1. Decimals Lesson 3
Learning Target: Use exponents to name place value units and explain patterns in the placement of the decimal point. .

2. Fluency Sprint: Let’s multiply by 3’s!

3. Fluency: State the Decimal Choral Response
We are going to decompose numbers in to different units. Let’s try one together: Write 9 tenths = ____. Answer 0.9 (zero point nine) Write 10 tenths = ____ Answer 1.0 ( 1 whole or one point zero)

4. Fluency: State the Decimal Choral Response
Write Write 12 tenths = ____ Answer 1.2 ( 1 whole and 2 tenths) (Write 18 tenths = ____. Answer 1.8 ( 1 whole and 8 tenths) Write 28 tenths = ____. Answer 2.8 ( 2 wholes and 8 tenths)

5. Fluency: State the Decimal Choral Response
Write 11 tenths = ____. Answer 1.1 (one point one or 1 whole and 1 tenth) Write 58 tenths = ____. Answer 5.8 (5 point 8 or 5 wholes and 8 tenths) Write 9 hundredths Answer 0.09 (zero point zero nine)

6. Fluency: State the Decimal Choral Response
Write 10 hundredths = __________. Answer 0.10 not 0.01 Write 20 hundredths = __________. Answer 0.20 not 0.02 Write 60 hundredths _________. Answer 0.60 not 0.06

7. Fluency: State the Decimal Choral Response
Write 65 hundredths = __________. Answer 0.65 not Write 87 hundredths = __________. Answer 0.87 not Let’s blow your mind…..ready????? Write 118 tenths =_________. Answer 11.8 not 1.18

8. Fluency: Multiply and Divide by 10, 100, and 1000
Log into the i-respond remote and wait for teacher.
0.04 x 100 =
1.024 x 100
1.324 x 100
0.04 x 10=
1.004 x 10

9. Fluency: Multiply and Divide by 10, 100, and 1000
4 ÷ 10=
41 ÷ 1000
123 ÷ 1000
4.1 ÷ 10=
4.1 ÷ 100

10. Application: put it into practice.S
Jack and Kevin are creating a mosaic by using fragments of broken tiles for art class. They want the mosaic to have 100 sections. If each section requires 31.5 tiles, how many tiles will they need to complete the mosaic? Explain your reasoning with a place value chart.

11. Concept Lesson
Fill in the missing factor. 10 × ____ = x ______ = 100 __ x __ x __ = 1000

12. Do you notice any patterns? Turn and share with your elbow partner.
Concept Lesson
Do you notice any patterns? Turn and share with your elbow partner.
How many factors of 10 did we have to multiply to get to 1000?
10 x 10 x10
How many factors of 10 do we have to multiply to get 10,000?
10, x 10 x 10 x 10

13. Concept Lesson
We can use an exponent to represent how many times we use 10 as a factor. We can write 10 x 10
As 10²
What does the exponent have to do with the number of tens in 10 x 10?

14. Concept Lesson Challenge: Multiply 10 one hundred times.
Wait…. Could we just write that as an exponent instead?
How do you think you would represent the following as exponents?
10 x 10 x 10?
10 x 10 x 10 x 10?
10 x 10?

15. Problem Set #3
Write ten to the fifth power as a product of tens.
= 10 x 10 x 10 x 10 x 10
How could you write this expression using an exponent?.
10 x 100
10 x 10²

16. Problem Set #3 How could you write this expression using an exponent?.

17. Problem Set #4-5
Compare these expressions with the ones we’ve already done? How are they similar & different?
3 x 10²
3.4 x 10³

18. Problem Set #4-5 What’s another way to write the expression 3 x 10².
Find a partner……
What’s another way to write the expression 3 x 10².
What’s another way to write the expression 3.4 x 10³ .
What’s another way to write the expression x 10²

19. Problem Set #6-7
Find a new partner……
Write 700 ÷ 10² without using an exponent and find the quotient..
700 ÷ 100 = 7
Use what you know about exponents to solve 7.1 ÷ 10².
7.1 ÷ 100 = 0.071

20. Problem Set #8 challenge
Find a new partner…..
Complete this pattern:
_________ _________ __________
What pattern do you notice?
How is the value of the 4 changing as we move to the next term
in the sequence?

21. Problem Set: 10 minutes

22. Exit ticket: turn in