TEACHER: Debbie Marks SUBJECT: 5th Grade Math STANDARD: 5.NBT.1 – Recognize that a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. STUDENT TARGET: I can identify the place value of digits in a multi-digit number. I can explain the relationship between each number in a multi-digit number. EVIDENCE OF MASTERY (MEASURABLE): Students will be able to explain that a digit in one place is 10 times more than the digit in the place to its right and 1/10 of the digit in the place to its left. SUB-OBJECTIVES, SWBAT Identify what place value a given digit is in. Compare digits in multi-digit numbers and determine values as x times more or x times less. KEY VOCABULARY: MATERIALS: Value, thousandth, hundredth, tenth, one, ten, Individual White Boards & Markers hundred, thousand, ten thousand. Activity Cards Paper to create place value charts DURING BEFORE ENGAGE (MAKE CONTENT AND LEARNING RELEVANT TO REAL LIFE AND CONNECT TO STUDENT INTEREST) TEACHER WILL: STUDENT WILL: POSE QUESTION: How many numbers can you make CREATE as many numbers as possible. using 9, 0, 7, 3, 6, 5, 1 and a decimal point? CO-TEACHING STRATEGY IF APPLICABLE TEACHER WILL STUDENT WILL: ASK: How many numbers did you each WORK AS A TEAM: To discuss and answer create? Have you created EVERY questions. possible number or do you think you can keep going? Let’s stop where we are and HAVE STUDENTS DRAW a place value chart. Then they will enter each of their numbers on that chart in the appropriate columns. HAND OUT – activity cards and give students the following instructions. A. Work with your shoulder partner. One student is Partner A, one is Partner B. B. Place activity cards in the center of the table. C. Working together, students will take turns selecting a card from the activity deck. D. They will read the card, compare the specified “numbers” from their individual place value charts. E. Students will then discuss and answer the question posed in the activity deck. F. Students will be finished when they have answered the questions on ALL of the cards in the deck. CO-TEACHING STRATEGY IF APPLICABLE TEACHER WILL: STUDENT WILL: ASK: What patterns did you find when answering the questions? What tools or tricks did you use to answer the question? What can you tell me about Place Value based on your activity? DISCUSS & IDENTIFY patterns of 10. SOLVE: Individually the Ticket out the Door. POSE: The following question as a Ticket Out The Door: AFTER In the number below, 8 should represent a value 10 times greater than 0.008. Where should the digit 8 be placed in the number? (If students are struggling with this type of a problem, have them write 0.008 on their place value chart. THEN have them write the number below on their place value chart. Remind them to line up the decimals. Once both are entered into the place value chart, it will be easier for most to solve). _A_ ___ . _ _ B C D HOMEWORK: Write 3 pairs of numbers. Write a place value question and answer for each pair of numbers. Example: 25.41 and 45.12 How many times greater is the 2 in the first number than the 2 in the second number? Answer: 1,000 times greater. CO-TEACHING STRATEGY IF APPLICABLE WRITE: And solve homework problems to share with class the next day.

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# 5.NBT_.1 - Comparing numbers in Place Value Chart