ALEX Classroom Resource

  

Grade 5 Mathematics Module 2, Topic D: Measurement Word Problems with Whole Number and Decimal Multiplication

  Classroom Resource Information  

Title:

 Grade 5 Mathematics Module 2, Topic D: Measurement Word Problems with Whole Number and Decimal Multiplication

URL:

 https://www.engageny.org/resource/grade-5-mathematics-module-2-topic-d-overview

Content Source:

 EngageNY
Type: Lesson/Unit Plan

Overview:

In Module 2, Topic D, students explore multiplication as a method for expressing equivalent measures. For example, they multiply to convert between meters and centimeters or ounces and cups with measurements in whole number, fraction, and decimal form (5.MD.1). These conversions offer opportunities for students to not only apply their newfound knowledge of multi-digit multiplication of both whole and decimal numbers but to also reason deeply about the relationships between unit size and quantity (i.e., how the choice of one affects the other). Students are given the opportunity to review the multiplication of a whole number by a fraction, a skill taught in Grade 4.

Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 5
6. Fluently multiply multi-digit whole numbers using the standard algorithm.
Unpacked Content
Evidence Of Student Attainment:
Students:
When given a context for multiplication of two whole numbers,
  • Choose the most appropriate strategy to find the product.
  • Accurately use standard algorithm when appropriate.
Teacher Vocabulary:
  • Multiply
  • Multi-digit
  • Standard algorithm
  • Distributive property
  • Partial product
  • Area model
Knowledge:
Students know:
  • Strategies based on place value and properties of operations for finding products of two factors including a one-digit and up to a four-digit factor and two two-digit factors.
  • Decomposition of a given number into base ten units.
  • How to illustrate a product of two factors using an area model.
  • Connections between an area model and finding partial products when multiplying.
Skills:
Students are able to:
  • Use the standard algorithm to find a product.
Understanding:
Students understand that:
  • properties of operations and the base ten system are foundational to the computation of products using the standard algorithm.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.5.6.1: Demonstrate steps in setting up a long multiplication problem.
M.5.6.2: Multiply 2-digit numbers by 1-digit multiplier.
M.5.6.3: Multiply 1-digit numbers by 1-digit multiplier.
M.5.6.4: Recall basic multiplication facts.
M.5.6.5: Recall repeated addition facts.

Prior Knowledge Skills:
  • Find whole number quotients and remainders using a variety of strategies based on place value and properties of operations.
  • Illustrate and explain the calculation using equations, arrays, and area mode.
  • Use concrete models, drawings, and strategies to add, subtract, multiply, and divide decimals.
  • Relate strategies for operations with decimals to a written method and explain reasoning used.
  • Solve real-world context problems involving decimals.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.5.6 Model multiplication with two digit whole numbers by one digit whole numbers with regrouping using strategies such as arrays, decomposition, and manipulatives.

Mathematics
MA2019 (2019)
Grade: 5
8. Add, subtract, multiply, and divide decimals to hundredths using strategies based on place value, properties of operations, and/or the relationships between addition/subtraction and multiplication/division; relate the strategy to a written method, and explain the reasoning used.

a. Use concrete models and drawings to solve problems with decimals to hundredths.

b. Solve problems in a real-world context with decimals to hundredths.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Use strategies based on place value, properties of operations, and relationship between addition and subtraction to find sums and differences of decimals.
  • Use strategies based on place value, properties of operations, and relationship between multiplication and division to find products and quotients of decimals.
  • Use models to justify the sum, difference, product or quotient of decimals.
  • Solve real-world problems with decimals to hundredths.
Note: Products are limited to thousandths and quotients are either whole numbers or decimals terminating at the tenths or hundredths place.
Teacher Vocabulary:
  • Decimal
  • Tenths
  • Hundredths
  • Place value
Knowledge:
Students know:
  • Strategies based on place value understanding, properties, and relationship between operations to find the sum, difference, product, and quotient of whole numbers.
  • How to write decimal notation for fractions with denominators of 10 or 100.
  • Use estimation strategies to assess reasonableness of answers.
Skills:
Students are able to:
  • Use concrete models, drawings, and strategies to add, subtract, multiply, and divide decimals.
  • Relate strategies for operations with decimals to a written method and explain reasoning used.
  • Solve real-world context problems involving decimals.
Understanding:
Students understand that:
Problems involving operations with decimals
  • Can be solved using a variety of strategies based on place value, properties of operations, or the relationship between the operations.
  • Can be illustrated using concrete models or drawings.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.5.8.1: Use decimal notation for fractions with denominators 10 or 100.
M.5.8.2: Multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations.
M.5.8.3: Add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
M.5.8.4: Apply properties of operations as strategies to multiply and divide.
M.5.8.5: Identify that 100 can be thought of as a bundle of ten tens, called a "hundred".
M.5.8.6: Identify that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
M.5.8.7: Recall basic addition, subtraction, multiplication, and division facts.

Prior Knowledge Skills:
  • Use fraction equivalence to add and subtract fractions and mixed numbers with unlike denominators.
  • Find whole number quotients and remainders using a variety of strategies based on place value and properties of operations.
  • Illustrate and explain the calculation using equations, arrays, and area models.
  • Use concrete models, drawings, and strategies to add, subtract, multiply, and divide decimals.
  • Relate strategies for operations with decimals to a written method and explain reasoning used.
  • Solve real-world context problems involving decimals.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.5.8 Add decimals to tenths using concrete models, drawings, and manipulatives without regrouping.
Mathematics
MA2019 (2019)
Grade: 5
17. Convert among different-sized standard measurement units within a given measurement system and use these conversions in solving multi-step, real-world problems.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Convert different-sized measurement units within the same system.
  • Solve multi-step word problems involving conversion of metric or customary units.
Teacher Vocabulary:
  • Measurement system
  • US Customary
  • Metric
  • Unit
  • Conversion
  • Equivalent measurements
Knowledge:
Students know:
  • Strategies for converting a larger unit of measure to a smaller unit in the same system.
  • Relative size of customary and metric units of measure.
  • Strategies for converting between units of measure in the same system.
Skills:
Students are able to:
  • Convert measurement units.
  • Solve multi-step word problems involving measurement conversions.
Understanding:
Students understand that:
  • the multiplicative relationship between units of measures given in the same measurement system is essential when converting units to a larger or smaller unit.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.5.17.1: Identify relative sizes of measurement units within one system of units, including km, m, cm; kg, g; lb, oz; l, ml; and hr, min, sec.
M.5.17.2: Express measurements in a larger unit in terms of a smaller unit.
M.5.17.3: Solve two-step word problems.
M.5.17.4: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).
M.5.17.5: Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
M.5.17.6: Recall basic addition, subtraction, multiplication, and division facts.

Prior Knowledge Skills:
  • Create a line plot with appropriate intervals.
  • Represent data on a line plot.
  • Apply strategies for solving problems involving all four operations with the fractional data.
  • Convert measurement units.
  • Solve mulit-step word problems involving measurement conversions.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.5.17 Using vocalization, sign language, augmentative communication, or assistive technology, to tell time using an analog or digital clock to the half or quarter hour.
M.AAS.5.17a Use standard units to measure the weight and length of objects.
M.AAS.5.17b Sort a collection of coin according to their value.

Tags: add, algorithm, convert, decimals, divide, hundredths, measurement, multidigit, multiplication, multiply, subtract
License Type: Custom Permission Type
See Terms: https://www.engageny.org/terms-of-use
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
AccessibilityText Resources: Content is organized under headings and subheadings
Comments

There are three lessons in this topic.

This resource is free for teachers to access and use. All resources required for the lessons are available to print from the site.

  This resource provided by:  
Author: Hannah Bradley
This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
Copyright © 2017, Alabama Learning Exchange
Alabama State Department of Education
Alabama State Department of Education