Observation	Next Unit Supports	Assessment item(s) (standard assessed)
Students are able to identify some of the correct statements, but show they may not yet be consistently reasoning about the place value of decimals when comparing numbers. For example, students may show they are reasoning about the value of whole numbers (208 > 45) or they may show that the larger or smaller values need to be first in an inequality.	During Center Choice Time in the next unit, invite previously selected students to play Greatest of Them All, Stage 4 or Get Your Numbers In Order, Stage 5. Give students access to hundreds grids and number lines. While students are playing, ask them to describe their strategy to compare the decimals. As needed, prompt students to represent the decimals on a hundreds grid to determine which one has a greater value. Ask, “How many tenths does each number have? How does comparing the digits in each place help you determine which number has a greater value?”	1 CCSS.5.NBT.A.3.bCA.5.NBT.3.b.
Students identify how a decimal number would be represented in words, but do not yet correctly identify the expanded form of the number.	During Center Choice Time in the next unit, invite selected students to revisit the Cool-down from Unit 5 Section A that shows a diagram on a hundreds grid and asks students to represent the number in different ways. Prompt students to make the connection between each form of the number and the diagram. Ask students where they see each part of the expanded form in the diagram and how it is represented in word form. For additional practice, invite students to play Greatest of Them All, Stage 4 and to represent each number in expanded form before comparing. Give students access to hundredths grids as needed.	2 CCSS.5.NBT.A.3.aCA.5.NBT.3.a.
Students are able to round a decimal number to the nearest whole number, but show they may not yet be rounding to the nearest tenth or hundredth using what they know about place value.	During Center Choice Time in the next unit, invite selected students to play Tic Tac Round, Stage 3. While students are playing, provide access to number lines and ask questions such as, “Which two tenths would this number fall between? Is it closer to ____ tenths or ____ tenths?” Emphasize reasoning that focuses on where the number would fall on the number line and which number it is closer to.	3 CCSS.5.NBT.A.4CA.5.NBT.4.
Students may not yet use fluent or reliable strategies when adding or subtracting decimals whether or not they require composing or decomposing units. For example, students show they can use the standard algorithm for addition or subtraction with whole numbers, but make computation errors because they do not yet attend to the place value of the digits before they compute.	While working on adding and subtracting fractions in Unit 6, Section B, ask students to share how adding decimals is similar to adding fractions to help make the connection that you can only add or subtract things that are the same unit. Emphasize that when you add and subtract decimals you can only add or subtract digits in the same place because they have the same value. For additional practice adding and subtracting decimals, invite previously selected students to play Jump the Line, Stage 3 or Target Numbers, Stage 8 or 9. While students are playing, ask them to explain why you can only add or subtract digits that are in the same place.	4,6,7,8 CCSS.5.NBT.B.7CA.5.NBT.7.
Students may decompose two decimals and multiply the whole numbers first, but may not keep track of the size of the decimal when determining the product. For example, students think of 0.4 × 0.5 as (4 × 0.1) × (5 × 0.1) and multiply 4 × 5 to get 20, but they do not yet recognize that the product should be 20 hundredths (20 × 0.01 is 0.2).	During Center Choice Time in the next unit, invite selected students to revisit the Multiply More Decimals Cool-down from Unit 5 Section C. Ask students to explain how they know the two expressions in problem 1 are equivalent without finding the value. Ask students to explain why the second expression, (25 × 64) × 0.01, would be helpful to find the value of the original decimal multiplication problem. Then have students use that strategy to find the value of 2.5 × 6.4.
Students may be able to divide a decimal by a whole number using place value reasoning or the relationship between multiplication and division, but they may not be able to divide a whole number by a decimal because they may not recognize the relationship between the decimal divisor and the quotient. For example, when finding the value of 3 ÷ 0.1, students may not recognize that the divisor represents the size of the group, so they do not yet think of the quotient as the amount of 0.1s there are in 3.	During Center Choice Time in the next unit, invite selected students to revisit the division questions from the assessment. Ask students to explain the meaning of the dividend and divisor in each division expression on the assessment. Prompt students to come up with a simple context that one of the expressions would represent to highlight the meaning of the dividend and divisor. Have students explain how each part of the expression (numbers and symbols) matches the context they created. Then have students find the value of the division questions on the assessment emphasizing the ways the contexts help them as they correct their work.
Students may know that a digit in the ones place represents 10 times as much as it represents in the place to its right and that it is \(\frac{1}{10}\) of the digit to its left but may not be able to recognize when a digit is \(\frac{1}{1,000}\) of another digit.	In Unit 6 Section A, invite students to review the question from the assessment. Ask students to explain which statement is correct and how they know. For additional practice, prompt students to play Mystery Number, Stage 6. While students are playing, encourage them to give clues that compare digits using the vocabulary ten times as much or \(\frac{1}{10}\) as much during Center Choice Time in the next unit.	5 CCSS.5.NBT.A.1CA.5.NBT.1.

5.5 End-of-Unit Assessment Guidance