1 Stplacementunitandlessonplans

LESSON PLAN TEMPLATE 1
Name: Sarah Jolley
Date: September 24th, 2015
Lesson Title: Review and Reteach Division, Introduce

division with 2 digit numbers
Curriculum Standards
CCSS.MATH.CONTENT.5.NBT.B.5:Fluently multiply
Grade/Level: 5th Grade Math, 90 min Period
multi-digit whole numbers using the standard

algorithm.
Focus Question/Big Idea/Goal

I can multiply single digit numbers fluently from
memory.
I can divide whole numbers with up to four-digit
dividends and two-digit divisors.
CCSS.MATH.CONTENT.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.
Lesson Objective(s)
Central Focus: Students will be able to solve a division problem with a single digit divisors and 3 digit
dividends.
Vocabulary/ Academic Language
The teacher will use vocabulary words including dividend, divisor, quotient, and remainder when modeling problems through the
foldable.
Questions for higher order thinking and assessment

What is the first place value in the quotient? How many digits will my quotient have once I work it out? How can I tell if there will
be a remainder without finding the quotient?
Assessment/Evaluation
Informal: As the students are working through the foldable, the teacher will prompt them for understanding. He/she will also
observe them as they fill in the foldable to assess their understanding.
Formal: Homework, unit test at the end of the unit.
Materials
Markers, white board

Board work problems
High level thinking task
Multiplication Frenzy worksheets
Construction paper for each student
Scissors
Colored Pencils/ Markers
Copies of homework for students
Bell Ringer
As students enter class, they will get out their notebooks and solve the 4 starters that will be projected on the whiteboard. These
problems serve as a spiral review for the students. These problems go over skills that they have learned in 4th grade as well as
what they have already learned in 5th grade. Every Friday, they take an assessment over the skills that are covered each morning
during the starters. (30 mins)
Questions:
1.
2.
Write an expression for the calculation divide 15 into thirds and subtract from 14 divided in half.
7-5
3.
4.
_ thousands = 90 hundreds
4,545 divided by 9
Additionally before the lesson, students will complete a 5 minute multiplication assessment. Each student will be given a
multiplication chart with the numbers mixed up. These are given out each day however, the teacher only grades one per week.
When the students score with 93% or more accuracy, they are bumped up to the next level. Each level includes multiplication
facts that are harder. There are five levels in all to complete (the fifth level including multiplication facts 5-15.) (5 mins)
Afterwards, students will get out their math journals and complete a higher order thinking task that reviews prior skills or
introduces new skills. (20 mins)
Todays Task:
Part a. Aaron baked 7 loaves of bread. He wants to give of the loaves to Isaac, of the loaves to Dafnie, of the loaves to
Samantha, and keep of the loaves for himself. How much bread does each person get?
Part b. Isaac does like the bread and doesnt want his share. This means that Aaron, Dafnie and Samantha can each have of
the loaves. How much is of the loaves?
Anticipatory Set
The teacher will ask students if they remember the special question we ask ourselves when we are dividing using the standard
method. The teacher will call on individual students around the room to complete each of the letters:
Does
Mcdonalds
Sell
Burgers?
She will write the answer on the board, then ask the students what each of the letters can help us remember for long division. She
will complete the acrostic as follows:
Does- Divide
Mcdonalds - Multiply
Sell - Subtract
Burgers? Bring Down
This should access students prior knowledge and act as a review from the previous days lesson.
Instruction
The first part of the lesson, students will create a division foldable. The teacher will allow students to get up and get a piece of
construction paper of their choice and some scissors. They will be asked to follow directions carefully to prevent messing up the
foldable. Inside each flap, they will write a running division problem that they will solve. They have the option to write each step in
a different color. ( 30 mins)
Steps:
1. Make a hotdog fold.

2. Fold your hotdog into fifths (fold the hotdog in half, leaving enough space at the bottom for a flap and then fold
the larger section into halves again.)
3. Unfold your foldable and fold it into a hotdog again where you can see all 5 flaps.
4. Cut ONE SIDE of the flaps so that each flap opens.
5. Write divide on the top flap. Inside, the students will write out the start of the problem 122 divided by 2. They
will complete the first step by solving 12 divided by 2 equals 6. They will also write inside that flap How many times can
12 be divided into 2 equal groups?
6. Write multiply on the second flap. Inside students will continue the previous problem and multiply 2 times 6 to
equal 12. They will write What is 2 X 6?
7. Write subtract on the third flap. Inside, students will subtract 12-12 to equal 0. They will write Subtract 12-12
8. Write bring down on the fourth flap. They will show in their division that they will bring down the 2 in the ones
place of the dividend. They will write Bring down any unused numbers
9. On the last flap. they will write repeat or remainder. They will complete the division problem on the inside of
the flap, being sure to show the steps that they used to find the quotient.
Guided and Independent Practice.

While the students are making the foldable, the teacher will prompt the students to complete the steps that they are working on.
She could have the student answer out loud or come up to the board and write the answer. At the end of class, they will be given
homework to complete that reviews how to divide using the standard method as well as vocabulary words that should be enforced
during the lesson. If the lesson is completed early, students will be allowed to work on their homework. They are also allowed to
take their foldable home to help them complete their work. The homework will be taken up as a grade.
Closure
Before the homework is handed out, the teacher will model the problem 790 divided by 10 on the board. This is the first time that
students will be taught how to divide with a two digit divisor. Students should follow along with the teacher by writing and solving
the problem in their math notebook. The teacher should emphasize writing out the multiples of the divisor to find the quotient. If
they have the multiples of each number, they should be able to solve it using the standard method.
Adaptations to Meet Individual Needs

This foldable is naturally catered to the hands-on or visual learner. Additional adaptations include working one-on-one with the
inclusion students on the homework, if needed. Also, for the advanced student, they could be encouraged to write an additional
division problem in their foldable as well as the example. They would have to show all the steps of their problem.
Cross-curricular connections
The board work serves as a spiral review during the entire unit. Additionally, when the teacher models the two digit divisor
problem during the closure, she should ask the students at the end of solving the problem if they could have solved it a different
way. She should connect how the students could use the power of 10 to just drop a 0 (or move down the place value) to find the
same answer.

Name: Sarah Jolley
Date: September 30th, 2015
Lesson Title: Division Centers-Day 1


memory.

algorithm.

I can check a division problem by multiplying the

quotient and the divisor to see if the dividend
matches.
I can describe and identify the dividend, divisor,
and quotient in a division equation.

models.
Lesson Objective(s)
Central Focus: After completing the centers, students will be able to fluently and quickly perform
division using the standard method.
Each of the centers will contain detailed instruction on how to complete the game/activity. These instructions will use vocabulary
such as dividend, divisor, quotient, and remainder. When giving verbal instructions on how to complete the centers, the teacher
will use the same vocabulary words.

How can I create a division problem when I am given the quotient? How are division and multiplication related? When I am given
two division problems, can I mentally compute which of the problems will be greater or less depending on the divisor and
dividend?
Informal: The teacher will be walking around the classroom observing as students complete their work.
Formal: At each center, students will be required to turn in all of the work they completed while at the center, the teacher will
take a grade based on how much the students participated and if they improved on their weekly division assessment at the end of
the week, unit test at the end of the unit.
Materials (centers supplies for both days)

Board work problems
Teacher-led Center:
6 mini white boards, markers, tissues
Small white board for teacher to teach from
Division Battle:
70 sheets scrap notebook paper
2 decks of cards
6 pencils
Figure Me Out:
6 Pencils
70 copies Figure Me Out worksheet
280 sticky notes
Monsters and Balloons Division Game

6 pencils
6 different colored counters (with about 10 of each color)
die
laminated board game
Bell Ringer
Questions:
1.
2.
3.
4.
Write <,>, or = to make the statement true. 0.72 _ 0.7

Write 54.039 in word form.
6,780 divided by 10=
3 hundreds = _ ones
Todays Task:
Drew is shopping for video games. At Target, 5 games cost $135, however at Toys r Us, 4 games only cost $120. Drew bought the
games from Toys r Us and claims that he got the best deal because he spent less money overall.
1.Do you agree with Drews purchase? Why or Why not?
2.How much did each game cost at Target?How much did each game cost at Toys r Us?
Anticipatory Set
The teacher will review how to divide using the standard method. She will write an example on the board using the Does
McDonalds Sell Burgers method. This should assess students prior knowledge about division.
Instruction
The teacher will explain how to participate in each of the centers (see instructions below). She will also explain to students how to
correctly behave during the center time. The students should work productively, but quietly. If a student is disruptive to others,
he/she will be given division worksheets to do instead of participating in the centers.

Each center will last 20-30 minutes depending on the time available after morning work, multiplication frenzy, and the task is
complete. The teacher will display a timer up on the board so students can see how much time they have remaining in each
center. The students will participate in 2 centers per day (two days of centers will be completed total).
Each student will travel around to each center with a group of 4-6 students depending on the class size. These groups were
determined by the assessment at the start of the week. Each group has students that understand division and that are still
struggling. That way, students who understand division well can help those who dont. This helps the higher level students to
understand division in a deeper way.
The highest scoring students will be the leaders of each group. They are responsible for making sure that their group cleans up
their center space before rotating. They will also make sure that each student turns in their work to the teacher.
Teacher-led Center:
This center will be conducted by the classroom teacher
The teacher will teach from a small personal white board
He/she will review the process of division
He/she will ask higher level thinking questions about the division process such as Can we determine if we have
a remainder without solving the problem?
Each student will solve the problems given on a small white board
Division Battle:
To begin the game, each student will receive an equal amount of playing cards (only number cards 1-9)
All together, all players will turn two cards over
These two cards will represent the dividend of a division problem. The first card will be the ones place of the
number and the second card will be the tens place of the dividend.
Then, each student will turn over one more card. This will be the divisor of the division problem.
Each student will solve the problem that was created by the playing cards. They must show their work on a
scrap piece of paper. They will turn this in at the end of the center rotation.
The student with the highest quotient will win all of the cards that were flipped over in that round.
The student with the most cards at the end of the game (when all other students run out of cards) or when the
center time runs out, is the winner.
If a student is eliminated from the game, they must solve the division problem of another student on their
paper.
Figure Me Out:
Each student will get their own Figure Me Out worksheet and 4 sticky notes
The worksheet contains four questions for the students to answer that will produce a number (my age, my
birthdate, number of pets I own, the numbers of letters in my first name). They will write this number on their worksheet
and cover it up with a sticky note. The number under the sticky note will the quotient of a division problem.
The students must now write a division expression on the top of the sticky note that solves the number below.
For inclusion students, they could be required to make an addition or subtraction problem. Higher level students will be
challenged to make up a more complex problem.
When all group members finish up their worksheets, they will swap their page with another student and
randomly. Each student will solve the problems on the sticky notes and see if they can guess whose paper they received.
Monsters and Balloons Division Game:
Each student will pick out a different colored counter to use as their game pieces.
Players take turns to roll the dice and move forward that many spaces on the game board.
They must solve the division problem that they land on. All other students should also write down the problem
on their piece of paper. All students will turn in the paper at the end of the center rotation.
The student who rolled the dice will cover the quotient that they found on a balloon on the game board.
If a balloon is already covered, they can not steal that balloon. They just lose their turn
The student who covers the most balloons by the end of the game wins.
Rotation Schedule:
Day 1:
Blue Team: Teacher Led Station, Race Board Game
Red Team: Division Battle, Teacher Led Center
Green Team: Figure Me Out, Division Battle
Orange Team: Race Board Game, Figure Me Out
Day 2:
Blue Team: Figure Me Out, Division Battle

Red Team: Race Board Game, Figure Me Out
Green Team: Teacher Led Center, Race Board Game
Orange Team: Division Battle, Teacher Led Center
Closure
Students will be released after the centers are completed.

Each center requires students to solve division problems with different levels of difficulty. This was done in hopes of hitting each
students ZPD, while also challenging them to harder concepts. The Figure Me Out center is easily adaptable for students of all
abilities.
Division skills naturally help all subjects, however no connections were made during this lesson because of the nature of the
centers.

Name: Sarah Jolley
Date: October 1st, 2015
Lesson Title: Division Centers-Day 2


memory.

algorithm.

I can check a division problem by multiplying the

quotient and the divisor to see if the dividend
matches.
I can describe and identify the dividend, divisor,
and quotient in a division equation.

models.
Lesson Objective(s)
Central Focus: After completing the centers, students will be able to fluently and quickly perform
division using the standard method.
Each of the centers will contain detailed instruction on how to complete the game/activity. These instructions will use vocabulary
such as dividend, divisor, quotient, and remainder. When giving verbal instructions on how to complete the centers, the teacher
will use the same vocabulary words.

dividend?
Informal: The teacher will be walking around the classroom observing as students complete their work.
Formal: At each center, students will be required to turn in all of the work they completed while at the center, the teacher will
take a grade based on how much the students participated and if they improved on their weekly division assessment at the end of
the week, unit test at the end of the unit.
Materials (centers supplies for both days)

Board work problems
Teacher-led Center:
6 mini white boards, markers, tissues
Small white board for teacher to teach from
Division Battle:
2 decks of cards
6 pencils
Figure Me Out:
6 Pencils
70 copies Figure Me Out worksheet
280 sticky notes
Monsters and Balloons Division Game

6 pencils
6 different colored counters (with about 10 of each color)
die
laminated board game
Bell Ringer
Questions:
1. 840 divided by 10^3

2. Draw a quadrilateral with exactly one right angle.
3. Ava and Becca are collecting canned goods. Ava collected of a box of canned goods. If Becca collected 5
times as much as Ava, how many boxes did Becca collect?
4. 13.90 + 4.23=
Todays Task:
1.
2.
3.
Convert the following fractions to decimal form: , ,

Place the following numbers in order from least to greatest: .056, .05, 5.05, .005, .56, 5.06, ,
How does division relate to converting fractions to decimals?
Anticipatory Set
The teacher will review how to divide using the standard method. She will write an example on the board using the Does
McDonalds Sell Burgers method. This should assess students prior knowledge about division.
Instruction
The teacher will explain how to participate in each of the centers (see instructions below). She will also explain to students how to
correctly behave during the center time. The students should work productively, but quietly. If a student is disruptive to others,
he/she will be given division worksheets to do instead of participating in the centers.

Each center will last 20-30 minutes depending on the time available after morning work, multiplication frenzy, and the task is
complete. The teacher will display a timer up on the board so students can see how much time they have remaining in each
center. The students will participate in 2 centers per day (two days of centers will be completed total).
Each student will travel around to each center with a group of 4-6 students depending on the class size. These groups were
determined by the assessment at the start of the week. Each group has students that understand division and that are still
struggling. That way, students who understand division well can help those who dont. This helps the higher level students to
understand division in a deeper way.
The highest scoring students will be the leaders of each group. They are responsible for making sure that their group cleans up
their center space before rotating. They will also make sure that each student turns in their work to the teacher.
Teacher-led Center:
This center will be conducted by the classroom teacher
The teacher will teach from a small personal white board
He/she will review the process of division
He/she will ask higher level thinking questions about the division process such as Can we determine if we have
a remainder without solving the problem?
Each student will solve the problems given on a small white board
Division Battle:
To begin the game, each student will receive an equal amount of playing cards (only number cards 1-9)
All together, all players will turn two cards over

These two cards will represent the dividend of a division problem. The first card will be the ones place of the
number and the second card will be the tens place of the dividend.
Then, each student will turn over one more card. This will be the divisor of the division problem.
Each student will solve the problem that was created by the playing cards. They must show their work on a
scrap piece of paper. They will turn this in at the end of the center rotation.
The student with the highest quotient will win all of the cards that were flipped over in that round.
The student with the most cards at the end of the game (when all other students run out of cards) or when the
center time runs out, is the winner.
If a student is eliminated from the game, they must solve the division problem of another student on their
paper.
Figure Me Out:
Each student will get their own Figure Me Out worksheet and 4 sticky notes
The worksheet contains four questions for the students to answer that will produce a number (my age, my
birthdate, number of pets I own, the numbers of letters in my first name). They will write this number on their worksheet
and cover it up with a sticky note. The number under the sticky note will the quotient of a division problem.
The students must now write a division expression on the top of the sticky note that solves the number below.
For inclusion students, they could be required to make an addition or subtraction problem. Higher level students will be
challenged to make up a more complex problem.
When all group members finish up their worksheets, they will swap their page with another student and
randomly. Each student will solve the problems on the sticky notes and see if they can guess whose paper they received.
Monsters and Balloons Division Game:
Each student will pick out a different colored counter to use as their game pieces.
Players take turns to roll the dice and move forward that many spaces on the game board.
They must solve the division problem that they land on. All other students should also write down the problem
on their piece of paper. All students will turn in the paper at the end of the center rotation.
The student who rolled the dice will cover the quotient that they found on a balloon on the game board.
If a balloon is already covered, they can not steal that balloon. They just lose their turn
The student who covers the most balloons by the end of the game wins.
Rotation Schedule:
Day 1:
Blue Team: Teacher Led Station, Race Board Game
Red Team: Division Battle, Teacher Led Center
Green Team: Figure Me Out, Division Battle
Orange Team: Race Board Game, Figure Me Out
Day 2:
Blue Team: Figure Me Out, Division Battle

Red Team: Race Board Game, Figure Me Out
Green Team: Teacher Led Center, Race Board Game
Orange Team: Division Battle, Teacher Led Center
Closure
Students will be released after the centers are completed.

Each center requires students to solve division problems with different levels of difficulty. This was done in hopes of hitting each
students ZPD, while also challenging them to harder concepts. The Figure Me Out center is easily adaptable for students of all
abilities.
Division skills naturally help all subjects, however no connections were made during this lesson because of the nature of the
centers.

Name: Sarah Jolley
Date: October 6th, 2015
Lesson Title: Remainders


memory.

algorithm.

I can interpret the remainder of the quotient

within the context of a division problem.

I can describe why I should use, drop, or round

the remainder

models.
Lesson Objective(s)
Central Focus: Students will be able to interpret a reminder. They will be able to reason what to do
when a quotient has a reminder (use it, drop it, or round it). They will be able to answer the essential
question: What does it mean when we have a remainder?
The teacher will use vocabulary words including dividend, divisor, quotient, and remainder as she goes through the powerpoint
and worksheets.

What are some keywords that tell us how to use a reminder? If we choose to drop the remainder, where do those objects go? If we
round a reminder up, what tells us how much more of that object we need?
Informal: The teacher will observe the students as they work through the power point with the teacher and complete their notes.
Formal: Exit ticket at the end of class , unit test at the end of the unit.
Materials

Board work problems
Notebook for students to record notes
Remainders PowerPoint
Copies of crossnumber puzzle
Bell Ringer
Questions:
1.
2.
3.
4.
Round 33.01 to the nearest tenth.

638.07-19.34=
How many of each angles are in this shape? _ acute _ obtuse _ right
Write an expression for the calculation subtract 9 from double 14.
Todays Task:
Carly has a dog walking business. On Friday, she walked 5 dogs. Saturday and Sunday she walked 7 dogs each day. For each dog
that she walks, she earns $12.
1. Write an equation to show how much money she earned over the weekend.
2. Solve that equation how much more money did she make over the weekend?
3. If she earned the same amount each weekend, how much would she earn after working for 4 weekends?
Anticipatory Set
The teacher will review with students what the three things are that you can do with a remainder. She will ask students to raise
their hand and tell the three things. She will then write them on the board.
1. Use it
2. Drop it
3. Round it
This should serve as a review from the previous lesson and show students what their lesson will focus on that day,
Instruction
The teacher will continue the PowerPoint that was started during the previous lesson. As a review/introduction, the teacher will go
through the first question on the PowerPoint as a group. They will be instructed to underline the main idea of the question, the
details, write an equation, solve the problem, draw a diagram to show the problem and analyze if they should use, drop, or round
the remainder. The students should write the work in their notebook. The teacher will walk around to ensure that students are
following along during instruction.

Next, the teacher will show another problem from the powerpoint. The students will work in their groups to solve the problem.
They must write all of the elements of the problem that were done in the introduction problem. Each group must decide together
if they should use, drop, or round the reminder and will tell their answer to the rest of the class. If the group is incorrect, the
teacher will reason out why their response is wrong in a constructive way. They will solve three problems as a group as the whole
class goes through the PowerPoint. Each of the three problems will be a use it, drop it, or round it problem. This is done so that
students understand how to interpret the remainder with all three of the problems.
Problem 1:
Kaylee and her family want to hike a trail that is 1,365 miles long. They will hike equal parts of the trail on 12 different hiking trips.
How many miles will Kaylees family hike on each trip? How should we use the remainder?
Problem 2:
Tiffany buys 20 ounces of mixed nuts. She puts an equal number of ounces in each of 3 bags. How many ounces of mixed nuts will
be in each bag? How should we use the remainder?
Problem 3:
A campground has cabins that can each hold 28 campers. There are 148 campers visiting the campground. How many cabins will
the campers use?
Closure
The teacher will require each group to pull out a piece of paper and rip it into how ever many people are in their group. Each
person in the class will write down the three things you can do with a reminder. They will hand this to the teacher as they walk out
the door. This will be their exit ticket for the day.

Because most of the guided and independent practice is done as group work, this will enable lower level students to be taught by
higher level students. Additionally, by requiring students to underline the main idea and details of the problem, this will help
students to focus in on the important ideas of the problem. If a student is struggling, this will help them to stay on track with the
class. The higher level students will be required to explain problems to other students, accessing higher level thinking skills.
This lesson shows students why learning the concepts of interpreting the remainder is important because it makes them solve real
word problems. These problems also help students to practice their reading skills as well.

Name: Sarah Jolley
Date: October 8th, 2015
Lesson Title: Division Unit Review



algorithm.
models.
I can fluently multiply multi-digit whole numbers using the

standard algorithm.
I can multiply single digit numbers fluently from memory.
I can divide using the standard method and understand how
it relates to the area model and rectangular arrays.
I can divide whole numbers with up to four-digit dividends
and two-digit divisors.
I can check a division problem by multiplying the quotient
and the divisor to see if the dividend matches.
I can describe and identify the dividend, divisor, and quotient
in a division equation.
I can interpret the remainder of the quotient within the
context of a division problem.
I can describe why I should use, drop, or round the
remainder.
I can solve division word problem by writing an equation,
drawing an array picture, and explaining the quotient within
the context of the problem.
Lesson Objective(s)
Central Focus: Students will be able to successfully apply all of the skills they learned during the
division unit.
The teacher will use vocabulary words including dividend, divisor, quotient, and remainder as she guides students through the
Jeopardy Review Game.

What is the first place value in the quotient? How many digits will my quotient have once I work it out? How can I tell if there will
be a remainder without finding the quotient?
dividend?
What are some keywords that tell us how to use a reminder? If we choose to drop the remainder, where do those objects go? If we
round a reminder up, what tells us how much more of that object we need?
Informal: The teacher will observe the students as they participate in the review game. She will ensure that all students are
participating by requiring them to write down the answers to each question.
Formal: Unit test at the end of the unit.
Materials

Board work problems
Notebook for students to record notes
Jeopardy Review Game prepared for use through the projector.
Paper and pencil for each student
Eggspert Game spinner and buzzer
Bell Ringer
Questions:
1.
21
22
23
24
25
26
Complete the Table:

Add 2: Add 4:
23
25
2. Complete a coordinate plane based on the table above.
Todays Task:
Alexs family is traveling to Disney World this summer. They plan to visit Magic Kingdom for 8 hours. Each ride has a 45 min wait
time. Alex calculated that his family will be able to ride 5 attractions during their day. However, his sister Cara argued that they
will be able to ride about 10 attractions.
1. Who is correct? Why?
2.
What equation did you use to find your answer?
Anticipatory Set
The teacher will tell the students that they will be participating in a review game to prepare them for the test they are taking the
following day. The team who gets the most points will be awarded 5 bonus points on the test.
Instruction
The teacher will explain how the Jeopardy Game works. The students will be split into teams of 3-4 students depending on the
class size. It does not matter who in each group because each student will have an equal chance of answering each question
however, the game is played best if each group has students of differing academic levels.
Before the game begins, each student will clear their desk except for a piece of paper and a pencil. Each group of students will be
given a Eggspert buzzer. Each buzzer has a different color, which will serve as the team name (example: Team Blue). The
teacher will have the Eggspert spinner at the front of the room. During each turn, it will randomly choose a team to answer the
question displayed on the Jeopardy game board. Each turn the buzzer will be rotated around the group of students. The teacher
should display the question before they randomly choose a team, ensuring that all students are answering each question.
To earn the points, the player on the team who was chosen that has the buzzer must answer the question correctly. If another
team member has not attempted the problem on their own paper, the team loses the points, even if the student with the buzzer
has the correct answer. Additionally, if the team member with the buzzer has the answer incorrect, but another team member has
the correct answer, they still do not receive the points. Students should be encouraged to work together after they attempt the
problem on their own. If the student with the buzzer answers the problem incorrectly, the spinner will be rolled again to pick
another team.
When a question is answered correctly, that team member who answered will pick the next category and point value. The game
continues until the questions on the game board are complete or the class period ends. The team with the most points will receive
the bonus points.

There will be 5 categories covered during game play:
1. Vocabulary
2. Word Problems
3. Remainders
4. Divide by 1 Digit
5. Divide by 2 Digits
The teacher should create the questions in each category to be similar to the ones on the test.
The students will participate in the game during the entire lesson. If the teacher sees that many students struggle with a
particular question, they should model the problem on the board. If one student in a group is having a difficult time answering a
question, the teacher should encourage another student to explain the problem to the struggling student. This will help the
student explaining to use higher order thinking skills.
Closure
The teacher will tally up the points earned by each team and declare a winner.

The teacher will ensure that all students are attempting the problems to the best of their ability. For example, inclusion students
will be allowed to work more closely with other students in their group when answering questions independently. The teacher
should use their judgement to regulate which students need additional help. The high students will be encouraged to explain
difficult questions to other students (after they have done their best to answer the question themselves).
In the word problem category, the teacher should insert questions that are examples of using division in real life.
UNIT PLAN TEMPLATE

Name: Sarah Jolley
Date: September 21st to October 9th (3 weeks)
Subject/Content: Division Unit
Grade Level: 5th Grade Math
Unit Goals
I can fluently multiply multi-digit whole numbers using the

standard algorithm.

algorithm.
I can multiply single digit numbers fluently from memory.

I can divide using the standard method and understand how it

relates to the area model and rectangular arrays.

I can divide whole numbers with up to four-digit dividends and

two-digit divisors.
models.
I can check a division problem by multiplying the quotient and
the divisor to see if the dividend matches.
I can describe and identify the dividend, divisor, and quotient in

a division equation.
I can interpret the remainder of the quotient within the context

of a division problem.
I can describe why I should use, drop, or round the remainder.
I can solve division word problem by writing an equation,

drawing an array picture, and explaining the quotient within the
context of the problem.
Activities Planned
Daily use the spiral curriculum and tasks to review previously learned skills.
Daily complete a multiplication frenzy assessment.
Use workbook provided (Go Math) to introduce how to divide using the standard method.
Create a foldable walking through step by step how to divide using a one digit divisor. (Does McDonalds Sell
Burgers- Divide, Multiply, Subtract, Bring Down)
Create a foldable with 4 different strategies to divide- standard method, area model, base 10 blocks method, and
partial products method
4 Division Centers- Figure Me Out, Division Battle, Division Board game, and Dry-Erase Board work with the teacher.
During group work, students will describe what to do with the remainder in a quotient (Drop it, Round it, or Use it)
During group work, students will solve a word problem by underlining the main idea, circling the details, writing an
equation,drawing a diagram, and writing a sentence to describe the problem.
Assessment
Informal: Students will demonstrate understanding by participating during class, writing their answers on the board during in class
discussions, and by explaining concepts they learned to other students
Formal: End of chapter test, 5 minute division assessment, worksheets collected from centers, division homework, weekly
multiplication frenzy assessment, weekly board work (review) quiz

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LESSON PLAN TEMPLATE 1

Name: Sarah Jolley

Date: September 24th, 2015

Lesson Title: Review and Reteach Division, Introduce

Grade/Level: 5th Grade Math, 90 min Period

multi-digit whole numbers using the standard

Focus Question/Big Idea/Goal

Questions for higher order thinking and assessment

Markers, white board

1. Make a hotdog fold.

Guided and Independent Practice.

Adaptations to Meet Individual Needs

LESSON PLAN TEMPLATE 2

Date: September 30th, 2015

Lesson Title: Division Centers-Day 1

Grade/Level: 5th Grade Math, 90 min Period

multi-digit whole numbers using the standard

I can divide whole numbers with up to four-digit

I can check a division problem by multiplying the

division. Illustrate and explain the calculation by

Questions for higher order thinking and assessment

Materials (centers supplies for both days)

Markers, white board

Monsters and Balloons Division Game

Write <,>, or = to make the statement true. 0.72 _ 0.7

Guided and Independent Practice.

Blue Team: Figure Me Out, Division Battle

Adaptations to Meet Individual Needs

LESSON PLAN TEMPLATE 3

Date: October 1st, 2015

Lesson Title: Division Centers-Day 2

Grade/Level: 5th Grade Math, 90 min Period

multi-digit whole numbers using the standard

I can divide whole numbers with up to four-digit

I can check a division problem by multiplying the

division. Illustrate and explain the calculation by

Questions for higher order thinking and assessment

Materials (centers supplies for both days)

Markers, white board

Monsters and Balloons Division Game

1. 840 divided by 10^3

Convert the following fractions to decimal form: , ,

Guided and Independent Practice.

All together, all players will turn two cards over

Blue Team: Figure Me Out, Division Battle

Adaptations to Meet Individual Needs

LESSON PLAN TEMPLATE 4

Date: October 6th, 2015

Lesson Title: Remainders

Grade/Level: 5th Grade Math, 90 min Period

multi-digit whole numbers using the standard

I can divide whole numbers with up to four-digit

I can interpret the remainder of the quotient

dividends and two-digit divisors, using strategies

I can describe why I should use, drop, or round

division. Illustrate and explain the calculation by

Questions for higher order thinking and assessment

Markers, white board

Round 33.01 to the nearest tenth.

Guided and Independent Practice.

Adaptations to Meet Individual Needs

LESSON PLAN TEMPLATE 5