When I give the signal I want you to show me your fist-to-five response.” If you have an idea but are not too sure, you can raise three or four fingers like this. If you do not have any idea what it is, raise your hand and show me zero fingers by closing your fist like this. If you are very sure you know and could even give me an example, raise your hand and show me all 5 fingers like this. “By a show of fingers I want you to let me know how certain you are that you know what an exponent is. Gauge student understanding of exponent by using the fist-to-five method. “I want you all to think about what an exponent is.” “Who remembers what a quotient is?” ( The answer to a division question.) Can somebody remind us what a product is?” (The answer to a multiplication question.) There are some vocabulary words we should review before we start. “Today we will be starting a new math lesson. An exit ticket is provided to check understanding and remediation and expansion activities are available, as necessary, in the Extension section.Īs you begin the lesson, display the words product, quotient, and exponent on the board. Students develop strategies that they will share, summarize, and use in practice. Students identify patterns in products and quotients using powers of ten.
Hands-on work with base-ten blocks will reinforce the concept of multiplying by powers of ten and enable students to visualize the process. The Routine suggestions are available for reinforcement and practice of lesson concepts at any time throughout the school year. The Expansion is intended for use with students who show proficiency and wish to be challenged beyond the requirements of the standard. Use the Small Group exercises with students who may benefit from additional practice. The lesson may be tailored to meet the needs of your students using suggestions in the Extension section. You may use these results to determine if reteaching will be necessary at a later time. Students will complete an exit ticket to demonstrate what they have learned. This will also provide an opportunity to identify any concepts from the lesson that need reteaching, reinforcement, or clarification before final evaluation. Students review what they learned by completing the Power of Ten practice sheet. As students explore different ways to represent a number, they gain fluency in working with base ten and a better understanding of place value. Students practice regrouping and making multiple representations of the same problem. Students work together with base-ten blocks to represent different multiplication problems. Base-ten blocks will also be used to hook students into a meaningful exploration and discovery about multiplication by tens. Students will investigate patterns that emerge when multiplying numbers by 10 and powers of 10. The purpose of the lesson is to explore how multiplying by 10 and powers of 10 affect movement of the decimal point. Scaffolding, Active Engagement, Modeling, Formative Assessment W: The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.
student copies of the Power of Ten practice sheet ( M-5-5-2_Power of Ten Practice and KEY.docx).student sets of base-ten blocks or use paper base-ten blocks, either cut apart ahead or plan time for students to do it ( M-5-5-1_Paper Base-Ten Models.docx).teacher set of base-ten blocks or use virtual set on the interactive whiteboard.calculators for students or one that displays on the overhead or interactive whiteboard.student copies of Vocabulary Journal pages ( M-5-5-1_Vocabulary Journal.docx).
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