Number of

Course Math Grade 5th 22 Days

Instructional Days

Unit Title Decimal Place Value Dates on Pacing Guide August 10th September 11th

Unit Overview
This unit aligns to Eureka Module 1 for Grade 5 and extends students understanding of whole number place value to include decimal numbers. Students
will begin with a review of basic whole number place value from 4th grade before exploring decimal place value as well as standard, expanded, and word
form of decimal numbers. Students will use place value charts and disks to explore the multiplicative relationship between various places and the
relation of each digit to the decimal point. This will also include the use of exponents to express factors of 10. Students will then move on to decimal
comparisons and operations all rooted in their place value understanding of decimal numbers. This unit covers decimal addition and subtraction and a
review of the 4th grade work with the addition and subtraction algorithms using whole numbers.

In Module 1, students understanding of the patterns in the base ten system are extended from Grade 4s work with place value of multi-digit whole
numbers and decimals to hundredths to the thousandths place. In Grade 5, students deepen their knowledge through a more generalized
understanding of the relationships between and among adjacent places on the place value chart, e.g., 1 tenth times any digit on the place value
chart moves it one place value to the right (5.NBT.1). Toward the modules end students apply these new understandings as they reason about and
perform decimal operations through the hundredths place. Eureka lessons contain student practice with operations to the thousandths, but this does
not match the grade level standard. This will be students first exposure to decimal operations and place value to thousandths.

Topic B is preceded by review lessons from 4th grade module 1 that show only basic expanded form and practice with converting between forms before
introducing unit form and moving into decimal place value. We have removed rounding on the vertical number line from the estimation and rounding
topics of this module. Some students may be familiar with this method of rounding from grade 4 and teachers can include at their discretion. This unit
plan emphasizes determining what two whole numbers a given number is between and then reasoning about which number it is closer to and why.
Topic B moves into the naming of decimal fraction numbers in expanded, unit (e.g., 4.23 = 4 ones 2 tenths 3 hundredths), and word forms and
concludes with using like units to compare decimals. Now in Grade 5, students use exponents and the unit fraction to represent expanded form,
e.g., 2 x 102 + 3 (1/10) + 4 (1/100) = 200.34 (5.NBT.3). Further, students reason about differences in the values of like place value units and
expressing those comparisons with symbols (>, <, and =). Students generalize their knowledge of rounding whole numbers to round decimal
numbers in Topic C initially using a vertical number line to interpret the result as an approximation, eventually moving away from the visual model
(5.NBT.4).

In the latter topics of Module 1, students use the relationships of adjacent units and generalize whole number algorithms to decimal fraction
operations (5.NBT.7). Topic D uses unit form to connect general methods for addition and subtraction with whole numbers to decimal addition and
subtraction, e.g., 7 tens + 8 tens = 15 tens = 150 is analogous to 7 tenths + 8 tenths = 15 tenths = 1.5. 4th grade module 1 lessons have been inserted
throughout topic D to give students the opportunity to practice the algorithms with whole numbers before moving into decimal operations. Addition
and subtraction of multi-digit whole numbers is a 4th grade fluency standard, but most students will likely need additional practice with these skills to be
able to make a clear connection to decimal addition and subtraction. The subtraction progression is meant to give students gradual practice with more
regrouping in a problem (starting with one instance of renaming, increasing to multiple within a problem, and then emphasizing renaming across zeroes
when students will have to regroup two place values before they can subtract).

Topic A (moved to the end of the module to give students more practice with the place value chart) opens the module with a conceptual exploration
of the multiplicative patterns of the base ten system using place value disks and a place value chart. Students notice that multiplying by 1000 is the
same as multiplying by 10 x 10 x 10. Since each factor of 10 shifts the digits one place to the left, multiplying by 10 x 10 x 10 - which can be recorded
in exponential form as 103 (5.NBT.2) - shifts the position of the digits to the left 3 places, thus changing the digits relationships to the decimal point
(5.NBT.2). Application of this place value understanding will be later applied to metric conversions. This topic will be preceded by review lessons
from 4th grade module 1 that allow students to explore the same relationship while only using whole numbers and comparisons that do not extend
beyond 10 times more or 10 times less for the first lessons.

Topic E and F have been moved to Module 2 so that students have the opportunity to first discuss what is multiplication and what is division and
practice with whole numbers before moving into decimal operations. We decided to move all multiplication and division topics to Module 2, particularly
since we have added (at least) 9 additional 4th grade lessons to Module 1. Throughout Module 1, we suggest building fluency with multiplication facts
through drills, do now, and homework so that when students reach Module 2 they are mostly fluent in multiplication facts through 12 x 12. This will
allow students to focus on the conceptual development of the topics rather than having to expend additional time and effort on knowing their facts.
Unit Enduring Understanding Unit Essential Questions
Topic A: We can extend our place value chart past the decimal point to Topic A: How does the value of a digit change when we change its place in
represent numbers that are smaller than 1. When we multiply or divide a number?
a number by a power of 10 we are shifting that digit within the place
value chart.
Topic B: Using different number forms, such as expanded, unit, and Topic B: How many ways can we represent the same number?
word form to represent decimal numbers can help us to compare
values.
Topic C: Rounding a number means that we are trying to figure out Topic C: What whole number is my decimal number closest to and why?
what whole number it is closest to so that we can quickly and easily do
operations in our head.
Topic D: When adding and subtracting decimal numbers we only add Topic D: How can we use unit language to help us add and subtract
or subtract matching place values. decimal numbers?
Focus standards Aligned EOY Assessments Items
A number is given below. 136.25 In a different number, the 6 represents a
5.NBT.1 Recognize that in a multi-digit number, a digit in one
value which is one-tenth of the value of the 6 in the number above. What
place represents 10 times as much as it represents in
the place to its right and 1/10 of what it represents in value is represented by the 6 in the other number?
the place to its left. A. six hundredths
B. six tenths
C. six ones
D. six tens
3
2.5 x 10 =
5.NBT.2 Explain patterns in the number of zeros of the product
when multiplying a number by powers of 10, and A. 0.25
explain patterns in the placement of the decimal point B. 25
when a decimal is multiplied or divided by a power of C. 250
10. Use whole-number exponents to denote powers of
D. 2,500
10.
5.NBT.3.a
5.NBT.3 Read, write, and compare decimals to thousandths.
If the mass of Earth is equal to 1, the mass of Mercury is 0.055. Which is
a. Read and write decimals to thousandths using the number name for Mercurys mass?
base-ten numerals, number names, and expanded
form, e.g., 347.392 = 3 100 + 4 10 + 7 1 + 3 A. fifty-five
(1/10) + 9 (1/100) + 2 (1/1000). B. fifty-five tenths
C. fifty-five hundredths
b. Compare two decimals to thousandths based on
D. fifty-five thousandths
meanings of the digits in each place, using >, =, and
< symbols to record the results of comparisons.
5.NBT.3.b
Isabella is playing a game with the decimal numbers shown below. She
has to place each of the decimal numbers in one of the boxes shown
below so that it makes a true number sentence. Each decimal number
goes in only one box.
 On the line above each decimal number, write the letter of the box where
that number belongs.

Which two statements about rounding decimals are correct?

5.NBT.4 Use place value understanding to round decimals to
any place. A. The number 5.066 rounded to the nearest hundredth is 5.07.
B. The number 5.074 rounded to the nearest hundredth is 5.08.
C. The number 5.117 rounded to the nearest hundredth is 5.10.
D. The number 5.108 rounded to the nearest hundredth is 5.11.
E. The number 5.025 rounded to the nearest hundredth is 5.02.
A racecar driver completed three laps in the times shown below.
5.NBT.7 Add, subtract, multiply, and divide (multiplication and
division will be in Module 2) decimals to hundredths, 39.28 seconds
using concrete models or drawings and strategies
38.9 seconds
based on place value, properties of operations, and/or
37.83 seconds
the relationship between addition and subtraction;
What was the total time, in seconds, it took for the driver to complete
relate the strategy to a written method and explain the
reasoning used. the three laps?
Foundational Standards
4.NBT.1 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.
4.NBT.2 Read and write multi-digit whole numbers using base-ten
numerals, number names, and expanded form. Compare
two multi-digit numbers based on meanings of the digits in
each place, using >, =, and < symbols to record the results
of comparisons.
4.NBT.3 Use place value understanding to round multi-digit whole
numbers to any place.
4.OA.3 Solve multistep word problems posed with whole numbers
and having whole-number answers using the four
operations, including problems in which remainders must
be interpreted. Represent these problems using equations
with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and
estimation strategies including rounding.
4.NF.5 Express a fraction with denominator 10 as an equivalent
fraction with denominator 100, and use this technique to
add two fractions with respective denominators 10 and 100.
(Students who can generate equivalent fractions can
develop strategies for adding fractions with unlike
denominators in general. But addition and subtraction with
unlike denominators in general is not a requirement at this
grade.) For example, express 3/10 as 30/100, and add 3/10 +
4/100 = 34/100.
4.NF.6 Use decimal notation for fractions with denominators 10 or
100. For example, rewrite 0.62 as 62/100; describe a length as
0.62 meters; locate 0.62 on a number line diagram.
4.NF.7 Compare two decimals to hundredths by reasoning about
their size. Recognize that comparisons are valid only when
the two decimals refer to the same whole. Record the
Important Vocabulary
Exponent (how many times a number is to be used in a
multiplication sentence)
Millimeter (a metric unit of length equal to
one-thousandth of a meter)
Thousandths (related to place value)
>, <, = (greater than, less than, equal to)
Addend (e.g., in 4 + 5, the numbers 4 and 5 are the addends)
Algorithm (a step-by-step procedure to solve a particular type of
problem)
Base ten units (place value units)
Bundling, making, renaming, changing, regrouping, trading (e.g.
exchanging 10 ones for 1 ten)
Centimeter (cm, a unit of measure equal to one-hundredth of a
meter)
Compose (e.g., to make 1 larger unit from 10 smaller units)
Decompose (e.g., to break 1 larger unit into 10 smaller units)
Difference (answer to a subtraction problem)
Digit (any of the numbers 0 to 9; e.g., what is the value of the digit
in the tens place?)
Endpoint (used with rounding on the number line; the numbers
that mark the beginning and end of a given interval)
Equation (a mathematical statement with two parts set equal to
each other)
Estimation (an approximation of a quantity or number)
Expanded form (e.g., 135 = 1 100 + 3 10 + 5 1)
Halfway (with reference to a number line, the midpoint between
two numbers, e.g., 5 is halfway between 0 and 10)
Hundredths (as related to place value)
Number line (a line marked with numbers at evenly spaced
intervals)
Number sentence (e.g., 4 + 3 = 7)
results of comparisons with the symbols >, =, or <, and Place value (the numerical value that a digit has by virtue of its
justify the conclusions, e.g., by using a visual model. position in a number)
Rounding (approximating the given value of a number)
Standard form (a number written in the format: 135)
Sum (answer to an addition problem)
Tape diagram (bar diagram used for representing comparative
amounts for any operation)
Tenths (as related to place value)
Unbundling, breaking, renaming, changing, regrouping, trading
(e.g. exchanging 1 ten for 10 ones)
Unit form (e.g., 3.21 = 3 ones 2 tenths 1 hundredth)
Word form (e.g., one hundred thirty-five)
 Unit Calendar
Day/ Objective Exit Ticket Questions Key Points Suggested Cumulative Eureka Aligned Lesson
Date Review/Procedural + Lesson Notes
Practice
SWBAT write whole 1. Write the number 1. Every place has a name that Teach rolling 9s. 4.M1.Topic A. Lesson 4
numbers in 800,000 + 6,000 + 300 + 2 also tells the value of the digit
standard form, in a place value chart, then in that place.
word form, and write the number in word 2. Every number can be
1
expanded form form. represented in multiple ways
Aug
through the to show the value of each
10th millions. 2. Write one hundred sixty digit.
thousand, five hundred 3. Expanded form shows the
eighty-two in expanded numeric value of each digit.
form.
SWBAT write 1. Write the number 1. Every place has a name that Review rolling 9s. Pre-requisite lesson for
decimal numbers in 5.436 in a place value also tells the value of the digit Review whole 5.M1.Lesson 5
standard form, chart. in that place. number word form This lesson will expand the
word form, and 2. A decimal represents a and place value. lesson from day 1 to
2 place them on a 2. Write the number number that is smaller than include decimal numbers
Aug place value chart. above in word form. one. emphasis on placing
11th number correctly in the
place value chart. This
lesson will not include
multiplying and dividing by
powers of 10.
SWBAT name 1. Express 24.357 in words. 1. Every number can be Teach rolling 8s. 5.M1.Topic B. Lesson 5
decimal fractions in 2. Write the number represented in multiple ways Review expanded
expanded, unit, and above expanded form to show the value of each form, word form, and This will incorporate
word forms by using fractions or digit. place value with multiplication in expanded
applying place value decimals. 2. Expanded form shows the whole numbers. form and also introduces
3 reasoning. 3. Express the number numeric value of each digit. Word form and place unit form.
Aug above in unit form. 3. Unit form expresses the value value with decimal
14th Student-friendly: using place value language. numbers.
SWBAT write *possible extension: give 4. Standard form is the way we Renaming units (e.g.
decimals in students a number and usually see numbers written. 3 ones is 30 tenths or
expanded form, ask them to represent it in 5. Word form is how we write or 4 tenths is 400
unit form, and word as many ways as possible say numbers. thousandths)
form.
 SWBAT compare 1. Compare using a place 1. We can use place value charts Review rolling 8s. 4.M1.Topic B. Lesson 5
whole numbers value chart. to help us compare numbers Using a place value
based on values of by showing the relative value chart for whole Emphasize the visual
the digits using < > of each place. numbers. (naming representation on the
or = to record the 2. Every inequality can be read or place of every digit) place value chart used in
2. Four friends played a
comparison and expressed in two ways. Renaming units this module see Eureka
correctly read the game. The player with the 3. An inequality compares two for examples
inequality. most points wins. Use the amounts using < or > symbols.
4 information in the table
Aug Student-friendly: below to order the
15th SWBAT compare number of points each
whole numbers. player earned from least
to greatest. Then, name
the person who won the
game.

SWBAT compare 1. Show the numbers 1. We can use place value charts Teach rolling 7s. 5.M1.Topic B. Lesson 6
decimal fractions to on the place value to help us compare numbers Comparing whole
the thousandths chart using digits. by helping us to show the numbers Students will need prior
using like units and Use >, <, or = to relative value of each place. Decimal and whole practice in renaming units
express the compare. Explain 2. Decimal fractions are easiest number place value to master this objective
comparison with < > your thinking to the to compare when we use like (naming place of (see cum review box)
5- or = and correctly right. units. (For example, 299 every digit)
Aug
read the inequality. thousandths v. 3 tenths is the Renaming units
same as comparing 299
16th Student-friendly: thousandths and 300
SWBAT compare 2. Arrange in thousandths)
decimal numbers. decreasing order.
76.342
76.332
76.232
76.343
 SWBAT use place Round 765,903 to the 1. Rounding means that we are Review rolling 7s. 4.M1.Topic C. Lesson 9
value given place value: giving the closest and 4.M1.Topic C. Lesson
understanding to Thousand approximation we can of a Whole number place 10
round multi-digit Ten thousand given number. value (naming place
numbers to any Hundred thousand 2. We are deciding which two of every digit) We will omit the use of the
place value. numbers a given number is vertical line as a strategy
There are 16,850 Star between and which of those it for rounding. We will
6-
Student-friendly: coffee shops around the is closest to using place value emphasize determining
Aug
SWBAT round world. Round the number knowledge. what 2 numbers a given
17th whole numbers. of shops to the nearest number is between and
thousand and ten which is it closer to.
thousand. Which answer is Students need to be fluent
more accurate? Explain in renaming and unit form
your thinking using to make the vertical
pictures, numbers, or number lines a helpful
words. method.
SWBAT round a Use renaming to round 1. Rounding means that we are Teach rolling 6s. 5.M1.Topic C. Lesson 7
given decimal to each number to the given giving the closest Whole number and
any place using place. approximation we can of a decimal place value Because we have omitted
7- place value given number. (naming place of use of the vertical number
Aug understanding. 8.546 rounded to the 2. We are deciding which two every digit) line, this lesson will focus
18th hundredths place. numbers a given number is Rounding whole only on renaming as a
Student-friendly: 8.546 rounded to the ones between and which of those it numbers strategy for determining
SWBAT round place. is closest to using place value which numbers each given
decimal numbers. knowledge. number is between.
SWBAT round a Round the quantity to the 1. Rounding means that we are Review rolling 6s. 5.M1.Topic C. Lesson 8
given decimal to given place value. Explain giving the closest Rounding whole
any place using how you knew what the approximation we can of a numbers to any Because we have omitted
place value given number is closest to. given number. place. use of the vertical number
8-
understanding. 2. We are deciding which two Rounding decimals to line, this lesson will focus
Aug a. 13.989 to the nearest numbers a given number is only on renaming as a
the greatest place
21st Student-friendly: tenth between and which of those it Whole number and strategy for determining
SWBAT round b. 382.993 to nearest is closest to using place value decimal place value which numbers each given
decimal numbers. hundredth knowledge. (naming place of number is between.
every digit)
9- Checkpoint Assessment & Review Day
Aug
22nd
SWBAT use place 1. 23,607 + 2,307 1. Addition means combining Teach rolling 4s. 4.M1.Topic D. Lesson 11
value groups or putting more in to Addition facts and 4.M1. Topic D. Lesson
understanding to 2. 5,983 + 2,097 an existing group. through 9 + 9 12
fluently add multi- 2. Adding with the standard (counting on fingers
10 digit whole algorithm requires us to correctly) Emphasize what happens
Aug numbers using the rename units using our place when we regroup using
23rd standard addition value understanding. unit language. Todays
algorithm. 3. We can use place value disks lesson focuses on
to help us show why we procedure only and some
Student-friendly: rename groups to the next use of place value disks.
SWBAT add whole largest place value.
numbers.
SWBAT use place There were 3,905 more 1. Addition means combining Review rolling 4s. 4.M1.Topic D. Lesson 11
value hits on the schools groups or putting more in to Addition facts and 4.M1. Topic D. Lesson
understanding to website in January than an existing group. through 9 + 9 12
fluently add multi- February. February had 2. Adding with the standard (counting on fingers
digit whole 9,854 hits. How many hits algorithm requires us to correctly) Emphasize what happens
numbers using the did the schools website rename units using our place Addition of whole when we regroup using
standard addition have during both months? value understanding. numbers unit language. Todays
algorithm. a. About how many hits 3. We can use tape diagrams to Tape diagrams for lesson focuses on word
did the website have represent values from word addition problems and using the
11 Student-friendly: during January and problems. tape diagram to represent
Aug SWBAT add whole February? problems.
24th numbers. b. Exactly how many hits
did the website have
during January and
February?
c. Is your answer
reasonable? Compare your
estimate from (a) to your
answer from (b). Write a
sentence to explain your
reasoning.
 SWBAT add 1. 3 tenths + 5 tenths = 1. Addition means combining Teach rolling 3s. 5.M1.Topic D. Lesson 9
decimals using 2. 4 hundredths + 8 groups or putting more in to Adding whole
place value hundredths = an existing group. numbers
strategies and 3. 2.40 + 1.8 = 2. We can use unit language to Decimal and whole
relate those 4. 36.25 + 8.67 = help us add decimal fractions. number place value
12
strategies to a 3. Just like with whole numbers, (naming place of
Aug
written method. adding sometimes requires us every digit)
25th to rename units to the next
Student-friendly: largest unit.
SWBAT add decimal 4. We can use tape diagrams to
numbers. represent values from word
problems.
SWBAT use place 1. 8,512 2,501 = 1. Subtraction means taking Review rolling 3s. 4.M1.Topic E. Lesson 13
value 2. 18,042 4,122 = some out of a group or finding Subtraction facts and 4.M1. Topic D. Lesson
understanding to An elementary school the difference. through 18 9 14
decompose to collected 1,705 bottles 2. Subtracting within the (counting on fingers
smaller units once for a recycling standard algorithm requires correctly) When selecting problems
13 using the standard program. A high us to decompose some Whole number place from these lessons, be sure
Aug subtraction school also collected numbers to the next smallest value (knowing the that you only include
28th algorithm. some bottles. Both place value if we do not have place of every digit) problems that include one
schools collected enough to subtract in a given decomposition.
Student-friendly: 3,627 bottles place value.
SWBAT subtract combined. How many 3. We can use tape diagrams to
whole numbers bottles did the high represent values from word
with regrouping. school collect? problems.
SWBAT use place 1. 19,350 5,761 = 1. Subtraction means taking Teach rolling 12s. 4.M1.Topic E. Lesson 13
value 2. 32,010 2,546 = some out of a group or finding Subtraction facts and 4.M1. Topic D. Lesson
understanding to 3. A doughnut shop sold the difference. through 18 9 14
decompose to 1,232 doughnuts in one 2. Subtracting within the (counting on fingers
14 smaller units up to day. If they sold 876 standard algorithm requires correctly) When selecting problems
Aug three times using doughnuts in the us to decompose some Whole number place from these lessons, be sure
29th the standard morning, how many numbers to the next smallest value (knowing the that you include problems
algorithm. doughnuts were sold place value if we do not have place of every digit) that include more than one
during the rest of the enough to subtract in a given decomposition.
Student-friendly: day? place value.
SWBAT subtract 3. We can use tape diagrams to
 whole numbers represent values from word
with regrouping. problems.
SWBAT use place 1. 8,500 7,989 = 1. Subtraction means taking Review rolling 12s. 4.M1.Topic E. Lesson 15
value some out of a group or finding Subtraction facts
understanding to 2. A construction the difference. through 18 9 Need to choose problems
decompose to company was building 2. Subtracting within the (counting on fingers strategically from this
smaller units up to a stone wall on Main standard algorithm requires correctly) lesson that have students
three times using Street. 100,000 stones us to decompose some Whole number place decompose across zeros to
the standard were delivered to the numbers to the next smallest value (knowing the achieve this objective.
15 -- subtraction site. On Monday, they place value if we do not have place of every digit)
Aug algorithm with an used 15,631 stones. enough to subtract in a given
30th emphasis on How many stones place value.
decomposing remain for the rest of 3. We can use tape diagrams to
across zeroes. the week? represent values from word
problems.
Student-friendly:
SWBAT subtract
whole numbers
with regrouping.
SWBAT subtract 1. 17 tenths 8 1. We can use unit language to Subtracting whole 5.M1.TopicD.Lesson 10
decimals using tenths = help us subtract decimal numbers
place value 2. 41.84 0.9 = fractions. Whole number and Students should be given
strategies, and 3. 74 3.91 = 2. Just like with whole numbers, decimal place value several opportunities to
relate those subtracting within the (knowing the place of practice assessment
strategies to a standard algorithm requires every digit) question #3. Students
16 - written method. us to decompose some should use unit language to
Aug numbers to the next smallest help them name these
31st Student-friendly: place value if we do not have numbers and place the
SWBAT subtract enough to subtract in a given decimal accurately.
decimal numbers place value.
with regrouping. 3. We can use tape diagrams to
represent values from word
problems.
 SWBAT explain how Fill in the blank to make a
a digit changes true number sentence.
when its place value Use standard form.
changes.
a. 10 2 tens =_________
tens =
b. (4 ten thousands 6
hundreds) 10 =_______
17 - c. (8 thousands 2 tens)
Sept 10 = __________
1st
The Carson family saved
up $39,580 for a new
home. The cost of their
dream home is 10 times as
much as they have saved.
How much does their
dream home cost?
SWBAT use place Use the place value chart
value to multiply and arrows to show how
and divide numbers the value of each digit
18 -
by powers of 10. changes.
Sept
(concrete/pictorial) a. 6.671 x 100 =
5th b. 684 1000 = 2. Each additional place value is
SWBAT use place 1. 32.1 x 10 =
value to multiply 2. 32.1 10 =
and divide numbers 3. 455 x 1,000 =
by powers of 10. 4. 455 1,000 =
19 -
(abstract)
Sept
6th
1. Moving to one larger place
value is 10 times more and
moving to one smaller place
value is 10 times less.
1. Moving to one larger place
value is 10 times more and
moving to one smaller place
value is 10 times less.
an additional 10 times more or
10 times less.
1. Multiplying or dividing by a
power of 10 changes the value
of each digit in a number by
that power of 10.
Whole number and 4.M1.Topic A. Lesson 1 and
decimal place value 4.M1. Topic A. Lesson 2
(knowing the place of
every digit) Combined lessons focusing
on relationships within
place value chart. This
lesson will only extend to
numbers in the thousands
place and will only change
numbers by 10.
Whole number and 5.M1.Topic A. Lesson 1
decimal place value
(knowing the place of Relate adjacent base ten
every digit) units from millions to
thousandths.
Whole number and 5.M1.Topic A. Lesson 2
decimal place value
(knowing the place of Students are encouraged
every digit) to start using patterns and
reasoning to answer the
questions in this lesson
use of place value chart
should be continued for
students who are still
struggling
 SWBAT use Write each amount using 1. We can use an exponent to Multiplying and 5.M1.Topic A. Lesson 3
exponents to name an exponent. represent powers of 10. dividing decimal and
place value units 1. 1,000 = 2. Multiplying or dividing by a whole numbers by Introduction of exponents
and explain 2. 10 x 10 x 10 x 10 = power of 10 changes the value powers of 10 important to connect to
patterns in the of each digit in a number by Whole number and previous days lesson a
20 - placement of the Write the following in that power of 10. decimal place value different way to write the
Sept decimal point. standard form. (knowing the place of same type of problem
7th (choose/edit combo as every digit)
Student-friendly: necessary)
SWBAT use 1. 3 x 102 =
exponents to 2. 2.16 x 104 =
represent powers 3. 800 103 =
of 10. 4. 754.2 102 =
21 - Flex/Review Day
Sept
8th
22 - Take Unit Assessment
Sept
9th
23 - Flex/Remediation Day
Sept
10th