Download INTEGRATED PLANNING OUTLINE Grade

MATH Integrated Planning Outline
Grade: 5th Unit 4-Divide Whole Numbers and Decimals Dates: 10/18-11/18/10
Grade Level Expectations
Checks for Understanding
GLE 0506.1.2 Apply and
adapt a variety of
appropriate strategies to
problem solving, including
estimation, and
reasonableness of the
solution.
GLE 0506.1.3 Develop
independent reasoning to
communicate mathematical
ideas and derive algorithms
and/or formulas.
GLE 0506.1.5 Use
mathematical ideas and
processes in different
settings to formulate
patterns, analyze graphs,
set up and solve problems
and interpret solutions.
0506.1.5 Solve problems
in more than one way and
explain why one process
may be more effective than
another.
GLE 0506.2.3 Develop
fluency with division of
whole numbers. Understand
the relationship of divisor,
dividend, and quotient in
terms of multiplication and
division.
0506.2.7 Understand the
placement of the decimal
point in calculations of
multiplication and long
division, including the
placement in the
estimation of the answer.
GLE 0506.3.1 Understand
and use order of operations.
0506.2.8 Understand that
division by zero is
undefined.
GLE 0506.3.2 Develop and
apply the concept of
variable.
GLE 0506.3.3 Understand
0506.1.8 Use patterns,
models, and relationships
as contexts for writing
inequalities and simple
equations.
0506.1.4 Explore
problems in different
contexts to interpret the
meaning of remainders as
State Performance
Indicators
SPI 0506.1.3 Recognize
the unit associated with the
remainder in a division
problem or the meaning of
the fractional part of a
whole given in either
decimal or fraction form.
SPI 0506.2.3 Select a
reasonable solution to a
real-world division problem
in which the remainder
must be considered.
SPI 0506.2.4 Solve
problems involving the
division of two- and threedigit whole numbers by
one- and two-digit whole
numbers.
SPI 0506.2.7 Recognize
equivalent representations
for the same number.
Days: 22
Resources
VOCABULARY:
dividend, divisor, quotient, remainder, order of operations,
functions, variable, operation, equation, linear equation,
inequality, equivalent
HOTS:
 What happens to your quotient when dividing a
number less than one compared to the quotient when
dividing a number that is greater than one?
 Compare and contrast multiplying and dividing
decimals.
 Why is it important to interpret remainders correctly?
 What if you use two sets of compatible numbers, 180
÷ 6 and 240 ÷ 6, to estimate 239 ÷ 6? Which estimate
will be closer to the exact answer? Explain.
 Explain how you can tell without dividing whether the
quotient of 539 ÷ 6 will have 2 digits or 3.
 Explain how you would place the first digit in 430/7.
LITERATURE INTEGRATION:
 The Doorbell Rang by Pat Hutchins
 Safari Park
 A Remainder of One by Elinor J. Pinczes
 One Hundred Hungry Ants
 The Little Mouse, The Little Ripe Strawberry, and the
Big Hungry Bear
 The Pigeon Finds a Hot Dog
 Hersheys Kisses Multiplication & Division by Jerry
Palotta
TECHNOLOGY/MANIPULATIVES:
 base ten blocks and grid/graph paper, money,
part/part-whole cards, balance scale, checkerboard,
tiles on floor
 Study Island , Compass
 Kidspiration (Long Division, Division with Blocks)
and apply the substitution
property.
discrete values or not.
0506.3.1 Evaluate an
expression by substituting
non-negative rational
number values for letter
variables in the
expression.
0506.3.2 Use variables
appropriately to represent
numbers whose values are
not yet known.
0506.3.3 Solve singlestep linear equations using
inverse operations.
(Supplement to include
inverse operations.)
0506.3.5 Determine if a
given value is a solution to
a linear
equation/inequality.
SPI 0506.2.8 Write
terminating decimals in the
form of fractions or mixed
numbers.
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Power Media Plus: Multiplying & Dividing
www.mathisfun.com (animations on division)
www.svusd.org/p_subject.asp?sid=5339
www.funbrain.com (“Power football”)
www.themathpage.com
www.fun4thebrain.com/division.html
www.coolmath.com
http://nlvm.usu.edu/en/nav/vlibrary.html
http://www.harcourtschool.com/menus/math.html
http://illuminations.nctm.org/
http://www.nctm.org/resources/elementary.aspx
http://www.internet4classrooms.com/
ACTIVITIES/STRATEGIES:
 Use Place Value Flip Book for Dividing Decimals
 Use Algebra tiles to demonstrate division
 Use balance scale to demonstrate equations
 Use tiles on floor to model
 Use mnemonics (i.e. Does McDonalds Sell Burgers
Regularly – Divide, Multiply, Subtract, Bring Down,
Remainder)
 I Do/We Do/You Do (model, guided practice,
independent practice)
 Page 260/ 5th Grade Math Manual – Use grid paper to
break apart problems 5 x 16 (i.e. 5 x 10, 5 x 6).
 Play “Writer, Brain, and Calculator”
“Writer” calls out the question and the “Brain” and
“Calculator” race to think through the answer.
EMBEDDED WRITING ACTIVITIES:
 Note-taking/Journals
 Use to meet writing portfolio requirements
 Word Problems
 Process Charts (step-by-step directions)
 Compare and contrast multiplication and division
 Student composes word problems and higher order
thinking questions.
 Poetry (verses, syllables, haiku, etc.)
 Journal Entry: Think, Solve, Explain
Solve and be able to explain 2 ways to do this
problem.
Example: 527 divided by 8. (i.e. 1. 50 x 8 = 400 so
527 – 400 = 127. 2. 10 x 8 = 80, so 127 – 80 = 47 5 x
8 = 40, so 47-40 = 7. Answer 50 + 10 + 5 = 60 with
remainder of 7
CROSSCURRICULAR INTEGRATION:
 Give students numerical Civil War statistics. Students
are to create division word problems using the
statistics. (i.e. Soldiers traveled for 1 week for a total
of 175 miles. How many miles did they travel per
day?)
 Science Experiments (If the teacher bought 124
ounces of baking soda for the class. How many
ounces does each student get?)