T4T Gr 5

Created Jan. 24, 2024 by Shannon Curry

Pre-Planning Document

NC.5.NBT.1

Veronica’s Statement

Name of Task 

(with a link to the task)

Veronica’s Statement

Skills

What skills does student need in order to complete this task?

Students need to know the relationship between place value and how each place value increases or decreases by a power of ten. 

What are the O.M.Gs?

Obstacles?

Misconceptions?

Gaps in student learning?

Obstacles:

  • Determining when we multiply by 10 our answer does not always end in a zero

Misconceptions:

  • Strategy is correct

  • Value of the place value is not important

Gaps in student learning:

  • Understanding and knowing place value

  • Multiplying a fraction/decimal by 10

Vertical Alignment

What skills do students already know?

What skills do they need to know for the next grade?

4th grade Common Core: CCSS.MATH.CONTENT.4.NBT.A.1

Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. 


NC.5.NBT.1 Explain the pattern in the place value system from one million to the thousandths place.

  • Explain that in a multi-digit number, 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.

  • Explain patterns in products and quotients when numbers are multiplied by 1,000, 100, 10, 0.1, and 0.001 and/or divided by 10 and 100. 



North Carolina 6th grade: NC.6.NS.3 

Apply and extend previous understandings of decimals to develop and fluently use the standard algorithms for addition, subtraction, multiplication, and division of decimals. 


NC.6.RP.4 Use ratio reasoning to solve real-world and mathematical problems with percents by: 

• Understanding and finding a percent of a quantity as a ratio per 100. 

• Using equivalent ratios, such as benchmark percents (50%, 25%, 10%, 5%, 1%), to determine a part of any given quantity. 

• Finding the whole, given a part and the percent.

Vocabulary

What vocabulary do students need to know in order to be able to complete this task?

Is there any pre-teaching that needs to be taught?

No vocabulary will be taught to this task


Possible vocabulary words that may be helpful for students to solve this task : 

Place Value

Ones

Tens

Hundreds

Thousands

Tenths

Hundreds


Questions

What guiding questions can I help the different abilities in my classroom?

I’m Stuck


Entry: for students having difficulty getting started

- What happens if Veronica’s number is not a whole number?

Moving: for places where students could get stuck

(think about your O.M.Gs)

-Try a few different values, what do you notice about the pattern in your numbers? 



I’m Finished


Reflection: for students to use for metacognition (after completing the task)

- Why does your conjecture work when you are multiplying and dividing by a power of 10?

- Why does it not work when you are multiplying or dividing by another number? 

Extension: for students to engage in higher-order thinking skills with respect to the same concept and/or problem

- How might you use the patterns/relationships you identified to make a general conjecture about when you multiply by any power of ten. Example: 100, 1,000, 1/10, 1/100?



Planning Document

Lesson Objective

What skill(s) are you addressing in the task?

What powerful math practice(s) are you addressing in this task?

Objective/Skills:

5.NBT.1

  • Explain the place value system from one million to the thousandths place.

    • Explain that the digit to the left is 10 times greater than the digit to the right and 1/10 of what it represents to the place on the left. 

    • Explain patterns in products and quotients when numbers are multiplied by 1,000, 10. 0.1, and 0.01 and/or divide by 10 and 100. 

PMP:

2. Reasons abstractly and quantitatively

3. Constructs viable arguments and critiques the reasoning of others

7. Looks for and makes use of structure

Materials Needed

What materials are needed for students to be successful in completing the task?

Delivery Instruction

What is your hook?

Are you going to do any pre-teaching/exploration prior to the task?

How are you going to introduce your task?

Hook: Activating prior knowledge by having students share strategies (setting the tone of the lesson) 

  • Pre-teaching based upon strategies I see during the engaging portion of the lesson.

Student Grouping

How will you group your students?

  • Homogenous

    • Ability groups by problem solvers

Product

How will you know what students learned? 

  • Think-pair-share graphic organizer

  • Analysis of Veronica’s Statement


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