Teacher: Alyssa Fenwick

Topic: Using Place Value to Divide Decimals by Single-Digit Whole Numbers

Date: 1/5/17

LESSON OBJECTIVE(S)

Students will connect previously learned information and use what they know about general
methods for division with whole numbers to reason about decimal division using place value.
Previously learned skills will help students work toward mastery of dividing decimals by single-
digit whole numbers. Students will divide decimals with a remainder using place value
understanding and relate to a written method. Place value charts and disks (both concrete and
pictorial representations) and the relationship between place value and the written method will
be used to provide a bridge for relating such understandings to a written method.

CCLS / +NYS STANDARDS AND INDICATORS

CCSS.MATH.CONTENT.5.NBT.B.7: 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.

ENGAGING THE LEARNER(S)

The teacher will pose the essential question, How can we use place value to help us divide
decimals with remainders? Students will turn and talk with a buddy to discuss. After a whole
class discussion, teacher will briefly review the strategies of the previous lesson, divison with
decimal units, estimating quotients and discuss how place value can help to visualize an actual
quotient vs. an estimated quotient.

MATERIALS
SMARTBOARD
Smart Notebook lesson
Vocabulary terms: unbundle, exchange, decompose, rename, dividend, divisor, quotient,
remainder
Koosh ball
Module 1: Topic F, Lessons 14
Dividing decimals by whole-digit numbers application problems packet
Center Expectations anchor chart
Math Mat
Center 1: 72 2
Center 2: 6.2 2
Center 3: 2.26 2
Center 4: 6.72 3
What Stuck With You anchor chart
Exit ticket: 3.62 2

LEARNING STRATEGIES
Group discussion
 Collaborative learning
Cooperative learning
Direct instruction

DIFFERENTIATION OF INSTRUCTION

Students will be given constant refocusing and redirection to stay on task

Students can work towards the goal of working in centers
Visual learners will be stimulated by the key points being listed on the SMARTBOARD
Auditory students will hear in the review of learning targets
Social Interaction learners will be engaged by the social interaction of working in groups
Kinesthetic learners will be engaged by the moving for group work
Linguistic learners will be engaged in the writing
Students can draw their observations, ideas, or notes when appropriate.
Students who need additional supports will receive partially filled-in worksheets with
annotated tips

DEVELOPMENTAL PROCEDURES

1. Teacher will review Learning Targets Anchor chart & essential question, How can we
use place value to help us divide decimals with remainders?
2. After a whole class discussion, teacher will briefly review the strategies of the previous
lesson, estimating quotients and discuss how place value can help to visualize an actual
quotient vs. an estimated quotient.
3. Introduction of the application word problems. Students will apply previous knowledge
about general methods for division with whole numbers to reason about decimal division.
4. Problem 1 will be completed as a whole class, problem 2 will be completed
independently. Problem 3 will be completed as a whole class. Teacher will assess for
understanding and concept development.
5. Review of center expectations.
6. Teacher will model each center:
Center 1: 72 2
Center 2: 6.2 2
Center 3: 2.26 2
Center 4: 6.72 3
7. Students will rotate in groups to each center. On screen timer will be displayed. Teacher
will monitor center work- assessing, facilitating and scaffolding to check for
understanding.
8. After student debrief, students will complete an exit ticket in order to assess
understanding. They will answer a question about dividing decimals by single-digit whole
numbers using the strategy learned.

ARTIFACTS AND ASSESSMENT

The teacher will observe the students successfully working in their groups.
Students will successfully complete each center.
The teacher will moderate activity.
 INDEPENDENT PRACTICE

Following the review lesson on decimal addition and subtraction, students will complete any
unfinished center work and move on to workbook pages.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT

Direct Teacher Intervention: Students who did not easily meet the lesson objective will, along
with the teacher be provided with small group instruction.

Academic Enrichment: Students who easily met the lesson objective will create their own
problems & solve using place value and the standard algorithm. Then, they will switch/challenge
a buddy who also easily met the objective to solve their problem.

REFERENCES

Grade 5 Math Common Core Standards (2015). Retrieved from:

https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-
standards