EDUT 521: Fall 2, 2014

3-Day Lesson Plan: Division of decimals by a Whole Number

Name: Patti Schraff

School: Oak View Elementary/ Walter Knott Elementary

Week Beginning: November 17

Class and Academic subject: 5th Grade, Whole Group, Mathematics
California Common Core Standards in Mathematics: 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.
Materials needed: Place value chart, dry erase boards, dry erase markers, Engage New York Classwork/Homework packets,
interactive math journals, colored pencils, multiplication chart; Teacher Edition of Engage New York, Module 1
Teaching plan - individual
Student Profiles:
Emily G.: although born in the United States, most of her formal schooling has been in Mexico, she is at risk of retention based on her
reading level (kindergarten) as well as her math skill level (beginning of the year placement test was 1.6 midyear 1st grade); due to
her lack of formal education in our school district, she is not eligible to be tested for a learning disability, although she is pulled out for
90 minutes with other RSP students; her CELDT level is Beginning, (Language! is the program used for intervention students).
Emily lacks foundational skills in all subject matter, including technology (she is one of my four computer tech). Our goal for Emily
is to close the gap to read at an independent 4th grade level, fluently and for comprehension and to test as a 4th grade student in
Common Core Placement test at the end of the year.
Carlos V.: has a processing disability and is my only student with an IEP. He was identified last year, after years of dropping in
scores and class achievements. His CELDT test in 1st grade was Intermediate overall and by the time he reached 4th grade, he had
slipped two levels to beginning in all strands. He reads at a kindergarten level and his math skill is 1.1 (beginning of 1st grade). Our
focus this year was for some success, any success, and any place we could find it. He is given additional time on all tests and needs to
only complete half of the problems. He has math goals of learning his multiplication facts and at this point, he knows his 1s and 0s.
His other academic goals are approximately a 3rd grade level. He will be entering SDC next year in middle school. I am unclear why

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EDUT 521: Fall 2, 2014

he was not placed this year as we do have a SDC class at my site. Under normal circumstances, he is pulled out for 120 minutes during
English Language Arts for intervention (Language!) as well as for an additional 30 minutes a day for small group work with RSP
teacher. At our current site, he is pulled for a total of 90 minutes a day.
Needs of ELLs in your classroom: all of my 31 students are considered English Learners, 6 have been redesignated as Fluent English
Proficient (FEP). Most math lessons take 2-3 days to work through because of the lack of background knowledge this is the first
year of full implementation of Common Core and most of the students are struggling with the new concepts and depth of what needs
to be known before moving to the next topic. All of the students have an interactive math notebook, taking notes in different colors to
imprint it on the brain more successfully, as well as use their notes while doing classwork, homework, and some assessments.
Differentiation decisions: my class ranges from kindergarten to 7th grade reading levels and their math placement test at the beginning
of the year has 7 students in 4th grade, 14 in 3rd grade, 9 in 2nd grade, and 2 in 1st grade Common Core Standards. My students are
sitting next to someone who is one to two years above or below them, rarely next to anyone who is at their same level. I use a lot of
coaching activities in my class, buddy work, and group work. Students who finish early can first coach those who are still struggling,
check the accuracy of their work, complete work in their Do/Done Folder, work on the computer, practice their division/multiplication
facts with a partner, Sudoku, Mancala, or other math games. Generally, core classes have direct instruction for 30 minutes and 30 to
60 minutes of small group rotations in homogenous groups. I try to meet with lowest groups 5 times a week and the higher groups 3
times a week. Homework and classwork differs based on the group a student is in.
UDL strategies: Engage New York is our current math adoption and wont be used next year as far as we have been told I find this
disheartening because the lessons are geared to reach all students. Pictures, diagrams, written explanation, and standard algorithms are
strategies use to reach students (multiple means of representation). Students will submit answers with a partner (Rally Coach), use
their dry erase board, and complete classwork/homework (multiple means of action and representation). Finally, students are engaged
throughout the lessons because of Smart Board as well as each step is done together, each problem solved together. They are given
the opportunity to solve a problem with their partner prior to the lesson starting (multiple means of engagement).
Technology tools: lessons are taught on a Smart Board projector; Moby Max lessons on computer for homework or in-class rotation,
pre-made place value charts, dry erase boards/markers
Forms of assessment: Daily Exit Tickets (3-4 questions on topic taught) given at the beginning of the day as part of the morning
routines, assessing previous days content; Classwork; End of Module Assessments (concept embedded); District Mathematics
Benchmark; observation during whole group instruction

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EDUT 521: Fall 2, 2014

Accommodations, modifications, or alternative assessments: students are given as much time as needed to complete formal
assessments; pre-drawn place value charts are available to students; informal assessments (teacher created) - students are allowed to
use their notes
Assessments to determine if technology tools assisted students in meeting their learning goals: students are given a math placement
test on Moby Max in September and at the end of each trimester, students are given the placement test again to see growth. Using
Moby Max to fill in the gaps has been extremely successful in the past 2 years that I have used it with my class.
Day 1 Lesson 13, Module 1, Engage New York

PLAN
Objectives

Divide decimals by single-digit whole numbers involving easily identifiable multiples using place value
understanding and relate to a written method.

Materials

Place value chart, dry erase boards, dry erase markers, Engage New York Classwork/Homework packets
Problem of the day: This builds on previous lesson, giving students another opportunity to master a
previously taught concept. Problem is projected on the board and students work in small groups to solve
problem. Each person in the group is expected to be able to verbalize how to solve the problem, either
through a picture, words, or the standard algorithm.

Procedures

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EDUT 521: Fall 2, 2014

Concept Development 30 minutes: We do: Problems 1- 3, students use their place value chart in a
pocket protector and two colors of dry erase markers.
1) 0.9 3
Students draw 9 disks on their hundredths to thousandths place value chart. Ask: Divide 9 tenths into 3
equal groups. {Students make three groups of 3 tenths} How many tenths are in each group? Write 0.9
3 = 0.3 on board. Students read the number sentence using unit form {9 tenths divided by 3 equals 3
tenths}. Using unit form, students can see that dividing decimals is easier switch the word apple for
tenths and students see the basic math fact.
Repeat this process for the remaining two problems.
2) 0.24 4
3) 0.032 8.
Once all three have been completed, repeat the process as students take notes with no more than 3 colors.
Each step is written out and chorally response is used to ensure all students have the same information.
They do: Students are to do the next three problems with their rally coach. The level of difficulty is
higher but the process is the same. Teacher monitors lower students to make sure their coach isnt doing
the problem for them [Rally Coach is a Kagan strategy where one student works through the problem,
thinking out loud each step. The other person listens, encourages, affirms or guides them to the right
answer. Roles are reverse for the next problem and this continues until all problems are complete.]
4) 1.5 5
5) 1.05 5
6) 3.015 5
Once teams have completed the problems and have the answers written out on a separate piece of paper,
teacher checks and then students write problems in journal. Multiple opportunities are created by
allowing students to work through problems twice.
Notes

Classwork

If majority of students are struggling with process, do all the problems whole class and students copy into
their journals. Make sure students are using unit forms when solving {1.5 5 =0.3 reads 15 tenths
divided into 5 groups is 3 tenths}. The anxiety of solving division decreases when using unit
terminology.
Students now begin to rotate in their homogenous groups: Classwork packet from days lesson,
technology support via Moby Max, math games, Do/Done Folder, teacher table. Each rotation lasts 15
minutes with 2 minute transition time.

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EDUT 521: Fall 2, 2014

Homework

Within the Engage New York packet, there is additional packet Homework. Homework assignments
are differentiated according to skill level students that have shown they are capable are given that
lessons homework, students who have struggled with the concept have to complete 4 problems from their
classwork packet correctly. Homework problems directly reflect classwork problems.

Notes

Pass this out the next morning to assess if further teaching is needed. Students can use their notes

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EDUT 521: Fall 2, 2014

Day 2 Lesson 14, Module 1

Objectives

Divide decimals with a remainder using place value understanding and relate to a written method.

Materials

Place value chart, dry erase boards, dry erase markers, Engage New York Classwork/Homework packets
Problem of the Day: This builds on previous lesson, giving students another opportunity to master a
previously taught concept. Problem is projected on the board and students work in small groups to solve
problem. Each person in the group is expected to be able to verbalize how to solve the problem, either
through a picture, words, or the standard algorithm.

Procedures/
Activities

Concept Development 30 minutes: Building on previous days understanding, students will manipulate
the disks on the place value chart as the teacher models both the place value chart as well as use the
standard algorithm.
Write 6.72 3 on board and show 6.72 on place value chart with three rows beneath. As teacher works
through the problem, modeling thinking, students use their place value chart as well. This is the first
opportunity students have to see the connection between the place value chart and the standard algorithm.

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EDUT 521: Fall 2, 2014

Repeat the same process for 5.16 4, completing on the board both with the place value chart and the
standard algorithm. Once completed, students are to rework both problems in their math journals.
Monitor to check their understanding by having them write the algorithm on their dry erase boards.
The remaining three problems, use Rally Coach 6.72 4, 6.372 6 & 20.08 4 to solve on a separate
piece of paper. Teacher checks for correctness of problems before they are copied into notes.

Notes

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EDUT 521: Fall 2, 2014

Classwork

Students now begin to rotate in their homogenous groups: Classwork pages from days lesson, technology
support via Moby Max, math games, Do/Done Folder, teacher table. Each rotation lasts 15 minutes with
2 minute transition time.

Homework

Homework assignments are differentiated according to skill level students that have shown they are
capable are given that lessons homework, students who have struggled with the concept have to complete
4 problems from their classwork packet correctly.

Notes

Pass exit ticket out the next morning to monitor if students need additional time/support.

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EDUT 521: Fall 2, 2014

Day 3 Lesson 15, Module 1 Engage New York

Objective

Divide decimals using place value understanding including remainders in the smallest unit

Procedures/
Activities

Students begin the final day of three day lesson plan by practicing previously taught skills. Sprints are 2
timed tests to build automaticity. Timer is set for 2 minutes, students circle the last problem completed.
Complete a quick check of accuracy of problems then repeat for side B. Students will see an
improvement in how many completed correctly. This process builds confidence as well as skill.

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EDUT 521: Fall 2, 2014

Problem of the day: Same process as previous two days students are given 5 minutes to work with their
team to solve the problem. Each team player is responsible to know the answer and how it was
completed.

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EDUT 521: Fall 2, 2014

Concept Development: Write 1.7 2 on the board as well as a place value chart. Students use their place
value chart. Teacher records the standard algorithm and place value chart as students follow along. The
new learning is that when dividing decimals, students can decompose the unit into smaller units (1 tenth =
10 hundredths), so that when there is a remainder, the number is broken down into smaller units.

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EDUT 521: Fall 2, 2014

Repeat this process for 2.6 4; using place value chart and standard algorithm. Students should still be
using place value chart. Once completed, students will rework problem with their Rally Coach before
copying both problems into journals. Teacher will verify correctness of problems.
Problems 3-4: these problems are whole numbers and students will share/unbundle remainder into smaller
units. Work through these problems together, partner 1 uses place value chart and partner 2 uses the
standard algorithm. Once completed, students redo the problems in their math journals. Teacher verifies
correctness of problems.
Classwork

Students now begin to rotate in their homogenous groups: Classwork pages from days lesson, technology
support via Moby Max, math games, Do/Done Folder, teacher table. Each rotation lasts 15 minutes with
2 minute transition time.

Homework

Homework assignments are differentiated according to skill level students that have shown they are
capable are given that lessons homework, students who have struggled with the concept have to complete
4 problems from their classwork packet correctly.
Students will need additional support on unbundling/sharing numbers. This was a concept that was
suppose to be taught in 4th grade but students do not have the previous knowledge of these concepts. All
work at the teachers table is focused on this concept of sharing/unbundling.

Notes

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EDUT 521: Fall 2, 2014

Exit ticket passed out the beginning of the next day to informally assess student learning.
OUTCOME: Students will be able to divide decimals by a whole number with 80% accuracy based on teacher created assessment.

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EDUT 521: Fall 2, 2014

TEACH your 3-day Lesson Plan

REFLECT
What worked? I feel like my students were able to understand the standard algorithm at a much deeper level due to using the place
value chart. Students who had struggled with math now have a sense of accomplishment because they can do division. Emily fully
embraced the place value chart and is successful when she uses this model. Having the students work through the problems twice
benefitted their success rate with the homework.
What didnt work? Each lesson could be done in two days one day as a we do and they next day as a you do with me
monitoring their work. Because this is such a new way to do division, the higher students wanted to skip the place value chart and
move right to the algorithm but once they spent time with the disks and circling of groups, they understood why. I needed more time
and I feel that Carlos still doesnt understand what division is, regardless of the time spent modeling and doing it together in small
groups. It is still too abstract for him. I wish I had more one-on-one time with him.
What would you do differently? I would make sure students knew their multiplication facts and simple division from 4th grade. I
would spend more time on the vocabulary of sharing, bundling, and decomposing. It is all new language for everyone.
Look at the SAMR and Blooms Digital Taxonomy. What level did you reach by day 3? At what level did your three-day lesson allow
students to access technology? Even though my students were spending time on the computer, reinforcing the newly taught skill, I feel
I am at the very basic level of Substitute and Augment. Using Moby Max is the only tech I have current possession of and it can
become very one trick pony. As far as Blooms digital taxonomy, again, I feel at the very lower levels remembering the steps,
understanding the steps, applying prior knowledge to problem of the day, and very little analyzing of the whole process. I just believe
there is more than what I am doing with my students, but because of current lack of technology, Im limited.
Look at the three areas of UDL (Representation, Action and Expression, and Engagement): Would you change anything for next time?
What worked? What didnt? Last year, during the math block, I was able to teach a 15 minute lesson overview and then move right
into small groups. This year with the level of complexity known as Common Core, I am spending more time teaching, in front of the
class, modeling how to work through problems because none of my students have the language or background knowledge to

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EDUT 521: Fall 2, 2014

understand new concepts. Using place value charts, disks, and color note taking strategies, I feel somewhat secure in my UDL. I just
feel like we need more time in the new standards and the language that is used.
RESOURCES that you used to plan, teach, and reflect upon your lesson plan
Engage New York for modules https://www.engageny.org/mathematics
Smart board Lesson http://www.rcsdk12.org/Domain/8329
Using UDL in lesson plans http://www.udlcenter.org/aboutudl/udlguidelines#go
Use of SAMR http://www.teachthought.com/technology/using-samr-model-frame-teach-apps/
Reflection http://www.teachthought.com/technology/difference-technology-use-technology-integration/
Blooms Digital Taxonomy http://www.teachthought.com/wp-content/uploads/2013/07/Blooms_Digital_Taxonomy.jpg
http://www.teachthought.com/learning/ablooms-digital-taxonomy-for-evaluating-digital-tasks/

What did you learn from this activity? As with most detailed lesson plans, it looks great on paper but sometimes the reality of it
doesnt pan out. It is valuable to go into detail as to the steps of a lesson because it forces teachers to think about all the small details
of learning that we take for granted.
Concluding notes, questions, ideas for improving this activity

Schraff, Fountain Valley Cohort