Grade Level: 5

Introduction
Number & Operations in Base Ten, Mathematics, 1 hour
Materials needed
SMARTBoard lesson
Math books
Scrap paper
Bean Thirteen by Matthew McElligott

Preparation

Get all the materials ready ahead of time and put on the students desk.
Arrange the desks into groups of 4 or 5.
Prepare the opening problem on the SMARTBoard.

Areas of Child Development

Cognitive development is shown because children learn to make sense of

real life math problems and how they would use division to solve them
Linguistic development is shown because children must explain their thinking
when whole class is working together on a SMARTBoard problem
Social development is shown because children must work together to ensure
understanding of dividing is present

Standards

Common Core Standards for Mathematical Content Number &

Operations in Base Ten
o Perform operations with multi-digit whole numbers and with decimals
to hundredths.
Find whole-number quotients of whole numbers with up to fourdigit dividends and two-digit divisors, using strategies based on
place value, the properties of operations, and/or the
relationship between multiplication and division.
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.

Use place value understanding to round decimals to any place.

Common Core Standards for Mathematical Practice #1

o Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to
themselves the meaning of a problem and looking for entry
points to its solution. They analyze givens, constraints,
relationships, and goals. They make conjectures about the form
and meaning of the solution and plan a solution pathway rather
than simply jumping into a solution attempt. They consider
analogous problems, and try special cases and simpler forms
of the original problem in order to gain insight into its solution.
They monitor and evaluate their progress and change course if
necessary. Older students might, depending on the context of
the problem, transform algebraic expressions or change the
viewing window on their graphing calculator to get the
information they need. Mathematically proficient students can
explain correspondences between equations, verbal
descriptions, tables, and graphs or draw diagrams of important
features and relationships, graph data, and search for
regularity or trends. Younger students might rely on using
concrete objects or pictures to help conceptualize and solve a
problem. Mathematically proficient students check their
answers to problems using a different method, and they
continually ask themselves, "Does this make sense?" They can
understand the approaches of others to solving complex
problems and identify correspondences between different
approaches.
Common Core Standards for English Language Arts - 5.1.D:
Comprehension and Collaboration
o 5.1.D Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 5
topics and texts, building on others' ideas and expressing their own
clearly.
1. Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.
Standard 2A Safe and Healthy Environment
o Elementary Health Education - 1. Students will demonstrate
personally and socially responsible behaviors. They will care for and
respect themselves and others. They will recognize threats to the
environment and offer appropriate strategies to minimize them.

Enduring Understanding
Dividing decimal numbers by whole numbers is built on the same place value
concepts as division without decimal numbers, but extended to the tenths and

hundredths places. Vocabulary for division is an important part of mathematics that

they must know. Also, being able to understand real life math problems using
division would be beneficial to their everyday lives.

Essential Questions
1. Why are their different spots to put the decimal point?
2. How does place value and decimal places connect?
3. Where do we use division in real life?

Objectives
1. Students will practice division vocabulary
2. Students will be able to complete real life word problems based on
division
3. Students will be able to identify where the remainder goes

Body of the Lesson

Anticipatory Set
I will begin by reading the story Bean Thirteen by Matthew McElligottto
promote critical thinking about dividing. I will check for understanding
throughout the book by asking questions that relate to the certain part we
have read in the story. When the story is finished, students will be motivated
to learn and I will begin a story problem on the board for them to solve.

Procedures and Activities

Story Problem
Kylie has 4,215 piece of candy. She wants to share her candy with John and
Myra so everyone has the same amount.
How many pieces of candy will each person receive?___________
How many pieces of candy will be left over?__________
Students will work to solve the problem in a way that makes sense to them.
Students are using the knowledge level of Blooms Taxonomy because they will
have to recall what they learned in the previous lesson with their teacher in order to

complete the word problem. As I walk around, I will check for misconceptions. One
misconception that will be avoided relates to the direction in which you start
dividing. For addition, subtraction and multiplication, answers are recorded from
right to left and students could possibly use that method for division too (Ashlock,
2010, p. 51). Students will already have had enough practice with dividing that they
should know to divide from left to right. This will allow me to check for
understanding and accuracy. When all students are finished, one student will come
up and explain their steps of what they did to get their answer on the SMARTBoard.
If someone else did it a different way, they are welcome to come to the board and
explain their way of thinking as well. They will also be instructed to explain their
reasoning to the questions prompted.
A common misconception that will be avoided is that multiplication and division
dont have equal priority, and dont have to be performed in order from left to right
(Some misunderstandings, 2011). Division has to go from left to right or the quotient
will be incorrect.
I will then present the mathematical way of solving this type of problem: 4,215
divided by 3 while the students will walk through the problem with me. Questions
will be asked to the students like "If you have 4 pieces of candy, is that enough to
give each person one piece?"
Students will then go through the SMARTBoard lesson and learning about different
vocabulary associated with the division process. We will also talk about remainders
and where they go in regards to the quotient. During this time, it will allow me to see
who is having trouble with the division problems and who is excelling.
*Prior to working together in large and small groups, students are
instructed on collaboration and the right things to do while someone is
up at the board working. If someone is not following the rules of
working together, they will be told the rules again and asked to make
better choices. This involves respecting others opinions and caring for
others in the classroom.*
After the SMARTBoard questions are complete, students will complete pages in
their math workbook independently. Working on the math problems in the book will
allow students to use the application part of Blooms Taxonomy because they will
have to use their knowledge of previous lessons and the lesson I taught them and
apply it to new situations with the worksheets.
While I usually work with a few students on math help, I wanted to see what they
could do on their own, therefore I did not help them. An issue I have seen in
previous lessons was where the remainder goes. The common misconception is
that if the division does not come out even, students could write remainders as an
extension of the quotient (Ashlock, 2010, p. 103). Students must put the R before
writing the remainder, to show that it is not part of the quotient.

Differentiation of Instruction
Differentiation is built into the design of the lesson because students are
encouraged to solve in whatever way makes sense to them for the first part of the
lesson. Students are able to choose their own method, which allows for various
pathways to the answer. Accommodations will be made for students who have
hearing or vision difficulties by making appropriate technologies available to them.
Students with IEPs will receive individual help to ensure that their goals are
constantly being met. Students who lack in motor skills will be guided through the
assessment process. Differentiation between students is also evident. Certain
students will only be instructed to do one page, some only a few problems, and
some all of the pages. All students learn differently and work at different paces. The
end product is the same (in which they will all learn about remainders and division),
except the process to get there is different.

Assessment/Evaluation
Students will be evaluated through their worksheet. The questions that are
complete on each students worksheet will be graded for understanding and
accuracy. The unanswered questions will not be graded as with all work, there may
not be enough time to complete it and students will not be penalized for this.
Students will also be informally assessed throughout the SMARTBoard lesson
when completing problems on their own. This will give me a good representation of
who understands division and who still needs support. Students should have a
better understanding but may not be a complete understanding of dividing after this
lesson. This is one of the toughest subjects for students to learn.

Students
Name:
Correctness
of Answer
during
station work
Accuracy of
Work

Closure

1
5
points

Incorrect
answer given

10
points

Work shown
is incorrect
which leads
to incorrect
answer

Correct answer Given

Work shown
has an error
or two

Work shown is
correct and
understanding
is achieved.

Ticket out the door will have students turn to their partner and name the different
vocabulary for division. This activates the synthesis level of Blooms Taxonomy by
students putting together what they have learned while developing a true
understanding for division.

Sources
Ashlock, R. B. (2010). Error patterns in computation: using error patterns
to help each student learn (10th ed.). Boston: Allyn & Bacon.
Blooms Taxonomy. (n.d.). Blooms Taxonomy. Retrieved September 25,
2014, from http://www.bloomstaxonomy.org/Blooms%20
Common Core. (n.d.). Engage NY. Retrieved September 25, 2014, from
https://www.engageny.org/sites/default/file
McElligott, M. (2007). Bean thirteen. New York, NY: G.P. Putnam's Sons.
Some misunderstandings about order of operations. (2011, January 2).
mathblag. Retrieved September 25, 2014, from
http://mathblag.wordpress.com/2011/01/02/somemisunderstandings-about-order-of-operations/
Weaver, B. (n.d.). Formal vs. Informal Assessments | Scholastic.com.
Scholastic Teachers. Retrieved October 28, 2014, from
http://www.scholastic.com/teachers/article/formal-versus-informalassessments