Task Name Task Type/Grouping Strategy Content Addressed Standards Decimal Designs Constructing Creating graphic representations of decimals MCC5.NBT.3 Making “Cents” of Decimals Scaffolding Task/Individual/Pairs Using decimals in money MCC5.NBT.3 In the Paper Practice Task/Pairs Relating quantity to decimal numbers MCC5.NBT.3 Scaffolding/Pairs value, comparing decimals MCC5.NBT.1 MCC5.NBT.3 Decimal Garden Performance Task/Individual Relating fractions to decimal numbers MCC5.NBT.3 Decimal Lineup Practice Task/Pairs Ordering decimals MCC5.NBT.3 Reasonable Rounding Constructing Task/Pairs Rounding decimals MCC5.NBT.3 MCC5.NBT.4 Batter Up! Performance Task/Individual Using data/rounding MCC5.NBT.3 MCC5.NBT.4 Hit the Target Practice Task/Pairs Adding decimals MCC5.NBT.3 Ten is the Winner Practice Task/Pairs Adding decimals MCC5.NBT.7 It All Adds Up Constructing Task/Pairs Adding decimals MCC5.NBT.7 Rolling Around with Decimals Practice Task/Pairs Subtracting decimals MCC5.NBT.7 The Right Cut Achieve CCSS- CTE Classroom Adding, subtracting and comparing decimals MCC5.NBT.7 *Competitive Eating Records 3-Act Task Culminating Task Solving problems by rounding, adding and subtracting decimals MCC5.NBT.4 MCC5.NBT.7 Check This Culminating Task Problem Solving and Operations with MCC5.NBT.3 MCC5.NBT.4 MCC5.NBT.7 If you need further information about this unit visit the GaDOE website and reference the unit webinars.
It is important for students to recognize that it doesn’t matter where the fractional parts are placed. They can be scattered as they are in the diagrams above or they can be connected, as shown below. Task Directions students will follow the directions below from the “Decimal Designs” student recording sheet. Create tenths and hundredths designs and label them accurately. Next, students will follow the directions below for the “Decimal Designs, Table” student recording sheet. Look at the example in the below. Read the following questions and discuss how you would answer them with your partner. What do you notice how “1 out of 10” is written in fraction form? What do you notice about how “1 out of 10” is written in decimal number form? How are they alike? How are they different? Complete the table below. Fill in the last three rows of the table from the “Decimals Designs” student recording sheet.
The Governor was Paid $251,419.91 Last Year _____________________________________________________________________________ Scientist Estimates There are 56,409.123 Possums in the United States _____________________________________________________________________________ Cost of Producing Cheese Drops to 81.8 Cents per Pound Due to Improved Efficiency at the Cheese Factory ____________________________________________________________________________ A Milk Factory Reports It Brought 27,309,604 Gallons of Milk from Farmers Last Year ____________________________________________________________________________ Mr. Brown rounded 14.486 to the nearest whole number by rounding 14.486 to 14.49 by the “over 5” rule. Then he rounded 14.49 to 14.5 by the same rule. Then he rounded 14.5 to 15 by the rule. Unfortunately this is wrong. Why is his answer wrong? How can using the “over 5” rule be misleading in some cases? Using a number line, show why his answer is wrong. Explain your thinking.
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