# Ten Times

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## Objective

Students will use their knowledge of place value to recognize moving one place to the right increases the value by 10 times.

#### Big Idea

My neighbor is just 10 times as much as me.

## Opener

10 minutes

The purpose of this lesson is to get students more comfortable with place value so that we can further our mathematical knowledge to include powers of ten.

I begin this lesson by displaying on a PowerPoint the ‘I Can’ statement we covered previously.

I can show that I understand and can explain the value of digits.

I then pose a question to the students to trigger their knowledge on the previous day’s lesson of place value.  I create a short story problem in which I use names of other teachers in the building to engage the students. (This is included on the I Can powerpoint.)

Mr. Deboer gives his students two numbers and asks them to compare the numbers.  The numbers are 547 and 372.  He asks the students to respond.  Erin says, “The numbers are similar because they both have a 7.”  Jessica quickly responds and says, “No. They don’t, duh.”  How should Jessica justify her response?

I allow the students time to talk about the problem with their groups.  After a few minutes I bring the class back as a whole group.  I ask students to share out their reasoning.  In this whole group share I am looking for students to share responses that discuss the place value of the 7 being different in the two numerals, which would give it a different value.

## Practice

20 minutes

To satisfy my objective of deepening student’s understanding of place value, I lead the students in a guided discovery of the relationship between adjacent digits.  I provide each student with a copy of the worksheet and a calculator.  I go over our new ‘I Can’ statement for today’s lesson and then explain the worksheet.  I complete the first few lines with them.  I then allow the students time to complete the worksheet within their groups.  I bring the students back to the whole group and patterns they noticed during their investigation.

Let’s examine the top half of the worksheet.  Talk to me about what you noticed.  What about the bottom half?  Are there any similarities between the top half of the worksheet and the bottom half?

My goal during this discussion is that students are able to recognize that when you multiply something by 100, you are really multiplying it by 10 times 10 and vice versa.  By creating this understanding in student minds, I will be able to set them up for powers of ten which will be covered in this unit as well.

To wrap up this activity I have students add some information to the diagram we created in yesterday’s lesson.  We add arrows to the diagram showing that by going left in place value is like multiplying by ten.

## Closer

15 minutes

Students now use what we've learned and practiced today, to review questions on a previous assessment that they struggled with.  I display the questions and allow students to rethink their responses to the questions.

Read the two questions and rethink them using what we covered today.  Maybe your answer will be more clearly to you now.  After taking a some time to think about the answer please choice an answer and explain your thinking by justifying your response in your vocabulary notebook.

I give students about five minutes to work and then ask them to share out their written responses.  As a group we discuss student responses and add supporting evidence.  I end the lesson by reviewing the ‘I Can’ statement.