Common Core Mathematics Unit Lesson Sequence
th
5 Grade Unit 1: Understanding and Interpreting Place Value
Disclaimer:
The following sample unit is intended to provide an example of a possible flow of instruction. Consider this a work in progress. As a sample instructional
plan, it should invite discussion and development. It is not intended to be prescriptive, only suggestive. It may provide ideas and guidance in the
development of conceptual understanding through a sample sequence of lessons. This UNIT can be adapted, modified, expanded, delivered as-is, or not
used at all. Lessons are not time bound, they may extend beyond a day. It simply provides an example unit of instruction which incorporates:
 Integration of the 8 mathematical practices for mathematics
 Investigative tasks
 Formative assessment and performance assessments
 In this unit, you will find that specific standards are NOT listed within each lesson, as lessons integrate multiple standards to better
address conceptual understanding.
Previous Concepts
Grade Level Standard(s)
Central to Lesson
Recognize that in a multi-digit number, a digit in
one place represents 10 times as much as it
represents in the place to its right and 1/10 of
what it represents in the place to its left.
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.
Fluently multiply multi-digit whole numbers
using the standard algorithm.
Find whole-number quotients of whole numbers
with up to four-digit dividends and two-digit
Upcoming Concept
Place Value Strategies for Adding and
Subtracting Decimals
5.NBT.1
5.NBT.3
5.NBT.4
5.NBT.7
5.MD.2
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.
Use parentheses, brackets or braces in
numerical expressions and evaluate expressions
with these symbols.
Write simple expressions that record
calculations with numbers and interpret
numerical expressions without evaluating them.
5.NBT.1
5.NBT.2
5.NBT.5
5.NBT.6
5.OA.1
5.OA.2
Lesson
Number
Title of Lesson & Description
1
Place Value- Students will review that our number system
Resources
enVision Topic 1-1: (5.NBT.1)
is based on groups of ten.
Build A Number: This is a game that targets place value both for the
whole number as well as decimal numbers.
http://www.mathwire.com/numbersense/morepv.html
Target Number Dash
2
Comparing and Ordering Whole Numbers - Students
compare very large numbers.
Guiding Questions / Writing Prompts:
 What does it mean when we refer to our numbers as a “baseten number system?”
 Write a 7 digit whole-number in word, expanded, and standard
form.
enVision Topic 1-2: Comparing and Ordering Whole Numbers
(5.NBT.3.b)
Largest Sum: This activity asks students to arrange numbers in the
order required to obtain the largest sum; this targets base-ten
understanding.
http://www.mathwire.com/problemsolving/2largestsum.pdf
Guiding Questions / Writing Prompts:
 Why is the number 67,482 greater than 64,782? Please explain
this in terms of base-ten.
Lesson
Number
3
Title of Lesson & Description
Decimal Place Value- Students read and write decimal
numbers.
Resources
enVision Topic 1-3: (5.NBT.3a)
Decimals in the Dugout (NCTM)
4
Comparing and Ordering Decimals - Students compare and
order decimals.
Guiding Questions / Writing Prompts:
 For the following number, please name the following place values:
3.4567
 Why are 9.48 and 9.480 equivalent?
enVision Topic 1-4: (5.NBT.1, 5.NBT.3b)
Special Sessions: Translate, simplify if possible, order, and justify hundreds
blocks; place on a number line.
MARS Task: “Decimals” – this can be found on the Inside Mathematics
website under 5th grade Common Core math tasks.
5
6
Look for a Pattern – Students use a chart to find a pattern
and missing information involving place value.
Assessment Lesson
Guiding Questions / Writing Prompts:
 Place the following numbers in order from least to greatest (left to
right): 3.7654, 3.5647, 3.4657
 Please explain why you placed the previous numbers in the order in
which you did.
enVision Topic 1-5: (5.NBT.1, 5.NBT.3a, 5.NBT.3b)
Guiding Questions / Writing Prompts:
 Identifying elements that repeat in a predictable way can help in
solving problems. Say why this is true.
 What clues do you look for to identify patterns?
Celebrate Reading (APS)
Lesson
Number
7
Title of Lesson & Description
Multiplication Properties – Students review the properties
of multiplication.
Resources
enVision Topic 3-1: (5.NBT.6)
Guiding Questions / Writing Prompts:
 What are properties? (think of this in non-mathematical terms,
possibly do a free-association exercise)
 What characteristics might a multiplication property have?
8
9
10
Multiplying by 2-Digit Numbers - Students multiply a 2digit number by a two digit number.
For REMEDIATION for this section of the unit, please see Van de Walle (Pg.
127)
envision Topic 3-4: (5.NBT.5)
Guiding Questions / Writing Prompts:
 Describe the process of multiplying by two-digit numbers and identify
anything that is challenging or confusing for you in this process.
Exponents – Students record repeated multiplication of the envision Topic 3-6: (5.NBT.2)
same number.
Guiding Questions / Writing Prompts:
 What is an exponent?
 In relationship to an exponent, what is a base?
 What is the benefit of using exponents?
Dividing by 1-Digit Divisors – Students divide a 3-digit
enVision Topic 4-4: (5.NBT.6)
number by a 1-digit number.
Guiding Questions / Writing Prompts:
 What affect does division have on a number? What is the result of
division?
For REMEDIATION for this section of the unit, please see Van de Walle,
Teaching Student-Centered Mathematics, Grades 3-5, Volume 2 (Pg. 127)
*Please feel free to structure these lessons according to the ability and needs
of your class.
Lesson
Number
Title of Lesson & Description
10b
Zeros in the Quotient – Students divide a 3-digit number
by a 1-digit number with a zero in the quotient.
10c
Dividing by Two-Digit Divisors – Students divide by any 2digit number.
Resources
envVsion Topic 4-5: (5.NBT.6)
Guiding Questions / Writing Prompts:
 In the division problem 408/4, what does the “0” represent in the
dividend?
 What challenge might this cause for you?
envVsion Topic 4-6: (5.NBT.6)
Georgia Department of Education:
Unit 1: Order of Operations and Whole Numbers (Pgs. 71-76)
10d
More Dividing by Two-Digit Divisors – Students continue
to practice dividing by any 2-digit number.
Guiding Questions / Writing Prompts:
 Writing Prompts are embedded within the performance task.
enVision Topic 4-7: (5.NBT.6)
Georgia Department of Education: (Day 2)
Unit 1: Order of Operations and Whole Numbers (Pgs. 71-76)
11
Draw a Picture and Write an Equation – Students use
pictures and write equations to help them solve problems.
Guiding Questions / Writing Prompts:
 Writing prompts are embedded within the performance task.
enVision Topic 4-9: (5.NBT.6)
This particular lesson is sufficient as a Common Core “Stand Alone” task.
The Quotient Café online game found at: www.illuminations.nctm.org
Guiding Questions / Writing Prompts:
 How can a picture represent an equation?
 How can drawing a picture help you to better understand the
mathematics of a situation?
Lesson
Number
12
Title of Lesson & Description
Orders of Operations – Students evaluate a numerical
expression with more than one operation.
Resources
enVision Topic 5-5: (5.OA.1)
Georgia Department of Education:
Unit 1: Order of Operations and Whole Numbers (Pgs. 13-15)
Students will discover why it is important to have the Order of Operations.
Order of Operations Video: FUSD SharePoint, Mathematics
13
14
Problem Solving: Act it out and use Reasoning – Students
solve problems by showing how to act out the problem.
Students also use information given in the problem to draw
conclusions.
Preparing a Prescription – Students practice and apply
multiplying a one-digit number by up to a four digit
number. Students will use multiplication to determine the
amount of supplies to ship to a patient’s home to treat an
illness. Using this information, students complete an
invoice reflecting just enough medication for the patient’s
duration of treatment.
Guiding Questions / Writing Prompts:
 Why are the operations performed in the prescribed order?
 What happens if we do not perform operations in the prescribed
order?
enVision 5-6: (5.OA.1)
This particular lesson is sufficient as a Common Core “Stand Alone” task.
Guiding Questions / Writing Prompts:
 How does reasoning about the conditions in a math problem assist
with solving it correctly?
Georgia Department of Education:
Unit 1: Order of Operations and Whole Numbers (Pgs. 54-60)
*Please note the writing responses located on page 57.