5th Grade: 5.NBT
1. Begin by reading pages 18-20 of the Math Progression Document and look for new understanding and/or important aspects of Numbers and Operations in Base-Ten in 5th grade
2. Watch the following video on standard 5NBT from EngageNY Studio Talks located here: Click Here
3. Post One Comment about something new you learned, an important aspect of 5th grade that other grade levels need to know or an instructional strategy/model that you would use to help solidify the work in the 5th grade. Try and relate your new learning of 5th grade numbers and operations to what you learned previously in grades K-4, and offer an idea about addressing Fluency in 5th grade.
4. Post one comment responding to another participant in order to add to their thinking, suggest additional ideas or engage in a meaningful educational conversation about COHERENCE thus far.
Students in 5th grade become fluent with the standard algorithm in multiplication and division. They extend their knowledge of place value to include decimals to the thousandths with all operations. Students also learn to use mathematical reasoning. There is a focus on estimating answers before solving to help determine the reasonableness of answers. One thing that is different about teaching multiplication with decimals, is once again, we teach them to think about each unit. We no longer teach the trick of simply bumping the decimal in the product of a multiplication problem. Instead, we force students to think about units times units and then place the decimal accordingly. Likely, for the first time, students learn that when you multiply, numbers don’t always get larger and when you divide, numbers don’t always get smaller. They learn that multiplying by a number less than one, results in a smaller product and dividing by a number less than one, results in a quotient that is larger than the dividend.
ReplyDeleteYour last two sentences say it all!! If they can walk away with that knowledge it is so powerful!! No more tricks about moving a decimal point!
DeleteKelly, I still have some students who struggle with that concept of multiplying =bigger answer (but not always!) and the opposite with division. Students always think that they messed up somewhere because they should not get a bigger answer when they divide...and this is at the high school level. I am glad you guys are discussing that now, so that hopefully that thought develops in the coming years.
DeleteWow Kelly…you took the words right out of my mouth! I think because we teach the same curriculum together each day, we are sensitive to the same thoughts in the document. We have changed our own thought processes and hopefully have done the same thing for our students. I do want to comment on the models presented in the video. We don’t typically use the chip model when teaching addition and subtraction of decimals. We do however use many models when teaching multiplication and division. We place a huge emphasis on recognizing digits and units when completing any of the four operations. Lack of fact fluency within the four operations can be a huge stumbling block for many students.
ReplyDeleteThis is true. Students needs that strong foundation of fact fluency to help them with each concept. It is refreshing to hear that 5th graders continue to use models, no matter which type. As I watch this video, I think teaching 5th grade common core would be very challenging!
DeleteJanelle...what models and/or manipulatives do you find are most used in fifth grade?
DeleteLaree...The models we use most are area models, tape diagrams, ribbons, and place value charts. I like all of these, however, the more I have used tape diagrams and ribbons, the more I see students truly gather a better understanding of solving word problems.
DeleteI love the idea of looking at the numbers first without a decimal point first then determining its value after you solve. I have seen this work very well for some students!
ReplyDeleteI agree!! I have a few kids in AIS this year that just looking at numbers alone first really helps. I think it depends on their skill level and how much/deeply they understand the numbers and what they really mean.
DeleteI can see how it is beneficial for students to gain an understanding of the pattern of 0 and how you actually find the answer. We were so used to teaching tricks and the quick way of getting the answer, rather than a deep understanding of numbers and patterns. Teaching third grade, listening to him explain these concepts with ease makes it sound so simple. I notice that each grade level takes place value and number sense a step farther and builds upon previous concepts. I like how models are still used as a visual.
ReplyDeleteIt is kind of interesting that students will come back to school the next day with their math homework done; however, the student might mention, "my mom (or dad) taught me a trick to solve this problem." Even parents know the tricks but are not able to explain their thinking. It is a tough concept, but the students get really good at it as they learn to decompose numbers and analyze each digit's value.
DeleteOne major thing I have taken away from this is the importance of giving children the time to truly develop an understanding of math. When students have number sense, tricks aren't necessary.
DeleteMany times parents think the math their kids are doing doesn't make sense...why can't we just teach them the same way they learned it. I am glad that this is really allowing students to have a better understanding of math concepts.
DeleteI agree, Kyle. I am tired of seeing this post on Facebook and hearing it from the parents I sit with on the sidelines at soccer and hockey. Maybe, as the kids are growing through this system, they can then explain to their parents why we do what we do. That would be really, really powerful.
DeleteEveryone needs to check out the book Nix The Tricks,,, you can even download the newest copy for free! I also plan to do a book talk online in the Spring on it. Its a great read!!
ReplyDeleteAs I was reading and watching the video, I began to think back to the first year we implemented the math modules. Our third grade teachers kept wondering..."where are the lessons about place value? ...where are the lessons that teach students computation of 2 and 3 digit numbers?" We even taught mini lessons on the side because we could not see where place value and computation were happening. It wasn't until I took this class that I know realize the place value is an ongoing focus and computing an algorithm is the "take away" at the end, after students have a thorough understanding of a digit's value. This work is happening in kindergarten and up and is built into every lesson.
ReplyDeleteVery nicely stated. I'm beginning to see this, too.
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ReplyDeleteI’ve learned so much about Common Core Math through this course. It makes sense to use patterns of zero when multiplying by 10. I’ve never seen this done before but I like how the models are used to determine the solutions. It’s great how everything comes together with a systematic and logical connection by 5th grade.
ReplyDeleteI liked how the video showed how to get rid of decimals. Decimals don't have to make multiplying hard, because a decimal is simply a new place value. By getting rid of the decimal and then moving the decimal in the end, students are able to become fluent with greater ease. The 5th grade curriculum seems to be much more rigorous/complicated and it shows how important the prior learning and understanding of major concepts is to learning at the 5th grade level.
ReplyDeleteI agree Kyle!
DeleteAs others have stated, I think getting kids understand that multiplication doesn't always mean bigger and division doesn't always mean smaller is very important. As with a lot of things in the curriculum, I am hoping that after a few years this will come easier. It is going to take time to see the true potential/effect of the changes. I think the focus on fluency with basic facts will lead to fluency with the more difficult topics.
ReplyDeleteAs I have been watching these videos, I have noticed one major common theme and that is that kids learn to see numbers for what they represent, not just a digit. In the videos, Nick has shown us over and over again, the process of bundling and re-bundling or decomposing before "re" composing. The kids are also continuously working with place value mats, so whether they are adding, subtracting or multiplying and dividing, they have already learned how to use the basic tools (chips and place value mats) and they extend their learning to build more complex concepts in a way that is accessible to all.
ReplyDeleteEliminating decimals is an interesting concept, since decimals and fractions are "scary" concept to many kids. Also, the trick of counting decimal places makes much more sense when put into the context of the problems.
I have learned so much from watching these videos - the instruction my future students are receiving right now looks very different from how we have taught students in the past. Hopefully, we can engage in much more meaningful and rich math discussions in class as the years progress. Maybe math won't be such a dreaded topic for many kids since they have a better understanding of why we do what we do.