Decimal Operations 101

5th grade Mathematics

By: Ashley London and Victoria Rapsis
EDU 6438 Teachers as Curriculum Leaders
Dr. Patrick Daly

This unit will cover the Number and Operations in Base Ten standards. These standards derive from the Massachusetts Common Core Frameworks. Within
Number and Operations in Base Ten standards, there are two parts that make up this framework. Part A has four sections that fall under it. Part A is to
“understand the place value system.” Throughout this unit, there will be lessons on place value and using the place value chart to write the numbers in
written, standard and expanded form. There will be vocabulary words that will be used to help students understand the difference between “tenths”,
“hundredths” “thousandths” etc. Part B is to “perform operations with multi-digit whole numbers and with decimals to hundredths.” This standard will
cover adding, subtracting, multiplying and dividing decimals with whole numbers and decimals. Students will be rounding answers to the nearest
hundredth if necessary. In this unit, we will cover much of these standards but fully complete CCSS.Math.Content.5.NBT.7. This standard states “Add,
subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.” We will be exploring
how to add, subtract, multiply and divide decimals according to the steps it takes to solve.
 Table of Contents
Stage 1…………………………………………………………………………………………………………………………………………………………… Page 3

Stage 2…………………………………………………………………………………………………………………………………………………………… Page 4

Stage 3…………………………………………………………………………………………………………………………………………………………… Page 5

Lesson 1……………………………………………………………………………………………………………………………………………………………Page 6

Lesson 2……………………………………………………………………………………………………………………………………………………………Page 13

Lesson 3……………………………………………………………………………………………………………………………………………………………Page 18

Resources…………………………………………………………………………………………………………………………………………………………Page 23
Stage 1 Desired Results
ESTABLISHED GOALS G Transfer
CCSS.Math.Content.5.NBT.4--Use place value
understanding to round decimals to any place.
CCSS.Math.Content.5.NBT.5--Fluently multiply
multi-digit whole numbers. (Include two-digit x
four-digit numbers and, three-digit x three-digit
numbers) using the standard algorithm.
CCSS.Math.Content.5.NBT.6--Find whole-number
quotients of whole numbers with up to four-digit
dividends and two-digit divisors, using strategies
based on place value, the properties of operations,
and/or the relationship between multiplication and
division. Illustrate and explain the calculation by
using equations, rectangular arrays, and/or area
models
CCSS.Math.Content.5.NBT.7-- Add, subtract,
multiply, and divide decimals to hundredths, using
concrete models or drawings and strategies based
on place value, properties of operations, and/or the
relationship between addition and subtraction;
relate the strategy to a written method and explain
the reasoning used
Students will be able to independently use their learning to… T
● Solve multi-digit addition, subtraction, multiplication and division problems using decimals
● Round answers to addition, subtraction, multiplication and division problems to certain
decimals based on place value
● Use the steps correctly to understand these standards.
Meaning
UNDERSTANDINGS U ESSENTIAL QUESTIONS Q
Students will understand that…
● whole numbers are considered ● How is adding decimal fractions the
decimals even if students do not see a same as adding whole numbers? How is
decimal point. it different?
● adding and subtracting fractions have ● How is subtracting decimal fractions the
the same method (lining up the same as subtracting whole numbers?
decimal point) How is it different?
● when multiplying decimals, one must ● How are the decimal strategies learned
multiply normally and then move the alike or different?
decimal in the answer based on the ● How can I ensure my answers are
number of decimal places in the reasonable when multiplying decimals?
original numbers.
● multiplying whole numbers is similar
to multiplying decimals
● dividing decimals is a much different
method than the other operations.
Acquisition
Students will know… K Students will be skilled at… S
● how to distinguish the difference in ● Solving mathematical problems involving
decimal operations decimals and whole numbers with
different operations.
 Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE TASKS) PT
Lesson 1: Imagine you want to throw a party for a group of friends. Develop a guest list, food list,
and any decorations needs for the party in the graphic organizer provided. Your parents have given
you a budget of $500.00 and your goal is to get as close to this budget as possible. Explain how you
developed your food list and strategies you used to calculate cost.

Sample graphic organizer

Item Cost Number of Items Total

Selected Response Exam (Day 2)-

Learning Targets Number of points

Distinguish difference between addition or subtraction word 2

problems

Add decimals through hundredths place 2

Subtract decimals through hundredths place 2

Identify place value to hundredths 1

 Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction

Lesson 1: In this lesson, students will add and subtract decimals and solve word problems. Student will add and subtract decimals
using the unit form and standard algorithm .They will solve a real world application problem using a grocery store ad to add and
subtract prices.

Lesson 2: In this second lessons, students will be taught how to multiply multi-digit numbers together while also multiplying digits
with decimals. Students must first know how to multiply multi-digits before given a problem with a decimal. Today’s lesson will give
students steps on how to multiply multi-digit numbers together and then steps for solving multiplication problems with decimals.

Lesson 3: In this lesson, students will learn how to divide decimals. Students will be able to compute multiple types of problems.
Some problems may have a decimal in the dividend, a decimal in the divisor, or a decimal in both the dividend and the divisor.

Understanding by Design®. © 2012 Grant Wiggins and Jay McTighe. Used with permission.
 Lesson #1: Adding and Subtracting Decimals

Brief Overview of Lesson (what this lesson is about): This lesson uses unit form to connect general methods for
addition and subtraction with whole numbers to decimal addition and subtraction. (ex. 7 tens + 8 tens= 15 tens = 1.5)

Prior Knowledge Required: Students will use place value understanding to combine like units. Understanding of place
value units help students to line up the decimals. Whole number operation strategies for addition and subtraction
needed (i.e. regrouping when subtracting, carrying over in addition)

Estimated Time (minutes): 85 minutes

Resources for Lesson (list resources and materials):

Place Value Chart

Expo Markers

Local Grocery Sales Paper

Adding and Subtracting Decimals (Handout A)

Performance Task with Rubric (Handout B)

 MA Model Curriculum Lesson Plan Template

Lesson Number and Name: Lesson 1

Time (minutes): 85 minutes

Overview of the Lesson

In this lesson, students will add and subtract decimals and solve word problems. Student will add and subtract decimals using the unit form
and standard algorithm .They will solve a real world application problem using a grocery store ad to add and subtract prices.

Standard(s)/Unit Goal(s) to be addressed in this lesson:

CCSS.Math.Content.5.NBT.7-- Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based
on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and
explain the reasoning used

Essential Question(s) addressed in this lesson:

● How is adding decimal fractions the same as adding whole numbers? How is it different?
● How is subtracting decimal fractions the same as subtracting whole numbers? How is it different?

Objectives
Students will be able to add and subtract decimals using place value understanding.

Language Objectives

Student will apply RACE writing strategy to explain process of adding and subtracting decimals.
Targeted Academic Language
Addition
Subtraction
Standard algorithm
Place Value
Sum
Difference
What students should know and be able to do before starting this lesson
Students should understand the place value unit system in order to properly line up the decimals. They should also have an understanding
of whole number operations and strategies for addition and subtraction. (carrying, regrouping, etc.)

Anticipated Student Pre-conceptions/Misconceptions

Students will struggle with adding and subtracting like units. Without a place value chart students will struggle to line up units. Students that
did not master unit form before will struggle reading unit form.

Instructional Materials/Resources/Tools

Dry Erase board/ Dry erase markers/ Local Grocery ad/ Place Value Chart/ Problem Set A / Exit Ticket/

Instructional Tips/Strategies/Suggestions for Teacher

● Place value charts should be laminated so students can use multiple times.
● Higher students will move off of place value chart once they reach independent practice; lower students will require more time

Assessment
Teacher will ask critical questions throughout the lesson to check for understanding. Students will demonstrate mastery through a real
world application problem. Students will use knowledge of adding and subtracting decimals to create a shopping list for a party with a $500
budget.
Lesson Details (including but not limited to:)

Fluency Activity- 5 minutes

This anticipatory fluency drill lays a foundation for the concept taught in this lesson. Teacher will call out a number in unit form and scholars will
add one unit more. For example, teacher writes 5 tenths out on board and asks, “what is one tenth more than the given value.” Scholar writes on
personal white board “6 tenths.”

Application Problem-5 minutes

Scholars will complete application word problem with multi-step whole number operations. Scholars will practice addition and subtraction whole
number operations foundational skills to prepare for decimal operations.

Concept Development- 31 minutes

Teacher will model 8-9 problems on projected place value chart. Scholars will have personal place value charts following along with teacher
modeling. The place value charts will help scholars understand the need to line up numbers based on place value, a very common error when adding
decimals.

Critical Questions-
What did you have to think about as you wrote the problem out vertically?
How is adding decimal fractions the same as adding whole numbers? How is it different?
How did you find the difference when all units did not match?
How can we check our work?
Practice Problems
2 tenths + 6 tenths 1.8 + 13 tenths 0.74 + 0.59

2 ones 3 thousandths + 6 1 hundred 8 hundredths + 2 7.048 + 5.196

ones 1 thousandth ones 4 hundredths

2 tenths 5 thousandths + 6 148 thousandths + 7 ones 13 7.44 + 0.774

hundredths thousandths

Independent Practice-10 minutes

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some classes, it may be appropriate to modify
the assignment by specifying which problems they work on first. Some problems do not specify a method for solving.

Assessment-

Exit Ticket (Day 1)- 5 minutes

Scholars complete Exit Ticket. A review of their work will help with assessing students’ understanding of the concepts that were presented in today’s
lesson and planning more effectively for future lessons. Problems: 4 hundredths + 8 hundredths = / 36.25 + 8.67 =

Performance Task and Rubric- 30 minutes (Day 2)

Imagine you want to throw a party for a group of friends. Develop a guest list, food list, and any decorations needs for the party in the graphic
organizer provided. Your parents have given you a budget of $500.00 and your goal is to get as close to this budget as possible. Explain how you
developed your food list and strategies you used to calculate cost.
 Lesson # 2: Multiplying Decimals

Brief Overview of Lesson (what this lesson is about): In this second lessons, students will be taught how to multiply
multi-digit numbers together while also multiplying digits with decimals. Students must first know how to multiply
multi-digits before given a problem with a decimal. Today’s lesson will give students steps on how to multiply multi-
digit numbers together and then steps for solving multiplication problems with decimals.

Prior Knowledge Required: Multiplication facts are crucial when multiplying. The numbers will get harder, and
students must know their facts in order to get the correct answer.

Estimated Time (minutes): 60 minutes

Resources for Lesson (list resources and materials):

● PowerPoint Lesson 2: Multiplying Decimals and Multi-Digit Numbers (Handout C)

● Guided Practice (Handout D)
● Independent Practice (Handout E)
 MA Model Curriculum Lesson Plan Template

Lesson Number and Name: Lesson 2: Multiplying Decimals and Multi-Digit Numbers

Time (minutes): 60 minutes

Overview of the Lesson: In this second lesson, students will be taught how to multiply multi-digit numbers together while
also multiplying digits with decimals. Students must first know how to multiply multi-digits before given a problem with
a decimal. Today’s lesson will give students steps on how to multiply multi-digit numbers together and then steps for
solving multiplication problems with decimals.

Standard(s)/Unit Goal(s) to be addressed in this lesson:

CCSS.Math.Content.5.NBT.5--Fluently multiply multi-digit whole numbers. (Include two-digit x four-digit numbers and,
three-digit x three-digit numbers) using the standard algorithm.
CCSS.Math.Content.5.NBT.7-- Add, subtract, multiply, and divide decimals to hundredths, using concrete models or
drawings and strategies based on place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and explain the reasoning used

Essential Question(s) addressed in this lesson:

● When in real life would you need to know how to multiply decimals?
● Why is it important to know the placement of a decimal when adding, subtracting, or multiplying?

Objectives:
Students will be able to multiply multiple digit numbers and multiply decimals.
Language Objectives:

Students will use their previous understanding of the number system and place value to expand their thinking using many different
operations with decimals.

Targeted Academic Language:

● Decimals
● Place Value
● Multiply
● Product
● Standard Algorithm

What students should know and be able to do before starting this lesson
Students should know place value and how their multiplication facts. In order to multiply multiple digits, students must be able to complete
their multiplication facts in 3 seconds or less. This will make multiplying multiple digits much easier and faster. Place value is very important
when computing decimal problems.

Anticipated Student Pre-conceptions/Misconceptions

Students may struggle with multiplying decimals because they must remember all the steps in order to get the correct answer. At the end of
multiplying, students must move their decimal point back into their answer (to the left). If a student multiplies incorrectly or adds their
numbers together in the end incorrectly, then the answer will end up being wrong. Students who struggle can get grid paper in and place
their numbers into each grid box so that it does not get confusing where the numbers go.
Instructional Materials/Resources/Tools

● Grid Paper
● Place Value chart
● Guided Practice worksheet (Handout D)
● Independent Practice worksheet (Handout E)

Instructional Tips/Strategies/Suggestions for Teacher

● Students can use the place value charts (laminated ones) if necessary
● Students can use grid paper (laminated if necessary) to use multiple times to help with placing the numbers in the correct spaces
● For differentiation-- students who are mastering (or have mastered) this skill, can go on to multiplying more than 2 digit decimals

Assessment
Teacher will use the independent practice worksheet to grade and give feedback on (immediately). If a student is struggling, the teacher
must work individually or small group instruction to help the student master this skill.

Lesson Details (including but not limited to:)

● Do Now (5 minutes)
○ Students will complete a Do Now which is the first slide in PPT lesson 2.
● Teach To ( 20 minutes)
○ Teacher will explain to the students that they will be moving on to multiplying decimals today!
○ Students will be taking notes as they go through the PPT
○ Go through the Lesson 2 PPT on multiplying multiple digit numbers and multiplying decimals.
○ Explain the steps and have students complete the steps using each example.
● Guided Practice (15 minutes)
○ Once the PPT is completed, the students will work on GP (in partners, small groups or independently)
○ When the students have completed the GP, go over the answers as a class
■ Call on students to complete different problems on the board
● Independent Practice (10 minutes)
○ Students will get an Independent Practice worksheet to work on
○ When finished and handed in, teacher will project worksheet on the board (or correct as a class)
○ Complete any problems out on the board that students are struggling with

● Lesson Closing (10 minutes)

○ Once students have finished and handed in the IP, project it on the board and go over the answers
○ Complete any problem that a student struggled with on the board
○ Once completed--ask the closing questions:
■ What are the steps to multiplying decimals ?
■ How would you check your work on these problems?
 Lesson # 3: Dividing Decimals

Brief Overview of Lesson (what this lesson is about): In this lesson, students will learn how to divide decimals.
Students will take notes while viewing a PowerPoint. There are a couple of different ways that students can evaluate
dividing decimals. The PowerPoint will explain the steps it takes to complete division problems with decimals. After the
PowerPoint, the students will work on Guided Practice and then complete an Independent Practice worksheet to wrap
up the lesson.

Prior Knowledge Required: Students will need to know certain vocabulary words (divisor, dividend, quotient) when it
comes to dividing. In order to divide using decimals, students must first know how to divide using the long division
standard algorithm method.

Estimated Time (minutes): 60 minutes.

Resources for Lesson (list resources and materials):

● PowerPoint Lesson 3: Dividing Decimals (Handout F)

● Guided Practice (Handout G)
● Independent Practice (Handout H)
 MA Model Curriculum Lesson Plan Template

Lesson Number and Name: Lesson 3: Dividing Decimals

Time (minutes): 60 minutes

Overview of the Lesson: In this lesson, students will learn how to divide decimals. Students will take notes while viewing a
PowerPoint. There are a couple of different ways that students can evaluate dividing decimals. The PowerPoint will
explain the steps it takes to complete division problems with decimals. After the PowerPoint, the students will work on
Guided Practice and then complete an Independent Practice worksheet to wrap up the lesson.

Standard(s)/Unit Goal(s) to be addressed in this lesson:

CCSS.Math.Content.5.NBT.7-- Add, subtract, multiply, and divide decimals to hundredths, using concrete models or
drawings and strategies based on place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and explain the reasoning used

Essential Question(s) addressed in this lesson:

● When in real life would you need to know how to divide decimals?
● Why is it important to know the placement of a decimal when adding, subtracting, multiplying or dividing?
● Why is vocabulary so important when solving a mathematical problem?

Objectives:
Students will be able to divide decimals using divisibility rules and multiplication facts.

Language Objectives:
Students will use their previous understanding of the number system and place value to expand their thinking using many different
operations with decimals.

Targeted Academic Language:

● Decimals
● Place Value
● Division
● Divisor
● Dividend
● Quotient
● Standard Algorithm
● Divisibility rules

What students should know and be able to do before starting this lesson
Students should know their multiplication facts. These facts are very important when dividing because it makes solving the problem quicker
and easier.

Anticipated Student Pre-conceptions/Misconceptions

Students may get confused and struggle with when to move the decimal point and how to solve a problem with a decimal in the dividend or a
decimal in the divisor (or both!). Students may have to complete the inverse operation (multiplication) once they solve the division problem
and get their answer. Students can use grid paper to help line up the numbers correctly.

Instructional Materials/Resources/Tools
● Grid Paper
● Place Value chart
● Divisibility Chart (Handout G)
● Guided Practice worksheet (Handout H)
 ● Independent Practice worksheet (Handout I)

Instructional Tips/Strategies/Suggestions for Teacher

● Students can use the place value charts (laminated ones) if necessary
● Students can use grid paper (laminated if necessary) to use multiple times to help with placing the numbers in the correct spaces and
lining up the numbers correctly.

Assessment
Teacher will use the independent practice worksheet to grade and give feedback on (immediately). If a student is struggling, the teacher
must work individually or small group instruction to help the student master this skill.

Lesson Details (including but not limited to :)

● Do Now (5 minutes)
○ Students will complete a Do Now which is the first slide in PPT lesson 3.
● Teach To ( 20 minutes)
○ Teacher will explain to the students that they will be moving on to dividing decimals today!
○ Students will be taking notes as they go through the PPT
○ Go through the Lesson 3 PPT on the steps for dividing decimals
○ Pass out Divisibility Chart (Handout G) and go over the rules when dividing
○ Explain the steps and have students complete the steps using each example.
● Guided Practice (15 minutes)
○ Once the PPT is completed, the students will work on GP (in partners, small groups or independently)
○ When the students have completed the GP, go over the answers as a class
■ Call on students to complete different problems on the board

● Independent Practice (10 minutes)

 ○ Students will get an Independent Practice worksheet to work on
○ When finished and handed in, teacher will project worksheet on the board (or correct as a class)
○ Complete any problems out on the board that students are struggling with

● Lesson Closing (10 minutes)

○ Once students have finished and handed in the IP, project it on the board and go over the answers
○ Complete any problem that a student struggled with on the board
○ Once completed--ask the closing questions:
■ What are the steps for dividing with a decimal in the dividend?
■ What are the steps for dividing with a decimal in the divisor?
■ What if a decimal is in both the dividend and the divisor?
■ How could you check to make sure your answer is correct?
 List of Unit Resources
Lesson 1:
Handout A : Classwork: Adding Decimals
Mathematicians will be able to….
✓ Add and subtract decimals using place value strategies

Example #1: 2 tenths + 4 tenths = ________

Place Value Chart Standard Algorithm
ones tenths hundredths thousandths

Example #2: 2 ones 6 thousandths + 3 ones 1 thousandth = __________

Place Value Chart Standard Algorithm
ones tenths hundredths thousandths
Example #3: 1.8 + 1.3 = _________
Place Value Chart Standard Algorithm
ones tenths hundredths thousandths

Example #4: Markeria went to the movies and bought a coke for $1.25, popcorn for $4.25 and peanut butter M&Ms for $3. How much did
Markeria spend in all?
Work Space RCUBES

ones tenths hundredths thousandths  Read twice

 Circle the numbers
 Underline the question
 Box key terms
 Eliminate unnecessary
information
 Solve and check answer
Partner Practice

1) 4 hundredths + 3 tenths 2 hundredths = ________

Place Value Chart Standard Algorithm

ones tenths hundredths thousandths

2) 0.74 + 0.59

Place Value Chart Standard Algorithm

ones tenths hundredths thousandths

3) 2 ones 3 thousandths + 6 hundredths = ___________

 Handout B : Performance Task: Adding Decimals
Performance Task and Rubric (Day 2)

Imagine you want to throw a party for a group of friends. Develop a guest list, food list, and any decorations needs for the party in the graphic
organizer provided. Your parents have given you a budget of $500.00 and your goal is to get as close to this budget as possible. Explain how you
developed your food list and strategies you used to calculate cost.

Sample graphic organizer

Item Cost Number of Items Total

Rubric

Does not meet expectation Approaching Expectations Meeting Expectations Exceeds Expectations
1pt 2pts 3pts 4pts

Knowledge and -many errors; adding and -3 to 7errors; adding and -with 2 or less errors; adding -accurately adds and subtracts
Understanding subtracting decimal numbers subtracting decimal and subtracting decimal decimal numbers to the
to the hundredths numbers to the hundredths numbers to the hundredths hundredths

Thinking Student plans the easiest Students’ party includes one Student shows valid effort. Student has planned a great
party. There are 1-2 guests meal for all guest and has 3- There are two meals for guest party. There are a variety of
and no clear meal plan. 4 guest. and 5-7 guest. meals and 8+ guest.

Communication Student uses no math Student unclearly presents Student clearly presents Student clearly presents
terminology in calculations and does not calculations and uses calculations and uses
communication and does not use math terminology. appropriate math appropriate math terminology
show a variety of math steps. terminology for grade. beyond grade.

Accuracy Student’s budget is nowhere Student’s final cost is more Student’s final cost is within Student manages to achieve
near budget or exceeds than $100 away from budget $10 of budget their budget exactly.
budget
Lesson 2: Multiplying Decimals & Multi-Digit numbers

Handout C : PowerPoint on Lesson 2: Multiplying Decimals

Lesson 2 Guided Practice Handout D
Lesson 2 Independent Practice Handout E
Lesson 3: Dividing Decimals

Handout F : PowerPoint on Lesson 3: Dividing Decimals

Lesson 3 Divisibility Rules Reference Sheet Handout G
Lesson 3 Guided Practice Handout H
Lesson 3 Independent Practice Handout I
 Curriculum Embedded Performance Assessment (CEPA)
Unit Extended Written Response

Set the context

Lyla owns 4 hair shops and is making hair-coloring solutions for all her shops. To make the solution, she combines 3 colors using the
amounts listed in the table below.
Color A 484.16
Color B 311.42
Color C 72.5

Describe and explain what students need to do/ Point the way to appropriate response

1. How many milliliters of the solution will be made? Show your calculations.

2. Lyla has a customer that prefers her solution to be made without Color B so she makes her a special solution. How many milliliters
are left in the special solution? Show your calculations.

3. Lyla makes one batch of the solution and has a total of 12,345.34mL of solution. She wants to pour the solution into application
bottles so there is one application per bottle. Each application bottle holds 100mL of solution.

a. How many application bottles can Lyla fill completely? Explain your thinking using words and a place value chart.

b. Lyla finds a sale on application bottles that hold 1000mL of solution. How many bottles can Lyla fill completely with her new
bottles? How can you use your answer in A to help you solve this problem? Explain your thinking in words.
Scoring Guide
Score Point 4 Student completes all important components of the question

Student demonstrates in-depth knowledge of processes and models

Student chooses most efficient processes

Score Point 3 Student completes most important components of the question

Student demonstrates knowledge of major concepts but struggles with calculations

Score Point 2 Student completes some important components of the question

Student demonstrates gaps in major concepts and calculations

Score Point 1 Student demonstrates minimum understanding of solving word problems with decimal operations

Score Point 0 Student’s answer is incorrect or not relevant to the question asked

Blank Student did not give an answer at all

**Some worksheet questions snipped from: https://www.mathworksheets4kids.com/decimal-multiplication.php