1. Topic A Multiplicative patterns on theplace value chart STANDARD - 5.NBT.1, 5.NBT.2, 5.MD.1

2. Objective: U se exponents to name place value units and explain patterns in the placement of the decimal point. Grade 5 Module 1 Lesson 3

3. MATERIALS NEEDED FOR THIS LESSON P ersonal White Boards Teacher Student Teacher Pages Student Pages Sprint A & B Problem Set Exit Ticket Homework

4. Fluency Practice (15 minutes)

5. 1 minutes Do as many problems as you can. Do your personal best. Take your mark! Get set! THINK! Multiply by 3 SPRINT A 3.OA.7 8 minutes

6. 1 minutes Do as many problems as you can. Do your personal best. Take your mark! Get set! THINK! Multiply by 3 SPRINT B 3.OA.7

7. State the Unit as a Decimal 5.NBT.2 4 minutes 9 tenths = ______ 10 tenths = ______ 11 tenths = ______ 12 tenths = ______

8. 18 tenths = ______ 28 tenths = ______ 58 tenths = ______

9. 9 hundredths = ______ 10 hundredths = ______ 20 hundredths = ______ 60 hundredths = ______

10. 65 hundredths = ______ 87 hundredths = ______ 118 hundredths = ______

11. Multiply and Divide by 10, 100, 1000 5.NBT.2 3 minutes two 1 thousandths ____________ x 10 = ___________

12. four 1 thousandths ____________ x 100 = ___________

13. ____________ x 1000 = ___________ four 1 thousandths

14. 1.024 x 100 = ______ 1.004 x 1000 = ______

15. 1.324 x 10 = ______ 1.324 x 100 = ______ 1.324 x 1000 = ______

16. 4 10 = ______

17. 4.1 100 = ______ 4.1 10 = ______ 4.1 1000 = ______

18. 123 1000 = ______

19. Application Problem (7 minutes) Jack and Kevin are creating a mosaic by using fragments of broken tiles of art class. They want to have 100 sections. If each sections requires 31.5 tiles, how many tiles will they need to complete the mosaic? Explain your reasoning with a place value chart.

20. Concept Development (28 minutes)

21. Problem 1 10 10 x 1 100 10 x 10 10 x ___ = 10 10 x ___ = 100 click yellow box the reveal

22. Using only 10 as a factor, What would the multiplication sentence be for 1000? 1000 10x10x10 10 10 x 1 100 10 x 10

23. Using only 10 as a factor, What would the multiplication sentence be for 10,000? 1000 10x10x10 10 10 x 1 100 10 x 10 10,000 10x10x10x10

24. Using only 10 as a factor, What would the multiplication sentence be for 100,000? 1000 10x10x10 10 10 x 1 100 10 x 10 10,000 10x10x10x10 100,000 10x10x10x10x10

25. Using only 10 as a factor, What would the multiplication sentence be for 100,000? 1000 10x10x10 10 10 x 1 100 10 x 10 10,000 10x10x10x10 100,000 10x10x10x10x10 1,000,000 10x10x10x10x10x10

26. Problem 2 ten to the fifth power ten to the third power ten to the seventh power

27. Problem 3 Work with your partner to write 10 x 100 using an exponent Work with your partner to write 100 x 1000 using an exponent

28. Problem 4-5 3 x 102 3.4 x 103 Compare this expression to the ones we've already talked about 3 x 102 Write without using exponent. What's the product? If you know 3 x 100 is 300, then what is 3 x 102 pull

29. Solve: 3.4 x 103 = ______ 4.021 x 102 = ______

30. Problem 6-7 700 102 Write without using an exponent. find the quotient if 700 100 is 7, then what is 100 102 ?

31. 7.1 102 = Solve:

32. Problem 8-9 Complete this pattern: 0.043 4.3 430 _____ _____ _____

33. Complete this pattern: 6,300,000 ________ 630 6.3 _____

34. Problem Set (10 minutes) Do Your Personal Best (Complete independently!)

35. Student Debrief (10 minutes) How are the patterns you discovered in #3 and #4 in the problem set alike? Explain the relationship between the exponents and the number of the places the digit shifted when you multiply or divide by a power of 10? How would you write 1000 using exponents? How would you write it as a multiplication sentence using only 10 as a factor? What is an exponent and how can exponents be useful in representing numbers?

36. EXIT TICKET (3 minutes) Complete the exit ticket and turn in...

37. HOMEWORK