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7/23/2019 Grade 5 Sprint 2 http://slidepdf.com/reader/full/grade-5-sprint-2 1/18  GRADE 5 BOOK  OF  SPRINTS  New York State Common Core Mathematics Curriculum Grade 5  MODULE 2 MultiDigit 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 MultiDigit Whole Number Multiplication ……………………………………………………………………………………………………………………. 2.B.1 Topic C: Decimal MultiDigit Multiplication ................................................... 2.C.1 Topic D: Measurement Word Problems with Whole Number and Decimal Multiplication ................................................................................................  2.D.1 Topic E: Mental Strategies  for MultiDigit Whole Number Division ................ 2.E.1 Topic F: Partial Quotients and MultiDigit Whole Number Division ................. 2.F.1 Topic G: Partial Quotients and Decimal MultiDigit Division ........................... 2.G.1 Topic  H:  Measurement  Word  Problems  with  Multi Digit  Division  ..................  2.H.1  Module Assessments ......................................................................................  2.S.1 

Grade 5 Sprint 2

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GRADE 

BOOK 

OF 

SPRINTS 

New York State Common Core 

Mathematics Curriculum 

Grade 

• 

MODULE 

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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 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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