Grade 5 Mathematics, Quarter 1, Unit 1.

Multiplication With Whole Numbers and Decimals

Overview

Number of Instructional Days:

Content to Be Learned

15

(1 day = 45-60 minutes)

Mathematical Practices to Be Integrated 1. Make sense of problems and persevere in solving them. Check answer to problems and determine if the answers make sense.

Multiply multi-digit whole numbers using the standard algorithm. Connect mathematical models to the standard algorithm. Multiply decimals to hundredths, using concrete models or drawings and strategies based on place value and properties of operations. Multiply decimals to hundredths, relate the strategy to the written methods, and explain the reasoning used.

3. Construct viable arguments and critique the reasoning of others Justify conclusions, communicate them to others, and respond to the arguments of others. Distinguish correct logic or reasoning from that which is flawed

6. Attend to Precision Communicate precisely to others. Calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the context.

7. Look for and make use of structure. Look closely to understand a pattern. Generalize a pattern.

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014

Essential Questions When, given a problem with errors, how would you demonstrate and explain the process of multiplying multi-digit whole numbers using the standard algorithm? How can the methods and strategies you used to learn whole number multiplication help you to multiply decimals? Why does multiplying by a decimal result in a product less than one or both of the factors? How can you use what you know about place value to explain the relationship between expressions such as 3 x 5, 3 x 0.5, and 0.3 x 0.5? How can you use an area model to show the product of ____x____?

Written Curriculum
Common Core State Standards for Mathematical Content Perform operations with multi-digit whole numbers and with decimals to hundredths. 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm. 5.NBT.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. Common Core Standards for Mathematical Practice 1 Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and
Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014

solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, Does this make sense? They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Construct viable arguments and critique the reasoning of others

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in an argumentexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

Attend to Precision

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 8 equals the well remembered 7 5 + 7 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an
Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014

overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 3(x y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Clarifying the Standards Prior Learning In third grade, students learned how to multiply one-digit whole numbers by multiples of 10 in the range 1090. Additionally, they learned to multiply one-digit numbers within 100 and the properties of multiplication. In fourth grade, students continued to develop their understanding of and fluency with multiplication of whole numbers (four digits by one digit and two digits by two digits) and applied multiplication to real-world problems. Students also focused on developing various strategies for multiplying whole numbers and were exposed to the standard algorithm. Next, they examined how different strategies are related and developed efficient strategies for solving multiplication and division problems, including base ten strategies. Finally, students used place value understanding, the properties of operations, and decimal notation for fractions. Current Learning In fifth grade, students build on their conceptual understanding of multiplication by solving problems involving larger numbers and multiplying using strategies and the standard algorithm. Students develop fluency with the multiplication algorithm throughout the year. It is important for students to connect strategies they used in fourth grade to the standard algorithm. Connecting the partial product algorithm to the standard algorithm is particularly helpful. Refer to the Common Core State Standards glossary table 2 (pg. 89) for problem types students have solved in prior grade levels. Students continue to use these problem types to strengthen problem-solving skills as they work with larger numbers. Finally, this is the last year that students focus on multiplication of whole numbers; multiplication of whole numbers using the standard algorithm needs to be mastered by the end of fifth grade. Students also build on and expand their conceptual understanding of multiplication to multiplying decimals to the hundredths. Students will connect to their prior learning of multiplication of whole numbers by using area models, drawings, the partial product algorithm, etc. It is not necessary for students to master the standard algorithm for multiplying decimals. In future fifth grade units, students will apply their understanding of multiplication to division and fractions. Future Learning In sixth grade, students will apply and extend their previous understanding of multiplication to fractions and the system of rational numbers. Students will also compute fluently with multidigit
Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014

numbers and find common factors and multiples. They will extend their thinking to solve realworld and mathematical problems involving area, surface area, and volume. Moreover, students will use ratio reasoning to convert measurement units and to manipulate and transform units appropriately when multiplying or dividing quantities. Finally, students will master the standard algorithm for multiplication of decimals. Additional Findings Students use understandings of multiplication to develop quick recall of the basic multiplication facts and related division facts. They apply their understanding of models (equal-sized groups, arrays, area models, equal intervals on the number line) place value, properties of operations (in particular the distributive property) as they develop, discuss, and use efficient, accurate, and general methods to multiply multi-digit whole numbers. They select appropriate methods and apply them accurately to estimate products or calculate them mentally, depending on the context and numbers involved. They develop fluency with efficient procedures, including the standard algorithm for multiplying whole numbers, understand why the procedures work (on the basis of place value and properties of operations), and use them to solve problems ( Curriculum Focal Points, p. 16).

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014