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Unit 4: Multiplication with Whole Numbers and Decimals Lesson 2: Patterns with Fives and Zeros 1. Standard: a. CC.K-12.MP.

3- Construct viable arguments and critique the reasoning of others. b. CC.K-12.MP.4- Model with mathematics. c. CC.K-12.MP.6- Attend to precision. d. CC.K-12.MP.7- Look for and make use of structure. e. CC.K-12.MP.8- Look for and express regularity in repeated reasoning. f. CC.5.NBT.2- Explain patters in the number of zeros of the product when multiplying a number by powers o 10, and explain patters 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. 2. Objective/ Target (I can statements) a. I can explain why multiples of 5 need extra attention in the zeros pattern. 3. Anticipatory set: a. Remind students of the zeros pattern and do a quick example to be sure students remember and understand. 4. Input a. Task Analysis: Turn the students attention to Puzzled Penguins letter on page 109 of the student books. Have the students discuss the letter with a partner. o Ex: 5 x 30 = 150 (15 plus a zero). 5 x 20 = 100 (10 plus a zero). For 5 x 20, the partial product 10 already has a zero, so the product has two zeros even though the original factors only have one zero. As a class, complete and discuss exercises 2-4 on student book pages 109-110. Ask the students to discuss why there is an extra zero in exercise 2 but not in exercise 3. Have students look at the row for 5 in the multiplication table in their books and ask them to look for a pattern. They will be reminded that every other answer ends in zero because it is a multiple of 10 (even numbers of 5s make multiples of 10.) As a class, complete exercises 5-8 and have students predict the number of zeros before completing each question. Have students fill out a twitter post exit slip summarizing the fives rule in general. Students should mention that 5 times an even number will have an extra zero because the partial product will add a zero. Pages 77-78 in the homework and remembering book are homework. b. Thinking Levels: Blooms Taxonomy Knowledge: Students will recognize the zeros pattern. Comprehension: Students will summarize the fives rule in general on their exit slips.

Application: Students will carry out the fives rule on page 110 of the student books as a class. Analysis: Students will compare the fives row in the multiplication table to decide why only some of them have an extra zero. Evaluation: Students will collaborate with their peers while looking at the Puzzled Penguins letter as they try to figure out the penguins problem. c. Accommodations: i. Remediation: Students needing extra support will be able to work in larger groups to receive more input. ii. Extension: Students who blow through this content will work on logic using soduku puzzles and mystery multiplication charts. iii. Learning Styles: Verbal Linguistic: Speaking, sharing, and discussing answers and ideas throughout the lesson. Intrapersonal: Self-reflection and thinking about the notes taken. Logical mathematical: Completing the problems in the homework and remembering book and working through the examples as a class. Visual/ Spatial: The students will be able to visualize the fives pattern by looking at the multiplication table. Body Kinesthetic: Interpersonal: Cooperative learning. Musical: Naturalistic: d. Managing the lesson: i. Instructional Methods: Explanation of key ideas Small group discussions Whole class discussions Representing the fives pattern with a multiplication chart Modeling Writing/ Answering questions ii. Engagement Strategies: Asking for volunteers Starting discussions Partner work iii. Materials: Homework and remembering books Student books Pencil Document camera Math notebook 5. Modeling: The teacher will model all types of questions before asking the class to help.

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The teacher will model note taking in the class math notebook. Checking for Understanding: The teacher will check for understanding by guiding the students through the student books. The teacher will check for understanding using an exit slip. The teacher will check for understanding using the thumbs up sign before moving on. Guided practice: The teacher will take the students through guided practice using the student books. Independent practice: Students will complete homework and remembering pages 77-78. Closure: The teacher will close the lesson by giving a quick check quiz using the clickers. The students will then be asked to summarize the five rule on a Twitter Post exit ticket. Assessment and Reflection: The teacher will be assessing the students by monitoring during group discussions, taking note of student understanding during guided practice, through the quick quiz, and from the exit card. The teacher will take note of the students that were having difficulties and will have data from the quick quiz to help determine which students need more instruction. Based on the collected information the teacher will reflect on the lesson to determine whether the students understood the content and whether or not the objectives were met.

Sources: Math Expressions Common Core Teacher Edition: