Grade 5 Week 1

Grade 5 Week 1

Understanding of Place Value Name: _________ _

D The decimal grid in each model represents 1 whole. Shade each model to show the decimal

number below the model.

0.5 0.05

Complete the comparison statements.

0.05 is ____ of 0.5. 0.5 is ___ times the value of 0.05.

Complete the equations.

0.5 -=- --- = 0.05 0.05 X ___ = 0.5

IJ Draw a number line from Oto 2. Then draw and label points at 2 and 0.2.

Use the number line to explain why 2 is 10 times the value of 0.2.

Complete the equations to show the relationship between 2 and 0.2.

0.2X ___ =2

2 -=- = 0.2

D Which type of model do you like best? Explain why.

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Day 1

Day 1

Ready® Center Activity 5.7 **

Ten Times as Much as or One-Tenth of?

What You Need

• Recording Sheet

What You Do

1. Take turns. Choose a number in the firstcolumn on the Recording Sheet.

2. Look at the number in the second column.Decide if that number is 10 times as much as( or ,6 of) your number. Explain your reasoning.

3. If your partner agrees, write T for True or F forFalse. If you write F, say what the numbershould be. If your partner agrees, write thecorrect number in the "Should be ... " column.

4. Repeat until all the rows are completed.

- It Check

fl/# Understanding

Write the number that is 10 times as much as each number and the number that is ,6

\ of each number.

30, 60"0, 0.5

Will a l')Vmber tt..at is- 10 times- as- mvct.. M

Number A t..ave more

zeros- or les-5' zeros?

Circle the number in which the digit 2 has the least value. Write the number that is ten times as much as the circled number.

2.0 20 0.002

Circle the number in which the digit 6 has the greatest value. Write the number that is one-tenth of the circled number.

0.006 6,000 0.60

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Day 1

Ready® Center Activity 5.7 ** Recording Sheet Partner A _______ _

Ten Times as Much as or One-Tenth of?

Number A 10 x as Much as A=

40 400

0.05 50

0.3 3

2,000 200,000

700 7,000

Numbers ..!..of 8 = 10

0.09 0.9

6 0.6

80 0.08

0.7 0.07

200 20

Number and Operations in Base Ten I Level 5

Partner B _______ _

True or False?

True or False?

Should be •.•

Should be ...

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Day 1

Day 2

Writing a Decimal in Standard Form

What decimal represents each number?

D one and six tenths

II 6 X 1 + 5 X 16

11!11 1 1 llil 2 X 10 + 7 X W + 3 X lOO

fJ five hundred twelve thousandths

IJJ 2 X 1 + 4 X l�O

m 7 X 100 + 2 X 10 + 3 X 1 + 6 X l6

Name: __________ _

U eight and eleven hundredths

II thirteen and thirteen thousandths

II 8 X 100 + 2 X 16 + 8 X l,�00

Im forty-two and forty-one hundredths

m twelve and sixty-eight thousandths

m 1 1 1 11i1 3 X 1,000 + 6 X 100 + 3 X 10 + 7 X W + 2 X lOO + 8 X l,OOO

IIJ nine hundred fifty-six and four hundred twenty-seven thousandths

IEJ How was writing decimals for numbers in word form different from numbers in expanded form?

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Day 2


Decimal Number forms

What You Need

• number cube (1-6)

• Recording Sheet

What You Do

1. Take turns. Toss the number cube. Find thatrow on the Recording Sheet. Say the form ofthe number that you will write. If both forms ofthe number have already been written, yourturn ends.

2. On a separate sheet of paper, write that formof the number.

3. If your partner agrees, write that form on theRecording Sheet. Score 1 point.

4. If you are incorrect, your turn ends.

5. The first person to score 4 points wins.

�

_ j) Check ff!!# Understanding

Wr.ite the number 25.075 in expanded form and word form.

I\n tJ,if)kif)9 of tJ,e

/'lt1mber 4.<o8. I covld

repre,ef)t tJ,i, /'lt1mber i" a

place-valve chart to J,elp

me Write tJ,e expaf)ded

form.

I covld ,ay tJ,e /'lt1mber ovt

lovd to J,el p me Write tJ,e

Word form.

On a separate sheet of paper, write a number in standard form. Have your partner write the other two forms of the number.

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Day 2

Ready® Center Activity 5.11 ** Recording Sheet

Decimal Number forms

1. Standard Form: 3.48

Expanded Form:

Word Form:

2. Standard Form: 0.792

Expanded Form:

Word Form:

3. Standard Form:

Expanded Form:

Word Form: two hundred and twenty-six hundredths

4. Standard Form:

Expanded Form:

Partner A --------

Partner B --------

Word Form: three thousand five hundred four and six hundred twenty-one thousandths

5.

6.

Standard Form:

Expanded Form: (6 x 100) + (3 x 10) + ! 1 X 161 + ( 5 x 160 )

Word Form:

Standard Form:

Expanded Form: (8 x 100) + (2 x 10) + ( 6 x 16 I+! 3 x 160 )

Word Form:

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Comparing Decimals

Write the symbol <, =,or> in each comparison statement.

D 0.02 __ 0.002

II 0.14 __ 0.084

fJ 3.201 -- 3.099

Im 4.60 __ 4.060

m 3.033 __ 3.303

Im 567.45 -- 564.75

IPJ 12.112 __ 12.121

EJ 0.05 0.5

B 1.2 1.25

EJ 0.159 1.590

m 302.026 300.226

m 9.074 9.47

m 78.967 78.957

fE 26.2 26.200

f1l What strategies did you use to solve the problems? Explain.

Day 3

Name: _________ _

IJ 0.74 -- 0.84

II 5.130 __ 5.13

m 8.269 __ 8.268

m 0.237 __ 0.223

m 6.129 __ 6.19

IEJ 5.346 -- 5.4

m 100.32 __ 100.232

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Day 3

Rounding Decimals Name: _________ _

Round each decimal to the nearest tenth.

11 0.32 fJ 3.87 IJ 0.709

11 12.15 D 12.145 D 645.059

Round each decimal to the nearest hundredth.

fJ 1.079 D o.854 fJ 0.709

Im 12.745 m 645.059 m 50.501

Round each decimal to the nearest whole number.

m 1.47 m 12.5 m 200.051

Im Write two different decimals that are the same value when rounded to the nearest tenth.

Explain why the rounded values are the same.

ID Round 1.299 to the nearest tenth and to the nearest hundredth. Explain why the rounded

values are equivalent.

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Compare Decimal Numbers

What You Need

• place-value chart to thousandths (optional)

• Recording Sheet

What You Do

1. Take turns. Choose one of the tables on the

Recording Sheet.

2. Then choose one of the numbers in the top

row of the table.

3. Look at each category in the table. Tell your

partner if the number is less than, equal to, or

greater than the given number in the second

row. Explain why.

4. Your partner checks your work.

S. If you are correct, write the number in the

correct category. If you are incorrect, your

turn ends.

6. Continue until all numbers have been placed

in the correct category.

\

_ 11/ Check

"II Understanding

Write<,=, or>. to

complete the

inequa!ities. Explain

your reasoning.

0.5700.508

34.07'2 0 34.207

I ca" v>e place valve to

compare decimal f'\VmberS'.

Sometime> it hel ps- to \Nrite

the f'\Vmber> i" fractio"

form a"d compare the

f'\Vmeratorf.

Compare: 0.5G, a"d 0.48

5� 'fB 100 > 100

Take turns telling your partner a decimal number, and have them identify which category it belongs

in for each of the tables on the Recording Sheet.

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� 1.;,:�

Day 3


Compare Decimal Numbers

0.063 0.631 0.630

<0.63 =0.63

3.6810 3.861 3.086

< 3.681 = 3.681

4.712 4.82 4.072 4.72

< 4.702 = 4.702

1.009 1.59 1.055 1.095

< 1.059 = 1.059

Number and Operations in Base Ten I Level 5

Partner A --------

Partner B --------

0.634

>0.63

3.68

> 3.681

4.67 4.7020

> 4.702

1.05 1.05900

> 1.059

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Day 3

Multiplying Multi-Digit Whole Numbers Name: _________ _

Estimate. Circle all the problems with products between 3,000 and 9,000.

Then find the exact products of only the problems you circled.

D 132

X 34

11 308

X 12

fJ 400

X 29

ID] 216

X 12

m 317

X 14

B 247

X 15

D 158

X 41

EJ 254

X 17

m 323

X 18

m 385

X 31

Im What strategies did you use to solve the problems? Explain.

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11 145

X 23

m 364

X 32

m 187

X 42

m 194

X 26

m 285

X 27

10

Day 4

Multiplying with the Standard Algorithm Name: _________ _

The answers are mixed up at the bottom of the page. Cross out the answers

as you complete the problems.

D 580

X 30

11 1,085

X 17

fJ 2,105

X 13

1ID 648

X 32

m 2,417

X 24

Answers

20,736

18,972

22,750

Oi-Ready

17,400

18,445

29,250

fJ 3,104

X 18

11 1,236

X 55

El 1,788

X 15

m 2,409

X 23

m 650

X 35

27,365

26,820

55,407

47,500

67,980

42,328

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D 1,482

X 38

B 1,625

X 18

m 2,500

X 19

m 306

X 62

m 962

X 44

55,872

56,316

58,008

11

Day 4


Equivalent Multiplication Expressions

What You Need

• Recording Sheet

What You Do

1. Take turns. Pick any table on the Recording

Sheet. Read the multiplication expression in

the header row of the table.

2. Pick an expression in the table. Decide if the

expression is equivalent to the multiplication

expression in the header row. Use any method

to determine if the expressions are equivalent.

3. Explain your reasoning. If your partner agrees,

check the correct answer-Yes or No. If you are

incorrect, your turn ends.

4. Continue until all the expressions are marked

Yes or No.

�

_ ti Check

t/1 Understanding

Write an expression that is equivalent to 312 x 25. Find the v.alue of both expressions. Show

, ypur work.

I ca" decide if expres-s-ioM are

eqvivale"t by

dral.Ni"9 area

models-1

apply

i"9 tJ.,e

dis-tribvtive property,

mvltiply

i"9 partial prodvcts-1

or

vs-i"9 mel)tal matJ., al)d

reas-o"i"9·

Find the product of each multiplication expression in the header row of each table on the

Recording Sheet using the standard multiplication algorithm. Exchange papers with your partner

to check.

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Day 4


Equivalent Multiplication Expressions

(723 X 20) + (723 X 8)

723 X (2 X 8)

(700 X 28) + (20 X 28) + (3 X 28)

(700 X 20) + (200 X 20) + (20 X 8)

..

Equivalent to 617 x 49

(617 X 40) + (10 X 40) + (7 X 49)

(600 X 10 X 7) + (40 X 9)

Partner A ______ _

Partner B ______ _

Yes No

(600 X 40) + (600 X 9) + (10 X 40) + (10 X 9) + (7 X 40) + (7 X 9)

(600 + 10 + 7) + (40 X 9)

Equivalent to 105 x 65

(325) + (6,500)

(105 X 60) + (105 X 5)

(60 X 100) + (60 X 5) + (5 X 100) + (5 X 5)

(100 X 60) + (100 X 5) + (5 + 60)

Number and Operations in Base Ten I Level S

Yes No

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Day 4

Using Estimation and Area Models to Divide

Name: __________ _

Check each answer by multiplying the divisor by the quotient. If the answer is incorrect,

cross out the answer and write the correct answer.

Division Problems Student Answers

516---:- 12 Check: 12 x 4B = 5 76

837 -;- 31 27

351 7 13 57

918 7 54 22

896 7 32 23

1,482-;- 78 14

1,012-;- 11 82

1,344-;- 56 24

D Explain how you could know that the answers to two of the problems are incorrect without

multiplying.

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Day 5


Division with Area Models

What You Need

• number cube

• 12 game markers in one color

• 12 game markers in a different color

• Recording Sheet

What You Do

1. Take turns. Toss the number cube. Read the problem

next to the number on the chart. If the problem has

already been solved, roll again.

2. On the Recording Sheet, draw an area model to

solve the division problem.

3. Explain why your area model is correct. Your partner

checks your work.

4. The round is over once each partner has solved a

problem. The partner with the greater quotient scores

1 point.

5. Play for three rounds. The player with the most points

wins the game.

A student started the following area model for the problem 490 + 35.

Complete the area model to solve the problem.

_ ft Check

flt Understanding

Use an area model to

show the quotient.

954 + 18

Toss I Problem

� 168 + 14

(I) 575 + 25

0 952 + 28

0 792 + 12

0 825 + 15

0 768 + 16

10 + ----- = -----

(35 X 10 = 350) ----35 490

- 350

140

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Day 5

Ready® Center Activity 5.17 ** Recording Sheet Partner A ________ _

Division with Area Models

Round

1

2

3

Number and Operations in Base Ten I Level S

Partner A

Partner B ---------

PartnerB

2.7<.a -:- 1l = ? It Jielps- to es-timate firs-t.

TJ,i()k: 12. X 2. = 2.41

S"O 12. X 2.0 = Z.lf O.

5i()ce 2.40 < Z.7<.a1

I ca() s-tart witJ, 2.0.

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Day 5

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Grade 5 Week 1