Dividing Decimals Lesson Plan

Grade Levels: 3-5, 6-8

NOTE TO EDUCATORS:

In this lesson plan, adaptable for grades 3-8, students use BrainPOP resources to explore the strategies for dividing decimals.

Lesson Plan Common Core State Standards Alignments

Grade: 04

CCSS.Math.Content.4.NBT.A.1

Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

Grade: 04

CCSS.Math.Content.4.NF.C.6

Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

Grade: 04

CCSS.Math.Content.4.NF.C.7

Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

Grade: 05

CCSS.Math.Content.5.NBT.A.1

Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

Grade: 05

CCSS.Math.Content.5.NBT.A.2

Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

Grade: 05

CCSS.Math.Content.5.NBT.A.3a

Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).

Grade: 05

CCSS.Math.Content.5.NBT.A.4

Use place value understanding to round decimals to any place.

Grade: 05

CCSS.Math.Content.5.NBT.B.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.

Grade: 06

CCSS.Math.Content.6.EE.A.2b

Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.

Grade: 06

CCSS.Math.Content.6.NS.B.3

Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

Grade: 07

CCSS.Math.Content.7.EE.B.3

Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.

Grade: 09, 10, 11, 12

CCSS.Math.Content.HSF-BF.A.1a

Determine an explicit expression, a recursive process, or steps for calculation from a context.

Students will:

Make real life connections for the skill of dividing decimals.
Learn how to divide decimals.
Practice dividing decimals

Materials:

Internet access for BrainPOP
Interactive whiteboard

Vocabulary:

division, decimal, dividend, divisor, quotient, remainder

Preparation:

Preview the movie Dividing Decimals to plan for adaptations.

Lesson Procedure:

Tell students that today they will explore the concept of dividing decimals. Ask the class to brainstorm a time when they needed to divide a decimal, such as an amount of money. If necessary, prompt them by giving, such as “Last night my friend and I want out for dinner. The total was $24.12. We had to divide the decimal in two to figure out how much we each owed.” Write down students’ examples on the board.
Ask students their strategies for dividing decimals. Write these ideas on the board, too.
After everyone has had a chance to share, show the movie Dividing Decimals to the whole class, or have pairs watch on their own computer or devices.
After watching, have students practice dividing decimals by completing the Worksheet exercise. If time allows, have them also complete the Graphic Organizer, or assign it for homework.
Bring the class together again to share their results of the worksheet exercises. Invite volunteers to come up to the whiteboard to show how they calculated the answer.

Extension Activities:

Challenge students to create their own BrainPOP-style videos or screencasts explaining the process for dividing decimals.

Discover the origin of the word decimal, where the division sign came from, and more by exploring the Related Readings.

Filed as: 3-5, 6-8, Battleship Numberline - Full, CCSS.Math.Content.4.NBT.A.1, CCSS.Math.Content.4.NF.C.6, CCSS.Math.Content.4.NF.C.7, CCSS.Math.Content.5.NBT.A.1, CCSS.Math.Content.5.NBT.A.2, CCSS.Math.Content.5.NBT.A.3a, CCSS.Math.Content.5.NBT.A.4

Lesson Plan Common Core State Standards Alignments

Students will:

Materials:

Vocabulary:

Preparation:

Lesson Procedure:

Extension Activities:

Related: