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* *Reflection: Real World Applications
1/10 Of... - Section 3: Closer

Real world types of problems are an amazing way to get students interested in mastering content. If students can see the problem as something relevant to their lives, they build motivation to learn the information needed to solve the problem. When I look back on prior classes I remember asking myself, when am I ever going to need to use this information? I also remember not seeing value in those classes and not really caring about learning the material. I think if teachers would have taken the time to explain the relevance of what they were teaching me, I would have had the motivation to pay attention more and learn.

*Keeping it Real!*

*Real World Applications: Keeping it Real!*

# 1/10 Of...

Lesson 3 of 22

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

*45 minutes*

#### Opener

*10 min*

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.

#### Resources

*expand content*

#### Practice

*20 min*

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.

#### Resources

*expand content*

#### Closer

*15 min*

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.

#### Resources

*expand content*

##### Similar Lessons

###### Show what you know + Equivalency

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- LESSON 1: Place Value Review
- LESSON 2: Ten Times
- LESSON 3: 1/10 Of...
- LESSON 4: Powers of Ten (Day 1)
- LESSON 5: Powers of Ten (Day 2)
- LESSON 6: Powers of Ten Applications
- LESSON 7: Turtlehead Multiplication
- LESSON 8: Taking it Back to the Old School
- LESSON 9: Division with Area Models
- LESSON 10: Division in Steps
- LESSON 11: Division as a Diagram
- LESSON 12: Remainder Riddles
- LESSON 13: Double Digit Division
- LESSON 14: Double Digit Division Task-2 Days
- LESSON 15: Rounding Decimals
- LESSON 16: Comparing Decimals
- LESSON 17: Adding Decimals
- LESSON 18: Subtracting Decimals
- LESSON 19: Multiplying Decimals
- LESSON 20: Decimal Operations
- LESSON 21: Operations with Decimals & Whole Numbers Review
- LESSON 22: Operations with Decimals & Whole Numbers Assessment