Multiplicative patterns on theplace value chart Topic A Multiplicative patterns on theplace value chart STANDARD - 5.NBT.1, 5.NBT.2, 5.MD.1

Grade 5 Module 1 Lesson 2 Objective: Reason abstractly using place value understanding to relate adjacent base ten units from millions to thousandths.

MATERIALS NEEDED FOR THIS LESSON Student Student Pages Teacher Personal White Boards Problem Set Exit Ticket Homework Teacher Teacher Pages

Fluency Practice (12 minutes)

GROUP COUNTING count up count down stop Count by 3's to 36 forward and backwards Count by 4's to 48 forward and backwards count up count down stop

83 ones = ____ tens ____ ones 93 ones = ____ tens ____ ones Take Out the Tens 2 minutes 2.NBT.1 83 ones = ____ tens ____ ones 93 ones = ____ tens ____ ones 103 ones = ____ tens ____ ones 113 ones = ____ tens ____ ones

163 ones = ____ tens ____ ones

10 hundreds = 1 _____ 10 tens = 1 _____ 10 ones = 1 _____ Bundle Ten and Change Units 2 minutes 4.NBT.1 10 hundreds = 1 _____ 10 tens = 1 _____ 10 ones = 1 _____

10 tenths = 1 _____ 10 thousandths = 1 _____ 10 hundredths = 1 _____

Multiply and Divide by 10 5 minutes 5.NBT.1 3 3 x 10 =

2 0.02 x 10 =

3 2 0.32 x 10 =

3 tenths 2 hundredths 4 thousandths __________ x 10 =

2 tenths 4 hundredths 5 thousandths __________ x 10 =

1 tenths 3 thousandths __________ x 10 =

__________ x 10 =

Application Problem (10 minutes) A school 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 
place vlaue chart to show your thinking.

Concept Development (28 minutes)

Problems 1-4 What do you remember from 
yesterday's lesson about how 
adjacent units on the place vlaue 
chart are related?

367 x 10 367 10

4367 x 10 4367 10

Problems 5-8 215.6 x 100 = 215.6 100 =

3.7 x 100 = 3.7 100 =

Problems 9-10 0.482 x 1000 = 0.482 1000 =

Problem Set (10 minutes) Do Your Personal Best (Complete independently!)

Student Debrief (10 minutes) When solving #2, how did the number of 
zeros in the factors help you determine the 
product? Compare and contrast answers in #1 a and b or 
c and d. Can you think of a time when there will be 
a different number of zeros in the factors 
and the product? What's similar about the process you used to 
solve #1 a, c, e and g? When dividing by 10, what happens to 
the digits in the quotient? When 
multiplying by 100, what happens to 
the places in the product What's similar about the process you used to 
solve #1 b, d, f and h? When asked to find the number 1 tenth as 
large as another number, what operation 
would you use? Explain how you know.

EXIT TICKET (3 minutes) Complete the exit ticket and turn in...

HOMEWORK