SALTA 5th grade

Flexible Pacing: 63 days (Nov. 1 - Feb 18)

DWSBA #2 Window: Feb. 11 – Feb. 25 enVision Topics 5-8: 35 Lessons

5 th Grade NUMBERS AND OPERATIONS IN BASE TEN (NBT) Topic 5 - Use Models and Strategies to Divide Whole Numbers

Report Card Learning Targets • Model and divide multi-digit whole numbers

TOPICS 5

Coherence

pp. 177F

Look back: Grade 4- •

Look ahead: Later in Grade 5- •

Topic 5: •

Rounding and Estimation Divide by One-Digit Numbers

Divide Decimals

Number Sense

Solve Volume Problems

•

• •

Divide Whole Numbers

•

Earlier in Grade 5- •

Convert Units

Multiply by Powers of 10 Rounding and Estimation Multiply Whole Numbers

Grade 6- •

Divide Whole Numbers

• •

Rigor

p. 177G

Applications: •

Conceptual Understanding: • Number Sense •

Procedural Skill and Fluency: •

Real-World Situations

Use Conceptual Understanding to Find Quotients

Develop Understanding of Dividing by 2-Digit Numbers

Focus

Strand: Mathematical Practice Standards #1

Make sense of problems and persevere in solving them. Explain the meaning of a problem, look for entry points to begin work on the problem, and plan and choose a solution pathway. When a solution pathway does not make sense, look for another pathway that does. Explain connections between various solution strategies and representations. Upon finding a solution, look back at the problem to determine whether the solution is reasonable and accurate, often checking answers to problems using a different method or approach. Fifth grade students make sense of problems involving operations with whole numbers and decimals, plan how to solve them, and determine if their solutions make sense. Listen and look for students that exhibit the following behaviors: • give a good explanation of the problem • think about a plan before jumping into the solution • think of similar problems or use a simpler form • if needed, organize data or use representations • make sure that the work being done and answer make sense.

5.MP.1

Sentence Frames: • _________’s way of solving the problem is the same/different as my way in that ___________________