + 10! = 0.22 Each home has 9:22 acre.

Show, and) Grow,

13. Anart teacher has 68.5 pounds of 14. Amuseum has a
clay and orders 56.5 more pounds. replica of the Space
The teacher equally divides the Needle that is 6.05 feet
clay among 100 students. How tall. It is one-hundredth
much clay does each student get? of the height of the
actual Space Needle.
PIrawwdoeoeaseoeuvsvo¢d
&
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4
1.25 pounds How tall is the actual
Space Needle?

605 feet

15. A pile of 107 loonies weighs 627 grams ges.

and a pile of 10? toonies weighs 730 grams. How much y if
more does a toonie weigh than a loonie? Is there more
- . A Canadian one-dollar coin
than one way to solve the problem? Explain. lad Macnee &
Canadian two-dollar coin
1.03 grams; yes; is called a toonie. LLC
Learning,
Ideas
Big
©
Divide both by 100 first, then subtract, or subtract
302 first, then divide the difference by 100.

Chapter 7 | Lesson 1 302

 Q Check out the Dynamic
Assessment System. ye
BigldeasMath.com

Homework & Practice Notes

e Have students make their own “Tip” cards with the
explanations on what to do with the decimal point when
dividing a number by a power of 10.

Assignment Guide and Concept Check

Assignment Concept Check ;
NL tld
1-15 odd, 16, 17 |
ram 30 a/Ao null
a

Prior Skills
e Exercises 16 and 17: Grade 5, Adding and Subtracting Decimals

Cross-Curricular Connections
Language Arts
e Provide students with a copy of the Solve the Riddle
Instructional Resource. Students will solve division problems.
Each answer will have a letter associated with it and a key for
students to fill in the answers in the correct order to answer
the riddle.

What goes up, but never comes down?

1.43+10=_A 2.1.8+0.01= O

3.782=10?= Y 4.430-10= U

5.78.2+01=_E 6.0.18+0.01= G

7.7,820+100=_R

7.82 180 0.43 78.2 4,3 18 782

T-303 Chapter 7
 Ja

Name
Homework
& Practice 7.1
Learning Target: Find quotients involving
decimals and powers of 10.
When dividing a number by
eetaee Find 63 = 102. a power of 10, the number of
places the decimal point
moves to the left is the same
63 + 10?=63+100= .63 as the exponent.
LW)

So, 63 + 107= 0.63.

Gee Find 92.7 + 0.1.

When dividing a number
927, 0.192 by 0.1, the decimal point
G moves 1 place to the right.
When dividing a number
$0; 92:7 = 011 = 927m,
by 0.01, the decimal point
moves 2 places to the right.

de
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Find the quotient.

ib HOS 1O= 29 7.4 00l=

=
81 740 |
U
oe
tt
3. 903+ 1073=___ 4. 267.1+0.01=___
0.903 26,710
g
E 5. 5.6 01— 2 6. 0.4=
107 =
g 56 0.004 |
| |
° if

Chapter7 | Lesson 1 303

Chapter 7 | Lesson 1 303

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 Extend Student Learning
,
''
t
[ Visual-Spatial

¢ Students roll a die three times to make a decimal on a copy

of Division Problems Involving Decimals and Powers of
10 Instructional Resource. Then students will complete the
equations. They can write their own problems for their partner
i to solve at the bottom of the page.
'

Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter
e Extra Practice e Enrichment and Extension
¢ Reteach * Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson
Dynamic Assessment System
Tutorial Videos ¢ Lesson Practice
Skills Review Handbook
Skills Trainer

T-304 Chapter 7
 Find the value of k.

7. 89+k=89 8. k= 0.01 = 36 9. 724+k=0.724

k=10 k = 0.36 k= 100

10. A box of 100 sanitizing wipes costs $12. : MP) Patterns How does the value of
How much does one wipe cost? a number change when you divide by
10? 100? 1,000?
$0.12 The value of a number decreases with
each division. The decimal will move to
the left 1, 2, and 3 places, respectively.

. Writing How can you determine dIG DEEPER! What is Newton’s

where to place the decimal point when number?
dividing 61 by 1,000? 3.4 My number divided by 0.1
is 23 less than 57.
The decimal point moves 3 places
to the left because there are SA] pe,
3 zeros in 1,000.

Modeling Real Life A family buys . Modeling Real Life A group of

2 personal watercrafts for $3,495 each. people attempts to bake the largest
The family makes 10 equal payments vegan cake. They use 17 kilograms
for the watercrafts. What is the amount of cocoa powder, which is one-tenth
of each payment? the amount of kilograms of dates
they use. How many kilograms of
$699
cocoa power and dates do they use
altogether?

187 kilograms

SUIUIOIUIOIUIOIUIONUIUIUIUIU:
Review & Refresh

Find the sum or difference.

16." 0:75: 0.23 = 146565197"

0.52 3.43

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Chapter 7 | Lesson 1 304

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STATE STANDARDS
5.NBT.A.4, 5.NBT.B.7
Preparing to Teach
Students used compatible numbers to estimate quotients in the
Learning Target previous chapter. Now, they use compatible numbers and division
_ facts to estimate quotients where the dividend is a decimal and the
Use compatible numbers
_ divisor is a whole number.
to estimate quotients
involving decimals.
Materials
Success Criteria e Find Your Match (Decimals)*
e Rename a dividend to
* Found in the Instructional Resources
estimate a quotient.
e Use compatible
numbers to estimate Dig In (Motivate Time)
a quotient. | Students are each given a division Find Your Match (Decimals)
e Explain: different ways
: expression to estimate. They find a aR Sane
to estimate a quotient. the person in the class who has the | sear | amaseas |
same estimate. Copy the Find Your | Beene vlaipecaeaes 5
Match (Decimals) and cut apart the f 40.2+4.9 | 240.1 + 30.6

_ problems.
You might copy on heavier
' weight paper and laminate for
63,25=9 | 349.3 + 52.43 7

: repeated practice with the cards. | 19632 |e s30eeS0o) oe eae

Practice copenuniice a ie There are 20 cards. There is a Find | ae eee

si RR En ae ntry f . . Sie 46,38
+ 9,37

| for the following Your Match Template Instructional | AS eer

Resource if you have more than | 208+69 1842.2 +5963 3
|are available in the
Resources by Chapter or 20 students. The problems in eae14.6+7 28.8 + 13,7
| 2

at BigldeasMath.com. Column B may be more challenging. aera rer

e “lam going to distribute cards that §='=——__
e Daily skills
have one decimal division problem
e Vocabulary
| e Prerequisite skills written. | want you to decide how you would round or use
compatible numbers to find an estimate for the quotient.” You
may wish to tell students that all of the estimates are a number
from 1 to 10.
ELL Support : e Give students sufficient time to think about their estimates
before you tell them to walk around to find their match. Do not
In earlier chapters . allow students to shout out /’m 4. Who else is 4? “Use your
students learned partner voice and find a match. Show your expression to one
about estimates and ; another and explain how you found your estimate.”
/ compatible numbers. ¢ When students finish, take time to have each pair of students
Ask students to explain explain how they used rounding and compatible numbers to
what they do when estimate the quotient. Hearing students explain their problem is
they estimate. Then ask much more valuable than hearing the teacher explain how to do it.
them to explain what e Extension: Allow no talking or hand gesturing. Have students
compatible numbers are. walk around to find your match.
© “You used compatible numbers to estimate a quotient. The
estimates help you know where to place the decimal point in
the quotient. There is also another strategy that we are going
to learn. It will help us estimate a quotient when the divisor is
greater than the dividend”

T-305 Chapter 7
 Name Eveiiat
.. stimate (7 9
Decimal
Learning Target: Use compatible numbers to estimate Quotients
quotients involving decimals.
Success Criteria:
+ |can rename a dividend to estimate a quotient.
+ |can use compatible numbers to estimate a quotient.
+ | can explain different ways to estimate a quotient.

Explore and Grow

Choose an expression to estimate each

quotient. Write the expression.
You may 32+ 8 365-9
use an expression more than once.
Sample answer:

SY. ae eK! 33.0 69:2 34:3) = 8.1 35 eo

327 1a8 36
=. 9 36039 36
=. 9

Compare your answers with a partner. Did you choose the same expressions?

Check students’ work.

Construct Arguments Which estimated quotient do you think will be

closer to the quotient 8.3 + 2.1? Explain your reasoning.
A
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8.3 rounds to 8 and 2.1 rounds to 2.
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e If you have done the Dig In you may not want to spend time on the Explore
and Grow.
e Emphasize the direction You may use an expression more than once. This is
not a matching activity, and there are several correct answers.
e If students did not select the same expressions, have them explain to one
another why they selected the expression they did.
¢ MP3 Construct Viable Arguments: Listen for students to recognize that 8.3 is
closer to 8 than 9 and 2.1 is closer to 2 than 3. Although both estimates are
reasonable, 8 + 2 is closer.

Chapter 7 | Lesson 2 305

 Think and Grow
Getting Started
After reviewing the e The Key Idea describes the two strategies that are used in
examples, have The
this lesson. Compatible numbers are familiar to students.
students work in
situation of the divisor being greater than the dividend will be
pairs to discuss and
new. Renaming the dividend is a new strategy.
complete Exercises
¢ Common Misconception: Students may say you can’t divide
| 1-4. Have one student
ask another questions a smaller number by a bigger number. Ask if they can share
such as, “To what 2 cookies between 4 people. 2 + 4 = ;and so the quotient in
number do you round these problems will be less than 1.
| the divisor? What
) number(s) do you use Teaching Notes
| for the dividend? What © “We are going to use division facts and compatible numbers
| is your estimate?” to estimate a quotient.You will use mental math to find
/ Have them alternate the quotient.”
|roles. 2 Model: “We want to estimate 146.26 + 41.2. Think /f/ round
Beginner students - 41.2 to 40, what multiples of 40 are near 146.26? Remember,

| may write or state

numbers.
multiples of 40 would be 40, 80, 120, 160, ... . What multiples
of 40 are near 146.26? Explain.” 120 and 160 Students find both
_ Intermediate students quotients. Since 146.26 is closer to 160 than 120, an estimate for
may use simple 146.26 = 41.2 is 4.
sentences, such as, ? “Since 146.26 is between 140 and 150, why didn’t we round to
“Round to 40.” those numbers?” We don’t know a division fact for 140 + 40 or
Advanced students 150 + 40.
may use detailed © “You used division facts and compatible numbers to estimate a
sentences, such as, quotient. How secure are you feeling with this process?”
“Round the divisor 41.2 2 Model: Discuss the relationship between the dividend and
to 40.” _ divisor. “We are dividing by a greater number. What does that
mean about the quotient?” It is less than 1. “In this example, we
want to estimate 4.2 + 8. We know that 4.2 < 8 so we can think
of four and two tenths as 42 tenths. What compatible numbers
do you know for 42 and 8?” 40 and 8 “Remember to say the
place values. 40 tenths + 8 is 5 tenths or 0.5. An estimate for
4.2=8 is 0.5"
2 “Can someone explain why the estimate of 0.5, which is a
makes sense for this problem?” 4.2 is about 4 and 4 divided by
8 is one half. They may mention 4 cookies divided between 8
students. Each student receives a ;cookie.

¢ Supporting Learners: If students are not secure with their basic

division facts, provide a fact sheet or multiplication table.
e In Exercises 3 and 4, ask students how they are renaming the
dividend.
@ Ask students to reflect on the different steps to rename the
dividend to estimate when the dividend is less than the divisor
Is there a part they are not clear about? What is challenging?
What are they secure with and could help others with?

T-306 Chapter 7
 hen
ge
A

a Think and Grow: Estimate Decimal Quotients

Ow Key Idea You can use compatible numbers to estimate quotients involving
decimals. When the divisor is greater than the dividend, rename the dividend
as tenths or hundredths, then divide.

FEERyaLD Estimate 146.26 + 41.2.

Round the divisor 41.2 to 40.

Think: What numbers close to 146.26 are easily divided by 40?

Use 120. 146.26 + 41.2 Use 160. Mie + 412=

120 8 40 = 160 + 40 =_4_

Choose 160 because 146.26 is closer to 160. So, 146.26 + 41.2 is about

Eta Estimate 4.2 = 8.

Rename 4.2 as tenths.

4.2 is 42 tenths. 42 tenths is close to 40 tenths. 40 and 8 are compatible numbers.

40 tenths + 8 = _> tenths, or 0.5

So, 4.2 + 8 is about 0.5.

Show, and) Grow,

Estimate the quotient. 1-4. Sample answers are given.

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Remember, you can use the song
Pay to Play
to review multiplying decimals and
whole numbers!

Chapter 7 | Lesson 2 306

 y

Apply and Grow: Practice

Scaffolding Instruction
Students are applying their understanding of dividing decimals
so far and compatible numbers to estimate quotients. These skills
require an understanding of place value and division fact fluency.
There are many sub-skills and concepts that come together in this
lesson. Listen to students’ reasoning and look at their written work
to assess where students are in their learning.
Emerging students may not be secure in determining a compatible
number for the dividend based on the divisor. If they are not
secure with basic division facts they will struggle with determining
between what two compatible numbers the dividend is located.
Exercises 5-11: If students struggle with determining an
estimate, encourage them to write out the steps to help you
determine if they are struggling with rewriting the dividend or
with identifying compatible numbers.
Exercise 12: This exercise checks to see if students understand
the strategy of choosing a compatible dividend based on the
divisor. Look to see that students explain that 42 is divisible by 7
but 43 is not.
Exercise 13: Students may not be able to think of specific
situations where estimations are appropriate. Often students
want to know the exact answer. This exercise has students
reason about the value of estimation in real-world contexts.
Proficient students are able to find a compatible dividend in terms
of the divisor. They are confident in their division facts and can use
these facts to determine compatible numbers.
Exercises 5-11: Students may be able to determine their
estimates mentally. Circulate among the students and ask
questions to make their thinking visible to you.

Additional Support
Use online and math center support for division facts.
Use a multiplication table to help students determine the
multiples of the divisor and therefore determine compatible
numbers for the dividend.

Extension
“Newton divides a number by 6.4. He estimates the quotient
to be 30. Find three different dividends that Newton could
be dividing.’

T-307 Chapter 7
 Name

Apply and Grow: Practice

@
ww Estimate the quotient. 5-10. Sample answers are given.
EH, shoes) Gale /2=29

0.6 0.2

7. 46+ 2.3 8.31.1 6.5

20 5

ie) 91,08)'= 5.2 10. 137.14 + 12.2

18 11

11. A group of 6 friends goes ice skating. They pay $43.50 altogether
for admission and skate rental. The friends share the cost equally.
How much does each friend pay?

$7.25

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12. MP] Reasoning Descartes estimates fe big DEEPER! Describe a division

ad
43.2 + 7.3 using mental math. Do you situation in which an estimate of two
i think he uses 43 = 7 or 42 + 7? Explain. decimals is appropriate.

2 42 =~ 7; Descartes uses mental Check students’ work.

math and 42 + 7 results ina
whole number.

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Chapter7 | Lesson 2 307

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 Think and Grow: Modeling Real Life
ELL Support
These application exercises provide students an opportunity to
| Read each question use their estimation skills in multi-step problems to determine a
aloud as students reasonable estimate for a quotient.
| follow along. Clarify
unknown vocabulary ? “Read the example. What are we asked to find?” Some students
and explain unfamiliar may say we need to find out how many more words your
references. You may friend can type each minute than you. The key word students
want to explain that may overlook is the first word in the sentence— about. About
the three words fish implies that an estimate is what is being asked for, not the exact
tank pump refer to one amount.
object. Discuss the 2 “What operation or operations will help us determine a
multiple meanings of reasonable estimate?” division and then subtraction Watch out
the word play. Allow for students who only want to subtract. They are not attending
students to work in to words per minute. “How do you know?”
pairs and provide ? Work through the example as a class. “Why did we choose the
| time to complete each estimates we did (300 and 450)?”
problem. Ask the
? Exercise 14 follows the same structure as the example. Students
questions provided
can work independently or with a partner. Ask students to
and have students
explain why they chose that compatible number for 143.99.
write their answers on
_ a whiteboard or piece ® Have students work with a partner or independently on
of paper to hold up for Exercises 15 and 16. “Discuss your work with a partner. Did
your review. anyone have an estimate that was different from their partner's?
Is it possible to have two different estimates?”
© “Write a note to a friend explaining how you would use
compatible numbers to estimate the quotient 33.47 + 5.” Have
students share their note with a partner. Have the partner
critique the note and make necessary additions or deletions.
¢ Supporting Learners: Students may have difficulty decoding the
language in the word problems. Assist them in determining the
steps involved in each situation. What operations are involved
and in what order? What compatible numbers should be
considered?

Closure
¢ Turn and Talk: “For 746.2 + 8, what compatible numbers would
you use to estimate the quotient? PartnerA should say a
compatible number that is less than the dividend, and Partner
B should say a compatible number that is greater than the
dividend. Which compatible number will you choose? What is
your estimate of the quotient?”

T-308 Chapter 7
 Think and Grow: Modeling Real Life

|Example | Your friend types 25 words each minute. About how

many more words can your friend type each minute than you?

To find how many words you can type each minute, divide the
number of words you type in 15 minutes by 15.

Think: What numbers close to 307.5 are easily divided by 15?

Use 300. 307.5 + 15 Use 450. 307.5 + 15=

300 + 15=_20_ 450 + 15=_30_

Choose 300 because 307.5 is closer to 300. So, 307.5 + 15is about_20_.

So, you type about 20 words each minute.

Subtract the words you type each minute from the 25

words your friend types each minute. _
5
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Your friend can type about 5__ more words each minute than you.

Show and) Grow,

14. Newton subscribes to a television streaming service and oy Members);
buys a gym membership. He spends $143.99 on the
streaming service for 12 months. About how much more
does it cost each month for the gym membership than the —< $19 99 Se
streaming service? each month
about $8
MY
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15. A fish tank pump filters 16. DIG DEEPER! A group of 32 students
158.5 gallons of water each hour. goes to a museum and a play. The total
About how many gallons of water cost for the museum is $358.98 and the S
does the pump filter each minute? total cost for the play is $256.48. About 3
how much does it cost for each student 5
about 3 gallons to go to the museum and the play? 3
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Chapter 7 | Lesson 2 308

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Homework & Practice Notes

e Exercise 12: Explain to students why there is a maximum
allowed flow rate.

Assignment Guide and Concept Check

Level Concept Check —

th, Sy S, Sh WZ

Prior Skills
e Exercises 14-16: Grade 5, Multiplying by Two-Digit Numbers

Cross-Curricular Connections
Art
e Have students design signs for foods that can be hung up ina
grocery store. Make sure students show prices with decimals.
Then provide a word problem that asks, “If you only have
$20.00 to spend, how many can you buy?” Have students
estimate the quotient.

Appl
Paesaii

T-309 Chapter 7
 ie
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Name
Homework
& Practice 7.2
Learning Target: Use compatible numbers to
estimate quotients involving decimals.
@
ww
chum Estimate 22.19 + 5.4.

Round the divisor 5.4 to 5.

Think: What numbers close to 22.19 are easily divided by 5?

Use 20. 22.19 + 54 Use 25. 22.19 + 5.4

20 eee 5A, Dey Ser ISS

Choose 20 because 22.19 is closer to 20.S0, 22.19+54isabout 4

Estimate the quotient. 1-6. Sample answers are given.

1216 2a O78

0.4 0.2

5. 42.1, = 7.3 6. 201.94 = 18.1

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"4 7. Acarpenter has a plank of wood that is 121.92 centimeters ae iL

, 2 long. He cuts the plank into 4 equal pieces. About how long 1 i '
. a is each piece? -
5 about 30 centimeters

; 3
9

Chapter 7 | Lesson 2 309

Chapter7| Lesson2 309

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 Extend Student Learning
Visual-Spatial
e Have students create a draft for a rectangular chalk drawing
or poster painting.Tell students an area and a length for their
drawing and have them estimate the quotient to find the
width. For example, if the given area is 31.4 square inches and
the length is 7.2 inches, students can estimate that the width
is about 4 inches. Allow time for students to create their chalk
drawings outside or provide poster and paint for their paintings.

Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter
e Extra Practice e Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Math Musicals
Tutorial Videos Dynamic Assessment System
Skills Review Handbook e Lesson Practice
Skills Trainer
Math Musicals

T-310 Chapter 7
 8. Mp) Reasoning A family used Y@U BE THE TEACHER’ Your friend
9.8 gallons of gasoline to drive says 9 + 2.5 is about 3. Is your friend’s
275.5 miles.Todetermine how far they estimate reasonable? Explain.
drove using one gallon of gasoline,
yes; 2.5 rounds to 3 and
can they use an estimate, or is an exact
answer required? Explain. 9 divided by 3 is 3.

They can estimate unless

precision is required.

MPI Number Sense Without calculating, tell whether the quotient is greater
than or less than 1. Explain.

10. 4.58
+ 0.3 WT O16 12

greater than 1; A larger number is less than 1; A smaller number is

being divided by a smaller number. being divided by a larger number.

. Modeling Real Life The maximum . Modeling Real Life To compare the
allowed flow rate for a shower head in amounts in the table, you assume the
California is 42.5 gallons of water in same amount of snow fell each hour for
17 minutes. About how much greater 24 hours. About how many more
is this than the maximum allowed flow inches of snow fell in Colorado each
rate for a kitchen faucet in California? hour than in Utah?

California Allowed 24-hour Snowfall

Flow Rate per Minute (gallons) Records (inches)

Kitchen faucet

about 1 gallon per minute

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Review & Refresh

Find the product. Check whether your answer is reasonable.

14. 56 X 78 =__ 15. 902 X 27 = =__ | 16. 4/602 35=

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Chapter 7 | Lesson 2 310

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STATE STANDARDS
(Coit 5.NBT.B.7
Preparing to Teach CE
Students have divided decimals by powers of 10 and estimated
Learning Target quotients for decimal division problems. In the next three lessons,
students will be dividing a decimal by a whole number. The goal is
Use models to divide
for students to understand that the process is the same as dividing
decimals by whole
whole numbers. Consistency of language will be very important.
numbers.
Since we want to model the dividend, using a decimal grid or
Success Criteria base ten blocks, we will refer to the divisor as the number of equal
e Use a model to groups. The quotient is the size of each group.
represent a decimal.
e Divide a model to E Materials
show equal groups. e colored pencils
e Use a model to divide e Decimal Grids*
a decimal by a whole
*Found in the Instructional Resources
number.

Dig In (Motivate Time)

_ Students draw a model of how to divide a decimal by a whole
number. Note, this could be done with base ten blocks, but the
Practice opportunities approach in this lesson is to use decimal grid paper.
for the following
e Distribute Decimal Grids and
are available in the d
colored pencils.
Resources by Chapter or |
at BigldeasMath.com. | e Write $0.32 on the board. Do NOT write
0.32¢, which is less than 1 cent. “Draw a
e Daily skills
model on your grid of what it would mean
e Vocabulary
to share $0.32 between four people. You
e Prerequisite skills
may use more than one color so your
model makes it clear how much each
person receives.” Pause.
ELL Support e Note: Many students will know that
dividing $0.32 between four people means
Remind students each receives $0.08. Without a context,
that a model is a many would not know 0.32 = 4.
| visual representation. e Ask volunteers to share their models.
| Illustrations, charts, and 2 “What does the divisor represent in the
diagrams all serve as
problem?” how many people you are
models. In this lesson,
sharing with “What does the quotient
students will use models
represent?” how much each person receives “So,
to represent division
$0.32 + 4 = $0.08. The divisor (4) is the number of equal groups
of decimals by whole
and the quotient is the size of each group ($0.08). You have
numbers.
divided a decimal by a whole number and the answer was a
decimal. 32 hundredths divided by 4 is 8 hundredths”
? “What do you think 32 tenths divided by 4 would be?”
¢ Extension: “Tell your partner a division problem you are confident
answering that involves a decimal divided by a whole number”
© “You have divided a decimal by a whole number using a model.
How did the division fact 32 +4 help you? How did the model
help you?”
T-311 Chapter 7
 Name
Use Models
to Divide 7.3
Learning Target: Use models to divide decimals by Decimals by
whole numbers. Whole Numbers
Success Criteria:
+ | can use a model to represent a decimal.
+ | can divide a model to show equal groups.
+ |can use a model to divide a decimal by a whole number.

J ee, ‘

Explore and ictow

Number of
Groups

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the quotient represent?

The quotient represents the number of parts per group.

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Explore and Grow

e Students use a decimal grid to model the dividend divided into equal
groups. The quotient is the size of the group.
e Remind students that the equal groups in their models should be obvious.
Coloring each group or using dark lines to separate the groups will help.
2 MP7 Look for and Make Use of Structure: “What division facts helped you
draw your models?” 8 + 4 and 72 + 3 “So 8 tenths divided by 4 is 2 tenths.
72 hundredths divided by 3 is 24 hundredths.”
@ “You have modeled a decimal divided by a whole number. Knowing a
division fact helped you know how to draw the model:
be

Chapter 7 | Lesson 3 311

 Think and Grow
ELL Support
Getting Started
After demonstrating
e Remind students that there is no one correct way to draw and
the examples, have shade a decimal. You want the model to be clear and easy to
students work in read, meaning the tenths are obvious because they are an entire
groups to discuss and
row or entire column.
complete Exercise 1.
Provide guidance Teaching Notes
to support their Model: This example follows from the Explore and Grow. “We
discussion: “How do can use a decimal grid to find 2.16 + 3. Think to yourself, what
you divide the whole?
do you know about the quotient? Why?” The quotient is less
How many tenths are
than 1 because the dividend is less than the divisor.
in each group? How
e MP6 Attend to Precision: “We start by shading 2.16.” Be sure to
many hundredths?”
Expect students to say 2 and 16 hundredths, not two point one-six. Discuss why we
perform according can also name this 216 hundredths.
to their language ? “We want to divide our model of into three equal groups.
proficiency level. Are you already thinking about division facts? 216 + 3 isn'ta
division fact, but perhaps you are thinking about a mental math
Beginner students
may write or state strategy? Talk to your partner about any predictions you have.”
numbers. Share as a class. It is likely at least one student will note that 21
Intermediate students can be divided by 3 and 6 can be divided by 3.
may use phrases or e Continue to work through the example. It will not be obvious
simple sentences where the 21 tenths comes from. Explain that 216 hundredths is
to contribute to also 21 tenths + 6 hundredths (2.1 + 0.06 = 2.16).
' discussion. e Point to the model and say, “So, 21 tenths divided by 3 is
Advanced students 7 tenths, and 6 hundredths divided by 3 is 2 hundredths. There
may use detailed are 3 equal groups of 72 hundredths.’
sentences and help e In Exercise 1, remind students we want to divide 3.25 into five
guide discussion. equal groups. The groups will be less than 1.
¢ Supporting Learners: Have students read the exercise using
precise language: three and twenty-five hundredths divided
by five. What other equivalent ways can the number be read?
What division facts are they thinking about?
@ “You have used a decimal grid to find the quotient of a decimal
and a whole number. Are you able to draw the model and
explain how division facts can help you?”

T-312 Chapter 7
 Think and Grow: Use Models to Divide Decimals

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So, 216 hundredths can be divided equally as 3 groups of 72 hundredths.

So, 2AO aS = 0.72.

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Chapter 7 | Lesson 3 312

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Apply and Grow: Practice

Scaffolding Instruction
Students are asked to use a decimal model to find the quotient of
a decimal by a whole number. The dividends are all less than the
divisors, resulting in quotients less than one. They will use grid
paper to model the division, clearly showing the equal groupings.
This is a model of repeated subtraction just as the multiplication
model was repeated addition. Students will use multiplication and
division facts to determine a reasonable quotient.
Emerging students may not fully understand how the model
helps them find the quotient or may be unsure of how to model
the decimal number with the grids. Emerging students may have
difficulty finding the number that will be in each group (quotient).
e Exercises 2 and 3: If students struggle with these exercises,
use questions to determine if the confusion is with modeling
the decimal factor, determining the decimal that will be in each
group, or in determining the quotient as the answer.
e Exercises 4-7: Provide grid paper for students who have
difficulty determining the quotient from the numbers only.
e Exercise 8: Just like working with whole numbers, the division
process of segmenting or dividing into groups has to begin with
the greatest place values and working to lesser place values as
regrouping is needed.
e Exercise 9: Do students understand the value of 9.85? Can they
explain that since 9.85 is less than 10, the quotient will be less
than 2? Do they recognize the need to compare the dividend
to 10?
Proficient students are able to use a decimal grid or their number
facts to determine quotients.

¢ Exercise 8: Have students share their reasoning about place

value when dividing a decimal by a whole number.

Additional Support
e Provide a multiplication table to determine the number in each
group to be shaded on the grid.
e Review the decimal values within the grid. Base ten blocks may
be helpful for the decimal values.

T-313 Chapter 7
 Name

Apply and Grow: Practice

Use the model to find the quotient.

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These applications allow students to apply their understanding
Read each problem of dividing a decimal by a whole number to solve a real-world
aloud as students follow problem.
along. Clarify unknown
vocabulary and ? “Read the problem. What do you know? What are you trying to
unfamiliar references. find?” Give students time to discuss the problem with a partner
_ You may want to discuss | before working through the problem as a class.
_ what racquetball is. ? “How can we determine the weight of one racquetball? What
Allow students to work does the model show? How does this relate to division?”
| in pairs and provide e Discuss each step in the division model with students, relating
time to complete each it from the model to the place values. Be sure to have students
problem. Ask the interpret the regrouping of 1 whole into 10 tens.
| questions provided and e “Tell your partner what 4.2 + 3 is.”
have students write ? Always refer back to the original problem when answering a
their answers ona
~ word problem. “Did we find out what one ball weighs?”
whiteboard or piece of
e¢ Supporting Learners: Provide grid paper for students who
paper to display for your
need it.
review.
e Exercise 10 is similar to the example. Students will divide
3.75 by 5 using grid paper or number facts.
e Exercise 11 is a multi-step problem. Students find the cost of
both the plums and peaches before determining the difference
in the cost.
© “Today you used a model to find the quotient of a decimal and
a whole number. Tell your partner how to use the model to
find a quotient. How does knowing multiplication and division
facts help when determining the number in each group? How
well can you use the model to find a quotient? How are you at
dividing a decimal by a whole number?”

Closure
e “Descartes wants to divide 3.2 by 8. Help Descartes draw a
model of the division and find the quotient”
? “Tell your partner what number fact will help sketch the model.
What is the quotient?”

T-314 Chapter 7
 |Example | A bag of 3 racquetballs weighs 4.2 ounces.
What is the weight of each racquetball?

Divide the weight of the bag by 3 to find the weight

of each racquetball.

Think: 4.2 is 4 ones and 2 tenths.

Shade 42 tenths to pig 4.2. Divide the model to show 3 equal groups.

42 tenths can be divided equally as 3 groups of _14_ tenths.

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So, each racquetball weighs 1-4 ounces.

Show and Grow)

SP
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IP 10. You cut a3.75-foot-long string into | 11. Ly You pay $5.49 for
5 pieces of equal length to make 3}pounds of atufae and $6.36 for
bt a beaded wind chime. What is the 4 pounds of peaches. Which fruit costs
length of each piece of string? more per pound? How much more?

0.75 foot plums; $0.24

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Homework & Practice Notes

e Remind students to regroup when necessary.

Assignment Guide and Concept Check

Assignment Concept Check ie
Emerging | 1-9 odd, 11-13
Proficient

Prior Skills
e Exercises 11-13: Grade 5, Using Strategies to Multiply Decimals

Cross-Curricular Connections
Art
e Divide students into pairs or groups. Have each group work
together to make a picture by dividing decimal grids equally
among the group members. Have students write an equation
to determine how many decimal grids they each draw on. For
example, you could have a pair of students create a picture
on 4.4 decimal grids. Each student would be responsible for
drawing on 2.2 decimal grids. Students can create one whole
image or create individual images to put together.

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44+2=2.2

T-315 Chapter 7
 Name
Homework
& Practice 7.3
Learning Target: Use models to divide decimals
by whole numbers.

|Example ] Use a model to find 1.2 + 6.

Think: 1.2 is 1 one and 2 tenths.

Shade 12 tenths to represent 1.2.

Divide the model to show

6 equal groups.

12 tenths can be divided equally

as 6 groups of 2 tenths.

So, 1.2+6

Use the model to find the quotient.

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Chapter 7 | Lesson 3 ai5

 Extend Student Learning
_ Interpersonal
_ © Have students draw a model to represent a decimal. Students
will then walk around the room and find a partner. They will
add their decimals together and then roll a die to divide their
total by a whole number. Have students solve and write their
answers on a sheet of paper.

Lesson Resources

Surface Level Deep Level

Resources by Chapter Resources by Chapter
e Extra Practice e Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
¢ Chapter Self-Assessment
Graphic Organizers
Differentiating the Lesson
Dynamic Assessment System
Tutorial Videos ¢ Lesson Practice
Skills Review Handbook
Skills Trainer

T-316 Chapter 7
 Use a model to find the quotient.

my, “ilhey rate}

0.2

7. MP) Structure Write a decimal division

equation represented by the model.

1.8+ 4=0.45

. Writing Explain how dividing a decimal by a whole number is similar

to dividing a whole number by a whole number.

You model the dividend and then divide the model into equal groups.

Modeling Real Life A designer learns 10. Modeling Real Life Newton buys
there are 5.08 centimeters in 2 inches. 4 gallons of gasoline. He pays $8.64.
How many centimeters are in 1 inch? How much does 1 gallon of
gasoline cost?
2.54 centimeters
$2.16

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STATE STANDARDS
5.NBT.B.7
Preparing to Teach
In this lesson, we generalize the patterns observed when dividing
Learning Target a decimal by a whole number. It is important to make connections
to whole number division and the language and strategies they
Divide decimals by one-
have used. They will use place value understanding and estimates
. digit whole numbers.
to help them know if the quotient is reasonable.
Success Criteria
e Use place value Materials
to divide. e whiteboards and markers
e Place the decimal point
in the quotient. Dig In (Motivate Time)
e Regroup when Students use division facts, and calculators if needed, to find
necessary. quotients in related division problems.
e Use estimation to
check my answer. © “In the previous lesson, you used division facts to help you
draw a model of a decimal divided by a whole number. Place
value was also important.”
e “| have three problems for you where division facts and place
value will help you find the quotient. You may have a calculator
if you think you need it. Try using mental math first!”
| Practice opportunities ° “Copy the three problems
- for the following onto your whiteboard and BRON BS 280.7 Oo ae
"are available in the find the quotient.” 45.05
2=24-9 Sere anaes
Resources by Chapter or e MP8 Look for and Express 4.86+2=2.43 9.36+3=312
at BigldeasMath.com. Regularity in Repeated
¢ Daily skills Reasoning: Have students hold their whiteboards up to display
e Vocabulary their answers. Ask a volunteer to explain how knowing
e Prerequisite skills 486 + 2 = 243 helped them find the next two quotients.
Be sure they use precise language and reference place value.
Repeat with the next set of three problems.
? Write just the first problem in the next set. 736+4=(84
ELL Support “How is the problem 736 + 4 different from oe
; PP the previous problems? If | told you the 73.6 + 4=18.4
Have students explain quotient, could you answer the next two 7.326+4=(.84
| the meaning of the word questions?” Write 73.6 + 4 and 7.36 + 4.
pattern. Then have them MP8 Look for and Express Regularity in Repeated Reasoning:
predict what pattern Have students display their whiteboards and explain how place
they might see in the value is helping them to divide.
completed table. © “You have observed how place value can help you find a
quotient, including decimals divided by a whole number. Today
we are also going to write the division problems in the standard
vertical form, just as you did with whole numbers.” Rewrite each
of the last three problems.

T-317 Chapter 7
 Name
Divide Decimals
by One-Digit 7.4
Learning Target: Divide decimals by one-digit Numbers
whole numbers.
Success Criteria:
+ | can use place value to divide.
+ [can place the decimal point in the quotient.
+ |can regroup when necessary.
+ |can use estimation to check my answer.

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What pattern do you notice in the placement of the decimal point?

The number of decimal places in the quotient is the same as

in the dividend.

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Reasoning How is dividing decimals by one-digit whole numbers

similar to dividing whole numbers?

The procedure is the same but you need to place the

decimal point in the quotient.

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Explore and Grow

e Students generalize that if they know how to divide ABC by a whole number n,
they also know AB.C + n, A.BC + n, 0.ABC = n, and so on. (A, B, and C are
single digits.)
¢ MP6 Attend to Precision: It will help to say, “225 tenths divided by 5is____
tenths; 225 hundredths + 5 =___ hundredths.” Five is the number of groups.
What is the size of each group?
e MP7 Look for and Make Use of Structure: Many students by this time
recognize that dividing a decimal by a whole number is not different that
dividing whole numbers. It is the placement of the decimal point in the
quotient you want them to be able to reason about and understand.

Chapter 7 | Lesson 4 317

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 Think and Grow
ELL Support
Getting Started
After demonstrating .
e Students write a decimal division problem in the standard
the example, have algorithmic form for the first time. There are no division facts
| students work in that give them an immediate clue as to the quotient. The Dig In
groups to discuss and
and the Explore and Grow have helped them see that decimals
complete Exercises 1-3.
can be divided just as whole numbers are, you only need to
| Provide guidance
know where to locate the decimal point.
to support their
discussion: “Divide Teaching Notes
place values from
e Students estimate the product first.
| left to right. When do
2 “What related whole number division problem will help us
you regroup?” Expect
solve this problem?” 738 = 6 Discuss Newton’s thought that
students to perform
according to their relates the two problems.
language proficiency ¢ Model: “To find 7.38 + 6 we begin in the greatest place value,
the ones, and then we will move to the next smaller place value
just as we did with whole numbers. Remember to align the
Beginner students
same place values in the dividend and quotient.” Work through
may write out math
and state numbers. the first step.
Intermediate students 2 MP6 Attend to Precision: “Now we divide the tenths, which
may use phrases or means we can locate the decimal point in the quotient.’
simple sentences Remember, we are not bringing down the 3. “Regroup 1 one as
to contribute to 10 tenths and combine with the 3 tenths. There are 13 tenths.
“What is 13 tenths + 6?” Finish recording the step.
Advanced students e Point out that the decimal point in the quotient is above the
may use detailed decimal point in the dividend. “This helps us know where to
9EF
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SS
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sentences and help place the decimal point in the quotient when dividing by a
_ guide discussion. whole number.’
e The last step is to divide 18 hundredths by 6.
@ “You have just divided a decimal by a whole number! The
quotient wasn’t a common division fact. How did you use the
estimate and place value to help you divide? Tell your partner.”
Elicit thoughts. Listen for explicit responses so you can make a
connection to each success criteria.
¢ Supporting Learners: The example can be modeled with a
decimal grid as shown.

1.23 1.23 1.23 1.23 1.23 1.23

¢ You may want to walk through Exercises 1-3 with students.
Encourage them to identify the reasoning for each step.
@© “Can you explain how place value tells you how to place the
decimal point in the quotient? Use your thumb signals to show
how confident you are dividing decimals by whole numbers.”
 |Example ] Find 7.38 + 6. Estimate ___1 Think: 738 X 0.01 is 7.38.
So, you can multiply the
Divide the ones. 1 quotient 738 + 6 by 0.01 to

67.38 7 ones + 6 a Pe
=0 lone X 6 aA ©
ae ©
1 7 ones — 6 ones
There is 1 one left over.

Divide the tenths. le Place the decimal point.

6)7.38 Regroup 1 one as 10 tenths
and combine with 3 tenths.
seilis)
83 13 tenths + 6
= ile) 2 tenths X 6
1 13 tenths — 12 tenths
There is 1 tenth left over.

Divide the hundredths. 1.23

6)7.38 Regroup 1 tenth as 10 hundredths
—6 and combine with 8 hundredths.
The)
a2
18 18 hundredths + 6
=i 3 hundredths x 6
0 18 hundredths — 18 hundredths
There are 0 hundredths left over.

So, 7.38 + 6 = 1.23 | Reasonable? 1:23 iscloseto_1_. /

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Chapter 7 | Lesson 4 318

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Apply and Grow: Practice

Scaffolding Instruction
Students are transitioning from using models and estimation in
dividing decimal and whole numbers to dividing them through
place value and an algorithmic approach based on place value.
Students will continue to practice division, and should recognize
the pattern of where the decimal is placed in the quotient. It is
very important that students make sense of the place values and
how it impacts the quotient rather than memorizing a rule for the
placement of the decimal.
Emerging students are not confident in dividing a decimal and
whole numbers without a model or using repeated addition. They
may struggle with the process of long division.
e Exercises 4-9: Students who were not successful on
Exercises 1-3 would benefit from small group instruction.
Model Exercise 5 and have students try Exercises 4 and 6.
Exercises 7-9 should be rewritten in the long division format.
Continue to reinforce the place value as they go through each
step of division.
e Exercises 10-12: These exercises use variables to find missing
dividends and a quotient. Students can use multiplication to
find the missing dividends.
e Exercise 13: This exercise checks students’ understanding of
place value and the division algorithm.
e Exercise 14: This exercise provides a different reasoning
process for division.
Proficient students are able to efficiently divide decimal and whole
numbers. They can explain their reasoning based on place value.
e Exercises 10-14: Have students explain their reasoning
to a partner.

Additional Support
e Provide grid paper for students to model the division if needed.
e Remind students of the long division process of whole
numbers. Show that this is not different.
Extension
e Students create a division problem similar to Exercise 14 for
a partner to solve. They can use a division problem already
completed from the exercises to make their puzzle. The puzzle
should only have two missing numbers.

T-319 Chapter 7
 Name

Apply and Grow: Practice

Find the quotient. Then check your answer.

4. 4.2 5. 0.17 6. 16.5
416.8 9)1.53 5)82.5

Te ATE = Sy s.05 eo Oo. 12943.

(=

25.8 14.2 18.49

Find the value of y.

10. y+2=48 11. 605+5=y 12.. y+ 8= 4.29

y=9.6 y=1.21 y = 34.32

13. MP) Reasoning Newton finds 14. DIG Fags! Find the missing
75.15 = 9.In what place is the first digit digits.
of the quotient? Explain.
89
ones; 9 is greater than 7, 6l4 7 3/4]
so divide 9 into 75.

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Chapter7 | Lesson 4 319

Chapter 7 | Lesson 4 319

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Think and Grow: Modeling Real Life
ELL Support a
These applications allow students to apply their knowledge
Read each problem of dividing a decimal and a whole number to solve a
aloud as students follow multi-step problem.
along. Clarify unknown
vocabulary, such as vial e Read the example. Give students time to discuss the problem
and stepping stone. with a partner before working through the problem as a class.
Explain unfamiliar ? “Tell your partner where we will find the information about the
_ references, such as a amount of gold the miners find. Is there anything in the chart
) flying disk. You may that is confusing?”
want to discuss what e “Share with your partner a plan for determining the number of
|| gold miners and ounces of gold each miner gets.” Share several plans.
j
| pharmacists do. Allow e Turn and Talk: “Estimate an answer for this problem.’
| students to work in
pairs and provide
time to complete each
e Work through the problem with the students.
e Extension: Find the current value of an ounce of gold. Share this ®Z
Of
91
OD
with students and ask the value of the gold each miner receives.
problem. Ask the
_ questions provided and e Exercise 15 follows the same format as the example.
| have students write ? Observe students as they complete the remaining exercises
| their answers ona with a partner. “Remember to read the exercises carefully. What
| whiteboard or piece of do you know? What do you need to find out?” All the exercises
| paper to display for have multiple steps.
/ your review. e Students may need help developing plans to solve
Exercises 16 and 17.
© “Today you divided a decimal by a whole number using long
division. Tell your partner how place value helps with division.
Now tell your partner how you know where to place the decimal
point in the quotient.’
© “Use your fist to five to describe how you are doing in finding
the quotient of a decimal divided by a whole number.”
¢ Supporting Learners: Provide multiplication tables to help ®n
©
*
students with facts so they can concentrate on the process of
division and place value with the decimal.

Closure
e “Newton divided 53.6 by 4 as follows. Help find 1.34
Newton's mistake and correct his work. What 4)53.6
went wrong?” — Ay
e “Descartes divided 1.35 by 5 as follows. Help find 13
Descartes’ mistake and correct his work. What = 42
went wrong?” 16
27 16
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T-320 Chapter 7
 Ss

F' Think and Grow: Modeling Real Life

a

A group of 5 gold miners finds the amounts |Week |Gold (ounces)

of gold shown. They divide the gold equally. How many
ounces does each miner get? 1 16.5
2 19:75
To find how many ounces each miner gets,
divide the total amount of gold by 5.
Add the amounts of gold. 11
15
BOW
36.25 The miners find 36-25 ounces of gold.

Divide the total amount of gold by 5.

call 36 ones +5

(| 12 tenths +5

25 25 hundredths
+5

Each miner gets 7.25 ounces of gold.

Show, and) Grow,

15. A pharmacist combines the medicine from both vials and
f Medicine
divides it equally into 7 doses. How much medicine Vial rd
(milliliters)
is in each dose?

3.5 milliliters BEE Com

16. Identical rectangular stepping stones 17. A set of 6 flying

form a path in a garden. What are the discs is priced $21.36. A customer
dimensions of each stone? saves $9.24 by buying the set rather
than buying them individually. What
[ee
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Chapter 7 | Lesson 4 320

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Homework & Practice Notes
e Exercise 10: Remind students about the order of operations.
e Exercise 14: Remind students how to find the perimeter of
a rectangle.

_ Assignment Guide and Concept Check

Assignment
1-9 odd, 10, 13, 15-17 |
By, ES), NO), 13

_ Prior Skills
e Exercises 15-17: Grade 5, Using Partial Quotients ®a
9
HO
Cross-Curricular Connections
Physical Education
e Write division expressions involving decimals being divided
by one-digit numbers on a beach ball. Have students pass
the ball back and forth and wherever their left hand lands is a2
@
®)
the expression they have to solve. Students will write their
expressions, solve, and show their work on a sheet of paper. a)

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T-321 Chapter 7
 jot

Name
Homework
& Practice 7.4
Learning Target: Divide decimals by one-digit
whole numbers.

Tae Find 46.53 ~ 9. Estimate 45 + 9 =5

4 tens cannot be shared among 9 groups without regrouping.
So, regroup 4 tens as 40 ones and combine with 6 ones.
Divide the ones. Divide the tenths. i Divide the hundredths.
5 5.1 i Sabu
9)46.53 9)46.53 i 9)46.53
ae) =45| see)
1 15 | 15
= = 019
63
= (655)
0

So, 46.53 +9= 5.17. Reasonable? 5.17 iscloseto 5. my

Find the quotient. Then check your answer.

Ue Se? 2. 1.26 sh 5.3
6)7.56 8)42.4

55 5:085.
3 — 6. 143.82
+ 9= —__

2.24 15.98

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Chapter 7 | Lesson 4 321

Chapter 7 | Lesson 4 321

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 Extend Student Learning
Visual-Spatial
e Have students solve the problem, “5 people ate at a restaurant.
Their bill came to $57.15. They each spent an equal amount of
money. How much money did each person spend?” Students
should solve the problem and create a menu with items that the
people could have eaten.

LAREN
MMRUTH
TET
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Lesson Resources
*®
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Surface Level | Deep Level
Resources by Chapter Resources by Chapter
e Extra Practice e Enrichment and Extension
e Reteach e Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos ¢ Lesson Practice
Skills Review Handbook
Skills Trainer

T-322 Chapter 7
b
 Find the value of y.

eV O78 8 149+5=y

y = 46.8 y = 2.98

10. MP) Number Sense Evaluate the 11. Writing Write and solve a real-life
expression. problem that involves dividing a
decimal by a whole number.
(2is3—9597)—-18
Check students’ work.

. YOU BE THE TEACHER Your . Modeling Real Life You buy

friend finds 197.2 + 4. Is your friend 2 packages of ground beef. One
correct? Explain. package contains 4.5 pounds and the
4.93 no; Your friend placed other contains 2.25 pounds. You put
4)197.2 thedecimal point equal amounts of meat into 9 freezer
—16 incorrectly. bags. How many pounds of meat are
37 in each bag?
ma) 0.75 pound
12
Sailee
0

. DG DEEPER! A homeowner hangs wallpaper on the walls e

Perimeter:
of her bathroom. What is the width of the bathroom?
8.52 meters a
1.52 meters

TUIULUIOLUIOIUIUIOIUIUIUIOIO!
Review & Refresh

Use partial quotients to divide.

153-607-215 == 16.0 4/591

=255 — 1 17. 0,099 6/7
40 R7 139 R4 77

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Chapter7| Lesson4 322

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STATE STANDARDS
5.NBT.B.7
Preparing to Teach
This lesson is the same as the previous but now we are dividing
Learning Target decimals by two-digit numbers. Not all students have recognized
how decimal division is like whole number division. You want
Divide decimals by
students to estimate to help them think about how reasonable
two-digit whole numbers.
their answer is, and draw decimal grid models when the dividends
Success Criteria are reasonable. Alternately, base ten blocks can be used to model
e Use place value many problems.
to divide.
e Place the decimal point Materials
in the quotient. e whiteboards and markers
e Regroup when
necessary. Dig In (Motivate Time)
e Use estimation to e Students use place value, and calculators if needed, to find
divide. quotients in related division problems.
© “In the previous lesson, you saw how dividing decimals by
whole numbers was very similar to dividing whole numbers.
You used place value to know where to place the first digit in OH®4@H
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[Warm-Up | the quotient. Place values in the quotients are aligned with
Practice opportunities place values in the dividend.”
(=)
for the following Display the group of three expressions Match
are available in the and three numbers. “Talk with your 3
ii
Resources by Chapter or De tS6r=2: A. {3
partner to decide which quotient matches
at BigldeasMath.com. P))) exer V2 BES
each expression. Be prepared to explain
| © Daily skills how you know you are correct.” SSO 12 C. O13
| @ Vocabulary ? MP2 Reason Abstractly and
| ¢ Prerequisite skills
i
Quantitatively: Ask volunteers to explain how they matched a
quotient to each expression. Explanations should demonstrate
an understanding of place value.
e | knew 156 + 12 > 12 because 12 X 12 = 144.
ELL Support
e 1.56< 12 so the quotient is less than 1; 1.56 + 12 = 0.13.
Point out that the areas e | wrote the problems in order like the last lesson and matched
| of the red and green them that way.
rectangles are similar e There are at least 10 groups of 12 in 156 and 13 was the only
and that the main quotient greater than 10.
| difference is the e Repeat with another set of three
| placement of the problems and three quotients if you feel
Match
decimal point. Ask
students need to hear more language 1) 361864 A. 24
students to predict how 2) 36/864 8B 024
and reasoning about place value. Write
the width of each 3) 361864 0.24
the problems as shown.
rectangle will differ, then |
have them check their @ “Are you more confident in thinking
predictions after they about how place value helps you find a quotient? We are still
complete the Explore dividing by whole numbers, and today they will be two-digit
and Grow. whole numbers.”

4~
@
e
T-323 Chapter 7 >
 r Name
‘ Divide 7 5
Decimals by $
Learning Target: Divide decimals by two-digit Two-Digit
whole numbers. Numbers
Success Criteria:
+» | can use place value to divide.
+ | can place the decimal point in the quotient.
+ | can regroup when necessary.
+ | can use estimation to divide.

Write a division problem you can use to find the width of each rectangle.
Then find the width of each rectangle.

11 inches

11 meters

Area = 253 square inches Area = 25.3 square meters

width = 253 ~ 11 width = 25.3 + 11

width = 23 inches width = 2.3 meters

Precision Explain how you can use estimation to check your answers.

Divide 250 by 10 and 25 by 10.

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Explore and Grow

¢ The Explore and Grow is similar to the Dig In in terms of related division
problems. The context is a natural example that relates the operations of
multiplication and division.
¢ MP4 Model with Mathematics: Use your hands to show what a square
inch looks like, and then a square meter. This is an opportunity to make a
connection to measurement concepts.
? MP2 Reasoning: “How did the first problem help you find the quotient in the
second problem?” Some students may carry out the division, while others
will use place value to find the quotient of 25.3 + 11.

Chapter 7 | Lesson 5 323

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Think and Grow
Getting Started
After demonstrating The Dig In and the Explore and Grow have helped students see
the examples, have
that you divide decimals by whole numbers using the same
students work in pairs
procedure as dividing whole numbers. You need to know where
to discuss and complete
the decimal point is located in the quotient, and place value
Exercises 1-3. Provide
understanding and estimates are used.
guidance to support
their discussion: Teaching Notes
“Divide place values
? Students estimate the quotient first. “Tell you partner how you
from left to right. When
estimate 79.8 + 14.Why is a reasonable estimate less than 10?
| do you regroup? Where
Why is a reasonable estimate greater than 2?”
| do you place the
| decimal point?” Expect ? “What related whole number division problem will help us
| students to perform
according to their
solve this problem?” 798 + 14 Some students will find it helpful
to work on this problem to the side.
DR
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language proficiency 2 Model: “To find 79.8 + 14 what should we be thinking to get
level. started?” We are dividing by a two-digit number. The first two
place values in the quotient are 79 ones. “79 ones divided by
Beginner students
may write out math 14 is how many ones?” Remember to align the same place
and state numbers. values in the dividend and quotient. “So we write 5 ones in the
Intermediate students quotient. Now we know where the decimal point is placed.” @
may use phrases or Work through the first step.
simple sentences In the next step, the 9 ones is regrouped as 90 tenths, and
to contribute to combined with the 8 tenths equals 98 tenths. “98 tenths divided
discussion. by 14 is how many tenths?” 7
Advanced students ' “How would we know if 7 was too big?” The product would
A)
[r,
may use detailed be greater than 98. “How would we know if 7 was too small?”
) sentences and help
) guide discussion. The remainder would be greater than 14.
Model: In the second example, explain that we are going to
divide as we do with whole numbers. An estimate is used to
make sense of where to place the decimal point in the quotient.
Discuss with students why this is okay. “We know the dividend
is less than the divisor, so the quotient is less than 1. The related
whole number problem is 2,054 + 26.”
Have students work with a partner to solve the three exercises.
Be sure they estimate the quotient before beginning division.
Circulate and observe how students are finding each partial
quotient. Can they explain aloud their thinking?
Supporting Learners: Provide large grid paper to help students
keep their place values aligned.
© “How are you doing with your learning today? If you are
stuck or confused, what will help you with your learning?”

_
T-324 Chapter 7 y
 Tete Find 79.8 + 14. Estimate ___
>

Regroup 7 tens as 70 ones and combine with 9 ones.

Divide the ones. 5

14)79.8 79 ones + 14
=) 5 ones X 14
9 79 ones — 70 ones
There are 9 ones left over.

Divide the tenths. Si Place the decimal point.

14)79.8 Regroup 9 ones as 90 tenths
=70! and combine with 8 tenths.
98 98 tenths + 14
— 98 7 tenths x 14
0 98 tenths — 98 tenths
There are 0 tenths left over.

So, 79.8 +14=_2:7_, Reasonable? _3:7_iscloseto_2 _. Y

TSESeD Find 20.54 + 26.

0.79
Step 1: Estimate the quotient. 26) 20.54

2,000 hundredths + 25 = 80 hundredths — [182]

234
Step 2: Divide as you do with whole numbers. =

Step 3: Use the estimate to place the decimal point. 0

So, 20.54 + 26 = 9.79 .

Show and Grow

Find the quotient. Then check your answer.
ite 4.3 2 8.25 3. 0.53
12)51.6 17) 140.25 61)32.33

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324

Chapter 7 | Lesson 5 324

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Apply and Grow: Practice

Scaffolding Instruction
Students are transitioning from using models and estimation in
dividing decimal and whole numbers to dividing them through
place value and an algorithmic approach based on place value.
Students will continue to practice division, and should recognize
the pattern of where the decimal is placed in the quotient. It is
very important that students make sense of the place values and
how it impacts the quotient rather than memorizing a rule for the
placement of the decimal.
Emerging students are not confident in dividing a decimal and
whole number without a model. The dividends in these exercises
are too large to warrant the use of a model, so reinforcing place
value in each step will be the best method of support. @Q
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e Exercises 4-6: Students make a mental estimate of the quotient,
and place the decimal point as appropriate. If students have
difficulty with this, go back to the Dig In exercises and repeat
another sequence.
e Exercises 7-12: Students will practice division of decimals by
two-digit whole numbers. Go back to a decimal divided by a
one-digit number to reinforce the process if students are having
great difficulty. Students check their answers by multiplying. @
a,
e Exercises 13-15: Students will solve for a missing dividend as
well as a quotient.
e Exercises 16 and 17: Students are able to develop number sense
through these questions.
Proficient students are able to efficiently divide decimal and
two-digit whole numbers. They can explain their reasoning.
e Exercises 4-6, and 16: Can students reason about the placement
of the decimal and explain their thinking in terms of place value?
e Exercises 7-12: Be sure students are checking their work with
multiplication.

Additional Support
¢ Bring a small group of students together to review division.
Begin with whole numbers, then a decimal divided by a single
digit, and build up to problems like Exercises 7-12.
Extension
¢ Students should estimate their quotients using a strategy such
as compatible numbers or rounding to check their answers for
reasonableness.

T-325 Chapter 7 %
 Name

Apply and Grow: Practice

Place a decimal point where it belongs in the quotient.

4. 251.75 +19=13.25 5. 88.04

+ 62 = 1.42 6. 3.22+23=0.14

Find the quotient. Then check your answer.

7. 1.8 8. 2.2 9. 28.1
54)97.2 91)200.2 2)56.2

{
10. 6.08=+
16 =___ 11.67.4525
ie eee 12%9 147.63
= 37 = _-
0.38 1.49 3.99

Find the value of y.

13. y+ 44= 1.82 14. 106.6
+ 82=y 15.0 y= 13 = 2.6

y = 80.08 y=1.3 y = 33.8

16. MP) Logic Newton and Descartes find 17. Wess!) Find a decimal that
44.82 + 18. Only one of them is correct. you can divide by a two-digit whole
Without solving, who is correct? Explain. number to get the quotient shown.
Descartes; There should be 2 decimal Fill in the boxes with your dividend
places in ~~~, and divisor. Sample answer:
vn H at oe

(4482=18= 249 ?the €44.82 + 18 = 249 ) ee

ee quotient, ~~~ =
= because the © > 4oo [12))[7.2]
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Chapter7 | Lesson 5 325

Chapter 7 | Lesson 5 325

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Think and Grow: Modeling Real Life

These applications allow students to apply their knowledge of
Read each problem dividing a decimal and a two-digit whole number to solve a
aloud as students follow multi-step problem.
along. Clarify unknown
vocabulary and Preview: “Have any of you ever seen a paddleboard before?”
unfamiliar references, Let students share what they know about water sports, or if they
such as paddleboarding, have had any paddleboarding, surfing, or other experiences.
all-terrain vehicles, “Read the problem. What are you trying to find?” Give students
and dog parks. Allow time to discuss the problem with a partner before working
students to work in through the problem as a class.
pairs and provide “Share with your partner a plan for finding the number of miles
time to complete each you paddleboard each day.”
problem. Ask the Turn and Talk: “Estimate an answer for this problem.’ a little
questions provided and more than 1
have students write
Observe students as they complete the remaining problems
their answers ona
with a partner. “Remember to read the problems carefully. What
whiteboard or piece
do you know? What do you need to find out?” All the problems
of paper to display for
have multiple steps.
your review.
Extension: “Choose a division problem from Exercises 4-12.
Write a story that the equation would solve.”
“Today you used two strategies to multiply a decimal and a
«@,
whole number. Tell your partner two different ways to multiply
a decimal and a whole number. Which do you prefer to use and
why?” Have several students share their favorite strategy.
© “There is a pattern in where the decimal point is located in the
product. If you think you know the pattern, whisper it to your
partner.’ Have students share patterns they have seen.
Supporting Learners: Color code place values for students to aid
in the long division process.

Closure
Have students sit with a partner with one whiteboard and one
marker to share. Write the following problem: 64.8 + 18.
Students take turns writing a step in the division until the
problem is completed. Repeat with a second problem having
students alternate who begins.

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T-326 Chapter 7
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 Think and Grow: Modeling Real Life

|Example } You practice paddleboarding for 3 weeks. You paddle

the same amount each day for 5 days each week. You paddle
22.5 miles altogether. How many miles do you paddle each day?

To find the total number of days you paddle in 3 weeks, multiply

the days you paddle each week by 3.

5X3=15 So, you paddleboard _15 days in 3 weeks.

To find the number of miles you paddle

each day, divide the total number of miles 15)22.5 22 ones ~ 15
by the number of days you paddle in 3 weeks. =__ [15]

75 75 tenths = 15
=
[0]
You paddle _1-5_ miles each day.

Show and) Grow,

18. Descartes borrows $6,314.76 for 19. A blue car travels 297.6 miles using
an all-terrain vehicle. He pays back 12 gallons of gasoline and a red car
the money in equal amounts each travels 358.8 miles using 13 gallons
month for 3 years. What is his of gasoline. Which car travels farther
monthly payment? using 1 gallon of gasoline? How
much farther?
$175.41
red car;
2.8 miles

20. The rectangular dog park has an Bove

area of 2,616.25 square feet. How much fencing
does an employee need to enclose the dog park?

226 feet

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Chapter 7 | Lesson 5 326

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Homework & Practice Notes

e Exercise 16: Remind students how to find the area and
perimeter of a rectangle.

Assignment Guide and Concept Check

Concept Check

Sy), title teh, “WS

Prior Skills #D
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e Exercises 17-19: Grade 5, Multiplying Decimals
=
Cross-Curricular Connections
Art
e Research how to teach two-point perspective in art. Provide
students with graph paper. Have students define the horizon
line (“line of sight” of the viewer) and the vanishing points on
paper. Have students draw the corner of the object in between «@
QQ
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the vanishing points and then lines from each end of the corner
to each of the vanishing points. Students will then draw parallel,
vertical lines to show where the object ends. Students can erase
the lines they no longer need to show the 3D form. Then, have
AM
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students find the perimeter of the graph paper given the area
is 93.5 square inches and one side of the paper is 11 inches. ¢
Students will record their work on a separate sheet of paper.

T-327 Chapter 7
 Name
Homework
& Practice (7.5)
Learning Target: Divide decimals by two-digit
whole numbers.

Teen ece Find 8.52 + 12.

Step 1: Estimate the quotient.
12)8.52
850 hundredths + 10 = 85 hundredths - [84
Step 2: Divide as you do with whole numbers. 12
2
Step 3: Use the estimate to place the decimal point.

Sopss2=12=20'/1;

Place a decimal point where it belongs in the quotient.

1.. 127.2 = 24=5.3 2. 48.64 + 32=1.52 3. 514.18 + 47=10.94

Find the quotient. Then check your answer.

4. 1.3 5. 0.56 6. 0.06
72)93.6 7)3.92 29)1.74

Ts 24:3 19 ee 8. 2449 '31— Ch B=

2.7 7.9 2.06

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Chapter 7 | Lesson5 327

Chapter 7 | Lesson 5 327

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Bodily-Kinesthetic
¢ Place students into groups of five. Place 1 copy of the Divide
Decimals Relay Race Instructional Resource on the opposite
side of the room for each group. Have students in each group
take turns running from one end of the room to the other
where they will solve one exercise. They will then run back to
tag a member from their group to repeat the process. They will
continue to do this until all exercises on the sheet of paper are
solved. The first group to solve all exercises on the paper and
make it back to where they started wins.

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Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter

e Extra Practice e Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos e Lesson Practice
Skills Review Handbook
Skills Trainer

T-328 Chapter 7
 Find the value of y.

10. y+ 16 =0.23 11. 44.1

+ 21=y 12. y+28= 11.04

y = 3.68 y=2.1 y = 309.12

13. Y@U BE THE TEACHER’ Your friend 14. EDSZTS a banker divides the
finds 21.44 + 16. Is your friend correct? amount shown among 12 people.
Explain. How can she regroup the money? How
much money does each person get? $0.23
13.4 no; Your friend put
16)21.44 the decimal in the
0) | wrong place.

fi Bb
ree bay Lm

Change $2.50 to 25 dimes. Then cha nge 3 dimes

to 30 pennies and the nickel to 5 pennies.

15. Modeling Real Life You have hip-hop Mn DIG DEEPER! ann rectangular
dance practice for 5 weeks. You attend classroom rug has an area of
practice 5 days each week. Each practice 110.5 square feet. What is the
is the same length of time. You practice perimeter of the rug?
for 37.5 hours altogether. How many
hours do you practice each day? 43 feet
SS
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1.5 hours

SOLOOLORC100 000101010303
Review & Refresh

Find the product.

7. 10:52 0.4 18.10:7-<

213: =. 19. 152:%:8:6'=
__=

0.208 14.91 13.072

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Chapter 7 | Lesson 5
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STATE STANDARDS
= esa 5.NBT.B.7
Preparing to Teach
A significant step in the learning progression of decimal division
Learning Target occurs today. All of the previous problems have involved dividing
by a whole number. If a model was drawn, the divisor represented
Use models to divide
the number of groups. The divisor is now a decimal so we change
decimals by decimals.
our interpretation and say it is the size of the group. The quotient is
Success Criteria the number of groups.
e Use a model to We still want students to think about the relationship between the
represent a decimal. dividend and divisor (greater than, less than), estimate a quotient,
e Divide a model to and recognize that how we divide will still look like whole number
show equal groups. division. The placement of the decimal point in the quotient is
e Use a model to divide learning that will be formalized in the next lesson.
a decimal by a decimal.
Materials
e grid paper

Dig In (Motivate Time)

Practice opportunities Students are shown a grid model and asked to identify the
for the following problem it represents.
are available in the
Resources by Chapter or e Display the model shown. “Tell your partner what decimal
at BigldeasMath.com. problem you think this represents. If you can think of more than
one, write all possibilities.” i.e Sees
e Daily skills
Os = (hss (EXONS = TES}
¢ Vocabulary
e Prerequisite skills 18+6=0.3 18+ 0.3=6
OF 30-3 40,35:
OSE 0.3 0:31 —) 10
2 MP3 Construct Viable
Arguments: Ask volunteers to explain why the model represents
Verify that students
each equation. You should hear reference to place value names.
understand how the
When a volunteer discusses the division model for 1.8 =~ 6,
models represent the
listen for 1.8 divided into 6 equal groups and each group
numbers. Point out that
has a size of 0.3. “The quotient represents what?” the size
the black lines divide the of the group
model into three parts.
? “I'm curious about the 1.8 + 0.3. What does the quotient
Ask, “What portion
represent in this problem?” The number of groups. There are
would represent 2?
six groups of 0.3 in 1.8.
How would you
2 “We are going to model decimals divided by decimals today.
represent 0.4?”
What are you curious about? What do you wonder?” Give
discussion time.
@ “We are going to draw models on decimal grid paper to help us
make sense of dividing decimals. What does the large 10-by-10
grid represent?” 1 whole “How do you represent one tenth?
one hundredth?”

t
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T-329 Chapter 7 q
 un Name
a Use Models
: to Divide 7.6
Learning Target: Use models to divide decimals by decimals. Decimals
Success Criteria:
+ | can use a model to represent a decimal.
- | can divide a model to show equal groups.
+ | can use a model to divide a decimal by a decimal.

Explore and Grow

Structure When using a model to divide decimals, how do you

determine the number of rows and columns to shade? How do you
divide the shaded region?

The dividend decides the number of rows and columns to shade.

The divisor divides the shaded region.

Explore and Grow

¢ MP4 Model with Mathematics: The Dig In has prepared students to think
about the first problem. As you circulate ask what the divisor means
(0.8 is the size of the group) and what the quotient means (3 is the number
of groups).
¢ Do not model the second problem for them. It is a productive struggle
for students to think about what the divisor and quotient represent when
dividing decimals. How many groups ofsize 0.05 are there in 0.3?
¢ Supporting Learners: Say and write place value language: 3 tenths is
equivalent to 30 hundredths; 30 hundredths + 5 hundredths = 6.

Chapter7| Lesson6 329

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Think and Grow
ELL Support
Getting Started
After reviewing the ¢ Big Idea:To model decimal division on a decimal grid we need
example, have students to remember that the grid represents 1.
work in groups to
e MP6 Attend to Precision:
discuss and complete
When you model and say (2 + 03 Re Se
Exercises 1 and 2.
12 tenths divided by 3 tenths | : if
Expect them to perform
is 4students may ask why the — amount sizeof number of
according to their
quotient isn’t 4 tenths. Isn't wehave equalgroups groups
language proficiency
tenths divided by tenths equal
level.
to tenths? They are recalling
Beginner students that the units were alike in am “ OF) oe
may demonstrate the addition and subtraction of x /\ +) \F Y
process by drawing decimals. Draw a contextual
and writing out the model to remind them of what _ !2 stars divided into
math. division means. 4 equal groups of 3 stars
Intermediate students
Teaching Notes
may describe the
process by drawing ¢ Model: “We want to model 1.2 + 0.3. Notice that the grid is
and using simple divided into tenths and not hundredths.
This will make it easier
sentences. to show 12 tenths divided by 3 tenths.” @®
a2
®@®
4®©&42a
Advanced students 2 “How do you represent 1.2?” shade 12 columns “Now we want
may describe using to divide this quantity into equal groups of 0.3. We can circle
detailed sentences and groups of 3 tenths or just draw dotted lines to make the groups
help guide discussion. obvious. There are 4 groups of 0.3 so 1.2 + 0.3 = 4”
e Supporting Learners: If you have been using base ten blocks at
all in this chapter you could use 1 flat and 2 rods and show the
flat is exchanged for 10 rods. You can now show four groups of
3 rods.
? Model: “Now we want to model 0.7 + 0.14. Since the divisor is
hundredths, the grid provided is hundredths.” Shade 7 tenths.
“\Nhat is an equivalent name for 0.7?” 0.70 “The division
question is asking how many groups of 14 hundredths are there
in 70 hundredths.” Finish the problem with student assistance.
¢ Big Idea: Make a point of mentioning that the dividend and
divisor have the same place value in both problems.
e Extension: “Would estimation help us in either problem?” Many
students will note that it’s hard to estimate when the numbers
are so close to 1 or less than one.
¢ MP2 Reason Abstractly and Quantitatively: “In each problem
the dividend was greater than the divisor. What does that tell
you?” The quotient will be greater than 1.
¢ The exercises are similar to the examples. Have students
interpret their models. Are they making any connection to
whole number division? ee
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in the lesson they demonstrated each criterion successfully.

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Chapter 7 | Lesson 6
330
 |Laurie's Notes
Apply and Grow: Practice
Scaffolding Instruction
Students are asked to use an area model to find the quotient of
two decimals. They should shade the dividend first, and then
partition the dividend into segments equal to the divisor. The
quotient is the number of groups partitioned.
Emerging students may be able to sketch the dividend in the
model, but be confused when partitioning. Students may have
difficulty recognizing the place values when thinking about the
best way to partition.
e Exercises 3-6: Students continue to shade the model to show
the division. Watch as students shade and partition.
e Exercise 7: Students can do this exercise mentally by reasoning
about the money. Provide grid paper for students to model the
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place value when dividing decimals with a model. If students
are having difficulty with Exercise 9, remind them that they
have 72 hundredths put into eight groups.

Proficient students are able to sketch the area and partition

correctly to find a quotient.
e Exercise 7: Can students sketch their own model to solve? Can
they make sense of the division with the model and explain it
in terms of the context? They will most likely already know the
answer from having money sense.
e Exercises 8 and 9: Have students share their reasoning and
show their models under a document camera.

Additional Support
¢ Give students a marker or dark pen to outline the partitions
for clarity.
e Provide students with strategies to determine the value within
each partition in the quotient.
° Give students a multiplication table as needed.

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These application exercises allow students to apply their
Read each question understanding of division with an area model to solve a
aloud as students follow multi-step problem.
along. Clarify unknown
Explain densityto students. Density is a measure of how
vocabulary and explain
compact the matter in an object is. An object that has a greater
unfamiliar references.
mass but takes up less space will have a higher density than
Verify that students
an object that has a lesser mass but takes up more space. If an
understand what is in
object is less dense than the liquid it is put in, it will float.
the chart and remind
them that the word table Give students time to read and discuss the example with
can be used to refer to it. - a partner before working through the problem as a class.
Allow students to work Students may think about multiplying 0.9 (neon) by 5 and
in pairs and provide compare to aluminum’s density. This will work, but can be
time to complete each confusing as to what the comparison means. Ultimately, it me
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problem. Ask the does not reinforce the division concept but does show the
questions provided and inverse relationship.
have students respond ) “\Nhat plan can we use to find how much more dense
by writing their answers aluminum is than neon?”
on a whiteboard or piece Ask students to estimate how much more dense aluminum is
of paper to hold up for than neon. “Share with your partner if you think aluminum is
your review. Discuss more than 5 times as dense as neon.’
explanations as a class. Work through the example with students.
Exercise 10 is the same format as the example, and uses the
same table for information.
Extension: “What other questions can you ask and answer from
the density table that are like the example and Exercise 10?
Trade with a partner and compare your answers.”
Exercises 11 and 12 are both multi-step problems.
Observe students as they complete the remaining exercises
with a partner. They will most likely need grid paper to sketch
their models. They should be able to perform any necessary
calculations in the space provided.
© “Today you used an area model to divide two decimals. What
was easy for you? What was a challenge for you? Tell your
partner how to use a grid to model decimal division. Be sure to
share how you knew how to partition the dividend.”
Supporting Learners: Provide grid paper and multiple colored
pencils for students to solve the problems on this page.

Closure
Today's closure is patterned
after the Dig In. Show the
model and have students work
with a partner to list as many a,
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T-332 Chapter 7
 Density is a measure that
compares the mass of an
object to the amount of
En Is aluminum more
space it occupies.
than 5 times as dense as neon?

Divide the density of aluminum

by the density of neon to find
how many times as dense it is.

Use a model. Shade 27 columns

to represent 2.7.

Divide the model

to show groups of 0.9.

There are _3 groups

of _2 tenths.

So, 2.:7+ 0.9 = 3

Compare the quotient to 5. AG:

So, aluminum _!S°t__ more than 5 times as dense as neon.

Show, and’ Grow)

10. Use the table above. Is neon 11. You fill a bag with Peanuts
more than 9 times as dense as peanuts, give the } 40.23
hydrogen? cashier $5, and | per pound }
receive $3.16 in
yes
change. How many
pounds of peanuts
do you buy?
8 pounds

12. You have 2.88 meters of copper wire and 5.85 meters
of aluminum wire. You need 0.24 meter of copper wire to make one
bracelet and 0.65 meter of aluminum wire to make one necklace.
Can you make more bracelets or more necklaces? Explain.

bracelets; 12 bracelets > 9 necklaces

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e Provide students with base ten blocks and grid paper for
additional support.
e Remind students that the dividend is the number of columns
you shade and the divisor is shown by breaking apart the
groups in the model.

Assignment Guide and Concept Check

Level, ann Assignment _ Concept Check |

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Prior Skills
e Exercises 10 and 11: Grade 5, Using Number Properties

Cross-Curricular Connections
Science
e Have a discussion with students about density. The density of
an object is the mass divided by the volume. Provide students
rectangular prisms made of different materials (wood blocks,
metal or glass paperweights, polystyrene packing blocks, etc.).
Have them use a scale and metric weights to determine the
mass. Then have them use a ruler to measure the dimensions
and find the volume. Students divide the mass by the volume to
find the density.
Note: If students measure to the hundredths place, they can
round or use compatible numbers to find either the volumes or
the densities.

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e Provide students with grid paper and have them list and
describe the steps they should take when dividing decimals by
decimals. Provide students with a division expression
(for example, 1.7 + 0.85) for students to use when describing
their models. On the back of their model, have students
compare how using models to divide decimals is similar to or
different than using models to divide whole numbers.
Note: Allow time for students to describe their steps to a partner
to ensure correctness.

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Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter

e Extra Practice e Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
e Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos e Lesson Practice
Skills Review Handbook
Skills Trainer

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T-334 Chapter 7
 5. You have a piece of scrapbook paper that is 1.5 feet long. You cut it
into pieces that are each 0.5 foot long. How many pieces of scrap book
paper do you have now?
3 pieces

6. Y@U BE! THE! TEACHER Your friend 7. Writing Write a real-life problem that
uses the model below and says involves dividing a decimal by another
0.12 + 0.04 = 0.03. Is your friend decimal.
correct? Explain.
no; There are 3 groups of 0.04 in 0.12. Check students’ work.

8. Modeling Real Life Does the watercolor | 9. You have 3.75 cups of
paint cost more than 3 times as much as popcorn kernels. You fill a machine with
the paintbrush? Explain. 0.25 cup of kernels 3 times each hour.
How many hours pass before you run
Value Store Items out of kernels?

|
item
| Price| 5 hours

Watercolor paint
+S

yes; $2.96 divided by $0.74 is 4.

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Review & Refresh

Complete the equation. Identify the property shown.

10. 3X14=14x_3_ 11. 8x (3+ 10) =(8 x 3) + (8x _10_)

Commutative Property Distributive Property
of Multiplication of Multiplication
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Preparing to Teach -
Students divided decimals by whole numbers and learned it was
Learning Target just like dividing whole numbers, and the decimal point in the
quotient is placed above the decimal point in the dividend. This
Divide decimals by
means that like place values are aligned. In the previous lesson,
decimals.
they modeled decimal division and learned that when the dividend
Success Criteria and divisor had the same place value name (tenths, hundredths),
e Multiply a divisor and a they find the quotient. Today we generalize division of decimals.
dividend by a power of The goal is for students to understand why it is helpful to rewrite
10 to make the divisor equivalent values for the dividend and divisor.To accomplish this,
a whole number. they multiply by powers of 10.
e Place the decimal point
in a quotient. Materials
e Divide a decimal by e whiteboards and markers
a decimal. e calculators

Dig In (Motivate Time)

Students use calculators to explore patterns in decimal division.
© “In this chapter, you learned to divide decimals and whole
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are available in the
you know where to place the decimal point in the quotient.”
_ Resources by Chapter or |
e Distribute calculators and whiteboards. Display the chart.
' at BigldeasMath.com.
e Daily skills
_ © Vocabulary
, ¢ Prerequisite skills

e “Do not use your calculator, yet! | want you to look at the 5 ~~
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expressions and put them in order from the greatest quotient

ELL Support to the least quotient. Talk to your partner and write the
corresponding letter if you wish. Remember, greatest to least.”
_ Point out the success 2 MP2 Reason Abstractly and Quantitatively: Students will know fo
e
criterion that states that there is a 6 in the quotient. Discussion with their partner should
a divisor and dividend focus on the relationship between the dividend and divisor.
can be multiplied by a Is the dividend greater than or less than the divisor? Are their
power of 10 to make a place value names close together? The reasoning that students
whole number divisor. offer during the class discussion is very insightful.
Ask them to predict how
? “Are there any quotients you are more confident about than
this is possible. After the
others?” Students almost always say when they are working
lesson, have them check
with whole numbers. “Why?” | can estimate better.
what they have learned
e Elicit predictions and explanations. Students will want to check
against their prediction.
their predictions on the calculator.
@ “The strategy that you will learn today will help you know
where to place the decimal point in the quotient”

T-335 Chapter 7
 Name
Divide 7.7
Decimals
Learning Target: Divide decimals by decimals.
Success Criteria:
+ [can multiply a divisor and a dividend by a power of 10
to make the divisor a whole number.
+ | can place the decimal point in a quotient.
+ | can divide a decimal by a decimal.

Find 96 + 32.

Structure How can multiplying by a power of 10 help

you divide decimals?

When the divisor becomes a whole number, the division is easier.

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¢ This exploration is a good way to see if the reasoning students developed in
the Dig In can be applied. They drew models in the previous lesson.
? Ask a volunteer to interpret the model. There are 3 groups of 32 hundredths
in 96 hundredths. Write: 96 hundredths + 32 hundredths = 3.
¢ Connection: The model also represents 96 + 32 if we define the small square
to be 1. Both models are the same. The quotients are the same.
? “How can multiplying by a power of 10 help you to divide decimals?” You
know where the decimal point is located because you can estimate the
quotient. Comfort with whole number division is important.

Chapter 7 | Lesson 7 335

 y

Think and Grow

ELL Support R
Getting Started
After demonstrating ¢ The Key Idea describes a strategy for decimal division
the examples, have problems. Students learned earlier in the chapter that when the
students work in divisor is a whole number, we place the decimal point in the
groups to discuss and quotient above the decimal point in the dividend. It is rewritten
complete Exercises 1-3. as an equivalent division problem by multiplying both the
Expect students to dividend and divisor by the same power of 10. We want the
perform according divisor to be a whole number so we know where to place the
to their language decimal point in the quotient.
proficiency level.
e Discuss the two examples and 0.32 + 0.4 15.6 = 0.12
_ Beginner students may add them to an anchor chart. v Y v
_ write out the math and In the first example, the divisor X10 X 10 x 100 x 100
_ discuss using simple is 0.4 so we multiply dividend v Y
phrases. and divisor by 10.3.2 + 4isa 3.2+4 1560 = 12
Intermediate students problem the learned to solve earlier in the chapter. In the second
may write and example, you multiply each by 100 so that the divisor 0.12
discuss using simple becomes the whole number 12.
sentences.
Teaching Notes
Advanced students
may write and ? Model: “We will use the strategy of multiplying by a power of
discuss using detailed 10 to find 6.12 + 1.8. What is a reasonable estimate?” 6 = 2 = 3.
sentences and help “What power of 10 can we multiply 1.8 by to have a whole
guide discussion. number?” 10 “Multiply both the divisor and dividend by 10.”
Move to Step 2 and show how we record multiplying by 10.
e MP6 Attend to Precision: Avoid saying move the decimal point
one place. Instead say, “Multiplying 1.8 by 10 equals 18.’
2 “Now we are dividing by a whole number so place the decimal
point in the quotient above the decimal point in the dividend.”
Have students assist you in finishing the problem. “Is the
quotient reasonable?”
© “Let's go back through the exercise now and look at each
success criteria. Can you explain why we multiplied both the
dividend and divisor by 10? Why did we use 10? How did we
know where to place the decimal point in the quotient? What is
the related whole number division problem?”
2 Model: Have students assist you in working through the
example. “Is this an easy problem to estimate? What power of
10 do we multiply the dividend and divisor by? Why?”
¢ Supporting Learners: Write: 243 hundredths + 9 hundredths = 27.
e Use guided instruction as students work on Exercise 1-3.
@ “You have learned a strategy for dividing decimals. Use your
thumb signal to show how confident you are in knowing how to
find each quotient. What do you understand now that you didn’t
at the beginning of class?”

T-336 Chapter 7
 Think and Grow: Divide Decimals by Decimals

On Key Idea To divide by a decimal, multiply the divisor by a power of 10 to

make it a whole number. Multiply the dividend by the same power of 10.
Then divide as you would with whole numbers.

Gey Find6.12 + 1.8. Estimate ___3

Step 1: Multiply 1.8 by Step 2: Place the decimal | Step 3: Divide.

a power of 10 to make it : point in the quotient i
a whole number. Then ! above the decimal point
multiply 6.12 by the . in the dividend. 18)61.2
same power of 10. = Ez
2
1.8X10=_18_ |i 1.8)6,12
—» 18)61.2
WU =
6.12 X 10 = 61.2. Lo|
So, 6.12 + 1.8=_3-4_. Reasonable? _3:4_iscloseto_3 . /

eae Find 2.43 + 0.09.

Step 1: Multiply 0.09 by | Step 2: Place the decimal | Step 3: Divide.
a power of 10 to make it | point in the quotient
a whole number. Then ; above the decimal point .
multiply 2.43 by the same in the dividend. 9)243
= |
power of 10.
' 0.09)2.43 —+-9)243. 63
0.09 x 100 = _2__ AA UA

2.43 x 100 = _243_ [0]

So, 2.43 + 0.09 =_27_.

Show: and) Grow

|=|
Multiply the divisor by a power of 10 to make it a whole number. Then write
a
the equivalent expression. A
5
9
1. 3.5+0.5 2. 9.84 + 2.4 3. 4.68 + 0.78
ife)
35-5 98.4 + 24 468 + 78 ao
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Apply and Grow: Practice
Scaffolding Instruction
«
Students are asked to divide two decimal numbers. They will
multiply both the divisor and the dividend by the same power
of ten to make the divisor a whole number. Are students making
sense of the process, or are they thinking only in terms of rules?
Are they able to explain why they need to multiply both the divisor
and the dividend by the same power? Can they explain why they
make the divisor a whole number?
Emerging students may continue to struggle with the standard
algorithm for division, and adding the decimals and multiplying
the divisor and dividend can add additional steps that can be
confusing when not understood. Students can look back on
Lessons 7.4 and 7.5 to remember why we want to make the divisor
a whole number.
e Exercises 4-6: The goal of these exercises is for students
to estimate the quotient to place the decimal point, not for
students to divide.
e Exercises 7-15: Watch to see if students are correctly multiplying
the divisor and dividend. If there are errors in the division, is ee
Sa
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it due to not understanding long division, placement of the
decimal, number facts, or other concerns?
¢ Common Error: Be sure students are multiplying both the
divisor and dividend by the correct power of ten. It is common
to “make” both the divisor and the dividend into whole
numbers regardless of the decimal place values in the two
numbers.
e Exercises 16 and 17: Both of these exercises build number
sense in students. Do not let them perform division. This would
practice a procedure without developing number sense.
——
“_
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Proficient students can explain when the divisor and dividend
need to be multiplied by a power of ten, and what the power of ten
needs to be. They accurately perform the division.

e Exercise 16: Have students share different ways to reason about

why Descartes Is correct without showing the division.
Additional Support
¢ Students may benefit from a color-coded, or a template-like
structure for help with the long division algorithm.

Extension
e Refer to Exercise 16. Have students change the decimal
location in Descartes’s dividend, and find the correct quotient
for the change.

T-337 Chapter 7
 | ae
By

~ Name

Apply and Grow: Practice

Place a decimal point where it belongs in the quotient.

4. 28.47 +039=73. | 5. 75.85

+ 3.7=20.5 / 6. 451+41=1.1

Find the quotient. Then check your answer.

7p 5 8. 7 9. 1.2
1.5)75 0.13)0.91 2.4)2.88

10. 13 11. 1.2 iP 28

0.6)7.8 3.6)4.32 0.4)11.2

13. 40.42+86=__ 14; 272914

Su vee 15. 5.76+18=____
4.7 3 3.2

16. yeu BE THE! TEACHER, Descartes 7. MP} Logic What can you conclude

Sweevve
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says 4.14 + 2.3 =
Explain.
1.8. Is he correct? about Newton's quotient?

yes; Descartes multiplied the The dividend is 5.72.

divisor and dividend by 10. The divisor is less than 1.

1.8 oe
23)41.4 The quotient is ,
greater than 5.72.

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Think and Grow: Modeling Real Life
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These applications allow students to show their understanding of
Read each problem dividing in a real-world setting.
aloud as students follow
Have students read the example and discuss with a partner how
along. Clarify unknown
they can determine how much the bag of papayas weighs.
vocabulary and explain
| unfamiliar references. » “If the papayas cost $1.30, why does the work show that we are
You may want to discuss going to divide by 1.3? Why is using 1.3 easier as a divisor than
the fruits mentioned if using 1.30 when they are equivalent values?”
students are unfamiliar Work through the example with the students, discussing each
with them. Verify that step. Ask students guiding questions such as, “Why would we
students understand multiply by 10?”
how the table is used. In the example, students are asked if the answer is reasonable
Allow students to work instead of having estimated before dividing. Have students
in pairs and provide discuss what the quotient should be close to, based on the
time to complete each estimate of 5.46 + 1.3.
problem. Have students Exercises 18-20 are the same type of problems as the example,
write their answers on using the same table of values.
a whiteboard or piece Exercises 19 and 20 extend to multi-step problems. Students
of paper to display for will benefit from drawing a picture or making a plan before
your review. Discuss beginning with Exercise 20.
explanations as a class. “Our learning target today was to divide decimal numbers by
multiplying the divisor and dividend by a power of ten to make
the divisor a whole number. Explain to your partner how you
know what power of ten by which to multiply.” Have several
students share. “Tell your partner why you have to multiply
both the divisor and the dividend by the same power of ten.
Why can’t you just make both the divisor and the dividend
whole numbers?” Place value of the divisor determines the
power of 10. If the divisor and the dividend have the same
decimal place values, or if the dividend has fewer decimal place
value than the divisor, both will end up being whole numbers.
You must retain equality by multiplying both the dividend and
divisor by the same power. “Show me with your thumb signals
how you are doing with dividing decimals when the divisor is
a decimal.”
Supporting Learners: Are there multiplication facts that students
are not fluent with? These facts need to be learned so that the
lack of fluency does not prevent them from progressing with the
operations of multiplication and division.

Closure
Show students a division problem. “Tell your partner by what
power of 10 you will multiply the divisor and dividend. Write
the new division problem on your whiteboards, and divide.
Compare with your partner.” 8.32 + 0.4; 51 + 1.7

T-338 Chapter 7
tose Y

Wl Think and Grow: Modeling Real Life

|Example ] A farmer sells a bag of papayas Fruit or Vegetable |Price per Pound
:
for $5.46. How much does the bag of
papayas weigh?

Divide the price of the papayas by the price Pineapple

per pound to find how much the bag
of papayas weighs.

5.46+13=? Estimate 4

Step 1; Multiply 1.3 by : Step 2: Place the decimal | Step 3: Divide.

a power of 10 to make it : point in the quotient
a whole number. Then above the decimal point
multiply 5.46 by thesame —___in the dividend. 13)54.6
power of 10. i - |
1.3X10=_13 1,3)5.46 13)54.6

5.46 X 10 = 54.6 To]

5.46+1.3=_42_ Reasonable? _4-2_jscloseto_4_. Y

So, the bag of papayas weighs 4.2 pounds.

Show, and Grow,

Use the table above.
18. You buy a honeydew for $6.08. 19. You buy a pumpkin for $7.20 and
What is the weight of the a watermelon for $5.94. Does the
honeydew? watermelon or the pumpkin weigh
more? How much more?
7.6 pounds
watermelon; 2 pounds

20. DEBE you pay $5 for a pineapple and receive $2.48 in

change. The inedible parts of the pineapple weigh 1.75 pounds.
How many pounds of edible pineapple do you have? Explain.

2.25 pounds; ©
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$5 — 2.48 = $2.52, $2.52 + $0.63 = 4 pounds,

4 — 1.75 = 2.25 pounds

Chapter7| Lesson7 338

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Homework & Practice Notes

e¢ Remind students to make the divisor a whole number.
e Remind students to place the decimal point in the quotient
above the decimal point in the dividend.

Assignment Guide and Concept Check

f Assignment _ Concept Check

Tor aloo

Prior Skills
e Exercise 17: Grade 5, Writing Multi-Digit Numbers in
Different Forms

Cross-Curricular Connections
Physical Education
e Have students think about a track that they may use during
track and field events or that may be around the football field.
Usually, one lap around the track on the inside lane is about 400
meters, which is about one-quarter of a mile. For track practice,
a coach wants the team to run 5 kilometers (about 3.1 miles).
Have students find how many times around the track they will
need to run using the measurements in miles and in kilometers.
Extension: Have students find how many laps would equal a
half marathon (13.1 miles) or a full marathon (26.2 miles).

T-339 Chapter 7
 @
*

~ Name
Homework
& Practice
Learning Target: Divide decimals by decimals.

Gene Find328+04. Estimate 320 tenths + 4 tenths = 80

Step 1: MultiplyO.4by | Step 2: Place the ! Step 3: Divide.

a power of 10tomakeit | decimalpointinthe
awhole number.Then — quotientabovethe [82].
multiply 32.8 by the - decimal point in 4/328
same power of 10. __ the dividend. ra B2|
04x10=_4 | 04828
—> 40328,
+ . -BBlee
32.8 X 10 = _328 [0]
S0,328=+04= 82 . Reasonable? 82 iscloseto 80 ./%

Multiply the divisor by a power of 10 to make it a whole number.

Then write the equivalent expression.

TS 1G: 15: 1-9 2. 0.36 + 0.09 3. 2.04 + 1.7

161.5 + 19 36+9 20.4 + 17

Place a decimal point where it belong s in the quotient.

4. 81.27 + 13.5 = 6.02 5. 5.76+ 3.2 = 1.8 6. 47.15 +2.3=20.5

Find the quotient. Then check your answer.

7. 4 8. 2,546 LE 5.4
5.3)21.2 0.03)76.38 6.2)33.48

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Chapter7 | Lesson 7 339

Chapter 7 | Lesson 7 339

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Logical-Mathematical/Bodily-Kinesthetic
e Set up a basket or empty trash can in the middle of the room.
Provide students with a notecard. Have each student create and
solve a decimal division equation and write the quotient without
the decimal on the notecard. Once completed, have students
crumple the notecard up into a ball and take turns throwing
them into the basket. Students who make their notecard ball
into the basket get to choose a notecard from the floor or basket
first. The rest of the class follows by choosing notecards and
returning to their seats. Students will need to solve the equation
correctly to determine where to place the decimal point. Have
students exchange their completed notecard equation with a
partner to check each other’s work.
Note: This activity can be repeated by having students create
another decimal division equation on a notecard and attempting
to throw them into the basket.

Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter

e Extra Practice e Enrichment and Extension
e Reteach ¢ Chapter Self-Assessment
e Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos ¢ Lesson Practice
Skills Review Handbook
Skills Trainer

T-340 Chapter 7
 Find the quotient. Then check your answer.

105 0.63 = .0.09 = __ Ais 1053-7339

=— 125° 33:3 =326—

if PHF 13

13. at Logic Without calculating, 14, MPH Structure Explain how

determine whether 5.4 + 0.9 is 35.64 + 2.97 compares to 3,564 + 297.
greater than or less than 5.4. Explain. ;
The quotients are the same.
greater than 5.4; The divisor is Multiplying the first divisor and
less than 1. dividend by 100 will yield the same
divisor and dividend of the second
divison problem.

Modeling Real Life A farmer sells a . Descartes makes

bag ofgrapes for $5.88. How much do 2.5 times as many ounces of
the grapes weigh? applesauce as Newton. Newton eats
8 ounces of his applesauce, and then
Fruit or Vegetable | Price per Pound divides the rest equally into
$0.58 3 containers. How much applesauce is

51.00 in each of Newton's containers?

5064
280
2.1 pounds

Descartes makes
72.5 ounces of applesauce.
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Review & Refresh

17. Write the number in two other forms.

Standard form: 230,082
Word form: two hundred thirty thousand, eighty-two
Expanded form: (2 X 100,000) + (3 x 10,000) + (8 x 10) + (2 x 1)
Ideas
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Chapter 7 | Lesson 7 340

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) STATE STANDARDS
/ 5.NBT.B.7
Preparing to Teach
- The division problems in this chapter were written so that the
Learning Target quotient was determined without the need to insert extra zeros
into the dividend. No quotient was a repeating decimal, a concept
Insert zeros in the
students study in middle school. In this lesson, students gain
dividend when dividing
E additional practice with decimal division as they insert zeros in the
with decimals and whole
numbers.
dividend and learn how to recognize when the division problem is
complete. Students may have asked earlier about remainders with
Success Criteria decimal division and this is how the lesson is motivated in the Dig In.
e Explain when to insert
one or more zeros in _ Materials
the dividend to find a e string
quotient.
e Insert one or more Dig In (Motivate Time)
zeros in a dividend to
Students are presented a scenario where they are asked to share
find a quotient.
' apiece of string between two people and determine how much
e Recognize when a
string each has.
division problem is
complete. e “In this chapter, you learned to divide decimals using different
models and strategies. Did you notice that none of the quotients
had a remainder?” You may have discussed this earlier in
the chapter.
? MP4 Model with Mathematics: Hand two volunteers a piece of
| Practice opportunities string. “This string is 3 feet long. | plan to cut it and give you each
for the following the same length. Give a decimal answer, how much will you each
are available in the
have?” Students will quickly say 13and then modify to 1.5 feet.
Resources by Chapter or |
at BigldeasMath.com. | “What if there were four people? Can | share the string (still
3 feet) so everyone has the same length? Give a decimal
e Daily skills
answer, how much will each person have?”
e Vocabulary
e Students won't be as quick. Elicit explanations as to how
\ © Prerequisite skills
they are finding the answer. Write each problem horizontally
and then vertically. Do not record the division. You just want
students to see both forms right now.
ELL Support MP4 Model with Mathematics: Take a new piece of string. “This
is 2.7 meters long. Can this be shared evenly between two
Discuss the meaning
people? Explain.” Record this problem in both formats.
of the word insert.
Demonstrate inserting © “Write just the quotient above the dividend. Do you have
| by putting a coin into a
any ideas about how we can record our thinking so that our
quotients are 1.5, 0.75, and 1.35 respectively?” Students may or
wallet or similar as you
may not have ideas.
say, “| insert the coin.”
Explain that synonyms
eae ee 34
may include “add in”
or “put into.’ Then ask 1.5 0.75 1.35
students how they think
they will insert zeros
2)3.0 4)3.00 2)2.70
in a dividend.

T-341 Chapter 7
 Name
Insert Zeros
in the 7.8
Learning Target: Insert zeros in the dividend when Dividend
dividing with decimals and whole numbers.
Success Criteria:
+ | can explain when to insert one or more zeros in the dividend
to find a quotient.
+ Ican insert one or more zeros in a dividend to find a quotient.
+ | can recognize when a division problem is complete.
md
~ ey

Explore and Grow

Use the model to find each quotient.

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Reasoning Why is the number of digits in the quotients you found

above different than the number ofdigits in the dividends?
\‘Be©8=
ie
B@ In some cases, more decimal places are needed in the quotient
to complete the division and have 0 as a remainder.

Explore and Grow

e If you have done the Dig In you may choose to go to the Think and Grow.
e Tell students quotients must be in decimal form, meaning no remainders.
Also, tell students that any materials in the classroom can be used to help
them model 3 + 2 and 2.7 + 2 (base ten blocks, decimal grid, meter stick).
? “When you divided 3 by 2, how did you share the remainder of 1? How did
you share the remaining 0.1 when you divided 2.7 by 2?”
© “In today’s lesson we are going to look at a strategy for working with
remaining amounts in a division problem and how to know we are
finished dividing.’

Chapter 7 | Lesson 8 341

 y < (

ELL Support
Think and Grow
Getting Started
After demonstrating Explain what it means to insert zeros in the dividend. You
the examples, have add zeros to the end of the dividend to assist the written
students work in computation. The numbers are equivalent: 3 = 3.0; 3 = 3.00;
groups to discuss and
2.7 = 2.70.
complete Exercises 1-3.
If you did the Dig In, you could demonstrate this easily by
Provide guidance
drawing dotted zeros in the written record.
to support their
discussion: “Divide Teaching Notes
place values from ?
Model: “We want to find 52.6 + 4. What is a reasonable estimate
left to right. When is for the quotient?” 52 + 4 = 13 Point to the vertically written
it helpful to insert a problem and have students assist you in completing Step 1.
0?” Expect students “We know the quotient so far is 13.” Place the decimal point in
to perform according the quotient and divide the tenths. Subtracting, we have 2 more
to their language tenths. Note Descartes’s comment.
proficiency level. “Have we changed the value of the dividend?” No; 52.6 = 52.60
Beginner students may “Divide the hundredths. 20 hundredths divided by 4 is 5
write out math and hundredths.” Record the 5 in the quotient.
state numbers. Extension: “How can we check that our answer is correct?”
Intermediate students “You had to insert 1 zero in order to finish dividing. Adding
may use phrases or the zero did not change the value of the dividend. What told us
simple sentences we were done dividing?” We subtracted and had 0 hundredths
to contribute to remaining and there are no additional digits in the dividend.
discussion. Model: Have students think about what a
Advanced students model for this problem would look like. ob ee
may use detailed The divisor is a decimal so we want to
| sentences and help know how many groups of 0.08 are in 1.
guide discussion. The first step is multiplying by 100 so the
divisor is a whole number. In Step 3, it is
necessary to insert one zero so that the
division can continue.
Students will ask how many zeros they
should insert. “You can insert as many zeros to the end of the
decimal as you need. The additional zeros do not change the
value of the dividend.’
Provide additional paper for students to work the exercises.
Encourage students to think about whether the quotient will be
greater than or less than 1 before they begin.
© “You have used your division skills to find a quotient where you
first needed to insert one or two zeros. Explain to your partner
what this means and how you know you need to insert zeros”

T-342 Chapter 7
 Think and Grow: Inserting Zeros in the Dividend

Teeeee Find 52.6 = 4. Estimate __13

Step 1: Divide the tens | Step 2: Place the decimal | Step 3: Insert a zero in
and the ones. - point. Divide the tenths. - the dividend and continue
to divide.
4)52.6 4)52.6

“ [| mae
12 When a dividend does not 12
vi fiz] have enough digits to divide —12
completely, insert zeros. 06

So, 52.6 + 4 = 13.15,

Reasonable? _13-15_jscloseto__13_. /

Step 1: Multiply bya

power of 10 to make the
i Step 2: Place the decimal
» point in the quotient
| Step 3: Divide.
© Insert a zero in
L125]
8)100.0
: above the decimal point / the dividend
|
divisor a whole number. = [8]
' in the dividend. ' and continue to
0.08 x 100
= _8 _ ' divide. 20

1X 100 = _100_
0.08) 1.00 —8)100.
LAA UA
!
So, 1 + 0.08 = 12-5. alee
Show) and Grow
Find the quotient. Then check your answer.
1. 170 2. 0.64 3. 10.5
0.5)85 15)9.6 0.24)2.52

LLC
Learning,
Ideas
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342

Chapter 7 | Lesson 8 342

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 Apply and Grow: Practice
Scaffolding Instruction
Students are asked to divide two decimal numbers. They will
continue to multiply both the divisor and the dividend by the same
power of ten to make the divisor a whole number. Now they will
have to insert additional zeros for the dividend when dividing in
order to find the exact divisor rather than writing some kind of a
remainder. Are they able to explain when and how many zeros to
insert? Do they understand that inserting zeros to the right of the
decimal point does not change the value, but any other location
will change the value? Inserting a zero allows us to write
a quotient in three ways: with a remainder, a mixed number,
and a decimal.
Emerging students may continue to struggle with the standard
algorithm for division. Adding decimals values, multiplying the
divisor and dividend by a power of ten, and now inserting zeros
add additional steps that can be confusing when not understood.
Break down each additional step with students and ask, “Do we
need to multiply the divisor and dividend by a power of 10? Why?
Which power? Will we need to insert zeros? Why? How many?
Where do the zeros get written?”
e Exercises 4-6: The goal of these exercises is for students
to estimate the quotient to place the decimal point, not for
students to divide.
e Exercises 7-13: Watch to see if students are correctly multiplying
the divisor and dividend and inserting zeros. If there are errors
in the division, determine the step at which it occurs.
e Exercise 14: This will assess if students understand the purpose
of inserting zeros.
Proficient students are making sense of how to place the decimal
point in the quotient, and why this works based on place value
models.

e Exercise 13: Ask students how they solved. If any student used
repeated subtraction or addition, pair them with a student
who used division and have them explain their methods to
each other.

Additional Support
e Students may benefit from a color-coded or a template-like
structure for help with the long division algorithm.

T-343 Chapter 7
 Name

Apply and Grow: Practice

Place a decimal point where it belongs in the quotient.

4. 3.24+ 0.48 = 6.75 | 5. 35>05=70. | 6 1238=25=5.12

Find the quotient. Then check your answer.

Te 0.35 8. 6.5 9. 11.45
2.4)0.84 0.32)2.08 A458

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5.6)22.4
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but Descartes does not? r* .

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order to continue dividing. Descartes
problem had enough digits in the
dividend to divide completely.
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Think and Grow: Modeling Real Life
ELL Support
These applications allow students to show their understanding of
(
Read each problem multiplying decimal numbers in a real-world setting.
aloud as students follow
? Preview: “How many of you have ever hiked? Have you ever
along. Clarify unknown
vocabulary and explain
~ been ona walking or hiking trail?”
unfamiliar references. e Have students read the example and discuss with a partner
You may want to discuss how they can determine the number of miles the hiker travels
who John Muir was and each day.
Yosemite National Park. e Take your time as you work through the division. Students
Allow students to work may not understand why there is a zero in the ones place when
in pairs and provide dividing, and want instead to put the decimal point after the
time to complete each 1 in the tens place. Remind students that 20 x 1 = 20, but
problem. Ask the 20 X 10 = 200. Which makes sense for the dividend? Once 10 is
questions provided in the quotient, then place the decimal point and insert zeros to
and have students continue dividing.
A
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aSe
write their answers on e Exercise 15 is a simple set up, but students will continue to
a whiteboard or piece need to insert zeros for their division.
of paper to display for e Exercises 16 and 17 are multi-step applications. Students can
your review. Review work with a partner to discuss their explanations prior to writing
_ explanations as a class. or showing their mathematical explanations. Continue to ask
guiding questions of students about when and how many zeros
are needed to insert.
© “Our learning target today was to insert zeros for the dividend
whenever it is needed. Tell your partner what it means to insert a
zero. How can you tell when you need to insert a zero? How do
you know how many zeros to insert? How do you know when
you are finished dividing?” Have students share responses after
each question, taking several different responses. “Show with
your thumb signals how you are doing with inserting zeros
when dividing.”

Closure
e “True or False? If it is false, explain why and correct the
statement.”
“You need to multiply the divisor and dividend and make them
both whole numbers when dividing.” False. You must multiply
both by the same power of 10. The divisor will be a whole
number, but the dividend may not be.
e “When inserting a zero for division, you can insert as many
zeros as you need.’ True.
e “You can insert a zero anywhere in the dividend you want.”
False. You can only insert to the right of the last decimal place.
e “You are finished dividing when you subtract and the remainder
is 0 and there are no additional digits in the dividend” True.

T-344 Chapter 7
 |Example } The John Muir Trail in Yosemite National Park is
210 miles long. A hiker completes the trail in 20 days by
hiking the same distance each day. How many miles does
the hiker travel each day?

Divide 210 miles by 20 to find how many miles the

hiker travels each day.

Step 1: Divide the tens and Step 2: Place the decimal

the ones. 20)210 point. Insertazerointhe 9)919.9
dividend and continue to
aoe = 20|
divide. —1 |
10
10 |
== 8,

So, the hiker travels 10-5 miles each day.

Show) and! Grow;

15. A box of 15 tablets weighs 288 ounces. Each tablet weighs the same
number of ounces. What is the weight of each tablet?

19.2 ounces

16. Which bag of dog food costs less

per pound? Explain why it makes of rice for $0.12 and a pound of oats
sense to write each quotient as a for $0.08. Can you buy more pounds
decimal in this situation. of rice or oats with $3? How much
more? Explain.
16 Ib bag $1.25
ae 40lb bag $1.20 oats; 12.5 pounds;
e@ The second bag Oats are cheaper per pound,
costs $0.05 less per so more oats can be purchased.
pound. Cost per
161b:$20 40 lb:$4g POUNd contains
fractional portion. LLC
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Chapter 7 | Lesson 8 344

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Homework & Practice Notes

e Remind students to insert a zero in the dividend in order to
continue dividing.

Assignment Guide and Concept Check

: Concept Check

le By th MW, We

Prior Skills
e Exercises 15 and 16: Grade 5, Adding Decimals

Cross-Curricular Connections
Social Studies
e Discuss currency and exchange rates with students, showing
them pictures of currencies from other countries and how to
convert a value in a different currency to U.S. dollars. Create a
scenario about visiting another country and buying a souvenir,
and have students find the price in U.S. dollars. For example,
“A suncatcher souvenir from Ireland costs 36 Euros. The
exchange rate is €0.83 = $1. What is the cost in dollars?”

T-345 Chapter 7
 Name
Homework
& Practice 7.8
Learning Target: Insert zeros in the dividend
when dividing with decimals and whole numbers.

eenoee Finds +08. Estimate 48 tenths + 8 tenths = 6

Step 1: Multiplybya | Step 2: Place the Step 3: Divide.

power of 10tomake
the divisor a whole
——__ decimal point in the
quotient above
Insert a zero in
the dividend
|
number. / the decimal point in and continue
the dividend. to divide.
08xX10=_ 8 _

5x10=_ 50 0.8)5.0
——> 8)50.

So,5+08= 6.25. Reasonable? _6.25 _ iscloseto Oz;

Place a decimal point where it belongs in the quotient.

1. 93+0.31=30, 2. 10=08=125 3. 0.76 + 0.25 = 3.04

Find the quotient. Then check your answer.

4. 37.5 5. 6.08 6. 2.78

0.8)30 15)91.2 35)97.3

iE
7. 3.57 +084=____ 8. 20.2+4=___
4.25 5.05

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Extend Student Learning

Bodily-Kinesthetic
¢ Provide pairs of students with a division expression (for example,
1.74 + 0.25), and five sets of number cards 0 through 9. Use
masking tape to make a long division symbol on the floor.
Students will arrange the cards to model the expression in
the division bar on the floor. Both students will help perform
division by walking through each step to find the quotient. One
student will be responsible for moving the decimal and the
other will be responsible for placing the number cards on the
floor. Students should continue to divide until they find
the quotient.

Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter

e Extra Practice e Enrichment and Extension
e Reteach e Chapter Self-Assessment
¢ Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos e Lesson Practice
Skills Review Handbook
Skills Trainer

T-346 Chapter 7
 10. A painter has 5 gallons of paint to use in a room. He uses 2.5 gallons
of paint for 1 coat. How many coats can he paint?

2 coats

. Y@U BE THE TEACHER Your . Writing Explain when you need to

friend says he can find 5.44 + 0.64 by insert a zero in the dividend when
dividing both the divisor and dividend dividing.
by 0.01 to make an equivalent problem
with a whole-number divisor. Is he Keep inserting zeros in the dividend
correct? Explain. until the remainder is zero.

yes; Dividing both by 0.01 is the

same as multiplying both by 100.

. Modeling Real Life You cut a 12-foot- DIG DEEPER! How many days longer
long streamer into 8 pieces of equal does the bag of dog food last for the
length. How long is each piece? 20-pound dog than the 40-pound
dog? Explain.
1.5 feet

40-pound dog:
eats 1.25 cups
twice each day

ota
80 days; 200 cups divided by
cies 2.5 cups is 80 days and 200 cups
inalleachday divided by 1.25 cups is 160 days.
160 — 80 = 80
UTOTUINOULUTUIOLUIUIUIUION
Review & Refresh

Find the sum. Check whether your answer is reasonable.

S391. 6.8SS = 1659150:23--.40}.79—_

8.5 552.02
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Chapter7| Lesson8 346

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STATE STANDARDS
5.NBT.B.7
Preparing to Teach
In this chapter, students have been modeling real-life problems
Learning Target that could be solved using division of decimals, and in some cases
an additional operation. The problems in this lesson use several
Solve word problems
operations and there is additional practice with reading and
involving decimals.
~ writing verbal models.
Success Criteria
e Understand a problem. Materials
e Make a plan to solve. e whiteboards and markers
e Solve a problem.
Dig In (Motivate Time)
Students work in a small group to discuss and make sense of a
_ problem-solving scenario.
[Warm-Up [a e Set up a scenario where students
| Practice opportunities have a $40 gift card to purchase |
| for the following online items. The game apps are |
are available in the $2.99, $3.99, and $5.99. Songs cost |Gift Card - $40
Resources by Chapter or | $0.99. The phone case costs $8.49.
at BigldeasMath.com. 2 “You have a $40 gift card to Game apps
e Daily skills purchase online apps and music. $2.99, $3.99, $5.99
¢ Vocabulary You have to buy a phone case. You Songs
oe Prerequisite skills | really want two songs. You want to 40.99
\ sii caaceaai : have the least amount of money ;
left on the gift card when you finish Phone cage
shopping. How many apps of each . $8.49
ELL Support price will you buy? Explain your
decisions.”
_ Remind students about | — e Check to see that students
the different uses of the | understand the scenario. They can
| word operation. Ask decide how many apps at each price
them to describe them. level they want to purchase after they purchase
Then explain that they
the phone case and two songs. They have $29
will learn how to apply
remaining to spend. $40 — ($8.49 + 2 x $0.99) = $29.53
math operations to
e Give several minutes for students to talk and then do a share
decimals.
out. You will hear students explain why they would purchase
two apps at $2.99 versus one app at $5.99 and vice versa. Their
combinations must sum to less than $29.53.
@ “What skills did you use in answering the question?” You
want to hear the approach. Did they add all of the items each
time and compare to $40 or did they think about the money
remaining after purchasing the case and two songs? Did they
use estimation? rounding? decimal operations?
© “It is helpful to have a plan before you begin to solve. Talking
with others is helpful.”

T-347 Chapter 7
 Name
Problem 7 9
Solving:
Learning Target: Solve word problems involving Decimal
decimals j
; oO
Success Criteria: pean:
+ can understand a problem.
+ [can make a plan to solve.
+ |can solve a problem.
“a
ay
‘tiom

Explore and Grow

Make a plan to solve the problem.

Three friends take a taxi ride that costs $4.75

per mile. They travel 10.2 miles and tip the
driver $8. They share the total cost equally.
How much does each friend pay?

$18.82

me) Reasoning Explain how you can work backward to check your answer.

Multiply your answer by 3, subtract 8, and divide by 10.2.

The result should be $4.75.

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¢ MP1 Make Sense of Problems: Look for a verbal model.
Cost per person = (cost per mile X # of miles driven + tip) + # of people.
¢ Can students describe the plan for solving without referencing the actual
numbers? This verbal model can be used to solve any problem of this type.
The actual numbers in the problem can be changed and an answer can still
be found. The plan explains how to solve problems of this type.
¢ MP6 Attend to Precision: Students’ plans should pay attention to the units of
dollars, miles, and cost per mile.

Chapter 7 | Lesson 9 347

 Think and Grow
ELL Support
Getting Started
_ After reviewing the e Students should note that not all of the information is written.
example, have students There is information in the graphics that they need to recognize.
work in groups to
discuss and complete Teaching Notes
Exercise 1. Expect e Students use the problem-solving plan to solve a problem that
students to perform involves using more than one operation.
according to their
2 Model: Read the example. “Let's make sure we understand the
language proficiency
problem.” Point to What do you know? Elicit information from
level.
students. “There is information you might be curious about, like
Beginner students what brand controller they bought or the names of the video
may model in writing games. Would it be helpful to know this information?” no
_ and use simple e Turn andTalk: ’Tell your partner how you could solve this
phrases.
problem. Remember, it is not important to mention specific
Intermediate students
numbers, simply, how you can find the cost of each game.”
| may use simple
Give wait time.
| sentences to contribute
to discussion. e MP4 Model with Mathematics: Ask several students to share
| Advanced students their plan. One student might solve as shown in the verbal
_ may use detailed model. Others might add the cost of the headset and controller
_ sentences and help and subtract that amount from the total spent. Discuss different
guide discussion. strategies.
e Finding the amount spent on just the videos is the hidden
question that must be answered first before the unit cost of
each video can be found.
2 "|In the verbal model shown, why are the parentheses needed
in the equation?” You have to find the cost of the headset and
controller, and subtract that amount from the amount of money
you spent before you divide by 3. Students may mention the
order of operations as well.
¢ Have several students share their work at the board. Learning
to record work so that others can read and follow it is a skill you
want to develop in all students.
e Extension: Discuss what a sales tax is and how this problem
does not take it into account. Most states have a sales tax.
© “You read the problem to make sense of what you knew and
what the question was asking. You described your plan for
solving to a friend. You then solved the problem. How well do
you understand the problem-solving plan? Are there any steps
that are difficult for you? What do you need to do next to help
you learn how to solve word or story problems?”

T-348 Chapter 7
 |Example } You spend $67.45 on the video
game controller, the gaming headset, and
3 video games. The video games each cost
the same amount. How much does each
video game cost?

Understand the Problem

What do you know? What do you need to find?
« You spend a total of $67.45. « You need to find the cost of each
- The controller costs $15.49 and the video game.
headset costs $21.99.
- You buy 3 video games that each
cost the same amount.

Make a Plan
How will you solve?
Write and solve an equation to find the cost of each video game.

Cost of I Total _ Costof — Costof |. Number

-eachgame _—|_ spent controller headset | — of games

Let v represent the cost of each video game.

V = (67.45 — 15.49 — 21.99) + 3

AVL /eas

= 9.99

So, each video game costs $9.99 |

Show, and) Grow,

1. Explain how you can check whether your answer above is reasonable.

Multiply your answer by 3 and add 15.49 and add 21.99 to get $67.45.
©Big
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348

Chapter 7 | Lesson 9 348

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Apply and Grow: Practice

Scaffolding Instruction
Students apply the structure of the problem-solving plan to the
exercises. Can students identify the known information that is to
be used? Can students identify what is needed beyond the direct
question asked? Are they able to separate out two operations in
the order to be performed? Can students choose an appropriate
model or strategy to solve? If unreasonable answers are produced,
do they notice?
Emerging students recognize the numbers in the problem as the
information to be used, but may use the numbers incorrectly
with operations that do not relate to what they need to find.
Students need assistance breaking the problem into smaller
parts to solve and understanding how to use the problem-solving
plan efficiently.
e Exercises 2 and 3: Have students explain what they are trying to
find in each exercise. This is the first step in the problem-solving
process.
e Exercises 4 and 5: Students should use the problem-solving
plan to understand and plan how to solve the problems. Have
students share their plan and possibly create a verbal model.
e Exercise 6: This exercise should be a more familiar process than
some of the others. Have students tell their partner how they
will determine which package costs less per ounce, and then
solve. Students share their work and answers.

Proficient students understand how to use the problem-solving

plan, but may still need additional time and support when
adjusting to each new problem-solving situation.

Additional Support
e Provide the Problem-Solving Plan Instructional Resource, and
have students work with a partner or in small groups. Hearing
the problem read aloud may be helpful.

Extension
e Refer to Exercise 4. “Create a pentagonal frame and
determine a perimeter for it. How do the side lengths of this
frame compare to the two frames in the problem?”

T-349 Chapter 7
 Name

Apply and Grow: Practice

2-5. Check students’ work.
Understand the problem. What do you know? What do you need to find? Explain.
2. Your friend pays $84.29 for a sewing 3. There are 25.8 grams of fiber in 3 cups
machine and 6 yards of fabric. The of cooked peas. There are 52.5 grams
sewing machine costs $59.99. How of fiber in 5 cups of avocados. Which
much does each yard of fabric cost? contains more fiber in 1 cup, cooked
peas or avocados?

Understand the problem. Then make a plan. How will you solve? Explain.

4. Your friend makes a hexagonal frame 5. You spend $119.92 on the wetsuit,
with a perimeter of 7.5 feet. You make the snorkeling equipment, and
a triangular frame with a perimeter of 2 research books. The books each
5.25 feet. Whose frame has longer side cost the same amount. How much
lengths? How much longer? does each book cost?

6. DIG DEEPER! You pour goop into molds

and bake them to make plastic lizards. You
run out of goop and go shopping for more.
Which package costs less per ounce of
goop? Explain.
Color Changing Goop;
$40.50 + 2.25 = $18 per ounce,
$16.20 + 1.8 = $9 per ounce

Each bottle: 1.8 fl oz

A
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Chapter7 | Lesson9 349

Chapter 7 | Lesson 9 349

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 Think and Grow: Modeling Real Life
These application problems allow students to show their
Read each problem understanding of multi-step problem solving.
aloud as students follow
along. Clarify unknown e Preview: Discuss the information given in the problem and the
vocabulary and explain in-app purchase.
unfamiliar references. ? Turn and Talk: “Read the example. Without giving details about
! Allow students to work actual numbers, what is this problem about?” Give students
| in pairs and provide time to talk and then share.
time to complete each ¢ MP1 Make Sense of Problems: You want to hear the essence of
) problem. Ask the
questions provided
the problem without details. Example: Descartes buys a game
app, 5 songs, and an e-book. The songs cost the same and the
i
and have students e-book was 4 times as expensive as the app. We need to figure
write their answers on out the price of each song. This is the big view of the problem
a whiteboard or piece that students need to understand before they look for the
| of paper to hold up for known information and so on.
| your review. e A verbal model is shown for the problem. In equation form it
states what was described in making sense of the problem. No
numbers are used at this stage.
e MP6 Attend to Precision: “Notice that the variable c is defined.
We know what it represents in the equation.”
e Students use the problem-solving plan in Exercises 7 and 8.
e Supporting Learners: Continue to provide the Problem-Solving
Plan Instructional Resource or additional paper. Help students
devise sub-goals as they determine what they need to find.
© “You have learned to make a problem-solving plan. Tell your
partner how the plan helped you solve a problem today.”

Closure
¢ Exit Ticket: “Solving a problem also includes looking back to see
if a solution is reasonable. Can you make up two unreasonable
answers for Exercise 8 that would tell you something is wrong
with your solution? Explain how you would know the answer
is unreasonable.”

T-350 Chapter 7
 Think and Grow: Modeling Real Life

Confilm
|Example } Descartes spends $16.40 on the game app, an e-book, Purchase
and 5 songs. The e-book costs 4 times as much as the game app. | Do youlWant |
The songs each cost the same amount. How much does each to buy Goin
song cost? Chaserfor —
$1)997
Think: What do you know? What do you need to find? How will
you solve?

Step 1: Multiply the cost of the app by 4 to find the cost of the
e-book.

1.99 X 4=7.96 The e-book costs 37-96,

Step 2: Write and solve an equation to find the cost of each song.

Costof _| Total _ Costof _ Costof |. Number

each song spent game app e-book of songs

Let c represent the cost of each song.

c= (16.40 — 1.99 — 7.96) +5

So, each song costs $_1:29

Show) and Grow,

7. You spend $2.24 ona key chain, a Newton buys an instant-print camera, a
bookmark, and 2 pencils. The key camera bag, and 2 packs of film. He pays
chain costs 3 times as much as the $113.96 after using a $5 coupon. The
bookmark. The pencils each cost camera costs $69.40, which is 5 times
the same amount. How much does as much as the camera case. How much
each pencil cost? does each pack of film cost?

$0.22 $17.84

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350

Chapter 7 | Lesson 9 350

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 Q Check out the Dynamic
Assessment System. a
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Homework & Practice Notes

e Provide students with the Problem-Solving Plan Instructional
Resource to organize their work.
e Remind students to circle what they know and underline what
they need to find.

Assignment Guide and Concept Check

Assignment Concept Check
Emergin 1-5 odd, 7-9 oe
Prior Skills
e Exercises 7-9: Grade 5, Using Division Patterns

Cross-Curricular Connections
Language Arts
e Students will be creating their own word problems that involve
decimals. Students should choose one object from around the
classroom which will become the topic of their word problem.
Students should ensure their problem works and include an
answer key (with work) to ensure their word problem can be
completed.
Extension: Have students create an illustration for their word
problem. Exchange word problems with a partner and have
them solve to find the answer.

T-351 Chapter 7
 Name
Homework
& Practice 7.9
Learning Target: Solve word problems
involving decimals.

|Example } Newton has 1.5 gallons of gasoline in his lawn mower. He

a7@ds¢ adds 2.25 gallons of gasoline to it. He uses the same amount of gasoline
each of 15 times that he mows his yard. How much gasoline does he use
each time?

Think: What do you know? What do you need to find? How will you solve?

Amount of Amount of Amount of Number

gasolineused =] gasoline + gasoline | + oftimes
each time to start added mowed

Let g represent the amount of gasoline he uses each time.

g =(1.5 + 2.25) +15
SN 2 IS
= 0.25

So, he uses 0.25 gallon of gasoline each time.

1 and 2. Check students’ work.

Understand the problem. What do you know? What do you need to find? Explain.

1. A20-ounce bottle of ketchup costs $2.80. | 2. Gymnast A scores the same amount in
A 14-ounce bottle of mustard costs $2.38. each of his 4 events. Gymnast B scores
Which item costs less per ounce? How the same amount in each of his 3 events.
much less? Which gymnast scores more in each of
his events? How much more?

Gymnast | Total Points

A 33.56
SB | 5.05

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Chapter 7 | Lesson9 351

Chapter7| Lesson9 351

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 Extend Student Learning
Logical-Mathematical/Visual-Spatial
e Have students create an anchor chart that models and describes
how to add, subtract, multiply, and divide decimals.
The chart
should list the steps students should take when finding the
answer to a decimal expression, as well as a description of
where the decimal will be placed. Students should create and
solve an example to model each operation.

La
eA
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Lesson Resources

Surface Level | Deep Level

Resources by Chapter Resources by Chapter

e Extra Practice e Enrichment and Extension
e Reteach e Chapter Self-Assessment
e Chapter Self-Assessment Graphic Organizers
Differentiating the Lesson Dynamic Assessment System
Tutorial Videos e Lesson Practice
Skills Review Handbook
Skills Trainer

T-352 Chapter 7
SPITS
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SP
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 Understand the problem. Then make a plan. How will you solve? Explain. 3 and 4. Check students’
work,
3. Three children’s tickets to the circus cost 4. Achefatarestaurant buys 50 pounds of
$53.85.
Two adult tickets to the circus red potatoes for $27.50 and 30 pounds
cost $63.90. How much more does of sweet potatoes for $22.50. Which kind
1 adult ticket cost than 1 children’s ticket? of potato costs more per pound? How
much more?

. Modeling Real Life You download |DIGYFFZIe) Which item costs more
2 music videos, a TV series, and a movie per ounce? How much more?
for $42.95 total. The TV series costs
2 times as much as the movie. How paste; $0.07 per ounce
much does each music video cost?

Treasure

Order Confirmation
Total $12.99
P WATC!
Now >

ULUTOTOIOTOIOLOOOLOTOTOI0
Review & Refresh

Find the quotient

7, 4000/5220 ==__- 8. 900 + 300 = ___. 3 5000-800 ==

200 3 7

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Chapter 7 | Lesson 9 352

 Performance Task
ELL Support _ In this task, students demonstrate an understanding of dividing
Discuss how different _ decimals by whole numbers and decimals using information
civic groups may adopt related to cleaning a highway. In Exercise 3, encourage students
sections of highway to i to label the length of each pathway in order to have an accurate
clean. Have students __ answer. Use student responses to gauge their thinking about
work in groups to ' dividing decimals.
answer the questions.
¢ Decide ahead of time whether students will be working
Clarify unknown
independently, in pairs, or in groups.
' vocabulary. Monitor
e Pause between direction lines for students to complete
discussion and provide
support.To check each step.
| comprehension, rotate e Have students share their work and thinking with others.
_ having each group Discuss as a class.
present the answer to a
question. Expect them Answers and Notes
to perform as described
for their language level. A: 5 miles, B: 5.2 miles, C: 3.6 miles
Beginner students may
write answers and
discuss using simple
phrases.
Intermediate students 14.7 square meters; Sample answer:
may state answers and w=3m, £=49m
discuss using simple
| sentences.
Advanced students
may use detailed
sentences to express
ideas and help guide
the discussion and
presentation.

T-353 Chapter 7
 1. Multiple teams adopt different sections of a state highway
to clean. The teams must clean both sides of their adopted
section of the highway.

Highway Adoptions
Number of | Section Distance | Litter Collected
Team
Members

5 42.75

ae : 184
a. The teams clean their section of the highway over 4 days. They clean
the same distance each day. How many miles of the highway does
each team clean each day?
A: 0.5 miles, B: 5.2 miles, C: 3.6 miles

b. Each team divides their daily distance equally among each team
member. Which team’s members clean the greatest distance each day?

Team C

c. The team that collects the greatest amount of litter per team member
wins a prize. Which team wins the prize?
Team B

-—15m—4 2. Inacommunity, 25 people volunteer to clean the rectangular park

7 ee shown. The park is divided into sections of equal area. One section
is assigned to each volunteer. What is the area of the section that
each volunteer cleans? What is one possible set of dimensions for
each section?

14.7 square meters;

Sample answer: w=3m,/=4.9m

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Chapter 7

Chapter 7 353

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 Check out the
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_ Race Around the World: Division

_ Materials
e 1 set of Race Around the World: Division Cards*
per group
e 1 game piece per student
* Found in the Instructional Resources
Race Around the World: Division reviews dividing decimals.
Students will solve division problems that involve decimals to race
around the world.
_ 2 “Which country would you most like to visit? Which continent
is iton?”
e Review the directions with the class while modeling how
to play, relating it to Race Around the World: Multiplication.
Explain how they will use the highlighted digit of their answer
to move along the board.
e Note: Students may use their whiteboards to solve the problem.
e Have students tell you the directions in their own words.
e Partner students and distribute materials. Have students
begin playing.

Closure
e Exit Ticket: Write 53.6 + 0.5 on the board. Have students solve
and explain their work.

T-354 Chapter 7
 Race Around the World:
«@
© DivisionCn pp? an2 :

Directions:
1. Players take turns.
2. On your turn, flip a Race Around the World:
Division Card and find the quotient.
3. Move your piece to the next number on the
board that is highlighted in the quotient.
4. The first player to make it back to North America
wins!

(3) ~~
a =B

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354

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 ‘LearningTarget ——t™”

Find quotients involving decimals and

powers of 10.

Use compatible numbers to estimate 10-13

quotients involving decimals.

Use models to divide decimals by

14-17
whole numbers.

Divide decimals by one-digit whole

18-21
numbers.

aeDivide decimals by two-digit whole 79-97

numbers.

Use models to divide decimals by

28-31
Cees

Divide decimals by emsie 32-34

Insert zeros in the dividend when dividing 35-40

with decimals and whole numbers.

| Solve word problems involving decimals. Hewaie

Have students complete the Chapter Self-Assessment in the

Resources by Chapter to reflect on their knowledge of the chapter.

T-355 Chapter 7
 7.1) Division Patterns with Decimals

Find the quotient.

ik PSS] 1.6900
1b=
0.25 169

Pan Sie
0.681

- 200 0:01
20,000

Find the value of k.

7. J4=>kK= 7,400 8. k= 01 =8.1 9. 0.35 = k=0.035

k=0.01 k=0.81 k=10

(7.2 Estimate Decimal Quotients

Estimate the quotient. 10-13. Sample answers are given.

10. 9.6+2 11. 37.2 +64

5 6

12. 44.8 + 4.7 130 78.2 3510:8

9 7
Learning,
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Chapter 7

Chapter Resources
Surface Level Deep Level Transfer Level

Resources by Chapter Resources by Chapter STEAM Video

e Extra Practice e Enrichment and Extension Dynamic Assessment System
e Reteach ¢ Chapter Self-Assessment ¢ Chapter Test
¢ Chapter Self-Assessment Graphic Organizers Assessment Book
Differentiating the Lesson Game Library ¢ Chapter Tests A and B
Tutorial Videos Math Musicals
Skills Review Handbook
Skills Trainer
Game Library
Math Musicals

Chapter 7 355
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 {7.3 Use Models to Divide Decimals by Whole Numbers

Use the model to find the quotient.

14. 14+2

0.7

15. 2.853

0.95

Use a model to find the quotient.

16. 1.28+4 Ul S65) S02)

0.32 0.7

(7.4 Divide Decimals by One-Digit Numbers

Find the quotient. Then check your answer.

18. 4.7 19. 11.28 20. 13.2
3)14.1 6)67.68 8)105.6

21. Mp) Number Sense Evaluate (84.7 + 79.8) + 7.

23.5
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 7.7 Divide Decimals

Find the quotient. Then check your answer.

32. 8 33: 3.6 34. 12
2.57)20.56 4.7)16.92 5.3)63.6

{7.8 Insert Zeros in the Dividend

35. 9.05 36. 17.75 37. 4.35

4)36.2 4.8)85.2 12)52.2

38. 5+08=___ = 39. 23.7+6=___ 40. 138.4+16=___

6.25 3.95 8.65

(7.9 Problem Solving: Decimal Operations

41. You spend $28.08 on the fabric scissors,

buttons, and two craft kits. The kits each CRAFT
cost the same amount. How much does BUTTONS
ASSORTED
each kit cost?

$8.99

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358

24 Stories & Math Songs

Math Musicals can be used

with current topics, to review
previous topics, or to preview
upcoming topics.

358 Chapter 7
Cea 6S ee | Check out the Game ‘ie
yy % Library and Skills Trainer.
BigldeasMath.com

Center 1: Race Around the World: Division

Materials per group: Student Edition page 354, Race Around the World:
Division Cards*, game piece
Have students complete the activity. See page 1-354 for the directions.

Center 2: Skills Trainer

Materials: computers or devices with Internet access
Have students go to BigldeasMath.com to access the Skills Trainer.

Center 3: Divide and Connect

Materials per pair: Divide and Connect Game Board*, Divide and Connect
Game Cards*, counters
Cut out the Divide and Connect Game Cards and place face down in between
pairs of students. Player A will flip over the first card and solve to find the
quotient. Player B will check Player A’s answer. If Player A correctly answers
the card, he/she finds the quotient on the Divide and Connect Game Board and
covers it with their color counter. If Player A answers incorrectly, he/she loses
their turn and it becomes the next player’s turn. The first player to connect four
of their counters in a row (vertically, horizontally, or diagonally) wins!

Center 4: Decimal Division Puzzle

Materials: Decimal Division Puzzle*

Provide students with the cut-out pieces from the Decimal Division Puzzle.
Students will complete the puzzle by matching the division expressions with
their corresponding quotient.
Note: This activity can be completed individually or with a partner. If played
with a partner, time each player as they complete the puzzle. The player who
completes the puzzle faster wins!

*Found in the Instructional Resources

Chapter 7 T-358

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Chapter tests are available in the Assessment Book.

An alternative assessment option is listed below.

Linguistic
Provide students with the following help ad from a student who is struggling
to find the quotient of a division problem. Have students write a response to
“Decimal in Distress” by describing and modeling the steps they should take
to solve 24.3 = 6.
Dear Math Master,

While completing my homework last night, | came across a problem that

really confused me! | remember how to divide whole numbers by whole
numbers, but am getting confused when dividing with decimals. Can you
help explain how to divide 24.3 by 6?
Thank you!
-Decimal in Distress

Allow time for students to share their models that describe the steps for
dividing 24.3 by 6.

Model the steps to divide. 3 points

Total 10 points

T-358A Chapter 7
 What worked...

What did not work...

What I would do differently...

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 y

Item Analysis
1. Learning Target: Use order of operations to evaluate numerical
expressions. (Lesson 2.2)
A. The student does not complete the order of operations.
B. The student divides incorrectly.
C. Correct Answer
D. The student does not complete the order of operations.

2. Learning Target: Use rounding and compatible numbers to

estimate products. (Lesson 4.2)
A. Correct Answer
B. The student confuses the definitions of underestimate and
overestimate.
C. The student sees that 80 is rounded down and chooses this
answer.
D. This student confuses the definitions of underestimate and
overestimate.

3. Learning Target: Use models to multiply decimals and whole

numbers. (Lesson 5.3)

9 X 0.5: The student multiplies incorrectly.

8 X 0.05 Correct Answer
2 X 0.2 Correct Answer
4 X 0.1 Correct Answer
0.01 X 40 Correct Answer
50 x 0.8: The student multiplies incorrectly

4. Learning Target: Understand the relationship between place

value positions. (Lesson 1.1)
1
A. The student multiplies by
1,000

B. The student multiplies by a"

C. Correct Answer

D. The student divides by a

T-359 Chapter 7
 Name
+, in.
'

ON” Cumulative | —

_ Practi ce

1. Which statement is true?

? ?
@ (2x4)+4+8=2 @®) (2x4+4)+8=2
Z 2?
2x (4+4)+8=2 ?
O 2x4+(4+8)=2

2. You round 23 X 84 and get an underestimate. How did you estimate?

@ 20x80 (B) 30x 90

© 25x80 (©) 25x90

3. Which expressions have a product that is shown?

A
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Ade
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s*
S>Z
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C) 9x05 @ sx005 @ 2x02

Ar

@ 4x01 @ 0.01 x 40 (_) 50x08

4. What number is 3 of 800?

©) 8,000
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Chapter 7 359

Chapter 7 359
 Ma

Item Analysis (continued)

5. Learning Target: Find quotients involving decimals and
powers of 10. (Lesson 7.1)
A. Correct Answer
B. The student divides by 0.1.
C. The student only thinks about the 14 more than 37 part of
the question.
D. The student multiplies by 0.01.

6. Learning Target: Use place value and division facts to find

quotients. (Lesson 6.2)
2,800 + 70 Correct Answer
160 + 4 Correct Answer
1,200 + 300: The student divides incorrectly.
3,600 + 90 Correct Answer
200 + 50: The student divides incorrectly.
8,000 + 200 Correct Answer

7. Learning Target: Use models to add or subtract decimals.

(Lesson 3.2)
A. The student subtracts what is crossed out from what is in
the first row.
B. Correct Answer
C. The student thinks the first number is shown by the entire
ones column and the top tenths column.
D. The student subtracts an incorrect amount.

8. Learning Target: Find products involving decimals and powers

of 10. (Lesson 5.1)
A. The student multiplies incorrectly.
B. Correct Answer
C. The student multiplies incorrectly.
D. The student disregards place value.

T-360 Chapter 7
 5. Which number divided by 0.01 is 14 more than 37?

0.51 51

© 51 © 5,100

6. Which expressions have a quotient of 40?

@ 2,300 = 70 @ i00+4 C) 1,200 + 300

@ 3000+ 90 C) 200 + so @ 8,000 + 200

7. Which equation is shown by the quick sketch?

Tenths

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Chapter 7 360
 a

Item Analysis (continued)

9. Learning Target: Divide decimals by one-digit whole numbers.
(Lesson 7.4)
A. Correct Answer
B. The student does not regroup to find 11-8.
C. The student places the decimal incorrectly.
D. The student multiplies.

10. Learning Target: Write decimals in different forms and

compare the values of digits. (Lesson 1.5)
A. Correct Answer
B. The student does not know decimal place value.
C. The student does not know decimal place value.
D. The student disregards the -th at the end of thousandths.

11. Learning Target: Use order of operations to evaluate

expressions with grouping symbols. (Lesson 2.4)
A. The student completes the operation inside the parentheses
first, and then subtracts.
B. The student divides first and then adds 2 and 9. They then
subtract that from 30.
C. The student completes the operations from left to right,
disregarding the order of operations.
D. Correct Answer

12. Learning Target: Multiply multi-digit numbers by one-digit

numbers. (Lesson 4.3)
A. The student forgets the leading number in the product
because there is no place to regroup it.
B. The student does not regroup.
C. Correct Answer
D. The student multiplies the regrouped numbers instead of
adding them to the product.

13. Learning Target: Divide multi-digit numbers by one-digit

numbers. (Lesson 6.4)
Gridded Response: Correct Answer: 1,507
Common Error: The student forgets to place a zero in the
quotient when dividing 2 by 3 and gets 157.

T-361 Chapter 7
 9. What is the quotient of 11.76 and 8?

@® 1.47 1.97

© 147 (D) 94.08

10. Newton wins a race by seven thousandths of a second. What is this

number in standard form?

0.007 0.07

(C), 07 (D) 7,000

11. Evaluate 30—(9 + 6) + 3.

@ 5 19

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Chapter 7

Chapter 7 361
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item Analysis (continued)

14. Learning Target: Write numbers using exponents. (Lesson 1.3)
A. Correct Answer
B. The student thinks the answer is 4 because the only other
exponent labeled is 4.
C. The student adds the exponents.
D. The student thinks the answer is 10 because that is the
base number.

15. Learning Target: Multiply decimals. (Lesson 5.8)

Part A
Correct Answer: 14.875 square meters
Common Error: The student places the decimal point
incorrectly and gets 1,487.5.
Part B
Correct Answer: 29.75 square meters;
Area = 14.875 X 2 = 29.75
Common Error: The student places the decimal point
incorrectly and gets 2,975.

16. Learning Target: Find products involving multiples of 10 and

powers of 10. (Lesson 4.1)
30 x 40 Correct Answer
12 X 10? Correct Answer
60 X 200: The student multiplies incorrectly.
2 X 6,000: The student multiplies incorrectly.
40 x 103: The student multiplies 40 by 30.
120 X 10 Correct Answer

17. Learning Target: Solve word problems involving decimals.

(Lesson 7.9)
A. The student only finds the price of a 5-day pass each day.
B. Correct Answer
C. The student only finds the price of a 2-day pass each day.
D. The student adds the costs of the passes.

18. Learning Target: Divide four-digit numbers by two-digit

numbers. (Lesson 6.8)
4,536 + 56 Correct Answer
6,750 + 45: The first digit of the quotient is in the hundreds place.
2,403 + 89 Correct Answer
1,496 + 17 Correct Answer

T-362 Chapter 7
 14. What is the value of b?

104 = 10° x 10

3 4
Ors © 10

15. Part A What is the area of the sandbox? 4.25m

th 14.875 square meters

Explain

Part B The playground committee wants to make the area of the

sandbox 2 times the original area. What is the new area? Explain.

29.75 square meters; Area = 2 X 14.875 = 29.75

16. Which expressions have a product of 1,200?

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C) 2x 6,000 C) 40 x 103 @ 120x 10

17. A5-day pass to a theme park costs $72.50. A 2-day pass to the same
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18. Which expressions have a quotient with the first digit in the tens place?

@ 4536 +56 C) 6750 +45

@ 2.403 = 89 @ 1496 +17

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362

Chapter 7 362
 STEAM Performance Task
In this task, students demonstrate their understanding of
multiplying whole numbers and decimals and dividing whole
numbers and decimals. Demonstrate the experiment from
Exercise 1 using data from the table. Use student responses
to gauge their thinking about multiplying and dividing whole
numbers and decimals.
e Decide ahead of time whether students will be working
independently, in pairs, or in groups.
e Pause between direction lines for students to complete
each step.
e Have students share their work and thinking with others.
Discuss as a class.
STEAM Video: The OR code leads to a video related to planning an
event, such as a party or science fair. The students can still complete
the performance task, even if they have not seen the video.

T-363 Chapter 7
 ¥

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You experiment with levers for your
school’s science fair. fA

1. You balance the seesaw lever by placing different weights on either side at
different distances from the middle. You find the formula for balancing the
seesaw lever is (left weight) < (left distance) = (right weight) x (right distance).
You test the formula using various combinations of weights. |

a. Use the formula to complete |

Balanced Seesaw Lever
the table for the 2nd and
3rd attempts. Right Right
Distance | Weight | Distance
Fes tte Scab Dal beens (inches) | (pounds) | (inches)
b. For your 4th attempt, you

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d. For your science fair display, you balance the lever by placing another
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e. How can you apply what you learn from the science fair project to a playground?
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Chapter 7 Closer to the middle than the lighter person. 363

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The display board needs to open up
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4
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to back, you can fit 6 display boards 2
on one table.

18 tables; 93 displays + 6 displays

per table = 16 tables, add 2 tables
for snacks and awards
poe

— Check students’ diagrams.

io | Check students’ work.

T-364 Chapter 7
 You help set up tables for the science fair. There are 93 science fair displays.
You use the display boards to determine how many tables to use.
2. Each display board opens up to form 24 in.
three sides of a trapezoid as shown.
12in.
a. How much room do you think each display
board needs to open up? Explain.

The display board needs to open up more than 24 inches and less than 48 inches.

. You place the display boards next to each other on 12-foot long
tables. How many display boards can you fit on one table?
By arranging the display boards back to back, you can fit 6 display boards
on one table.

. You use one table for snacks and one table for award ribbons. What
is the least number of tables you can use? Explain.
18 tables; 93 displays + 6 displays per table = 16 tables,
add 2 tables for snacks and awards

. The diagram shows the room where the science fair is held. Each table
for the science fair is 3 feet wide. Your teacher says the ends of the
tables can touch to save space. Complete the diagram to arrange the
tables so that visitors and judges can see each display board. Sample answer:

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3. Use the Internet or some other resource to learn about other

types of science fair projects. Describe one interesting science
fair project you want to complete.

Check students’ work.

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common denominator
acute triangle [triangulo actangulo]
[factor comin]
A triangle that has three
A number that is the denominator of two
acute angles
or more fractions
3 2
4 4
4 is acommon denominator for
3 2
—and-.
4 4

composite figure [figura compuesta]

WS
NP
WS’
UP A figure that is made of two or more
base (of apower) [base] solid figures

The repeated factor in a power

base

10 X 10 X 10 X 10 X 10 = 10°

coordinate plane
as
en
Aen)
A
a base (ofaprism) [base] [plano de coordenadas]

The bottom face of a right A plane that is formed by the intersection

rectangular prism of a horizontal number line anda
il
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vertical number line

base
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A13
cubic unit [unidad cubical] evaluate [evaluar]

A unit used to measure volume To find the value of a numerical expression

cubic centimeter 15+6x5=45
cubic inch —_— “~~
cubic foot numerical
F value
expression

data [datos]
exponent [exponente]
Values collected from observations
or measurements The number of times the base

ey [+ [2]e[@[s
Packages
of a power is used as a factor
exponent
7. 1
10 X 10 X 10 X 10 X 10 = 10°

equiangular triangle
[triangulo equiangulo] fluid ounces (floz) [onzas fluidas (oz fl)]

A triangle that has three angles A customary unit used to measure capacity
with the same measure

There are 8 fluid ounces in 1 cup.

equilateral triangle
[triangulo equilatero]
A triangle that has three sides
with the same length improper fraction [fracci6n impropia]
A fraction greater than 1

Al4
 inverse operations
[operaciones inversas]
milligrams (mg) [miligramos (mg)]
Operations that “undo” each other,
2
a such as addition and subtraction, or A metric unit used to measure mass
multiplication and division

One piece of salt weighs

about 1 milligram.

isosceles triangle [triangulo isésceles] numerical expression

A triangle that has two sides [expresion numérica]
with the same length An expression that contains numbers
and operations

3353.50

19 113456

line graph [grafica de lineas]

obtuse triangle
A graph that uses Blog Subscribers [triangulo obtusangulo]
line segments to
A triangle that has one
show how data
obtuse angle
values change
over time Subscribers

Time (hours)

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order of operations
[orden de las operaciones]
parallelogram [paralelogramo]
A set of rules for evaluating expressions
A quadrilateral that has two
Order of Operations
pairs of parallel sides
(with Grouping Symbols)
1. Perform operations in grouping

¢7
symbols.
2. Multiply and divide from left to right.
3. Add and subtract from left to right.

ordered pair [par ordenado]

period [periodo]
A pair of numbers that is used to locate
a point in a coordinate plane Each group of three digits separated by
commas in a multi-digit number
ordered pair: (4, 3)
period period

Thousands Period ae Period

x-coordinate y-coordinate

|
origin [origen]

The point, y
represented by the j power [potencia]
ordered pair (0, 0), ;
where the x-axis and 1 A product of repeated factors
the y-axis intersect in Moi) 23 4msee
origin
a coordinate plane
10 X 10 X 10 X 10 X 10 = 105
overestimate [sobrestimar] WH
power
An estimate that is greater than
the actual value
38 X 14 LOtN SASS

proper fraction [fraccidn propia]

40 x 15
= 600 A fraction less than 1

overestimate

A16
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rectangle [rectangulo] scalenetriangle [tridngulo escaleno]
A parallelogram that has A triangle that has no sides
four right angles with the same length

ince
rhombus _ [rombo]

A parallelogram that has four sides

with the same length
simplestform [minima expresion]

[ess
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of a fraction have no common factors
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right rectangular prism simplest

[prisma rectangular derecho] form
A solid figure with six rectangular faces

cap square [cuadrado]

A parallelogram that has four right

angles and four sides with the
righttriangle [triangulo rectangulo] same length
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en
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An estimate that is less than

the actual value
125433

one thousandth
i
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underestimate

unit cube [cubo unitaria]

thousandths place A cube that measures one unit
[posicion de los milésimos] on each side
The third place to the right of
the decimal point 1 unit
— 1 unit
0.001 1 unit

thousandths
place

volume _ [volumen]

trapezoid [trapecio] A measure of the amount of space that a

solid figure occupies
A quadrilateral that has exactly
one pair of parallel sides

EN The volume of the figure is 4 cubic feet.

A18
 x-axis [eje x] y-axis [eje y]
The horizontal number line in a The vertical number line ina
coordinate plane coordinate plane

x-coordinate [coordenada x] y-coordinate [coordenada y]

The first number in an ordered pair, The second number in an ordered
which gives the horizontal distance pair, which gives the vertical distance
from the origin along the x-axis from the origin along the y-axis
(4, 3) (4, 3)

x-coordinate y-coordinate
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 Index
finding, 453-459,
vs. volume, units of, 624
Acute angles, of triangles, 659-664 Area models
Acute triangles, 660-664 dividing decimals by decimals using,
Addition 329-335
Associative Property of, 54-58 dividing decimals by one-digit numbers
with decimals, 114 using, 311-316
checking subtraction with, 102 dividing multi-digit numbers by one-digit
Commutative Property of, 54-58 numbers using, 237, 255
with decimals, 114 dividing multi-digit numbers by two-digit
of decimals, 95-100 numbers using, 261-268
using estimates, 83-88, 96, 108 dividing unit fractions by whole numbers
lining up like place values in, 96, 108 using, 497-502
using mental math, 113-118 dividing whole numbers by unit fractions
using models, 89-95 using, 491-496
regrouping in, 96 dividing whole numbers using
with three decimals, 107-112 with fractions as quotients, 479-484
of fractions with mixed numbers as quotients,
using estimates, 373-378 485-490
SE
VE
rVUCUC'T
TUM
HTC
CUSCUCUC
UGS
SpPeNeuFeS
‘Ww with unlike denominators, 385-390 multiplying decimals using, 199-205
of mixed numbers, 397-402 multiplying fractions using, 441-446
in order of operations, 60-62 multiplying mixed numbers using,
repeated, multiplying fractions and whole 459-464
sr
numbers using, 423-428 multiplying whole numbers using, 151,
subtraction as inverse operation of, 238 157,237.
Addition Property of Zero, 54-58 Associative Property of Addition, 54-58
Angles with decimals, 114
of quadrilaterals, 665-670 Associative Property of Multiplication,
of triangles, 659-664 54-58
Another Way, Throughout. For example, see: with decimals, 212
84, 87, 140, 194, 398, 404, 424, 445, with fractions, 424, 426
4
LY
kj
<4
1
1.7
4
486,578
Apply and Grow: Practice, /n every lesson. For
example, see: 5,55, 85, 141, 177,
239, 301, 369, 425, 517 Base, of powers, definition of, 16
Area(s) Base, of right rectangular prisms
of base of rectangular prisms, 634-638 area of, in volume formula, 634-638
of rectangles definition of, 628
comparing, 465 finding volumes using, 628, 634
Base ten blocks, 3, 89

A21
Benchmarks, estimating sums and Comparing
differences of fractions using, areas of rectangles, 465
373-378 decimals, 33-38
Braces digits in decimals, 27-30
evaluating expressions with, 72, 73 digits in multi-digit numbers, 9-12
as grouping symbol, 72 factors to products, 465-470
Brackets Compatible numbers
evaluating expressions with, 72-74 adding or subtracting decimals using,
as grouping symbol, 72 83-88, 114
definition of, 250
dividing decimals using, 305-310
dividing whole numbers using, 249-254
Capacity multiplying decimals using, 181-186
in customary system, 539-544 Compensation, adding or subtracting
in metric system, 521-526 decimals using, 114, 116
Centimeters Composite figures
converting within metric system, 515-520 definition of, 646
cubic, 621-626 finding unknown dimensions of, 645-650
Challenge, See Dig Deeper finding volumes of, 645-650
Chapter Practice, /n every chapter. For Coordinate plane, See also Graphs
example, see: 47-50, 79-80, definition of, 572
127-130, 231-234, 355-358, drawing polygons in, 583-588
417-420, 511-512, 559-562, graphing and interpreting data in,
615-618, 679-680 589-594
Charts, place value, See Place value charts graphing and relating numerical patterns
Common denominators in, 607-612
definition of, 380 plotting points in, 571-576
finding, 379-384 relating points in, 577-582
writing fractions using, 379-384 Counting, finding volumes by, 621-626
Common Errors, Throughout. For example, Cross-Curricular Connections, /n every
see: T-10, T-102, T-152, T-219, 379, lesson. For example, see: T-75, 1-117,
T-399, T-492, T-565, T-636, T-683 T-143, T-327, T-371, T-427, T-519,
Common factors, finding, 367-372 T-669
Common Misconceptions, Throughout. For Cubes, unit, See Unit cubes
example, see: T-218, T-306, T-569D, Cubic units, 621-626
T-584 definition of, 622
Common multiples, identifying, 380 vs. square units, 624
Commutative Property of Addition, 54-58 Cumulative Practice, 131-134, 359-362,
with decimals, 114 563-566, 681-684
Commutative Property of Multiplication, Cups, converting within customary system,
54-58 539-544
with decimals, 212 Customary system
capacity in, 539-544

A22
 lengths in, 527-532 summary of strategies for, 217
weights in, 533-538 multiplying powers of 10 by, 175-180,
835,336
multiplying whole numbers by
using estimates, 181-186
Data using models, 187-192
es
vs'vwovsv
definition of, 590 using place value, 193-198
graphing and interpreting, 589-594 ordering, 35, 36
Decimal(s), 27-32 in place value charts, 28, 33-36
adding, 95-100 rounding, 39-44
using estimates, 83-88, 96, 108 estimating products using, 181-186
lining up like place values in, 96, 108 estimating sums and differences
using mental math, 113-118 using, 83-88
using models, 89-95 using number line, 39, 40
regrouping in, 96 using place value, 39-44
using rounding or compatible solving word problems involving,
numbers, 83-88, 114 347-352
with three decimals, 107-112 subtracting, 101-106
comparing two, 33-38 checking with addition, 102
comparing value of digits in, 27-30 using estimates, 83-88, 102
SS
PMUdividing by one-digit numbers lining up like place values in, 102
checking answers after, 317-322 using mental math, 113-118
\p using models, 311-316 using models, 89-94, 101
using place value, 317-322 regrouping in, 102
dividing by powers of 10, patterns in, using rounding or compatible
299-304 numbers, 83-88, 114
dividing by two-digit numbers with three decimals, 107-112
using estimates, 323-328 to thousandths place, 21-26
using place value, 323-328 comparing, 33-38
dividing decimals by definition of, 22
using estimates, 305-310 writing as fractions, 22-24
using models, 329-335 writing fractions as, 22-24
using powers of 10, 335-340 writing in different forms, 28, 29
identifying value of digits in, 27-30 Decimal points
in money problems, 119-124, 223-228 lining up, 96
multiplying decimals by in place value charts, 28
choosing strategies for, 217-222 Define It, In every chapter. For example, see:
using estimates, 211-216 2, 82, 138, 236, 298, 366, 478, 514,
using models, 199-204 620, 658
using multiplication properties, Denominators
211-216 common
using partial products, 205-210 definition of, 380
patterns in, 175-180 finding, 379-384

A23
wees
=e
FIyPyrFyyryrevy
YP
 writing fractions using, 379-384 multiplication as inverse operation of,
in multiplication of fractions by fractions, 238, 244
447-452 in order of operations, 60-62
in multiplication of fractions by whole relationship between multiplication and,
numbers, 436 237-242
unlike solving word problems involving,
adding fractions with, 385-390 285-290, 503-508
adding mixed numbers with, 397-402 of unit fractions by whole numbers,
subtracting fractions with, 391-396 497-502
subtracting mixed numbers with, of whole numbers by unit fractions,
403-408 491-496
Diagrams, See Tape diagrams; Venn diagrams of whole numbers by whole numbers
Differences, See also Subtraction checking answers after, 273-284
of decimals, estimating, 83-88 using estimates, 249-254, 273-284
of fractions, estimating, 373-378 with fractions as quotients, 479-484
Differentiation, See Scaffolding Instruction with mixed numbers as quotients,
Dig Deeper, Throughout. For example, see: 6, 485-490
56, 85, 141, 246, 370, 426, 518, 576, using models, 237, 255, 261-268
623 using multiplication, 237-242
Distances, in coordinate plane, finding, using partial quotients, 255, 261-272
577-582 patterns in, 243-248
Distributive Property, 54-58 using place value, 243-248, 255-260,
Dividends, See also Division 273-284
inserting zeros in, 341-346 using regrouping, 255-260
renaming, 305-310 solving word problems involving,
Division 285-290
by 10, 3-8 Division facts
of decimals by decimals dividing whole numbers using, 243-248
using estimates, 305-310 estimating quotients using, 249-254
using models, 329-335 Dollar, U.S., exchange rates for, 226
using powers of 10, 335-340
of decimals by one-digit numbers @
checking answers after, 317-322
using models, 311-316 ELL Support, /n every lesson. For example,
using place value, 317-322 see: T-27, T-157, 1-279, T-302, T-415,
of decimals by powers of 10, patterns in, 1-488, T-551, T-583, T-621, T-665
299-304 Equal to, See Comparing
of decimals by two-digit numbers Equations, identifying number properties
using estimates, 323-328 in, 54,55
using place value, 323-328 Equiangular triangles, 660-664
fractions as form of, 479-484 Equilateral triangles, 660-664
inserting zeros in dividends, 341-346

A24
Equivalent expressions, writing, using writing numbers using, 15-20
number properties, 54-56 Exponential expressions, 15-20
Equivalent fractions Expressions, See specific types of expression
adding fractions using, 385-390
adding mixed numbers using, 397-402
subtracting fractions using, 391-396
subtracting mixed numbers using, Factors
403-408 comparing products to, 465-470
writing finding common, 367-372
using common denominators, Feet
379-384 converting within customary system,
using common factors, 367-372 527-532
Error Analysis, See You Be the Teacher cubic, 621-626
Estimates Fluid ounces, converting within customary
adding decimals using, 83-88, 96, 108 system, 539-544
adding fractions using, 373-378 Formative Assessment, Throughout. For
checking division with, 273-284, 317-322 example, see: T-30, I-74, T-182,
dividing decimals by decimals using, T-244, T-300, T-382, T-468, T-518,
305-310 T-586, 1-636
dividing decimals by two-digit numbers Four-digit numbers, dividing by two-digit
using, 323-328 numbers, 279-284
dividing whole numbers using, 249-254, Fractions
273-284 adding
multiplying decimals using, 211-216 using estimates, 373-378
multiplying whole numbers by decimals with unlike denominators, 385-390
using, 181-186 common denominators of
multiplying whole numbers by whole definition of, 380
numbers using, 145-150 finding, 379-384
overestimates and underestimates, writing fractions using, 379-384
146-148 as division, 479-484
subtracting decimals using, 83-88, 102 equivalent (See Equivalent fractions)
subtracting fractions using, 373-378 improper
Euros, exchange rates for, 226 in addition of mixed numbers, 398
Evaluate, definition of, 60 definition of, 398
Exchange rates, 226 in multiplication of mixed numbers,
Expanded form 460
writing decimals in, 28, 29 in subtraction of mixed numbers, 404
writing whole numbers in, 10, 11, 17 in mixed numbers (See Mixed numbers)
Explore and Grow, /n every lesson. For multiplying fractions by
example, see: 3, 53, 83, 139, 237, using models, 441-447
299, 423, 479, 515,571 using rules, 447-452
Exponent(s) multiplying whole numbers by
definition of, 16 using models, 423, 429-435

A25
 using repeated addition, 423-428
using rules, 435-440
proper, definition of, 398 Height
simplest form of of composite figures, finding unknown,
definition of, 368 645-650
writing, 367-372 of rectangular prisms
solving word problems involving, finding unknown, 639-644
409-414, 503-508 in volume formula, 634-638
subtracting Hierarchy, of quadrilaterals, 671-676
using estimates, 373-378 Higher Order Thinking, See Dig Deeper
using models, 391 Homework & Practice, In every lesson. For
with unlike denominators, 391-396 example, see: 13-14, 75-76,
unit 99-100, 143-144, 241-242,
dividing whole numbers by, 491-496 371-372, 483-484, 519-520
multiples of, 423-428 Horizontal lines, 578
as side lengths of rectangles, 453-458 Hundreds, dividing by, 243-248
writing as decimals, 22-24
writing decimals as, 22-24

Improper fractions
in addition of mixed numbers, 398
Gallons, converting within customary definition of, 398
system, 539-544 in multiplication of mixed numbers, 460
Games, /n every chapter. For example, see: 46, in subtraction of mixed numbers, 404
78, 126, 170, 292, 354, 472, 510, Inches
614, 652 converting within customary system,
Grams, converting within metric system, 527-532
521-526 cubic, 621-626
Graphs Inverse operations, definition of, 238
of data, drawing and interpreting, Isosceles triangles, 660-664
589-594
line
definition of, 596
drawing and interpreting, 595-600 Kilograms, converting within metric
of relationships between numerical system, 521-526
patterns, 607-612 Kilometers, converting within metric
Greater than, See Comparing system, 515-520
Grouping symbols
definition of, 72
evaluating expressions with, 71-76
types of, 72 Learning Target, /n every lesson. For example,
see; 3,93, 139, 175, 299,367n423)
479,515,571

A26
Lengths Metric system
of composite figures, finding unknown, capacity in, 521-526
645-650 lengths in, 515-520
in customary system, 527-532 mass in, 521-526
in metric system, 515-520 Miles, converting within customary system,
of rectangular prisms 527-532
finding unknown, 639-644 Milligrams, converting within metric
in volume formula, 634-638 system, 521-526
Less than, See Comparing Milliliters, converting within metric system,
Like place values, of decimals, lining up, 96, 521-526
102, 108 Millimeters, converting within metric
Line(s) system, 515-520
horizontal, 578 Millions period, definition of, 10
vertical, 578 Mixed numbers
Line graphs adding, 397-402
definition of, 596 definition of, 398
drawing and interpreting, 595-600 multiplying, 459-464
Line plots, making and interpreting, as quotients, 485-490
545-550 solving word problems involving,
Line segments 409-414
drawing, 577-582 subtracting, 403-408
as line graphs, 596-600 Model(s)
Liters, converting within metric system, adding decimals using, 89-95
521-526 adding mixed numbers using, 397
Logic, Throughout. For example, see: 11, 109, dividing decimals by decimals using,
112, 141, 278, 325, 396, 440, 461, 329-335
502 dividing decimals by one-digit numbers
using, 311-316
dividing multi-digit numbers by one-digit
numbers using, 237, 255
Mass, in metric system, 521-526 dividing multi-digit numbers by two-digit
Math Musicals, /n every chapter. For example, numbers using, 261-268
see: 22, 194, 386, 634 dividing unit fractions by whole numbers
Measurement, See also Customary system; using, 497-502
Metric system dividing whole numbers by unit fractions
solving problems involving, 551-556 using, 491-496
Mental math dividing whole numbers using
adding or subtracting decimals using, with fractions as quotients, 479-484
113-118 with mixed numbers as quotients,
estimating sums and differences of 485-490
fractions using, 373-378 multiplying decimals by decimals using,
Meters, converting within metric system, 199-205
515-520

A27
 multiplying decimals by whole numbers Multiples
using, 187-192 of 10
multiplying fractions by fractions using, dividing whole numbers by, 243-248
441-447 multiplying whole numbers by,
multiplying fractions by whole numbers 139-144
using, 423, 429-435 common, identifying, 380
multiplying mixed numbers using, Multiplication
459-464 by 10, 3-8
multiplying whole numbers using, 151, Associative Property of, 54-58
1577237 with decimals, 212
subtracting decimals using, 89-94, 101 with fractions, 424, 426
subtracting fractions using, 391 checking division with, 273-284
subtracting mixed numbers using, 403 Commutative Property of, 54-58
writing simplest form of fractions using, with decimals, 212
367-372 comparing factors to products in,
Modeling Real Life, /n every lesson. For 465-470
example, see: 8, 58, 88, 144, 242, of decimals by decimals
304, 372, 428, 484, 520 choosing strategies for, 217-222
Money, solving problems involving, using estimates, 211-216
119-124, 223-228 using models, 199-204
Multi-digit numbers using multiplication properties,
comparing value of digits in, 9-12 211-216
dividing by one-digit numbers using partial products, 205-210
using models, 237, 255 patterns in, 175-180
using place value, 243-248, 255-260 summary of strategies for, 217
using regrouping, 255-260 of decimals by powers of 10, 175-180,
dividing by two-digit numbers 335,336
using estimates, 273-284 of decimals by whole numbers
using models, 261-268 using estimates, 181-186
using partial quotients, 261—266 using models, 187-192
using place value, 243-248, 273-284 using place value, 193-198
identifying value of digits in, 9, 10 division as inverse operation of, 238, 244
multiplying division using, 237-242
by multi-digit numbers, 163-168 of fractions by fractions
by one-digit numbers, 151-156 using models, 441-447
by two-digit numbers, 157-162 using rules, 447-452
place value with, 9-14 of fractions by whole numbers
writing in different forms, 10, 11 using models, 423, 429-435
Multiple Representations, Throughout. For using repeated addition, 423-428
example, see: 84, 140, 182, 302, 398, using rules, 435-440
404, 445, 480, 501,578 of mixed numbers, 459-464
of multi-digit numbers
by multi-digit numbers, 163-168

A28
=_— by one-digit numbers, 151-156 graphing and analyzing relationships
by two-digit numbers, 157-162 between, 607-612
in order of operations, 60-62
relationship between division and,
237-242
solving money problems using, 223-228 Obtuse angles, of triangles, 659-664
of whole numbers by whole numbers Obtuse triangles, 660-664
using estimates, 145-150 One, Multiplication Property of, 54-58
using models, 151, 157, 237 One-digit numbers
by multiples of 10, 139-144 dividing decimals by
patterns in, 139-144 checking answers after, 317-322
by powers of 10, 16-18, 139-144 using models, 311-316
Multiplication Property of One, 54-58 using place value, 317-322
Multiplication Property of Zero, 54-58 dividing multi-digit numbers by
using models, 237, 255
using place value, 243-248, 255-260
using regrouping, 255-260
Number(s), See also specific types of numbers multiplying multi-digit numbers by,
properties of, 53-58 151-156
writing, using exponents, 15-20 Ones period, definition of, 10
Number line Open-Ended, Throughout. For example, see:
estimating sums and differences using 35, 88, 150, 183, 266, 372, 440, 458,
fractions on, 373-374 538, 576
rounding decimals on, 39-40 Operations, See also specific operations
Number Sense, Throughout. For example, see: basic types of, 60
5, 58, 85, 141, 239, 301, 375, 452, order of (See Order of operations)
481,517 Order of operations, 59-64
Numerators definition of, 60
in multiplication of fractions by fractions, evaluating expressions using, 59-64
447-452 with grouping symbols, 71-76
in multiplication of fractions by whole Ordered pairs
numbers, 436 definition of, 572
Numerical expressions drawing polygons using, 584-588
definition of, 60 graphing data as, 589-594
evaluating graphing numerical patterns as, 607-612
definition of, 60 plotting points using, 571-576
with grouping symbols, 71-76 Ordering decimals, 35, 36
using order of operations, 59-64, Organize It, In every chapter. For example, see:
71-76 2,52, 82, 174, 236, 366, 422, 514,
properties of, 53-58 570, 658
writing, 65-70 Origin, of coordinate plane, definition of,
Numerical patterns 57/2
creating and describing, 601-606

A29
Ounces, converting within customary in multiplication
system, 533-538 of decimals, 175-180
Ounces, fluid, converting within customary of whole numbers, 139-144
system, 539-544 numerical
Overestimates creating and describing, 601-606
definition of, 146 graphing and analyzing relationships
identifying, 146-148 between, 607-612
in place value, 3-8
Patterns, Throughout. For example, see: 5,
139, 198, 304, 425
Pairs, ordered Performance Task, /n every chapter. For
definition of, 572 example, see: 45, 77, 125, 229, 353,
drawing polygons using, 584-588 471,509, 557, 613, 677
graphing data as, 589-594 Periods (groups of digits), definition of, 10
graphing numerical patterns as, 607-612 Pints, converting within customary system,
plotting points using, 571-576 539-544
Parallel sides, of quadrilaterals, 665-670 Place value, 3-8
Parallelograms with decimals, 27-32
identifying, 666-670 lining up like, in addition, 96, 108
relationship to other quadrilaterals, lining up like, in subtraction, 102
671-676 rounding using, 39-44
Parentheses dividing decimals by decimals using,
evaluating expressions with, 60-62, 299-304
72-74 dividing decimals by one-digit numbers
as grouping symbol, 72 using, 317-322
in order of operations, 60-62 dividing decimals by two-digit numbers
Partial products using, 323-328
multiplying decimals by decimals using, dividing whole numbers using, 243-248,
205-210 255-260, 273-284
multiplying decimals by whole numbers with multi-digit whole numbers, 9-14
using, 194 multiplying decimals and whole numbers
multiplying multi-digit numbers by using, 193-198
multi-digit numbers using, 164 understanding, 3-8
multiplying multi-digit numbers by Place value charts, 4-6
one-digit numbers using, 151 decimals in, 28
multiplying two-digit numbers using, comparing, 33-36
157,158 division patterns with, 299-304
Partial quotients, dividing whole numbers grouping by periods in, 10
using, 255, 261-272 whole numbers in, 4-6, 10, 12
Patterns Plotting points, 571-576
in division Points, in coordinate plane
of decimals, 299-304 finding distances between, 577-582
of whole numbers, 243-248

A30
 plotting, 571-576 Proper fractions
relating, 577-582 definition of, 398
) Polygons, in coordinate plane, drawing and in mixed numbers, 398
identifying, 583-588
Pounds, converting within customary
system, 533-538
Powers Quadrilaterals
of 10, 15-20 classifying types of, 665-670
dividing decimals by, 299-304 understanding relationships among,
dividing decimals using, 335-340 671-676
using exponents to show, 16, 17 Quarts, converting within customary
finding values of expressions with, system, 539-544
16-18 Quotients, See also Division
multiplying decimals by, 175-180, fractions as, 479-484
335-340 involving decimals, estimating, 305-310
multiplying whole numbers by, 16-18, involving whole numbers, estimating,
139-144 249-254, 273-284
definition of, 16 mixed numbers as, 485-490
Precision, Throughout. For example, see: 26, partial, dividing whole numbers using,
71,85, 189, 213, 378, 485, 497, 532, 255; 2612272
627
Prisms, right rectangular
breaking composite figures into, 645-650
definition of, 628 Reading, Throughout. For example, see:
unknown dimensions of, finding, 639-644 T-247, 1-575, T-637
volumes of Real World, See Modeling Real Life
finding, 627-632 Reasoning, Throughout. For example, see:
formula for, 633-638 3, 53, 144, 237, 307, 369, 499, 520,
Problem solving 541; G32
with decimals, 347-352 Rectangles
with division, 285-290 areas of
with fraction division, 503-508 comparing, 465
with fractions and mixed numbers, finding, 453-459
409-414 definition of, 666
with measurement, 551-556 identifying, 666-670
with money, 119-124, 223-228 relationship to other quadrilaterals,
Problem Solving Plan, Throughout. For 671-676
example, see: 120, 224, 286, 410, Rectangular prisms, right
504, 552 breaking composite figures into, 645-650
Products, See also Multiplication definition of, 628
comparing factors to, 465-470 unknown dimensions of, finding, 639-644
partial (See Partial products)

A31
 volumes of unknown dimensions of, finding, 639-644
finding, 627-632 volumes of
formula for, 633-638 finding, 627-632
Regrouping formula for, 633-638
in addition of decimals, 96 Right triangles, 660-664
in division of decimals by one-digit Rounding
numbers, 317-322 decimals
in division of decimals by two-digit estimating products using, 181-186
numbers, 323-328 estimating sums and differences
in division of whole numbers, 255-260 using, 83-88
in multiplication of whole numbers, 152, using number line, 39, 40
158, 164 using place value, 39-44
in subtraction of decimals, 102 whole numbers, estimating products
Relationships using, 181-186
between numerical patterns, 607-612 Rules
among points in coordinate plane, multiplying fractions by fractions using,
577-582 447-452
among quadrilaterals, 671-676 multiplying fractions by whole numbers
Remainders using, 435-440
finding, 255-260, 267-272 in numerical patterns, 602-606
using partial quotients with, 267-272
Repeated addition, multiplying fractions
and whole numbers using,
423-428 Scaffolding Instruction, In every lesson. For
Repeated Reasoning, Throughout. For example, see: T-23, T-91, T-177,
example, see: 9, 89, 157, 243, 601 T-257, 1-319, T-393, T-467, T-553,
Response to Intervention, Throughout. For T-592, T-673
example, see: T-1B, T-69, T-122, Scalene triangles, 660-664
T-137B, T-297B, T-383, T-513B, T-581, Show and Grow, In every lesson. For example,
T-631, T-657B see: 4, 84, 140, 176, 238, 368, 424,
Review & Refresh, /n every lesson. For 480, 572
example, see: 8, 58, 144, 180, 242, Sides
304, 428, 520, 576 of quadrilaterals, 665-670
Rhombuses of rectangles, 453-458
identifying, 666-670 of triangles, 659-664
relationship to other quadrilaterals, Simplest form of fractions
671-676 definition of, 368
Right angles writing, 367-372
of quadrilaterals, 665-670 Sketches, adding or subtracting decimals
of triangles, 659-664 using, 90-94
Right rectangular prisms Solid figures, volumes of, See Volumes
breaking composite figures into, 645-650 Square units, 624
definition of, 628

A32
Squares
identifying, 666-670
relationship to other quadrilaterals, Tape diagrams
671-676 dividing unit fractions by whole numbers
Standard form using, 498, 501
writing decimals in, 28, 29 dividing whole numbers using, 480, 486,
writing whole numbers in, 10, 11 489
STEAM Performance Task, 135-136, multiplying fractions using, 442, 445
363-364, 567-568, 685-686 multiplying whole numbers by unit
Structure, Throughout. For example, see: 21, fractions using, 492, 495
59, 151, 239, 299, 399, 458, 479, Ten (10)
582, 629 dividing by, 3-8
Subtraction multiples of
addition as inverse operation of, 238 dividing whole numbers by, 243-248
of decimals, 101-106 multiplying whole numbers by,
checking with addition, 102 139-144
using estimates, 83-88, 102 multiplying by, 3-8
lining up like place values in, 102 powers of, 15-20
using mental math, 113-118 dividing decimals by, 299-304
using models, 89-94, 101 dividing decimals using, 335-340
regrouping in, 102 using exponents to show, 16, 17
with three decimals, 107-112 finding values of expressions with,
finding distances between points using, 16-18
577-582 multiplying decimals by, 175-180,
of fractions 335-340
using estimates, 373-378 multiplying whole numbers by, 16-18,
using models, 391 139-144
with unlike denominators, 391-396 Think and Grow, /n every lesson. For example,
of mixed numbers, 403-408 see: 4,54, 84, 140, 176, 238, 368,
in order of operations, 60-62 424,516,572
Success Criteria, /n every lesson. For example, Think and Grow: Modeling Real Life, /n every
see: 3, 83, 139, 175, 299, 367, 423, lesson. For example, see: 6, 56, 86,
479,515,571 142, 178, 240, 302, 426
Sums, See also Addition Thousands, dividing by, 243-248
of decimals, estimating, 83-88 Thousands period, definition of, 10
of fractions, estimating, 373-378 Thousandths, 21-26
Symbols, grouping definition of, 22
definition of, 72 writing as decimals, 22-24
evaluating expressions with, 71-76 writing as fractions, 22-24
types of, 72 Thousandths place of decimals, 21-26
comparing to, 33-38
definition of, 22

A33
 writing as fractions, 22-24 Unknown dimensions, finding
writing fractions as, 22-24 for composite figures, 645-650
Three-digit numbers, dividing by two-digit for rectangular prisms, 639-644
numbers, 261-266, 273-278 Unlike denominators
Tons, converting within customary system, adding fractions with, 385-390
533-538 adding mixed numbers with, 397-402
Trapezoids subtracting fractions with, 391-396
identifying, 666-670 subtracting mixed numbers with,
relationship to other quadrilaterals, 403-408
671-676
Triangles, classifying types of, 659-664
Two-digit numbers
dividing decimals by Venn diagrams, of relationships among
using estimates, 323-328 quadrilaterals, 671, 672
using place value, 323-328 Vertical lines, 578
dividing four-digit numbers by, 279-284 Vertices, of polygons, 584-588
dividing multi-digit numbers by Volumes
using estimates, 273-284 vs. areas, units of, 624
using models, 261-268 of composite figures, finding, 645-650
using partial quotients, 261-266 counting unit cubes to find, 621-626
using place value, 243-248, 273-284 definition of, 622
dividing three-digit numbers by, of right rectangular prisms
261-266, 273-278 finding, 627-632
multiplying multi-digit numbers by, formula for, 633-638
157-162 understanding concept of, 621-626
Two-dimensional shapes, See specific shapes

Weights, in customary system, 533-538

Underestimates Which One Doesn't Belong?, Throughout. For
definition of, 146 example, see: 14, 112, 195, 284, 384,
identifying, 146-148 428, 520
Unit cubes Whole numbers
counting number of, 621-626 dividing by unit fractions, 491-496
in right rectangular prisms, 627-632 dividing decimals by
definition of, 622 using estimates, 323-328
Unit fractions using models, 311-316
dividing by whole numbers, 497-502 using place value, 323-328
dividing whole numbers by, 491-496 dividing unit fractions by, 497-502
multiples of, 423-428 dividing whole numbers by
as side lengths of rectangles, 453-458 checking answers after, 273-284
using estimates, 249-254, 273-284
with fractions as quotients, 479-484

A34
 with mixed numbers as quotients, Word form
485-490 writing decimals in, 28, 29
using models, 237, 255, 261-268 writing whole numbers in, 10, 11
using multiplication, 237-242 Word problems
using partial quotients, 255, 261-272 involving decimals, 347-352
patterns in, 243-248 involving division, 285-290
using place value, 243-248, 255-260, involving fraction division, 503-508
273-284 involving fractions and mixed numbers,
using regrouping, 255-260 409-414
solving word problems involving, involving measurement, 551-556
285-290 involving money, 119-124, 223-228
multiplying decimals by Writing, Throughout. For example, see: 41, 58,
using estimates, 181-186 100, 147, 180, 210, 304, 437, 517,
using models, 187-192 576
using place value, 193-198
multiplying fractions by
using models, 423, 429-435
using repeated addition, 423-428 x-coordinates
using rules, 435-440 definition of, 572
multiplying whole numbers by finding, 572-576
using estimates, 145-150
using models, 151, 157, 237 @
by multiples of 10, 139-144
patterns in, 139-144 Yards, converting within customary system,
by powers of 10, 16-18, 139-144 527-532
place value with, 9-14 y-coordinates
in place value charts, 4-6, 10, 12, 28 definition of, 572
writing finding, 572-576
in expanded form, 10, 11, 17 You Be the Teacher, Throughout. For example,
in standard form, 10, 11 see: 8,55, 118, 156, 242, 301, 369,
in word form, 10, 11 425,520, 623
Width
of composite figures, finding unknown, BB
645-650
Zero (0)
of rectangular prisms sob
finding unknown, 639-644 Addition Hielecay of, 34-58
Paicme formula, 634-638 inserting in dividends, 341-346
: Multiplication Property of, 54-58

A35
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> greater than AB Vays Der degree(s)
< less than :AB ray AB : ac degrees Celsius
Ais isperpendicularto |AB linesegmentAB .- degrees Fahrenheit
| is parallel to _ (%y) — ordered pair

Length
Metric Customary
1 centimeter (cm) = 10 millimeters (mm) i 1 foot (ft) = 12 inches (in.)
1 meter (m) = 100 centimeters i 1 yard (yd) = 3 feet
1 kilometer (km) = 1,000 meters | 1 mile (mi) = 1,760 yards

Mass Weight
=> 1 gram (g) = 1,000 milligrams (mg)
1 pound (Ib) = 16 ounces (02)
=== 1 kilogram (kg) = 1,000 grams

Porat 1 ton (T) = 2,000 pounds

Capacity
Metric F-)
A 1 liter (L) = 1,000 milliliters (mL) *®
55B
=

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8
( =|
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a 1 pint (pt) == 2 cups a>
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a
ws Pa
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A37
 Formulas
Area ofa Rectangle Volume of a Rectangular Prism
A=lXw ; V=£xXwxXh
sk ia ate ap Ga ecg ln BOSS on Ln acai ee or
Perimeter of aRectangle : V=BxXh,whereB= £ X w
P=(2X #)+(2Xw)

Triangles

equilateral triangle isosceles triangle acute triangle obtuse triangle

scalene triangle : right triangle equiangular triangle

Quadrilaterals
The Venn diagram shows the relationship among quadrilaterals.

Quadrilaterals

Parallelograms ae

Trapezoids Rectangles Rhombuses

A38
Credits
Front matter Chapter 4
i enmyo /Shutterstock.com; vii Steve Debenport/E+/Getty Images; xvii Tyler 137 tonda/iStock/Getty Images Plus; 142 leonello/iStock/Getty Images Plus;
Olson/Shutterstock.com; xxix monkeybusinessimages/iStock/Getty Images 144 kojihirano/iStock/Getty Images Plus; 148 top Yuri_Arcurs/DigitalVision/
Plus; xxxiii Steve Debenport/E+/Getty Images Getty Images; center DavidByronKeener/iStock/Getty Images Plus; bottom
goir/iStock/Getty Images Plus; 150 Warpaintcobra/iStock/Getty Images
Chapter 1 Plus; 154 top cmeder/iStock/Getty Images Plus; bottom DenisTangneyJr/E+/
1 Grafissimo/E+/Getty Images; 6 wrangel/iStock/Getty Images Plus;
Getty Images; 156 Hey Darlin/iStock/Getty Images Plus; 160 top djvstock/
11 PicturePartners/iStock/Getty Images Plus; 12 ChrisGorgio/iStock/Getty iStock/Getty Images Plus; bottom ewg3D/iStock/Getty Images Plus;
Images Plus; T-13 Rawpixel/iStock/Getty Images Plus; 18 /eft mlharing/ 162 alexey_boldin/iStock/Getty Images Plus; 165 Harvepino/iStock/
iStock/Getty Images Plus; right irin717/iStock/Getty Images Plus; 24 top Getty Images Plus; 166 top ginosphotos/iStock/Getty Images Plus; bottom
Nearbirds/iStock/Getty Images Plus, dosrayitas//DigitalVision Vectors/Getty Arnaud_Martinez/iStock/Getty Images Plus; 169 jbeck32661/iStock/Getty
Images; center WestLight/iStock/Getty Images Plus; bottom Chris Gorgio/ Images Plus; 170 colematt/iStock/Getty Images Plus; flyinggiraffestudio/
iStock/Getty Images Plus; 29 reptiles4all/iStock/Getty Images Plus; DigitalVision Vectors/Getty Images; artisticco/iStock/Getty Images Plus;
T-31 SuwanPhoto/iStock/Getty Images Plus; 32 top slovegrove/iStock/Getty DNY59/E+/Getty Images
Images Plus; bottom studiocasper/E+/Getty Images; 36 ebstock/iStock/
Getty Images Plus; T-37 Imgorthand/E+/Getty Images; 38 glassfish/iStock/
Getty Images Plus; 41 zanskar/iStock/Getty Images Plus; 42 top MCCAIG/ Chapter 5
E+/Getty Images; bottom VitalisG/iStock/Getty Images Plus; 173 Dragon Images/Shutterstock.com; 177 Wepix/E+/Getty Images; 178 top
T-43 DonNichols/E+/Getty Images; 45 top from left to right AlesVeluscek/ cmannphoto/E+/Getty Images; bottom FRANKHILDEBRAND/iStock/Getty
E+/Getty Images; flammulated/iStock/Getty Images Plus; leksele/iStock/ Images Plus; T-179 Ververidis Vasilis/Shutterstock.com; 180 left
Getty Images Plus; photomaru/iStock/Getty Images Plus; bottom Samohin/ kimberrywood/iStock/Getty Images Plus; right Text credit: Ben Garrod,
iStock/Getty Images Plus Dr. Diego Pol, Dr. Jose Luis Carballido, Prof. John Hitchinson, and Dr. Luis
Chiappe, “Attenborough And The Giant Dinosaur: The story of the discovery
Chapter 2 of the largest known dinosaur, Facts and Figures,’ 1 December 2016, BBC
51 SerrNovik/iStock/Getty Images Plus; 62 top domin_domin/E+/Getty Media Centre, accessed 15 November 2017 from http://www.bbc.co,uk/
Images; gunaonedesign/iStock/Getty Images Plus; bottom mipan/iStock/ mediacentre/latestnews/2016/attenborough-and-the-giant-dinosaur#head-
Getty Images Plus; 64 Ian Dagnall/Alamy Stock Photo; 68 MicrovOne/ ing-facts-and-figures. Photo credit: OAMNH/D. Finnin; 183 flisak/iStock/
iStock/Getty Images Plus, Quarta_/iStock/Getty Images Plus; 74 Aerial view Getty Images Plus; 184 Dotted Yeti/Shutterstock.com; T-185 SerrNovik/
of DeFuniak Springs - DeFuniak Springs, Florida . 19--. Color postcard, iStock/Getty Images Plus; 189 BirdImages/E+/Getty Images; 190 top Zerbor/
4x6 in. State Archives of Florida, Florida Memory. <https:// iStock/Getty Images Plus; Exercise 10 IR_Stone/iStock/Getty Images Plus;
www.floridamemory.com/items/show/163817>, accessed 12 December Tolga TEZCAN/E+/Getty Images; Exercise 11 seregam/iStock/Getty Images;
2017. 77 top LoopAll/Shutterstock.com; center ollaweila/iStock/Getty bottom TokenPhoto/E+/Getty Images; T-191 SolStock/E+/Getty Images;
Images Plus ; T-193 jclegg/iStock/Getty Images Plus; 195 bloodua/iStock/Getty Images
Plus; 196 scanrail/iStock/Getty Images Plus; 201 Photodisc/Photodisc/Getty
Chapter 3 Images; 202 top GlobalP/iStock/Getty Images Plus; bottom ma-k/iStock/
81 sfe-co2/iStock Editorial/Getty Images Plus; T-87 DonNichols/E+/Getty Getty Images Plus; T-204 tvirbickis/iStock/Getty Images Plus; 204 left Askold
Images; 86 top left AndreyKrav/iStock Editorial/Getty Images Plus; top right Romanov/iStock/Getty Images Plus; right ideabug/iStock/Getty Images
JJMaree/iStock Editorial/Getty Images Plus; Exercise 12 left TobiasBischof/ Plus, duckycards/E+/Getty Images; 207 aapsky/Shutterstock.com; 208 top
iStock/Getty Images Plus; Exercise 12 right GlobalP/iStock/Getty Images yurimeg/iStock/Getty Images Plus; bottom rodrigobarretophoto/iStock/
Plus; 92 top left Aneese/iStock/Getty Images Plus; top right MrLonelyWalk- Getty Images Plus; T-209 Floortje/iStock/Getty Images Plus; goir/Stock/Getty
er/iStock/Getty Images Plus; bottom shanesabin/iStock/Getty Images Plus; Images Plus; mistertho/iStock/Getty Images Plus; AlexeyKonovalenko/iStock/
94 Antagain/iStock/Getty Images Plus, Vectortone/iStock/Getty Images Plus; Getty Images Plus; Magone/Stock/Getty Images Plus; Dimitris66/iStock/Getty
98 ImpalaPhoto/iStock/Getty Images Plus; T-99 RiceWithSugar/iStock/Getty Images Plus; luiscarlosjimenez/iStock/Getty Images Plus; paci77/E+/Getty
Images Plus; 100 photomaru/iStock/Getty Images Plus; 104 top N8tureGrl/ Images; RapidEye/E+/Getty Images; 210 pelooyen/iStock/Getty Images Plus;
iStock/Getty Images Plus; bottom Nerthuz/iStock/Getty Images Plus; 213 SchulteProductions/iStock/Getty Images Plus; 214 center cirodelia/
T-106 shutter_m/iStock/Getty Images Plus; 110 right Simeon_les/iStock/ iStock/Getty Images Plus; bottom left MistikaS/E+/Getty Images;
Getty Images Plus; left GlobalP/iStock/Getty Images Plus; T-111 Hemera DonNichols/iStock/Getty Images Plus; bottom right Nikada/Cuba/Getty
Technologies/PhotoObjects.net/Getty Images Plus; 112 MarivszBlach/ Images; T-215 EgudinKa/iStock/Getty Images Plus; 216 Tatiana Popova/
iStock/Getty Images Plus; 116 top belterz/E+/Getty Images; bottom Shutterstock.com; 219 /eft Hoang Mai Thach/Shutterstock.com; right
AlbertoChagas/iStock/Getty Images Plus; T-117 top deramarok/iStock/Getty vinaithong/iStock/Getty Images Plus; 220 top kaanates/iStock/Getty Images
Images Plus; bottom motive56/iStock/Getty Images Plus; Plus; bottom left malerapaso/E+/Getty Images; bottom right TokenPhoto/E+/
118 Siempreverde22/iStock/Getty Images Plus; 120 Schnapps2012/ Getty Images; 222 Exercise 10 GlobalP/iStock/Getty Images Plus; Exercise 12
iStock/Getty Images Plus; 121 top swedeandsour/E+/Getty Images; bottom clubfoto/iStock/Getty Images Plus; bottom bluestocking/E+/Getty Images;
Shell_114/iStock/Getty Images Plus; 122 top eduardrobert/iStock/Getty 223 Vectorig/DigitalVision Vectors/Getty Images; 224 rimglow/iStock/Getty
Images Plus; center left macrovector/iStock/Getty Images Plus; center right Images Plus; 225 top Ryan McVay/Photodisc/Getty Images; bottom DNY59/
mehmettorlak/iStock/Getty Images Plus; bottom erierika/iStock/Getty E+/Getty Images; 229 top jxfzsy/iStock/Getty Images Plus; center imv/iStock/
Images Plus; bottom left REKINC1980/E+/Getty Images; 123 top Tatabrada/ Getty Images Plus; bottom rimglow/iStock/Getty Images Plus; 230 enjoynz/
iStock/Getty Images Plus; bottom chengyuzheng/iStock/Getty Images Plus; DigitalVision Vectors/Getty Images, artisticco/iStock/Getty Images Plus,
124 AlexLMX/iStock/Getty Images Plus; 125 Oleh_Slobodeniuk/E+/Getty pukrufus/DigitalVision Vectors/Getty Images
Images; 135 JackF/iStock/Getty Images Plus; 136 Ron Chapple studios/
Hemera/Getty Images Plus

A39
Chapter 6 Chapter 9
235 acilo/iStock Unreleased/Getty Images Plus; 240 Mega Pixel/ 421 KimberlyDeprey/E+/Getty Images; 425 pada smith/iStock/Getty Images
Shutterstock.com; 242 adempercem/iStock/Getty Images Plus; Plus; 426 top wundervisuals/iStock/Getty Images Plus; bottom hedgehog94/
246 top gremlin/iStock/Getty Images Plus; center artisteer/iStock/Getty iStock/Getty Images Plus; 428 left magpiejst/iStock/Getty Images Plus;
Images Plus; bottom SunChan/iStock/Getty Images Plus; 248 tobiasjo/ right M-I-S-H-A/iStock/Getty Images Plus; 432 top ALLEKO/iStock/Getty
iStock/Getty Images Plus; 252 Believe_In_Me/iStock/Getty Images Plus; Images Plus; bottom GlobalP/iStock/Getty Images Plus; 434 top OvertheHill/
254 Askold Romanov/iStock/Getty Images Plus; 258 top panimoni/iStock/ iStock/Getty Images Plus; bottom GomezDavid/E+/Getty Images;
Getty Images Plus; bottom Newbird/E+/Getty Images; 260 deyangeorgiev/ 437 MikeLane45/iStock/Getty Images Plus; 438 dorioconnell/E+/Getty
iStock/Getty Images Plus; 263 GlobalP/iStock/Getty Images Plus; Images; T-439 iko636/iStock/Getty Images Plus; 440 top yuhirao/iStock/
264 GlobalP/iStock/Getty Images Plus; 269 inthevisual/iStock/Getty Images Getty Images Plus; bottom adogslifephoto/iStock/Getty Images Plus; 444 top
Plus; 270 KQS/Alamy Stock Photo; 272 hatman12/iStock/Getty Images Plus; republica/iStock/Getty Images Plus; bottom arissanjaya/iStock/Getty Images
275 MiroNovak/iStock/Getty Images Plus; 276 top right Digital Vision/ Plus, atoss/iStock/Getty Images Plus; T-445 werajoe/iStock/Getty Images
Photodisc/Getty Images; bottom Jgalione/E+/Getty Images; 278 top kkymek/ Plus; 446 left Parrotstarr/iStock/Getty Images Plus; right GlobalP/iStock/
iStock/Getty Images Plus; bottom bobey100/E+/Getty Images; 281 japrz/ Getty Images Plus; 449 Smitt/iStock/Getty Images Plus; 450 top
iStock/Getty Images Plus; 282 blublaf/Vetta/Getty Images; T-283 Kerrick/ ShutterWorx/E+/Getty Images; bottom YuriyGreen/iStock/Getty Images
E+/Getty Images; 285 DaddyBit/iStock/Getty Images Plus; 287 aniroot/ Plus; 456 borisz/DigitalVision Vectors/Getty Images; Annykos/iStock/Getty
iStock/Getty Images Plus; 288 CobraCZ/iStock/Getty Images Plus; Images Plus; johnwoodcock/DigitalVision Vectors/Getty Images;
290 dblight/E+/Getty Images; 291 fop Izf/iStock/Getty Images Plus; bottom kostenkodesign/iStock/Getty Images Plus; Qvasimodo/iStock/Getty Images
Henrik5000/E+/Getty Images; 296 GlobalP/iStock/Getty Images Plus Plus; ADDeR_0n3/DigitalVision Vectors/Getty Images; MicrovOne/iStock/
Getty Images Plus; colematt/iStock/Getty Images Plus; T-457 serikbaib/
Chapter 7 iStock/Getty Images Plus; 458 artisticco/iStock/Getty Images Plus;
297 Omgimages/iStock/Getty Images Plus; 302 top Neustockimages/E+/Getty 462 i-Stockr/iStock/Getty Images Plus; 468 top Wavebreakmedia/iStock/
Images; center FernandoAH/E+/Getty Images; bottom asafta/iStock Editorial/ Getty Images Plus; bottom mladn61/iStock/Getty Images Plus;
Getty Images Plus; 307 vnlit/iStock/Getty Images Plus; 308 top wabeno/ 470 cynoclub/iStock/Getty Images Plus; 471 jeremkin/iStock/Getty Images
iStock/Getty Images Plus; center Serg_Velusceac/iStock/Getty Images Plus; Plus; 473 rimglow/iStock/Getty Images Plus
309 Ratth/iStock/Getty Images Plus; T-310 JodiJacobson/iStock/Getty Images
Plus; 314 top Mustang_79/iStock/Getty Images Plus; bottom MRaust/iStock/ Chapter 10
Getty Images Plus; 320 kickers/iStock/Getty Images Plus; 326 Goodluz/iStock/ 477 Steve Debenport/E+/Getty Images; 482 top pamela_d_mcadams/
Getty Images Plus; 328 TokenPhoto/E+/Getty Images; 332 unknown1861/ iStock/Getty Images Plus; bottom Anna Kucherova/iStock/Getty Images
iStock/Getty Images Plus; T-333 left to right RakinN/iStock/Getty Images Plus; Plus; 488 top omersukrugoksu/iStock/Getty Images Plus; bottom Diana
robas/E+/Getty Images; piggypa/iStock/Getty Images Plus; tanuha2001/ Taliun/iStock/Getty Images Plus; 490 WilliamSherman/iStock/Getty Images
iStock/Getty Images Plus; 334 DougBennett/iStock/Getty Images Plus; 338 top Plus; 494 top Creativeye99/iStock/Getty Images Plus; center kipuxa/iStock/
Viktar/iStock/Getty Images Plus; bottom julichka/iStock/Getty Images Plus; Getty Images Plus; T-495 bhofack2/iStock/Getty Images Plus; 496 tofumax/
T-341 Zocha_K/E+/Getty Images; 344 top timstarkey/iStock/Getty Images iStock/Getty Images Plus; 500 left Vasko/E+/Getty Images; right drewhadley/
Plus; bottom macrovector/iStock/Getty Images Plus; 346 top E+/Getty Images; T-501 zinchik/iStock/Getty Images Plus; 502 bernashafo/
janssenkruseproductions/iStock/Getty Images Plus; Exercise 14 left alkir/ Shutterstock.com; 503 JacobVanHouten/E+/Getty Images; 505 chictype/E+/
iStock/Getty Images Plus; Exercise 14 center macrovector/iStock/Getty Images Getty Images; 509 top Wittayayut/iStock/Getty Images Plus; center
Plus; Exercise 14 right GlobalP/iStock/Getty Images Plus; 347 DNY59/E+/ @iStockphoto.com/Vladyslav Otsiatsia; 512 ISerg/iStock/Getty Images Plus
Getty Images; 348 left ewg3D/iStock/Getty Images Plus; right Maluson/
iStock/Getty Images Plus; 349 top abadonian/iStock/Getty Images Plus; Chapter 11
4x6/iStock/Getty Images Plus; bottom GaryAlvis/iStock/Getty Images Plus; 513 mnbb/iStock/Getty Images Plus; 514 top EasyBuy4u/E+/Getty
macrovector/Getty Images Plus; Shimanovskaya/iStock/Getty Images Plus; Images; center Stockbyte/Stockbyte/Getty Images; right Enskanto/iStock/
350 hudiemm/E+/Getty Images; 352 left fergregory/iStock/Getty Images Plus; Getty Images Plus; 517 esdeem /Shutterstock.com; 518 JTSorrell/iStock/
Rodrusoleg/iStock/Getty Images Plus; right iJacky/iStock/Getty Images Plus; Getty Images Plus; 520 3DSculptor/iStock/Getty Images Plus; 523 ryasick/
353 kali9/iStock/Getty Images Plus; 354 enjoynz/DigitalVision Vectors/ E+/Getty Images; 524 top scorpp/iStock/Getty Images Plus; Exercise 18 left
Getty Images; artisticco/iStock/Getty Images Plus; Pulrufus/Digital Vision trigga/E+/Getty Images; right lightkitegirl/iStock/Getty Images Plus;
Vectors/Getty Images; 358 left Yurdakul/E+/Getty Images; right 526 top SarahPage/iStock/Getty Images Plus; bottom choness/
BreakingTheWalls/iStock/Getty Images Plus; 361 ONiONAstudio/iStock/Getty iStock/Getty Images Plus; 529 bottom cinoby/iStock/Getty Images Plus;
Images Plus; 363 Vaniatos/iStock/Getty Images Plus; 364 Brand X Pictures/ 530 top LOVE_LIVE/E+/Getty Images; bottom Alexan2008/iStock/
iStock/Getty Images Plus Getty Images Plus; 532 top OSTILL/iStock/Getty Images Plus; Exercise 13 top
3dalia/iStock/Getty Images Plus; bottom CoreyFord/iStock/Getty Images
Chapter 8 Plus; bottom EllenMoran/E+/Getty Images; 533 right fotoVoyager/E+/Getty
365 JamesBrey/Vetta/Getty Images; 369 pialhovik/iStock/Getty Images Plus; Images; left Triduza/iStock/Getty Images Plus; 535 GlobalP/iStock/Getty
370 groveb/E+/Getty Images; 372 jskiba/E+/Getty Images; 375 FatCamera/ Images Plus; 536 top mrPliskin/iStock/Getty Images Plus; Exercise 17
iStock/Getty Images Plus; 376 Malex92/iStock/Getty Images Plus; 378 Exercise ronstik/Shutterstock.com; YuriyZhuravov/Shutterstock.com; Petrenko
14 left 3dalia/iStock/Getty Images Plus; Exercise 14 right VikaSuh/iStock/Getty Andriy/Shutterstock.com; Rafa Irusta/Shutterstock.com; bottom rusm/
Images Plus; Exercise 15 lvonneW/iStock/Getty Images Plus; 381 nimis69/ iStock/Getty Images Plus; 538 suprunvitaly/iStock/Getty Images Plus;
iStock/Getty Images Plus; 382 top Gala98/iStock/Getty Images Plus; bottom 539 4kodiak/iStock/Getty Images Plus; 541 Val_Iva/iStock/Getty Images Plus,
onetouchspark/iStock/Getty Images Plus; 384 AndreaAstes/iStock/Getty andegro4ka/iStock/Getty Images Plus; 542 top alex-mit/iStock/Getty Images
Images Plus; 387 Boonchuay1970/iStock/Getty Images Plus; 388 top Plus; bottom Laboko/iStock/Getty Images Plus; 545 Sadeugra/E+/Getty
skegbydave/iStock/Getty Images Plus; bottom dszc/E+/Getty Images; Images; 547 Alter_photo/iStock/Getty Images Plus; 549 anythings/
393 haryigit/iStock/Getty Images Plus; 394 top left Dr. Norbert Lange/ Shutterstock.com; 551 ra3rm/iStock/Getty Images Plus; 552 MickyWiswedel/
Shutterstock.com; top right Beatriz Otero Rivera/iStock/Getty Images Plus; iStock/Getty Images Plus; 554 left Mordolff/iStock/Getty Images Plus; right
bottom foaloce/iStock/Getty Images Plus; 396 GMVozd/E+/Getty Images; Floortje/E+/Getty Images; 555 right TokenPhoto/E+/Getty Images; left ufuk
399 Krle/iStock/Getty Images Plus; T-401 webguzs/iStock/Getty Images Plus; arslanhan/iStock/Getty Images Plus; 557 top Sitade/E+/Getty Images Plus;
400 top andrea crisante/Shutterstock.com; bottom Antagain/iStock/Getty bottom Grafissimo/E+/Getty images; 558 ALINA/DigitalVision Vectors/ Getty
Images Plus; 402 top Comstock/Stockbyte/Getty Images; bottom KRyder17/ Images; 561 Volosina/iStock/Getty Images Plus; 562 top tropper2000/iStock/
iStock/Getty Images Plus; 405 BWFolsom/iStock/Getty Images Plus; Getty Images Plus; bottom PaulCowan/iStock/Getty Images Plus;
406 Subsociety/E+/Getty Images; 408 Koraysa/iStock/Getty Images Plus; 564 cturtletrax/iStock/Getty Images Plus; 565 BreakingTheWalls/iStock/
409 milehightraveler/E+/Getty Images; 410 3DMAVR/iStock/Getty Images Getty Images Plus; 566 jmb_studio/iStock/Getty Images Plus; 567
Plus; 411 Lorado/E+/Getty Images Plus; 412 top 3quarks/iStock/Getty Images mrtom-uk/iStock/Getty Images Plus; 568 antpkr/Stock/Getty Images Plus
Plus; bottom Beboy_Itd/iStock/Getty Images Plus; 413 Rawpixel/iStock/Getty
Images Plus; 414 rimglow/iStock/Getty Images Plus; 415 Sarah8000/E+/Getty
Images; 420 andriikoval/iStock/Getty Images Plus

A40
 Chapter 12
569 Avalon_Studio/E+/Getty Images, hknoblauch/iStock/Getty Images Plus;
571 hidesy/iStock/Getty Images Plus; 580 Yicai/iStock/Getty Images Plus;
589 AlexeyVS/iStock/Getty Images Plus; 592 monkeybusinessimages/
iStock/Getty Images Plus; 595 pixhook/E+/Getty Images; 598 scanrail/
iStock/Getty Images Plus; 602 Chiyacat/iStock/Getty Images Plus;
603 baibaz/iStock/Getty Images Plus; 604 PhotoMelon/iStock/Getty Images
Plus; T-605 KulikovaN/iStock/Getty Images Plus; 606 ozgurdonmaz/iStock/
Getty Images Plus; 608 jenifoto/iStock/Getty Images Plus; 610 top frantic00/
Shutterstock.com; bottom gradyreese/iStock/Getty Images Plus;
all
bl
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— 613 ChrisGorgio/iStock/Getty Images Plus; 614 IconicBestiary/iStock/Getty
Images Plus; 618 /eft Main_sail/iStock/Getty Images Plus; right m_pavlov/
iStock/Getty Images Plus

Chapter 13
619 vm/E+/Getty Images; T-621 Alvinge/iStock/Getty Images Plus;
624 Pazhyna/iStock/Getty Images Plus; T-625 Benbinder/iStock/Getty
Images Plus, MirasWonderland/iStock/Getty Images Plus; 630 Jamesmcq24/
iStock/Getty Images Plus; T-631 Rob3rt82/iStock/Getty Images Plus;
636 Nobilior/iStock/Getty Images Plus; 642 top Vasko/E+/Getty Images;
bottom nata_zhekova/iStock/Getty Images Plus; 651 imaginima/iStock/Getty
Images Plus; 656 /eft Horned_Rat/DigitalVision Vectors/Getty Images;
right Gudella/iStock/Getty Images Plus;

Chapter 14
657 querbeet/iStock/Getty Images Plus; T-669 PacoRomero/iStock/Getty
Images Plus; 674 lucielang/iStock/Getty Images Plus; 677 DiyanaDimitrova/
iStock/Getty Images Plus; 680 James Knopf/Hemera/Getty Images Plus;
682 Richard G. Bingham II/Alamy Stock Photo; 683 sihuo0860371/iStock/
Getty Images Plus; 685 kvkirillov/iStock/Getty Images Plus

Cartoon Illustrations: MoreFrames Animation

Design Elements: oksanika/Shutterstock.com; icolourful/Shutterstock.com;
Valdis Torms

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 Mathematics helps you understand science. As you study the mathematics
; of this course, you are laying a foundation of skills that will carry you through
: a lifetime of learning.
Molecules of Life Life relies on molecules. Molecules are chemicals
that can be large and complex like proteins. But life also relies on
smaller, simpler molecules—such as water, salt, and carbon dioxide.

Water is a requirementMor all life as we know it.

Every molecule of water contains one oxygen atom,
strongly bonded to two hydrogen atoms at an obtuse
angle. The hydrogen atoms carry a positive charge,
while the oxygen atom carries a negative charge,
making the molecule polar—like a magnet. This
attribute separates chemicals with weaker bonds
into positive and negative ions. The resulting solution
makes these ions more biologically available.
Biological cells have a membrane that acts as a barrier
to the outside world, keeping cell contents in and large
particles out. The cell membrane allows small molecules
and ions to pass through. This is how the cell gathers
molecules to grow, repair, and reproduce.
Place table salt in a glass of water. As the sodium and
chloride atoms separate, the salt crystals dissolve into f
solution—apparently disappearing. Let the water
evaporate, however, and the ‘
salt crystals reappearas the 4 Ss
sodium and chloride atoms —
recombine. BIG IDEAS LEARNING 3 eid

abynamic! Planet “ formati > f

> Structures an > om i |
> Systems
Watch the "Life on Earth"
video about Molecules of Life.

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