Place+Value+with+Decimals

5.1 B Place Value with Decimals to the .001 5.3 A Addition and Subtraction of whole & decimals 5.4 Rounding and Estimating -Measurement

Week overview-Connecting parts and wholes...decimals and their meaning, manipulating money values, comparing and ordering decimals

-KLEW anchor chart for comparing and ordering decimals. -Dollar bills, dimes and pennies..
 * TUESDAY SEPT 6**
 * Day 1---**
 * FOCUS:** Students will connect pennies and dimes to hundredths and tenths places, and will write these numbers in expanded form.
 * Materials:**

-This place value is called the tenth...why do you think thats called the tenth? Can you figure out why its called the tenth? (Because it takes 10 dimes to make one whole dollar) - Repeat using pennies. Can you figure out why its called hundredth? (Because it takes 100 pennies to make a dollar) -Put 6 cents in your hands...how do you represent that in a money value? Grab more pennies to make 21 cents...How many ways can you make __.__
 * Start with dimes...how many dimes does it take to make a dollar? Take three and put them in your hand....30 cents, cent sign, etc...

- Have students sketch the amounts you are asking them to make - Pass out tenths and hundredths squares,
 * __talk about how the wholes are divided differently (into tenths and hundredths)__
 * __have students show the values made by coloring in the proper amounts.__

__Freebuilding money with dollars and coins. Use to express expanded form and write between standard and expanded form.__

- Have students sketch the amounts and color in the values. - Can have students match up money amounts with cards.

- Decimals 3 Ways worksheet (on shared drive) - 10ths, & 100ths grids from Decimal Squares - Pennies, Dimes - Base Ten Blocks
 * WEDNESDAY SEPT 8--** Tenths and Hundredths, relating them to picture models(Decimal Squares) building extension from Monday.
 * FOCUS:** Students will relate the tenths and hundredths places to picture models.
 * Materials:**

Thursday Sept 9--
- one piece of tape with any decimal number on it, per student. -10ths & 100ths grids from Decimal Squares book.
 * FOCUS:** Students will compare and order decimals to the 100ths.
 * Materials:**

Using tape on forehead play one round of "Guess My Number" to the hundredths. -Sentence Stems: "Is the digit in the tenths place greater or less than_______________________." "Is the digit in the _______ place even or odd." "Is the digit in the _______ place prime or composite." "Is the digit in the hundredths place greater or less than ___________________."

Play another round of "Guess My Number"
 * Color the hundredths grid of their number on the tape
 * Have students order themselves from least to greatest
 * Have them hang their pictures in number line format along your wall
 * Observe the differences between squares and the progression.


 * Decimals Initial Assessment**

IF TIME ALLOWS: Use decimal cards to play "WAR" or an "Ordering Game" Build amounts with money Online decimal games = []
 * __Friday Sept. 10th -- Reteach and Extension__**
 * Materials:** Depend on teacher and activity
 * Objective:** To help students master place value and value to the hundredths


 * __MONDAY SEPT 14 5.3 A Addition and Subtraction of whole & decimals__**
 * Objective:** SW add and subtract with whole and decimals, line up place value correctly, borrow when needed.
 * Materials:** Envelopes with Budgets inside - differentiated, Budget Registry to record balances.
 * Real life Math---(use envelopes) Adding and Subtracting Decimals
 * Start subtracting various bills and utilize pretend check books and data sheets to record findings.
 * Students roll dice to create largest whole numbers.
 * -(Differentiation)-Group 1---Planning a party Group 2--Organizing a budget
 * *Use Embedded Decimals U-tube


 * __TUESDAY SEPT 15 5.1 B Write, Compare, and Order to the .001__**
 * Objective:** SW understand a .001 is 1 part out of 1000 and it comes after 10ths, 100ths, 1000ths,
 * Materials:** Meter Sticks, Paper Meter Sticks, 1000ths grids, Magnified 1000th (promethean)
 * Make connections with money
 * Give students real meter stick ask them "how many ways can you divide this?" Discuss for a few minutes ( 2 or 3 min)
 * Give students the paper meter stick and ask students to start dividing them, cutting
 * Have students share different ways they divided ,
 * Focus on meter stick broken into 1000 parts,
 * Asking students to measure objects in the room and write them in mm
 * Write as standard form
 * Color in thousandths grid to show value of measurement


 * __WEDNESDAY SEPT 16 NO SCHOOL__**


 * __THURSDAY SEPT 17 5.1B Write, Compare, and Order to the .001__**
 * Objective:** SW be able to write, compare, and order to the thousandths
 * Materials:** 1000ths grids, Decimal Cards
 * Review Points from Reflection:
 * Inches are too big millimeters give us a more accurate measurement
 * Millimeters are the spaces in between, not the lines
 * How many "cents" in a dollar, "cents" = hundred parts = "centi"meter
 * Students will draw four columns in their math journal
 * Picture
 * Standard Form
 * Expanded Form
 * Written Form
 * Give students about four thousandths grids
 * Give students a value to color in the thousandths grid, glue it in their journal
 * write the standard
 * expanded (do a few with them, let them try after two or three on their own)
 * Put students into groups
 * Using the YELLOW place value cards, have them face down
 * SW flip a card over and on a white board, or their journals
 * they have to write the value in at least two ways
 * compare with their friends
 * 3 question assessment during Math Dogs time
 * writing in standard form
 * writing in written or expanded form
 * ordering form


 * __FRIDAY SEPT 185.1B Write, Compare, and Order to the .001__**
 * Objective:** SW be able to write, compare, and order to the thousandths
 * Materials:** Ball Games (2 sets), Baseball Cards w/ batting averages, 1000ths grids, Paper Meter Sticks, Decimal Cards
 * Teachers will rotate materials between the two days
 * In both games, students will color in the values and write the standard form for them. They can use paper meter sticks as visual references.
 * Ball Games (2 sets) (12 bags)
 * Students will be in groups of three
 * We will have six bags with labeled balls inside of them.
 * Students will shake up balls in a bag
 * Dump them out and then order them
 * Change bags
 * Baseball Card Activities (12 bags)
 * SW will get bags with three or four baseball cards inside
 * Students will order players based on their batting averages.
 * Groups will change sets of cards