Essential Question (EQ): How can basic facts and powers of ten be used to

multiply two digit numbers?

Opening (Engage): (30 minutes)
-Copy EQ in Math notebook: Remind students to leave room underneath (a few
lines) because we will be coming back to it later.
-Explain vocabulary from EQ (Basic facts, powers of ten, multiply) Students
will come up to underline the important parts.
-Basic facts - one digit multiplication facts (i.e. 4x5)
-Powers of ten ten multiplied by itself a certain number of times (i.e.
10x10=102)
-Multiply
-Give directions for word problem below by reading the question aloud to the
students. Discuss connection to science and magnification through showing
magnifying box.
-While students are working, look for students that solved it differently.
-One example of students using mental math, putting zeros, multiplying out,
and possibly exponent form (2x6) x 103 = 6,000 or 6 x 106

How close have you been to a bumblebee?

The actual length of a queen bumblebee is
about 20 millimeters. The photograph shows
part of a bee in a magnifying box, at 10 times its
actual size. What would the length of the bee
appear to be at a magnification of 300 times its
actual size?
-Count down to signal them back to whole group
-(3?) Students will come up and share how they solved the problem and we will
discuss as whole group how they solved it.
-How can knowing your basic multiplication facts help you to multiply
300 x 20? (helps you do (3x2) x 103)
-What happens to the number each time that you multiply by ten?
(increases by one place value) Connect what is happening with the numbers
(how was the value magnified?)
-Move onto next page and ask this question aloud.

Using what you used yesterday, what is

another way to represent your answer?
-How can we show this? (6x103)
-Why do the powers of ten works? (Relate back to place value-using place
value chart) (larger by one more power of tens, place value)
Informal Formative Assessment:

Anecdotal notes and observations

Date(s): September 15, 2015

Pair/Share HOT Questions:
-How can knowing your
basic multiplication facts
help you to multiply 300 x
20? (In whole group, while
we review how to work on
the problem)
-Why do the powers of ten
works?
-How can we show this?

*Building Understanding (Whole Group Exploration-Core): (15 minutes)

-Students will tear out page 22 to work on problems 5 and 7. Students will use
mental math to complete the pattern on next page and then explain how they can
solve the problem. (5 minutes)

Pair/Share HOT Questions:

Why do the powers of ten
works?

-I will write on board the answers for question 5 and how they solved it using
mental math.
-Students can write on board for question 7 and explain thinking.
-Students will then work with table groups on questions 9, 11, 15, and 19.
-I will circulate and look to see which students need to be pulled for small
group. (Create a form to show which students need help from observing them
working on 5, 7, 9, 11, 15, 19)
-When students finish, they will put their finger on their nose to pair up with
another student to work on questions 24-26 on page 23.
Checkpoint (Informal Formative Assessment):

CT will be collecting anecdotal notes of students working partners.

I will have WKPR page that students in small group have completed.
Independent /Small Group Practice (Differentiation): ( 15minutes)
-I will pull a small group of
Students will work in partners (putting
students (based off anecdotal
fingers on nose and pairing up with
notes and observations from
someone else with their finger on their
before) to work on questions 24
nose) on page 23 questions 24-26 and CT
on page 23. These students will
will be circulating.
use the WKPR chart to help them -Give students time warning of amount
solve questions 24.
of time they have left to work.
-Students will write WKPR chart - Countdown to get students back
in math notebook and work in
together
their small group to complete.
-Review questions if time.
Pull certain group to back table
and stay mobile to watch rest of
the students.

Lesson Closure
Exit ticket: Students will
answer the question: How
can basic facts and powers of
ten be used to multiply two
digit numbers? in their math
notebooks.

Additional Components:

Evidence of Learning (The students will be able to)

Students will be able to solve problems by showing their strategies using exponents or powers of ten.
Students will be able to explain their thinking/how they solved the problem.
Checkpoint (Formative Assessment)
Exit tickets, math journals, anecdotal notes from partners, chart from small group, and anecdotal notes
from intro.

Math Concept Planning