Download 207 kB Unit 1 SLO

Grade 5: Unit 1
SLO:1
Evaluate numerical expressions
with parentheses, brackets or
braces.
Specific Pearson lesson(s):
8.2
Question:
1.
What is the value of the
expression?
5´
a.
b.
c.
d.
(3 +
4)
12
19
35
60
ANS: C
2.
Felicia is trying to simplify the
expression
9 + (8 ´ 9 ) -
(18 ¸
8.3
3 ).
One step in Felicia’s
simplification could be any of
the following EXCEPT
c.
9 + 66
9 + 72 - 6
( 9 + 8 )´ 9 - 6
d.
9 + (8 ´ 9 ) - 6
a.
b.
ANS: C
3.
What is the first operation to
use to simplify the expression?
8.1
3,500 ¸ éë34 + 8 ´ 2 ù
û- 4
a.
b.
c.
d.
+
´
¸
ANS:C
4.
What is the value of the
expression?
6´
ANS: 2,950
( 400 +
100 ) - 250 ¸ 5
8.2
Standard: 5.OA.1
Notes:
SLO:2
Question:
5. Max has 8 boxes of cans for a food
drive. Each box has 17 cans. Max
gives half of the boxes to his teacher.
Write an expression that represents the
total number of cans in all the boxes
that his teacher has.
ANS: (8/2)X 17
6. Which expression represents
Write numerical expressions when
given a word problem or a
scenario in words and use words
to interpret numerical expressions.
Specific Pearson lesson(s):
8.8
8.1
“divide the sum of 11 and 17 by the
product of 7 and 8”?
a.
b.
c.
( 8 ´ 7 ) ¸ ( 11 + 7 )
( 11 + 17 ) ¸ ( 8 ´ 7 )
11 + 17 ¸ 8 ´ 7
8 ´ 7 ¸ 11 + 17
d.
ANS: B
7. Which words describe the
expression 6  8  (2  4) ?
a.
b.
divide 8 by 2, add 4, and multiply 6
divide the product of 6 and 8
by 2 and add 4
c. divide the product of 6 and 8 by 2
and then by 4
d. divide the product of 6 and 8 by
the sum of 2 and 4
ANS: D
8.1
Standard: 5.OA.2
Notes:
*Pearson does not present
this concept in the same
way.
SLO:3
Question:
8. Clyde wrote this number: 352.867
Sheila wrote this number: 589.021
Explain the “ten times” or 1/10
relationships for place values in
multi-digit numbers moving right or
left across the places.
Specific Pearson lesson(s):
1.1
1.2
Standard: 5.NBT.1
Notes:
*Pearson does not present
this concept in the same
way.
The digit 8 in Sheila’s number
represents how many times as much
as the digit 8 in Clyde’s number?
a.
10 times
b.
100 times
c.
1,000 times
d.
10,000 times
ANS: B
9.
The place value of the 3 in 0.3
is how many times the place value of
the 3 in 30 ? Explain your answer.
ANS: See Binder
10. Which of the following is a number
where the digit 2 represents
1
the value of the digit 2 in
10
the number 1,947.5286 ?
Ans: A
a.
1.002
b.
49.2173
c.
342.3897
d.
1,947.5862
*This concept is not
presented in 5th grade
Pearson
*This concept is not
presented in 5th grade
Pearson
SLO:4
Recognize and explain patterns of
the number of zeros and the
placement of the decimal point in
a product or quotient when a
number is multiplied or divided by
powers of 10.
Specific Pearson lesson(s):
3.4
Question:
11.
When 256 is multiplied by a
positive power of 10 the number
of zeros in the product is related
to the power of 10. Explain how
the number of zeros relates to
the power of 10.
ANS: See Binder
12.
What will be the result when
5.4
345.61 is
a. divided by 10:
2
b. divided by 10 :
5
c. divided by 10 :
Use place value to explain how
the number 345.61 changes
when it is divided by a positive
power of 10.
ANS: See Blue Binder
13.
In the expression
852.763 ¸ 10?, supply the
missing whole number that
would result in a number that is
1
times the value of
1, 000
852.763. Explain your
reasoning.
Standard: 5.NBT.2
Notes:
*Pearson does not present
this concept in the same
way.
*Pearson does not present
this concept in the same
way.
*This concept is not
presented in 5th grade
Pearson
SLO:5
Compare decimals to
thousandths based on the
value of the digits in each
place using the symbols >,
=, < when presented as
base ten numerals,
number names, or
expanded form.
Specific Pearson
lesson(s):
Question:
Standard: 5.NBT.3
Notes:
For questions 14-16, which symbol belongs in the box to
make a true comparison? (use<, =, or >). Write
your answer in the box.
14.
49.02
forty-nine and nineteen
1.3
1.5
thousandths
15.
16.
Thirty-two and six hundred five thousandths
3  10  2  1  7 
17.
1
10
0.098, 1.001, 0.108, 1.02
1.5
8.2
*This concept is not
presented in Pearson
1.5
8.2
*This concept is not
presented in Pearson
1.5
Place the 4 numbers above in the boxes to make
the full inequality statement below true.
18.
The table shows the lengths of 4 pieces of rope.
Rope Lengths
Length (in meters)
5.46
5.089
5.6
5.17
Write these lengths from shortest to longest.
1.5
SLO 6:
Question:
19.
What is 475.189 rounded to the
nearest hundredth?
20.
What is 0.5734 rounded to the
nearest thousandth?
Round a decimal to any place.
Specific Pearson lesson(s):
2.2
21.
2.2
Sarina rounded a number to the
nearest whole number and got
7. Which number could be the
number Sarina rounded to the
nearest whole number?
a.
b.
c.
d.
Standard: 5.NBT.4
Notes:
2.2
7.3782
7.6581
7.9275
8.3497
22.
What is 635.974 rounded to the
nearest tenth?
2.2
23.
The number 5.267 will be
rounded to the nearest
hundredth.
Between what two hundredths
does 5.267 lie? Show these two
values by placing numbers in
the boxes below the number
line. Place a point on the
number line to show 5.267.
1.5
2.2
Explain why your answer is correct.
*Pearson does not present
this concept in the same
way.
SLO 7:
Question:
24. What is the product of 807 and 6 ?
Use the standard algorithm to
multiply 3-digit whole numbers by
1-digit whole numbers.
Specific Pearson lesson(s):
3.6
25.
Find the value of 359 ´ 8
using the standard algorithm.
Show
your work.
3.6
26.
Find the product of 867 and 9
using the standard algorithm.
Show your work.
3.6
Standard: 5.NBT.5
Notes:
SLO 8
27.
What is the quotient of 4,738
divided by 23 ? Show your work.
Calculate whole number quotients
with 4-digit dividends and 2-digit
divisors and explain answers with
equations, rectangular arrays, and
area models.
5.6
28.
Show why 4,830 divided by 42
is 115 with a calculation or a
model.
5.6
29.
Draw an area model that
demonstrates that the quotient
of 2,700 and 50 is 54, and
explain how the model relates
to the calculation.
5.3
Standard: 5.NBT.6
*Pearson does not present
this concept in the same
way.