TEACHER: Debbie Marks / SUBJECT: 5th Grade Math
STANDARD:
·  5.NBT.2 – Explain patterns in the number of zeros of the product when multiplying a number by powers of 10 and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
STUDENT TARGET:
·  I can explain and demonstrate the pattern of 10 (zeroes) when multiplying.
·  I can explain why and how the decimal point moves when multiplying & dividing by powers of ten.
EVIDENCE OF MASTERY (MEASURABLE):
· 
SUB-OBJECTIVES, SWBAT
·  .
KEY VOCABULARY:
·  Value, thousandth, hundredth, tenth, one, ten, hundred, thousand, ten thousand, product, factor, quotient, dividend, divisor. / MATERIALS:
·  Base ten blocks
·  Cubes
·  Colored tiles
·  Beans
·  Decimal Cards
·  Individual white boards & markers
ENGAGE (MAKE CONTENT AND LEARNING RELEVANT TO REAL LIFE AND CONNECT TO STUDENT INTEREST)
BEFORE / TEACHER WILL:
·  POSE QUESTION: Eli earned $12.75 a day playing guitar at Encanto Grill. The customers enjoyed his music so much that the grill’s manager asked Eli to play 10 days a month for 10 months. . How much did Eli earn in 10 days? How much did he earn over the period of 10 months? If he continues to work the same amount of time for a period of 10 years, how much would he earn?
·  SAY: Working with your table group, use math manipulatives or drawings to model how you would solve this problem.
·  OBSERVE: small group work, asking questions as applicable.
·  ASK students to share their strategies (could do a gallery walk and let students look at and write questions about each group’s work)
·  CHALLENGE: Students to go back to their group and write numerical equations that represents their work. As they work, remind them to look for patterns.
·  ASK students to write their equations on the board.
·  ASK: What patterns did we see? Have students talk in their table group to answer the question. / STUDENT WILL:
·  USE math manipulatives of choice or a drawing to create a representation of this problem.
·  Share with class how they solved.
WRITE: three separate equations that explain their representation.
COMPARE: the answers to all three questions. Look for patterns.
DISCUSS: What patterns we saw.
CO-TEACHING STRATEGY IF APPLICABLE
DURING / TEACHER WILL
·  HAND OUT: Laminated place value charts.
·  ASK Students to
1.  Write the following decimal: 16.25 on their place value chart
2.  Multiply by 10. Write the product on your place value chart underneath the original number.
3.  Is your answer larger or smaller than 16.25? Which way did the decimal point move?
4.  Now multiply 16.25 times 1,000. Is your answer larger or smaller than 16.25? Which way did the decimal point move?
5.  What happens when you multiply by 100? 10,000? 100,000?
6.  Can you tell me what pattern you see? Talk to your shoulder partner.
·  ASK students to share the pattern. What do you think will happen if we divide a number by powers of ten? Let’s investigate!
·  ASK students to
1.  Write the following decimal: 25.361 on their place value chart
2.  Divide by 10. Write the quotient on your place value chart underneath the original number.
3.  Is your answer larger or smaller than 25.361? Which way did the decimal point move?
4.  Now divide by 100, 1000, 10,000
5.  Can you tell me what pattern you see? How did it compare with the pattern you found by multiplying a decimal by a power of 10? Talk to your shoulder partner.
·  ASK students to share the pattern with the class. / STUDENT WILL:
·  Write products in place value chart (one ten, six ones, two tenths, five hundredths)
·  Analyze products.
·  Pair/Share – discuss what patterns they saw.
·  Share out pattern/rules
·  Write products in place value chart (one ten, six ones, two tenths, five hundredths).
·  Analyze products.
·  Pair/Share – discuss what patterns they saw.
·  Share out pattern/rules.
CO-TEACHING STRATEGY IF APPLICABLE
AFTER / TEACHER WILL:
·  ASK: What patterns did you find when answering the questions? What tools or tricks did you use to answer the question? What can you tell me about Place Value based on your activity?
·  POSE: The following question as a Ticket Out The Door:
Two numbers multiply to make a product of 450,000. One of the numbers is a decimal. What two numbers could they be?
HOMEWORK: Use a calculator. How many ways can you make your calculator show the number 44.24 WITHOUT pressing the decimal point button? Write all the possible answers in your Math Interactive Notebook. Then write a paragraph explaining what happens when you multiply or divide a decimal by a power of ten. / STUDENT WILL:
DISCUSS & IDENTIFY patterns of 10.
SOLVE: Individually the Ticket out the Door.
INVESTIGATE: Powers of ten using a calculator.
CO-TEACHING STRATEGY IF APPLICABLE