Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Ted Welsh
11/8/16

Subject/ Topic/ Theme

Dividing Multi-Digit Decimals

Grade ____6th________

I. Objectives
How does this lesson connect to the unit plan?
This is the 8th lesson in the Decimal Computation unit plan. Students have already learned how to add, subtract, multiply, and divide single-digit numbers with whole
numbers and single-digit numbers. This lesson expands their knowledge of dividing decimals to multi-digit decimal numbers.
cognitiveR U Ap An E C*

Learners will be able to:

Divide multi-digit decimals with whole numbers, single-digit decimals, and multi-digit decimals.
Place the decimal in the correct place when dividing.

U, Ap
U, Ap

Identify when to shift the decimal in a problem.

Identify and correct their errors when solving decimal-computation problems.

RU
Ap, An

physical
development

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed: 6.NS.2, 6.NS.3
6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.
6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students should be able solve division problems that involve single-digit decimals and/or whole
numbers.
Students should be able to correctly place the decimal in these computation problems.
Students should be able to use a calculator.
Pre-assessment (for learning):

The instructor asks the students what they know about dividing multi-digit decimals and how they
think it might be different from single-digit decimals.
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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The homework correction time is informative for the teacher to see where students are at with
multiplying multi-digit decimals. The notes time will show students how to divide multi-digit
decimals. The instructor will observe how the students are responding to the notes and if they are
understanding it.
Formative (as learning):

During the try it section of the notes, students will get the opportunity to use what they just learned
about dividing multi-digit decimals and see how well they know it. The treasure hunt board game with
serve the same purpose. Students will also get a chance to help each during the board game activity if
some students are getting incorrect answers.
Summative (of learning):
N/A
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
The notes will be projected on the
smartboard by using the doc
camera.
The instructor will say the notes
orally so students can hear what is
written and projected on the
smartboard.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Students will pass and catch the
ball during the ball game.
Students need to move their game
piece during the board game.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students can choose what they want
to use as a game piece.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

The instructor will say

mathematical terms such as
division and divide.
The instructor will show these
symbols on the smartboard
through the doc camera as the
instructor says them.
Provide options for comprehensionactivate, apply & highlight

Provide options for expression and

communication- increase medium
of expression

Students will solve problems on

paper.
Students will use a calculator to
find answers to problems.
Students will also use a
computer to play games that
help their practice their skills.
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

The board game provides a

challenge for students. They
will want to do well and beat
their peers. It also encourages
cooperation.
The teacher will give feedback
as students play the game and
work on solving division
problems.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

As the students correct their

homework, they can self-assess
their progress on multiplying
multi-digit decimals.
Students will also be able to
self-assess their learning of
dividing multi-digit decimals as
they play the treasure hunt
game.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Doc Camera
Blank piece of paper for notes
Dark pen or marker for notes
Videos:
1. Hot Potato Song: https://www.youtube.com/watch?v=1_UIv74Uw_Y
Ball for hot potato
Each student should have a writing utensil and paper for notes as well.
Each student should have the homework assignment from the night before.
Real World Application List
A game board for each table (7 in total)
Game cards for each table
An instruction sheet for the treasure map game
A calculator for each table
Computer Games:
1. http://www.mathnook.com/math/city-under-siege-decimals.html
2. http://www.mathplayground.com/number_bonds_decimals.html
-

Students will sit at tables around the room. There will be three or four students at each table.
The instructor will stand at the doc camera from the beginning of the class until the station
activity. Then the instructor will walk around the room.

III. The Plan

Time

5 min
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Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
The instructor hands the rainbow ball to a student.
Students sit on top of desks for the ball game.
The instructor plays the hot potato song video for
the ball game.

When the video starts, students pass the ball

around. When the song stops, the student holding
the ball is out and must sit down in his or her chair.

The student holding the ball when the song stops is

out, so the instructor tells him or her that he or she
is out.
When there are 5 students left, stop the video, and
tell the remaining students that they can have a
piece of candy.

Development
(the largest
component or
main body of
the lesson)
10
min

For controversial calls, respond to the teachers

judgment.
If you are one of the last 5, go get a piece of candy
from the teachers desk, and then return to your
desk. Everyone else stay in your seat.

Revisit the list of real-world applications for

decimals from the last class period. Ask students if
they have more things theyd like to add, or if they
would like to expand on some ideas. Be sure to
mention charitable giving and ways of serving
others in reference to decimals if a student does
not.

Students add to the list or comment on things.

Tell the students to take out their homework from

the previous class period.

Students take out the homework assignment.

Correct the assignment by doing each problem on

worksheet under the doc camera. Make sure to look
up from the paper periodically and pause for
questions after each problem.
Tell students to write down the correct answers and
work if they get the problems wrong.

Students follow along with the instructor and ask

questions when they need help. If they get
questions wrong, students should write down the
correct answers and work in pen.

Collect the homework.

Ask the students to take out a piece of paper and a
pencil for notes.
Grab a blank sheet of paper and a dark pen or
marker. Also, have the completed lesson notes on
hand.
Place the blank sheet of paper under the doc cam,
and copy the lesson notes, explaining them as you
go. Instruct the students to copy the notes along
with you.
But before doing this, ask the students what they
know about dividing decimals and how they think
it might be different with multi-digit decimals.

Students follow the teachers instructions and get

out a sheet of paper and a writing utensil.

Students should follow the teachers instructions

and copy the notes onto their blank sheets of paper.

Start with the heading and then explain the rules.

These are the same as single-digit decimal
multiplication, so students should be familiar with
them.
Do problems 1-4. Emphasize each step as you do
them. Be sure to look up from your paper for raised
hands and questions. Make sure you paused after
each question and assess the room. See if students
look like they are understanding it or arent there
yet.
Give enough time for students to ask questions.
When you get to the try it section. Write the two
problems on the worksheet and freeze the doc
camera. Then finish the problems on your paper
and instruct the students to do the same. Give them
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Students ask questions if they have them.

Students write down the try it problems and finish

them.

15
min

a couple minutes and then show the answers. Ask

students for questions. If you sense that students
arent understanding it, redo the problems with the
class, and then create some more try it problems for
the students.

Students ask questions if you have them.

Tell students to put away notes.

Students put away notes.

Treasure Map Board Game:

Pass out game boards, calculators, and game cards
to each table.
Instruct the students to focus their attention to the
front of the room and listen up. Go through the
instructions with the students by putting the
instruction sheet under the document camera, and
walk through the instructions. Students will play
with the students at their table. If there are only one
or two students at a table, instruct them to move to
another one. Then tell them to put the game board
in the middle of the table and place the cards face
down. They can use a personal object as a game
piece. If they dont have anything they want to use,
tell the students they can write their name on a
piece of paper for their game piece.

25
min

Students listen to the instructor and set up the

game.

Students play the game. They should help one

another if someone gets an incorrect answer.

Then, instruct the students to get out paper and a

pencil, then begin playing the game. Tell them that
the student with the next birthday gets to start and
then go clockwise from there.
If students get problems wrong, they should ask
their peers for help. If they still have questions they
can raise their hands for help.
If they finish a game, tells the student to play again.
As the students play games, walk around and
assess their progress and learning.
5 min

Closure
(conclusion,
culmination,
wrap-up)

When you sense the students getting bored, if they

do, tell them that they can go to Google Classroom
and play computer games. They are free to play
those wherever they want in the room.

Students move to wherever they want in the room

and play the computer games on Google
Classroom.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I did not get to teach this lesson, but I will talk a little bit about the planning process. Sixth graders can be pretty rowdy and
sometimes can struggle to sit still, so I tried to find a fun way for them to practice dividing decimals. I needed to include time
for notes, which I did, but when I found the treasure hunt activity, I knew I wanted to use it. Mrs. Woolford actually uses this
for a different topic, but I adapted it to dividing decimals. I like it because it gives students practice with dividing decimals,
and practice with correcting the mistakes of others. Both are valuable skills in this unit. I also like the try it section because I
think that sometimes students just copy what Im writing and dont really understand it. During the try it section, students
who dont understand dividing decimals can see where they struggle and what they need to do differently. Then, they can ask
questions.

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