L.

Calvin
October 1, 2014

Reasonability Lesson

Math CCSS Standard:
5.NBT.B.6 - Find whole-number quotients of whole numbers with up to four-digit
dividends and two-digit divisors, using strategies based on place value, the
properties of operations, and/or the relationship between multiplication and
division. Illustrate and explain the calculation by using equations, rectangular
arrays, and/or area models.


Objectives:
1. The students will be able to (TSWBAT) check problems for reasonableness
by using various methods, including estimation and checking their final
answer

Materials:
Math text book, CD-ROM for text, promethean board, blank math work sheets, math
activity books.

Procedure:
(10 min)
The teacher will bring to attention the lesson from the previous day on division. He
or she will do this by asking the students to recall key information that the teacher
had talked about. The teacher will also tie in schema from previous grades about
estimation. Once the teacher feels that the students understand the previous lesson
to the point of needing no more direction, he or she will continue on to the lesson
about reasonability.
(15-20 min) The teacher will bring to attention the word problem on the board:
Sadie has 29 flowers. She wants to share them with her 7 friends and give
them all 4 each. Is this a reasonable number for her to offer?
L. Calvin
October 1, 2014

The teacher will ask the students to simply read the problem and make sure they
understand the question. While the students are reading the problem, the teacher
will bring up the PowerPoint from the CD-ROM. The teacher will ask for a volunteer
to read the math sentence out loud from the board. The teacher will work through
the problem with the students to make sure they have the correct answer. The
teacher will explain that understanding an estimate of what the answer should be
can help a student come to the correct conclusion or single out any wrong answers
that they may have. The teacher will ask the students to take out their math text
books and activity books and turn to the appropriate page. He or she will then
proceed to go over the PowerPoint and walk the students through the problems and
examples in the book. In the PowerPoint, the teacher will make sure that the
students understand 3 important questions to ask themselves when dealing with a
problem on reasonability:

1. Does the answer make sense?
2. What is the question asking?
3. Did you take into consideration the remainder?

(15ish min)
The teacher will then hand out the work sheet while he or she explains the
instructions and gives the appropriate group names. The students will be working in
pairs.
(Allen & Hunter, Andrew & Delanie, Aurora & Trevor, Jack & Graycie, Ivy &
Stephanie, Abby & Ginger, Kaleigh &Maddie, Tolleson & Isaiah)
The teacher will allow the students to work anywhere in the room as long as they
are far enough away from other groups to keep distractions at bay. The pairs are to
take turns reading the question out loud and then explaining how they would
answer the question and reach an answer with their partner. The students can ask
the teacher questions at any point during the activity. If the students finish early
they are to work in their workbook on page R4-3. When all students are finished,
L. Calvin
October 1, 2014

the teacher will ask if there are any problems that the students had trouble with
from the sheet and work through them on the board, allowing the students to come
up and explain their process of getting an answer.

Assessment:
Objective 1 will be assessed by teacher observation during the lesson presentation
and also by the responses, both verbal while he or she is meandering around the
room, and the written answers on the sheet.

Accommodations:
Students will be placed in pairs based on known personalities in order to get
conversations going about the topic and to let the students explain to each other
what they know. Students who finish early will have additional practice in their
work books.