# data[].attributes.body
What background knowledge will my students need to access the math question or problem?

# data[].attributes.body
What vocabulary will they need to access the math question or problem?

# data[].attributes.body
What skills will students need to know in order to conceptualize the math question or problem?

# data[].attributes.body
What annotations did I need to make to show I understand the math question or problem?

# data[].attributes.body
What did I do in my response that fully answered the math question and showed mastery of the standard.

# data[].attributes.body
Students should know each digit has a value depending on its place. Students should have the base ten knowledge.

# data[].attributes.body
Students should know that each digit on a place value chart has a corresponding value.

# data[].attributes.body
Students should understand the vocabulary and symbols regarding multiplication and division. They should also recognize hundred thousands through thousandths.

# data[].attributes.body
Students should be able to show that multiplication involves the digits being "moved" to the left on a PVC, and division has them "moved" to the right.

# data[].attributes.body
Students should know the meaning of exponent, value, digit, decimal etc. I think students should know how to read numbers properly, using place value understanding.

# data[].attributes.body
I'm not sure what it means by annotations.

# data[].attributes.body
Students should be able to show their conceptual understanding of that when you multiply by a whole number, the product is larger, and when you divide by a whole number the product is smaller.

# data[].attributes.body
Students should know that value gets bigger to the left and smaller to the right on the place value chart.

# data[].attributes.body
Students should be able to annotate x10 as they move each column to the left and ÷ 10 (or x 1/10) to the right. I also think that students should be able to notice the value by looking at the numbers of zeros or exponents (or vice versa).

# data[].attributes.body
Students should notice and show the pattern in the numbers of zeros in the product or quotient when multiplying or dividing a number by powers of 10.

# data[].attributes.body
Students should have an understanding of the place value chart, division, multiplication, and decimals.

# data[].attributes.body
Place value chart, decimals, thousands place through thousandths place.

# data[].attributes.body
Know that multiplying by 10 increases a number by one place value (4th grade). Know that dividing by 10 decreases a number by one place value.
Know that a decimal point divides a number into a whole number part and a fraction part.

# data[].attributes.body
Students should have background knowledge of multiplying by multiples of 10. They will need to have an understanding of the place value chart, multiplication, and division.

# data[].attributes.body
Know that one tenth=1/10, one hundredth=1/100, one thousandth is 1/1000.
Know that exponent means repeated multiplication of a number by itself.

# data[].attributes.body
On a place value chart, we can indicate multiplying by 10 by drawing an arrow and moving a digit to the next higher place value. We indicate dividing by 10 by drawing an arrow and moving a digit to the next lower place value. We indicate multiply/dividing by powers of ten by using longer arrows and moving multiple places.

# data[].attributes.body
Write equivalent expressions for powers of 10, such as 10^2=10x10=100.

# data[].attributes.body
Students should use arrows with multiplication or division by tens to show the digits moving between the columns of the place value chart.

# data[].attributes.body
SWBAT to demonstrate full understanding that 10 makes 1 is a generalizable rule in base 10

# data[].attributes.body
Students show know how to read numerals; composing and decomposing powers of 10;

# data[].attributes.body
describe patterns found and justify why those patterns work;