The purpose of this True or False? is for students to demonstrate the strategies and understandings they have for dividing by powers of 10. In this lesson, they will convert from a smaller metric unit to a larger unit, which means dividing by an appropriate power of 10. The problems here are selected so that students can begin to see how the values of the digits in a number change when that number is divided by 100 or 1,000.
Launch
Display one equation.
“Give me a signal when you know whether the equation is true and can explain how you know.”
1 minute: quiet think time
Teacher Instructions
Share and record answers and strategies.
Repeat with each equation.
Student Task
Decide if each statement is true or false. Be prepared to explain your reasoning.
5÷1,000=0.05
36÷100=0.36
1,328÷1,000=1.328
Sample Response
False: 5 divided by 1,000 is 1,0005 or 0.005.
True: 36 divided by 10 is 3.6 and 3.6 divided by 10 is 0.36.
True: There is 1 group of 1,000 and then 328 thousandths.
Activity Synthesis (Teacher Notes)
“How did you find the value of 1,328÷1,000?” (I thought of it as 1,328 thousandths and then wrote that as a decimal.)
Standards
Addressing
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.NBT.A.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.
15 min
15 min
Knowledge Components
All skills for this lesson
No KCs tagged for this lesson
Metric Conversion and Division by Powers of 10
10 min
Narrative
The purpose of this True or False? is for students to demonstrate the strategies and understandings they have for dividing by powers of 10. In this lesson, they will convert from a smaller metric unit to a larger unit, which means dividing by an appropriate power of 10. The problems here are selected so that students can begin to see how the values of the digits in a number change when that number is divided by 100 or 1,000.
Launch
Display one equation.
“Give me a signal when you know whether the equation is true and can explain how you know.”
1 minute: quiet think time
Teacher Instructions
Share and record answers and strategies.
Repeat with each equation.
Student Task
Decide if each statement is true or false. Be prepared to explain your reasoning.
5÷1,000=0.05
36÷100=0.36
1,328÷1,000=1.328
Sample Response
False: 5 divided by 1,000 is 1,0005 or 0.005.
True: 36 divided by 10 is 3.6 and 3.6 divided by 10 is 0.36.
True: There is 1 group of 1,000 and then 328 thousandths.
Activity Synthesis (Teacher Notes)
“How did you find the value of 1,328÷1,000?” (I thought of it as 1,328 thousandths and then wrote that as a decimal.)
Standards
Addressing
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.NBT.A.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.