5th Grade Unit 2: Whole Number Operations 

Unit Driving Question

How do we work with whole numbers in real world situations?

Essential Questions

1. How can the outcome of division be communicated?

2. What information can be gathered from division?

3. How can we represent and solve real-world situations using all operations and unknowns?

Big Ideas 

1. Whole numbers can be divided to solve real world problems.
2. Students can you multiple strategies to achieve accurate results of real world problems.

Technology Resource  

       These websites could be helpful online components in your teaching of each Framework Unit

Launch Task 

1 Lesson 

• Division Launch Task from NCTM at illuminations - How many each?  How many left?  Conceptual task for division. 

Big Ideas for Development Lessons

4 Weeks (approximately 2 weeks per big idea)

Big Idea 1: Whole numbers can be divided to solve real world problems. 

OAS-M: 5.N.2.1, 5.N.2.2, 5.N.2.3, *5.A.2.3, *5.A.2.2 

*supplemental objectives

Collaborative Engagement 

1. Division Collaborative Engagement - Student led activity that focuses on division concepts using pennies.

Key Resources 

*Graham Fletcher Progression of Division - This video is a TEACHER resource, illustrating the progression of thinking for your students in conceptualizing division, and working towards the most efficient strategy.

RECOMMENDED: WATCH THIS FIRST

1. How many staples?: From Illustrative Mathematics, this lesson engages students by having them find an inconsistency with the advertising on the box using a real world object.
2. Interpreting Remainders - Lesson from CPALM that focuses on interpreting remainders.  Includes lesson layout, Power Point, and Rubrics 
3. Division word problems, interpreting the remainder - Real world problems that allow students the opportunity to estimate, divide, interpret the remainder, and use inverse operations to check answers.  Can be modeled by the teacher and then visited in groups or partners.

Big Idea Formative Assessment 

1. Division Assessment- Formative assessment that asks students to explain their thinking. 
2. Interpreting Remainder Probe - OKMAP probe for interpreting remainders 

Evidence of Understanding 

• Determine the most efficient method to estimate a quotient

• Indicate the reasonableness of the result

• Calculate accurately the quotient of a multi-digit division problem

• Distinguish the best representation of a remainder

• *Explain what the remainder means in a given situation

• *Calculate and determine quotient, dividend, or divisor when given missing information or given a variable

Big Idea 2: Students can use multiple strategies to achieve accurate results of real world problems. 

OAS-M: 5.N.2.4, *5.A.2.1, *5.A.2.3, *5.A.2.2 

*supplemental objectives

Collaborative Engagement 

1. Which Ticket Option is the Best Buy?: In this activity, students use their division skills to decide what will be the best buy on carnival tickets for their money. 

Key Resources 

1. Ellen's Party: This is an open ended problem.  Therefore, it does not have an obvious solution, requires some time to figure out, has multiple solutions, may require some assumptions that are made by the students, is extendable if desired, and requires that the solution be explained, rather than a single number given as the answer. 
2. Get the Picture, Get the Story: In the following lesson, students act as reporters at the Super Bowl. Students study four pictures of things that they would typically find at a football game: players, a scoreboard, a crowd, and a concession stand. Students are asked to create problem situations that correspond to their interpretation of each of the pictures.
3. Tyler's Video Game: Students need to help Tyler figure out if he has enough money saved up to purchase a video game he has been wanting. 

Big Idea Formative Assessment 

1. Students will solve real world problems using all four operations 

Evidence of Understanding

• Generate a plan to solve real world situations

• Compute a solution to the problem

• Distinguish which operations to use

• Justify your solution’s reasonableness

• *Apply the different properties or order of operations when necessary

• *Determine the problem’s answer when given missing information or values for a variable

Unit Closure

1 Week (includes time for probes, re-engagement, and assessment)

• Mr. Andrew: Small group work with teacher over division concepts
• Using All Operations word problem sort: All operation re-engagement to evaluate for any misconceptions the student has as they work with all operations and word problems.