1. Place Value Grade 5, Module 1, Lesson 1 © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

2. Do Now Jay has 56 soccer balls. He gave away 25 of the soccer balls to Ashley. How many soccer balls does he have left? © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

3. Objective/Purpose The purpose of the lesson is to reason concretely and pictorially using place value understanding to relate adjacent base ten units from millions to thousandths. © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

4. How many tens are in… 10 ones = _____ ten 10 ones = 1 ten 20 ones = _____ tens 20 ones = 2 tens. 30 ones = ____ tens 3 tens. © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

5. How many tens are in… 80 ones = _____ ten 8 ten 90 ones = _____ tens 9 tens. 100 ones = ____ tens 10 tens. © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

6. How many tens are in… 110 ones = _____ ten 11 ten 120 ones = _____ tens 12 tens. 170 ones = ____ tens 17 tens. © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

7. How many tens are in… 270 ones = _____ ten 27 ten 670 ones = _____ tens 67 tens. 640 ones = ____ tens 64 tens. 830 ones = ____ tens 83 tens. © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

8. Ready to Learn! Now we are going to get out white boards to practice more place value. Who remembers expectations for white boards? You only write on the white side of the white board with your white board marker. White board needs to stay flat on your desk unless you are asked to hold it up. Only math is to be written on the white board. If your marker runs out, cap it and hold in the air. © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

9. . Copy this chart down on your white board © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

10. 10 10 10. How many tens do you see? 3 tens. There are 3 tens and how many ones? Zero ones. 3 tens = ________. Fill in the blank. 3 tens = 30. 3 0 © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

11. ..1.1.1 How many tenths do you see? 3 tenths. There are 3 tenths and how many ones? Zero ones. 3 tenths = ________. Fill in the blank. 3 tenths = 0.3. 3 0 © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

12. . Solve on your white board using your chart. 3 hundredths = ____________ 0.03 © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

13. . Solve on your white board using your chart. 43 hundredths = ____________ 0.43 © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

14. . Solve on your white board using your chart. 5 hundredths = ____________ 0.05 © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

15. . Solve on your white board using your chart. 35 hundredths = ____________ 0.35 © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

16. . Solve on your white board using your chart. 9 ones 24 hundredths =_____ 9.24 © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

17. . Solve on your white board using your chart. 6 tens 2 ones 4 hundredths =________ 62.04 © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

18. Application Problem Farmer Jim keeps 12 hens in every coop. If Farmer Jim has 20 coops, how many hens does he have in all? If every hen lays 9 eggs on Monday, how many eggs will Farmer Jim collect on Monday? Explain your reasoning using words, numbers, or pictures. © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

19. Ready to Learn! Each of you will be given a place value chart and we will now do some problems together to better understand place value! © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

20. 0.4 × 10 Use digits to represent 4 tenths at the top of your place value chart. 4 tenths × 10 = 40 tenths, which is the same as 4 wholes.  4 ones is 10 times as large as 4 tenths. On your place value chart, use arrows to show how the value of the digits has changed. (On place value chart, draw an arrow to indicate the shift of the digit to the left, write × 10 near the arrow.) Why does the digit move one place to the left? Because it is 10 times as large, it has to be bundled for the next larger unit. I do © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

21. 0.04 × 10 Use digits to represent 4 hundredths at the top of your place value chart. 4 hundredths × 10 = 40 hundredths, which is the same as 4 tenths.  4 tenths is 10 times as large as 4 hundredths. On your place value chart, use arrows to show how the value of the digits has changed. (On place value chart, draw an arrow to indicate the shift of the digit to the left, write × 10 near the arrow.) Why does the digit move one place to the left? Because it is 10 times as large, it has to be bundled for the next larger unit. We do © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

22. 0.004 × 10 Use digits to represent 4 thousandths at the top of your place value chart. Work with your partner to find the value of 10 times 0.004. Show your result at the bottom of your place value chart. 4 thousandths × 10 = 40 thousandths, which is the same as 4 hundredths.  4 hundredths is 10 times as large as 4 thousandths. On your place value chart, use arrows to show how the value of the digits has changed. (On place value chart, draw an arrow to indicate the shift of the digit to the left, write × 10 near the arrow.) Why does the digit move one place to the left? Because it is 10 times as large, it has to be bundled for the next larger unit. You do it together © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

23. 6 ÷ 10 Use digits to represent 6 at the top of your place value chart. 6 ones ÷ 10 = 0.6 ones, which is the same as 6 tenths.  6 tenths is 10 times smaller as 6. On your place value chart, use arrows to show how the value of the digits has changed. (On place value chart, draw an arrow to indicate the shift of the digit to the right, write ÷ 10 near the arrow.) Why does the digit move one place to the right? Because it is 10 times smaller, it has to be bundled for the next smaller unit. I do © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

24. 6 ÷ 100 Use digits to represent 6 at the top of your place value chart. 6 ones ÷ 100 = 0.06 ones, which is the same as 6 hundredths.  6 hundredths is 100 times smaller as 6. On your place value chart, use arrows to show how the value of the digits has changed. (On place value chart, draw an arrow to indicate the shift of the digit to the right, write ÷ 10 near the arrow.) Why does the digit move TWO places to the right? Because it is 100 times smaller, it has to be bundled for the smaller unit. We do © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

25. 6 ÷ 1,000 Use digits to represent 6 at the top of your place value chart. Work with your partner to find the value 6 ÷ 1,000. Show your result at the bottom of your place value chart. 6 ones ÷ 1,000 = 0.006 ones, which is the same as 6 thousandths.  6 thousandths is 1000 times smaller as 6. On your place value chart, use arrows to show how the value of the digits has changed. (On place value chart, draw an arrow to indicate the shift of the digit to the right, write ÷ 10 near the arrow.) Why does the digit move THREE places to the right? Because it is 1,000 times smaller, it has to be bundled for the next smaller unit. You do it together © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

26. You do it together A. 0.7 ÷ 10 0.07 B. 0.7 x 10 7 C. 0.7 ÷ 100 0.007 A. 0.7 x 100 70 B. 0.05 ÷ 10 0.005 C. 0.05 x 10 0.5 © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

27. You do it alone Write the digits two and forty-three hundredths on your place value chart. Multiply by 10, then 100, and then 1,000. A. 2.43 × 10 B. 2.43 × 100 C. 2.43 × 1,000 Turn and talk with a partner: comparing the products you get. © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

28. You do it alone 745 ÷ 10 745 ÷ 100 745 ÷ 1,000 Turn and talk with a partner: comparing the products you get. © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

29. Independent Practice Complete the problem set independently. Expectations: Voice level 0 Stay in your seat Only working on your own paper and the problem set. © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

30. Discussion Compare the solutions you found when multiplying by 10 and dividing by 10 (3.452 × 10 and 345 ÷ 10). How do the solutions of these two expressions relate to the value of the original quantity? How do they relate to each other? What do you notice about the number of zeros in your products when multiplying by 10, 100, and 1,000 relative to the number of places the digits shift on the place value chart? What patterns do you notice? © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

31. Discussion What is the same and what is different about the products for Problems 1(a), 1(b), and 1(c)? When solving Problem 2(c), many of you noticed the use of our new place value. (Lead brief class discussion to reinforce what value this place represents. Reiterate the symmetry of the places on either side of the ones place and the size of thousandths relative to other place values like tenths and ones.) © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.

32. Exit Ticket Time to show me what you have learned! Expectations: Voice level 0 Stay in your seat Try your best! © Helen Steinhauser, jaquette@edtech4ALEKS.com, August 2015.