# CONTACT CCSD21

Wheeling, Illinois 60090

Phone: 847-537-8270

Superintendent: Dr. Michael Connolly # VISIT A SCHOOL

### CCSD21 is a school district comprised of 13 schools across 6 different communities in the northwest suburbs of Chicago.

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### BECOME A MEMBER OF THE SCHOOL DISTRICT 21 TEAM

School District 21 prides itself on its Professional Learning Community and its rich tradition of professional collaboration, high levels of professional development, and family-like atmosphere. If you see the opportunity to work with colleagues in making a difference in the lives of students and families in a truly diverse setting, School District 21 seeks your application.

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# Mathematics

## Number and Operations in Base Ten

### Power Standards

• Read, write, and compare (using <, =, >) decimals to thousandths. (5.NBT.3)
• Use place value understanding to round whole numbers and decimals to any place. (5.NBT.4)
• Add, subtract, multiply and divide with multi-digit whole numbers and with decimals to hundredths. (5.NBT.5-7)

### Concepts and Skills

* Power Standard Content

• * Read, write and compare decimals to thousandths
• Identify place values in whole numbers and decimals
• Describe the relationship between the value of a digit relative to the values of the digits on either side
• * Round whole numbers and decimals to any place
• * Add, subtract, multiply multi-digit numbers using standard algorithms
• * Divide multi-digit numbers using models and strategies based on place value, properties of operations, and/or relationship between multiplication and division
• * Add, subtract, multiply, divide decimals to hundredths
• Make reasonable estimates for whole number and decimal addition, subtraction, multiplication and division problems

### Language Usage

• A student in fifth grade can demonstrate the ability to apply and comprehend critical language by explaining models of division, place value, and properties; describing the relationship between division and multiplication; and discussing and using efficient, accurate, and generalizable procedures to find quotients involving multi-digit dividends.

• Subtract
• Multiply
• Divide
• Sum
• Difference
• Product
• Quotient
• Remainder
• Factor
• Multiple
• Decimal
• Tenth
• Hundredth
• Thousandth
• Place
• Value
• Whole number
• Round
• Digit
• Multi-digit
• Algorithm
• Greater than
• Less than
• Equal

• Compare
• Solve
• Deduct
• Interpret
• Estimate

### Essential Understandings

• Situations require different number representations.
• Problem solving is simplified by choosing efficient strategies and number representations.
• Numeric fluency includes both the understanding of and the ability to appropriately use numbers.
• Multiple representations facilitate understanding and solving a problem.
• Algebraic representations can be used to generalize patterns and relationships.
• Place value is used to compare, order and perform operations with whole numbers and decimals.

### Factual Guiding Questions

• What role does place value play when comparing numbers?
• What patterns can we identify in the place value of digits?
• How does the position of a digit determine its value?
• How can fractions and decimals be written in equivalent form?
• What kinds of models can be used to represent fractions and decimals?
• How are decimal numbers different from whole numbers?
• What is the purpose of the decimal point?

### Conceptual Guiding Questions

• What is the relationship between addition and subtraction?
• What is the relationship between multiplication and division?
• What is the relationship between the value of a digit and the values of the digits on either side of it?
• Why do we compare numbers?
• Why use decimals?
• How are whole numbers, fractions, decimals, and percents related?
• How can counting, measuring, or labeling help to make sense of the world around us?
• When would you use multi-digit multiplication of whole numbers?

### Engaging/Debatable Guiding Questions

• What situations in daily life can be represented by fractions? Decimals? Percents?
• How would our world be different if our number system was based on 5 instead of 10?