Now that my students have gone through several lessons that teach and practice the concepts of division and decimals operations, it is time for them to realize how much they have learned. My district has created ‘I Can’ statements to accompany each unit which focus on putting the common core standards into student friendly language. I will have the students prepare for their upcoming assessment by showing some examples of their understanding of ‘I Can’ statements.
I begin today’s lesson by doing a quick oral/whiteboard review of powers of ten. My students love answering questions on the whiteboards which is why I choose this tool today to get their math brains warmed up.
Alright, please get out your whiteboards and markers. I am going to give you a number and I would like you to write it on your white board in 3 ways.
There is a little confusion amongst the students but once they hear my number I think they will understand what I mean by writing the number in 3 ways.
The first one is ten to the power of two.
I expect the students to write it as 102, 10 x 10, and 100. I give them a few seconds to work and then ask them to hold up their boards. I find a student with a correct response and have the other students look at their work. At this point students are easily able to understand what three ways I am referring to.
I repeat this process for several other powers of ten numbers. I then begin to quiz students on multiplying and dividing using powers of ten.
It seems like you guys have a good handle on how to write these numbers. Let’s make it a bit more tricky this time. You still have to write the number 3 ways. Your first problem is 102 times 45.
I look for correct responses and have students check their work based on the other student’s response. I give students several more problems involving multiplication and division of the powers.
For the practice portion of this lesson, each group receives an "I Can" statement. The group will be responsible for creating an example that demonstrates their understanding of that ‘I Can’ statement.
I am going to give each group a copy of one of the "I Can" statements that we have covered in this unit. The job of your group is to think of a way you can demonstrate your understanding of this statement. You can think back to some activities we have done to help you think of examples. Your group will need to show your knowledge on a sheet of construction paper and present your thinking at the end. When you present I would like you to show at least one example of how you can accomplish that statement.
I am careful not to give the students too much direction, because I want this to be a student led activity. As the students begin working I circulate the room and help any groups who need their thinking guided a little.
The goal of this activity is have students really think about what the words in the "I Can" statement mean and then to have them apply that understanding.
To wrap up this activity I have students present their work on the document camera. At this point in the year my students have presented things as a group numerous times.
My expectations for presentations are that every group member must participate, students need to speak clearly, and loudly enough, and address the audience instead of the board. The audience are expected to have eyes and ears on the presenters, and be ready to ask questions at the conclusion if they have questions or comments.