SOL # 5.5, Fraction Operations, Computation & Estimation

Blueprint Categories

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The student will

a) find the sum, difference, product, and quotient of two numbers expressed as decimals through thousandths (divisors with only one nonzero digit); and

b) create and solve single-step and multistep practical problems involving decimals.

 

Number and Number Sense

14%

Computation and Estimation

26%

Measurement and Geometry

24%

Probability, Statistics, Patterns, Functions, and Algebra

36%

Prior Knowledge

Previous/Related SOL

Vocabulary

Words and Definitions

Assessment(s)

Related SOL

K-1st grade: SWBAT add and subtract up to 10

2nd grade: SWBAT +/- up to 18; estimate the sum and difference of numbers up to 99; solve one step +/- problems; describe the inverse relationship of +/-

3rd grade: SWBAT +/- up to 9,999; multiply and divide through the 9s table; +/- fractions with like denominators; +/- decimals up through the tenths place value

4th grade: SWBAT estimate; find the product and quotient of two numbers; +/- fractions with like and unlike denominators up to 12; +/- decimals up through the thousandths place value

 

 

 

 

 VDOE Vocab Cards: VOS5_5

 

Decimal Point – The dot separating the ones and tenths place in a number

 

 

5.5 Quiz


Resources

Books

Technology

Lessons

Trade  Books

Text Books

 

Teaching Student-Centered Mathematics (by John Van de Walle)

 

Dinah Zike’s Notebook Foldables (by Dinah Zike)

 

Dinah Zike’s Big Book of Math (by Dinah Zike)

 

Brain Pop
(comparing prices, decimals)

 Math Worksheets


 

 

 SMARTBoard Activities

SMART Board
Review 5.4 & 5.5

 

Student Activites/Centers


 

Study Guides

VA DOE Resources

 5.5 Study Guide

 

 

 

ESS Lesson 5.5

 

 

 

 

 

 

 

 

 

 

Other

 

UNDERSTANDING THE STANDARD  ESSENTIAL UNDERSTANDING ESSENTIAL KNOWLEDGE AND SKILLS

· Addition and subtraction of decimals may be investigated using a variety of models (e.g., 10-by-10 grids, number lines, money).

· Decimal computation uses similar procedures as those developed for whole number computation and applies them to decimal place values, giving careful attention to the placement of the decimal point in the solution.

· Multiplication of decimals follows the same procedure as multiplication of whole numbers. The only difference is that a decimal point must be correctly placed in the product giving careful attention to the placement of the decimal point in the solution.

· The product of decimals is dependent upon the two factors being multiplied.

· In cases where an exact product is not required, the product of decimals can be estimated using strategies for multiplying whole numbers, such as front-end and compatible numbers, or rounding. In each case, the student needs to determine where to place the decimal point to ensure that the product is reasonable.

· Division is the operation of making equal groups or shares.  When the original amount and the number of shares are known, divide to find the size of each share. When the original amount and the size of each share are known, divide to find the number of shares. Both situations may be modeled with Base-10 manipulatives.

· The fair-share concept of decimal division can be modeled, using manipulatives (e.g., Base-10 blocks).

· Division with decimals is performed the same way as division of whole numbers. The only difference is theplacement of the decimal point in the quotient.

· The quotient can be estimated, given a dividend expressed as a decimal through thousandths (and no adding of zeros to the dividend during the division process) and a single-digit divisor.

· Estimation can be used to check the reasonableness of a quotient.

· Terms used in division are dividend, divisor, and quotient.

  dividend ¸ divisor = quotient

  quotient
 
 divisor )dividend

· A multistep problem needs to incorporate no more than two operational steps (operations can be the same or different). 

 

All students should

· Use similar procedures as those developed for whole number computation and apply them to decimal place values, giving careful attention to the placement of the decimal point in the solution.

· Select appropriate methods and tools from among paper and pencil, estimation, mental computation, and calculators according to the context and nature of the computation in order to compute with decimal numbers.

· Understand the various meanings of division and its effect on whole numbers.

· Understand various representations of division, i.e.,

dividend ¸ divisor = quotient

quotient

divisor

   = quotient.

 

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

· Determine an appropriate method of calculation to find the sum, difference, product, and quotient of two numbers expressed as decimals through thousandths, selecting from among paper and pencil, estimation, mental computation, and calculators.

· Estimate to find the number that is closest to the sum, difference, and product of two numbers expressed as decimals through thousandths.

· Find the sum, difference, and product of two numbers expressed as decimals through thousandths, using paper and pencil, estimation, mental computation, and calculators.

· Determine the quotient, given a dividend expressed as a decimal through thousandths and a single-digit divisor. For example, 5.4 divided by 2 and 2.4 divided by 5.

· Use estimation to check the reasonableness of a sum, difference, product, and quotient.

· Create and solve single-step and multistep problems. 

· A multistep problem needs to incorporate two or more operational steps (operations can be the same or different).