Mackenzie Ventrone

One on One Lesson Plan

9-10-15

Standard: 5.NBT.2 Explain patterns in the number of zeros of the product when
multiplying a number by powers of 10, and explain patterns in the placement of the
decimal point when a decimal is multiplied or divided by a power of 10. Use whole
number exponents to denote powers of 10.
Objective: The student will be able to use a prime factorization tree to solve problems and
master exponents, showing mastery in at least two math forms.
Materials: The student will need a flip book, and base ten one blocks in order to act out
the multiplication problems.
Procedure: Student will be reviewing factor trees and will begin using the factor trees to
identify the different forms to write exponents. Teacher will begin by working through
one problem and talking them through the problem as they do it. The teacher should then
give the student another review problem and the student should complete it with minimal
help.
The example problems will be:
20
4
2

24
5

32
3

4
2

4
2

4
2

The student will then be asked to write down the answer they find to all four questions in
expanded form such as:
20= 2 x 2 x 5

24= 2 x 2 x 2 x 3

32= 2 x 2 x 2 x2 x 2

The teacher will then ask the student to read what they wrote aloud to see if the
students have an understanding of what they are writing. If the student needs guidance,
the teacher will continue having them read out more examples so they will be able to do
it in independent practice. The teacher will then ask the student to write each problem in
exponential form. The problems will be written in exponential form now that they have

already written them in expanded form. The student will then say all of these problems in
word form aloud to the teacher.

Once the student starts to feel comfortable and is beginning to answer the practice
problems without the teachers help, the teacher should introduce the student to their
independent work which will be a flip book that the student will put into their math
notebook and use for future reference. The teacher will give the student the standard form
of a number and the student will then be expected to create a factor tree and find the
exponential form, expanded form and word form. The number will be a small number
that they are able to work on themselves. The practice with the teacher will be more
difficult than the independent practice so that the student will be shown how to do hard
problems (above level) but they wont feel like they are unable to achieve mastery during
the independent work. The numbers for this could be 18, 20, or 36. The main goal when
choosing the number is that there will be more than one number when doing the
expanded form, but the difficulty level wont be too difficult. The student must be able to
create a factor tree and get two out of four forms correct in order to achieve mastery.

The student was below level to start going over factor trees. She has trouble with
multiplication and had a hard time getting to the answer because she couldnt multiply. I
did have to change the problems and make them a little easier in order to adapt to her
math level, but they were the same concept. However she was able to use the base ten
blocks and find the answers to the multiplication. I lowered the problems and made them
20, 16, and 12. I pulled out the amount of base ten blocks she would need each time so

that she could get a sense of what she would need rather than having her do it herself
because she struggled with that. I went over multiplication with her which had not been
originally planned because multiplication is far below the fifth grade standard. I did ask
her to do all of the part of exponents that I originally had planned and she was able to
answer all of the questions. These questions are the standard form of a problem, the
expanded form, the exponential form and the word form. Once she got past the
multiplication, she had a very good understanding of exponents and the different forms.
She was able to say the word form of each exponential form problem and she was also
able to write it. She did use the base ten blocks to do the multiplication in the factor tree,
but once she passed the multiplication, she mastered all three standards. At first, when
she saw that it was multiplication, you could tell that she was frustrated and didnt want
to have to do it. As we continued and I was still going over multiplication with her, she
asked if we could be done yet and if we were on the last problem. While working on the
multiplication, she just kept staring at me hoping that I would give her the answers but I
looked away and gave her time without saying anything, trying to help reduce any
pressure. She also seemed very hesitant to use the blocks until I counted what she would
need and then asked her to put them into groups. Once we got past the multiplication and
started working on the different forms, she was hesitant at first and then after a few
problems, she began to succeed, causing her to become very proud of herself. She then
wanted more problems and wanted to show how well she could do. I believe that this
lesson went well and I would do it again. There was plenty of time, and the student was
able to explore at her own pace. She enjoyed doing the flipbook on her own, and now she
has it as a resource in her notebook.