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1 Central Valley School District 5 th Grade Math Topic One (Part 1) Base Ten Place Value Page 1
2 Central Valley School District 5 th Grade Math Topic One (Part 1) Base Ten Place Value Page 2
3 Central Valley School District 5 th Grade Math Topic One (Part 1) Base Ten Place Value Page 3
4 Central Valley School District 5 th Grade Math Topic One (Part 1) Base Ten Place Value Page 4
5 Central Valley School District 5 th Grade Math Topic One (Part 1) Base Ten Place Value Page 5
6 Central Valley School District 5 th Grade Math Topic One (Part 1) Base Ten Place Value Page 6
7 Central Valley School District 5 th Grade Math Topic One Base Ten Place Value Page 7
8 Central Valley School District 5 th Grade Math Topic One Base Ten Place Value Page 8
9 Central Valley School District 5 th Grade Math Topic One Base Ten Place Value Page 9
10 Central Valley School District 5 th Grade Math Topic One Base Ten Place Value Page 10
11 Central Valley School District 5 th Grade Math Topic One Base Ten Place Value Independent Practice Page 11
12 Central Valley School District 5 th Grade Math Topic One Base Ten Place Value Page 12
13 Central Valley School District 5 th Grade Math Topic One Base Ten Place Value Page 13
14 Central Valley School District 5 th Grade Math Topic One Base Ten Place Value Page 14
15 A STORY OF UNITS Lesson 1 Problem Set 5 1 Name Date 1. Use the place value chart and arrows to show how the value of the each digit changes. The first one has been done for you. a = b = c ,000 = d. Explain how and why the value of the 5 changed in (a), (b), and (c). Lesson 1: Reason concretely and pictorially using place value understanding to relate adjacent base ten units from millions to thousandths Common Core, Inc. All rights reserved. commoncore.org Page 15
16 A STORY OF UNITS Lesson 1 Problem Set Use the place value chart and arrows to show how the value of each digit changes. The first one has been done for you. a = b = c ,000 = d. Explain how and why the value of the 4 changed in the quotients in (a), (b), and (c). Lesson 1: Reason concretely and pictorially using place value understanding to relate adjacent base ten units from millions to thousandths Common Core, Inc. All rights reserved. commoncore.org Page 16
17 A STORY OF UNITS Lesson 1 Problem Set A manufacturer made 7,234 boxes of coffee stirrers. Each box contains 1,000 stirrers. How many stirrers did they make? Explain your thinking, and include a statement of the solution. 4. A student used his place value chart to show a number. After the teacher instructed him to multiply his number by 10, the chart showed 3, Draw a picture of what the place value chart looked like at first. a. Explain how you decided what to draw on your place value chart. Be sure to include your reasoning about how the value of each digit was affected by the multiplication. Use words, pictures, or numbers. 5. A microscope has a setting that magnifies an object so that it appears 100 times as large when viewed through the eyepiece. If a tiny insect is cm long, how long will the insect appear in centimeters through the microscope? Explain how you know. Lesson 1: Reason concretely and pictorially using place value understanding to relate adjacent base ten units from millions to thousandths Common Core, Inc. All rights reserved. commoncore.org Page 17
18 A STORY OF UNITS Lesson 1 Template unlabeled hundreds through hundredths place value chart Lesson 1: Reason concretely and pictorially using place value understanding to relate adjacent base ten units from millions to thousandths Common Core, Inc. All rights reserved. commoncore.org Page 18
19 A STORY OF UNITS Lesson 1 Template ,000, ,000 10,000 1, Hundred Ten Millions Thousands Hundreds Tens Ones Thousands Thousands.. Tenths Hundredths Thousandths.. millions through thousandths place value chart Lesson 1: Reason concretely and pictorially using place value understanding to relate adjacent base ten units from millions to thousandths Common Core, Inc. All rights reserved. commoncore.org Page 19
20 Central Valley School District Module One Whole # and Decimal Place Value 5 th Grade Math Topic Two - Exponents Page 20
21 Central Valley School District 5 th Grade Math Module One Whole # and Decimal Place Value Topic Two - Exponents Page 21
22 Central Valley School District Module One Whole # and Decimal Place Value 5 th Grade Math Topic Two - Exponents Page 22
23 Central Valley School District 5 th Grade Math Module One Whole # and Decimal Place Value Topic Two - Exponents Page 23
24 Central Valley School District Module One Whole # and Decimal Place Value 5 th Grade Math Topic Two - Exponents Page 24
25 Central Valley School District 5 th Grade Math Module One Whole # and Decimal Place Value Topic Two - Exponents Page 25
26 Central Valley School District Module One Whole # and Decimal Place Value 5 th Grade Math Topic Two - Exponents Page 26
27 Central Valley School District 5 th Grade Math Module One Whole # and Decimal Place Value Topic Two - Exponents Page 27
28 A STORY OF UNITS Lesson 3 Problem Set 5 1 Name Date 1. Write the following in exponential form (e.g., 100 = 10 2 ). a. 10,000 = d = b. 1,000 = e. 1,000,000 = c = f. 1,000 1,000 = 2. Write the following in standard form (e.g., = 500). a = e = b = f = c. 7, = g = d. 7,200, = h = 3. Think about the answers to Problem 2(a d). Explain the pattern used to find an answer when you multiply or divide a whole number by a power of Think about the answers to Problem 2(e h). Explain the pattern used to place the decimal in the answer when you multiply or divide a decimal by a power of 10. Lesson 3: Use exponents to name place value units, and explain patterns in the placement of the decimal point Common Core, Inc. All rights reserved. commoncore.org Page 28
29 A STORY OF UNITS Lesson 3 Problem Set Complete the patterns. a b. 6,500,000 65, c. 9, d ,900 e ,000 f. Explain how you found the unknown numbers in set (b). Be sure to include your reasoning about the number of zeros in your numbers and how you placed the decimal. g. Explain how you found the unknown numbers in set (d). Be sure to include your reasoning about the number of zeros in your numbers and how you placed the decimal. 6. Shaunnie and Marlon missed the lesson on exponents. Shaunnie incorrectly wrote 10 5 = 50 on her paper, and Marlon incorrectly wrote = on his paper. a. What mistake has Shaunnie made? Explain using words, numbers, or pictures why her thinking is incorrect and what she needs to do to correct her answer. b. What mistake has Marlon made? Explain using words, numbers, or pictures why his thinking is incorrect and what he needs to do to correct his answer. Lesson 3: Use exponents to name place value units, and explain patterns in the placement of the decimal point Common Core, Inc. All rights reserved. commoncore.org Page 29
30 Central Valley School District 5 th Grade Math Topic Three Metric Conversion Page 30
31 Central Valley School District 5 th Grade Math Topic Three Metric Conversion Page 31
32 Central Valley School District 5 th Grade Math Topic Three Metric Conversion Page 32
33 Central Valley School District 5 th Grade Math Topic Three Metric Conversion Page 33
34 Central Valley School District 5 th Grade Math Topic Three Metric Conversion Page 34
35 Central Valley School District 5 th Grade Math Topic Three Metric Conversion Page 35
36 A STORY OF UNITS Lesson 4 Problem Set 5 1 Name Date 1. Convert and write an equation with an exponent. Use your meter strip when it helps you. a. 3 meters to centimeters 3 m = 300 cm b. 105 centimeters to meters 105 cm = m c meters to centimeters m = cm d. 80 centimeters to meters cm = m e. 9.2 meters to centimeters m = cm f. 4 centimeters to meters cm = m g. In the space below, list the letters of the problems where larger units are converted to smaller units. 2. Convert using an equation with an exponent. Use your meter strip when it helps you. a. 3 meters to millimeters m = mm b. 1.2 meters to millimeters m = mm c. 1,020 millimeters to meters mm = m d. 97 millimeters to meters mm = m e meters to millimeters m = mm f. 4 millimeters to meters mm = m g. In the space below, list the letters of the problems where smaller units are converted to larger units. Lesson 4: Use exponents to denote powers of 10 with application to metric conversions Common Core, Inc. All rights reserved. commoncore.org Page 36
37 A STORY OF UNITS Lesson 4 Problem Set Read each aloud as you write the equivalent measures. Write an equation with an exponent you might use to convert. a m = mm = 3,512 b. 8 cm = m c. 42 mm = m d m = mm e m = cm 4. The length of the bar for a high jump competition must always be 4.75 m. Express this measurement in millimeters. Explain your thinking. Include an equation with an exponent in your explanation. 5. A honey bee s length measures 1 cm. Express this measurement in meters. Explain your thinking. Include an equation with an exponent in your explanation. 6. Explain why converting from meters to centimeters uses a different exponent than converting from meters to millimeters. Lesson 4: Use exponents to denote powers of 10 with application to metric conversions Common Core, Inc. All rights reserved. commoncore.org Page 37
38 Central Valley School District 5 th Grade Math Topic Four Reading/Writing Decimals Page 38
39 Central Valley School District 5 th Grade Math Topic Four Reading/Writing Decimals Page 39
40 Central Valley School District 5 th Grade Math Topic Four Reading/Writing Decimals Page 40
41 Central Valley School District 5 th Grade Math Topic Four Reading/Writing Decimals Page 41
42 Central Valley School District 5 th Grade Math Topic Four Reading/Writing Decimals Page 42
43 Central Valley School District 5 th Grade Math Topic Four Reading/Writing Decimals Page 43
44 Central Valley School District 5 th Grade Math Topic Four Reading/Writing Decimals Page 44
45 Central Valley School District 5 th Grade Math Topic Four Reading/Writing Decimals Page 45
46 A STORY OF UNITS Lesson 5 Problem Set 5 1 Name Date 1. Express as decimal numerals. The first one is done for you. a. Four thousandths b. Twenty-four thousandths c. One and three hundred twenty-four thousandths d. Six hundred eight thousandths e. Six hundred and eight thousandths f. g. h. 2. Express each of the following values in words. a b c Write the number on a place value chart. Then, write it in expanded form using fractions or decimals to express the decimal place value units. The first one is done for you. a Tens Ones Tenths Hundredths Thousandths = ( ) + 2 ( ) + 7 ( ) or = Lesson 5: Name decimal fractions in expanded, unit, and word forms by applying place value reasoning Common Core, Inc. All rights reserved. commoncore.org Page 46
47 A STORY OF UNITS Lesson 5 Problem Set 5 1 b c Write a decimal for each of the following. Use a place value chart to help, if necessary. a ( ) + 9 ( ) + 2 ( ) b c. 4 1, ( ) + 4 ( ) 5. Mr. Pham wrote on the board. Christy says it is two and six hundred nineteen thousandths. Amy says it is 2 ones 6 tenths 1 hundredth 9 thousandths. Who is right? Use words and numbers to explain your answer. Lesson 5: Name decimal fractions in expanded, unit, and word forms by applying place value reasoning Common Core, Inc. All rights reserved. commoncore.org Page 47
48 Central Valley School District 5 th Grade Math Topic Five Comparing Decimals Page 48
49 Central Valley School District 5 th Grade Math Topic Five Comparing Decimals Page 49
50 Central Valley School District 5 th Grade Math Topic Five Comparing Decimals Page 50
51 Central Valley School District 5 th Grade Math Topic Five Comparing Decimals Page 51
52 Central Valley School District 5 th Grade Math Topic Five Comparing Decimals Page 52
53 Central Valley School District 5 th Grade Math Topic Five Comparing Decimals Page 53
54 Central Valley School District 5 th Grade Math Topic Five Comparing Decimals Page 54
55 Central Valley School District 5 th Grade Math Topic Five Comparing Decimals Page 55
56 A STORY OF UNITS Lesson 6 Problem Set 5 1 Name Date 1. Show the numbers on the place value chart using digits. Use >, <, or = to compare. Explain your thinking in the space to the right Use >, <, or = to compare the following. Use a place value chart to help, if necessary. a b c d e f tenths g. 5.8 Fifty-eight hundredths h. Thirty-six and nine thousandths 4 tens Lesson 6: Compare decimal fractions to the thousandths using like units, and express comparisons with >, <, = Common Core, Inc. All rights reserved. commoncore.org Page 56
57 A STORY OF UNITS Lesson 6 Problem Set 5 1 i. 202 hundredths 2 hundreds and 2 thousandths j. One hundred fifty-eight thousandths 158,000 k tenths 3. Arrange the numbers in increasing order. a b Arrange the numbers in decreasing order. a b Lesson 6: Compare decimal fractions to the thousandths using like units, and express comparisons with >, <, = Common Core, Inc. All rights reserved. commoncore.org Page 57
58 A STORY OF UNITS Lesson 6 Problem Set Lance measured liter of water. Angel measured 0.5 liter of water. Lance said, My beaker has more water than yours because my number has three decimal places and yours only has one. Is Lance correct? Use words and numbers to explain your answer. 6. Dr. Hong prescribed liter more medicine than Dr. Tannenbaum. Dr. Evans prescribed 0.02 less than Dr. Hong. Who prescribed the most medicine? Who prescribed the least? Lesson 6: Compare decimal fractions to the thousandths using like units, and express comparisons with >, <, = Common Core, Inc. All rights reserved. commoncore.org Page 58
59 Central Valley School District 5 th Grade Math Topic Six Rounding Decimals Page 59
60 Central Valley School District 5 th Grade Math Topic Six Rounding Decimals Page 60
61 Central Valley School District 5 th Grade Math Topic Six Rounding Decimals Page 61
62 Central Valley School District 5 th Grade Math Topic Six Rounding Decimals Page 62
63 Central Valley School District 5 th Grade Math Topic Six Rounding Decimals Page 63
64 Central Valley School District 5 th Grade Math Topic Six Rounding Decimals Page 64
65 Central Valley School District 5 th Grade Math Topic Six Rounding Decimals Page 65
66 Central Valley School District 5 th Grade Math Topic Six Rounding Decimals Page 66
67 A STORY OF UNITS Lesson 7 Problem Set 5 1 Name Date Fill in the table, and then round to the given place. Label the number lines to show your work. Circle the rounded number a. Hundredths b. Tenths c. Tens Tens Ones Tenths Hundredths Thousandths a. Hundredths b. Ones c. Tens Tens Ones Tenths Hundredths Thousandths Lesson 7: Round a given decimal to any place using place value understanding and the vertical number line Common Core, Inc. All rights reserved. commoncore.org Page 67
68 A STORY OF UNITS Lesson 7 Problem Set Tens Ones Tenths Hundredths Thousandths a. Hundredths b. Tenths c. Ones d. Tens 4. For open international competition, the throwing circle in the men s shot put must have a diameter of meters. Round this number to the nearest hundredth. Use a number line to show your work. 5. Jen s pedometer said she walked miles. She rounded her distance to 3 miles. Her brother rounded her distance to 2.5 miles. When they argued about it, their mom said they were both right. Explain how that could be true. Use number lines and words to explain your reasoning. Lesson 7: Round a given decimal to any place using place value understanding and the vertical number line Common Core, Inc. All rights reserved. commoncore.org Page 68
69 A STORY OF UNITS Lesson 7 Template 5 1 Tenths Hundredths Thousandths Hundreds Tens Ones hundreds to thousandths place value chart Lesson 7: Round a given decimal to any place using place value understanding and the vertical number line Common Core, Inc. All rights reserved. commoncore.org Page 69
70 Central Valley School District 5 th Grade Math Module One Review Name Solve the problems. 1. Study the pattern. Complete the sentence to describe the pattern. 687,129 6, In each number, the value of the digit 6 is of the digit 6 in the number to its left. the value 2. How many times as great is the value of the digit 9 in as the value of the digit 9 in 53.19? a. 10,000 times c. 100 times b. 1,000 times d. 10 times 3. Write the number shown by each model. Then explain the relationship between the values of the digit 5 in each number. 4. In the number 10,274.36, which digit is in the tenths place? 5. Deb shaded a model to show one tenth of 2. Is she correct? Explain. Page 70
71 Central Valley School District 5 th Grade Math Module One Review 1. Write the expression in exponent form. Determine its value. ten to the fifth power exponent form: value: 2. Choose the correct divisor a b c d What happens to the digits 7 and 9 when finding the product of ? What is the product? 4. Place the decimal point in the quotient. Add zeros if needed Janelle earns $15 an hour babysitting. How many hours will Janelle have to babysit to earn $1,500? Explain your reasoning. Page 71
72 Central Valley School District 5 th Grade Math Module One Review grams kilograms kilograms kilometers centimeters centimeters Solve the problems. 3. A small test tube has a capacity of 16 milliliters. Which of the following is the capacity of 100 small test tubes in liters? a. 1.6 liters c. 160 liters b. 16 liters d liters 4. Which of the following is NOT equal to millimeters? a kilometers c. 950 meters b hectometers d centimeters 5. Raul makes fruit cups. He uses milligrams of pineapple, 450 grams of apples, and 0.5 kilogram of peaches. a. Order the fruits from largest quantity to smallest quantity. Show your work. Answer b. How many kilograms of fruit does Raul use in all? Show your work. Answer Page 72
73 Central Valley School District 5 th Grade Math Module One Review 1. Write the decimal in words. 2. Which shows the word phrase as a decimal? sixteen and forty-two thousandths a. 16, c b. 16, d Write the decimal in expanded form. 4. Write the decimal that represents the expanded form of the number , Dan tells Vicky that the average human hair is about four thousandths of an inch in diameter. Vicky writes this as What is her error? Explain. Answer Justify your answer using words, drawings, or numbers. Page 73
74 Central Valley School District 5 th Grade Math Module One Review 1. Compare. Use place value. Write,, or Which statement is NOT true? a c b d Simon says 0.32 is less than because 32 is less than 298. Explain why Simon s reasoning is incorrect. 4. Which of the following decimals is to the right of on the number line? a b c d Donna completes the 100-meter freestyle race in seconds. Cathy completes the race in seconds. Who crosses the finish line first? Explain your reasoning. Page 74
75 Central Valley School District 5 th Grade Math Module One Review 1. Round the decimal to the nearest one, tenth, and hundredth. one tenth hundredth 2. Which of the following decimals does NOT round to the nearest hundredth as 4.76? a b c d Use the place-value chart to round to the nearest whole number, nearest tenth, and nearest hundredth. tens ones. tenths hundredths thousandths Nearest whole number: Nearest tenth: Nearest hundredth: 4. Explain how can be rounded correctly to 9.57, 9.6, or 10. Page 75
Multiplication of 2 and 3 digit numbers Multiply and SHOW WORK. EXAMPLE. Now try these on your own! Remember to show all work neatly!
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Objective: Add decimals using place value strategies, and relate those strategies to a written method.
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