Fifth Grade 5.1.1.

4
Lesson Topic: Perform Operations using Technology and other
Strategies
Stage 1 Desired Results
Content Standard(s): 5.1.1.1 Numbers and Operations - Divide multi-digit
numbers, using efficient and generalizable procedures, based on knowledge
of place value, including standard algorithms. Recognize that quotients can
be represented in a variety of ways, including a whole number with a
remainder, a fraction or mixed number, or a decimal.
5.1.1.4 Numbers and Operations - Solve real-world and mathematical
problems requiring addition, subtraction, multiplication and division of multidigit whole numbers. Use various strategies, including the inverse
relationships between operations, the use of technology, and the context of
the problem to assess the reasonableness of results.
Rubric 5.1.1.1
S+
Divide multi-digit
numbers
including
remainders,
fractions, and
decimals using a
variety of
strategies, with
accuracy
Rubric 5.1.1.4
S+
Apply the inverse
relationship
between addition
and subtraction,
and multiplication
and division, to
solve problems,
with accuracy

S
Divide multi-digit
numbers
including
remainders,
fractions, and
decimals using a
variety of
strategies, with
no significant
errors

SDivide multi-digit
numbers
including
remainders using
a variety of
strategies, with a
few significant
errors

N
Divide multi-digit
numbers
including
remainders using
a variety of
strategies, with
many significant
errors

S
Apply the inverse
relationship
between addition
and subtraction,
and multiplication
and division, to
solve problems,
with no
significant errors

SApply the inverse

relationship
between addition
and subtraction,
and multiplication
and division, to
solve problems,
with a few
significant errors

N
Have difficulty
applying the
inverse
relationship
between addition
and subtraction,
and multiplication
and division, to
solve problems

Students will know:

What an algorithm is
How place value is used in division
The relationship between subtraction

and division
The relationship between
multiplication and division

Fourth grade

Find factors and multiples

Divide multi-digit numbers by one or
two-digit numbers
Use a variety of strategies to divide
Demonstrate fluency with basic x/
facts

1.
2.
3.
4.
5.

Division is not associative or

commutative
What a remainder represents

Fifth grade:

Use distributive property of division

Represent remainders using fraction,
mixed number, or decimal
Compose and solve division story
problems
Questioning students for understanding:
What does the remainder stand for?
When you have a remainder in a division problem about how many people
there are, why does it make sense to round the whole number up?
What is a strategy that works with division? What is one that does not work?
Why?
What are different ways to represent a remainder?
Why is analyzing the remainder important when solving real-world problems?

Stage 2 Assessment Evidence

Performance Task(s):
Other Evidence:
Pre-Unit Asmt
Look Fors
Post-Unit Asmt
Stage 3 Learning Plan
Learning is not the activity. Learning comes from being asked to consider
the meaning of the activity. ~Grant Wiggins
Teacher Corner: The links below include some items connected to this standard.
Teachers should add resources, links, etc., aligned with Math in Focus lesson planning.
MCA Item Samplers (These items could be used as a daily exit ticket which are also a
quick formative assessment.)
Support for ELL Students
Teacher Small Group/EA Corner: The following links include vignettes, resources
and other ways to review this standard in a small group, or for use by math
interventionists (EAs).
Suggestions from Scimathmn.org