# Powers of Ten Patterns

This lesson can be used as a pre-lesson for the Powers of 10Lesson plan.

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This lesson can be used as a pre-lesson for the Powers of 10Lesson plan.

Students will be able to multiply by powers of ten to identify number patterns.

##### Language

Students will be able to discuss patterns with the powers of ten using a graphic organizer and peer conversations.

(5 minutes)
• Display the completed Growing by Powers of Ten Chart (i.e., the answer sheet) and ask students to discuss their observations with partners, sharing what they notice about the chart. Model an example for them and write the sentence starter on the board for them to use in their conversations (e.g., "I notice the numbers increasingly get larger in each additional row.").
• Draw a three-column chart on chart paper or use the T-Chart with Three Columns worksheet to keep track of students' thoughts. Label the headings of the T-chart "Notice," "Know," and "Wonder."
• Share some of the things that students noticed about the chart from the notes you took on the T-chart. Ask students if they would like to add to an explanation or share anything new.
• Explain to students this chart shows the Power of tenIn multiplication, which means the number gets bigger and bigger exponentially as the product is multiplied by ten. Tell them they will begin to notice PatternsOf ten and discuss exponents and its relationship to the powers of ten.
(7 minutes)
• Define Patterns, Exponents, and Base numberAnd write some examples of them on the board with assistance from students. Have students say the meanings with you and write your notes from the board on their whiteboards.
• Play a quick game where you ask students to write a specific number as the base number and another number as an exponent. Then tell them to turn to their partners to share their answer. For example: "I have a ____As the base number (larger number) and ____As the exponent (smaller raised number)."
• Choose volunteers to share their answers aloud. Continue the process two or three times.
• Display the incomplete Growing by Powers of Ten Chart and complete two to three rows with the students, making sure to use correct vocabulary terms and defining Standard formAnd Expanded formAs you go along.
• Divide students into partnerships and have them think about what they know about exponents and the power of ten thus far. Ask them to discuss in partners what they KnowAbout exponents and the power of ten. Model an example for them and write the sentence starter on the board for them to use in their conversations (e.g., "I know that when I multiply a number by 10, then the answer will end in zero.").
• Listen to student conversations and write some of their thoughts on the T-chart under the heading "Know." Share some of the things that students know about the chart from the notes you took on the T-chart. Ask students if they would like to add to an explanation or share anything new.
(10 minutes)
• Have students complete the Growing by Powers of Ten Chart in partnerships. Allow them to use their whiteboards to show their work. If students begin to see the patterns and complete the chart without solving any expressions, then have them share their ideas with the class.
• Review the chart with the students and discuss some patterns they see as they complete the chart. Allow beginning ELs to discuss their patterns in partnerships before sharing aloud with the class. (Tip: you should use some of the language you expect from them to model academic language.)
• Write some of the sentence stems advanced students use in their conversations to help the other students with their sharing:
• "In the third row, I have ____For the standard algorithm and ____For the place value."
• "For 10 to the ____Power, the expanded form is ____."
• "There are ____Zeros in the number ____."
(7 minutes)
• Tell students that now they have completed the chart and noticed some patterns, they are going to discuss the chart further in partnerships.
• Ask students to discuss in partners their observations and what they wonder about the Growing Power of Ten chart, exponents, or power of ten in general. Model an example for them and write the sentence starter on the board for them to use in their conversations (e.g., "I wonder how the power of the exponent relates to the number of zeros in the product," or "I wonder if the pattern will increase until the exponent is 100.").
• Listen to student conversations and write some of their thoughts on the T-chart under the heading "Wonder." Share some of the things that students wonder about the chart from the notes you took on the T-chart. Ask students if they would like to add to an explanation or share anything new.

Beginning

• Allow students to use their home language (L1) or their new language (L2) in all discussions. Provide bilingual reference materials to assist in their vocabulary word acquisition.
• Encourage them to use the vocabulary cards and terms in their conversations and writing. Allow them to draw pictures to support their understanding of the terms.
• Preteach some of the vocabulary terms not addressed specifically in the lesson, such as "place value," etc.
• Encourage them to draw ideas on their whiteboards and speak aloud to themselves prior to sharing their ideas with others.

• Pair students with mixed ability groups so they can offer explanations and provide feedback to beginning ELs when appropriate.
• Encourage them to add to other students' explanations and rephrase their wording as necessary.
• Ask students to provide sentence frames or stems they think would be helpful for other students prior to each partnership activity.
(6 minutes)
• Assign a 3-2-1Activity. Distribute a blank sheet of paper and label it with the numbers 1–3. Have students answer:
• ThreeKey vocabulary terms and their meanings from the Growing the Power of Ten Chart
• TwoRules they learned about the powers of ten ("I know that...")
• OneQuestion they have about power of ten ("What is...")
(5 minutes)
• Have students review their assessments in partners. Tell them to share each of their answers and then listen to their partner's answer.
• Tell them to correct their partner's answer if necessary. Model an example and write the sentence stem on the board for reference (e.g., "What do you think about changing the key term to ____Instead of ____?").
• Choose volunteers to share their question and ask other students to answer the questions. Correct misconceptions as necessary.

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