Module 5 â Reorganized - eusddata

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$Math Module 13 Geometry - eusddata$

Harcourt Math−Grade 5 MODULE 5 DAY 4 UNIT 3: Multiply Whole Numbers and Decimals LESSON 9.5 LESSON FOCUS: CALIFORNIA STANDARDS: Purpose of Lesson: LAUNCH: Introduce students to concepts. EXPLORE: Work with the concept. Focus on students “doing mathematics.” PRACTICE: Focus on Communication and Representation. SUMMARIZE: Connect purpose to activities. Problem Solving Skill: Evaluate Answers for Reasonableness Mathematical Reasoning: 2.1 Use estimation to verify the reasonableness of calculated results. Mathematical Reasoning: 3.1 Evaluate the reasonableness of the solution in the context of the original situation. To learn to use estimation as a tool to check for reasonableness before solving problems. Science Connection, T.E. p. 152B Prompt: Why is it a good idea to determine if an answer is reasonable? Students suggest a real life situation when estimation would be helpful. Present the problem, p. 152 • Paper Products. Write on board/overhead. • Include Teach, p. 152, Guided Instruction questions and Talk About It (bottom p. 152) to guide discussion. Note: Whenever students give estimates, accept any reasonable estimate, that is, an estimate with the correct number of digits. Problem Solving Practice, p. 153 Discuss #2 Reasoning: “What If.” Discuss: T.E. ASSESS, p. 153: WRITE Problem Solving Practice, p. 153 #1, 3, 4. Discuss. Share thinking. Mixed Application, p. 153. • Students work with partners. • Discuss solutions & strategies. T.E. ASSESS, p. 153: DISCUSS HOMEWORK: Review/Test #1-2, 20 - 25 <strong>Reorganized</strong> 9/04/04 12
Harcourt Math−Grade 5 MODULE 5 DAY 5 UNIT 3: Multiply Whole Numbers and Decimals LESSON 10.1 MATERIALS: LESSON FOCUS: CALIFORNIA STANDARDS: PURPOSE OF LESSON: LAUNCH: Introduce students to concepts. TR9-10: Hundreds Grid EXPLORE: Work with the concept. Focus on students “doing mathematics.” TR 9-10: hundreds grids PRACTICE: Focus on Communication and Representation. Decimal modules (100 grids) p. TR9-10 Multiply Decimals and Whole Numbers Number Sense: 2.1 Add, subtract, multiply, and divide with decimals; add with negative numbers; subtract positive integers from negative integers; and verify the reasonableness of the results. • Connect multiplying of whole numbers and decimals to models. • Understand that the product of a whole number and a decimal less than 1 will always be less than the whole number. • Understand the relationship of the number of decimal places in the factors and in the product. Problem of the Day, T.E. p. 158A. • Share strategies. Highlight decimal placement. Also, connect repeated addition to check decimal placement (0.20 + 0.20 + 0.02 = 0.60). Quick Review, p 158. • Discuss representation (labels) as with #1 (450¢ OR $4.50 but not 4.50¢) Write Explore problem, p. 158 on the board/overhead and read with students. • Provide students decimal models T.R. pg. 9-10 (hundreds grids) to represent the problem. (You may need to remind students that they can represent multiplication as repeated addition. Example: 2 x 0.53 = 0.53 + 0.53). Teach, T.E. p. 158, Guided Instruction questions to guide discussion. Try It, p. 158 and Connect, p. 159 provide further explanations and checks for understanding. Practice, p. 159 #1, 5, 7 • Students work with partners. • Discuss. • Share decimal representations. Practice, p. 159 #9 – 14 • Students work with partners or independently. • Students do a written explanation for #14. • Students share solutions & strategies with the class. SUMMARIZE: Connect purpose to activities. T.E. ASSESS, p. 159: DISCUSS T.E. Assess, p. 159: WRITE: • Explain how to use a model to find the product 5 x 0.37. • Provide students decimal models to use to verify products. HOMEWORK: Mixed Review, p. 159 <strong>Reorganized</strong> 9/04/04 13
Page 1 and 2: S D C S SAN DIEGO CITY SCHOOLS Inst
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Page 5 and 6: San Diego City Schools Instruction
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Page 9 and 10: Harcourt Math−Grade 5 MODULE 5 MA
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Module 5 â Reorganized - eusddata