Multiplying By 100s: The Power of 100s (Day 2)
Lesson 5 of 19
Objective: Students Will Be Able To Multiply by powers of 100 to find products. Students will be able to identify a pattern when multiplying by 100s. Students will be able to break apart three digit numbers in order to multiply to find a product.
Language Objective: Students will be able to take a three digit number and put it into extended form in order to simplify multiplication steps.
Prior Knowledge: Basic knowledge of multiplication facts. Multiplying by 10s.
MathBlast 15 Number of the Day
Math Blastis a quick, fun, fast-paced math game! Every day starts with a Number of the Day. This is the tool I use to not only recall, reteach and pre-teach but it is my way to start classroom management. Students know the expectations of how to come in and get right to work. I do not have to spend any time waiting for students to get ready. Class starts immediately. And since I include music students are really engaged. I also encourage students to support each other for those struggling learners. This is also a great vehicle to expose students to concepts that I know will show up in state testing so that when we do get to these lessons students have already seen the work. Math Blast’s progression goes from easy to hard on the difficulty scale!
Students use a white board and divide it up as follows:
This space students write in the number of the day.
This section is the factors of the number of the day.
This section the students put the number of the day over 100.
This section students write if the number is Prime, Composite or Square.
Using the fraction, students write it as a decimal and a percentage.
This section the students put the above fraction in Lowest Terms if possible.
See, Think, Wonder
I end Math Blast and lead into my lesson with a See, Think, Wonder. The art is choose always relates to the unit I am teaching. It is a real fun way to get your students to think deeper about a subject without them knowing that they are doing it.
The SEE part is pretty basic thinking, I see….
The THINK part gets them thinking a little deeper. This art makes me think about….
And the WONDER gets them really thinking deeper. This art makes me wonder if…. It is my way to getting their brains ready to think about math and I find that the transition is great. It is also a quick chance to expose my students to different types of art.
Note: You don’t have to use art; I use art because I am passionate about art. Use
examples of things that ignite your passion!
The Elevator Speech
Concept: The idea of x10 is the same as x100: In the lesson before this lesson (Day 1) each student (pretending to have super power strength) counted how many times they could hop in one foot for one minute. Then they calculated how many they might be able to do in an hour by multiplying by 60 (minutes) and then for a day (x24 hours) Today students will work on one year, 10 years, 100 years, and 1000 years
Work It Out
Have students locate their total from yesterday. Tell them that today we're going to see how many we can do in a year based on our total from yesterday which covered a year. Once you have the total for a year and you can have them figure out 10 years than 100 years, than 1000 years.
When students finish this work they will work in a team (of 2) to come up with their own count. Talk about what is a good count and what wouldn't make a good count (like minutes holding breath as this is not possible). Challenge them to be creative: jumping jacks, push-ups, snapping, tapping a pen, etc.. Once they have done the count, have them figure out: 1 hour, 1 day, 1 year, 20 years, 300 years, and 4,000 years.
Closing The Deal
The Closing It section of the lesson is very important. This opportunity allows you to bring the class back together and have them make the connection to the learning objective of the day. You should also make sure that you make a connection to the word of the day. This closing gives students the opportunity to make the connection to the launch and they work that they did. It is also another chance to give a quick formative assessment to check for understanding.
Ask the students what observations they made while working with 10s, 100s, and 1000s. See if anyone can make a ‘rule’
The Post-It Poster: 243 x 20 and 321 x 400
The Quick Assessment is supposed to be quick and on the easy to medium difficulty level. You are checking to see if students understand the basic concept of the lesson. If you make the problem difficult you are adding a different level of assessment. If you are teaching a higher level class adding a difficult layer might be appropriate but please note that I do not find it necessary to add this level.