Unit Plan Template

UbD Unit Planner

Unit title: Unit 2: Parts of A Number: Decimals Grade level: 5th Date created: 6/10/13 Course: 5th Grade Mathematics Time frame: 4 weeks Planned Dates of Implementation:

Standards
Standards Covered:
2.05.1 Understand names of place values and relationships between digits. 2.05.2 Read and write decimals to thousandths (millionths) using base-ten numerals, numbers names, and expanded form. 2.05.3 Compare decimals and fractions using >, <, and =. 2.05.4 Estimate fraction and decimal sums and differences (decimals only). 2.05.5 Add, subtract, multiply, and divide decimals up to the hundredths place (add and subtract only).

Focus Standards Covered in Unit:

Understand the place value system. Perform operations with multi-digit whole numbers and with decimals to hundredths.

Understanding By Design Essential Question

Essential Question: What are the different parts of a number? What are the different ways to break wholes into parts? Guiding Questions: What does a decimal represent? Where do we see decimals in our daily life? What are other ways to represent a part of a number? What are the different parts of a number?

Unit Plan Template

What are the different ways we can compare numbers? Numbers are made up of many different parts. Students should be able to understand different ways of looking at numbers and explaining them. Students should also understand that a decimal is part of a whole and be able to represent different decimals using diagrams. Students should be able to grasp this in order to compare them to one another and to the same number in fraction form. KNOW That a decimal is part of a whole Place values from thousands to thousandths (millions to millionths)? How to read decimal numbers aloud How to write decimal numbers from words That a digit to the left represents 10 times the digit to the right, a digit to the right represents 1/10 the digit to the left The inequality symbols names and symbols Why we use place values to compare decimal numbers to one another What base ten numerals are and when to use them How to represent a number in standard form, word form, expanded form, and using base ten numerals How to represent numbers in expanded form DO

Read numbers aloud from digits Write numbers in word form from digits Represent decimals using pictures and diagrams Write the different place values of digits Represent a digits relationship to a digit on the left or right Use base-ten numerals and expanded form to represent numbers Use the inequality symbols to compare decimals and whole numbers to one another Complete a foldable using all skills to represent decimal numbers in various forms

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Standards Long-term-Learning targets 1. Specific Learning targets (numbered)
2.05.1 Understand names of place values and relationships between digits. INTRO: Understand that a decimal is part of a whole. Be able to represent decimals using diagrams as compared to whole numbers (ex. 0.7 is 7 out of 10 boxes filled in; 1 whole would be all 10 boxes filled in) I can identify place values from millions to millionths. I can understand the relationship between a digit and the digit to its right and left (ex: a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left). 2.05.2 Read and write decimals to thousandths (millionths) using base-ten numerals, numbers names, and expanded form. I can read numbers aloud when looking at digits. I can write numbers in numeral form from word form. I can use base ten numerals and expanded form to write numbers (ex: 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x 1/10 + 9 x 1/100 + 2 x 1/1000).

Summative Assessment (ongoing monitoring numbered to match LT)

Multiple choice and open ended test (over 2.05.1 and 2.05.2) Performance Task: All students will Criteria: All students will complete an 80% or higher on the assessment. Students who do not will have to retake during their lunch or tutoring.

Foldable (students will pick a number and break it down in several ways) Performance Task: Students will pick a number that goes from millions to millionths and write it on the front of their foldable. On different flaps of the foldable they will have the following topics: writing number in word form, labeling each number as a digit, writing

Unit Plan Template

number in expanded form, using base ten numerals to write numbers. Each section will need to include an explanation of the steps taken and completing the assignment. Criteria: All students will complete the assignment and receive an 80% based on the attached rubric. 2.05.3 Compare decimals and fractions using >, <, and =. I can compare decimals to one another based on place values. I can identify and use the symbols >, <, and =. I can use the symbols >, <, and = to compare numbers to one another based on place values. Constructed Response Assessment Performance Task: Students will complete a constructed response assessment which includes explaining the process of comparing numbers to one another, finding the error, and doing problems comparing numbers. Criteria: All students will achieve an 80% or higher on this test. Students who cannot can orally explain how to compare numbers to one another. 2.05.4 Estimate fraction and decimal sums and differences (decimals only). I can round numbers to different place values using the digit to the right. I can understand why we round numbers. Mini Project Performance Task: Students will be given a set amount of

Unit Plan Template

I can add or subtract numbers, then round to find the best estimate. money ($20.00) and be asked to spend as close to that as possible. Students will need to use rounding to decide which items they should buy. Students will complete this several times with different amounts of money. Criteria: All students will achieve an 80% or higher on this project. Students should be able to select the right products and explain why they chose them. Mini Project (see above) Students will check their work from above to calculate the exact costs and explain why they made the correct decision.

2.05.5 Add, subtract, multiply, and divide decimals up to the hundredths place (add and subtract only).

I can add and subtract decimals by lining up the decimal point.

Remember that assessments are valid, reliable, authentic and anchored in credible and exhibit the six facets of understanding.

Unit Activity Learning Target Focused

Type of Engagement

Facet of Understanding

Unit Plan Template

Week 1 Introduction of Unit (W) What are the different parts of a number? (W/Ex/Ev) What are decimals and what do we already know about them? Students will brainstorm all facts they already know about decimals and share out. (H/Ex/En/Eq) Where do we see decimals in our daily lives? Students will explore newspapers, magazines, menus, etc. and look for places they see decimals. They will brainstorm a list of where they appear in their daily lives. Week 1 - I can identify place values from millions to W-where are we headedH-hook E-Explore, Enable, Equip R-Reflection E-Exhibit/Evaluate (not sequential) Explanation 3 2 1 Interpretation 3 2 1 Application 3 2 1 Perspective 3 2 1 Empathy 3 2 1 Self Knowledge 2 1 Explanation 3 2 1 Interpretation 3 2 1 Application 3 2 1 Perspective 3 2 1 Empathy 3 2 1 Self Knowledge 2 1 5 4 5 4 5 4 5 4 5 4 5 4 3

millionths, I can understand the relationship between a digit and the digit to its right and left, I can read numbers aloud when looking at digits. (Ex/Ev) Students will be given numbers and will share which place values they are already familiar with. (Eq/Ex/En) Students will receive numbers with place values on them and have to put them in order. They will then have to read them aloud in word form. (Ex/En/Eq) Students will explore the relationships between digits and the digits to the right and left by looking at the relationships between hundreds and tens, tens and ones, tenths and thousandths, etc. (R) Students will reflect on the relationships between digits in an exit slip. (Ex/Ev) Students will identify place values and write

W-where are we headedH-hook E-Explore, Enable, Equip R-Reflection E-Exhibit/Evaluate (not sequential)

5 4 5 4 5 4 5 4 5 4 5 4 3

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numbers in word form and find the error on an exit slip.
Week 2 - I can write numbers in numeral form from word W-where are we headedH-hook E-Explore, Enable, Equip R-Reflection E-Exhibit/Evaluate (not sequential) Explanation 3 2 1 Interpretation 3 2 1 Application 3 2 1 Perspective 3 2 1 Empathy 3 2 1 Self Knowledge 2 1 5 4 5 4 5 4 5 4 5 4 5 4 3

form, I can read numbers aloud when looking at digits, I can use base ten numerals to write numbers.
(W) Students will complete an activity that takes their knowledge of the relationship between digits and leads them to write numbers using expanded form. (Ex/En/Eq) Students will complete a matching activity that leads them to match a number in word form to a number in numeral form to a number in expanded form. Students will also create their own in order to prepare themselves for foldable. (R) Students will complete an exit slip that requires them to solve problems and explain concepts learned. (Ex/Ev) Students will complete a foldable that allows them to both explain and practice all skills learned in decimal unit.

Week 3 - I can compare decimals to one another based on

place values, I can identify and use the symbols >, <, and =, I can use the symbols >, <, and = to compare numbers to one another based on place values. I can
(Ex/Ev) Students will complete a foldable that allows them to both explain and practice all skills learned in decimal unit.

W-where are we headedH-hook E-Explore, Enable, Equip R-Reflection E-Exhibit/Evaluate (not sequential)

(R/Ex/Ev) Students will complete a multiple choice and open ended assessment that allows them to demonstrate their

Explanation 3 2 1 Interpretation 3 2 1 Application 3 2 1 Perspective 3 2 1 Empathy 3 2 1 Self Knowledge

5 4 5 4 5 4 5 4 5 4 5 4 3

Unit Plan Template

knowledge of decimals at a deeper level, (Ex/En/Eq) Students will look at numbers and decide which one is bigger. They will also be required to explain why this may not be as straightforward as it seems (ex. It is easy to know that 3,456 is bigger than 36 because it is a bigger number. Why does it not work when we look at 3.0456 and 3.456?) (R) Students will reflect on the method they use to learn their inequality symbols and how it helps them. Several students will present. (Ex/Ev) Students will complete a constructed response assessment in which they are required to compare numbers, find the error, and explain the process of comparing numbers.
Week 4 I can estimate decimals using rounding rules. I can add and subtract decimals. (H) Talk about a time when you go to the store and think you have enough money but you end up being short. Discuss why we estimate at stores and when rounding is appropriate. Also discuss how it is not 100% accurate. (Ex/En) Show students how to add and subtract decimals by lining up the decimal point. Discuss checking work by asking if the answer makes sense. (Ex/En) Show different scenarios of when we should/should not round and why. Practice rounding numbers. (Ex/En/Eq) Students will be given a certain amount of money. Their goal is to spend as close to that amount of money as 2 1

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possible without going over. Students will practice this several times with different amounts (ex: $5,00, $15,00, $20,00). (Ex/Ev) Students will check their work by adding the items together and subtracting that from the amount they started with. They will see if they selected the correct items to get as close as possible to the total. (R) Students will discuss if they did this accurately and the benefits and drawbacks of estimating numbers.