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7/23/2019 Grade 5 Sprint 2
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GRADE
5
BOOK
OF
SPRINTS
New York State Common Core
Mathematics Curriculum
Grade
5
•
MODULE
2
Multi‐Digit Whole Number and Decimal Fraction
Operations Module Overview ............................................................................................... i
Topic A:
Mental
Strategies
for
Multi
‐Digit
Whole
Number
Multiplication
......
2.A.1
Topic B: The Standard Algorithm for Multi‐Digit Whole Number Multiplication
…………………………………………………………………………………………………………………….2.B.1
Topic C: Decimal Multi‐Digit Multiplication ................................................... 2.C.1
Topic D: Measurement Word Problems with Whole Number and Decimal
Multiplication ................................................................................................ 2.D.1
Topic E: Mental Strategies for Multi‐Digit Whole Number Division ................ 2.E.1
Topic F: Partial Quotients and Multi‐Digit Whole Number Division ................. 2.F.1
Topic G: Partial Quotients and Decimal Multi‐Digit Division ........................... 2.G.1
Topic H:
Measurement
Word
Problems
with
Multi
‐Digit
Division
..................
2.H.1
Module Assessments ...................................................................................... 2.S.1
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Lesson 2 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 5•2
Lesson 2: Estimate multi-digit products by rounding factors to a basic fact and
using place value patterns.Date: 7/4/13
2.A.2
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Lesson 2 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 5•2
Lesson 2: Estimate multi-digit products by rounding factors to a basic fact and
using place value patterns.Date: 7/4/13
2.A.2
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. 2
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Lesson 5 Pattern SheetNYS COMMON CORE MATHEMATICS CURRICULUM 5•2
Lesson 5: Connect visual models and the distributive property to partial
products of the standard algorithm without renaming.
Date: 7/4/13 2.B.3
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Lesson 6 Pattern SheetNYS COMMON CORE MATHEMATICS CURRICULUM 5•2
Lesson 6: Connect area diagrams and the distributive property to partial
products of the standard algorithm without renaming.Date: 7/4/13
2.B.
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Lesson 7 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 5•2
Lesson 7: Connect area diagrams and the distributive property to partial
products of the standard algorithm with renaming.
Date: 7/4/13 2.B.
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Lesson 7 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 5•2
Lesson 7: Connect area diagrams and the distributive property to partial
products of the standard algorithm with renaming.
Date: 7/4/13 2.B.
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Lesson 11 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 5•2
Lesson 11: Multiply decimal fractions by multi-digit whole numbers through
conversion to a whole number problem and reasoning about the
placement of the decimal.
Date: 7/4/13
2.C.
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Lesson 11 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 5•2
Lesson 11: Multiply decimal fractions by multi-digit whole numbers through
conversion to a whole number problem and reasoning about the
placement of the decimal.
Date: 7/4/13
2.C.
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Lesson 15 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 5•2
Lesson 15: Solve two-step word problems involving measurement and
multi-digit multiplication.Date: 7/4/13
2.D.3
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Lesson 15 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 5•2
Lesson 15: Solve two-step word problems involving measurement and
multi-digit multiplication.Date: 7/4/13
2.D.3
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Lesson 16 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 5
Lesson 16: Use divide by 10 patterns for multi-digit whole number division. Date: 7/4/13 2.E
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© Bill Davidson
A # Correct _____ Divide.
1 30 ÷ 10 = 23 480 ÷ 4 =
2 430 ÷ 10 = 24 480 ÷ 40 =
3 4,300 ÷ 10 = 25 6,300 ÷ 3 =
4 4,300 ÷ 100 = 26 6,300 ÷ 30 =
5 43,000 ÷ 100 = 27 6,300 ÷ 300 =
6 50 ÷ 10 = 28 8,400 ÷ 2 =
7 850 ÷ 10 = 29 8,400 ÷ 20 =
8 8,500 ÷ 10 = 30 8,400 ÷ 200 =
9 8,500 ÷ 100 = 31 96,000 ÷ 3 =
10 85,000 ÷ 100 = 32 96,000 ÷ 300 =
11 600 ÷ 10 = 33 96,000 ÷ 30 =
12 60 ÷ 3 = 34 900 ÷ 30 =
13 600 ÷ 30 = 35 1,200 ÷ 30 =
14 4,000 ÷ 100 = 36 1,290 ÷ 30 =15 40 ÷ 2 = 37 1,800 ÷ 300 =
16 4,000 ÷ 200 = 38 8,000 ÷ 200 =
17 240 ÷ 10 = 39 12,000 ÷ 200 =
18 24 ÷ 2 = 40 12,800 ÷ 200 =
19 240 ÷ 20 = 41 2,240 ÷ 70 =
20 3,600 ÷ 100 = 42 18,400 ÷ 800 =
21 36 ÷ 3 = 43 21,600 ÷ 90 =
22 3,600 ÷ 300 = 44 25,200 ÷ 600 =
11
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Lesson 16 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 5
Lesson 16: Use divide by 10 patterns for multi-digit whole number division. Date: 7/4/13 2.E
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© Bill Davidson
B Improvement _____ # Correct _____ Divide.
1 20 ÷ 10 = 23 840 ÷ 4 =
2 420 ÷ 10 = 24 840 ÷ 40 =
3 4,200 ÷ 10 = 25 3,600 ÷ 3 =
4 4,200 ÷ 100 = 26 3,600 ÷ 30 =
5 42,000 ÷ 100 = 27 3,600 ÷ 300 =
6 40 ÷ 10 = 28 4,800 ÷ 2 =
7 840 ÷ 10 = 29 4,800 ÷ 20 =
8 8,400 ÷ 10 = 30 4,800 ÷ 200 =
9 8,400 ÷ 100 = 31 69,000 ÷ 3 =
10 84,000 ÷ 100 = 32 69,000 ÷ 300 =
11 900 ÷ 10 = 33 69,000 ÷ 30 =
12 90 ÷ 3 = 34 800 ÷ 40 =
13 900 ÷ 30 = 35 1,200 ÷ 40 =
14 6,000 ÷ 100 = 36 1,280 ÷ 40 =15 60 ÷ 2 = 37 1,600 ÷ 400 =
16 6,000 ÷ 200 = 38 8,000 ÷ 200 =
17 240 ÷ 10 = 39 14,000 ÷ 200 =
18 24 ÷ 2 = 40 14,600 ÷ 200 =
19 240 ÷ 20 = 41 2,560 ÷ 80 =
20 6,300 ÷ 100 = 42 16,100 ÷ 700 =
21 63 ÷ 3 = 43 14,400 ÷ 60 =
22 6,300 ÷ 300 = 44 37,800 ÷ 900 =
12
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Lesson 28 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 5•2
Lesson 28: Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
Date: 7/4/13
2.H
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Lesson 28 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 5•2
Lesson 28: Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
Date: 7/4/13
2.H
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