```TEACHER: Debbie Marks
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
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?
CO-TEACHING STRATEGY IF APPLICABLE
WRITE: And solve homework problems to
share with class the next day.
```