Module 5 â Reorganized - eusddata

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Harcourt Math−Grade 5 MODULE 5 DAY 8 UNIT 3: Multiply Whole Numbers and Decimals LESSON 10.4 LESSON FOCUS: CALIFORNIA STANDARDS: PURPOSE OF LESSON: LAUNCH: Introduce students to concepts Thousand grids EXPLORE: Work with the concept. Focus on students “doing mathematics.” PRACTICE: Focus on Communication Place the Decimal Point Number Sense: 2.1 Add, subtract, multiply, and divide with decimals; add with negative integers; subtract positive integers from negative integers; and verify the reasonableness of the results. Number Sense: 1.1 Estimate, round, and manipulate very large and very small numbers. • To use estimation and patterns to place the decimal point. • To understand that to estimate, you round each decimal to the greatest place value, and multiply as with whole numbers. • Explore two strategies for estimating decimal products: Alternative Teaching Strategy, T.E. p. 164B (algorithm) Alternative Teaching Strategy, T.E. p. 166 (number line) • Connect the two strategies. Highlight the pattern of total number of decimal places in the factors is equal to the number of decimal places in the product. • Suggestion: Use the context below to practice strategies: “Sam used a calculator to do multiplication problems, but he forgot to put in the decimal point. His teacher says he needs to place the decimal point correctly in the problems.” How would you explain your strategy for correctly placing the decimal points? 3.1 x 6.1 = 1891 3.2 x 4.5 = 1440 2.7 x 5.6 = 1512 31 x 6,1 = 1891 32 x 4.5 = 1440 2.7 x 56 = 1512 • Discuss the reasoning students used to place the decimal point. If estimation does not come up, ask how it could be used. • Ask the students to estimate and then find the exact product for 31 x 61. (Prompt students to notice that multiplying whole numbers results in the same digits in the product as multiplying with decimals.) • If students come up with the rule for counting decimal places, record it, and ask them to continue to test it out to see if they can eventually figure out a way to explain why it works. Books closed: Learn, p. 164. Put “Tip to Tip” on the board/overhead. Read with students. • Allow students to solve the problem and determine the placement of the decimal point. (connect to estimation strategy) • Remind students to estimate the product and place the decimal point where it makes sense. Practice & Problem Solving, p. 166 #50 – 55. Discuss. and Representation SUMMARIZE: T.E. ASSESS, p. 167: DISCUSS Connect purpose to T.E. ASSESS, p. 167: WRITE activities Assess Individually HOMEWORK: Mixed Review, p. 167 Link Up to Reading, p. 167 <strong>Reorganized</strong> 9/04/04 16
Harcourt Math−Grade 5 MODULE 5 DAY 9 UNIT 3: Multiply Whole Numbers and Decimals LESSON 10.5 LESSON FOCUS: CALIFORNIA STANDARDS: PURPOSE OF LESSON: LAUNCH: Introduce students to concepts. Place value chart, 1000 Grid transparency and copy for students EXPLORE: Work with the concepts. Focus on students “doing mathematics.” Zeros in the Product Number Sense: 2.1 Add, subtract, multiply, and divide with decimals; add with negative integers; subtract positive integers from negative integers; and verify the reasonableness of the results. Number Sense: 1.0 Students compute with very large and very small numbers, positive integers, decimals, and fractions and understand the relationship between decimals, fractions, and percents. They understand the relative magnitudes of numbers. • To use a model, estimation and patterns to multiply by tenths, hundredths and thousandths with problems that result in zeros before the product. • Sometimes zeroes are inserted at the left in the product to keep the same number of decimal places in the product as in the factors. • Special Needs, T.E. p. 168B. Emphasize the products where extra zeros have been added such as 6 x 0.002 as different from 6 x 0.02 or 7 x 0.0002 as different from 7 x 0.02. Can extend to other factors such as 5; 0.5; 0.05; 0.005; 0.0005 times 6 or 4 or 7. Optional: • Establish one of the grids with 1000 pieces as the whole unit. Have students determine the value of one strip (1/10= 0.1); one small square (1/100=0.01) and the small strip (1/1000=0.001) • Record the value of each piece as a fraction. Write the equivalent decimal representation on the place value chart while students record it on their charts. (“1/1000 equals 0 ones, 0 tenths, 0 hundredths and 1 thousandth”) Make sure students recognize the pieces on their grids. • Have students use the grid to find 2 x 0.1 (1/10), 2x 0.01 (1/100) and 2x 0.001 (1/1000). (Make the connection between the graphical and decimal representations of the product by filling in the place value chart with the number of ones, tenths, hundredths and thousandths.) Practice & Problem Solving, p. 169 #, 3, 4, 5 Discuss. Partner work: One set of partners in a group computes Problems 6, 8, and 12. The other set of partners computes problems 7, 9, 11. Students check each others papers using a calculator. Calculators for partners PRACTICE: Practice & Problem Solving, p. 169 #22 - 27 Focus on Communication and Representation. SUMMARIZE: T.E. ASSESS, p. 169: DISCUSS Connect purpose to activities. Check, p. 169 #1. Discuss. Chart responses. HOMEWORK: Practice & Problem Solving, p. 169 # 28 Mixed Review, p. 169 <strong>Reorganized</strong> 9/04/04 17
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Page 5 and 6: San Diego City Schools Instruction
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