1/10 Of...

26 teachers like this lesson
Print Lesson

Objective

Students will use their knowledge of place value to recognize that neighboring digits to the right are 1/10 the value.

Big Idea

Don't call me smaller.... I'm 1/10 of you!

Opener

10 minutes

I begin this lesson my reviewing the previous day’s ‘I Can’ statement displayed on the One Tenth Of powerpoint. 

I can explain patterns when multiplying a number by ten.

I then provide students with a story problem in which I can check their understanding of 10 times a number.  I read the problem to students, and ask them to discuss the fifth grader's response within their groups. 

Mr. Deboer is at it again.  He has his students think and respond to another question.  Mrs. Riemersma ordered candy bars for each one of the students at our school.  She thought she ordered one box of 250 candy bars.  Instead she actually ordered 1,000 boxes of 250 candy bars.  She yelled, “That’s like a billion candy bars!  What am I going to do with a one billion candy bars?”  One of the fifth graders says, “Oh, come on Mrs. Riemersma, it’s not really THAT many.”

I have students share out their thinking and provide evidence to support their ideas.  My goal is that students are able to apply their knowledge of 10 times to discover that Mrs. Riemersma really ordered 250,000 candy bars, not one billion.  

Practice

20 minutes

The next step, leading to students being able to understand powers of ten, is to discuss the meaning of 1/10 of.  I display the new ‘I Can’ statement and have students echo it.  I provide students with a copy of the worksheet 1/10 of Calculator Investigation.  This is similar to the worksheet we completed in yesterday’s lesson, so the students should feel comfortable completing it with little direction. 

After giving the students about ten minutes to work within their groups I ask them to think about patterns they notice and discuss them in their groups. 

Alright, let’s bring it back.  Who can share some of the patterns they noticed during today’s investigation?  What can we add to our place value diagram to support the conclusions we made today?

I have the students get out their vocabulary notebook and add arrows to the diagram showing when you jump places to the right you are dividing by 10 or the neighbor is 1/10 of the previous place. 

I have students recite today’s and yesterday’s ‘I Can’ statements.

Closer

15 minutes

Now that the students are familiar with multiplying and dividing by a power of ten, I have created a story problem that asks them to apply both of these concepts.  I display the question via (the same) PowerPoint and read it to the students. 

Grand Rapids Public Schools main office ordered 247 boxes of pencils.  Each box contains 100 pencils.  If the pencils are to be shared evenly amongst 10 classrooms, how many pencils will each class receive?  Draw a model, such as a place value chart, to show your thinking.  Hint:  There may be more than one step involved in order to solve this problem.

This is a multi-step problem in which the students have to multiply by a power of ten and then divide by a power of ten to reach the answer.  I have students work within their groups to discuss this problem and ask them to create a written response including a model.  I allow the students about ten minutes to work and then bring the class back to discuss their responses.