Learning Goal(s) (Content Standard)

Instructional Objectives

Assessment (Criteria/Look Fors)

Dividing Decimals 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. NET STANDARDS ISTE's NETS for Students 4. b. Critical Thinking, Problem Solving, and Decision Making Plan and manage activities to develop a solution or complete a project ISTE's NETS for Teachers 1. a. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation to both face-to-face and virtual environments. Promote, support, and model creative and innovative thinking and inventiveness -Students can identify quotient, dividend, and divisor in a division problem -Student understands that a decimal is part of a whole -Students can make a magnitude estimate for the answer to a division problem with decimals -Students can divide decimals by a whole number and a decimal by another decimal number, using magnitude estimate Questions to ask: Is the answer in the ones, tens, hundreds? (magnitude estimates) Before letting students begin group work, each student must show 2 problems complete (decimal divided by a whole number and a decimal divided by another decimal) Students can answer the questions I ask (by defining the words) Students can identify the steps that they are taking in their recorded lesson on Educreation iPads with the apps Educreation and if time allows Puppet Pals iPhone with the app Class Dojo Math Worksheets 30 minutes total Intro and demo- 5 minutes, no more than 10 mins Individual work- 5 minutes, this will be part of the intros time (10 mins max) Group work- 15 minutes Sharing-last 5 minutes Intro - Concert Tickets Package $93.42 for 3 tickets and real world applications Ex. 1: Savings pack 4 tickets for $73.00 or 1 ticket at $16.75 Ex. 2: Paid for $42.35 gas and 3.99 a gallon, how many gallons were bought? How do you set up that problem? Introduce Class Dojo Demonstration Set up how a division problem looks like with division terminology (Dividend /divisor = quotient) *What is divisor? Dividend? Quotient? Do an actual problem: Start by making a magnitude estimate, *You guys have done this before. What is a magnitude estimate? show how I what my thinking is behind my own magnitude estimate for the examples, tell students to ignore decimal points, CONNECT students back to prior learning by pointing out the use of partial quotient method for division, finally add decimal according to magnitude

Materials

Time (Total & Specific)

Instruction Procedures Introduction Demonstration Participation Practice

estimate Introduce Educreation: Do both a decimal/whole number and decimal/decimal, making sure to point out the steps during the first problem. Have students tell me the steps to take and how to set it up for the second problem. Before group work begins: Lay down expectations: No louder than a level 2 speaking volume, actively participate in group, split group up equally Group work (practice) Have students work in a group of 3 with the iPads to create a demonstration on Educreation of how to solve decimal problems. Work must include 1 decimal/whole problem, 1 decimal/decimal problem and the magnitude estimates for both. Share (practice)- Play the videos of each group. Have students give feedback/critiques. Have students double check the magnitude estimates. Have students check the answers.

Questions

Intro: What is a quotient? What is a dividend? What is the divisor? Where do they go when you set up for solving your problem? During: other real life situations can you see having to divide a decimal by a whole number? End: What are some benefits of Educreation? What are some down falls? Dividend the number being divided Divisor the number that divides another number Quotient the result of dividing one number by another number Remainder the amount left over as a result when one number is divided by another number

Academic Language Focus

Closure

Share with students final Class Dojo points Have students play their problems that they recorded on Educreation

Student Accommodations

Have students define out loud to the group vocabulary Talk through the steps of the division that I demonstrate Before having students move on to group work, Ill informally assess the problems that were assigned to them to work on individually

Self Reflection

Did I make enough connections with my students prior learning? Did I set clear behavioral and performance expectations? Was there enough time for student processing? Did I ask enough challenging questions? Were the apps appropriate? Did the students learn what I set out for them to learn?

LONG FORM LESSON PLAN TEMPLATE

Name: Mai Thao Content Area(s) Dividing Decimals Date: 11/08/2013 Grade(s): 5