This a 12 x 12 multiplication table.

## Area Model Multiplication Utilizing the Powers of Ten activity #10-AccuTeach

Objective:

This exercise will allow students to utilize the power of ten when they are carrying out multiplication. Additionally, the students will appreciate the effectiveness of the area model when multiplying by applying power of ten principles.

Standards: 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.

## 5.NBT.A.2 Power of Ten Speed Drill Activity #9-AccuTeach

## Objective:

This activity can be used by the teacher to as an exit-ticket or quick assessment to see whether or not students understand the concept of the power of ten when multiplying.

## Standard:

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.

## Addition, Subtraction, Multiplication and Division Keywords

## Aim/ Objective:

Students will be able to identify and apply the relevant operations based on the keywords that are provided.

## Materials:

A copy of the attached keywords chart.

Chart Paper

Pen/ Pencil

Procedure:

1- Make sure that all of the students are comfortable and have fun with this. Students really like to share their knowledge.

2- Create a 4-quadrant chart on chart-paper, whiteboard or whatever you have available. Make sure that the students do the same in their journals. Great time to re-enforce note-taking.

3-Start off your discussion by telling students that plumbers, for example, get called to do various things in people’s homes or businesses all the time. However, they do not know precisely what is needed until they get there. Therefore, they have to carry all of their tools with them; as mathematicians we do the same. We have problems and we have to choose the tools that are best to solve certain problems.

4- Tell the students that today we are going to be exploring the various keywords that lets us know the type of operation that we are expected to carry out; addition, subtraction, multiplication division. Now, you as the teacher can then start one-by-one and soliciting responses from the students. They will then tell you the keywords for determining when a particular operation will be carried out. Take a few responses from the students and then ask them to go off to their groups and develop keywords for the various operations with their partners.

5- Now, you as the teacher can then make your professional judgment as to how you want to move on from here. Basically, you have 3 options:

A) Assign an operation to specific groups.

B) Allow all of the students in the various groups to make their own version of the chart.

C) Accept responses from the students’ right throughout the mini-lesson

6- Bring the group back together, collect responses and create a master list for the classroom.

7- Finally, I would then present them with a list that was pre-made for them. Giving them your pre-made list up front will not be the most effective way to make sure that they fully understand how to identify and apply the right operation. From now on they will refer to this list and their notes when they are presented to word problems.

Download a copy of the operations keyword below: