Multiplying by 1000s: The Power of 1000s (Day 3)

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Objective

Students Will Be Able To use the expanded form of multi-digit numbers to solve multiplication.

Big Idea

While some students can use the standard algorithm for multiplication a lot of students have a hard time seeing why it works. Using the expanded form of a number helps students see the work.

Language Objective and Prior Knowledge

Language Objective: Students will be able to express numbers in expanded form in order to solve multi-digit multiplication problems. Students will use powers of 10s to solve multiplication problems.

Prior Knowledge: Students will use basic knowledge of multiplication facts, power of 10, multiplication.

Math Blast - Lesson Activator

15 minutes

MathBlast 16 Number of the Day 

Math Blast is 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

10 minutes

Andy Warhol’s Soup Cans

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

10 minutes

Concept: rounding to the nearest 10s, 100s, 1000s to estimate is a tool that adults use in the real world. Use a real world problem to show how and why we use estimation in simplify our lives.

Script, if needed: Before I became a teacher, while I took a break from designing clothing I worked as a muralist. I would be hired by interior designers to go into homes to paint murals in dining rooms, bathrooms, kids rooms…you name it. But before I would go and do the job I would have to submit a bid to see if they people wanted me to start the work. But trying to exact bids is a lot of work so I would estimate how much job would cost. I used a chart like this:

See payment/charge form to show students how this would work.

Work It Out

40 minutes

Give students three projects to price out:

  1. We are painting in a master bedroom (adult) and we are doing a very detailed pattern that is design matching fabric being used in the room.  The wall space (Linear) is square room that is 30 feet x 10 feet. Use the perimeter as your guide. The walls are 12 feet tall and we are painting all of it. What is our estimated total?
  2. We are painting a kitchen pattern. It is an easy, simple border design. The wall measurements add up to 232 linear feet. We are only painting 2 feet of the wall height. What is our estimated total?
  3. We are going into a house and painting three rooms. The design is a medium design with a little bit of design but more color. Each room is the same size: 12 by 10. Figure out the perimeter for each room and figure out the estimated total for the entire project. And, yes, we are painting the entire wall which is 10ft tall.

Closing The Deal

10 minutes

Have a discussion about why we would estimate and when we think it would be a good tool to use? When would you not use estimation?  

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.

Quick Assessment

5 minutes

The Post-It Poster: 2354 x 21, 2354 x 210, and 2354 x 2100. Estimate and multiple!  

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.