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  

 

Lesson 2 Sprint NYS 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.21

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1

Lesson 2 Sprint NYS 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.22

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2

Lesson 5 Pattern Sheet NYS 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.37

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3

Lesson 6 Pattern Sheet NYS 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.49

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4

Lesson 7 Sprint NYS 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.61

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5

Lesson 7 Sprint NYS 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.62

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6

Lesson 11 Sprint NYS 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.18

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7

Lesson 11 Sprint NYS 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.19

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8

Lesson 15 Sprint NYS 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.30

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9

Lesson 15 Sprint NYS 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.31

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10

Lesson 16 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 5

Lesson 16: Use divide by 10 patterns for multi-digit whole number division. Date: 7/4/13

2.E.8

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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 =

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Lesson 16 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 5

Lesson 16: Use divide by 10 patterns for multi-digit whole number division. Date: 7/4/13

2.E.9

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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

Lesson 28 Sprint NYS 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.8

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13

Lesson 28 Sprint NYS 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.9

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14

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