TOPIC SUPPORT i-READY MATHEMATICS
Overview
As you begin the year, some students in your class may have unfinished learning from the previous grade. Research shows that the most effective and equitable way to address unfinished learning is to selectively and strategically reinforce prerequisite concepts. The focus of instructional time should remain on grade-level content. Topic Support describes the critical aspects of each prerequisite skill and provides tips for supporting students as they engage with grade-level content.
To learn more about how to use these document, read below or go to
i-ReadyCentral.com for more information. How to Use Topic Support.
Use the Prerequisites report to identify which students need in-depth review or additional support.
If most students have likely acquired the prerequisite skills
Teach the topic as you normally would, using the guidance in the Teacher Resource Book for support and recommendations.
If small groups of students need in-depth review or additional support
Use the Recommended Resources provided to address students’ learning needs during small group instruction.
If most of the class needs additional support
Use the Topic Support to access
on-the-spot teaching tips to support students with unfinished learning while teaching on-grade level lessons.
If most of the class needs in-depth review Review the Topic Support to learn what’s important about the prerequisite skills in relation to grade-level instruction.
Grade 5
The information in this document indicates which PREREQUISITE SKILLS to focus on and identifies the important concepts within those skills.ON-THE-SPOT TEACHING TIPS suggest
additional scaffolding to support students with unfinished prerequisite learning as they engage with on-level work.
Students extend their knowledge of place value to include decimals to the thousandths place and to explore powers of 10. They read and write decimals, compare decimals, and round decimals to the nearest hundredth, tenth, and whole number. Students begin to use a standard algorithm for multiplication and extend their work with division to include two-digit divisors. Students use visual models to understand adding and subtracting with decimals to hundredths and go on to multiply and divide decimals.
Topic: Powers of 10, and Operations with Whole Numbers and Decimals Understand Place Value
Understand Powers of Ten Read and Write Decimals Compare and Round Decimals Multiply Whole Numbers Divide Whole Numbers Add and Subtract Decimals Multiply Decimals
i-READY MATHEMATICS TOPIC SUPPORT
GRADE 5, Powers of 10, and Operations with Whole Numbers and Decimals Use this instructional guidance to support your whole class.
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PREREQUISITE SKILLS FROM GRADE 4
Choose from the recommended Grade 4 skills when the Prerequisites report suggests in-depth review for most students in the class.
◆ ON-THE-SPOT TEACHING TIPS FOR GRADE 5
Use these Teaching Tips to support students as you teach grade-level content.
Understand Place Value
Understand Powers of Ten
Read and Write Decimals
Compare and Round Decimals
These skills build on students’ work with place value, fractions, and decimals in Grade 4.
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PREREQUISITE SKILLS FROM GRADE 4 Grade 4 Skill Compare Whole Numbers
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Post a place-value chart that includes the ones place through the hundred-thousands place and refer to it during instruction. Add to the chart when you introduce decimal place value.•
Review the , and . symbols. Remind students that the symbol points to the lesser number and opens up to the greater number. Connect the words greater than and less than to the corresponding symbol.•
Students will use these understandings as they learn to compare and round decimals in Grade 5.Grade 4 Skill Fractions as Tenths and Hundredths INSTRUCTIONAL SUPPORT
› INSTRUCTIONAL SUPPORT continued
Grade 4 Skill Compare Decimals
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Review how to express decimals as tenths and hundredths fractions, and vice versa. Some students may be more comfortable using one form over the other to compare decimals.•
This understanding will help students compare and round decimals in Grade 5.◆ ON-THE-SPOT TEACHING TIPS FOR GRADE 5
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Make connections between fractions and decimals. Continue to build an understanding of the relationship between fractions and decimals. For example, ·· 10 1 5 0.1, ··· 100 1 5 0.01, and ··· 1,000 1 5 0.001. Point out that the terms tenths and hundredths are used to name both fractions and decimals.•
Reinforce place-value understanding for multi-digit whole numbers. Make sure students understand that the value of each place on a place-value chart is 10 times the value of the place to its right and ·· 10 1 the value of the place to its left. This understanding will support students with learning about powers of 10.•
Spend extended time using visual models. Continue to allow students to use place-value charts, hundredths grids, and money as models for reading, writing, and comparing decimals.i-READY MATHEMATICS TOPIC SUPPORT
GRADE 5, Powers of 10, and Operations with Whole Numbers and Decimals
Multiply Whole Numbers
Divide Whole Numbers
Add and Subtract Decimals
Multiply Decimals
Divide Decimals
These skills build on students’ work with multiplying and dividing whole numbers in Grade 4 and on what they know about addition and subtraction of whole numbers and fractions.
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PREREQUISITE SKILLS FROM GRADE 4 Grade 4 Skill Multiply Whole Numbers
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Make connections between multiplication and place value as students use area models and partial products to multiply. For example, to find 46 3 32, multiply the value of each place in 46 by the value of each place in 32 to get the partial products 40 3 30, 40 3 2, 6 3 30, and 6 3 2.•
Review how rounding can be used to estimate products and determine if answers are reasonable.•
Use these ideas to lay the foundation for Grade 5 work with multiplying three-digit numbers by two-digit numbers and using the standard algorithm for multiplication. Grade 4 Skill Divide Whole Numbers•
Review how to use an area model for division and highlight the connection to multiplication to remind students that they can use multiplication when solving division problems.•
Review the idea of division as an unknown factor problem. Students can think of the dividend as the area of a rectangle, the divisor as the width, and the unknown factor as the length.•
Emphasize the importance of using the relationship between multiplication and INSTRUCTIONAL SUPPORT› INSTRUCTIONAL SUPPORT continued
◆ ON-THE-SPOT TEACHING TIPS FOR GRADE 5
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Review multiplying and dividing with tens. Use patterns to support students with multiplying and dividing with multiples of 10 using mental math. For example, 8 3 4 5 32, 80 3 4 5 320, and 800 3 4 5 3,200; 54 4 9 5 6, 540 4 9 = 60, and 5,400 4 9 5 600.•
Connect finding partial products to the standard algorithm for multiplication. Students may need extra time to make sense of the standard algorithm. Show a few examples of solving the same multiplication problem using both partial products and the standard algorithm to support students with understanding how they are connected.•
Draw on place-value understanding to estimate quotients. Present students with related multiplication and division problems with one-digit and two-digit divisors. Guide them to use patterns to estimate quotients using multiplication. For example, to estimate 365 4 30, use the idea that 3 3 120 < 365 and 30 3 12 < 365, so 365 4 30 < 12.•
Connect area models to partial quotients. Provide ample opportunities for students to compare division problems that use an area model with those that use the partial quotients method. Help them to connect how partial quotients and subtraction are represented in each model.•
Spend extended time using visual models. Allow students the time they need to add and subtract decimals using visual models and place-value charts. This will help them to properly align the numbers by place value and see that adding and subtracting decimals is like working with whole numbers.•
Make connections between operations with whole numbers and operations withdecimals. The models and strategies used to multiply and divide decimals are similar to those used to multiply and divide whole numbers, so students need to pay close attention to place value. Remind students that estimating products and quotients is a good way to determine if their answers are reasonable.
