Lesson 3 Homework 5.1 Answer Key

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The answer keys for Lesson 3 Homework 5.1 are available on NYS Common Core Mathematics Curriculum. NYSED has provided curricular modules and units in P-12 math and ELA. The curricular modules here can be adopted or adapted for local purposes.

In this case, the Lesson 3 Homework 5.1 answer keys are provided to help schools and districts to implement the Common Core curriculum. Aside from that, the students who learn math based on the Common Core curriculum will get easier to learn and practice a lot.

Are you looking for the answer keys for the Lesson 3 Homework 5.1, based on the Common Core curriculum? If so, you’re at the right page, as this post will give you a list of Lesson 3 Homework 5.1 answer keys. Here you go!

Here’s a List of Lesson 3 Homework 5.1 Answer Keys!

1. Write the following in exponential form (e.g., 100=10o)

a. 1000 =
b. 10 x 10 =
c. 100,000 =
d. 100 x 10 =
e. 1,000,000 =
f. 10,000 x 10 =

The answers are:

a. 1000 = 103
b. 10 x 10 = 102
c. 100,000 = 105
d. 100 x 10 = 103
e. 1,000,000 = 106
f. 10,000 x 10 = 105

2. Write the following in standard form (e.g., 4 x 102 = 400)

a. 4 x 103 =
b. 64 x 104 =
c. 5300 / 102 =
d. 5,300,000/ 103 =
e. 6.072 x 103 =
f. 60.72 x 104 =
g. 948 / 103 =
h. 9.4 / 102 =

The answers are:

a. 4 x 103 = 4,000
b. 64 x 104 = 640,000
c. 5300 / 102 = 53
d. 5,300,000/ 103 = 5,300
e. 6.072 x 103 = 6,072
f. 60.72 x 104 = 607,200
g. 948 / 103 = 0.948
h. 9.4 / 102 = 0.094

3. Complete the patterns:

a. 0.02 – 0.2 – (…..) – 20 – (…..) – (…..)
b. 3,400,000 – 34,000 – (…..) – 3.4 – (…..)
c. (…..) – 8,570 – (…..) – 85.7 – 8.57 – (…..)
d. 444 – 4440 – 44,400 – (…..) – (…..) – (…..)
e. (…..) – 9.5 – 950 – 95,000 – (…..) – (…..)

The answers are:

a. 0.02 – 0.2 – (2) – 20 – (200) – (2,000)
b. 3,400,000 – 34,000 – (340) – 3.4 – (0.034)
c. (85,700) – 8,570 – (857) – 85.7 – 8.57 – (0.857)
d. 444 – 4440 – 44,400 – (444,000) – (4,440,000) – (44,400,000)
e. (0.095) – 9.5 – 950 – 95,000 – (9,500,000) – (950,000,000)

4. After a lesson on exponents, Tia went home and said to her mom ‘I learned that 104 is the same as 40,000.’. She has made a mistake in her thinking. Use words, numbers or a place value chart to help Tia correct her mistake.

The answer is:

104 = 10,000

*not multiplying by the 4

5. Solve 247 / 102 and 247 x 102 ?

a. What is different about the two answers? Use words, numbers or pictures to explain how the decimal point shifts.

The answer is:

÷results in a smaller # (247 ¸ 102 = 2.47)

X results in a larger # (247 x 102 = 24,700)

b. Based on the answers from the pair of expressions above, solve 247 ¸ 103 and 247 x 103 .

The answer is:

247 ¸ 103 = 0.247

247 x 103 = 247,000

Okay, those are all answer keys for Lesson 3 Homework 5.1 based on Common Core Standard Curriculum. If you want more answer keys for other lessons, you can see and download the answer keys HERE.

About Common Core Curriculum

The Common Core Curriculum focuses on a clear set of math concepts and skills. With this curriculum, the students will study concepts in a more organized way both across grades and during the school year. Additionally, the standards are going to encourage students to resolve real-world problems.

The Common Core curriculum is built to improve mathematics achievement in the United States. This curriculum promises to increase the mathematics education in the United States to become substantially more focused and coherent. Well, the Common Core curriculum of Mathematics standards are designed to handle the curriculum problem that is ‘a mile wide and inch deep’.

The new standards of the Common Core curriculum build on the best of high-quality math standards from states across the country. The standards also encourage the most essential international models for mathematical practice.

They also focus on research and input from a number of sources such as scholars, state departments of education, professional organization, assessment developers, educators, parents and students as well as the members of the public.

Moreover, the mathematics standards are actually providing clarity and specificity rather than broad general statements. They try following the design that is envisioned by William Schmidt and Richard Houang (2002).

Then, it is not only stressing conceptual understanding of key ideas, but also returning to organizing principles by continually like the laws of arithmetic and place value to structure these ideas.

There are the optional curriculum materials based on the Common Core Standards Curriculum:

  • To support learning and teaching in Pre-K through Grade 12 classrooms across New York State. It also provides access to sequenced, content-rich, spiraled, instructional practices and statewide curriculum programming which support the attainment of the CCLS and align to the Board of Regents’ strategic goals.
  • Include learning and teaching experience which scaffold P-12 grade levels, are focused on projecting a trajectory of learning standards and on P-12 learning progressions in each content area like English Language Arts & Literacy and Mathematics.
  • To incorporate curriculum maps, performance tasks, lesson plans, samples of student work, scaffolding materials and other classroom artifacts. Moreover, the latest developed modules are going to provide curriculum and instructional resources that are targeted to address all students within any classroom settings.
  • To emphasize resources planned and developed based on the principles of Universal Design for Learning (UDL). It can also be used by all students including English language learners (ELL), Students with disabilities (SWD), Accelerated learners and for students who  achieve and perform below grade level.

Here are the curriculum modules:

  • Lesson plans
  • Lesson plan that supports  materials such as homework, class work, and others.
  • Module framing/overview documents
  • Year-long scope and sequence documents
  • Performance tasks
  • Scaffolding ELA EngageNY Instruction for English Language Learners/Multilingual Language Learners

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