GENERAL LESSON PLAN

Name: Sammie Hansen

Date: 11/28/2017
Subject: Math
Length of Lesson: 1 Hr 10 Min
Grade Level: 5th Grade

Core Curriculum Objectives:

Standard 5.NBT.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.
In this standard, dividing decimals is limited to a whole number dividend with a decimal divisor
or a decimal dividend with a whole number divisor. Compare the value of the quotient on the
basis of the values of the dividend and divisor.

Standard 5.MD.1
Convert among different-sized standard measurement units within a given measurement system
(for example, convert 5 cm to 0.05 m); use these conversions in solving multi-step, real-world
problems.

Learning Objectives: SWBAT solve multi-digit division including appropriate decimals in

answer.

Language Objectives
Listening: Student will be able to differentiate between which value is the dividend and which is
the divisor
Reading: Students will be able to compare two equal quotients and determine if their
expressions are also equal.
Writing: Students will be able to write one sentence detailing whether two equal quotients mean
that the expressions are also equal.
Speaking: Students will be able to use academic language such as quotient, dividend, and
divisor when explaining their answer to peers.
ELL Considerations: As part of my general lesson, I try to use academic language and then
translate into everyday speech. This is beneficial for both my ELLs and my general class to have
them hear these words used interchangeably.

Vocabulary Development: quotient, dividend, divisor, conversion, conversion rate, expression

Preparation: Eureka Math student books, Eureka Math slides, smart board

Time Lesson
10:00-10:05 Dividing decimals by whole numbers, and
multiples of 10 (e.g. 1.2/6 followed by 1.2/60)
10:05-10:10 Conversion rates with students on paper for
reference. Review academic vocabulary.
10:10-10:17 Test Prep: Michael has 567 pennies, Jorge has
464 pennies, and Jaime has 661 pennies. If the
pennies are shared equally by the 3 boys and
33 of their classmates, how much money will
each student get? Express your final answer in
dollars.
10:17-10:31 Concept development:
In a 77-kilometer relay race, each of 22 team
members will run an equal distance. How
many kilometers will each team member run?

A vial contains 14.7 mL of serum that is then

split equally into 21 tiny containers. How much
serum is in each new container?
10:31-10:40 Work on Problem set whole group and discuss
with peers.
10:40-10:55 Work on Problem set individually, teacher
circle to address questions
10:55-11:10 Exit Ticket, clean up and head to lunch.

Adaptations: I am trying something new by doing a shortened concept development and adding
in whole group problem set work. I think this will help my lower kids access the content quicker
and keep my higher kids engaged longer.

Integration: We use technology by using the smartboard and I occasionally have students come
up and write on the board themselves to help increase engagement.

Assessment: Teacher will review exit tickets and problems sets to assess student understanding.