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Lesson 1 4 Powers of 10 and Exponents Adapted

This lesson plan outlines a 55-minute math lesson for 5th grade on powers of 10 and exponents. The lesson will begin with a review of homework and place value using base ten blocks. Students will then learn about exponent form versus word form through examples and guided practice problems. Independent practice problems and a ticket out the door activity are included to assess student understanding of multiplying numbers by powers of 10. Differentiation strategies such as extended time and adapted homework are provided for students with special needs. The lesson objectives will be assessed through checks for understanding, independent practice, and a quiz.

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333 views4 pages

Lesson 1 4 Powers of 10 and Exponents Adapted

This lesson plan outlines a 55-minute math lesson for 5th grade on powers of 10 and exponents. The lesson will begin with a review of homework and place value using base ten blocks. Students will then learn about exponent form versus word form through examples and guided practice problems. Independent practice problems and a ticket out the door activity are included to assess student understanding of multiplying numbers by powers of 10. Differentiation strategies such as extended time and adapted homework are provided for students with special needs. The lesson objectives will be assessed through checks for understanding, independent practice, and a quiz.

Uploaded by

api-377128451
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 4

SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Carly Gomel Grade 5


Subject Math _
Time Needed for Lesson 55 mins Lesson Concept Powers of 10 and Exponents_______

PA STANDARD(S) (Write out standards):

Standard - CC.2.1.5.B.1
Apply place value to show an understanding of operations and rounding as they pertain to whole numbers and
decimals.
Standard - CC.2.2.5.A.4
Analyze patterns and relationships using two rules.

BIG IDEAS/ESSENTIAL QUESTIONS:

How can you use an exponent to show powers of 10?


Write and evaluate repeated factors in exponent form.
What happens as exponents increase/decrease?
Why is being able to multiply mentally by multiples of 10, 100, and 1000 important?
Why is it important to be able to multiply mentally?
The structure of the base ten numeration system produces many numerical patterns.
There are patterns when multiplying or dividing whole numbers and decimals by powers of ten.
Powers of ten are important benchmarks in our numeration system, and thinking about numbers in relation to
powers of ten can make addition and subtraction easier.

ELIGIBLE CONTENT:

M05.A-T.1.1.1 Demonstrate an understanding that in a multi-digit number, a digit in one place represents 1/10
of what it represents in the place to its left.
M05.A-T.1.1.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of
10 and explain patterns in the placement of the decimal point when a decimal is multiplied or divided
by a power of 10. Use whole-number exponents to denote powers of 10.
M05.A-T.1.1.1a Identify place value in a 3-digit number using models.
M05.B-O.2.1.1 Generate two numerical patterns using two given rules.
M05.B-O.2.1.1a Identify and extend numeric patterns.

OBJECTIVE(S) (Be sure to include all four parts):

During guided instruction, each student will solve the 5 problems with 100% accuracy.
During independent practice, each student will correctly solve 4 out of 7 computation problems.
On the ticket out the door, each student will explain the mistake with 100% accuracy.
On the homework assignment each student will correctly solve 8 out of 12 problems.

MATERIALS:

Go Math! Chapter 1 Workbook

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

- Have students write homework in planners (1.4 page 27-28)


- Check homework 1.3- display answers on board and review.
- Journal:
Think about how base ten blocks can be used with whole numbers.
*Have students fill in place value for each block. Have the ones already filled in.
Review using manipulatives.

BODY (Bulleted step by step/differentiation must be included)

- Review the Unlock the Problem on page 23.


- Explain there are two parts- a base and an exponent- use 103 as an example.
- Discuss exponent form vs word form.
- Explain that the exponent tells you how many times you multiply the base number:
10 x 10 x 10 repeated multiplication and discuss how to solve
- Complete the Activity on page 23.
- Guide the students through filling in the blanks while having a student model each using the
manipulatives. (Example: 10 ones make up a 10.)
- Explain the answer comes from multiplying all of the answers.
- Show the students the trick (putting the first number and counting all of the zeros).
For example, 10 x 1,000, you put a 1 and 4 zeros, so answer is 10,000 (4 zeros)

- Model the example on page 24.


- Have a student read the problem and then fill in the blanks.
- Explain the answer is the last line- problem is just showing us a pattern (as exponents increase- product
gets bigger)

- Guided practice- page 24 #s 1-5

- Independent practice- page 25 #s 6-12

- Monitor and check answers.

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?

Ticket out the door:


- #17 on page 26
- Assign homework: 1.4 page 27-28

ACCOMMODATIONS/MODIFICATIONS:

Increased guided instruction, extended time, and eliminating problems will be used for students that referred to
in the Special Education Matrix.

Adapted homework

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

To determine if students have mastered the objects, various assessments will be completed. Some include:
informal checks for understanding, observation, student dialogue, independent practice, the closure activity, and
the quiz.
SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):

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