Unit #: __4______ Subject(s): _Math ______________ Grade(s): __5____ Designer(s): _Rebecca Stoudt, Jamie Barringer, Sarah Scott, Danielle Lucas
STAGE 1 – DESIRED RESULTS
Unit Title: Multiplying and Dividing Decimals
Understandings: Students will understand that…
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The placement of the decimal is determined by multiplying or dividing a number by
10 or a multiple of 10
Multiplication and division are inverse operations of each other
Rules for multiplication/division of whole numbers also apply to decimals
Students will know:
 Key Vocabulary: decimal, decimal place, tenth, hundredth, thousandth, standard form,
expanded form, word form, comparative symbols [<, >, =], addition, subtraction, sum,
difference, compare, round, product, quotient
 Students will understand the correlation between computing with whole numbers and
rational numbers.
 Students will understand the concept of rounding and comparing for working with whole
numbers.
Essential Questions:
 How can we use models to demonstrate multiplication and division of
decimals?
 What happens when we multiply decimals by powers of 10?
 How can we describe the relationship between the number of zeros and the
exponent for base ten?
 How do the rules of multiplying whole numbers relate to multiplying
decimals?
 What patterns do we notice when multiplying and dividing decimals?
 What strategies can we use to solve problems and check solutions involving
decimals?
Students will be able to:
 Model multiplication and division of decimals
 Use whole number exponents to denote powers of 10
 Use estimation when multiplying and dividing decimals
 Multiply and divide decimals with fluency
 Recognize student errors in multiplication and division of decimals
 Solve problems involving computation with decimals
STAGE 1– STANDARDS
List the CCSS/NCES for this unit in the space below. Include all relevant content and process standards.
5.NBT.7
5.NBT.2
5.TT.1
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.
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.
Use technology tools and skills to reinforce classroom concepts and activities
Standards for Mathematical Practices
MP1
Make sense of problems and persevere in solving them.
MP2
Reason abstractly and quantitatively.
MP3
Construct viable arguments and critique the reasoning of others.
MP4
Model with mathematics.
MP5
Use appropriate tools strategically.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
1
Unit #: __4______ Subject(s): _Math ______________ Grade(s): __5____ Designer(s): _Rebecca Stoudt, Jamie Barringer, Sarah Scott, Danielle Lucas
MP6
Attend to precision.
MP7
Look for and make use of structure.
MP8
Look for and express regularity in repeated reasoning.
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks:
See Performance Task attached:
 NBT2 Assessment task:
https://grade5commoncoremath.wikispaces.hcpss.org/Assessing+5.NBT.2
 CCGPS: https://www.georgiastandards.org/CommonCore/Common%20Core%20Frameworks/CCGPS_Math_5_Unit3FrameworkSE.pdf
o Teacher for a Day Task
o Bargain Shopping Performance Task
 DPI Math Tasks
Other Evidence:
 Unit 4 Question Bank
 Exit Slip:
https://grade5commoncoremath.wikispaces.hcpss.org/Assessing+5.NBT.2
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Investigations: Investigation quizzes
Session 3A.7
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Summative: Discovery Education: 5th Grade Math Unit 4 Assessment
Key Criteria:
Rubric for performance task attached
 NBT2 Rubric:
 https://grade5commoncoremath.wikispaces.hcpss.org/Assessing+5.NBT.2
STAGE 3 – LEARNING PLAN
District Resources:
 Investigations: decimal multiplication and division only
appears in the Investigations and The Common Core State
Standards book. See pgs. CC103-CC141
 NCDPI: Lessons for Learning
(ncdpi math wiki):
http://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasksGrade5.pdf/375611936/CCSSMathTasks-Grade5.pdf
 “Building Powers of Ten”
 “Multiplying Whole Numbers by Decimals”
 “Window Time”
Supplemental Resources:
 Georgia DOE: Unit 3- Multiplying and Dividing Decimals: https://www.georgiastandards.org/Comm
Core/Common%20Core%20Frameworks/CCGPS_Math_5_Unit3FrameworkSE.pdf
 Khan Academy:
 https://www.khanacademy.org/math/arithmetic/decimals/multiplying_decimals/v/multiplying-decima
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https://www.khanacademy.org/math/arithmetic/decimals/dividing_decimals/v/dividing-decimal
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Possible Tech station: http://mathcentral.uregina.ca/index.php
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Math Live:
http://www.learnalberta.ca/content/me5l/html/Math5.html
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Elementary mathematics: https://elementarymathematics.org/Grade_5_Unit_3_2_2.html
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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Unit #: __4______ Subject(s): _Math ______________ Grade(s): __5____ Designer(s): _Rebecca Stoudt, Jamie Barringer, Sarah Scott, Danielle Lucas
Differentiated Resources (AIG, ESL, EC, Technology, etc.):
EC Resources:
 Helping with math: http://www.helpingwithmath.com/by_subject/decimals/dec_dividing.htm
 AAA Math: http://www.aaamath.com/dec.html
 5.NBT.2
 http://qta.quantiles.com/qtaxon/goal/30574/
 5.NBT.7
 http://qta.quantiles.com/qtaxon/goal/30580/
CCSS 5.NBT.7 Performance Task
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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