Resources/ Materials: Personal white boards (What texts, digital resources, & Worksheets materials will be used in this Exit ticket. lesson?) Relevance/Rationale: Fluency 1: Practicing skip-counting on the number line builds a foundation for accessing higher (How do the strategies order concepts throughout the year. Fluency 2: Decomposing whole numbers into different units will lay a foundation to do the employed meet students’ needs?) same with decimal fractions Fluency 3: Reviewing this fluency will help students work towards mastery of changing place value units in the base ten system. Fluency 4: Reviewing this skill from Lesson 1 will help students work towards mastery. WEDNESDAY EngageNY Module 1 / Lesson 3: Use exponents to name place value units and explain patterns in the module #/ lesson # / lesson title placement of the decimal point. Long-term Targets: 5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as (Common Core much as it represents in the place to its right and 1/10 of what it represents in the place to its left. standards addressed) 5.NBT.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. 5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. Supporting target(s) Daily Objective: Use exponents to name place value units and explain patterns in the placement (These are daily targets. What of the decimal point will students know and be able to do as a result of this lesson?) Agenda 1. Opening (Activities / Tasks) A. Fluency Practice (15 minutes) 2. Work Time (35 minutes) A. Application Problem B. Concept Development C. Problems 1-9 D. Problem Set
Resources/ Materials: (What texts, digital resources, & materials will be used in this lesson?) Personal white boards Worksheets Exit ticket. Relevance/Rationale: (How do the strategies employed meet students’ needs?) Fluency 1: Practicing skip-counting on the number line builds a foundation for accessing higher order concepts throughout the year. Fluency 2: Decomposing whole numbers into different units will lay a foundation to do the same with decimal fractions Fluency 3: Reviewing this fluency will help students work towards mastery of changing place value units in the base ten system. Fluency 4: Reviewing this skill from Lesson 1 will help students work towards mastery. WEDNESDAY EngageNY module #/ lesson # / lesson title Module 1 / Lesson 3: Use exponents to name place value units and explain patterns in the placement of the decimal point. Long-term Targets: (Common Core standards addressed) 5.NBT.1 Recognize that in a multi-digit number, 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. 5.NBT.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. 5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. Supporting target(s) (These are daily targets. What will students know and be able to do as a result of this lesson?) Daily Objective: Use exponents to name place value units and explain patterns in the placement of the decimal point Agenda (Activities / Tasks) 1. Opening A. Fluency Practice (15 minutes) 2. Work Time (35 minutes) A. Application Problem B. Concept Development C. Problems 1-9 D. Problem Set
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