edTPA Lesson Plan

Name Nicholas Giordano (Mr. G)

Lesson #, Lesson Title Lesson 5.4
“Dividing Decimals”
Date and Day of the Week 11/16/17 Thurseday
Grade Level and Class 6th Grade, Class 602, Math
Period and Length Period 1, Length 45 mins
Materials Needed Smart Notebook slideshow, Lesson 5.4 packet(one for each student),
Graphic organizer steps of division, Exit slip, Anchor Chart
Standards and Objectives
Standards:
6 .NS.B.3 – The number system – Compute fluently with multi-digit numbers and find common factors and
multiples. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each
exponent

Learning Objectives:
1. Fluently add subtract, multiply, and divide multi-digit decimals
2. Constructs and works through division expression of multi-digit decimals
3. Check work using inverse operation of division

Central Focus: Students will be able to work through each step for dividing a decimal by decimal expression. They will
be able to activate prior knowledge to check their work using inverse operation.
Academic Language Demands:
Students will solve, construct, work through, analyze, and evaluate in this lesson. In order for students to be intellectually
engaged in this lesson, they must be able to work through and construct the steps for dividing decimal by decimal
expressions. Students must also be able to analyze, evaluate, and check their work using inverse operation
(multiplication). The content specific vocabulary that students will need to know in order to support their understanding of
the learning objectives is Dividend, Divisor, Quotient, and Inverse Operation. Students must also demonstrate their ability
to solve multi-digit numbers and show fluency in adding, subtracting, multiplying, and dividing multi-digit decimals using
the standard algorithm. They will listen to whole class instruction and information that is discussed by their peers during
partner work. They will also have to use their speaking skills to answer questions and explain their thoughts and ideas
with the teacher and the class.

Instructional Strategies and Learning Tasks that Support Student Needs

Time Action Rationale
Learning Target: I can fluently divide multi digit decimals using The purpose of this instruction is
standard algorithm to review the previous lesson.
5 mins Do now: 3.62 X 1.8 Students will need to use their
Say: Good morning class, please take one lesson packet out of prior knowledge multiplication to
the table bin and begin your do-now. check their division expression in
Ask: Using your prior knowledge, work through the do-now to find
today’s lesson.
the product of the two decimals
Have students’ answer step by step questions on how they solved
the do-now. Use the smart board to show the work on the board
for students to check their work

edTPA 12/15/16 p. 1
 Pull up the Mini Lesson slide

The purpose of this part of the

Say: Before we can start dividing two decimals lets go over lesson is to introduce students
dividing a decimal by a whole number.
dividing with decimals. This will
help them work into working with
Ask: For volunteers to read off the smart board the 2 step strategy both decimals as dividends and
1.divide using long division, as with whole numbers divisors.
10 mins
2. Place decimal point in the quotient directly above the decimal in
the division.
Ask: What’s a quotient? Can anyone tell me what one is?
(Give them a moment to think)
Have them share
Model and work through the example 9.75 ÷ 5
After modeling
Say: Using the 2 step strategy try to work on the guided practice
on page one of you packets. Give three minutes then have class
work through it on the smart board.
Modeling
Have the appropriate slide of the lesson up on smart board
Say: Turn to page 2 of your packets
Go over through steps for dividing decimals by decimals
Say: The next step in our lesson is to dive decimals with decimals.
Ask: Who can read me the first step? Go through all five The purpose of this part of the
Hang the anchor chart in front of the room lesson is to introduce students
Go Through the example demonstrating each step with a new on the five steps of solving
color marker. decimal by decimal division. It
provides an opportunity for
1676.7 ÷ .81 independent practice.
12 min
After working through example
Instruct: students to work on the guided practice at the bottom of
page 2 in their packets. Tell them to work on the problems quietly
for the next five minutes
1) 84.36 ÷ 1.2
2) 98.72 ÷ .008
Go through each thoroughly on smart board before moving on

Teacher observations that are made during the introduction work Learning Objective
to identify if students are able to work through the five steps of
Informal 1,2
dividing decimals by decimals
Assessment

Group
Relay activity The purpose of this part of the
lesson is to have students work
Pull up the slide that displays instructions for the activity. amongst their peers to allow
Ask: Students turn to the third page of your packets. students to collaborate with their
Instruct the students on what activity they will be participating in. partner to work through all five
13 mins

edTPA 12/15/16 p. 2
 Go over what a the word Relay means and all instruction listed in steps of the dividing decimals
their packets strategy.
1. Each table/group will receive a graphic organizer with an
expression
2. As a table, each member will complete one step of the (relay)
division of decimals expression and pass it on to the next member
of the group
3. The next member will use the previous work and fill in the next
step of the problem
4. Once it’s time to divide each member will then go in their
packets and use the appropriate space to solve the problem(
every students must work through the division
5. Last step of the really is to check ( using inverse operation),
correct, and discuss the problem

This part of the lesson was differentiate for all learning levels
present in the classroom. Different level expressions were create
on graphic organizers to test current skill level of each group. High
level students will be given longer multi-digit decimals and lower
level students will start of will small multi-digit numbers.

Informal Teacher observations that are made during the partner work to Learning Objective
Assessment identify if students are able to work through each step of solving
1,2,3
the expression. Student’s verbal responses during the lesson
when asked questions about the steps for dividing decimal by
decimal expression.
Say: I’m handing out our exit slip for the class, write your name The purpose of this part of the
and number and work through it quietly till the bell rings. lesson is to assess student’s
mastery and understating of
5 mins lesson

Formal I will collect each student’s response to the exit ticket to see if they Learning Objective
understand all the steps of division strategy for dividing decimals
Assessment 1,2,3

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