Park Hill School District Unit Plan Organizer
Subject: Math
Grade:4 (entering 5th grade in 2016)
Name of Unit:4th grade Step Up to Grade 5 Lessons
Length of Unit: 24 days
Overview of Unit: This unit will help prepare students for 5th grade math curriculum. The lessons preview
important content from three different standards that they will learn in 5th grade.
Engaging Experience 1
Title: Number and Operations in Base Ten
Suggested Length of Time: 12 days
Detailed Description/Instructions: Students will learn and use place value knowledge to read, write, compare,
and round decimals. Additionally, students will use patterns and multiplication to solve division problems and
estimate quotients.
Engaging Experience 2
Title: Operations and Algebraic Thinking with Whole Numbers
Suggested Length of Time: 4 days
Detailed Description/Instructions: Students will use the distributive property of multiplication to write and solve
expressions. They will learn to evaluate expressions and use variables to write expressions that represent a
given situation.
Engaging Experience 3
Title: Number and Operations with Fractions
Suggested Length of Time: 4 days
Detailed Description/Instructions: Students will learn to divide an amount by a fraction and relate division to
multiplication of fractions. They will use their understanding of multiplication to multiply a fraction or whole
number by a fraction.
Priority Standards for Unit:
5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these
symbols.
5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions
without evaluating them
5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10,
and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power
of 10. Use whole-number exponents to denote powers of 10.
5.NBT.3 Read, write, and compare decimals to thousandths.
5.NBT.4 Use place value understanding to round decimals to any place.
5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors,
using strategies based on place value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or
area models.
5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and
strategies based on place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and explain the reasoning used.
5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems
involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by
using visual fraction models or equations to represent the problem.
5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a
fraction.
Supporting Standards for Unit:
CCSS.ELA-LITERACY.RF.5.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
Unwrapped Concepts (Students Unwrapped Skills (Students need
need to know)
to be able to do)
Blooms Taxonomy
Levels
break apart multi digit numbers by place
value
comprehension
create algebraic expressions for give
situations
application
explain patterns in the number of zeroes
in products when multiplying by powers
meaning of product and quotient
comprehension
of 10
decimals represent a part of a whole read, write, and compare decimals to
number
thousandths
knowledge---->application
rounding replaces one number with
another that tells about how many or
use place value knowledge to round
knowledge
how much
decimals to any place
find quotients of up to 4 digit dividends
compatible numbers are easier to
by 2 digit divisors; illustrate and explain
work with than non-compatible
the calculation with arrays and/or
application
numbers
models
read decimal amounts using base 10
decimals represent a part of a whole
models; add/subtract/multiply and
knowledge------->application
number
divide decimals to hundredths
interpret a fraction as division of the
numerator by the denominator; solve
what denominators are; what
word problems involving division of
numerators are; fractions represent a whole numbers leading to answers that
analysis
part of a whole number
are fractions
apply and extend multiplication
multiplication is combining equal
understandings to multiply a fraction or
whole number by a fraction
application
groups
distribute means to spread out
variables are quantities often shown
with letters
Webb's DOK
2
3
3
1---->2
2
1----->3
1
2
3
Essential Questions:
How can we use the Distributive Property to evaluate expressions?
How can we write an algebraic expression?
How can patterns help us divide large multiples of 10?
How are whole number place values related to decimal place values?
How can we round decimals?
How can we use compatible numbers to estimate quotients?
How do we use grids to add decimals?
How can we divide by a fraction?
What are some ways to think about multiplying fractions and whole numbers?
How do you find the volume of a prism?
Enduring Understanding/Big Ideas:
*The Distributive Property states that multiplying a sum or difference by a number gives the same results as
multiplying each number in the sum or difference by the number and adding or subtracting the products.
*A variable that is a quantity that can change and is often represented by a letter.
*Patterns in the number of zeros in a product can be applied to finding quotients involving multiples of 10.
*As decimal points move to the left, the value of the number decreases, as decimal points move to the right,
the value of the number increases.
*Rounding replaces one number with another number that tells about how many and how much.
*Compatible numbers make dividing easier; “about” is a keyword that tells us to estimate.
*Grids are place value models to show value of decimal amounts.
*Denominators name the amount of parts a quantity is divided into; numerators name the specified parts of a
quantity.
*Understanding of multiplying whole numbers can be used to multiply fractions.
*Volume is the number of cube units needed to fill a solid figure.
Unit Vocabulary:
Academic Cross-Curricular Words
Content/Domain Specific
distribute
variable
quantity
evaluate
multiply
volume
compare
greater
less
expression
decimal
fraction
product
multiply
increase
decrease
grid
numerator
denominator
compatible numbers
volume
Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components:
situation, challenge, specific roles, audience, product or performance.)
Description and Part 1 of Engaging Scenario
You are a 5th grade student whose help is needed to keep students safe on the playground. The 4th and 5th
graders both have outdoor recess at the same time. The 4th graders like to play basketball, the 5th graders like
to play soccer, and some kids from both grades like to sit and read. In order to keep everyone safe, the school
sets aside 1/5 of the playground for kids to sit and read. Of the remaining playground area, the school sets
aside 2/3 for students to play soccer. Use the diagram below to show what fraction of the entire playground is
set aside for soccer. Defend your diagram using a mathematical equation and written explanation.
PLAYGROUND
Part 2 of Engaging Scenario
After playing, the students go inside for lunch. One student brings 3 boxes of cookies to split between himself
and 14 of his closest friends. If each student gets the same amount, what fraction of a box of cookies does
each student receive? Explain your thinking using a number sentence, model, and written explanation.
Part 3 of Engaging Scenario
If each box contains 20 cookies, and one student asks for 5 cookies, is that fair? Why or why not? Use
mathematical thinking to defend your answer.
Part 4 of Engaging Scenario
4. Please find the area of a rectangle with a length of 3/7 inch and a width of 2/3 inch below using both a model
and a number sentence. Explain where your number sentence is represented in your model.
Rubric for Engaging Scenario:
All Resources needed for Unit:
(include everything you would need for unit:)
1 notebook per student
5 pencils for each student
Teacher laptop
Student laptops (1 for each student)
Reteaching-Practice-Enrichment masters for 5th grade lessons _____________
Reteaching-Practice masters for Step Up to 5th Grade lessons 1-9
Copies of pretests (1 for each student)
Prepared anchor charts for math routines and procedures
Prepared construction paper example of “ Numbers that are important to me”
http://illuminations.nctm.org/Activity.aspx?id=3569
Manipulatives from games:
“Teamwork” game sheets from Lessons ___________(1 for each pair of students)
Number tiles (1 set for each pair of student)
“Clip and Cover” game boards for lessons __________ (1 for each pair)
Number cubes (2 for each pair)
Paper clips (2 for each pair)
Red and blue foam squares (10 of each color for each pair)
Place value charts (Teaching Tool 4, 1 for each student)
“Toss and Talk” game boards for lessons __________(1 for each pair)
Fraction Strips (Teaching Tool 5, 1 for each student)
Teaching Tool 10 (1 for each student)
“Display the Digits” game boards (1 for each pair)
Teaching Tool 12 (1 per student)
Set of colored pencils, crayons or markers (1 per student)
Copies of posttest (1 for each student)