Mathematics Instructional Design
Lesson Planning Template
Class: Grade 5
Lesson: 1-1
Date: 2016-2017
Important Mathematics to Develop
Essential Understanding: Basic facts and place-value patterns can be used to find products when one factor is a
multiple of 10, 100, or 1,000; an exponent with 10 as the base can be used to represent powers of 10.
Standards for Mathematical Practice and Content
5.NBT.A.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.
SMP.1 Make sense of problems and persevere in solving them.
SMP.2 Reason abstractly and quantitatively.
SMP.4 Model with mathematics.
SMP.5 Use appropriate tools strategically.
SMP.6 Attend to precision.
SMP.7 Look for relationships.
Learning Intention
We are learning that there are patterns in powers of 10.
Success Criteria
We are successful when we can write numbers using exponents.
Mathematical Task and needed material
Additional notes
Materials Needed
Place-value blocks (or Teaching Tools 4 & 5)
Vocabulary
Exponent
Power
Base
5/2016
Page 1 of 2
Launch (Solve and Share)
5 minutes
Give place-value blocks (or Teaching Tools 4 & 5) to each student or pair of students and watch for
who uses them to find powers of 10.
What is the problem asking you to do? [Find the product of 10 and 10, and the product of 10 and 100.]
What tools can you use to solve the problem? [ex: place-value blocks]
What place-value block could you use to represent 10? To represent 100? [10s blocks, 100s blocks.]
How can you find ten 10s and ten 100s? [ex: Multiply 10 X 10 and multiply 10 X 100.]
Begin with student solutions and project Victor’s and/or Gabrielle’s correct work (student solution in
TE, p.5) if needed.
When multiplying by powers of 10, the number of zeros in the product is the same as the total
number of zeros in the factors.
For early finishers: What is the product of 4 tens? 5 tens? What do you notice about the number of
zeros in each product? [ex: 10,000; 100,000; The number of zeros in the product is the same as the
number of 10s that I multiplied.]
Explore (Visual Learning Bridge)
Notes
Found On
Online at
PearsonRea
lize.com
(note the
student
work
samples are
a great way
to spur
dialogue if
needed),
SE/TE p. 5
15-20 minutes
A. What is the weight of the horse? [1,000 pounds.] Is the weight of the horse a power of 10? Explain.
[ex: Yes, 1,000 is a power of 10 because it can be formed by multiplying 10 by itself 3 times.]
B. Why would you use exponents to write the product when multiplying by a power of 10? [ex: Using
exponents is a simpler and shorter way to show multiplication of powers of 10.]
Found On
C. What patterns do you notice? [ex: The number of zeros in the factors is the same as the exponent.
The number of zeros in 5,000 is the same as the exponent when 5,000 is written as 5 times a power SE/TE p. 6
of 10.]
Prevent Misconceptions Students may have difficulty recognizing a number in its exponential form
and may think that 103 means 10 X 3 or 30. Remind students that the exponent represents the number
of times that the base number is multiplied. Have students write the factors for the exponential form,
10 X 10 X 10, in order to find the standard form of 1,000.
Summarize (Convince Me!)
5 minutes
Have students describe their solution process and/or work at the board. Ensure that verbal/visual
explanations make sense to all students.
Apply (Guided Practice)
Found On
SE/TE p. 6
30 minutes
#7: Error Intervention: If students have difficulty writing the standard form for each product, then
have them write out the factors for the exponential form for each power of 10. [ex: 9 X 102 = 9 X 10
X 10 = 900.]
#18: Remind students that the shape of the field is a rectangle. How many sides of the rectangle are 42
feet long? [2] How many posts are needed for these two sides? Explain [ex: 42 / 6 = 7, so 7 posts for
each side.] How many sides of the rectangle are 36 feet wide? [2] How many posts are needed for
these two sides? Explain. [ex: 36 / 6 = 6, so 6 posts for each side.]
#19: Ask the students to write the product 9 X 106 (9,000,000) and then check that the number of
zeros in their answer is the same as the exponent.
#21: What expression models the time it takes Isaac to ride his bike down the hill? [ex: 5 X 10.] What
expression models the time it takes Isaac to ride his bike up the hill? [ex: 10 X 10.] What equation can
you write to model your work? [ex: (5 X 10) + (10 X 10) = 50 + 100 = 150.]
#22: If students have difficulty thinking of all the numbers that round to 12,000 when rounded to the
nearest hundred, ask them if that is the least number that will round to 12,000 when rounded to the
nearest hundred. Repeat for a number greater than 12,000.
5/2016
Circulate
&
Generate
Dialogue
Among
Students
Found On
p. 7-8
HW: Use
the on-level
assignment
items (p. 9)
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