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Sarah Burleson

Mrs. Wisemans Fifth Grade at Cub Run Elementary


Lesson Presented on Monday, November 27th at 9am and 11:30am
Lesson Submitted on Monday, November 13th

ELED 433 MATH LESSON PLAN

A. TITLE/TYPE OF LESSON
Division with Decimals: An Introductory Lesson using Guided Practice and Game Play
B. CONTEXT OF LESSON
The pre-assessment that I did to tell me of the students readiness for this lesson about
division is consulting my Cooperating Teacher on what the students would be learning next in
the curriculum sequence. She informed me that during the week of November 20th the students
would begin learning division computation without a calculator. They would be using the
method of long division to solve for simple one- to two-digit division equations. She informed
me that the next step after learning regular division would be to learn about dividing decimals, so
the students would have the prior knowledge and conceptualize readiness for this lesson
The pre-assessment I did to tell me of the students interests for this lesson about dividing
decimals is to observe them during a typical math lesson and watch them as they have been
learning throughout the semester. I have noticed that the students seem to learn best when they
are allowed time to explore a concept through hands-on activities. I have also noticed that the
students are more interested in lessons and activities that have an end-goal associated with the
process, such as winning a game like in this lesson. Finally, I have noticed that students are
interested in activities in which they are allowed and even encouraged to make mistakes when
trying to solve mathematical equations in order to learn more about their own thinking and the
strategies that they may use in later lessons to solve problems and demonstrate understanding.
Why is this an appropriate activity for these students at this time? How does this lesson fit in
the curriculum sequence (consider vertical and horizontal planning)?
This lesson fits within the related prior grade level standards in that the students have
seen equations with all four operations, division included, and have had to solve these equations.
This activity differs from these vertical curriculum sequences in that the students are no longer
allowed to use a calculator to solve these division equations, such as they were allowed to do
during the learning of order of operations.
This lesson fits within the related subsequent grade level standards in that student will
begin to have to solve division problems in algebraic equations in following grades without
having the use of calculators to solve numerical computation. This lesson also fits within vertical
planning in that students will begin to see larger decimals numbers in following courses and will
be expected to solve for these numbers using all of the operations.
This lesson fits within the ongoing unit curriculum in that the students have already
begun to learn about and practice division with whole numbers. The next step in this curriculum
sequence of division is to solve with multi-digit numbers and using decimals as dividends, so this
lesson fits with the ongoing unit. This lesson fits with the school year curriculum in that the
students are going to be expected to solve multi-step equations following order of operations
Sarah Burleson
Mrs. Wisemans Fifth Grade at Cub Run Elementary
Lesson Presented on Monday, November 27th at 9am and 11:30am
Lesson Submitted on Monday, November 13th

with division included without the use of calculators. These equations may also include the
division of decimals, so this lesson fits with the school year math curriculum for fifth grade.
This lesson fits with what I know about child development in that students learn through
the exploration approach to learning. Drill and rote practice does not help students to understand
why they are completing a mathematical task, so allowing students to explore the rules behind a
concept through trial and error, with confirmation of multiple strategies will help students learn.
The students will have a chance to make use Piagets play pedagogy for learning through the
game play aspect of this lesson. The students will also have the opportunity for interaction with
peers during learning mathematical concepts, with uses Vygotskys theory of social interaction.

C. STANDARDS - VA SOLs and/or CCSS


VA Standards of Learning
Mathematics SOL 5.4
The student will create and solve single-step and multistep practical problems involving addition,
subtraction, multiplication, and division with and without remainders of whole numbers.
Mathematics SOL 5.5
The student will a) find the sum, difference, product, and quotient of two numbers expressed as
decimals through thousandths (divisors with only one nonzero digit); and b) create and solve
single-step and multistep practical problems involving decimals.
Common Core State Standards
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.

D. LEARNING OBJECTIVES
Understand what are the Know what are the Do what are the specific
broad generalizations/ tools, vocabulary, thinking behaviors/
concepts the students should symbols, etc. the students procedures students will be
begin to develop? will gain through this able to do through this
lesson? lesson?

The student will understand The student will be able The student will be able to
why quotients are often to verbally describe what accurately solve a division
smaller numerals in division the vocabulary term equation with a decimal in
equations quotient means in the tenths divided by a whole
The student will understand mathematics. number
how quotients of division of The student will be able The student will describe the
decimals should appear to accurately describe the strategy they used to
Sarah Burleson
Mrs. Wisemans Fifth Grade at Cub Run Elementary
Lesson Presented on Monday, November 27th at 9am and 11:30am
Lesson Submitted on Monday, November 13th

The students will understand decimal numbers in solve the division with
what decimals represent in appropriate language. decimals equation
terms of whole numbers

E. ASSESSING LEARNING

Objective Assessment Tool Data Collected


What documentation will you What will your students do
have for each student? and say, specifically, that
indicate each student has
achieved your objectives?

The student will be able to The game sheet that will be They will provide the correct
accurately solve a division checked for correct answers quotient to the division with
equation with a decimal in by teachers (there will easily decimals equation for each
the tenths divided by a whole seen circles and checks for roll turn
number each students) to see how They will fix what they have
many answers were correct done incorrectly to find the
the first time and how many correct answer and can
have been effectively explain verbally what they
corrected. fixed.

The student will describe the A written recording of the Students will explain, in
the strategy they used to description for each student mathematical terms, how they
solve the division with which will be taken note of solved the problem (ex. I
decimals equation during: game play, checking moved the decimal, divided,
of the answers, or in the then added it back in)
closing class discussion.

F. MATERIALS NEEDED
White Board- Already in Classroom
Markers- Already in Classroom
Document Camera- Already in Classroom
Previously Made Division Notes- The students
Dice- Ms. Burleson
Dividing Decimals with Dice Game Sheet- Ms. Burleson
Dividing Decimals Worksheet- Ms. Burleson
Pencils- The students
Sarah Burleson
Mrs. Wisemans Fifth Grade at Cub Run Elementary
Lesson Presented on Monday, November 27th at 9am and 11:30am
Lesson Submitted on Monday, November 13th

Calculators- Already in Classroom


Answer Key- Ms. Burleson
Scrap Paper- Already in Classroom

G1. ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO THE


TASK POSED IN THE PROCEDURE
Some of the student strategies that I expect to see as they work on the task in this lesson
includes removing the decimal point from number and simply solving the equation as a two-digit
dividend divided by a whole number, then inserting this decimal back into the numeral to have
the correct quotient.
I also expect to see some students divide the number without removing the decimal, but
acting as if the decimal point is not there by dividing each numeral at a time, following along the
concept behind long division.
Some of the student mistakes I expect to see as they work on the task in the lesson
include either forgetting to add the decimal place back into the quotient if they have removed it
to solve the equation, which would be a simple mistake that makes sense mathematically and can
be easily fixed.
I also expect to see some students adding the decimal point back into the wrong place in
the numeral, which will represent an incorrect answer. This can also indict a misconception, as a
student will not conceptualize why they are receiving the answer that they have gotten and will
simply think that adding a decimal point to a quotient can make it correct instead of
understanding the mathematics behind dividing decimals.

G2. PROCEDURE

Procedure I will begin the lesson by asking the students as a whole group to think
about what they learned in math before going on break. When a student
has informed me that they were learning about division, I will confirm this
suggestion.I will ask the students what it means mathematically to divide.
I will take answers from students with raised hands. I will then ask
students what a quotient is and will acknowledge the correctly given
answer. Last, I will ask the students to get out their math notebooks and
turn to the page of notes about division that they took last week.
Next, I will ask a student to raise their hand and give me an example
problem (not from the notes!) for division that we can all solve together. I
will call on one student and accept their answer if the problem is
appropriate. I will write this problem on the whiteboard. I will then tell the
students to all solve the problem individually and to place their pencils
down when they have an answer. After a majority of the students seem to
have answer, I will ask the students to raise their hands if they have an
Sarah Burleson
Mrs. Wisemans Fifth Grade at Cub Run Elementary
Lesson Presented on Monday, November 27th at 9am and 11:30am
Lesson Submitted on Monday, November 13th

answer. I will write the answer on the board whether it is correct or not
and will ask if there are any other answers. I will continue to do this until I
there are no more different answers. I will then circle the correct answer
and ask the students who got it wrong to see if they can find where they
went wrong WITHOUT the help of friends who got it write. After it seems
that most students have figured out what happened, I will write another
division problem on the board that is like the first one but with different
numerals. I will ask the students to solve the problem and again I will ask
for all answers. If there are any wrong answers, I will ask the students to
look again at what they may have done incorrectly and allow them time to
figure it out before writing a third problem on the board. If all the students
got the correct answer the first time, I will ask the students to help me in
solving the problem on the board by giving me directions through raising
their hands. I will have each student called upon tell me one part of how to
solve for the quotient until the problem on the board is solved. I will
verbally assess students understanding by asking for a thumbs up if they
know how to solve division problems.
Following this explanation of how to solve division problems, I will take
the most recent division equation and make the first numeral a decimal in
the tenths.. I will then ask the students to see they can solve this equation
and to place their pencils down when they have an answer. When a
majority of students have an answer, I will ask for all answers and write
them on the board as I go along. I will then circle the correct answer and
ask the students to look at their own answers and see if they find where
they made a misstep in the mathematics. If the students seem as if they are
struggling, I will tell them that they make work with their table groups to
figure out what happened. I will walk around the room as they students are
discussing the problem and offer feedback and guidance in how to
correctly solve this equation. After a majority of students have found their
mistakes and now know how to find the correct answer, I will ask the
students to help me solve the problem on the board by offering directions.
I will call on students with raised hands and solve the equation one step at
a time. After the problem is solved, I will write another division with
decimals equation on the board and ask the students to solve again. I will
again accept all answers given after all the students have solved the
problem. If all the students solved the problem correctly the first time and
have all received the correct answer, I will move onto giving the directions
for the game part of the lesson. If there are still incorrect answers given, I
will have the students work in small groups to find the mistakes and solve
the equation correctly. I will then once again solve it on the board step-by-
Sarah Burleson
Mrs. Wisemans Fifth Grade at Cub Run Elementary
Lesson Presented on Monday, November 27th at 9am and 11:30am
Lesson Submitted on Monday, November 13th

step and give the students another equation to solve. When the students
have all gotten the correct answer on a problem on the first try, I will
move on to giving the directions for the game of dividing with decimals.
I will begin explaining the directions for the game as I am passing out the
game sheet to each student. I will tell the students that they are going to
play a game in which they are trying to get the quotient of a division
problem that uses decimals as its dividend.I will ask the students to find a
partner at their table group to play with for this game. I will inform the
students that the way they are going to know what problem to solve will
depend on their luck with the dice, because they will be rolling the dice to
get their numerals for division. As I am saying this, I will pass out a single
die to each pair of partners. I will have the students look at the game play
sheet as I display my own copy under the document camera. I will explain
to the students that they will be taking turns with their partners to roll the
dice in order to get their numbers for the equation; Each person will roll
the dice three times in a turn, one for each numeral in the division
equation. I will explain that each partner will write down the same
numbers for each problem and will solve the same problem each time. To
be sure that the students understand the directions, I will have all students
complete an example roll where I demonstrate how the numbers from the
dice will be used as the numbers in the division equation. I will have the
students all solve the example problem as a way to offer guidance of the
game play. Finally, I will tell students that it is ok if they have different
answers when they solve the problem, but that the way to win the game is
to have the most answers right the first time the problems are checked by a
teacher.. I will tell students that after both they and their partner have
rolled the die and solved division equations with decimals for all ten turns,
they are to go to a teacher to have their paper checked.
Sarah Burleson
Mrs. Wisemans Fifth Grade at Cub Run Elementary
Lesson Presented on Monday, November 27th at 9am and 11:30am
Lesson Submitted on Monday, November 13th

As the students are in pairs playing the game of dividing decimals with
dice, I will walk around the room and observe the students mathematical
thinking. I will notice any areas of confusion with the students and offer
clarification on game play while providing appropriate, individualized
support in terms of how to divide the decimals. I will ask specific
questions to students (such as how exactly did you find that answer? Are
you sure you have the correct answer? How do you know its correct?) to
monitor student thinking. I will make notes on any areas of confusion with
the mathematical concept of division with decimals on a scrap piece of
paper on my desk that I will consult before moving onto the after phase of
the lesson.
As the students finish up with the first round of the game (the solving of
the first ten problems) I will ask the students to come see me or another
teacher in the classroom as pairs with their game sheet in hand. That
teacher will use a calculator to find the solution of each of the students
problems. As they solve each problem the pair of students created with
their dice, the teacher will either checkmark a correct answer or circle an
incorrect answer for each individual student. After all ten problems have
been checked, the teacher will hand the paper back to the students. The
student with the most correct answers has won the game. The students
should return to their desks and begin figuring out mistakes and correcting
any answers that are incorrect.
Once a student has the correct answer to all ten problems (checked by a
teacher), the student will flip over their game sheet and begin solving for
the quotient of division problems with decimals as practice of the concept
they have just learned through game play.
After all the students in the class have the correct answers for all ten of
their game problems and every sheet has been checked by a teacher, the
students will come back together as a whole class to discuss what they
have just learned from this game.
Sarah Burleson
Mrs. Wisemans Fifth Grade at Cub Run Elementary
Lesson Presented on Monday, November 27th at 9am and 11:30am
Lesson Submitted on Monday, November 13th

As a whole class, I will ask the students to discuss what they just learned
about dividing with decimals. I will ask students to offer strategies that
they used to help them easily solve problems and understand how to
divide with decimals. I will highlight particularly interesting or helpful
student strategies that I noticed while monitoring the students during game
play and solving of division equations. As a closing activity to help
students understand the concept of dividing with decimals, I will write a
final division problem on the board. I will ask the students to not solve it
individually, but to verbally discuss with their game partner how they
would solve this equation. After conversation has ended, I will ask the
students to offer at least two different strategies for how to think about and
solve this problem. I will demonstrate both on the board, and ask questions
of the student who offers the strategy, such as Why did you do that? and
What did you think of to get that answer or step? in order to help other
students understand their peers thinking.
Finally, after I have finished the whole class discussion, I will show the
students the back of the game sheet under the document camera, showing
them the practice problems, and tell them that, while this is not homework,
if they feel as if they need extra practice with dividing decimals, the page
is readily at their fingertips.

H. DIFFERENTIATION

Content Process Product

Providing more Specifically showing N/A


individualized practice the student how to
of division without remove the decimal
Readiness decimals with one-on- point from the
one appropriate numeral to make
support before division simpler, then
matching the student re-adding the decimal
to a partner or group point back into the
for game play numeral to show the
correct place value
Sarah Burleson
Mrs. Wisemans Fifth Grade at Cub Run Elementary
Lesson Presented on Monday, November 27th at 9am and 11:30am
Lesson Submitted on Monday, November 13th

I. WHAT COULD GO WRONG WITH THESE LESSONS AND WHAT WILL YOU
DO ABOUT IT?
In this mathematics lesson plan for dividing with decimals, something that can go wrong
is that the activity is not challenging enough for students and a large majority of students will be
done more quickly than their classmates. This is possible especially with the first classroom of
students that this lesson will be implemented with during the day. In the case that many students
get done with the first round of game quickly, and have the correct answers checked by a
teacher, they will work on the practice sheet placed on the back of the game sheet that is also
division with decimals. In the case that the students finish that worksheet, with all correct
answers as checked by the teachers, the student will wait until another member of the class has
completed the practice sheet as well, and then these two students will pair up to play the dice
game again. In this round of the game, however, they will be dividing decimals with numerals
into the hundredths place for five problems, and in the thousandths place for the final five
problems. This will allow room for worthwhile extension of the activity and offer room for
growth of understanding for students who require an extra challenge for the activity.
Another occurrence that may go wrong with this lesson is that the students are struggling
to solve the division equations that they make with the numerals from the dice. This will be
evident in either exclamations of confusion or frustration as I monitor students working during
the game or as the teachers are checking for correct answers at the end of game play. If I notice
that many of the students are struggling with this mathematics concept, I will have all the
students pause in their game play for us, as a whole class, to once again look at an example of
division with decimals on the board. I will write a problem and allow the students all time to find
an answer to the equation. I will then write the correct answer on the board and will solve the
problem, step-by-step, on the board in order to model for the students how to complete this type
of computation. I will assess the students responses to the explanation in order to see if the
students are understanding my explanation. I will write another problem on the board, have the
students solve it individually, and then write the correct answer on the board. I will ask students
to look back upon their work to see if they received the correct answer and if they did not, to see
if they can find where they made a mistake in the solving of the equation. I will once again solve
the problem step-by-step and then ask the students if there are any questions. I will answer any
questions, and then tell the students that they may return to their game play. I will continue
walking around the room, monitoring student thinking and assess if this intervention and guided
practice has helped this occurrence be fixed.

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