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642-8320 Fax (858) 642-8724 www.nu.edu
Lesson Plan Design
Subject: Mathematics Grade: 5

Lesson Topic: Dividing a Decimal by a Decimal

Candidates Name:

Lauren Marie Coleman

Site Supervisor:

Jamie Rose

ID #

NU Supervisor:

022983605
Karen Merkow

Date: _____February 10, 2016________________________________

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s),
rationale, focus learner, create bridges from past learning, behavior expectations)
.
Common Core Math Standard: 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.
Prior Learning:
Students have been introduced to dividing a
decimal by a whole number earlier this week. This
is the sixth lesson in a division unit revolving
around number and operations in base ten.
Focus Learner and Behavioral Expectations:
Students in Mrs. Roses class have varying levels
of math comprehension. Whole group and
modeling during interactive learning will aid the
students understanding of dividing a decimal by
another decimal. Independent work reinforce
concepts for students who demonstrate
understanding, while small group instruction will
be offered to those who need additional
reinforcement.

Rationale:
Students make sense of the
mathematical problems and
preserve in solving them. This
develops their ability to reason
quantitatively. The mathematical
concepts reinforce prior learning
and provide appropriate number
sense tools to continue ahead with
5th grade math.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson?

How will you measure mastery of the outcome?)
Learner Objectives:
Students will solve an equation consisting
of a decimal divided by a decimal by
multiplying the dividend and divisor by the
least power of 10 that changes the divisor
to a whole number.
Students will recall prior learning to
estimate products and fractions.
Students will actively participate in whole
class and guided practice discussions in
order to independently complete equations.
Assessment:
Students will be assessed through observation
during whole group and guided practice.
Additional independent practice problems will be
evaluated for correctness the following day with a
partner and turned in for teachers review. A 4
question quick check will also be administered.

Rationale:
The learner objectives satisfy the
Common Core State Standards for
5th grade math. They also reinforce
previously learned concepts like
estimation, multiplication and
division with whole numbers.
Students are familiar with the
concept of dividing decimals by a
whole number, but this will be the
first time theyve seen the solutions
represented in a fraction.
Additional reinforcement of the
concept of the power of 10 with
visuals will aid discussion and
student understanding.
Students are challenged to solve an
equation connected to dollars in
order to verbally demonstrate the
concept of dividing decimals with
decimals. They are then offered the
opportunity to demonstrate visually
during guided practice. Drawings
and models assist students in
understanding the concept and
independent practice cements the
learning and provides an
opportunity to check for
understanding.

3. Pre-assessment Activity: (Determine students abilities to achieve the Learner

Outcome and prescribe instruction accordingly. Consider: linguistic background,
academic language abilities, content knowledge, cultural and health considerations,
interests and aspirations, physical development, social development, emotional
development. )
Mrs. Rose has a wide range of learning abilities in
her classroom. Although many of them are
familiar with the concepts, quite a few struggle
with a grade level appropriate number sense. 6 of
the 30 students spend a portion of time in RTI for

Rationale:
Most students should be able to
achieve the learning goals and
objectives based on existing
background knowledge.

mathematics assistance.
Linguistic Background:
Of the 30 students in Mrs. Roses classroom, 28
speak English as their primary language. There
are two ELL students whose primary language is
Spanish. Both ELL students are likely to test out
of the program at the conclusion of 5th grade.
Content Knowledge:
The high achieving students are able to divide and
multiply whole numbers with ease. These students
should be able to meet the learning goals and
objectives because they are fluent in the
mathematical language and the concepts
introduced reinforce previously taught lessons.
Although it may take a few more guided practice
problems, the average-achieving students should
also be able to grasp the concepts in order to meet
the learning goals and objectives. The lower
achieving students will struggle since their
mathematical background in multiplication and
division is below grade level.
Cultural and Health Considerations:
There are a variety of ethnicities represented in the
classroom. However, none hinder a students
ability to participate in the lesson. There is a full
inclusion student as well, but none of the 30
students in the classroom have any health
considerations that prevent them from participating
in physical activities. One student has a severe
gluten allergy, so special consideration is taken
when using edible manipulatives.
Interests and Activities:
Developmentally appropriate interests. Most
students are motivated to improve their learning
and be challenged with new concepts.
Physical, Social, and Emotional Development:
Students seem to be active and social, although a
few struggle to find a place within the classroom
dynamic.

Students are familiar with the math

lessons framework including initial
instruction, guided practice, and
independent practice. In fact, many
of the struggling students are at the
small group before being asked if
they need clarification.
As this concept is being introduced
differently than students have been
practicing during morning math
problems, additional time will be
spend checking for understanding
and reinforcing the concept of the
power of 10.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the preassessments, modify Learning Activities based on learner characteristics to meet the
needs of ELL & special needs students, highly achieving students and low achieving
students)
Modifications for ELLs:
Mathematical equations will be modeled visually
in order to aid ELL students in their understanding
of the learning outcomes and objectives. Students
are also able to work with partners during guided
practice.
Modifications for Special Needs Students:
Although Mrs. Roses class does have a special
needs student (down syndrome), she is highly
functioning. She will be in RTI with her aid
during the mathematics lesson.
Modifications for High Achieving Students:
Students are challenged with several additional
word problems and asked to assist peers who may
need additional help understanding the lessons
concept. Generally higher achieving students are
called upon during whole group and guided
instruction to verbalize their answers and rationale
to the class.
Modifications for Low Achieving Students:
Students are also called upon during guided
practice to verbalize their answers and highlight
areas that others may be struggling with.
Additionally, a small group is provided for those
who are struggling and wish to have additional
instruction.

Rationale:
Since many ELL students struggle
with academic vocabulary (such as
quotient, dividend, numerator,
denominator), demonstrating the
mathematical concept visually will
make the equations and lesson more
comprehensible.
Student A is highly functioning with
down syndrome. She is challenged
to develop her academic abilities
and although she is a full inclusion
student, spends much of her time in
RTI for one on one instruction.
High achieving students may
understand the mathematical
concept with numbers, but word
problems add additional challenges
and keep students engaged in the
lessons content. Students are
called upon to verbalize their
answer because often the language
of their explanations will resonate
with fellow students.
Low achieving students are given
the same opportunity to volunteer
answers, highlighting areas their
peers may also be struggling with.
Small group instruction allows for
further teacher assessment and more
one on one instruction time.

5. Resources: (Identify materials needed for this lesson accounting for varying
degrees of skill level)
Rationale:

Pearson Math Books

Worksheet with grids for shading
Pencils
Dry Erase Boards and Markers
ELMO projector
Pearson Video 9-6
Quick Check 7-6

In order to appeal to multiple

intelligences and learning styles,
resources offer visuals and different
modes of delivering the content to
appeal to students myriad of
learning styles. Interactive learning
through worksheets and discussion
during teacher instruction and
guided practice helps students grasp
learning objectives.

6. Learning Activities: Explicit Teacher Instruction - (Explain, Model,

Demonstrate, Check for Understanding)
Rationale:
After pre-assessment, teacher introduces the lesson
by stating the objective: students will find the
quotient of two decimals by multiplying the
dividend and divisor by the least power of 10 that
changes the divisor to a whole number, making the
calculation easier.
The teacher writes the example 13.2/1.65 on the
board and rewrites the equation indicating the
numerator and denominator. Students are asked if
they know what power of 10 they would need to
multiply both numbers by to make them whole
numbers. 10 to the power of 2 (100) indicates the
decimal point needs to move over 2 spaces to the
right, making each a whole number, and thus the
division easier.
Students are asked to recall a previous lesson in
which they used grid lined paper to solve a
division problem consisting of a decimal divided
by a whole number and posed with an example
problem.
Students and teacher solve two additional division
with decimals problems using grid lined paper

The verbal and visual introduction

of the lessons learning goals and
objectives provides students with
their learning expectations and
reinforces mathematical vocabulary.
The teacher is able to demonstrate
in an alternative way to previous
teaching division with decimals,
highlighting the power of 10. This
reinforces number sense using both
multiplication and division.
Students are asked to recall
information that will aid in their
understanding of this lessons
content. It also bridges the
information from dividing decimals
by whole numbers and transitions
into the next activity.
Some students have been struggling
with the division concept when
viewing the problems with

numbers. However, when using the

grids, they are able to grasp visually
the mathematical problem, how to
solve it, and its correct solution.
This is particularly beneficial for
ELL students.
Check for Understanding:
Teacher observation.
7. Learning Activities: Guided Practice/ Collaborative Practice (Check for
understanding and provide feedback and re-teaching)
Rationale:
Students are asked how they can divide a decimal
by a decimal. Upon providing answers, it will be
demonstrated solving a word problem with the aid
of the Pearson Video: Michelle purchases several
bottles of water. Before tax is added, the total cost
is $3.60 and the cost of each bottle is $1.20. How
many bottles did she buy?
Quotients will be modeled through estimation and
grid lines and then solved mathematically to check.
Students are given another mathematical equation
and asked to provide the necessary steps in order
to solve the equation. They can use their dry erase
boards to share their work with their elbow partner
and check their work upon completion.
6 Additional problems are solved together with the
teacher prior to independent practice, relying on
students comprehension of mathematical
vocabulary, previously taught concepts, and the
newly introduced concepts from this lesson.

Check for Understanding:

Teacher observation.

Students are challenged to recall the

lessons learning objectives and
outcomes. The word problem
makes the mathematical equation
relatable to real world concepts.
Different visual representations of
the mathematical equation help
solidify comprehension and appeal
to students different learning styles.
This also allows the teacher to
check for understanding before
moving onto additional guided
practice.
Additional mathematical equations
prior to independent practice mirror
the independent assignment
questions. This allows the teacher
to check students understanding
and reteach if necessary.

8. Independent Practice: (Provide practice that supports the learning outcome.

Note: Independent activities are assigned assuming that students understand the
concept well enough to work on their own.)
Rationale:
Students are assigned additional problems from
their math books to solve independently in class.
Work not completed at the conclusion of the lesson
will be assigned as homework.

The learning goals have been

reinforced through direct instruction
and guided practice. Students are
aware the expectations of the
teacher to complete independent
work quietly.

Students who are still struggling to grasp the

lessons learning outcomes are encouraged to bring
the independent work to a small group in the back With varying degrees of
of the room for additional instruction.
mathematical scores and
understanding in Mrs. Roses
Check for Understanding:
classroom, small group instruction
Teacher observation. Work will be corrected and
is offered at the conclusion of
turned in by the students the following day for
guided practice in order to assist
teacher review.
those students who desire and/or
could benefit from additional
reinforcement of the mathematical
concepts of the lesson. This also
allows the teacher to continue
managing the rest of the students
working independently.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the
students learning. Describe differentiating assessment strategies you will use for
ELL, special needs students, highly achieving students and low achieving students.)
Rationale:
Students will correct and turn in their independent
practice work for teacher review.
They will then be given instruction for the
completion of their quick check quiz.
Students will be given a quick check the following
day to assess for understanding. The quick check
consists of 4 exercises that require students to
write mathematical explanations in their own
language and develop and solve equations that
derive from both word problems and numerical
data.

Upon review of the homework,

teacher will be able to determine if
reteaching is necessary and if
additional students should be
attending the small group sessions
after the guided practice.
The students are nearing the end of
Unit 7. Although not ready for a
formative assessment, students are
assessed on the concepts taught in
this particular lesson. Some
students may struggle to complete
word problems, while others may
find numerical data difficult to
solve. Providing different methods
of evaluation on the quick check
allow the teacher to assess for
understanding of the learning
outcomes as well as insight into the
students preferred method of
teaching for understanding (visual,
numerical, written, etc.).

10. Closure: (Describe how students will reflect on what they have learned.)
Rationale:
Remind students that they are now able to find the
quotient of two decimals by multiplying the
dividend and divisor by the least power of 10 that
changes the divisor to a whole number.
Relate this back to the activity where Michelle
buys the water bottles and remind them they are
doing this activity in their daily lives.
Remember to praise students for the hard work.

The learning goals are reiterated at

the conclusion of the lesson in order
to remind students what theyve
accomplished. It also reinforces the
mathematical vocabulary and
concepts to bridge from past lessons
and to future lessons.

11. Lesson Reflection/Assessment: (Collect student learning data to determine:

What went well? What needs to be changed? Were learning outcomes met? What
activities will you add, change, modify in the future? What can be done to follow up
on the learning from this lesson? Who needs additional help? Who needs
enrichment or higher level work?)
Overall the students performed well on the assessment. 24 out of 30 students answered at
least 3 out of 4 questions correctly. The lesson went well. As this was my first lesson
taught during student teaching and in math, Id say my comfort level was not high. It was
evident to my SSP, but the students were receptive to the questions and stayed on task
during guided and independent instruction. One of the students who often struggles with
math had a great ah-ha moment when we were modeling the problems with grids and
that was a very gratifying moment for me as the teacher. The lesson itself might have
been better broken into two segments. For the future I think Id focus on graphing
independently from the video and mathematical practice. It helped some students, but
also confused others who were grasping the concepts from previous lessons. I think
segmenting the lesson more would help the students compartmentalize the different ways
to solve division of decimals. The students will continue to learn one additional method
for solving and the last two lessons of this unit will review the content taught during the
first 6 lessons. The students who need additional help are those that struggle with number
sense. They need to practice their multiplication and division in order to close the gap
between themselves and the students who can achieve the learning goals.