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Lesson Plans
Monday, September 9th
Genece S. Porter
Area of
Instruction
Lesson
Gym/Breakfast/Restroom
Mrs. Porter’s
Homeroom
Mrs.
Easterling’s
Homeroom
Ms.
Williams’
Homeroom
Fantastic Five/
Mental
Math/Review
Homework/
Teacher-Directed
Math/Guided/
Independent
Practice/Small
Group/Closure/
Homework
assigned
5.NBT.3
Read, write, and
compare decimals
to thousandths.
5.NBT.3a
Read and write
decimals to
thousandths using
base-ten numerals,
number names, and
expanded form,
e.g., 347.392 = 3 x
100 + 4 x 10 + 7 x
1 + 3 x (1/10) + 9 x
(1/100 + 2 x
(1/1000).
5.NBT.3b
Compare two
decimals to
thousandths based
on meanings of the
digits in each place,
using >, =, and <
symbols to record
the results of
TSW unpack and complete their respective day’s Fantastic Five. At
7:45, TCW go over the Fantastic Five. Early Finishers will complete
their Enrichment Folders.
Using the Four-Step Plan-Plan to solve problems
1. Understand-Students determine what information they know
and what they need to find.
2. Plan-Students plan how they will solve the problem and what
strategy they will use.
3. Solve-Students carry out their plan, completing the steps
required to solve the problem.
4. Check-Students check to see if their answer is correct. This
can include checking answers for reasonableness, using
estimation, or solving the problem another way.
Other strategies
Other strategies that have been taught in previous years and that
students may choose to use on the Review the Strategies page are:
 Make a table.
 Act it out.
Review
Problem of the Day-Maddie is twice as old as Julio. Maddie is half
as old as Gabriella. Julio is 8 years old. How old are Gabriella and
Maddie? Explain your solution.
(8 x 2 = 16, so Maddie is 16.)
(16 x 2 = 32, so Gabriella is 32.)
Have students look back at the problem they solved and describe the
strategy they used.
Prepare-Write the following on the board and read aloud with the
class.
Sara is training for a 50-mile bicycle race. She rides 9 miles every
weekday and 15 miles every weekend day. About how many miles
does she ride each week? (about (10 x 5) + (15 x 2) or 80 miles)
comparisons.
Do you need an estimate or an exact answer? Explain. (estimate;
The problem asks about how many miles Sara rides each week.)
Mathematical
Practices
1, 3, 6
Learn the Strategy-Page 61
Have students read the problem on the student page. Guide them
through the problem-solving steps.
1. Understand-Have students underline information they know
from the problem and circle what they need to find.
2. Plan-Have them discuss their strategy.
3. Solve-Guide students to use the four-step plan to solve.
How do you find which sandpaper has the smallest grain? (Line up
the decimal points and compare.)
Victor bought 2 packages of the smallest-grain sandpaper. How
much did he spend? Explain. (2 x $20 = $40)
How do you find the number of packages of the largest-grain
sandpaper Victor bought? (Subtract the amount spent on the
smallest-grain sandpaper packages and divide by the cost of the
largest-grain sandpaper package.)
How many packages of the largest grain sandpaper did he buy? (3
packages)
Have students check their work to see if their answer makes sense.
Have students share their explanations with a partner.
Practice the Strategy-Page 62
1. Understand-Review what students know and what they need
to find.
2. Plan-Have them discuss their strategy.
3. Solve-Guide students to the four-step plan to solve.
How many different lengths of ribbon are discussed in the problem?
What are they? (3 lengths; 34 inches, 13 inches, and 39 inches)
How much ribbon did Luisa use on the two gifts? (2 x 34 = 68; 68
inches)
How much ribbon did Luisa use on the two gifts and the scrapbook
page altogether? (68 + 13 = 81; 81 inches)
How much ribbon did Luisa have originally? Explain. (39 + 13 + (2
x 34) = 120 inches)
4. Check-Have students look back at the problem to make sure
that the answer fits the facts given.
Apply the Strategy-Page 63
Exercise 3-Have students discuss how to prove that their answer is
correct.
Review the Strategies-Page 64
Make a Table-Making a table is a good way for students to organize
information to solve a problem. This problem-solving strategy helps
students to compare information.
Act it Out
Acting out a problem allows students to visually and/or physically
represent a problem with manipulatives. This problem-solving
strategy is particularly useful in working with measurement and
fractions.
Exercise 6-Have students show which strategy they used to solve the
problem. Demonstrate to students that using different strategies will
produce the same answer.
After solving Exercise 10, try to solve it again using a different
strategy. Show your work.
Summarize
Tell students to write a short summary about the four-step plan. Then
have them write the answer to the following problem.
The Missouri River is 2,540 miles long. The Mississippi River is
3,710 miles long and the Colorado River is 1,450 miles long. Which
river is the longest? (Mississippi River)
Guided/Independent Practice Pgs. 61-64
Homework-Workbook Pgs. 65-66 on Problem Solving
Play and socialize unless it is raining, then TSW play math games
and socialize in the classroom.
Arts
TCW go to lunch, and the students will take turns going to the
restroom
Recess
Activity
Lunch
Pack up/dismiss
Lesson Plans
Tuesday September 10th
Lesson
Area of Instruction
Gym/Breakfast/Restroom
Mrs.
Porter’s
Homeroom
Mrs.
Fantastic Five/
Mental Math/Review
Homework/TeacherDirected Math/Guided/
Independent
Practice/Small
Group/Closure/
Homework assigned
TSW unpack and complete their respective day’s Fantastic
Five. At 7:45, TCW go over the Fantastic Five. Early
Finishers will complete their Enrichment Folders.
Activity
 Draw a simple factor tree for 50. Show how this
number can be reduced to its prime factors, 2, 5, and
5.
Easterling’s
Homeroom
Ms.
Williams’
Homeroom

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.
Mathematical Practices
1,3,4,7

Explain to students that this diagram represents the
prime factorization of 50.
Remind students that prime number is a number that
has only two factors, 1 and itself. Tell the class that
the suffix –tion indicates an action. Although
factorization is a noun, it indicates that something is
being done. Tell students if they think of breaking a
number into prime factors using a factor tree, this
visualization can help them recall the meaning of
prime factorization.
Review
Problem of the Day
Three numbers have a sum of 45. The greatest of the 3
numbers is 2 greater than the least number. What are the
numbers? (14, 15, 16)Explain how you solved for your
answer. (I know that the numbers must be consecutive.
Since 15 + 15 + 15 = 45, I used the “guess, check, and
revise” method for numbers around 15.)
Model the Math
Write the number 40 on the board. Draw two branches
stemming down from the number. Ask one student to come
to the board.
Write two factors of 40, one factor at the end of each stem.
Ask other students to come to the board until the factor tree
is completed.
Have students continue writing the factors of 40 until the
tree is complete.
When the tree is completed, This is called a factor tree.
Why is it called a tree?
Discuss the students’ ideas.
Would we have a different list of prime factors if we started
with two different factors? Why? (No; No matter what two
factors you start with, the prime factorization will always be
the same.)
Math in My World
Example 1- page 81
What is a prime number? What are factors? (a number that
has only two factors: 1 and itself; two or more numbers
multiplied to form a product)
Read Example 1 to the students.
Is 36 a prime or composite number? (composite)
How do you know? (It has more than two factors.)
Work through the steps on the page with students.
Step 1: Write the number to be factored at the top.
Step 2: Choose any pair of whole number factors of 36.
Step 3: Continue to factor any number that is not prime. (Is
2 x 2 x 9 the prime factorization of 36? How can you tell?
(No; 9 is not a prime number.)
Continue factoring until all numbers are prime numbers.
Step 4: Except for the order, the prime factors should be the
same.
What is the prime factorization of 36? (2 x 2 x 3 x 3)
Let’s check our answer by multiplying the factors together.
Were we correct? (yes)
Have students explain why multiplying the factors together
to check their results is an accurate strategy to use for prime
factorization.
Example 2-page 82
Continue the same process with the number 24. Help
students fill in their factors on the factor tree. Remind
students to check their answer after completing the factor
tree.
Guided Practice
Work through the Guided Practice exercise together. Check
to make sure students completely factor the composite
number until they are left with prime factors.
Talk Math
Look for Patterns: What are the first ten prime numbers?
(2, 3, 5, 7, 11, 13, 17, 19, 23, 29)
Independent Practice-Page 83
Problem Solving-Page 84
Exercise 17- Factoring a 4-digit number can seem difficult,
but if students start with a number they know, it will not
seem so difficult. If students are struggling, have them start
with 2 x 1,400.
Exercise 18-Ask students to build upon their understanding
of concepts needed to answer the chapter Essential
Question.
Have students discuss their response with a peer before
sharing their responses with the entire class. Write the
following prompt on the board: Is 2 x 3 x 12 is a possible
answer for the prime factorization of a number? Explain.
(No; 12 is a composite number)
Guided/Independent Practices Pgs. 81-84
Homework-Workbook Pgs. 85-86 on Prime Factorization
Recess
Activity
Lunch
Pack up/dismiss
Play and socialize unless it is raining, then TSW play Math
games and socialize in the classroom.
Art-TCW go to Activity and the students will take turns
going to the restroom
TCW go to lunch and the students will take turns going to
the restroom
Dismiss
Lesson Plans
Wednesday September 11th
Area of Instruction
Mrs.
Porter’s
Homeroom
Mrs.
Easterling’s
Homeroom
Ms.
Williams’
Homeroom
Fantastic Five/
Mental Math/Review
Homework/TeacherDirected Math/Guided/
Independent
Practice/Small
Group/Closure/
Homework assigned
Lesson
Gym/Breakfast/Restroom
TSW unpack and complete their respective day’s Fantastic
Five. At 7:45, TCW go over the Fantastic Five. Early
Finishers will complete their Enrichment Folders.
 Review
Problem of the Day
What is the difference between the greatest four-digit whole
number and the least four-digit whole number you can make
using the digits 5, 6, 8, and 3? (8,653 – 3,568 = 5,085)
 Build It-Page 87
You will need: hole punch and construction paper
Pass out the construction paper and hole punch for each
5.NBT.2
student.
Explain patterns in the Walk the students through Step 1. How many holes are in
number of zeros of the the paper? (2)
product when
What is the prime factorization of the holes? (2)
multiplying a number Have the students complete Step 2.
by powers of 10, and
How many factors are there for each fold? (the same as the
explain patterns in the number of folds)
placement of the
Now complete the table in Step 3.
decimal point when a Check to make sure students have completed the table
decimal is multiplied or correctly.
divided by a power of What pattern do you notice between the number of factors in
10. Use whole-number each prime factorization and the number of folds? (The
exponents to denote
number of factors in each prime factorization is the same as
powers of 10.
the number of folds.
Use the pattern found to complete the table in Step 5.-Page
88
For 5 folds, how many factors are in the prime factorization?
Mathematical Practices
1, 4, 7, 8
(5)
Have students explain why it is helpful to use a table or
create a factor tree when doing prime factorization.
Talk About It
Facilitate a discussion of the Talk About It exercises. Help
students make the connection between the number of folds
and the number of factors in the prime factorization.
Practice It-Page 89
Have students complete the exercises on the Practice It page
independently, in pairs, or in small groups. You may wish to
have a volunteer from the class demonstrate how to complete
Exercise 4 using paper and a hole punch, explaining each
step. Point out that the pattern they discovered in the activity
will not apply to these exercises since the number of holes
punched is different. As students complete the exercises,
monitor their progress, providing guidance and intervention
as needed.
Apply It-Page 90
Use the exercises on this page to reinforce problem-solving
skills and how to use models to find prime factorization
patterns.
Exercises 8-10—Use the information in the table to help find
the pattern. Help students realize that the number of cells
double as the cells are split.
Exercise 11—If students are struggling, have them determine
the pattern in the third column. They should see that the
number doubles each time. Have them compare 32,768 with
16,384. This will help them determine the number of splits.
Problem Solving-Page 92-Exercise 5 Students may not
know the terms balance and deposit. Have a brief discussion
with students about banking terms.
Reflect and Clarify
Extend the concept from the Build It activity by asking
students how many holes there would be if they made 9
folds. (512 holes)
Recess
Guided/Independent Practice Pgs. 87-90
Homework-Workbook Pgs. 91-92 on Prime Factorization
Patterns
Play and socialize unless it is raining, then TSW play Math
Games and socialize in the classroom.
Activity
Lunch
DARE
TCW go to lunch and the students will take turns going to
the restroom
Pack up/Dismiss
Lesson Plans
Thursday September 12th
Lesson
Area of Instruction
Gym/Breakfast/Restroom
Mrs.
Porter’s
Homeroom
Mrs.
Easterling’s
Homeroom
Ms.
Williams’
Homeroom
Fantastic Five/Mental
Math/Review
Homework/TeacherDirected Math/Guided/
Independent
Practice/Small
Group/Closure/
Homework assigned
TSW unpack and complete their respective day’s Fantastic Five. At
7:45, TCW go over the Fantastic Five. Early finishers will complete
their Enrichment Folders.
Developing Vocabulary
New Vocabulary-base, cubed, exponent, power, squared
Write the word base in capital letters on the board. Next,
write the word exponent in lowercase letters in the upperright hand corner. The example should look like this:
Base exponent.
5.NBT.2
-Explain to students that, in math, base anchors the entire
Explain patterns in the
number, while an exponent describes the number of times
number of zeros of the
to use the base number as a factor.
product when
-Have students write this example on one of this lesson’s
multiplying a number
blank My Vocabulary Cards as a reminder of each word’s
by powers of 10, and
meaning.
explain patterns in the
Review-Problem of the Day
placement of the
What number is 3,045,101 more than one million, one
decimal point when a
hundred thousand, one? Write your answer in standard
decimal is multiplied or
form and word form. (4,145,102; four million, one
divided by a power of
hundred forty-five thousand, one hundred two)
10. Use whole-number
-Students may use a place-value chart to solve this
exponents to denote
problem. Encourage students to discuss their strategies
powers of 10.
aloud with the rest of the class.
Mathematical Practices
1, 2, 4, 6, 7, 8
Model the Math
Materials: calculator
Write the following expressions on the board:
5x5
3x3x3
2x2x2x2
1x1x1x1x1
Give students 30 seconds to mentally evaluate each
expression.
-What are the solutions? (25; 27; 16; 1)
Using a calculator, demonstrate how to find the same
values using exponents.
52
33
24
15
Compare the results to the solutions above.
How do the results compare? (The solutions are equal.)
Math in My World-Example 1---Page 93
Write 103 on the board.
103 is the product of what factor? (10)
What is 10 called? (base)
What is the exponent? (3)
How many times is 10 multiplied? (3)
Evaluate 10 x 10 x 10. How many Calories do six
pancakes have? (1,000)
-Have students explain the relationship between the
exponents and the number of factors.
Example 2---Page 94
What is the base? (3)
Write 3 on the board with a small line placed where the
exponent will go.
What does this line represent? (the exponent)
It can also be said that it is the number of times 3 is used as
a factor. What is the exponent? (4)
Write the 4 on the line on the board.
How is the expression written as a power? (34)
Example 3---Page 94
Step 1 Use the steps from Lesson 1 to complete the factor
tree.
Step 2 Write the prime factorization from least to greatest.
Step 3 Write the product of identical factors using
exponents.
Guided Practice---Page 94
Work through the Guided Practice exercise together.
Check to make sure students are familiar with the
vocabulary terms in order to answer this problem.
Talk Math
Explain how a factor tree helps you to write the prime
factorization of a number using exponents. (The factor tree
shows all the prime factors. Then you can write the factors
using exponents.)
Independent Practice---Page 95
Problem Solving – Exercise 16 – (Page 96) Students may
need help understanding how to find the amount of cubic
units. Explain how finding the cube is the same as
multiplying the three measures of the bird cage.
Exercise 17-(Page 96)Students may need to be reminded
that 28 means 2 x 2 x 2 x 2 x 2 x 2 x 2 x 2.
Exercise 18-(Page 96)Remind students to compare the
bases and find each value to see which will be greater.
Exercise 19-(Page 96)Asks students to build upon their
understanding of concepts needed to answer the chapter
Essential Question.
Summarize-Have students write a brief summary
explaining what they learned today.
Recess
Activity
Lunch
Guided/Independent Practices pgs. 94-96
Homework-Workbook Pgs. 97-98 on Powers and
Exponents
Play and socialize unless it is raining, then TSW play Math
Games and socialize in the classroom.
PE
TCW go to lunch and the students will take turns going to
the restroom.
Pack up/dismiss
Lesson Plans
Friday September 13th
Lesson
Area of Instruction
Gym/Breakfast/Restroom
Mrs.
Porter’s
Homeroom
Fantastic Five/Mental
Math/Review
Homework/TeacherDirected Math/Guided/
Independent
Practice/Small
Group/Closure/
Homework assigned
TSW unpack and complete their respective day’s Fantastic Five. At
7:45, TCW go over the Fantastic Five. Early finishers will complete
their Enrichment Folders.
New Vocabulary-powers of 10
Activity-Write the phrase Powers of 10 on the board. Ask
students to explain what they know about multiplying by
10, 100, or 1,000.
-Have them write a sample multiplication equation in
Mrs.
Easterling’s
Homeroom
Ms.
Williams’
Homeroom
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.
Mathematical Practices
1, 2, 7, 8
which one factor is a power of 10 and label each part with
the correct term.
-Have students summarize Example 2, explaining how
powers of 10 can help them multiply mentally.
Review-Problem of the Day
A number between 3 and 4 has 6 in the tenths place and 4
in the hundredths place. Another number between 3 and 4
has 3 in the tenths place, 0 in the hundredths place, and 9
in the thousandths place. Which number is greater? (3.64
> 3.309)
-Have struggling students use a place-value chart to help
organize the digits.
Model the Math
Materials: notebook paper
-Have each student fold a sheet of lined paper to make 3
columns. Tell students to label the first column “Basic
Fact 4 x 9” and write these equations down the column: 4
x 9 = 36; 4 x 90 = 360; 4 x 900 = 3,600
Demonstrate. Tell students to label the second column
“Basic Fact 7 x 8” and write the following down the
column: 7 x 8 = 56; 7 x 80 = 560; 7 x 800 = 5,600
Point out the zeros. What pattern do you see? (When you
multiply by a multiple of 10, there is 1 zero in the product.
When you multiply by a multiple of 100, there are 2 zeros.)
What do you think would happen if you multiply by a
multiple of 1,000? (The product might have 3 zeros.)
Math in My World-Example 1---Page 99
Read the example aloud. Look at the table. Notice the
pattern of the zeros in the powers of 10.
Point out that each number has one more zero.
When we find the product of the number 2 and a power of
10, how many zeros will be in the product?
Work out each problem on the board to show how many
zeros there are.
We can see that the number of zeros increases as the power
of 10 increases.
What observations can you make about the products when
multiplying by powers of ten? (I notice that every time I
multiplied by 10, I added a zero to the end of the number.
That makes sense because each digit’s value becomes 10
times greater.)
Example 2—Page 100
Use mental math to find the product. Notice that the
exponent and the number of zeros are the same.
Example 3—Page 100
Start with the basic fact. Then use your mental math to
multiply. Since both factors have zeros, make sure the
students understand they should add the number of zeros to
find the correct amount.
Guided Practice-Page 100
Work through the Guided Practice exercises together.
Move around the room to make sure that all students
understand the multiplication patterns.
Talk Math
Explain how you could find the product of 29 and 103
mentally. (There are 3 zeros in 103. Add 3 zeros to the
right of 29. The product is 29,000.)
Independent Practice-Page 101
Problem Solving-Exercise 14---Page 102
-Have students read the problems carefully to determine
the important information. Help students find the pattern if
they are struggling.
Exercises 16-19---Page 102
Students are looking for a missing exponent. Students
need to remember the patterns and count the number of
zeros.
Exercise 20—Page 102
Ask students to build upon their understanding of concepts
needed to answer the chapter Essential Question.
Have students paraphrase the definition Power of 10 in
their own words. Encourage them to show an example.
Formative Assessment-Encourage students to explain each
step as they solve the problem. Write 5,000 x 20 on the
board. Ask students how they would find the product.
(Multiply 5 x 2 = 10. Count the zeros in the factor and
place them to the right of the 10. The product is 100,000.)
Guided/Independent Practice Pgs. 99-102
Homework-Workbook Pgs. 103-104 On Multiplication
Recess
Activity
Lunch
Pack up/Dismiss
Patterns
Play and socialize unless it is raining, then TSW play Math
Games and socialize in the classroom.
Computer
TCW go to lunch, and the students will take turns going to
the restroom