LESSON PLAN 

 
Teacher Candidate: ​Kirsten Fox 
Grade level: 5​ th 
Date: D
​ ecember 6th, 2018 
 
Ohio Academic Content Standard/Common Core​:  
● 5.NBT.7 S ​ olve real-world problems by adding, subtracting, 
multiplying, and dividing decimals using concrete models or drawings 
and strategies based on place value, properties of operations, and/or 
the relationship between addition and subtraction, or multiplication 
and division; relate the strategy to a written method and explain the 
reasoning used. 
b. Multiply whole numbers by decimals (whole numbers through the 
hundreds place and decimals through the hundredths place). 
c. Divide whole numbers by decimals and decimals by whole 
numbers (whole numbers through the tens place and decimals 
less than one through the hundredths place using numbers 
whose division can be readily modeled). For example, 0.75 
divided by 5, 18 divided by 0.6, or 0.9 divided by 3. 
 
Student Learning Objectives​:  
● I CAN divide decimal numbers.  
● I CAN multiply decimal numbers. 
 
Academic Language/Key Vocabulary 
● Multiply  ● Ones 
● Factor  ● Tens 
● Product  ● Hundreds 
● Divide  ● Tenths 
● Dividend  ● Hundredths 
● Divisor  ● Thousandths 
● Quotient  ● Subtract 
● Decimal  ● Bring dow 
● Place value 
 
Learning Tasks​:  
● Whole Group​: 
 ○ At the beginning of the lesson, I will read our “I CAN” statement. I will then pull 
up the Google Slideshow which will be the main method of delivery for whole 
group instruction. This Google Slideshow gives four example problems to help 
prepare students to apply this concept individually. There are four example 
problems within the Google Slideshow: two decimal multiplication word 
problems and two decimal division word problems. We will be doing one 
decimal multiplication problem and one decimal division problem whole 
group without pencil and paper. I will be pulling popsicle sticks to ensure that 
every student has the opportunity to participate and allow me to assess their 
knowledge. Then, I will be passing out a decimal activity sheet. We will be 
going over the first two problems whole group, one multiplication decimal 
word problem and one division decimal word problem. This will give students 
the opportunity to practice this concept while still getting guided instruction.  
● Partner​: 
○ After modeling two problems from the worksheet whole group, students will 
complete the remaining three problems on the page with a partner. To select 
partners, I will be pulling popsicle sticks.  
● Individual Assessment​: 
○ Students will be individually assessed through the “Divide Multidigit Numbers 
with Numbers Assessment” activity. Those who finish early will work on the 
“Division Error Analysis” enrichment activity. 
 
Resources and Materials​:  
● Teacher Resources: 
○ Google Slides: Multiplying and Dividing Decimals 
○ “Decimals” Activity Sheet 
○ “Divide Multidigit Numbers with Decimals Assessment” Activity Sheet 
○ “Division Error Analysis 8” Activity Sheet 
○ Long Division Graph Paper 
● Student Resources: 
○ Pencil  
 
Accommodations-Enrichment 
● Accommodations 
○ For those who need it, students have the option to use graph paper for long 
division problems. This graph paper is printed in two different sizes to meet 
student needs and the varying size of handwriting. Not all students will need 
graph paper to solve problems. However, it is there as a resource for those 
who struggle to organize and align their work throughout the division problem.  
 ● Enrichment 
○ For those who finish early, students will be working on the “Division Error 
Analysis” activity. This activity has students analyze the work of a long division 
problem and identify the error within the problem as though they were a 
teacher. This requires students to rework the problem, identify and explain the 
error within the problem, and share a strategy to help solve the problem. 
 
Informal and Formal Assessment:  
● Informal:  
○ Students will be informally assessed throughout Google Slideshow 
presentation. They will be assessed when I pull their popsicle stick to test their 
knowledge of multiplying and dividing decimal numbers. They will additionally 
be informally assessed when giving me a thumbs-up, thumbs-down, and 
thumbs-in-the-middle. This will tell me how comfortable they are with the 
material.  
○ I will also be walking around during the partner activity. This will allow me to 
again informally assess the students’ knowledge of multiplying and dividing 
decimals.  
● Formal: 
○ I will be formally assessing students through the “Divide Multidigit Numbers 
with Decimals Assessment.”