###### Sunnyvale

###### October 2, 2021, 5:05:00 PM

###### Saturday

###### Level 4

## Mr. Rodney

### Target 1

###### Lesson Type:

New

Number Operation

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Integer Composition

Understand that the digits in a multi-digit number represent the amounts in each place-value.

###### Supporting targets:

###### 1:

Use a number to represent base ten block quantities.

###### 2:

Understand that a decimal point in a number separates the whole number from the fractional part.

###### 3:

Identify place-value for a decimal number.

###### 4:

###### 5:

###### Grade:

5th

###### Vocabulary:

Place Value, Decimal, Tenths, Hundredths, Thousandths

Activities:

- Discussed and reviewed vocabulary terms.
- Identified the digits in the place value of a given number,
- Used base-ten blocks to represent a fraction (with a denominator of 10 or 100) and determine its respective decimal value.
- Discussed the importance of zeros as place holders.
- Given decimal numbers with added zeros in the front and/or back, e.g., 000.600, 0.6, and 0.060, identified which values were equivalent.

### Home Exploration

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### Target 2

###### Lesson Type:

###### Review

###### Number Operation

###### Computation

###### Add and subtract fractions.

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###### Supporting targets:

###### 1:

Understand the arithmetic process used for adding and subtracting fractions with unlike denominators.

###### 2:

Recognize that the first step in adding or subtracting fractions with unlike denominators is to create equivalent fractions that share the same denominator.

###### 3:

Simplify the results of an addition or subtraction problem.

###### 4:

Use factor understandings (LCM) to create equivalent fractions.

###### 5:

###### Grade:

5th

###### Vocabulary:

Fractions, Numerator, Denominator, Simplify, Lowest Common Multiple (LCM)

Activities:

- Reviewed and discussed vocabulary terms,
- Practiced adding and subtraction fractions with like denominators as a warm up.
- Used multiplicatioln or division to create equivalent fractions when the denomiators were different.
- For more complex problems, students made list of multiples to determine the LCM of the two denominators.
- Reduced answers to their simplest form.

### Home Exploration

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### Target 3

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### Home Exploration