Math Lesson Plan - Henderson
Math Lesson Plan - Henderson
Math Lesson Plan - Henderson
Subject: Math (Dividing decimals) Learning Goal: Students will learn how to divide decimals
Essential Standard/Common Core:
5.NBT.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.
Date submitted: 3/4/18 Date taught: 3/7/18
3.NF.3d: Compare two fractions with the same numerator or
the same denominator by reasoning about their size. Recognize
that comparisons are valid only when the two fractions refer to
the same whole. Record the results of comparisons with the
symbols >, =, or <, and justify the conclusions, e.g., by using a
visual fraction model.
Daily Lesson Academic Objective: Divide decimals by single-digit whole numbers involving easily identifiable
multiples using place value understanding and relate to a written method.
Rationale/Purpose of the Lesson: The purpose of this lesson is to teach students the necessary skills and
strategies to divide decimals with single-digit numbers relating to place value.
Prerequisites/necessary Prior Knowledge to review or support:
- Subtracting decimals
- Multiplying decimals
- Comparing decimal fractions
- Application with word problems
2/9/16
Each student will be given a whiteboard to review skills introduced in
Lessons 11-12. This will help them toward mastery of multiplying
single-digit numbers times decimals. (3 min)
T: (Write 4 x 3 =) Say the multiplication sentence in unit form.
S: 4 x 3 = 12 ones.
T: (Write 4 x 0.2 = ?) Say the multiplication sentence in unit form.
S: 4 x 2 tenths = 8 tenths
T: (Write 4 x 3.2 =?) Say the multiplication sentence in unit form.
S: 4 x 3 ones and 2 tenths = 12 and 8 tenths
T: Write the multiplication sentence.
S: (Write 4 x 3.2 = 12.8)
Repeat the process for (4 x 3.21), (9 x 2), (9 x 0.1), (9 x 0.03), (9 x
2.13), (4.012 x 4), (5 x 3.237)
Problems 1-3
0.9 / 3 = 0.3
3. Teacher Input 0.24 / 4 = 0.06
0.032 / 8 = 0.004
T: Draw disks to show 9 tenths on your hundreds to thousandths
place value chart.
S: (Show)
T: Divide 9 tenths into 3 equal groups.
S: (Make 3 groups of 3 tenths)
T: How many tenths are in each group?
S: There are 3 tenths in each group
T: (Write 0.9 / 3 = 0.3 on the board) Read the number sentence
using the unit form.
S: 9 tenths divided by 3 equals 3 tenths
T: How does unit form help us divide?
2/9/16
S: When we identify the units, then it’s just like dividing 9 apples into 3
groups if you know what unit you are sharing, then it’s just like
whole-number division. You can just think about the basic fact.
T: (Write 3 groups of ______ = 0.9 on the board). What is the
unknown in our number sentence?
S: 3 tenths (0.3)
Repeat this sequence with (0.24 / 4 = 0.06; 24 hundredths divided
by 4 equals 6 hundredths), (0.032 / 8 = 0.004; 32 thousandths
divided by 8 equals 4 thousandths).
Students will be allowed to use their whiteboards and place value charts 30 min
in order to follow along with the questions that the teacher presents.
Problems 4-6
1.5 / 5 = 0.3
1.05 / 5 = 0.21
3.015 / 5 = 0.603
T: (Write on board 1.5 / 5) Read the equation stating the whole in
unit form.
S: Fifteen tenths divided by 5.
T: What is useful about reading the decimal as 15 tenths?
S: When you say the units, it’s like a basic fact.
T: What is 15 tenths divided by 5?
S: 3 tenths
T: (On the board, complete the equation 1.5 / 5 = 0.3)
(On the board, write 1.05 / 5). Read the expression using unit form
for the dividend.
S: 105 hundredths divided by 5
T: Is there another way to decompose (name or group) this
quantity?
4. Guided Practice S: 1 and 5 hundredths 10 tenths and 5 hundredths
T: Which way of naming 1.05 is most useful when dividing by 5?
Why? Turn and talk and then solve.
S: 10 tenths and 5 hundredths because they are both multiples of 5. This
makes is easy to use basic facts to divide mentally. The answer is 2
tenths and 1 hundredth. 105 hundredths is easier for me because I
know 100 is 20 fives, so 105 is 1 more: 21. 21 hundredths. I just
used the algorithm from Grade 4 and got 21. I knew it was hundredths.
Problems 7-9
Compare the relationships between:
4.8 / 6 = 0.8 and 48 / 6 = 8
4.08 / 8 = 0.51 and 408 / 8 = 51
63.021 / 7 = 9.003 and 63,021 / 7 = 9,003
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T: (Write 4.8 / 6 = 0.8 and 48 / 6 = 8 on the board). What
relationship do you notice between these two equations? How are
they alike?
S: 8 is 10 times greater than 0.8 48 is 10 times greater than 4.8
The digits are the same in both equations, but the decimal points are in
different places.
T: How can 48 / 6 help you with 4.8 / 6? Turn and talk.
S: If you think of the basic fact first, then you can get a quick answer.
Then, you just have to remember what units were really in the problem.
This one was really 48 tenths. The division is the same; the units are
the only difference.
Repeat the process for (4.08 / 8 = 0.51 and 408 / 8 = 51), (63.021 / 7
= 9.003 and 63,021 / 7 = 9,003).
T: When completing the Problem Set, remember to use what you
know about whole numbers to help you divide the decimal
numbers.
13 min
Students will be given the Lesson 13 Problem Set to complete with a
partner as an active processing of the total lesson experience. Students
5. Independent Practice
should try to get as much done in the total 10 minutes allotted, but need
to at least complete #1, #2 (a, b, d), #3, #4, & #6.
6. Assessment Methods
of all objectives/skills:
Teacher says, “Remember as you have learned this lesson, you will 1 min
need these particular set of skills in order to apply this to the next
lesson and future lessons that you learn. Now that you have already
7. Closure learned how to add, subtract, multiply, and divide decimals, these
types of problems may be used for fractions or other math
solutions.”
Students will be graded based on the exit ticket that they turn in. Each blank is
8. Assessment Results of counted as one point and there are a total of 14 blanks. Students are expected to
all objectives/skills: earn at least 12 out of 14 points to show mastery.
Plans for relating to personal, cultural and community relevance, self-determination, generalization, and/or
maintenance: For personal relevance, students can insert their own names into the problems to actively
involve and insert themselves into the problems. This lesson also builds utilizes generalization because
students are building off of previous knowledge and then use the skills they learn in the current lesson to
build onto future lessons.
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Reflection on lesson (What worked- what didn’t; adjustments needed to this plan; adjustments to future
instruction; justification for changes [research]):
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