This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Kipton has a digital scale. He puts a marshmallow on the scale and it reads 7.2 grams. How much would you expect 10 marshmallows to weigh? Why? Kipton ...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Jossie drew a picture to represent 0.24: She said, The little squares represent tenths and the rectangles represent hundredths, which makes sense becau...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Netta drew a picture on graph paper: She said, In my picture, a big square represents 1. Since ten rectangles make a big square, a rectangle represents...

Students will use a combination of writing and using their bodies to represent numbers at different place values from 1000 down to 1/1000. They will multiply and divide by powers of 10, adding and removing zeros as appropriate.

"Shadows are corrupting the land. Restore the balance of nature by exploring place value. Gate guides students in: lowering intimidation about large numbers and
decimals, understanding the meaning of place value, and realizing that the same mathematical concepts that apply to the ""easy"" integers apply to every order of magnitude."

In Module 2 students apply patterns of the base ten system  to mental strategies and a sequential study of multiplication via area diagrams and the distributive property leading to fluency with the standard algorithm.  Students move from whole numbers to multiplication with decimals, again using place value as a guide to reason and make estimations about products. Multiplication is explored as a method for expressing equivalent measures in both whole number and decimal forms.  A similar sequence for division begins concretely with number disks as an introduction to division with multi-digit divisors and leads student to divide multi-digit whole number and decimal dividends by two-digit divisors using a vertical written method.  In addition, students evaluate and write expressions, recording their calculations using the associative property and parentheses.  Students apply the work of the module to solve multi-step word problems using multi-digit multiplication and division with unknowns representing either the group size or number of groups.  An emphasis on the reasonableness of both products and quotients, interpretation of remainders and reasoning about the placement of decimals draws on skills learned throughout the module, including refining knowledge of place value, rounding, and estimation.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

En el módulo 2, los estudiantes aplican patrones del sistema Base Ten a las estrategias mentales y un estudio secuencial de multiplicación a través de diagramas de área y la propiedad distributiva que conduce a la fluidez con el algoritmo estándar. Los estudiantes se mueven de números enteros a multiplicación con decimales, nuevamente utilizando el valor del lugar como guía para la razón y hacer estimaciones sobre los productos. La multiplicación se explora como un método para expresar medidas equivalentes tanto en el número entero como en las formas decimales. Una secuencia similar para la división comienza concretamente con discos numéricos como una introducción a la división con divisores de múltiples dígitos y lleva al estudiante a dividir los dividendos de número entero y decimales de múltiples dígitos por divisores de dos dígitos utilizando un método escrito vertical. Además, los estudiantes evalúan y escriben expresiones, registrando sus cálculos utilizando la propiedad asociativa y los paréntesis. Los estudiantes aplican el trabajo del módulo para resolver problemas de palabras de varios pasos utilizando multiplicación y división de múltiples dígitos con incógnitas que representan el tamaño del grupo o el número de grupos. El énfasis en la razonabilidad de los productos y los cocientes, la interpretación de los restos y el razonamiento sobre la colocación de decimales se basa en las habilidades aprendidas en todo el módulo, incluido el conocimiento del valor del lugar, el redondeo y la estimación.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
In Module 2 students apply patterns of the base ten system  to mental strategies and a sequential study of multiplication via area diagrams and the distributive property leading to fluency with the standard algorithm.  Students move from whole numbers to multiplication with decimals, again using place value as a guide to reason and make estimations about products. Multiplication is explored as a method for expressing equivalent measures in both whole number and decimal forms.  A similar sequence for division begins concretely with number disks as an introduction to division with multi-digit divisors and leads student to divide multi-digit whole number and decimal dividends by two-digit divisors using a vertical written method.  In addition, students evaluate and write expressions, recording their calculations using the associative property and parentheses.  Students apply the work of the module to solve multi-step word problems using multi-digit multiplication and division with unknowns representing either the group size or number of groups.  An emphasis on the reasonableness of both products and quotients, interpretation of remainders and reasoning about the placement of decimals draws on skills learned throughout the module, including refining knowledge of place value, rounding, and estimation.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

Whole numbers are no better than any others! Practice plotting values on the number line as a passionate activist rises up and demands equity for all numbers, including fractions and decimals.

The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.  Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.

سيستخدم الطلاب مزيجًا من الكتابة واستخدام أجسامهم لتمثيل أعداد لها منزلات عدة من 1000 إلى 1/1000. سوف الأعداد بقوى العشرة ويقسمونها بها، فيضيفون الأصفار للأعداد أو يحذفونها منها بحسب الحاجة.