Grade 5 Week 1
Understanding of Place Value Name: ______Day 1
D The decimal grid in each model represents 1 whole. Shade each model to show the decimal number below the model.
0.5 0.05
Complete the comparison statements.
0.05 is ____ of 0.5. 0.5 is ___ times the value of 0.05. Complete the equations.
0.5 -=- --- = 0.05 0.05 X ___ = 0.5
IJ Draw a number line from Oto 2. Then draw and label points at 2 and 0.2.
Use the number line to explain why 2 is 10 times the value of 0.2.
Complete the equations to show the relationship between 2 and 0.2.
0.2X ___ =2 2 -=- = 0.2
D Which type of model do you like best? Explain why.
Oi-Ready· ,� 2020 Curriculum Associates, LLC. All rights reserved. ..,/ Day 1 Day 1 Ready® Center Activity 5.7 ** - ItCheck Ten Times as Much as or One-Tenth of? fl/# Understanding Write the number What You Need that is 10 times as much as each • Recording Sheet number and the number that is ,6 \ of each number. 30, 60"0, 0.5
What You Do 1. Take turns. Choose a number in the first column on the Recording Sheet.
2. Look at the number in the second column. Decide if that number is 10 times as much as Will a l')Vmber tt..at is- 10 times- as- mvct.. M ( or ,6 of) your number. Explain your reasoning. Number A t..ave more 3. If your partner agrees, write T for True or F for zeros- or les-5' zeros? False. If you write F, say what the number should be. If your partner agrees, write the correct number in the "Should be ..." column.
4. Repeat until all the rows are completed.
Circle the number in which the digit 2 has the least value. Write the number that is ten times as much as the circled number. 2.0 20 0.002 Circle the number in which the digit 6 has the greatest value. Write the number that is one-tenth of the circled number. 0.006 6,000 0.60
Ready® Center Activity 5.7 ** Recording Sheet Partner A ______Partner B ______Ten Times as Much as or One-Tenth of? Number A 10 x as Much as A= True or False? Should be •.• 40 400 0.05 50 0.3 3 2,000 200,000 700 7,000 Numbers ..!..of = True or False? Should be ... 10 8 0.09 0.9 6 0.6 80 0.08 0.7 0.07 200 20 Writing a Decimal in Standard Form Name: ______ What decimal represents each number? D one and six tenths U eight and eleven hundredths II 6 X 1 + 5 X 16 IIthirteen and thirteen thousandths 11!11 1 1 llil 2 X 10 + 7 X W + 3 X lOO fJ five hundredtwelve thousandths II 8 X 100 + 2 X 16 + 8 X l,�00 IJJ 2 X 1 + 4 X l�O Imforty-two and forty-one hundredths 0 + 2 3 X 1 6 twelve and sixty-eight thousandths m 7 X 1 0 X 10 + + X l6 m 1 1 1 11i1m ,000 00 3 X 1 + 6 X 1 + 3 X 10 + 7 X W + 2 X lOO + 8 X l,OOO IIJ nine hundred fifty-sixand four hundred twenty-seven thousandths IEJ How was writing decimals for numbers in word form different from numbers in expanded form? Oi-Ready 1!:l 2020 Curriculum Associates, LLC. All rights reserved. Day 2 Ready® Center Activity 5.11 ** _ j) Check Decimal Number forms ff!!# Understanding Write. the number What You Need 25.075 in expanded formand word form. • number cube (1-6) • Recording Sheet What You Do 1. Take turns. Toss the number cube. Find that row on the Recording Sheet. Say the form of the number that you will write. If both forms of the number have already been written, your turn ends. 2. On a separate sheet of paper, write that form of the number. I\n tJ,if)kif)9 of tJ,e /'lt1mber 4. 4. If you are incorrect, your turn ends. me Write tJ,e ex paf)ded form. 5. The first person to score 4 points wins. I covld ,ay tJ,e /'lt1mber ovt lovd to J,el p me Write tJ,e Word form. � On a separate sheet of paper, write a number in standard form. Have your partner write the other two forms of the number. 1. Standard Form: 3.48 Expanded Form: Word Form: 2. Standard Form: 0.792 Expanded Form: Word Form: 3. Standard Form: Expanded Form: Word Form: two hundred and twenty-six hundredths 4. Standard Form: Expanded Form: Word Form: three thousand five hundred four and six hundred twenty-one thousandths 5. Standard Form: Expanded Form: x x X 1 x 6 (6 100) + (3 10) + ! 1 16 + ( 5 1 0 ) Word Form: 6. Standard Form: Expanded Form: (8 x 100) + (2 x 10) + x x ( 6 16 I+! 3 160 ) Word Form: Write the symbol <, =,or> in each comparison statement. D 0.02 __ 0.002 EJ0.05 0.5 IJ0.74 -- 0.84 II0.14 __ 0.084 B 1.2 1.25 II5.130 __ 5.13 fJ3.2 01 -- 3.099 EJ0.159 1.590 m 8.269 __ 8.268 Im 4.60 __ 4.060 m 302.026 300.226 m 0.237 __ 0.223 m 3.033 __ 3.303 m 9.074 9.47 m 6.129 __ 6.19 Im56 7.45 -- 564.75 m 78.967 78.957 IEJ5.3 46 -- 5.4 IPJ 12.112 __ 12.121 fE 26.2 26.200 m 100.32 __ 100.232 f1l What strategies did you use to solve the problems? Explain. Oi-Ready '9 2020 Curriculum Associates, LLC. All rights reserved. 8 Day 3 Rounding Decimals Name: ______ Round each decimal to the nearest tenth. 11 0.32 fJ3.87 IJ 0.709 11 12.15 D 12.145 D 645.059 Round each decimal to the nearest hundredth. fJ 1.079 D o.854 fJ 0.709 Im 12.745 m 645.059 m 50.501 Round each decimal to the nearest whole number. m 1.47 m 12.5 m 200.051 Im Write two different decimals that are the same value when rounded to the nearest tenth. Explain why the rounded values are the same. ID Round 1.299 to the nearest tenth and to the nearest hundredth. Explain why the rounded values are equivalent. Oi-Ready '9 2020 Curriculum Associates, LLC. All rights reserved. g Day 3 Ready® Center Activity 5.12 ** _ 11/Check Compare Decimal Numbers "II Understanding Write<,=, or>. to What You Need complete the inequa!ities. Explain • place-value chart to thousandths (optional) your reasoning. • Recording Sheet 0.5700.508 \ 34.07'20 34.207 What You Do 1. Take turns. Choose one of the tables on the Recording Sheet. 2. Then choose one of the numbers in the top I ca" v>e place valve to row of the table. compare decimal f'\VmberS'. 3. Look at each category in the table. Tell your Sometime> it hel ps- to \Nrite partner if the number is less than, equal to, or the f'\Vmber> i" fractio" greater than the given number in the second form a"d compare the row. Explain why. f'\Vmeratorf. 4. Your partner checks your work. Compare: 0.5G, a"d 0.48 S. If you are correct, write the number in the 5� 'fB 100 > 100 correct category. If you are incorrect, your turn ends. 6. Continue until all numbers have been placed in the correct category. Take turns telling your partner a decimal number, and have them identify which category it belongs in for each of the tables on the Recording Sheet. t� 0.063 0.631 0.630 0.634 <0.63 =0.63 >0.63 3.6810 3.861 3.086 3.68 < 3.681 = 3.681 > 3.681 4.712 4.82 4.072 4.72 4.67 4.7020 < 4.702 = 4.702 > 4.702 1.009 1.59 1.055 1.095 1.05 1.05900 < 1.059 = 1.059 > 1.059 Day 4 Multiplying Multi-Digit Whole Numbers Name: ______ Estimate. Circle all the problems with products between 3,000 and 9,000. Then find the exact products of only the problems you circled. D 132 B 247 11 145 X 34 X 15 X 23 11 308 D 158 m 364 X 12 X 41 X 32 fJ 400 EJ 254 187 X 29 X 1 7 m X 42 ID] 216 m 323 m 194 X 12 X 18 X 26 m 317 385 m 285 X 14 m X 31 X 2 7 Im What strategies did you use to solve the problems? Explain. Oi-Ready '9 2020 Curriculum Associates, LLC. All rights reserved. 10 Day 4 Multiplying with the Standard Algorithm Name: ______ The answers are mixed up at the bottom of the page. Cross out the answers as you complete the problems. D 580 fJ 3,104 D 1,482 X 30 X 18 X 38 11 1,085 11 1,236 B 1,625 X 17 X 55 X 18 fJ 2,105 El 1,788 m 2,500 X 13 X 15 X 19 1ID 648 m 2,409 306 X 32 X 23 m X 62 m 2,417 m 650 m 962 X 24 X 35 X 44 Answers 20,736 17,400 27,365 47,500 55,872 18,972 18,445 26,820 67,980 56,316 22,750 29,250 55,407 42,328 58,008 Oi-Ready 9 2020 Curriculum Associates, LLC. All rights reserved. 11 Day 4 Ready® Center Activity 5.16 ** _ tiCheck Equivalent Multiplication Expressions t/1 Understanding Write an expression What You Need that is equivalent to 312 x 25. Find the • Recording Sheet v.alueof both expressions. Show , ypur work. What You Do 1. Take turns. Pick any table on the Recording Sheet. Read the multiplication expression in the header row of the table. 2. Pick an expression in the table. Decide if the expression is equivalent to the multiplication I ca" decide if expres-s-ioM are expression in the header row. Use any method eqvivale"t by dral.Ni"9 area to determine if the expressions are equivalent. models-1 applyi"9 tJ.,e 3. Explain your reasoning. If your partner agrees, dis-tribvtive property, check the correct answer-Yes or No. If you are mvltiplyi"9 partial prodvcts-1 or incorrect, your turn ends. vs-i"9 mel)tal matJ., al)d 4. Continue until all the expressions are marked reas-o"i"9· Yes or No. � Find the product of each multiplication expression in the header row of each table on the Recording Sheet using the standard multiplication algorithm. Exchange papers with your partner to check. (723 X 20) + (723 X 8) 723 X (2 X 8) (700 X 28) + (20 X 28) + (3 X 28) (700 X 20) + (200 X 20) + (20 X 8) .. Equivalent to 617 x 49 Yes No (617 X 40) + (10 X 40) + (7 X 49) (600 X 10 X 7) + (40 X 9) (600 X 40) + (600 X 9) + (10 X 40) + (10 X 9) + (7 X 40) + (7 X 9) (600 + 10 + 7) + (40 X 9) Equivalent to 105 x 65 Yes No (325) + (6,500) (105 X 60) + (105 X 5) (60 X 100) + (60 X 5) + (5 X 100) + (5 X 5) (100 X 60) + (100 X 5) + (5 + 60) •D<-un1tttlu111 r\ss,,ciatcs. LLL Number and Operations in Base Ten I Level S Cop\'ing permitt�d fl,r c-bssro,1111 ttsc. Day 5 Using Estimation and Area Name: ______Models to Divide Check each answer by multiplying the divisor by the quotient. If the answer is incorrect, cross out the answer and write the correct answer. Division Problems Student Answers 516---:- 12 Check: 12 x 4B = 5 76 837 -;- 31 27 351 7 13 57 918 7 54 22 896 7 32 23 1,482-;- 78 14 1,012-;- 11 82 1,344-;- 56 24 D Explain how you could know that the answers to two of the problems are incorrect without multiplying. Oi-Ready •£) 2020 Curriculum Associates, LLC. All rights reserved. 12 Day 5 Ready® Center Activity 5.17 ** _ ftCheck Division with Area Models flt Understanding Use an area model to What You Need show the quotient. 954 + 18 • number cube • 12 game markers in one color • 12 game markers in a different color • Recording Sheet What You Do Toss I Problem 1. Take turns. Toss the number cube. Read the problem next to the number on the chart. If the problem has 168 + 14 already been solved, roll again. � 2. On the Recording Sheet, draw an area model to 575 + 25 solve the division problem. (I) 3. Explain why your area model is correct. Your partner 952 + 28 checks your work. 0 4. The round is over once each partner has solved a 792 + 12 problem. The partner with the greater quotient scores 0 1 point. 825 + 15 5. Play for three rounds. The player with the most points 0 wins the game. 0 768 + 16 A student started the following area model for the problem 490 + 35. Complete the area model to solve the problem. 10 + ----- = ----- (35 X 10 = 350) ----35 490 - 350 140 Round Partner A PartnerB 1 2 3 2.7<.a -:- 1l = ? It Jielps- to es-timate firs-t. TJ,i()k: 12. X 2. = 2.41 S"O 12. X 2.0 = Z.lfO. 5i()ce 2.40 < Z.7<.a1 I ca() s-tart witJ, 2.0.