Enhanced Instructional Transition Guide
Grade 5/Mathematics
Unit 01:
Suggested Duration: 3 days
Unit 01: Place Value (7 days)
Possible Lesson 01 (3 days)
Possible Lesson 02 (4 days)
POSSIBLE LESSON 01 (3 days)
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing
with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and
districts may modify the time frame to meet students’ needs. To better understand how your district is implementing CSCOPE lessons, please contact your
child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and
Midcycle State Adopted Instructional Materials.)
Lesson Synopsis:
Students review place value, comparing, and ordering of whole numbers through 999,999,999,999 by observing and sharing a variety of strategies and mathematical ideas
to solve real-life problems. Students make connections between the position of the digit and the value of the digit (how much it is worth) in verbal and written expressions.
Students also understand that the place value system is based on multiples of 10; moving left across the place, the value is multiplied by 10, and moving right, the value
is divided by 10.
TEKS:
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas
law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit.
The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148
5.1
Number, operation, and quantitative reasoning.. The student uses place value to represent whole numbers and decimals. The student
is expected to:
5.1A
Use place value to read, write, compare, and order whole numbers through the 999,999,999,999. Supporting Standard
Underlying Processes and Mathematical Tools TEKS:
5.14
Underlying processes and mathematical tools.. The student applies Grade 5 mathematics to solve problems connected to everyday
page 1 of 42 Enhanced Instructional Transition Guide
Grade 5/Mathematics
Unit 01:
Suggested Duration: 3 days
experiences and activities in and outside of school. The student is expected to:
5.14A
Identify the mathematics in everyday situations.
5.14C
Select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic
guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.
5.14D
Use tools such as real objects, manipulatives, and technology to solve problems.
5.15
Underlying processes and mathematical tools.. The student communicates about Grade 5 mathematics using informal language. The
student is expected to:
5.15A
Explain and record observations using objects, words, pictures, numbers, and technology.
5.15B
Relate informal language to mathematical language and symbols.
Performance Indicator(s):
Grade5 Mathematics Unit01 PI01
Identify a real-life situation that involves five numbers through the hundred billions place (e.g., gross national product of five countries, population of five countries, etc.). Use
technology to determine the five numbers that represent the situation, and record them in a table using standard form, expanded notation, and words. Explain in writing how to
order the data, and then record two comparative statements using words and symbols to describe the real-life situation.
Sample Performance Indicator:
Use technology to determine, through the hundred billions, the gross national product of five countries. The data identified should be represented
using standard form, expanded notation, and words. Order the data in the table, and then write two comparative statements, using words and
symbols, related to the real-life situation and a brief description of how the order was determined.
Standard(s): 5.1A , 5.14A , 5.14C , 5.14D , 5.15A , 5.15B
ELPS ELPS.c.1H , ELPS.c.4I , ELPS.c.5G
Key Understanding(s):
page 2 of 42 Grade 5/Mathematics
Unit 01:
Suggested Duration: 3 days
Enhanced Instructional Transition Guide
The place value system is based on multiples of 10 where, when moving left across the places, the values are multiplied by 10 and, when moving right across the
places, the values are divided by 10.
The position of a digit, or place value, in a whole number determines the value of the number, which aids in the reading and writing of the number and in the
expressing of verbal and written comparative statements using words and symbols.
When observing and recording a variety of strategies and mathematical ideas to solve real-life problems involving place value and comparing and ordering whole
numbers, thinking processes are revised, refined, and valued, all which sharpen mathematical understanding.
Misconception(s):
Some students may think that when they hear “six hundred seventy­five”, it should be written 600705.
Some students may think that numbers are ordered based on the value of the digit instead of the place value.
Vocabulary of Instruction:
base-ten system
digit
expanded notation
period
place value
standard form
Materials:
6-sided die (optional) (1 per 2 students)
brads (optional) (2 per student)
cardstock (1 sheet per 2 students)
computer with Internet access (1 per student)
decahedra die (1 per 2 students)
dry erase marker (1 per student)
How Much is a Million?, by David M. Schwartz (1 per teacher)
index card (optional) (1 per 2 students)
math journal (1 per student)
paper lunch sack (1 per 2 students)
plastic zip bag (sandwich sized) (1 per 2 students)
scissors (1 per teacher)
scissors (optional) (1 per student)
page 3 of 42 Enhanced Instructional Transition Guide
Grade 5/Mathematics
Unit 01:
Suggested Duration: 3 days
white board (student-sized) (1 per student)
Attachments:
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments
that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website.
How Much is a Million? Concept Map
Place Value Prompt Activity – Teacher Notes
Period Place Value Cards
Period Place Value Chart
Period Place Value Recording Sheet
Comparing and Ordering Whole Numbers – Notes
Collapsing Numbers
Connecting the Dots for Comparison Graphic
Creating Movable Comparison Symbols
Numerical Names Cards
Numerical Names Recording/Score Sheet KEY
Numerical Names Recording/Score Sheet
Numerical Names Directions
page 4 of 42 Enhanced Instructional Transition Guide
Grade 5/Mathematics
Unit 01:
Suggested Duration: 3 days
Numerical Names Comparison
Planet Place Value KEY
Planet Place Value PI
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to
teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using
the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area. Suggested
Day
1
Suggested Instructional Procedures
Notes for Teacher
Topics:
Spiraling Review
Introduction to place value of whole numbers through the billions place
Engage 1
ATTACHMENTS
Students investigate the magnitude of whole numbers to the hundred billions place by listening to
Handout: How Much is a Million?
How Much is a Million?, by David M. Schwartz.
Concept Map (1 per student)
Teacher Resource (optional): Place Value
Instructional Procedures:
1. Distribute handout: How Much is a Million? Concept Map to each student.
2. Read the book How Much is a Million? to students. Instruct students to make notes on their
Prompt Activity – Teacher Notes (1 per
teacher)
MATERIALS
page 5 of 42 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 01:
Suggested Duration: 3 days
Suggested Instructional Procedures
handout: How Much is a Million? Concept Map to guide their understanding of different
amounts as they listen to the book. Allow time for students to complete the concept map. Monitor
and assess students to check for understanding. Facilitate a class discussion about the
Notes for Teacher
How Much is a Million?, by David M.
Schwartz (1 per teacher)
math journal (1 per student)
completed concept maps.
Ask:
TEACHER NOTE
What are some examples of a million described in the story? Answers may vary. A
million tiny stars would fill 70 pages of this book, etc.
What are some examples of a billion described in the story? Answers may vary. A billion
tiny stars would fill enough pages to spread them side-by-side for almost 10 miles, etc.
How many sets of a million would equal 1 billion? (1,000)
What multiplication sentence would represent 1 billion? (1 million times 1,000 or
If the suggested teacher literature is not available,
use teacher resource (optional): Place Value
Prompt Activity - Teacher Notes to facilitate the
concept of magnitude of numbers through the
hundred billions place.
1,000,000 x 1,000).
TEACHER NOTE
3. Instruct students to write the following vocabulary words in their math journals: place value, digit,
standard form, expanded notation, and period.
This book goes through the trillions period;
however Grade 5 students are only held
accountable for whole number place value through
4. Instruct students to discuss their understanding of each word with a neighbor. Allow time for
the billions period.
student discussions. Monitor and assess students to check for understanding. Facilitate a class
discussion about the formal mathematical definitions of each word. Instruct students to record the
formal definitions of each word in their journals along with any necessary examples.
TEACHER NOTE
If math journals are not used or are unavailable,
students may respond on their own paper.
RESEARCH
According to Marilyn Burns and Robyn Sibley,
page 6 of 42 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 01:
Suggested Duration: 3 days
Suggested Instructional Procedures
Notes for Teacher
journal writing can be a valuable technique to
further develop, and enhance, mathematical
thinking and communication skills in
mathematics.
Topics:
Period place value charts
ATTACHMENTS
Class Resource: Period Place Value
Cards (1 set per 2 students)
Explore /Explain 1
Handout: Period Place Value Chart (1
Students apply knowledge of place value using a Period Place Value Chart.
per student)
Teacher Resource: Period Place Value
Instructional Procedures:
1. Prior to instruction, create a class resource: Period Place Value Cards for every 2 students by
copying on cardstock, cutting apart, and placing in a plastic zip bag.
Chart (1 per teacher)
Handout: Period Place Value Recording
Sheet (1 per student)
2. Place students in pairs and distribute class resource: Period Place Value Cards to each pair.
Distribute handout: Period Place Value Chart to each student.
3. Instruct students to individually select the 4 different period cards from class resource: Period
MATERIALS
cardstock (1 sheet per 2 students)
Place Value Cards and place each card in the appropriate space on handout: Period Place
scissors (1 per teacher)
Value Chart. Instruct students to compare their placement of each card with their partner’s
plastic zip bag (sandwich sized) (1 per 2
placement. Allow time for students to complete the comparison with their partner. Monitor and
students)
assess student pairs to check for understanding. Facilitate a class discussion to correctly identify
each period on the place value chart.
page 7 of 42 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Grade 5/Mathematics
Unit 01:
Suggested Duration: 3 days
Notes for Teacher
TEACHER NOTE
4. Display teacher resource: Period Place Value Chart for the class to see and model labeling
each period. Instruct students to remove their class resource: Period Place Value Cards and
record the appropriate labels for each period on their handout: Period Place Value Chart.
Some discussion may need to take place
regarding the meaning of the word “period” in
mathematics. Allow students time to brainstorm
what they already know about the word which
should lead to the formal mathematical definition
for the word (e.g., a period is a 3-digit grouping of
a number on the place value chart).
5. Facilitate a class discussion about the patterns in the place value chart.
Ask:
In looking at the chart, what patterns do you see? Answers may vary. 4 groups of 3
places for a total of 12 places, etc.
Based on what you already know, what places do you think will be in the millions
period? (Hundreds, Tens, Ones)
What about the other periods? What places are in each period? (Those places are also
Hundreds, Tens, and Ones.)
What patterns do you see? Answers may vary. Each period has the same value names; etc.
What relationships do the places have with one another? Answers may vary. Each place
is 10 times greater than the place to its immediate right; Each place is 10 times smaller than
the place to its immediate left; You can multiply by 10 to get from the hundreds place to the
thousands place; You can divide by 10 to get from the millions place to the hundred
thousands place; etc.
page 8 of 42 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Grade 5/Mathematics
Unit 01:
Suggested Duration: 3 days
Notes for Teacher
6. Using displayed teacher resource: Period Place Value Chart, model labeling the place in each
period with the initials “H, T, O” to stand for Hundreds, Tens, and Ones. Instruct students to
replicate the same on their handout: Period Place Value Chart.
7. Using displayed teacher resource: Period Place Value Chart, record the number 902, 493, 450,
802.
8. Facilitate a class discussion about the values of the digits in each period, recording correct
responses to the expanded notation, word form, and standard form of the number on teacher
resource: Period Place Value Chart.
Ask:
How is this number read? (nine hundred two billion, four hundred ninety-three million, four
hundred fifty thousand, eight hundred two)
What is the standard form of this number? (902,493,450,802)
What is the expanded notation of this number? (900,000,000,000 + 2,000,000,000 +
page 9 of 42 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 01:
Suggested Duration: 3 days
Suggested Instructional Procedures
Notes for Teacher
400,000,000 + 90,000,000 + 3,000,000 + 400,000 + 50,000 + 800 + 2)
What is the purpose of the zero in the billions and units periods? Answers may vary.
The zero is a placeholder for that particular place value; etc.
9. Distribute handout: Period Place Value Recording Sheet to each student.
10. Instruct student pairs to draw 4 cards from class resource: Period Place Value Cards and
create the largest possible number. Instruct students to record this number in the first place value
chart on handout: Place Value Recording Sheet.
11. Instruct student pairs to draw another 4 cards from class resource: Period Place Value Cards
and create the largest possible number. Instruct students to record this number in the second
place value chart on handout: Place Value Recording Sheet. Instruct student pairs to complete
the remainder of the handout based on the numbers created. Monitor and assess student pairs to
check for understanding.
2
Topics:
Spiraling Review
Compare whole numbers
Order whole numbers
Explore/Explain 2
Students investigate and describe comparing and ordering whole numbers.
Instructional Procedures:
ATTACHMENTS
Teacher Resource: Comparing and
Ordering Whole Numbers – Notes
(1 per teacher)
Handout (optional): Comparing and
page 10 of 42 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 01:
Suggested Duration: 3 days
Suggested Instructional Procedures
1. Display teacher resource: Comparing and Ordering Whole Numbers – Notes for the class to
see.
2. Using the displayed teacher resource: Comparing and Ordering Whole Numbers – Notes,
explain to students that when comparing or ordering numbers, the value of each digit must be
considered. Model comparing 2 numbers, reminding students to begin with the digit with the
greatest value, the furthest left. Demonstrate how to record comparison statements with greater
than and less than symbols.
3. Place students in pairs. Distribute a white board and dry erase maker to each student. Instruct
Notes for Teacher
Ordering Whole Numbers – Notes
(1 per student)
Handout (optional): Connecting the
Dots for Comparison Graphic (1 per
student)
Handout: Collapsing Numbers (1 per
student)
Handout (optional): Creating Movable
Comparison Symbols (1 per student)
students to individually create a 9-digit number and write it on their white board. Instruct students
to correctly read the number they created while their partner records it on their own white board.
MATERIALS
Partners check for accuracy then switch roles. When both partners have the 2 numbers recorded
on their white boards, instruct students to write a comparison statement using symbols and
words for the 2 numbers. Instruct students to compare their responses with their partner. Monitor
and assess student pairs to check for understanding.
4. Display the number 653,274 for the class to see. Instruct students to erase their white board and
record this number. Facilitate a class discussion about this number.
Ask:
What form is this number written in? (standard form)
How could you write this number in expanded notation? (600,000 + 50,000 + 3,000 +
white board (student-sized) (1 per
student)
dry erase marker (1 per student)
decahedra die (1 per 2 students)
6-sided die (optional) (1 per 2
students)
index card (optional) (1 per 2 students)
scissors (optional) (1 per student)
brads (optional) (2 per student)
200 + 70 + 4)
page 11 of 42 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 01:
Suggested Duration: 3 days
Suggested Instructional Procedures
Instruct students to write this number in expanded notation on their white boards, and share
responses with their partner. Most students will write their expanded notations horizontally.
Notes for Teacher
TEACHER NOTE
Individual copies of handout (optional): Comparing
and Ordering Whole Number – Notes may be
Is it possible to write this same number in expanded notation vertically? (yes)
provided to students, as needed.
Instruct students to use their white boards to write the expanded notation of the number 653,274
TEACHER NOTE
vertically.
For struggling students, the handout (optional):
Connect the Dots for Comparison Graphic may be
used to assist in understanding how to use, read,
and write each of the comparison symbols.
TEACHER NOTE
For students who are still struggling with how to use
What are some patterns you see? Answers may vary. Commas are lined-up; The number of
and/or read the comparison symbols appropriately,
zeroes decreases by 1 for each place; etc.
use handout (optional): Creating Movable
Do you need to write the addition sign after each number? (no)
Comparison Symbols as a way to make the use of
Is there another way to write the addition sign? How? (Yes, write an addition sign to the
the symbols more “hands­on”.
left as if this were an addition problem.)
Can you add the expanded notation of these numbers (yes)
Can you predict what you might get when you add these numbers? (653,274; the
State Resources
standard form of the number I started with)
How might writing the number vertically help you determine which number is
TEXTEAMS: Rethinking Elementary Mathematics
largest? (By looking at the number of zeroes; the place value of the digit is easier to
Part I Place Value Puzzles to 9,999; Expanding
determine in relation to the other digits in the number.)
Numbers; Make It Zero
page 12 of 42 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 01:
Suggested Duration: 3 days
Suggested Instructional Procedures
5. Instruct students to add the expanded numbers vertically on their white board to verify they will get
Notes for Teacher
TEACHER NOTE
the same number they started with in standard form. Allow time for students to complete their
Decahedra dice are suggested so students will have
verification, and then explain to students that they just did the opposite of “expanding” the
experience with all the digits (0 – 9). Regular 6­sided
number.
dice may be used; however students will be limited
Ask:
to creating numbers with only the digits 1 – 6.
What word could you use to describe the opposite of “expand”? (collapse)
6. Explain to students that they have just “collapsed” a number from its expanded notation, and that
a “collapsed” number is just the number written in standard form.
7. Distribute a decahedra die (10­sided die numbered 0 – 9) to each student pair. Distribute handout:
Collapsing Numbers to each student.
8. Instruct student pairs to take turns rolling the number die to create 3 12 digit numbers that extend
to the hundred billions place. Instruct students that when the numbered die is rolled, each student
will use the digit rolled on their copy of the handout: Collapsing Numbers, but may choose
which place they want to record it in. Instruct students to complete the remainder of the handout
independently after all 3 of the numbers have been created. Allow time for students to complete
the activity. Monitor and assess students to check for understanding. Facilitate a class
discussion about the numbers created.
Ask:
What role does the comma play in naming a large number? (It is used to separate
groups of 3 digits, and separates the periods.)
Does the comma help in naming a large number? Why or why not? Answers may vary.
The comma does help in naming large numbers by separating the large numbers into more
page 13 of 42 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 01:
Suggested Duration: 3 days
Suggested Instructional Procedures
Notes for Teacher
manageable groupings; etc.
Topics:
Numerical names
ATTACHMENTS
Class Resource: Numerical Names
Cards (1 set per 2 students)
Elaborate 1
Handout: Numerical Names
Students use prior knowledge to correctly read and write whole numbers through the hundred billions
Recording/Score Sheet (1 per student)
place, and identify the value of digits in a card activity.
Teacher Resource: Numerical Names
Directions (1 per teacher)
Instructional Procedures:
1. Prior to instruction create a class resource: Numerical Names Cards for every 2 students by
copying, cutting apart, and placing in a paper lunch sack.
2. Place students in pairs and distribute class resource: Numerical Names Cards to each pair.
Teacher Resource: Numerical Names
Recording/Score Sheet KEY (1 per
teacher)
Handout (optional): Numerical Names
Comparison (1 per student)
Distribute handout: Numerical Names Recording/Score Sheet to each student.
3. Display teacher resource: Numerical Names Directions and discuss the directions for the
MATERIALS
game. Instruct students to play the game with their partner and record the standard form, value of
the underlined digit in standard form, and points on handout: Numerical Names
scissors (1 per teacher)
Recording/Score Sheet. Allow time for students to complete the game. Monitor and assess
paper lunch sack (1 per 2 students)
student pairs to check for understanding.
4. Display teacher resource: Numerical Names Recording/Score Sheet KEY for student pairs to
compare their responses to the correct standard form and value of the underlined digit in standard
form for each number.
ADDITIONAL PRACTICE
Use handout (optional): Numerical Names
page 14 of 42 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 01:
Suggested Duration: 3 days
Suggested Instructional Procedures
5. Instruct students to return cards from class resource: Numerical Names Cards to the paper bag.
Instruct each player to randomly select 5 cards from the bag. Instruct students to order the
numbers on the cards from least to greatest, and to record this order on the back of their handout:
Notes for Teacher
Comparison for students who may need
additional practice with comparing whole
numbers.
Numerical Names Recording/Score Sheet. Allow time for students to complete the activity.
Monitor and assess students to check for understanding. Facilitate a class discussion on the
strategies used to compare and order the 5 numbers.
Ask:
What strategies did you use to place the numbers in order from least to greatest?
Answers may vary, but look for students who have decided to write their numbers vertically to
facilitate understanding of each digit’s place value.
3
Evaluate 1
Instructional Procedures:
ATTACHMENTS
Teacher Resource (optional): Planet
Place Value KEY (1 per teacher)
1. Assess student understanding of related concepts and processes by using the Performance
Indicator(s) aligned to this lesson.
Handout (optional): Planet Place Value
PI (1 per student)
Performance Indicator(s):
page 15 of 42 Enhanced Instructional Transition Guide
Suggested
Day
Grade 5/Mathematics
Unit 01:
Suggested Duration: 3 days
Suggested Instructional Procedures
Notes for Teacher
MATERIALS
Grade5 Mathematics Unit01 PI01
Identify a real-life situation that involves five numbers through the hundred billions place (e.g., gross
computer with Internet access (1 per
national product of five countries, population of five countries, etc.). Use technology to determine the five
student)
numbers that represent the situation, and record them in a table using standard form, expanded
notation, and words. Explain in writing how to order the data, and then record two comparative
statements using words and symbols to describe the real-life situation.
TEACHER NOTE
In addition to the Performance Indicator
Sample Performance Indicator:
assessment, as an additional assessment tool,
use handout (optional): Planet Place Value PI if
Use technology to determine, through the hundred billions, the gross national
product of five countries. The data identified should be represented using standard
form, expanded notation, and words. Order the data in the table, and then write two
comparative statements, using words and symbols, related to the real-life situation
and a brief description of how the order was determined.
time permits. Encourage students to explain their
process when comparing and ordering the
population data.
Standard(s): 5.1A , 5.14A , 5.14C , 5.14D , 5.15A , 5.15B
ELPS ELPS.c.1H , ELPS.c.4I , ELPS.c.5G
03/26/13
page 16 of 42 Grade 5
Mathematics
Unit: 01 Lesson: 01
How Much is a Million? Concept Map
Use the empty boxes to write a description or draw a picture of the main ideas or important details
in How Much is a Million?
How Much Is
A Million?
Examples of
1 Trillion
©2012, TESCCC
Examples
of 1 Billion
05/11/12
Examples
of 1 Million
page 1 of 1
Grade 05
Mathematics
Unit: 01 Lesson: 01
Place Value Prompt Activity – Teacher Notes
•
Write the number 500,000,000 for the class to see, and instruct the students make a list of things that
could describe how much 500,000,000 is (e.g., 500,000,000 could be the number of grains of sand in
a sand box, etc.). Students can do this in math journals individually, or scribe a group response.
•
Discuss/list results as a class. Use a student example that might not be correct or ask students if a
gorilla could weigh 500,000,000 lbs. (No, but 500,000,000 lbs could be the weight of…). Leave this
sentence unfinished, and allow students to come up with their own completion.
•
Display for the class: _________________could not be the number of __________________, but it
could be the number of __________________. Instruct students to suggest some large numbers
(hundred millions to billions), and list these for the class to see.
•
Instruct students pick a number from the list, and use it to begin the displayed sentence. Instruct
students to complete the sentence, and illustrate what they wrote. Sample:
Discuss results/drawing in groups, and as a class. Some of what the students write may be called into
question by others in the class. This is an opportunity for students to teach one another about numbers.
As class discussion evolves, prompt students to explain their reasoning. Possible prompts should
include: Is it possible…? How do you know…? What if…? Talk with the people at your table, and see
what you come up with.
©2012, TESCCC
03/20/13
page 1 of 1
Grade 5
Mathematics
Unit: 01 Lesson: 01
Period Place Value Cards
Billions
Millions
Thousands
Units
Billions
Millions
Billions
Millions
Thousands
Units
Thousands
Units
Billions
Millions
Thousands
Units
277
902
489
704
461
239
162
405
493
728
189
325
103
549
273
651
802
450
©2012, TESCCC
05/11/12
page 1 of 1
Grade 5
Mathematics
Unit: 01 Lesson: 01
Period Place Value Chart
©2012, TESCCC
05/11/12
page 1 of 1
Grade 05
Mathematics
Unit: 01 Lesson: 01
Period Place Value Recording Sheet
• What is the value of the ten billions place?
• What digit is in the ones place?
• What is the value of the hundred millions
place?
• What digit is in the hundred billions place?
• What is the value of the thousands place?
Use the chart below to represent your number multiple ways.
Expanded Notation
©2012, TESCCC
05/11/12
Word Form
Standard Form
page 1 of 2
Grade 05
Mathematics
Unit: 01 Lesson: 01
Period Place Value Recording Sheet
• What is the value of the ten billions place?
• What digit is in the ones place?
• What is the value of the hundred millions
place?
• What digit is in the hundred billions place?
• What is the value of the thousands place?
Use the chart below to represent your number multiple ways.
Expanded Notation
©2012, TESCCC
05/11/12
Word Form
Standard Form
page 2 of 2
Grade 5
Mathematics
Unit: 01 Lesson: 01
Comparing and Ordering Whole Numbers - Notes
Comparing Two Numbers
Compare 1,517,402
and 1,509,800
1. Draw a Place Value Chart.
2. Line up the numbers in the chart.
3. Start comparing the value of the digits from
left to right.
Compare the numbers using comparison symbols:
1,509,800
1,517,402
1,517,402 is greater than 1,509,800
1,509,800
OR
1,517,402
1,509,800 is less than 1,517,402
Ordering Many Numbers
Put these numbers in order from greatest to least: 1,517,402
1,508,110
1,509,800
1. Draw a Place Value Chart.
2. Line up the numbers in the chart.
3. Start comparing the value of the digits
from left to right. Place the order number
out to the side of each row as a guide.
4. Pay attention to ordering:
Least → Greatest
OR
Greatest → Least
Answer: 1,517,402
©2012, TESCCC
1,509,800
05/11/12
1,508,110
page 1 of 1
Grade 5
Mathematics
Unit: 01 Lesson: 01
Collapsing Numbers
Roll the decahedra die to create three numbers that extend to the hundred billions place. Record the
numbers you created in the chart below.
1.
2.
3.
,
,
,
,
ones
tens
r eds
UNITS
hund
ands
thou
s
nds
ten t
h
ousa
ands
r ed t
hous
,
,
,
,
hund
millio
ns
r ed m
illion
s
ten m
illion
s
,
,
,
,
THOUSANDS
MILLIONS
hund
ns
billio
illion
s
ten b
hund
r ed b
illion
s
BILLIONS
Write each number you created above in expanded notation vertically. Then, collapse (add) the
expanded numbers to check your answer.
1.
2.
3.
©2012, TESCCC
05/11/12
page 1 of 2
Grade 5
Mathematics
Unit: 01 Lesson: 01
Collapsing Numbers
Write each number you created on the place value chart in words.
1.
2.
3.
For the first number you created, which digit is in the
1.
hundreds place? __________
2.
ten thousands place? __________
3.
hundred millions place? __________
4.
billions place? _________
For the second number you created, which digit is in the
1.
hundreds place? __________
2.
ten thousands place? __________
3.
hundred millions place? __________
4.
billions place? _________
For the third number you created, which digit is in the
1.
hundreds place? __________
2.
ten thousands place? __________
3.
hundred millions place? __________
4.
billions place? _________
Use a comparison symbol and words to show how your first two numbers compare.
Number Sentence
Comparison in Words
___________
___________
Order each number you created from least to greatest, and explain your reasoning.
©2012, TESCCC
05/11/12
page 2 of 2
Grade 5
Mathematics
Unit: 01 Lesson: 01
Connecting the Dots for Comparison Graphic
Place two dots next to the larger number and 1 dot next to the smaller
number.
OR
Connect the dots as shown.
OR
Read the comparison statement.
324 is greater than 271
OR
271 is less than 324
Remember
©2012, TESCCC
05/11/12
page 1 of 1
Grade 5
Mathematics
Unit: 01 Lesson: 01
Creating Movable Comparison Symbols
1. Cut 2 small half-inch strips from the short side of a 3 x 5 index card.
CUT CUT
2. Draw a thick black line down the center of each small strip, and then cut the ends of the strips to
form “points” as shown below.
CUT
CUT
CUT
CUT
3. Fold each strip in half and then reopen to find the middle points. Push a brad through the
midpoint of each strip as shown below.
brad
brad
4. Push the brads in the strips through the dots on the Movable Comparison Symbol Template, and
fasten each brad down as shown below.
brad
brad
5. Move the strips to form whichever comparison symbol is needed based on the numbers placed on
each side of the template. See an example below.
d
bra
brad
Adapted from Region12 Education Service Center, Jazz Up math with Journaling, Greater-Less Than Greedy Gator (2009).
©2012, TESCCC
03/25/13
page 1 of 2
Grade 5
Mathematics
Unit: 01 Lesson: 01
Movable Comparison Symbol Template
Greater Than ~ Less Than ~ Equal To
Place your two numbers on each side of the movable equal sign. Read the numbers
from left to right and decide if you should keep the sign showing “equal to” or change
it to show “greater than” or “less than.”
Record each number sentence you make below.
Number Sentence
Words
Adapted from Region12 Education Service Center, Jazz Up math with Journaling, Greater-Less Than Greedy Gator (2009).
©2012, TESCCC
03/25/13
page 2 of 2
Grade 5
Mathematics
Unit: 01 Lesson: 01
Numerical Names Cards
22,603,918,110
4,715,098,327
twenty-two billion, six hundred three
million, nine hundred eighteen
thousand, one hundred ten
four billion, seven hundred fifteen
million, ninety-eight thousand, three
hundred twenty-seven
1
2
99,142,061
1,082,540,334
ninety-nine million, one hundred fortytwo thousand, sixty-one
one billion, eighty-two million, five
hundred forty thousand, three
hundred thirty-four
3
4
©2012, TESCCC
05/02/12
page 1 of 4
Grade 5
Mathematics
Unit: 01 Lesson: 01
Numerical Names Cards
512,749,273
44,721,950
five hundred twelve million, seven
hundred forty-nine thousand, two
hundred seventy-three
forty-four million, seven hundred
twenty-one thousand, nine hundred
fifty
5
6
64,235,800,000
783,219
sixty-four billion, two hundred thirtyfive million, eight hundred thousand
seven hundred eighty-three
thousand, two hundred nineteen
7
8
©2012, TESCCC
05/02/12
page 2 of 4
Grade 5
Mathematics
Unit: 01 Lesson: 01
Numerical Names Cards
93,000,990,008
5,378,245
ninety-three billion, nine hundred
ninety thousand, eight
five million, three hundred seventyeight thousand, two hundred fortyfive
9
10
762,400,822
360,275,428,040
seven hundred sixty-two million, four
hundred thousand, eight hundred
twenty-two
three hundred sixty billion, two
hundred seventy-five million, four
hundred twenty-eight thousand,
forty
11
12
©2012, TESCCC
05/02/12
page 3 of 4
Grade 5
Mathematics
Unit: 01 Lesson: 01
Numerical Names Cards
12,613,444,046
20,832,815
twelve billion, six hundred thirteen
million, four hundred forty-four
thousand, forty-six
twenty million, eight hundred thirtytwo thousand, eight hundred fifteen
14
13
152,397,500,010
1,507,426,302
one hundred fifty-two billion, three
hundred ninety-seven million, five
hundred thousand, ten
one billion, five hundred seven
million, four hundred twenty-six
thousand, three hundred two
16
15
©2012, TESCCC
05/02/12
page 4 of 4
Grade 5
Mathematics
Unit: 01 Lesson: 01
Numerical Names Recording/Score Sheet KEY
Number
(Standard Form)
Value of Digit
(Standard Form)
1
22,603,918,110
3,000,000
2
4,715,098,327
700,000,000
3
99,142,061
60
4
1,082,540,334
80,000,000
5
512,749,273
2,000,000
6
44,721,950
900
7
64,235,800,000
60,000,000,000
8
783,219
200
9
93,000,990,008
90,000
10
5,378,245
5,000,000
11
762,400,822
2,000,000
12
360,275,428,040
70,000,000
13
12,613,444,046
4,000
14
20,832,815
800
15
152,397,500,010
500,000
16
1,507,426,302
20,000
Card
©2012, TESCCC
04/06/13
Points
page 1 of 1
Grade 5
Mathematics
Unit: 01 Lesson: 01
Numerical Names Recording/Score Sheet
Card
Number
(Standard Form)
Value of Digit
(Standard Form)
Points
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
©2012, TESCCC
04/06/13
page 1 of 1
Grade 5
Mathematics
Unit: 01 Lesson: 01
Numerical Names Directions
•
Students shuffle the Numerical Name cards, and place them in a paper bag.
•
Player 1 (determined by playing rock-paper-scissors) draws a card from the bag,
and tells Player 2 the number of the card. Player 2 finds this number on his/her
Numerical Names Recording Sheet. Player 1 then reads the word form of the
number slowly, while Player 2 records the number being read aloud on the
recording sheet in standard form next to the corresponding card number. Player 1
also records the number next to the corresponding card number on his/her own
recording sheet.
•
Player 1 then makes the card visible to both players. If Player 2 has recorded the
number correctly, he/she receives a point. No points are awarded if the number is
recorded incorrectly.
•
Next, both players identify the value of the digit underlined on each card. The value
is recorded on each player’s recording sheet in standard form. For example, if the
value of the digit is 3 ten thousands, each player then records 30,000 on the
recording sheet.
•
Players then switch roles, and it is Player 2’s turn to select a card from the pile. Play
continues until all cards have been selected or time is called.
•
Players use the Numerical Name Recording Sheet KEY to check their answers and
then tally points to determine the winner.
©2012, TESCCC
04/06/13
page 1 of 1
Grade 5
Mathematics
Unit: 01 Lesson: 01
Numerical Names Comparison
Select 2 number cards from the Numerical Names sack. Use a comparison symbol and words to
describe the 2 numbers. Continue selecting 2 different numbers from the sack to complete the 5
comparisons below.
Number Sentence
Comparison in Words
Number Sentence
Comparison in Words
Number Sentence
Comparison in Words
Number Sentence
Comparison in Words
Number Sentence
Comparison in Words
©2012, TESCCC
05/11/12
page 1 of 1
Grade 5
Mathematics
Unit: 01 Lesson: 01
Planet Place Value KEY
This table shows the distance between the Sun and the planets in our solar system.
Distance
(in kilometers)
57,900,000
227,900,000
778,570,000
1,427,000,000
149,600,000
2,870,000,000
108,200,000
4,497,000,000
Planet
Mercury
Mars
Jupiter
Saturn
Earth
Uranus
Venus
Neptune
Use the table below to write the distance for each planet in expanded notation, and then in word form.
Planet
Expanded Notation
Word Form
Mercury
50,000,000 + 7,000,000 + 900,000
fifty-seven million, nine hundred thousand
Mars
200,000,000 + 20,000,000 + 7,000,000 +
900,000
two hundred twenty-seven million, nine hundred
thousand
Jupiter
700,000,000 + 70,000,000+ 8,000,000 +
500,000 + 70,000
seven hundred seventy-eight million, five hundred
seventy thousand
Saturn
1,000,000,000 + 400,000,000 + 20,000,000 +
7,000,000
one billion, four hundred twenty-seven million
©2012, TESCCC
05/11/12
page 1 of 3
Grade 5
Mathematics
Unit: 01 Lesson: 01
Planet Place Value KEY
Planet
Expanded Notation
Word Form
Earth
100,000,000 + 40,000,000 + 9,000,000 +
600,000
one hundred forty-nine million, six hundred thousand
Uranus
2,000,000,000 + 800,00,000 + 70,000,000
two billion, eight hundred seventy million
Venus
100,000,000 + 8,000,000 + 200,000
one hundred eight million, two hundred thousand
Neptune
4,000,000,000 + 400,000,000 + 90,000,000 +
7,000,000
four billion, four hundred ninety-seven million
Use the table below to list the distances for each planet in order from least to greatest.
Distance
(in kilometers)
57,900,000
108,200,000
149,600,000
227,900,000
778,570,000
1,427,000,000
2,870,000,000
4,497,000,000
Planet
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Explain your process for determining the planet order from least to greatest.
Process answers may vary but should include some strategy using place value.
©2012, TESCCC
05/11/12
page 2 of 3
Grade 5
Mathematics
Unit: 01 Lesson: 01
Planet Place Value KEY
Use a comparison symbol and words to describe Venus’s and Earth’s distances from the Sun.
Number Sentence
Comparison in Words
108,200,000
One hundred eight million, two hundred thousand is
less than one hundred forty-nine million six hundred
thousand
149,600,000
OR
149,600,000
108,200,000
One hundred forty-nine million, six hundred thousand is
greater than one hundred eight million, two hundred
thousand
Use a comparison symbol and words to describe Saturn’s and Neptune’s distances from the Sun.
Number Sentence
Comparison in Words
1,427,000,000
One billion, four hundred twenty-seven million is less
than four billion, four hundred ninety-seven million
4,497,000,000
OR
4,497,000,000
©2012, TESCCC
1,427,000,000
Four billion, four hundred ninety-seven million is greater
than one billion, four hundred twenty-seven million
05/11/12
page 3 of 3
Grade 5
Mathematics
Unit: 01 Lesson: 01
Planet Place Value PI
This table shows the distance between the Sun and the planets in our solar system.
Distance
(in kilometers)
57,900,000
227,900,000
778,570,000
1,427,000,000
149,600,000
2,870,000,000
108,200,000
4,497,000,000
Planet
Mercury
Mars
Jupiter
Saturn
Earth
Uranus
Venus
Neptune
Use the table below to write the distance for each planet in expanded notation, and then in word form.
Planet
Expanded Notation
Word Form
Mercury
Mars
Jupiter
Saturn
©2012, TESCCC
05/11/12
page 1 of 3
Grade 5
Mathematics
Unit: 01 Lesson: 01
Planet Place Value PI
Planet
Expanded Notation
Word Form
Earth
Uranus
Venus
Neptune
Use the table below to list the distances for each planet in order from least to greatest.
Distance
(in kilometers)
Planet
Explain your process for determining the planet order from least to greatest.
©2012, TESCCC
05/11/12
page 2 of 3
Grade 5
Mathematics
Unit: 01 Lesson: 01
Planet Place Value PI
Use a comparison symbol and words to describe Venus’s and Earth’s distances from the Sun.
Number Sentence
Comparison in Words
Use a comparison symbol and words to describe Saturn’s and Neptune’s distances from the Sun.
Number Sentence
Comparison in Words
©2012, TESCCC
05/11/12
page 3 of 3