Unit 3: Lesson 1

Strategy Problem:

Each photograph in a series has different dimensions that follow a pattern. The 1st photo has a length that is half its width and an area of 8 in². The 2nd is a square with an area of 16 in². The 3rd has a width that is 2 inches less than the length and an

area of 24 in². What are the dimensions and area of the fifth frame? Explain your answer.

Unit 3: Lesson 1Decimals as Equal

Divisions

Targets:

I understand decimals as equal

divisions of a whole.

I can relate fractions and decimals.

Unit 3: Lesson 2Tyra and Kyle

bought packages of paper plates.

Each package had the same number

of plates. Tyra bought a total of

32 plates and Kyle bought a total of 56 plates. How

many paper plates could have been in

each package? Explain how you

found your answer.

Target:

I can model and identify equivalent

decimals

Unit 3: Lesson 2

Equate and Compare

Multistep Problem:Ty needs $115 for a

trip. He has $25 saved. To earn the

rest, Ty works 3 hours per day 3 days per

week. He received a $2 an hour raise and

now earns $8 an hour. For taxes, $5 per day is subtracted from his earnings. If Ty works

for one week, how many more days must he work to earn the

money?

Unit 3: Lesson 3

Targets:

I can read, write, and model whole

and decimal numbers.

I can compare and order decimals numbers.

Unit 3: Lesson 3Thousands to

Thousands

Reasoning:

A rectangle has a perimeter of 10 cm and an area of 6 cm². If the

length and width triple in length,

will the perimeter also

triple? If so, explain why.

Unit 3: Lesson 4

Targets:

I can find decimal sums and

differences.

I can estimate and measure lengths using metric units.

Unit 3: Lesson 4Adding and Subtracting

Decimals

Vocabulary:

meter (m)decimeter (dm)centimeter (cm)millimeter (mm)

Table 1_________

Table 2_________

Unit 3: Lesson 5

Algebra:

Write the rule for each given function

table below.

Input 2 4 7 8 10

Output 3 7 13 15 19

Input 3 5 6 8 10

Output 13 21 25 33 41

Vocabulary:

standard formword form

short word formexpanded form

Unit 3: Lesson 5Billions to Billionths

Targets:I can recognize

place values from billions to billionths.

I can read, write, compare, and order very large numbers.

I can represent numbers in

different ways.

Elapsed TimeWilson attended a seminar

that started at 8:30 A.M. The schedule of events is shown

below.

At what time did the seminar end?

Unit 3: Lesson 6

Seminar Schedule

Welcome 15 min

1st Meeting 2 hr 25 min

2nd Meeting 2 hr 35 min

Workshop 1 hr 20 min

Finale 25 min

Targets:

I can make the greatest and the least possible numbers using a given

set of numbers.

I recognize relationships among place values to

billions.

Unit 3: Lesson 6Use Place Value

The teacher had two pieces of fabric with equal lengths. She cut one into 10 equal pieces and the

other into 100 equal pieces. Carla used 7 out of the 10 pieces. Each piece

is 10 in. long. Rodrigo used 74 out of the 100

pieces. Each piece is 1 in. long. Who had fewer

inches of fabric remaining? Express this amount as a fraction and a decimal of

the whole piece.

Unit 3: Lesson 7

Targets:

I can align numbers to prepare for addition.

I can explain different methods for addition.

Unit 3: Lesson 7Add Whole Numbers and Decimals

What Went Wrong?Adam wanted to

place a fence around his garden that

measures 7.3 yd long and 2.5 yd wide. He found the perimeter

to be 1.96 yd. He knows this amount is incorrect. Why? What happened? Give the correct perimeter.

Unit 3: Lesson 8

Targets:

I can align numbers according to their

place values to prepare for adding.

I use and explain different methods for

addition.

Unit 3: Lesson 8Addition to Millions

Targets:

I explore the relationship between

addition and subtraction

I can explain solution methods for multi-digit subtraction

Unit 3: Lesson 9Subtract Whole and Decimal

Numbers

*Teacher note: Daily routine problem is the same as Lesson 8 (?)

Logic:

Franco, Tom, Gail, and Jaqui want to run

for club president, vice-president, treasurer, and

secretary. Gail does not want to be

treasurer or secretary. Tom does not want to be vice-

president or treasurer. How many ways can they run?

Unit 3: Lesson 10

Unit 3: Lesson 10Place Value Word Problems

Targets:

I can solve problems with large numbers and decimal

numbers.

I can write word problems.

Unit 3: Lesson 11Strategy Problem:

Each student needs 5 inches of string. Paul and

Mari did not have any. The teacher gave Paul ¼

of the string from the school supply closet.

Then Paul gave ½ of this to Mari. Mari had just

enough string. How much string is left in the school

supply closet.

Unit 3: Lesson 11Properties and Strategies

Targets:

I use the Commutative, Associative, and

Distributive properties to compute mentally.

I apply properties to real-world situations.

Vocabulary:

Commutative Property of

Addition

Associative Property of

Addition

Distributive Property

Unit 3: Lesson 12Mental Math:

Find the number that is 0.1 greater and the number that is 0.1 less than each of the given

numbers.

1. 6,789 ________ , ________

2. 874.025 ________ , ________ 3. 89,105.13 ________ ,

________4. 971,355.4 ________ , ________

Unit 3: Lesson 12Pictographs With Large

NumbersTargets:

I understand progressively larger increments to one

million.

I can read and construct pictographs with large

numbers.

Unit 3: Lesson 13

Alexis said she subtracted a 5-digit number from a 6-digit

number to find a 4-digit

difference. Is this possible?

Create an axample to

support your answer.

Unit 3: Lesson 13Round Numbers on Graphs

Vocabulary:

scale

estimate

front-end estimation

Targets:I can read scales

that show large rounded numbers

to 100 million.

I can identify the halfway point between two

numbers that are multiples of ten.

Estimate by rounding large

numbers.

Unit 3: Lesson 14

Dagmar factored 8, Gregg

factored 9, and Francesca

factored 10. They said that

the numbers all have the same

amount of factors. Is this

correct? Explain your

answer.

Unit 3: Lesson 14Bar Graphs and Rounding

Targets:

I can read and construct bar graphs with large numbers.

I can round numbers to the hundred

millions.

I can identify the halfway point with

numbers to the hundred millions.

Vocabulary:

bar graph

double-bar graph

Unit 3: Lesson 15 Linh has red, white,

and black shirts. She has khaki,

black, and white pants. She does

not wear the same color shirt

and pants together, and does not wear

white with black. Can she make 8 outfits? If not,

what could she do so she can?

Unit 3: Lesson 15 Round and Estimate with

Decimals

Targets:

I can use a number line and place value to round decimals.

I can estimate decimal sums and difference.

Unit 3: Lesson 16Geometry:

A given right triangle has a perimeter of 12

M and an area of 6 m². Is it

possible to make a rectangle that

has the same perimeter and

area? Give examples to support your

answer.

Unit 3: Lesson 16Discrete and Continuous Data

Vocabulary:

discrete datacontinuous

data

Targets:

I can compare and contrast discrete and

continuous data represented in tables

and graphs.

I can interpret double and triple line graphs.

I can make single line graphs.

Unit 3: Lesson 17Homework Review:

Tara earned twice as many points

as Jerome. Jerome’s points

are exactly three times more than Wylie’s points. Altogether they have 40 points.

How many points does each

person have?

Unit 3: Lesson 17Graph With Decimal Numbers

Targets:

I can round decimal numbers to the nearest tenth, hundredth, and

thousandth.

I can read and construct graphs with decimal scales and decimal

numbers.

Unit 3: Lesson 18Reasoning:

2.6581+14.7=17.3581

Write another addition problem

equaling the same sum. (Make sure you use decimal numbers in your

problem)

Unit 3: Lesson 18Classify Word ProblemsTargets:

I understand and apply a classification system for common addition

and subtraction situations.

I can solve word problems with both

additive and multiplicative comparisons.

Unit 3: Lesson 19In a toothpaste survey, 5 of the first 15 people

surveyed liked a toothpaste. If 30

people will be surveyed

altogether, predict the number of

people who will not like the

toothpaste. Give a reason to support

your answer.

Unit 3: Lesson 19Situation and Solution

EquationsTargets:

I can solve word problems with

unknown addends.

I can write a situation equation and convert it to a solution equation.

Vocabulary:

situation equation

solution equation

Unit 3: Lesson 20Estimation:

Victoria will serve 58 guests one mini hamburger. Each hamburger uses

1/8 lb of meat and a roll. Meat costs

$4.39 a pound and rolls cost $3.82 for

a package of 6. About how much will it cost to buy supplies for the

guests?

Unit 3: Lesson 20Comparison Problems

Targets:

I can solve addition and subtraction

problems mentally using place value

concepts.

I can represent and solve comparison word problems.

I understand and apply comparison

language.

Unit 3: Lesson 21Reasoning:

Describe two situations in which creating a line

graph is the best tool for displaying data.

Describe two situations in which a constructing a bar graph is the best tool for

displaying data.

Unit 3: Lesson 21Two-Step Word Problems

Targets:

I can write and solve word

problems that involve two

steps.

I can identify relevant

information in problems.

Vocabulary:

range

median

mode

Unit 3: Lesson 22Use Mathematical Processes

Targets:

I solve a variety of problems using mathematical concepts and skills.

I use the mathematical processes of problem solving, connections, reasoning and proof, communication, and

representation.

Vocabulary:

hypothesis