week 2 multiplying decimals sample - sharon … · reporting category teks 2 3e, 3d vocabulary:...

FIFTH GRADE3RD SIX WEEKS

WEEK 2MULTIPLYING DECIMALS

Reporting Category TEKS2 3E, 3D

Vocabulary:Multiply

Decimal pointDecimal place

Place valueProductFactorsArray

Whole numbersHundredths

TenthsOnes

SAMPLE

ACTIVITY 1 Whole Number × DecimalMaterials:Base ten blocksPaper and pencil

1. Using models to multiply decimals -

Write this problem on the board:3 × 1.2 = _____

Say: This problem says: 3 groups of 1 and 2 tenths.3 groups. 1 and 2 tenths in each group.How many in all?

Build 3 groups of 1 and 2 tenths. Then combine bocks to solve -

=

Work the problem for the students.

Say: Why did I put the decimal point in this position in the product?Discuss how the blocks match the product.

How is multiplying decimals like multiplying whole numbers?How is it different?

Say: The problem you will solve says: 2 groups of 1 and 4 tenths2 groups. 1 and 4 tenths in each group.How many in all?

Instruct students to build 2 groups of 1 and 4 tenths.

=

Fifth Grade Mathematics Curriculum © Sharon Wells Mathematics Curriculum, Inc. 2014 - 20153rd Six Weeks: Week 2, Multiplying Decimals Page 1

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ACTIVITY 2 Decimal × DecimalMaterials:Base ten blocksPaper and pencil

1. Using models to multiply decimals -

Write this problem on the board0.3 × 1.2 = _____

Say: This problem says: What is 3 tenths of a group of 1 and 2 tenths?

Build 1 and 2 tenths.

Divide 1 and 2 tenths into 10 equal groups.

To find 3 tenths, we take 3 of the 10 groups.What is the value of 3 groups?

=

Work the problem for the students.

Say: Why did I put the decimal point in this position in the product?Discuss how the blocks match the product.

How is multiplying decimals like multiplying whole numbers?How is it different?

Write the problem on the board :2.3 × 1.1 = _____

Say: This problem says: What is 2 and 3 tenths and 1 and 1 tenth.

Build 2 and 3 tenths.

To show 1 and 1 tenth, we will use our one whole.' 1 whole

Fifth Grade Mathematics Curriculum © Sharon Wells Mathematics Curriculum, Inc. 2014 - 20153rd Six Weeks: Week 2, Multiplying Decimals

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How do we show 1 tenth? (Remember we are workingwith multiplication, so our model must form arectangular array.)Add 1 tenth to the model.

Combine the blocks to solve:

'

Work the problem for the students. 2 . 3

× 1 . 1

2 3

% 2 3 0

2 . 5 3

2. Repeat this process with other examples:

Two decimal places in product 0.2 × 0.4 = 0.08 0.4 × 2.2 = 0.88 0.6 × 1.3 = 0.78

Three decimal places in product 0.3 × 0.33 = .099 0.4 × 0.02 = .008 0.7 × 0.12 = .084

Intensify Instruction (not tested)

Three decimal places in product 0.4 × 1.7 = 0.68 0.5 × 2.1 = 1.05 0.8 × 0.3 = .24

3. Have students develop the rule for multiplying a decimal by a decimal.Multiply as though you were multiplying with whole numbers.Count the total number of decimal places in the factors (to the right of the decimal) and place thedecimal point this number of places in the final product.

Fifth Grade Mathematics Curriculum © Sharon Wells Mathematics Curriculum, Inc. 2014 - 20153rd Six Weeks: Week 2, Multiplying Decimals

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ACTIVITY 4 Multiplying DecimalsMaterials:Blackline Master: Multiplying Decimals 4 (2 pages)PencilsPaper

Write these problems on the board to review with students. Create word problems as you solve eachproblem

A 9.1 × 6.5 = 59.15

B 6.3 × 8.5 = 53.55

C 3.1 × 1.5 = 4.65

D 2.1 × 0.5 = 1.05

E 7.9 × 0.3 = 2.37

Practice: Multiplying Decimals 4, 1 - 10

1 16.59 6 7.2 kg

2 7.68 7 12.6

3 5.7 8 36.52

4 11.85 9 $3.4

5 $15.75 10 $2.10

Fifth Grade Mathematics Curriculum © Sharon Wells Mathematics Curriculum, Inc. 2014 - 20153rd Six Weeks: Week 2, Multiplying Decimals Page 6

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WEEK 2 ASSESSMENT

RC TEKS2 3D Represent multiplication of decimals with products to the hundredths using objects and

pictorial models, including area models2 3E Solve for products of decimals to the hundredths, including situations involving money, using

strategies based on place value understandings, properties of operations, and her relationship tothe multiplication of whole numbers

2 3K Add and subtract positive rational numbers fluentlyPS 1B Use a problem-solving model that incorporates analyzing given information, formulating a

plan or strategy, determining a solution, justifying the solution and evaluating the problem-solving process and the reasonableness of the solution

PS 1C Select tools, including real objects, manipulatives, paper and pencil and technology asappropriate and techniques including mental math, estimation and number sense as appropriateto solve the problem

Test Taking SkillsAnswer Key RC TEKS

1 B 2 3D/1B2 H 2 3E/1B3 B 2 3E/1B

AssessmentAnswer Key RC TEKS Answer Key RC TEKS Answer Key RC TEKS

1 0.32 2 3D 7 A 2 3E/1B 11 C 2 3K/1B2 H 2 3E 8 G 2 3E/1B 12 H 2 3K/1B3 B 2 3D/1C 9 360.14 2 3K/1B4 0.56 2 3E/1C 10 J 2 3K/1B5 B 2 3E6 H 2 3E/1B

Critical Thinking QuestionCues and Activities:

Question Cues:C How is multiplying decimals like/unlike multiplying whole numbers?

C How does the position of the decimal point...?

Activities:C Have students cut out advertisements of items with prices including dollars and cents to be used in

creating original word problems for multiplication of decimals.

C Show 3 different ways to solve 3 × 0.08.

Fifth Grade: 3rd Six Weeks, Week 2 Assessment © Sharon Wells Mathematics Curriculum, Inc. 2014 - 2015

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WEEK 2 ASSESSMENTSTUDENT PERFORMANCE DATA

Item Number 1 2 3 4 5 6 7 8 9 10 11 12Reporting Category 2 2 2 2 2 2 2 2 2 2 2 2TEKS 3D 3E 3D/

1C3E/1C

3E 3E/1B

3E/1B

3E/1B

3K/1B

3K/1B

3K/1B

3K/1B

Stu

den

t N

ame

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2

3

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9

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Name ______________________________________

Week 2 Assessment

Test Taking Skills Assessment

±A ±B ±C ±D1

±F ±G ±H ±J2

±A ±B ±C ±D3

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±0 ±0 ±0 ±0 ±0±1 ±1 ±1 ±1 ±1±2 ±2 ±2 ±2 ±2±3 ±3 ±3 ±3 ±3±4 ±4 ±4 ±4 ±4±5 ±5 ±5 ±5 ±5±6 ±6 ±6 ±6 ±6±7 ±7 ±7 ±7 ±7±8 ±8 ±8 ±8 ±8±9 ±9 ±9 ±9 ±9

1

±F ±G ±H ±J2

±A ±B ±C ±D3

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±0 ±0 ±0 ±0 ±0±1 ±1 ±1 ±1 ±1±2 ±2 ±2 ±2 ±2±3 ±3 ±3 ±3 ±3±4 ±4 ±4 ±4 ±4±5 ±5 ±5 ±5 ±5±6 ±6 ±6 ±6 ±6±7 ±7 ±7 ±7 ±7±8 ±8 ±8 ±8 ±8±9 ±9 ±9 ±9 ±9

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±A ±B ±C ±D5

±F ±G ±H ±J6

±A ±B ±C ±D7

±F ±G ±H ±J8

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±0 ±0 ±0 ±0 ±0±1 ±1 ±1 ±1 ±1±2 ±2 ±2 ±2 ±2±3 ±3 ±3 ±3 ±3±4 ±4 ±4 ±4 ±4±5 ±5 ±5 ±5 ±5±6 ±6 ±6 ±6 ±6±7 ±7 ±7 ±7 ±7±8 ±8 ±8 ±8 ±8±9 ±9 ±9 ±9 ±9

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±F ±G ±H ±J10

±A ±B ±C ±D11

±F ±G ±H ±J12


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Name _______________________________________ Week 2 Test Taking Skills

1 Kamila bought 3.5 pounds of nuts. Each poundcosts $0.14. How much did Kamila pay for thenuts?

A $3.64B $0.49C $0.42D $4.90

3 Gina has some coins in her shirt pocket. Themodel shows the amount she had. Her sister Garihas three times as many coins as Gina. How muchmoney did Gari have?

A $12.90B $1.29C $14.90D $1.11

2 Michelle can hold her breath for 0.41 minutes. Herfriend Diego can hold his breath 2 times as long.How long can Diego hold his breath?

F 0.43 minutes

G 4.03 minutes

H 0.82 minutes

J 8.2 minutes


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Name _______________________________________ Week 2 Assessment, Page 1

1 What is the product of 2 and 0.16?Use the decimal model to solve.

Record your answer and fill in the bubbles on youranswer document. Be sure to use the correct placevalue.

3 Look at the multiplication model below.

Which expression does the model represent?

A 230 × 2.3

B 2.3 × 1.1

C 2.5 × 3

D Not Here

2 Karley needs curling ribbon that costs $0.69 afoot. She needs to buy 4 feet of ribbon. How muchwill Karley pay for the ribbon?

F $1.38

G $0.73

H $2.76

J $27.06

4 Use a picture or sketch to represent the expression4 × 0.14. Then find the product.



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7 Mr. Mater weighed his 3 puppies. Each puppy weighed an average of 4.4 lbs. How much did all 3 puppiesweigh?

A 13.2 lbs

B 14.4 lbs

C 1.32 lbs

D 7.4 lbs

8 Justin and his mother are baking muffins for his class. Their recipe calls for 1.25 cups of water. Justin needs totriple the recipe in order to make enough for his entire class. How many cups of water will they use?

F 37.5

G 3.75

H 1.56

J Not Here


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9 Davian’s rabbit had 4 babies. He made a table ofthe baby rabbits' weights.

Weight of Rabbits

Rabbit Weight (in grams)

A 93.4

B 87

C 86.6

D 93.14

What was the weight of Davian’s four rabbits?


11 Cecilia measured the volume of 4 different jarsand recorded the information in the table below.

Volume

Jar Volume (in mL)

A 7.08

B 8.2

C 0.94

D 6.35

Which is the volume in all 4 jars?

A 225.70 mLB 33.51 mLC 22.57 mLD 19.47 mL

10 A school cafeteria purchased 242.8 pounds ofbeans in September. The table below shows thenumber of pounds of beans used in 3 weeks.

Pounds of BeansWeek 1 39.75Week 2 22.5 Week 3 31.85

After these 3 weeks, how many pounds of beansdid the cafeteria have?

F 180.55 lbG 140.77 lbH 94.1 lbJ Not here

12 Mr. Collins used 2,300 feet of pipe to repair thesprinkler systems in 3 city parks. He used 482 feetof pipe in the first park and 937 feet in the secondpark. How many feet of pipe did he use to repairthe sprinkler system in the third park?

F 919 ftG 1,891 ftH 881 ftJ 1,119 ft


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Name _______________________________________ Multiplying Decimals 4, Page 1

Write the number sentence in the grid and solve for each product.

1 2.1 × 7.9 = 3 9.5 × 0.6 =

× ×

2 6.4 × 1.2 = 4 7.9 × 1.5

× ×

Fifth Grade: 3rd Six Weeks, Week 2, Multiplying Decimals © Sharon Wells Mathematics Curriculum, Inc. 2014 - 2015

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Name _________________________________ Multiplying Decimals 4, Page 2

5 Jaden makes $2.50 an hour volunteering at an animal shelter. If he works 6.3 hours, how much will heearn?

6 Carmen’s cat weighs 3.6 kilograms. Her dog weights 2 times as much. How much does her dog weigh?

7 Mr. Rovan measured 3 plants in his vegetable garden. Each one was 4.2 inches tall. How many inchestall were the 3 plants combined?

8 Kelley rides her bike to and from school. If the distance she rides is 9.13 kilometers, how manykilometers will she ride in 4 days?

9 Marvin bought 5 goldfish. Each goldfish cost $0.68. How much did Marvin spend?

10 A concession stand sells popcorn for $0.35 per bag. Jake and 5 of his friends each bought a bag ofpopcorn. How much did they spend on popcorn?

Fifth Grade: 3rd Six Weeks, Week 2, Multiplying Decimals © Sharon Wells Mathematics Curriculum, Inc. 2014 - 2015

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week 2 multiplying decimals sample - sharon … · reporting category teks 2 3e, 3d vocabulary:...

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