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Grade Level: 5

Number & Operations in Base Ten, Mathematics, 1 hour
Materials needed
SMARTBoard lesson
White boards
Dry erase markers
2 station worksheets
Index cards
Scrap paper
Once Upon a Dime by Nancy Kelly Allen


Get all the materials ready ahead of time and put on the students desk.
Arrange the desks into groups of 4 or 5.
Prepare the opening problem on the SMARTBoard.

Areas of Child Development

Cognitive development is shown because children learn to make sense of

dividing decimals and whole numbers through the use of word problems
Linguistic development is shown because children must explain their thinking
when whole class is working together on a SMARTBoard problem
Social development is shown because children must work together in
stations to ensure understanding of decimals in present


Common Core Standards for Mathematical Content Number &

Operations in Base Ten
o Perform operations with multi-digit whole numbers and with decimals
to hundredths.
Find whole-number quotients of whole numbers with up to fourdigit dividends and two-digit divisors, using strategies based on
place value, the properties of operations, and/or the
relationship between multiplication and division.

Add, subtract, multiply, and divide decimals to hundredths,

using concrete models or drawings and strategies based on
place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a
written method and explain the reasoning used.
Use place value understanding to round decimals to any place.

Common Core Standards for Mathematical Practice #1

o Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to
themselves the meaning of a problem and looking for entry
points to its solution. They analyze givens, constraints,
relationships, and goals. They make conjectures about the form
and meaning of the solution and plan a solution pathway rather
than simply jumping into a solution attempt. They consider
analogous problems, and try special cases and simpler forms
of the original problem in order to gain insight into its solution.
They monitor and evaluate their progress and change course if
necessary. Older students might, depending on the context of
the problem, transform algebraic expressions or change the
viewing window on their graphing calculator to get the
information they need. Mathematically proficient students can
explain correspondences between equations, verbal
descriptions, tables, and graphs or draw diagrams of important
features and relationships, graph data, and search for
regularity or trends. Younger students might rely on using
concrete objects or pictures to help conceptualize and solve a
problem. Mathematically proficient students check their
answers to problems using a different method, and they
continually ask themselves, "Does this make sense?" They can
understand the approaches of others to solving complex
problems and identify correspondences between different
Common Core Standards for English Language Arts - 5.1.D:
Comprehension and Collaboration
o 5.1.D Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 5
topics and texts, building on others' ideas and expressing their own
1. Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.
Standard 2A Safe and Healthy Environment
o Elementary Health Education - 1. Students will demonstrate
personally and socially responsible behaviors. They will care for and
respect themselves and others. They will recognize threats to the
environment and offer appropriate strategies to minimize them.

Enduring Understanding
Using decimals and being able to divide whole numbers with decimals is an
essential part of life. Being able to understand how to do this will stay with
you when using money while being able to critically solve word problems will
always be beneficial.

Essential Questions
1. Why is division the best algebraic operation in some circumstances?
2. When would you need to divide in real life?
3. Why is it important to know how to set up a division problem?


Students will be able to divide whole numbers

Students will be able to divide decimals by a whole number
Students will be able to correctly align decimals when solving
Students will be able to recite steps of long division
Students will be able to explain division
Students will be able to apply division to real world problems

Body of the Lesson

Anticipatory Set
I will begin by reading the story Once Upon a Dime by Nancy Kelly Allen to
promote critical thinking about decimals. I will check for understanding
throughout the book by asking questions that relate to the certain part we
have read in the story. When the story is finished, students will be motivated
to learn and I will begin a story problem on the board for them to solve.

Procedures and Activities

Story Problem

Up, Up, and Away........ Elizabeth and her friends are decorating their 3
brooms for the Witches parade. To make their brooms look beautiful, the
witches will cut streamers out of a ribbon that is 4.2 meters long into 3 equal
lengths. How long will each streamer be?

Students will work to solve the problem in a way that makes sense to them.
Students are using the knowledge level of Blooms Taxonomy because they will
have to recall what they learned in the previous lesson with their teacher in order to
complete the word problem. Students will write their equation and answer on their
whiteboards and hold it in the air when their finished. As I walk around, I will check
for misconceptions. One misconception that will be avoided relates to the direction
in which you start dividing. For addition, subtraction and multiplication, answers are
recorded from right to left and students could possibly use that method for division
too (Ashlock, 2010, p. 51).Students will be instructed to divide left to right. This will
allow me to check for understanding and accuracy. When all students are finished,
one student will come up and explain their steps of what they did to get their answer
on the SMARTBoard. If someone else did it a different way, they are welcome to
come to the board and explain their way of thinking as well.
A common misconception that will be avoided is that multiplication and division
dont have equal priority, and dont have to be performed in order from left to right
(Some misunderstandings, 2011). Division has to go from left to right or the quotient
will be incorrect.
I will then present the mathematical way of solving this type of problem: the whole
number divided by decimal algorithm.
The students will walk through the problem with me.
How many times does 3 go into 4? (1)
1 times 3 is? (3)
4-3 is? (1)
Does 3 go into 1? (no)
Bring down the 2 to make 12.
How many times does 3 go into 12? (4)
What is our answer? (1.4 meters long)
Students will then go through the SMARTBoard lesson writing the division problems
on their boards and holding them up when they have the right answer. During this
time, it will allow me to see who is having trouble with the division problems and
who is excelling. This will give me the information I need to put the students into
groups for stations.
*Prior to working together in large and small groups, students are
instructed on collaboration and the right things to do while working in
groups and being respectful of other students answers. If someone is
not following the rules of working together, they will be told the rules
again and asked to make better choices. This involves respecting
others opinions and caring for others in the group.*
After the SMARTBoard questions are complete, students will be put into 4 groups.

The stations will allow the students to use the application part of Blooms Taxonomy
because they will have to use their knowledge of previous lessons and the lesson I
taught them and apply it to new situations with the stations worksheets.
Station 1: Worksheet on dividing whole numbers
Station 2: Worksheet on dividing decimals
Station 3: Index cards and markers will be used to create own division word
problem alone or with a partner
Station 4: 10 Marks on the computer (math game)
I will be working with a few students at the round table throughout the station
transitions. This is a group of students who needed more teacher support
throughout the SMARTBoard lesson. We will be working on different problems that
allow them to be successful. Another misconception that will be emphasized with
the students I am working with that seem to have trouble with this is where the
remainders goes. The common misconception is that if the division does not come
out even, students could write remainders as an extension of the quotient (Ashlock,
2010, p. 103). Students must put the R before writing the remainder, to show that it
is not part of the quotient.
This lesson is bridging off the first lesson taught by their teacher, so some of my
lesson will be review. Students all have a common interest of Halloween. This was
discovered from my classroom teacher. Students interest of Halloween is
represented in my SMARTBoard lesson.

Differentiation of Instruction
Differentiation is built into the design of the lesson because students are
encouraged to solve in whatever way makes sense to them for the first part of the
lesson. Students are able to choose their own method, which allows for various
pathways to the answer. Accommodations will be made for students who have
hearing or vision difficulties by making appropriate technologies available to them.
Students with IEPs will receive individual help to ensure that their goals are
constantly being met. Students who lack in motor skills will be guided through the
assessment process. Students who need extra support will be working with me
through problems where they are able to ask for guidance and assistance

Students will be evaluated through their station work. The questions that are
complete on each students worksheet will be graded for understanding and
accuracy. The unanswered questions will not be graded as with all station work,
there may not be enough time to complete it and students will not be penalized for
this. Students will also be informally assessed throughout the SMARTBoard lesson
when putting their boards in the air so I can check then. This will give me a good

representation of who understands division and who still needs support. Students
should have a better understanding but may not be a complete understanding of
dividing after this lesson. This is one of the toughest subjects for students to learn.
A follow up assessment will be given a few days later using the clickers in the
classroom. This will be a mix of multiple choice, yes or no, and opinion questions
that the students will answer based on the weeks lesson. This will be a formal
assessment because I will then look over the results and data from the clicker
review quiz. This will show the classroom teacher and I who still needs additional
support on this topic before moving on to the next one. The data is mathematically
computed and summarized through the program before giving me the data.

of Answer
station work
Accuracy of


answer given


Work shown
is incorrect
which leads
to incorrect

Correct answer Given

Work shown
has an error
or two

Work shown is
correct and
is achieved.

Ticket out the door will have students turn to their partner and name the steps of the
long division process that was in the SMARTBoard lesson. This activates the
synthesis level of Blooms Taxonomy by students putting together what they have
learned while developing a true understanding for division.

These are the students white board. I laminated them.

Allen, N. K., & Doyle, A. (1999). Once upon a dime: a math adventure.
Watertown, MA: Charlesbridge.

Ashlock, R. B. (2010). Error patterns in computation: using error patterns

to help each student learn (10th ed.). Boston: Allyn & Bacon.
Blooms Taxonomy. (n.d.). Blooms Taxonomy. Retrieved September 25,
2014, from http://www.bloomstaxonomy.org/Blooms%20
Common Core. (n.d.). Engage NY. Retrieved September 25, 2014, from
Some misunderstandings about order of operations. (2011, January 2).
mathblag. Retrieved September 25, 2014, from
Weaver, B. (n.d.). Formal vs. Informal Assessments | Scholastic.com.
Scholastic Teachers. Retrieved October 28, 2014, from