Kacee Sommerfeldt

Grade 7

Lesson Plan
Class:

Math

Date:

Unit:
Topic:

Numbers all around the world

Quiz ch 1, */ 10/0/0

28 September, 2016
Wednesday

Outcomes: Upon this lesson students will be able to

1. Multiply and divide by 10, 100, and 1000.

Outcome
:

Materials:
Text
Computer

2. Solve problems involving whole numbers.

Instructional Strategies:
- Reinforcing effort & providing
feedback.
- Setting objectives & providing
feedback.
- Cooperative learning.
- Summarizing and note taking.

Resources:

Objective: Upon completion of this lesson students will identify how

to multiply and divide by 10, 100, and 1000.
9

Accommodation
/Modification

Solve long hand, no

Review homework, any questions? Exercise 1A.5 #3
calculators.
Quiz ch. 1.
Multiplying and dividing by 10, 100, and 1000 (Title)
Write down 1*10=10, 9*10=90, 90*10=900, 900*10=9000.
Q: Can you find a pattern? Let them work with a partner, E with M and
A with D. then let the 2 groups tell each other their findings. Discuss
with class what they found.
Q: What rule could you make for multiplying by 10? Prove that it
works by coming up with an example. Write rule in notebook.
Q: What happens if you multiply by 100? What rule could you make?
By 1000? What rule could you make?
Q: What happens if you divide instead of multiply? Change the numbers
around: 90/10=9. What rules could you make for when you divide by
10, 100, 1000? Prove it by providing examples.
Write down their rules on whiteboard as they come up with them and
make sure it is in their notes.
Write up 4*47*25 on the whiteboard. Using the rules we came up with
as a class, how could you use it to solve this problem? =4*25*47
=100*47, =4700.

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Kacee Sommerfeldt
Grade 7

11:55
Conclusion

Exercise 2B.1 #1cd, 2cd, 3-7 odd letters.

Discussion: What rules did we come up with for multiplying and dividing with
10, 100, and 1000?

Hmwk: Exercise 2B.1 #1cd, 2cd, 3-7 odd letters.

Game: darts with multiplying

Self-Evaluation / Reflection:
The flow of the lesson went well, they wanted to play the game at the end and work on homework at home
instead. I wrote the schedule of the day on the board with titles. I went over the answers of the homework all
together as a form of class review before the quiz, I also gave Japanese symbols on board during their quiz. We
were able to go faster through multiplying and dividing by 10, 100, and 1000, it was more of a review for them. But
when I had them practice with multiplying larger sets, only one used the rule. The formative questions really helped
me see where they are at. They need more practice with long hand multiplication, the repetition will be useful, I will
keep writing out how to solve problem in steps so they can see and be reminded. Some are making the
connections faster than others. I need to be more clear on writing on the board so there is no mistake on which
number I am writing, and emphasize they need to write clear as well.

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