EurekaRemediationTool:Grade5
Module1,TopicC
Tobecomemathematicallyproficient,studentsmustaccesson-grade-levelcontent.Thisdocumentaimstohelpteacherswhouse
theEurekacurriculumtotargetremediationforstudentsneedingextrasupportbeforeandduringapproachingon-grade-levelwork,
creatingopportunitiesforon-timeremediationdirectlyconnectedtothenewlearning.
AboutthisTopic
FocusStandards:
5.NBT.A.4:Useplacevalueunderstandingtorounddecimalstoany
place.
Topic Overview per the Eureka Curriculum
InTopicC,studentsgeneralizetheirknowledgeofroundingwhole
numberstorounddecimalnumberstoanyplace.InGrades3and
4,verticalnumberlinesprovidedaplatformforstudentstoround
wholenumberstoanyplace.InGrade5,verticalnumberlines
againprovidesupportforstudentstomakeuseofpatternsinthe
basetensystem,allowingknowledgeofwhole-numberrounding
(4.NBT.3)tobeeasilyappliedtoroundingdecimalvalues
(5.NBT.4).Theverticalnumberlineisusedinitiallytofindmore
thanorlessthanhalfwaybetweenmultiplesofdecimalunits.In
theselessons,studentsareencouragedtoreasonmoreabstractly
astheyuseplacevalueunderstandingtoapproximatebyusing
nearestmultiples.
Namingthosenearestmultiplesisanapplicationofflexiblynaming
decimalsusinglikeplacevalueunits.Toround3.85tothenearest
tenth,studentsfindthenearestmultiples,3.80(38tenths0
hundredths)and3.9(39tenths0hundredths),andthendecide
that3.85(38tenths5hundredths)isexactlyhalfwaybetweenand,
therefore,mustberoundedupto3.9.
ThisEurekaRemediationToolisconsidereda“living”documentaswebelievethatteachersandothereducatorswillfindwaystoimprovethedocumentas
theyuseit.PleasesendfeedbacktoLouisianaTeacherLeaders@la.govsothatwecanuseyourinputwhenupdatingthisguide.
EurekaRemediationTool:Grade5
Module1,TopicC
Overview
EurekaRemediationToolsinclude:
1. adiagnosticassessmenttohelpteachersdetermine
themisunderstandingsorgapsinmathematical
knowledgerelatedtoaspecificTopicintheEureka
curriculum
2. guidanceforteacherstoanalyzestudentworkonthe
diagnosticassessment
3. suggestedmaterialsfortargetedremedialinstruction
Note:Theuseofthisguidanceisnot
intendedtodelaystudents’
engagementwithon-grade-level
learning.On-grade-levellearning
shouldbethefocusofinstructional
timeandbetreatedasanopportunity
forstudentsto“finish”learning
previousskillsanddeepenconceptual
understanding.
DiagnosticAssessment
Thediagnosticassessmentisdesignedtobeadministeredtotargetedstudentspriortobeginning
instructiononthegivenTopic.Whenappropriate,itisbrokenintoparts(PartA,PartB,andsoon);each
partaddressesadifferentprerequisitestandardandcontainsthreeproblems.Ifastudentcorrectly
answersatleast2outofthe3problems,itcanbeassumedthathe/sheisreadytoengagewiththenew
contentoftheTopicwithlittletonosupportneededpriortoengagingwiththeTopic.Thediagnostic
assessmentisdesignedinthiswaysothatteacherscandeterminethe“entrypoint”toremedial
instructionand/oropportunitiesforunfinishedlearningwithinthecontextofthenewlearning.Theentry
pointsandopportunitiesforunfinishedlearningwillvarybetweenstudents.
GuidanceforRemediation
TheRemediationGuidanceisdesignedforteacheruse.Itisalsobrokenintoparts(PartA,PartB,andso
on)andcorrelatestothepartsonthediagnosticassessment.Eachpartcontainsthefollowing:
1. Thefocusstandard:Thefocusstandardsarestrategicallychosentoaddressprerequisiteskillsand
arepurposefullyarrangedintheorderthatstudentstypicallymastertheskillsandknowledge.
2. Whythisisimportantforcurrentgradelevelwork:Thissectiondescribeshowtheworkofthe
prerequisitestandardrelatestothestandard(s)addressedintheTopicofinstruction.
3. Usingthediagnosticassessmenttoidentifygaps:Thissectionidentifiescommonerrorsstudents
makeonthediagnosticassessmentitems.
4. RemediationResourcesforTargetedInstruction:TheresourcespinpointspecificEurekalessons
andpartsoflessonsforteacherstousetoaddressgapsinmathematicalknowledge.UsingEureka
materialstoaddressremediationensuresalignmenttothestandards,consistencyinapproachto
learning,andsimilaritiesinstrategiesforsolvingproblems.
DiagnosticAssessment:Grade5
EurekaModule1,TopicC
PartA:4.NBT.A.3
1.
Round67,942tothenearesttenthousandsplace.
2.
Round42,724tothenearesthundredsplace.
3.
Round127,649tothenearestthousandsplace.
DiagnosticAssessmentKey:Grade5
EurekaModule1,TopicB
Solutions:
1. 70,000
2. 42,700
3. 128,000
RemediationGuidance:Grade5
EurekaModule1,TopicC
PartAFocus:4.NBT.A.3Useplacevalueunderstandingtoroundmulti-digitwholenumbers,lessthanorequalto1,000,000,toanyplace
Whythisisimportantforcurrentgradelevelwork:
Thisstandardcallsforstudentstouseplacevalueunderstandingtoroundwholenumbers.Infifth
grade,studentsextendtheirknowledgetoincluderoundingdecimalstoanyplace.Studentsmightuse
anumberlinetoshowbenchmarknumbers,aslearnedinpreviousgrades.Lookforstudentswho
understandtheconceptofrounding,butmayroundtotheincorrectplace.Themostimportantlookforsherearetheaccuracyofthestudent’sanswer.
UsingtheDiagnosticAssessmenttoidentifygaps:
Problem1
Problem2
Problem3
Somestudentsmayhavethe
Lookforstudentswho
Lookforstudentswho
misconceptionthatrounding
mistakenlyapplytherulefor
mistakenlyapplytherulefor
meansreplacingallotherdigits “roundingdown”andlowerthe “roundingup”andraisesthe
inthenumberwithzeros,which valueofthedigitinthe
valueofthedigitinthe
wouldleadtotheanswerof
hundredsplace.Thiswould
thousandsplace.Thiswould
60,000.Thisshowsthestudent resultinananswerof42,600or resultinananswerof128,649,
knowsplacevalue,butlacksan 42,624,andshowsagapintheir andshowsagapintheir
understandingofrounding.
fundamentalunderstandingof
fundamentalunderstandingof
rounding.
rounding.
RemediationResourcesforTargeted
Instruction:
4thGrade,Module1,TopicC,
Lessons7-10
UsetheConceptDevelopment
portionofeachLessonanda
samplingofproblemsfromthe
ProblemSetthatfocusonfluently
subtractingmulti-digitnumbers.