enVision Mathematics Topic 1
5th Grade; August (2 weeks); 1st Trimester
Embedded Files
Topic Title(s):
Understand Place Value
Prepared Graduates:
MP2. Reason abstractly and quantitatively.
MP7. Look for and make use of structure.
Standard(s):
1. Number and Quantity
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
5.NBT.A. Number & Operations in Base Ten: Understand the place value system.
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. (CCSS: 5.NBT.A.1)
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. (CCSS: 5.NBT.A.2)
Read, write, and compare decimals to thousandths. (CCSS: 5.NBT.A.3)
Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × 1/10 + 9 × 1/100 + 2 × 1/1000. (CCSS: 5.NBT.A.3.a)
Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. (CCSS: 5.NBT.A.3.b)
Use place value understanding to round decimals to any place. (CCSS: 5.NBT.A.4)
Persist in making sense of how fractions can represent decimal place values. (Personal Skills: Perseverance/Resilience)
Abstract place value reasoning with whole numbers to decimal numbers. (MP2)
See the structure of place value as not just a making of tens with greater place values, but a making of tenths with lesser place values. (MP7)
Inquiry Questions
How can you show visually the relationships between 25, 2.5 and 0.25? How can you show these relationships with equations?
Can all decimals be written as fractions? Why or why not?
Coherence Connections
This expectation represents major work of the grade.
In Grade 4, students generalize place value understanding for multi-digit whole numbers, use decimal notation for fractions, and compare decimal fractions.
In Grade 5, this expectation connects with performing operations with multi-digit whole numbers and operations with decimals to hundredths.
In Grade 6, students apply and extend previous understandings of arithmetic to algebraic expressions and develop fluency with decimal operations.
Academic Vocabulary & Language Expectations:
Power, exponent, base, value, expanded form, thousandths, equivalent decimals
Assessments:
Instructional Resources & Notes:
enVision Mathematics Topic 1
Additional enVision Mathematics Resources
Let's Investigate! Go the Distance (TE) (supports Lessons 1-5, 1-6)
Additional Math Games: Multi-Digit & Decimal Place Value (additional materials and preparation may be required)
Tier 1 Intervention & Supports (i-Ready Tools for Instruction):
Tier 1 Intervention: Read and Write Decimals to Thousandths, Compare Decimals to Thousandths, Place Value in Whole Numbers and Decimals
Coherence Map/Concept Progressions: 5.NBT.A.2, 5.NBT.A.3.a, 5.NBT.A.3.b, 5.NBT.A.4
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