“Is there anywhere close we could see this in action?”

“Is there maybe a video that could help us imagine how this looks with kids?”

“How do these lessons work on a block schedule?”

“The lessons seem so scripted. I need to be able to adjust and make a lesson my own, and I am not sure that works with this curriculum.”

I just observed a wonderful lesson on a 113 minute block that answered so many of these questions beautifully. The teacher, Ms. D, agreed to let me share it with you.

Previous day:

Lesson 7 with a quick peek at 8.

During announcements:

Students read and annotate lesson 9 summary.
The teacher leads discussion: “What did you chose to circle or make note of?” etc.
She focuses students on middle line:

“The advantage of using powers of 10 to write large numbers is that they help us see right away how large a number is by looking at the exponent.”

and the final paragraph, circling: “easier“ and “avoid errors“.

This, Ms D said, is the why of what we are learning today.

Opening Discussion:

To open the day they discussed together Lesson 9 Practice Problems 1 and 2. Problem 1 was a chance to check in on vocabulary for large and small numbers. During problem 2 she focused on all the different ways students could come up with to express each number as a multiple of a power of ten, and had lots of discussion until they felt comfortable moving back and forth.

Pro move– when students misspoke, she wrote exactly what she heard, and invited classmates to agree or disagree. This brought out simple things like the difference between “8 to the 7th” and “8 x 10 to the 7th”

As they finished each part a – e, the teacher circled the answer that was written in scientific notation without defining what that meant and said they would talk about definition later. On part f, she asked students to decide which was scientific notation. They were able to see the pattern and the need, since otherwise there are so many right ways. (MP8 in action)

Part 2:

Then she moved to 10.1. After a first round circulating and checking students work, she brought up a common misunderstanding she was seeing, and discussed the importance of having the tick marks evenly spaced. She showed that labeling with powers of 10 created tick marks where the first two were 10 apart (from 0 to 10), and the next two were 90 apart (from 10 to 100), etc. She asked, “How many tick marks are there?” “What if the last number was 20? (cover 10^7 with a post-it that said 20). A student was able to suggest dividing by 10 since there were 10 tick marks, and they successfully labeled the number line counting by 2s. Then they went back to the number line ending with 10^7, and applied the same process of dividing by 10. Ms D wrote out the division problem, and asked students to apply exponent rules to simplify. They found that they needed to count by 10^6. At this point she translated, “That’s 1 million, right? Can you count by one million up to 10 million?” Students all began counting out loud. She wrote 1,000,000 and 2,000,000 over the first two tick marks. “How could we write those as multiples of a power of 10?” They did those two together and then she asked them to complete numbering that line using multiples of a power of 10.

From here they moved to 10.3 (10.2 appears in the Desmos activity they did later). Ms. D asked student to work silently to express each number as a multiple of a power of 10. After a few minutes working with her circulating, she asked them to convert each of their answers to be written with same power of 10, to make them easier to compare. “Share your answers with your partner. Did you both chose same power of 10?” and finally, “Let’s all change to 10^8, to match number line we will use next.”
She showed the zoom in digital app and asked how they could label the zoom-in line. A student quickly suggested using decimals, and Ms. D encouraged them to complete that labeling with their partner.

Zooming out the rest of the way using the applet gives and chance for them to check their work ( see below). From here students added the points to the line (#3) and the class discussed #4-5.

Desmos Application:

From here they moved to this Desmos activity (If you haven’t played this yourself yet, follow the link and check it out!). Students worked individually all the way through, sometimes going back and revising their thinking as they saw what classmates had entered ( in slide 3 for instance). Occasionally a quiet collaborative conversation broke out.
Students who had looked less engaged during class discussion were super engaged and talking math 100% during this activity. For students who finished early, she had them listen with ear buds to Mr. Aaron’s lesson 11 video. On the last slide of the Desmos activity, which was her cool-down for the day, all but 2 students correctly answered the final question by themselves.

If your counting, that was 3 lessons with 94% mastery in one block.