# Dividing by 100s, Powers of 10s (Day 2)

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## Objective

Students Will Be Able To see patterns in dividing with 100s & 1000s.

#### Big Idea

Patterns in Dividing with Powers of Tens

## Language Objective and Prior Knowledge

Language Objective:  Students will demonstrate the use and understanding of academic language while explaining their thinking about division, ex: divisor, dividend, quotient, and remainder.

Prior Knowledge: Multiplication facts. Bar modeling, basic rules of division.

## Math Blast - Lesson Activator

15 minutes

MathBlast 20 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.

Math Blast is also a great vehicle to expose students to concepts that I know will show up in state testing. This year, when we do get to these topics 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

5 minutes

Andy Warhol's Lips

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: Find patterns when dividing by 100 and 1000: for example  5000 ÷ 100 & 5000 ÷ 1000, 12000 ÷ 100 & 12,000 ÷ 1000, 43,000 ÷ 100 & 43,000 ÷ 1000.

Put this into a chart, either on a white board or doc camera:

 4 and 5 digit Numbers (repeat each number twice) Divided by Answer What you noticed 5000 ÷ 100 50 5000 ÷ 1000 5 12000 ÷ 100 120 12000 ÷ 1000 12 43000 ÷ 100 430 43000 ÷ 1000 43

## Work It Out

40 minutes

Have each student make their own charge using at least 10 different numbers. You can have them make their own charts or use the one attached and had out copies

 4 and 5 digit Numbers (repeat each number twice) Divided by Answer What you noticed 6700 6700 4500 4500 And so on

## Closing The Deal

10 minutes

When do this kind of work I like to close by getting the class to write a rule on what they saw. Then post this rule as a chart in the room for reference.

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:  34000 ÷ 10, 34000 ÷ 100, and 34000 ÷ 1000

The Quick Assessment is supposed to be quick and on the easy to medium difficulty level. You are checking to see if students are understanding 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.