Creative Introduction:
Do Now: Video on Multiplication for the multiples of 10,100,1000 because this is the first time they have done this

Behavioral Expectations:
●   Students must be silent unless they raise their hands
●   Students must be following along in their daily packets
●   Students must not be having conversation with other students during this time unless its group work
●   Once placed on the desk, procedure will be placed, so that students will know not to touch the items until told
too. Will not be on desk until Guided practice time
Agenda:
1.   Do now (video)
2.   “I do” section in packets
3.   “We do” section (Guided Practice)
4.   Block Work
5.   “You do” section (Independent Practice)
6.   Exit slips
7.   Homework

Objective:
Students will be able to achieve 80% mastery of the “zero method” and will invent and solve their own problems using
the multiples of 10, 100, 1000.

Transition: “Now that we have went over the objective and agenda for the day, track your eyes down to the “I do”
section of the notes and copy whats on the power point”

Steps of Instruction:
Using a power point presentation, and daily packets. Around the time for “we do” (guided practice) they will get blocks
that has different numbers, multiplication signs, ones and a lot of zeros.

Guided Practice “I do” = *they will already know how to multiply one digit numbers
●   They will have a packet where they fill in words and examples based on whats on the power point
●   First I will give them the definition of zero, and what zero means in multiplication which will probably be sort
of a review
●   They will learn what a multiple is
●   They will learn what factors are
●   They will learn what basic facts means and what it means to have patterns with zeros
●   Introduce the “zero method”
○   this is where they learn that they have to multiply the number first and then add the remainder
amount of zeros.
■   example: 1x9= 9 but with 1x100… the students will still multiply 1x9, but when they get
their answer, 9, they will add the 2 zeros from the “100” to the answer “9”... this will then
be “900”
●   There will be at least three examples that show three different ways that has all the multiples
○   example: 2x6
■   2x6=12
■   2x60=120
■   2x600=1200
■   2x6000=12000
Transition: “Now lets try some as a class, turn the page, and Ii need four volunteers that are sitting strong, hands folded,
being leaders, and are ready to come to the board to show our classmates, on the board, how to do the zero method”

“We do”
●   I will then do the same format, but I will have it written on the board so that at least 6 or 7 people can come to
the board and do it in front of the class
●   1 through 3 on the bottom of p. 580, first worksheet, will be the guided practice, but they will more
complicated, so that It doesn’t seem like I did all easy ones in class

Transition: “Now do the “You do” section on your own; no questions because I want to see if you can do it by yourself.
This also gives you a chance to see what you need further help with”

“You do”
●   For independent practice they will get numbers 1,3,5,6,7,14-18 for independent practice.
○   For the more advances students. there will be a section where they will be doing 2 digit numbers
multiples by the multiple of 10,100,1000.
 After the timer goes off, we will all come back together to answer questions, clarify, and correct the problems we got
wrong

Transition: “Now put all of your things away and leave out only a pencil, so that you can do your exit ticket. ”

 
Closure (exit ticket):
●   The exit ticket would be the same types of problems with a line to define zero, zero pattens, multiple, factors,
and basic facts

Homework
“Homework 21.1” Homework sheet at the bottom right corner of p. 581