Rowan IMPACT Project
District ____Pennsauken
Gail Stallings
Unit Overview Template
Content Area: Math
Unit Title: Numeration
Target Course/Grade Level: 5, Inclusion
Unit Summary
This unit, Numeration, represents one of two Number and Operations in Base Ten standards in
the 2009 Common Core and one of two (Numeration) units in envision MATH, Grade 5.
Numeration focuses on base ten place value concepts in whole numbers and decimals, and
provides the foundation for Unit 9 (Fractions and Decimals). This class of inclusion students has
a wide range of abilities (and needs) in this topic.
In this unit, students will review and expand on previous knowledge and experience (with
whole number place value concepts), learning to work with larger numbers (billions.) They will
find examples of very large numbers in the real world and situations that create the need to
compare numbers. They will explore place value concepts and relationships by problem solving
and working with manipulatives, place value charts and templates, calculators, digital
representations, and print, working individually, in pairs and groups.
Students will extend their knowledge of how to read, write, compare, order and round whole
numbers to numerals through the billions. They will 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 (to 1,000,000,000).
Following their work with whole numbers, students will review and expand on previous
knowledge and experience (with decimal place value concepts), learning to work with decimals to
the thousandths. They will read, write, compare and order decimals.
The final topic will call on students to observe and explain patterns in whole numbers and
decimals.
Primary interdisciplinary connections: Social Studies, Science, Language Arts
21st century themes: Communication and Collaboration, Life and Career Skills, Financial,
Economic, Business, and Entrepreneurial Literacy
Unit Rationale: Understanding numeration and how our number system works is the foundation
for all math that follows, including everyday math (life skills.)
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Learning Targets
Standards:
4.NBT
5.NBT
NUMBER AND OPERATIONS IN BASE TEN
NUMBER AND OPERATIONS IN BASE TEN
Content Statements:
 Generalize place value understanding for multi-digit numbers. (4)
 Understand the Place Value System (5)
CPI #
4.NBT.1
Cumulative Progress Indicator (CPI): The student will:
Recognize that in a multi-digit whole number, a digit in one place represents ten times
what it represents in the place to its right. For example, recognize that 700/70 = 10 by
applying concepts of place value and division (to 1,000,000).
5.NBT.1
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 (to
1,000,000,000)
4.NBT.2
Read and write multi-digit whole numbers using base-ten numerals, number names, and
expanded form (through billions).
4.NBT.3
5.NBT.2
Use Place Value understanding to round multi-digit whole numbers to any place.
Explain patterns in the number of zeros of the product when multiplying a number by
powers of 10.
Compare and Order (whole) Numbers
1-2
5.NBT.3.a.
Read and write decimals to thousandths using base-ten numerals, number names, and
expanded form, eg., 347.392= 3 x 100 + 4 x 10 +7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x
(1/1,000).
5.NBT.3.b.
Compare two decimals to the thousandths based on meanings of the digits in each place,
using >, =, and < symbols to record the results of comparisons.
5.NBY.4
Use place value understanding to round decimals to any place.
5.NBT.2
Explain patterns in the placement of the decimal point when the decimal is multiplied or
divided by powers of 10.
Unit Essential Questions
 How can we read, write and compare large
numbers (through billions)?
 How can we read, write and compare decimals
(through hundredths)?
 What is the relationship among the various place
values?
Unit Enduring Understandings
 Our number system is based on groups of ten.
Whenever we get 10 in one place value, we move
to the next greater place value. (A digit in 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.)
 Numbers can be used to tell how many.
 Place value can be used to compare and order
whole numbers and decimals.
Unit Learning Targets
Students will ...
 Demonstrate and understanding of place value concepts (including value, order, place, magnitude and
relationships to other numbers/digits.)
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 Read and write whole numbers to the billions, and decimals to the thousandths.
 Compare, order and round whole numbers and decimals.
 Explain the relationship between a digit in one place and the digit to its right or left.
Evidence of Learning
UNIT Summative Assessment (last day) (after 6-9 days)
Topic 1 Test (Page 18,19) This is a diagnostic, multiple-choice test to assess students’ understanding of
geometric concepts and skills presented in Topic 1. An Item Analysis for Diagnosis and Intervention is
provided in the Teacher Edition. The Intervention System materials are provided in a separate box.
Administer test questions in Senteo format (see below), five to a page.
Alternative tests (for differentiation) – Free Response Test, Multiple Choice Test
Equipment needed (for assessment): Computer w/SmartBoard/ Smart Response software and
peripherals; Senteo Question Set (Unit Test questions); print copies of test questions (provide larger
print,(or magnifying glasses); and space for those students who need it; provide sticky notes or small
squares of paper for blocking); manipulatives;
(Base ten blocks, play money, number tile sets, overlapping place value number sets, E-tools
large digit cards (8x10),
place-value charts, place value chart templates, graph paper cut into blocks of three
communicators, markers, erasers,)
Teacher Resources:
enVisionMATH, Grade 5, TE, Topic 1
http://www.primaryresources.co.uk/maths/mathsB4.htm#1
http://www.ronblond.com/MathGlossary/
http://teacher.scholastic.com/maven/index.htm
http://olc.spsd.sk.ca/de/math1-3/baseten1.htmlhttp://www.linkslearning.org/Kids/1_Math/2_Illustrated_Lessons/3_Place_Value/index.html
http://www.watchknow.org/Category.aspx?CategoryID=2214
http://teachingtoday.glencoe.com/videos/view/place-value
http://www.youtube.com/watch?v=y-rLi2HKwkI&feature=related
http://www.youtube.com/watch?v=XFX-YFU-Ofk&feature=related
http://www.youtube.com/watch?v=2BFu6fib9sA&feature=related
http://www.youtube.com/watch?v=Q9C5dwv5oFw&feature=related
http://www.youtube.com/watch?v=Q9C5dwv5oFw&feature=related
“Bully” as numbers 5 – 9 for rounding
Illuminations.com
Envisions
Number Devil (book, CD)
Unit Formative Assessments
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Independent Work
Create own place-value chart
Quick Checks
Games and Activities
Observation
Projects
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Homework
Group work
Bell work
Quizzes
Exit cards
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Lesson Plans
Lesson
Timeframe
Lesson 1
1-2 days (80 min/day)
Place Value
Lesson 2
1 day
Comparing and Ordering Whole Numbers
Lesson 3
1-2 days
Decimal Place Value
Lesson 4
1 day
Comparing and Ordering Decimals
Lesson 5
1 days
Look for a Pattern
Teacher Notes:
Accommodations/adaptations:
Writing large numbers: build up from known place values; always write from ones, one period at a time;
Use BTB/money to demonstrate magnitude, patterns, values and rounding
Show students overall structure and patterns; make sure students are able to create their own chart with their
own symbols when they need it
Use lined or grid paper
When rounding, write new digits above original digits (use manipulatives such as money)
Do all the steps
Be able to copy rounding rule (or big enough to “bully” rounded digit?)
Block all but two focus numbers; (think in tens)
Copy digits in greater place values, put in zeros, decide about remaining digit
Standard to expanded – deconstruct in layers below
Expanded to standard – stack and construct as column problem
Written to standard – construct over respective words
Standard to written – break down ( list in periods) – write numerals next to numbers
Value – relate to expanded form
Use standard/expanded foldables/overlapping numbers
Bank checks to reinforce standard/word form
Bank questions to reinforce other place-value concepts
Emphasize word problems, practical applications
Videos (music)
Blank place value charts
Decimals show fraction/decimal/name/abbreviation
Demo concept with decimal squares
Show rainbow pattern
Have student write and read fraction for decimal
Place value Puzzler
Virtual manipulatives
Place value game
Experiment with adding and subtracting large numbers to see how to get greatest and smallest sums and
differences
Dictate period by period, allowing students time to record one period before moving on to the next.
Use number tiles, or graph squares cut in sets of three.)
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Curriculum Development Resources
enVisionMATH, Grade 5, TE, Topic 1
Click the links below to access additional resources used to design this unit:
http://www.primaryresources.co.uk/maths/mathsB4.htm#1
http://www.ronblond.com/MathGlossary/
http://teacher.scholastic.com/maven/index.htm
http://olc.spsd.sk.ca/de/math1-3/baseten1.htmlhttp://www.linkslearning.org/Kids/1_Math/2_Illustrated_Lessons/3_Place_Value/index.html
http://www.watchknow.org/Category.aspx?CategoryID=2214
http://teachingtoday.glencoe.com/videos/view/place-value
http://www.youtube.com/watch?v=y-rLi2HKwkI&feature=related
http://www.youtube.com/watch?v=XFX-YFU-Ofk&feature=related
http://www.youtube.com/watch?v=2BFu6fib9sA&feature=related
http://www.youtube.com/watch?v=Q9C5dwv5oFw&feature=related
http://www.youtube.com/watch?v=Q9C5dwv5oFw&feature=related
“Bully” as numbers 5 – 9 for rounding,
Illuminations.com
Number Devil (book, CD),
E-tools
Unit Authors: Gail Stallings
Date: 12/12/2010
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Lesson Plan
Content Area: Math
Grade: 5
Lesson Title: Numeration: Place Value
Timeframe: 1-2 days (80
min/day)
Lesson Components
21st Century Themes
x
Global Awareness:
Other
monetary/counting
systems
x
Civic Literacy
Financial, Economic,
Business, and
Entrepreneurial
Literacy: accounting,
US monetary system
Health Literacy
21st Century Skills
x
Creativity and
Innovation
Create personal place
value charts/tools
x
Media Literacy
Recognizing and
responding to math in
various media (life)
x
Critical Thinking and
Problem Solving
Looking for patterns,
organizing information
x
Communication
& Collaboration:
Group work
x Information
Literacy
Reading and
interpreting
symbols
ICT Literacy
x
Life and Career Skills:
Money skills, check writing, organizing
Interdisciplinary Connections: Social Studies, Science, Language Arts
Integration of Technology: Interactive SmartBoard, DocuCam, software, SmartResponse System
Equipment & materials needed:
laptop, internet access, Smartboard, SmartResponse System, Docu-Cam, E-tools
Interactive Recording Sheet 1, worksheets
Base ten blocks, play money, number tile sets, overlapping place value number sets, 8x10 digit cards
place-value charts, place value chart templates, graph paper cut into blocks of three
communicators, markers, erasers,
Goals/Objectives/CPIs
Students will:
 Read and write whole numbers to the billions.
 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.
Learning Activities/Instructional Strategies
1. Engagement:
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2.
3.
4.
5.
Set the Purpose. You know how to read and write numbers to one million. Toda you will learn how to
read and write numbers greater than one million.
Connect: Can you describe a situation in which you have seen or heard a very large number?
Exploration – Smartboard Lesson
Pose the Problem: Review place value through millions. Give students a copy of Interactive
Learning Recording Sheet 1. Also, write/show a place-value chart on the Smartboard*. (Tell) How
many millions does it take to make one billion? (1,000) Have students work together to solve. Tell
students to compare ones to one thousand and one thousand and one million to help.
Explanation: Instruct in Small Steps
Explain/demonstrate: A period is a group of three digits, separated by commas, starting on the
right. Write 1,246,065,702 on the Smartboard. Let’s fill the place-value chart with the digits from the
number I wrote on the chalkboard. Have students tell you where to (locate) write each digit using
commas to separate each set of 3 digits in a period, or move the numbers on the Smartboard,
themselves. Emphasize: The place of a digit in a number tells you its value. Now let’s read the
number together. [one billion, two hundred forty-six million, sixty-five thousand, seven hundred two.]
Make sure students can create their own place-value chart.
Small-Group Interaction: On the Recording Sheet, write a 10-digit number and a 12-digit number.
Discuss with your partner(s) how to read each number, use the place-value chart to help you. Write
each number in word form below the chart. Have 2 or 3 groups write their numbers on the
Smartboard (or show their work on communicators/DocuCam) and explain how to read them.
Elaboration: Extend
Rearrange the digits in 4,605,800,000 to make the greatest number possible. (8,654,000,000);
(For a “brain break”, have 10 students each take a 8x10 number and stand in a line; then tell them to
arrange themselves to create the largest/smallest number possible.)
Visual Learning Bridge: In this lesson you will learn to read and write the standard, expanded, and
word forms of whole numbers through billions.
Guided Practice: Problems #1-5 (Remind students to use their place-value charts.)
Evaluation: Independent Practice: #6-18 even numbers; Problem Solving - Pick 4
Create your own place value chart to help you when you need it.
Create your own problem like Exercise 22. Exchange problems with your partner and check answers.
Formative Assessment Tasks
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Recording Sheet 1 Activity
Create personal place-value chart
Create a problem like #22.
Quick Check
Group work
Independent work
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Universal Design for Learning Options for Unit
Multiple Means of Representation
1. Perception : Readability, Readability™ is a tool that removes the visual clutter on web
pages making reading on the Web easier.
2.
Language and Symbols : Shahi This site is a visual dictionary that provides definitions as
well as (multiple) images from the Internet
3. Comprehension TeacherVision: Activating Background Knowledge, TeacherVision is a
comprehensive, subscription-based resource website for teachers. This article explains Activating
Background Knowledge and links it to specific resources and materials in the website.
Multiple Means of Action and Expression
1. Physical activity: No Keys Virtual Keyboard, No-Keys is a computer software program
that displays an on-screen keyboard. Students can "type" on the keyboard using a mouse,
trackball, or even a scan option. The program can be used with touch screen keyboards.
2. Expressive skills and fluency: Glogster, Offers an alternate way for students (especially
girls) to express themselves and demonstrate their knowledge and skills through words,
photos, videos, graphics, and music.
3. Executive functions: Goal Setting w/s (worksheetplace.com) This site offers free
worksheets, templates and organizers on a wide variety of subjects and topics including
this one--- for goal setting.
Multiple Means of Engagement
1. Recruiting interest: Tic-Tac-Toe (vimeo.com) this is a subscriber-based site which offers
videos on a variety of topics. This activity allows for differences in learning styles and ability
levels. “. (Scavenger Hunt),
2. Sustaining effort and persistence: Cooperative Arithmetic (edutopia.org) This website, ( A
project of the George Lucas Educational Foundation, provides a wide range of resources fro
teachers in a variety of formats. The following articles from spdbayarea.org, are especially
helpful for teachers of students with LD: Sensory Processing Disorder: Tips for Teachers,
Sensory Integration Dysfunction, Classroom Distractions: How can w avoid them?
3. Self-regulation: Coping Skills for Kids: Brain Works Project This site provides information
and activities (for students, parents and educators) designed to strengthen emotional resilience
and self-acceptance in teenagers to develop and promote emotional health. Knowing How You
Learn (edutopia.org), video- “students learn how their brains work and how to
accommodate their learning styles” and that there is no one "right" way to learn Teacher Resources:
http://www.primaryresources.co.uk/maths/mathsB4.htm#1
http://www.ronblond.com/MathGlossary/
http://teacher.scholastic.com/maven/index.htm
http://olc.spsd.sk.ca/de/math1-3/baseten1.htmlhttp://www.linkslearning.org/Kids/1_Math/2_Illustrated_Lessons/3_Place_Value/index.html
http://www.watchknow.org/Category.aspx?CategoryID=2214
http://teachingtoday.glencoe.com/videos/view/place-value
http://www.youtube.com/watch?v=y-rLi2HKwkI&feature=related
http://www.youtube.com/watch?v=XFX-YFU-Ofk&feature=related
http://www.youtube.com/watch?v=2BFu6fib9sA&feature=related
http://www.youtube.com/watch?v=Q9C5dwv5oFw&feature=related
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http://www.youtube.com/watch?v=Q9C5dwv5oFw&feature=related
“Bully” as numbers 5 – 9 for rounding
Illuminations
Envisions
Number Devil (book, CD)
Universal Design for Learning Options Lesson
Multiple Means of Representation
1. Perception: Math Type MathType is a software program (for purchase) for creating mathematical
notation for word processing, web pages, desktop publishing, etc..
2. Language and Symbols: Math Glossary (ronblond.com), is comprehensive visual glossary organized
by grade, topic and an alphabetical index. It offers definitions, diagrams, pictures and real world
examples.
3. Comprehension: CueCard (download.cnet.com) (CueCard is a program that allows you to
generated your own flash cards (including printing, pictures and sounds) and then it automatically
focuses on the cards you need more practice with.
Multiple Means of Action and Expression
1. Physical activity: No Keys Virtual Keyboard, No-Keys is a computer software program that
displays an on-screen keyboard. Students can "type" on the keyboard using a mouse, trackball, or
even a scan option. The program can be used with touch screen keyboards
2. Expressive skills and fluency: ToonDoo This is a cartoon creation website. Cartooning offers
another way for students to show what they know.
3. Executive functions: Goal Setting w/s (worksheetplace.com) This site offers free worksheets,
templates and organizers on a wide variety of subjects and topics including this one--- for goal
setting.
Multiple Means of Engagement
1. Recruiting interest: Tic-Tac-Toe, (vimeo.com) this is a subscriber-based site which offers videos on
a variety of topics. This activity allows for differences in learning styles and ability levels. “ . (Scavenger
Hunt),
2. Sustaining effort and persistence: Cooperative Arithmetic, (edutopia.org) This website, ( A project
of the George Lucas Educational Foundation, provides a wide range of resources fro teachers in a variety
of formats. The following articles from spdbayarea.org, are especially helpful for teachers of students
with LD: Sensory Processing Disorder: Tips for Teachers, Sensory Integration Dysfunction,
Classroom Distractions: How can w avoid them?
3. Self-regulation: , Knowing How You Learn Knowing How You Learn (edutopia.org), video“students learn how their brains work and how to accommodate their learning styles” and that
there is no one "right" way to learn
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LESSON REFLECTION
Reflect on the lesson you have developed and rate the degree to which lessons Strongly,
Moderately or Weakly meet the criteria below.
Lesson Activities:
Strongly Moderately Weakly
Are challenging and require higher order thinking and
problem solving skills
x
Allow for student choice
x
Provide scaffolding for acquiring targeted knowledge/skills x
Integrate global perspectives
x
Integrate 21st century skills
x
Provide opportunities for interdisciplinary connection and
transfer of knowledge and skills
x
Foster student use of technology as a tool to develop
critical thinking, creativity and innovation skills
x
Are varied to address different student learning styles and
preferences
x
Are differentiated based on student needs
x
Are student-centered with teacher acting as a facilitator and x
co-learner during the teaching and learning process
Provide means for students to demonstrate knowledge and x
skills and progress in meeting learning goals and objectives
Provide opportunities for student reflection and selfassessment
x
Provide data to inform and adjust instruction to better meet
the varying needs of learners
x