Powers of Ten Tasks Math Lesson

Author:KerryMessick
Datecreated:11/05/20166:51PMEDTDatemodified:11/29/20168:56AMEDT

VITALINFORMATION
Grade/Level Grade 5

Time Allotment 1 class periods. 1 Hr. per class.

Subject(s) Mathematics

Topic The topic of this lesson is using the powers of ten to complete math tasks.

Lesson Concept(s) Concepts of the powers of ten will be applied to real world problems involving traveling and sports statistics.

Essential Questions How might the powers of ten be used in travelling?

How might the powers of ten be used in sports?

Time-wise, which method is more efficient: standard form or base-ten?

Prerequisite Skills and/or Students should have prerequisites skills of using the powers of ten and applying that knowledge to solve problems. Also,
Concepts students should have understanding of numerical sequence, mathematical reasoning, writing, and numerical operations with
decimal numbers, and rounding.

Materials for Students Pencil

Powers of Ten Task sheet

National League Champions sheet

Teacher Resources
Materials and resources:
Powers of Ten Task sheet
National League Champions sheet
pencil
document camera
Technology resources:
Document Camera
The number of computers required is 1.

STANDARDSANDOBJECTIVES/LEARNINGOUTCOMES
Lesson Students will accurately problem-solve the math tasks on the worksheets to show mathematical reasoning, logic, skill, and
Objective(s)/Learning understanding of numbers in base ten standards.
Outcomes (ABCD)
Standards MD- Maryland College and Career Ready Standards - Math and ELA/Literacy (2013)
Subject: Mathematics
Grade: Grade 5
Domain: Number and Operations in Base Ten 5.NBT
Cluster: Understand the place value system.
Standard:
1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10
of what it represents in the place to its left.

Standard:
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.

Standard:
3. Read, write, and compare decimals to thousandths. a. Read and write decimals to thousandths using base-ten numerals, number names,
and expanded form, e.g., 347.392 = 3 100 + 4 10 + 7 1 + 3 (1/10) + 9 (1/100) + 2 (1/1000). b. Compare two decimals to thousandths
based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

Domain: Measurement and Data 5.MD

Cluster: Convert like measurement units within a given measurement system.
Standard:
1. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use
these conversions in solving multi-step, real world problems.

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ASSESSMENT
Assessment/Rubrics
PROCEDURES(WithAttentionToUDL)
Introductory Activities
(Engage)
Teaching Activities
(Explore, Explain, Elaborate)
Closure Activities (Evaluate)
Differentiated Instruction
REFLECTION
I will be formatively assessing by observing the students working their groups at their tables.
I will be summatively assessing by checking the worksheet together and hearing the students reasoning behind their
problem-solving. I will also be collecting their work.
Engage:
1. Begin with explaining that we will continue to work with base-ten in math class today. We will be applying our knowledge
to some real-world problems.
I will take this time to point out the anchor charts around the room that should be used as references if they are confused or
if there are misconceptions.
2. Ask the essential questions:
How might the powers of ten be used in travelling?
How might the powers of ten be used in sports?
Time-wise, which method is more efficient: standard form or base-ten?
3. Pass out the first worksheet: Powers of Ten Task
Explain:
4. Have students work at their table arrangement of desks to solve the problems on the sheet. Have a small group go to the
back table with me (group of four: J.T., H.W., A.H., and B.R.).
5. Allow students times to complete the tasks, if some students finish early-give them the next worksheet.
Explore:
6. After 30 minutes of work, the first worksheet should be completed. We will check this together. I will use the document
camera to project our work on to the front board.
Elaborate:
7. Have students share their answers and work the problems using a new sheet and the document camera. Have students
explain the work that they are sharing.
8. Collect these finished papers.
9. Pass out the next worksheet and repeat the same process. If we run out of time, we will continue with it the next day.
10. Ask the essential questions again upon completing this work to see if anyone's opinion has changed and conclude the
lesson:
How might the powers of ten be used in travelling?
How might the powers of ten be used in sports?
Time-wise, which method is more efficient: standard form or base-ten?
Special needs students: These students will be working in a small group with myself so that they will have more scaffolding for completing the tasks.
Learning styles: Visual, auditory, and kinesthetic will all be accommodated in the group work setting. They will be able to see the work, hear their peers'
reasoning, and be in a flexible work environment.
ELL students: There are no ELL students in this class but if there were, I would have them work in my small group and have a translated worksheet. Or, I
would place them in a group with a strong mathematically-skilled student if they were proficiently literate with translation software to effectively
communicate with their peers.
Gifted/talented learners: These students will be accommodated by working in groups and being able to take on a leadership role or work independently
at their own pace.
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Reflection Small group instruction was successful with students that struggle with reading and writing. Next steps are to evaluate the
scores of the students work. If scores are successful, whole-number multiplication will be the next step. Whole numbers will
be up to two or threee digit and multiplied using the standard algorithm. The lesson objectives were met because upon
evaluating scores, all students passed and showed understanding of base ten operations.

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