standard_description: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
problem_activity: Narrative
The purpose of this True or False is for students to demonstrate the strategies and understandings they have for dividing by powers of 10. In this lesson they will convert from a smaller metric unit to a larger unit which means dividing by an appropriate power of 10. The problems here are selected so that students can begin to see how the value of the digits in a number change when that number is divided by 100 or 1,000.
Launch
Display one equation.
“Give me a signal when you know whether the equation is true and can explain how you know.”
1 minute: quiet think time
Activity
Share and record answers and strategy.
Repeat with each equation.
Student Facing
Decide if each statement is true or false. Be prepared to explain your reasoning.
\(5 \div 1,\!000 = 0.05\)
\(36 \div 100 = 0.36\)
\(1,\!328 \div 1,\!000 = 1.328\)
Student Response
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Activity Synthesis
“How did you find the value of
\(1,\!328 \div 1,\!000\)
?” (I thought of it as 1,328 thousandths and then wrote that as a decimal.)


aligns: no