Name_______________________________________

5.NBT.2
Solve the problems below.
34 X 101 =

34 101 =

34 X 102 =

34 102 =

34 X 103 =

34 103 =

34 X 104 =

34 104 =

2.4 x 102=
3.8 x 106=
2.5 103=
1.8 102=

What pattern did you notice when you multiplied by powers of 10? Is this pattern the same for
dividing by powers of 10? Justify your answer.

Elementary Mathematics Office Howard County Public School System 2013-2014

Teacher notes:
Students need to recognize that when you multiply by a power of ten, it increase
the place values based on the number of zeros (or the exponent).
34 X 101 = 340
34 X 102 = 3,400
34 X 103 = 34,000
The same concept applies to division except when you divide by a power of ten, it
decreases the place values based on the number of zeros (or the exponent).
34 101 = 3.4
34 102 = 0.34
34 103 = 0.034

Not yet: Student shows evidence of

misunderstanding, incorrect concept or
procedure

Got It: Student essentially understands the

target concept.

0 Unsatisfactory:
Little
Accomplishment

1 Marginal:
Partial
Accomplishment

2 Proficient:
Substantial
Accomplishment

3 Excellent:
Full
Accomplishment

The task is attempted

and some
mathematical effort is
made. There may be
fragments of
accomplishment but
little or no success.
Further teaching is
required.

Part of the task is

accomplished, but
there is lack of
evidence of
understanding or
evidence of not
understanding.
Further teaching is
required.

Student could work to

full accomplishment
with minimal feedback
from teacher. Errors
are minor. Teacher is
confident that
understanding is
adequate to
accomplish the
objective with minimal
assistance.

Strategy and
execution meet the
content, process, and
qualitative demands of
the task or concept.
Student can
communicate ideas.
May have minor errors
that do not impact the
mathematics.

Adapted from Van de Walle, J. (2004) Elementary and Middle School Mathematics: Teaching Developmentally. Boston: Pearson Education, 65

Elementary Mathematics Office Howard County Public School System 2013-2014