1

Mathematics: Dividing Whole

Numbers and Decimals
A unit designed to teach on multiple subtopics under division that relate to
real world problems

5th grade
Carli Cheesbro
Table of Contents

Standards

Enduring Understandings

Essential Questions

Unit Rationale

Unit Objectives

Unit Calendar

10

Lesson Plans
Expressions

33

Dividing Decimals

41

Dividing with Remainders

49

Performance Task

56

Reference List

76

Standards

Common Core Standards for Mathematical Practice

o Make sense of problems and persevere in solving them

Common Core Standards for Mathematical Practice

o Attend to precision

Common Core Standards for Mathematical Practice

o Model with Mathematics

Common Core Standards for Mathematical Practice

o Construct viable arguments and critique the reasoning of others

Common Core Standards for Mathematical Content - 5.OA: Operations

& Algebraic Thinking 5.OA: Write and interpret numerical expressions.
o Use parentheses, brackets, or braces in numerical expressions,
and evaluate expressions with these symbols.
o Write simple expressions that record calculations with numbers,
and interpret numerical expressions without evaluating them. For
example, express the calculation add 8 and 7, then multiply by 2
as 2 (8 + 7). Recognize that 3 (18932 + 921) is three times as
large as 18932 + 921, without having to calculate the indicated sum
or product

CCSS.Math.Content.5.NBT.A.3
o Read, write, and compare decimals to thousandths.

CCSS.Math.Content.5.NBT.A.3.b
o Compare two decimals to thousandths based on meanings of the
digits in each place, using >, =, and < symbols to record the results
of comparisons

Common Core Standards for Mathematical Content Number &

Operations in Base Ten
o Perform operations with multi-digit whole numbers and with
decimals to hundredths.
Find whole-number quotients of whole numbers with up to
four-digit dividends and two-digit divisors, using strategies
based on place value, the properties of operations, and/or
the relationship between multiplication and division.
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.
Use place value understanding to round decimals to any
place.

Common Core Standards for English Language Arts - 5.1.D:

Comprehension and Collaboration
o Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 5
topics and texts, building on others' ideas and expressing their own
clearly.
o Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.

Standard 2A Safe and Healthy Environment

o Elementary Health Education - 1. Students will demonstrate
personally and socially responsible behaviors. They will care for
and respect themselves and others. They will recognize threats to
the environment and offer appropriate strategies to minimize them.
ISTE Standards
o Communication and collaboration

Enduring Understandings
1) Using algebraic thinking in everyday life is important. Being able to
understand simply word problems and transforming them into math
problems either on paper or in your head will always beneficial.
2) Using decimals and being able to divide whole numbers with decimals is
an essential part of life. Being able to understand how to do this will stay
with you when using money while being able to critically solve word
problems will always be beneficial.
3) It is extremely important for students to learn about place value early on in
life. They will be able to relate place value to their everyday lives in
relation to using money and buying things.
4) Students will be able to understand the meaning of place value and will be
able to round decimals to any place. They will also be able to add
decimals to hundredths when completing tasks related to money. Students
will have a better grasp on the concept of place value after completing this
performance task.
5) Dividing decimal numbers by whole numbers is built on the same place
value concepts as division without decimal numbers, but extended to the
tenths and hundredths places. Vocabulary for division is an important part
of mathematics that they must know. Also, being able to understand real
life math problems using division would be beneficial to their everyday
lives.

Essential Questions
Why are their different spots to put the decimal point?
How does knowing multiplication, subtraction, and addition help us with division?
How does place value and decimal places connect?
Where do we use division in real life?
Why is division the best algebraic operation in some circumstances?
Why is it important to know how to set up a division problem?
Do you think it is easier to understand which math operation to do when there is
parenthesis?
When would someone need to use algebraic thinking?
Why is it important to understand how to make a word problem into an algebraic
math problem?

Unit Rationale
My unit plan focuses on mathematics and the topic of division. This is an
extremely hard concept for students to understand conceptually and to develop
their procedural fluency. Because of this, it is important to spend a significant
amount of time on division and the reasons why we must divide in certain
circumstances. This wouldnt only be beneficial to the students, but to the teacher
as well. As a teacher, I will forever be a life-long learner, and teaching the
different topics to my students year after year will offer me more insight on how
students work and think. Of course all students learn differently, and this will
allow me to adjust my teaching style to fit the needs of the students each year.
This calls for both time and effort on the students and teacher side.
Understanding the diversity among our students is important in achieving such
education, as the majority of the things students are taught does not directly
relate to diversity. Therefore, it is equally as important to promote individual
growth in each student in terms of achievement and to not focus on having our
students all be functioning at the same level. In other words, as long as a student
is able to show some sort of improvement, they are considered to have achieved
success. All students will have the same end result, such as the same
assessment material, but the paths they take to get their will always fluctuate
between high, medium, and low learners. The same materials given to low and
high learners wouldnt be beneficial for either group, as to why materials to get to
the same end result should be diverse. Compassion is another influential aspect
that must be seamlessly integrated into this unit. It is pertinent that educators
express the importance of compassion when in the classroom. A variety of these
lessons have the ability to foster teasing and unkind comments based on
students ability to complete the math problems. If a weak classroom community
is present, these lessons may become difficult to conduct. Therefore, at the
beginning of the unit and lessons that seem potentially more threatening, have a
discussion on compassion in terms of respect of all students in the classroom
and respecting of everyones opinions and feelings. Everyone works at a different
pace in the classroom, but we all have the same ability. As the educator, it is also
imperative that we share our knowledge with our students. Use your own
experiences to build on your students prior knowledge and always make
connections to other lessons and common experiences that the class has
shared, especially with math content.

Unit Objectives
DAY 1
Expressions

DAY 2

Comparing
Decimals

DAY 3

Dividing

DAY 4
Dividing
with
Remainders
DAY 5
Solving
Word
Problems
Using
Decimal
Operations
DAY 6

Students will use parenthesis, brackets, and evaluate

expressions
Students will be able to convert a word problem represents
a mathematical problem
Students will be able to convert a mathematical expression
represents a word problem
Students will be able to identify and label decimals as
larger, smaller, or the same.
Students will be able to explain why decimals are larger,
smaller, or the same.
Students will be able to divide whole numbers
Students will be able to divide decimals by a whole
number
Students will be able to correctly align decimals when
solving
Students will be able to recite steps of long division
Students will be able to explain division
Students will be able to apply division to real world
problems
Students will practice division vocabulary
Students will be able to complete real life word problems
based on division
Students will be able to identify where the remainder goes

Students will use real life world problems in order to solve

using decimal operations
Students will master dividing concepts that were
introduced previously in lessons

Students will be able to understand the meaning of place

Performanc
e Task 1

DAY 7

Performanc
e Task 2

value
Students will be able to explain where they use place
value in everyday life
Students will be able to explain each digits positional
name.
Students will be able to add decimals in the form of
money.

DAY 8

Students will be able to round decimals

Use basic
facts to
estimate
quotients
with twodigit
divisors

Students will be able to count by multiples of 10 to help

estimate quotients
Students will be able to round to the nearest 10.
Students will be able to divide by multiples of 10, 100, and
1,000

DAY 10

Performanc
e Task 3
DAY 9

UNIT EXAM

Students will be able to use critical thinking skills and

apply old knowledge to complete a unit exam.

10

Unit Calendar:
Day 1:
Standard
Connection:

Objective:

Expressions
Common Core Standards for Mathematical Content - 5.OA:
Operations & Algebraic Thinking 5.OA: Write and interpret
numerical expressions.
Use parentheses, brackets, or braces in numerical
expressions, and evaluate expressions with these
symbols.
Write simple expressions that record calculations with
numbers, and interpret numerical expressions without
evaluating them. For example, express the calculation
add 8 and 7, then multiply by 2 as 2 (8 + 7).
Recognize that 3 (18932 + 921) is three times as large
as 18932 + 921, without having to calculate the
indicated sum or product.
Common Core Standards for Mathematical Practice #1
Make sense of problems and persevere in solving them.
Common Core Standards for English Language Arts - 5.1.D:
Comprehension and Collaboration
5.1.D Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts,
building on others' ideas and expressing their own
clearly.
Review the key ideas expressed and draw conclusions
in light of information and knowledge gained from the
discussions.
Standard 2A Safe and Healthy Environment
Elementary Health Education - 1. Students will
demonstrate personally and socially responsible
behaviors. They will care for and respect themselves
and others. They will recognize threats to the
environment and offer appropriate strategies to minimize
them.
1.
Students will use parenthesis, brackets, and
evaluate expressions
2.
Students will be able to convert a word problem
represents a mathematical problem
3.
Students will be able to convert a mathematical

11

expression represents a word problem

Materials:

Learning Activities:

Assessment:

Day 2:
Standard

Math attack! By Joan Horton

SMARTBoard lesson
Jumbo magnetic numbers with operations
Magnetic white board
White board marker
Paper
Read the story Math Attack! to engage students
Present a word problem from the SMARTBoard activity
on the board for students to solve any way that makes
sense to them in their table groups
After all students have figured out a way to solve it,
invite some over to the board to explain their way of
solving to get the answer
Solve to class the algebraic way of figuring out the
problem step by step while asking them what they think
would come next to involve them in on the solving
process. This is on the SMARTBoard Lesson.
Involve in things NOT to do, like the common
misconception of order of operations doesnt matter.
Teach them the right way to do order of operations
(PEMDAS). THE ORDER MATTERS!

PLAN: Students should fully understand the process of order

of operations and writing an expression after this lesson.
TOOL(S): After students understand how to get to this answer,
we will move on to the manipulatives. Each group of students
(of 4 or 5) will receive a bin of magnetic numbers, enough for
all students to have their own, and dry erase boards. They will
be given a word problem up on the SMARTBoard that they will
have to try and figure out using the numbers on the white
board. It will allow them to put the numbers and operations in
the correct place to show the expression when they have
figured it out. This is an individual assessment. I will walk
around the room and check to see who is understanding and
who still needs some help.
EVALUATION: Students will be assessed through the Rubric
attached to the lesson plan which I will be grading as I walk
around the classroom with a clipboard. They will be assessed
on correctness of answer, accuracy of explanation, and
correctness of expression.
Comparing Decimals
CCSS.Math.Practice.MP6 Attend to precision.

12

Connection:
CCSS.Math.Content.5.NBT.A.3
Read, write, and compare decimals to thousandths.

Objective:

Materials:

Learning
Activities:

CCSS.Math.Content.5.NBT.A.3.b
Compare two decimals to thousandths based on meanings of the digits in
each place, using >, =, and < symbols to record the results of
comparisons
Students will be able to identify and label decimals as larger,
smaller, or the same.
Students will be able to explain why decimals are larger, smaller, or
the same.
Deck of decimal cards
Scrap paper
Decimal worksheet
Pencils
Students will review lesson on comparing decimals with the whole
class.
Lesson will include: review of place values and why one decimal
would be bigger than a different decimal.
Students will practice at their desks with decimal worksheet
Students will then get into pairs and place decimal war with their
cards (just like regular war, highest decimal wins)

13

14

Assessment: PLAN: Students will be assessed on comparing decimals. Students

should have a good representation of which decimals are larger, smaller
or the same after the lesson.
TOOL(S): Students will be evaluated solely on the worksheet which will
be completed independently.

15

EVALUATION: Students will be assessed using the rubric below based

on the worksheet that they are completing independently.

Day 3:
Standard
Connection:

Task
Students used correct symbol to
compare decimals 5/5 times

Points
5

Students used correct symbol to

compare decimals 3/5 times

Students used correct symbol to

compare decimals 1/5 times

Dividing
Common Core Standards for Mathematical Content
Number & Operations in Base Ten
o Perform operations with multi-digit whole
numbers and with decimals to hundredths.
Find whole-number quotients of whole
numbers with up to four-digit dividends
and two-digit divisors, using strategies
based on place value, the properties of
operations, and/or the relationship
between multiplication and division.
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.
Use place value understanding to round
decimals to any place.
Common Core Standards for Mathematical Practice
#1
o Make sense of problems and persevere in solving
them.
Mathematically proficient students start by
explaining to themselves the meaning of a
problem and looking for entry points to its
solution. They analyze givens, constraints,

16

relationships, and goals. They make

conjectures about the form and meaning of
the solution and plan a solution pathway
rather than simply jumping into a solution
attempt. They consider analogous
problems, and try special cases and
simpler forms of the original problem in
order to gain insight into its solution. They
monitor and evaluate their progress and
change course if necessary. Older
students might, depending on the context
of the problem, transform algebraic
expressions or change the viewing window
on their graphing calculator to get the
information they need. Mathematically
proficient students can explain
correspondences between equations,
verbal descriptions, tables, and graphs or
draw diagrams of important features and
relationships, graph data, and search for
regularity or trends. Younger students
might rely on using concrete objects or
pictures to help conceptualize and solve a
problem. Mathematically proficient
students check their answers to problems
using a different method, and they
continually ask themselves, "Does this
make sense?" They can understand the
approaches of others to solving complex
problems and identify correspondences
between different approaches.
Common Core Standards for English Language Arts 5.1.D: Comprehension and Collaboration
o 5.1.D Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 5
topics and texts, building on others' ideas and
expressing their own clearly.
1. Review the key ideas expressed and draw
conclusions in light of information and
knowledge gained from the discussions.
Standard 2A Safe and Healthy Environment
o Elementary Health Education - 1. Students will
demonstrate personally and socially responsible
behaviors. They will care for and respect
themselves and others. They will recognize

17

threats to the environment and offer appropriate

strategies to minimize them.
Objective:

Materials:

Learning Activities:

1. Students will be able to divide whole numbers

2. Students will be able to divide decimals by a whole
number
3. Students will be able to correctly align decimals
when solving
4. Students will be able to recite steps of long division
5. Students will be able to explain division
6. Students will be able to apply division to real world
problems

SMARTBoard lesson
White boards
Dry erase markers
Erasers
2 station worksheets
Index cards
Markers
Scrap paper
Once Upon a Dime by Nancy Kelly Allen
Read the story Math Attack! to engage students
Present a division word problem from the SMARTBoard
activity on the board for students to solve any way that
makes sense to them in their table groups
After all students have figured out a way to solve it,
invite some over to the board to explain their way of
solving to get the answer
Solve to class the algebraic way of figuring out the
problem step by step while asking them what they think
would come next to involve them in on the solving
process.
Students will go through SMARTBoard lesson of division
holding their boards up when they have the answer to
the problem. I will read each question aloud and wont
move on to the next question until everyone is finished
with the present question. Then move to stations:

Station 1: Worksheet on dividing whole numbers

Station 2: Worksheet on dividing decimals
Station 3: Index cards and markers will be used to create own
division word problem alone or with a partner

18

Station 4: 10 Marks on the computer (math game)

Assessment:

I will be working with a small group who need extra

support on basic division. All groups will have 7-8
minutes per station and wont finish the entire
worksheet. THIS IS OK. The group working with me will
not switch to the stations, but will stay and work more on
division problems using manipulatives if needed.

PLAN: Students will be assessed on their understanding of

division. Since this is not the first time they are working with
division, they should have a good grasp on the concept with
whole numbers and decimals.
TOOL(S): Students will be evaluated through their station
work. The questions that are complete on each students
worksheet will be graded for understanding and accuracy. The
unanswered questions will not be graded as with all station
work, there may not be enough time to complete it and
students will not be penalized for this. Students will also be
informally assessed throughout the SMARTBoard lesson when
putting their boards in the air so I can check then. This will give
me a good representation of who understands division and
who still needs support. Students should have a better
understanding but may not be a complete understanding of
dividing after this lesson. A follow up assessment will be given
a few days later using the clickers in the classroom. This will be
a mix of multiple choice, yes or no, and opinion questions that
the students will answer based on the weeks lesson. This will
be a formal assessment because I will then look over the
results and data from the clicker review quiz.
EVALUATION: Students will be graded through the rubric
based on correctness of answers during station work and
accuracy of work.

Day 4:
Standard
Connection:

Dividing with Remainders

Common Core Standards for Mathematical Content
Number & Operations in Base Ten
o Perform operations with multi-digit whole
numbers and with decimals to hundredths.
Find whole-number quotients of whole
numbers with up to four-digit dividends
and two-digit divisors, using strategies
based on place value, the properties of

19

operations, and/or the relationship

between multiplication and division.
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.
Use place value understanding to round
decimals to any place.

Common Core Standards for Mathematical Practice

#1
o Make sense of problems and persevere in solving
them.
Mathematically proficient students start by
explaining to themselves the meaning of a
problem and looking for entry points to its
solution. They analyze givens, constraints,
relationships, and goals. They make
conjectures about the form and meaning of
the solution and plan a solution pathway
rather than simply jumping into a solution
attempt. They consider analogous
problems, and try special cases and
simpler forms of the original problem in
order to gain insight into its solution. They
monitor and evaluate their progress and
change course if necessary. Older
students might, depending on the context
of the problem, transform algebraic
expressions or change the viewing window
on their graphing calculator to get the
information they need. Mathematically
proficient students can explain
correspondences between equations,
verbal descriptions, tables, and graphs or
draw diagrams of important features and
relationships, graph data, and search for
regularity or trends. Younger students
might rely on using concrete objects or
pictures to help conceptualize and solve a
problem. Mathematically proficient
students check their answers to problems

20

Objective:

Materials:

Learning Activities:

using a different method, and they

continually ask themselves, "Does this
make sense?" They can understand the
approaches of others to solving complex
problems and identify correspondences
between different approaches.
Common Core Standards for English Language Arts 5.1.D: Comprehension and Collaboration
o 5.1.D Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 5
topics and texts, building on others' ideas and
expressing their own clearly.
2. Review the key ideas expressed and draw
conclusions in light of information and
knowledge gained from the discussions.
Standard 2A Safe and Healthy Environment
o Elementary Health Education - 1. Students will
demonstrate personally and socially responsible
behaviors. They will care for and respect
themselves and others. They will recognize
threats to the environment and offer appropriate
strategies to minimize them.
1. Students will practice division vocabulary
2. Students will be able to complete real life word
problems based on division
3. Students will be able to identify where the remainder
goes

SMARTBoard lesson
Math books
Scrap paper
Bean Thirteen by Matthew McElligott
Read the story Math Attack! to engage students
Present a division word problem from the SMARTBoard
activity on the board for students to solve any way that
makes sense to them in their table groups
After all students have figured out a way to solve it,
invite some over to the board to explain their way of
solving to get the answer
Solve to class the algebraic way of figuring out the
problem step by step while asking them what they think

21

Assessment:

would come next to involve them in on the solving

process.
Students will go through SMARTBoard lesson of division
and I will talk about what we do with the remainders in a
division problem and why. They will work on the
problems as I read each question aloud and wont move
on to the next question until everyone is finished with
the present question.
Students will then work on math pages independently
from their math book to turn in.

PLAN: Students will be assessed on division with remainders.

Division problems and division in real life may not always come
out even, and students need to know what to do with the
remainder in certain situations.
TOOL(S): Students will be evaluated through their worksheet.
The questions that are complete on each students worksheet
will be graded for understanding and accuracy. The
unanswered questions will not be graded as with all work, there
may not be enough time to complete it and students will not be
penalized for this. Students will also be informally assessed
throughout the SMARTBoard lesson when completing
problems on their own. This will give me a good representation
of who understands division and who still needs support.
Students should have a better understanding but may not be a
complete understanding of dividing after this lesson.
EVALUATION: Students will be evaluated on the rubric
attached to the lesson plan. This includes accuracy of work
shown and accuracy of answer.

Day 5:
Standard
Connection:

Solve word problems using decimal operations.

CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving
them.
CCSS.Math.Practice.MP3 Construct viable arguments and critique the
reasoning of others.

Objective:

Materials:

CCSS.Math.Practice.MP6 Attend to precision.

Students will use real life world problems in order to solve using decimal
operations
Students will master dividing concepts that were introduced previously in
lessons
Worksheet on division

22

Learning
Activities:

Paper
Pencils

Introduce word problem on board for students to complete in any way

that makes sense to them.
Show students mathematical way to solve.
Students should then complete the worksheet attached individually.
Assessment: PLAN: Students will be assessed on division of whole numbers and decimals.
TOOL(S): Students will be assessed on the worksheet that they are completing
individually. It will be graded for accuracy of answer and work.
EVALUATION: Students will be assessed using the rubric below from their
worksheet.
Task
Students showed correct work
and answered all questions
correctly 3/3 times.

Points
5

Students showed correct work

and answered questions with
correct answer 2/3 times.

Students showed correct work

and answered questions with
correct answer 1/3 times.

Worksheet on Division

23

Day 6:
Standard
Connection:
Objective:

Materials:

Task 1 of Performance
CCSS.MATH.PRACTICE.MP4 - Model with Mathematics

Students will be able to understand the meaning of place

value.

Students will be able to explain where they use place

value in everyday life
Scrap paper for work to be included in performance task
Tables to be included in performance task
Pencils
Lined paper to be included in performance task for
presentation
Computer with WIFI for computer game

Learning
Activities:

Assessment:

Students will go through math baseball game on the

computer to refresh on place value.
Students can use place value chart to help
Answer specific questions to apply thinking

PLAN: Students will be assessed on the baseball game that

they play on the computer and place value in general.
TOOL(S): There will be specific questions that the students need
to answer in the performance task based on task 1. The
questions include:
What happens when you click an incorrect answer?
How many passes and answers do you need to move on?
What happens if you dont get that number to move on?
Where do we use place value in everyday life?
Why is place value important?
What if we didnt have place value?

24

EVALUATION: Students will be evaluated on the Store

Manager Hiring Rubric attached to the performance task and
located below. There is a specific line on the rubric that is
dedicated to task 1.

Task

Task 1

Task 2

Task 3

Goal
Reached

Goal
Partially
Reached

Answers
Correct
are only
answers to partially
questions correct or
based on
1 wrong
place value
answer

Goal Not
Reached

Answers are
incorrect and
shows little
understanding
of place value

Found
multiple
ways to
buy the
toys and
answers
are correct

Found
Didnt find a
one way way to buy the
to buy the
toys and/or
toys and
answers are
answers
incorrect
are
correct

Rounding
and
answers
are correct

Either
rounding
or
answers
is wrong
but not
both

Both rounding
is off and
answers are
incorrect

25

Total
Score

Day 7:
Standard
Connection:

Objective:

Task 2 of Performance Task

CCSS.MATH.CONTENT.5.NBT.B.7
Add, subtract, multiply, or divide decimals to hundredths.
CCSS.MATH.PRACTICE.MP4 - Model with Mathematics
Students will be able to explain each digits positional
name.

Materials:

Learning
Activities:

Assessment:

Students will be able to add decimals in the form of

money
Scrap paper for work to be included in performance task
Tables to be included in performance task
Pencils
Lined paper to be included in performance task for
presentation
Students will have to make different combinations of toys
to equal the amount of money shown.
Students will have to find a different way to buy different
toys with the same amount of money.
All work will be shown in the charts given

PLAN: Students will be assessed on how many combinations

they make of buying toys with the same amount of money. This
will show critical thinking and that they are adding correctly with
the place values lining up.
TOOL(S): Students will have to answer specific questions
according to task 2 of the performance task.
1)
Does this mean that Carly will only purchase one
item?
Why or Why not?
2) What about two items? Why or why not?
3) Is your solution the only possible answer? Explain.

26

EVALUATION: Students will be evaluated on the Store

Manager Hiring Rubric attached to the performance task and
located below. There is a specific line on the rubric that is
dedicated to task 2.

Task

Task 1

Task 2

Task 3

Goal
Reached

Goal
Partially
Reached

Answers
Correct
are only
answers to partially
questions correct or
based on
1 wrong
place value
answer

Goal Not
Reached

Answers are
incorrect and
shows little
understanding
of place value

Found
multiple
ways to
buy the
toys and
answers
are correct

Found
Didnt find a
one way way to buy the
to buy the
toys and/or
toys and
answers are
answers
incorrect
are
correct

Rounding
and
answers
are correct

Either
rounding
or
answers
is wrong
but not
both

Both rounding
is off and
answers are
incorrect

27

Total
Score

Day 8:
Standard
Connection:

Task 3 of Performance Task

CCSS.MATH.CONTENT.5.NBT.A.4 Use place value understanding to round decimals to any place.
CCSS.MATH.CONTENT.5.NBT.B.7
Add, subtract, multiply, or divide decimals to hundredths.
ISTE Standards:
Communication and collaboration

Objective:

Students will be able to round decimals.

Materials:

Scrap paper for work to be included in performance task

Tables to be included in performance task
Pencils
Lined paper to be included in performance task for
presentation

Learning
Activities:

Students will have to add amounts of money and round their

answers according to the directions.
Students will then have to find out about how much money
Carla would need to buy all of the shoes in the park.
Answer questions based on their findings

Assessment:

PLAN: Students will be assessed on rounding and giving the

correct answers. They need to be able to explain about how much
money they would need if they bought a certain amount of shoes.
They will also present.
TOOL(S): Questions the students will need to answer are:
About how much would the shoes cost her if she bought a
pair of each?
If Cara wanted to pull out the money before, how much
money would she need if she is rounding to the nearest
dollar?
What digit is in the hundreds place?
What digit is in the tenths place?
They will also give a presentation on why they are the best fit

28

for the manager job at the amusement park.

29

EVALUATION: Students will be evaluated on the Store Manager

Hiring Rubric attached to the performance task and located below.
There is a specific line on the rubric that is dedicated to task 3.

Task

Task 1

Task 2

Task 3

Total
Score

Goal
Reached

Goal
Partially
Reached

Answers
Correct
are only
answers to partially
questions correct or
based on
1 wrong
place value
answer

Goal Not
Reached

Answers are
incorrect and
shows little
understanding
of place value

Found
multiple
ways to
buy the
toys and
answers
are correct

Found
Didnt find a
one way way to buy the
to buy the
toys and/or
toys and
answers are
answers
incorrect
are
correct

Rounding
and
answers
are correct

Either
rounding
or
answers
is wrong
but not
both

Both rounding
is off and
answers are
incorrect

30

Day 9:
Standard
Connection:

Use basic facts to estimate quotients with two-digit divisors

CCSS.Math.Content.5.NBT.A.4
Use place value understanding to round decimals to any place.

CCSS.Math.Content.5.NBT.B.6
Find whole-number quotients of whole numbers with up to four-digit dividends
and two-digit divisors, using strategies based on place value, the properties of
operations, and/or the relationship between multiplication and division.
Objective:
Students will be able to count by multiples of 10 to help estimate quotients
Students will be able to round to the nearest 10.
Students will be able to divide by multiples of 10, 100, and 1,000
Materials:
White boards
Markers
Pencil
Paper
Worksheet
Learning
Students will participate in lesson that is about estimating the quotient of a
Activities:
division problem.
Students will practice along with the teacher in rounding divisor and
dividend to estimate the final answer.
This will take practice and many examples for students to understand
estimating.
Assessment: PLAN: Students will be assessed on dividing, estimating, and rounding.
TOOL(S): Students will be completing a worksheet on dividing and estimating
the quotient of the following problems.

31

EVALUATION: Students will be evaluated on the rubric for the worksheet above.
Task
Points
Students had correct answer
6
6/6 times.
Students had correct answer
3/6 times.
Students had correct answer
1/6 times.

3
1

32

Day 10:
Standard
Connection:
Objective:
Materials:

Learning Activities:

Assessment:

Unit Exam
All standards listed above.
All objectives listed above.
Exam
Pencil
Dividers
Students will be taking an end of the unit exam to wrap
up the last 2 weeks.
When finished, students should check it over then
independently read.
PLAN: Dividing
TOOL(S): End of unit assessment
EVALUATION: 1 point for each question. Students need to get
at least 75% right in order to pass the exam.

33

Grade level: 5
Introduction
Operations and Algebraic Thinking, Mathematics, 45 minutes

Materials needed

Math attack! By Joan Horton

SMARTBoard lesson
Jumbo magnetic numbers with operations
Magnetic white board
White board marker
Paper

Preparation

Get all the materials ready ahead of time and put on the students desk.
Arrange the desks into groups of 4 or 5.
Make room on the front carpet for reading the book.
Prepare the opening problem on the SMARTBoard.

Areas of Child Development

Cognitive development is shown because children learn to make sense of

operations through the use of word problems
Linguistic development is shown because children must explain their
thinking in groups and to the class after word problems are presented
Social development is shown because children must work together in
order to ensure classmates understand their thinking

Standards

Common Core Standards for Mathematical Content - 5.OA: Operations

& Algebraic Thinking
o 5.OA: Write and interpret numerical expressions.
1. Use parentheses, brackets, or braces in numerical expressions,
and evaluate expressions with these symbols.
2. Write simple expressions that record calculations with numbers,
and interpret numerical expressions without evaluating them. For
example, express the calculation add 8 and 7, then multiply by 2
as 2 (8 + 7). Recognize that 3 (18932 + 921) is three times as

34

large as 18932 + 921, without having to calculate the indicated sum

or product.
Common Core Standards for Mathematical Practice #1
o Make sense of problems and persevere in solving them.
Common Core Standards for English Language Arts - 5.1.D:
Comprehension and Collaboration
o 5.1.D Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on
grade 5 topics and texts, building on others' ideas and expressing
their own clearly.
3. Review the key ideas expressed and draw conclusions in light
of information and knowledge gained from the discussions.
Standard 2A Safe and Healthy Environment
o Elementary Health Education - 1. Students will demonstrate
personally and socially responsible behaviors. They will care for
and respect themselves and others. They will recognize threats to
the environment and offer appropriate strategies to minimize them.

Enduring Understanding
Using algebraic thinking in everyday life is important. Being able to
understand simply word problems and transforming them into math
problems either on paper or in your head will always beneficial.

Essential Questions
1. Do you think it is easier to understand which math operation to do
when there is parenthesis?
2. When would someone need to use algebraic thinking?
3. Why is it important to understand how to make a word problem into an
algebraic math problem?

Objectives
7. Students will use parenthesis, brackets, and evaluate expressions
8. Students will be able to convert a word problem represents a
mathematical problem
9. Students will be able to convert a mathematical expression represents
a word problem

Body of the lesson

Anticipatory Set

35

I will begin by allowing the students to play with the letters and numbers
on their desk for a few minutes. I will then instruct the students to come to
the front carpet and listen as I read a story, Math Attack! After I get
everyones attention with the story, I will begin the story problem. This
should motivate all childrens interests. Students will review the key ideas
addressed in the story and discuss on what they liked best about it or
interesting parts to them.

Procedures and Activities

Story Problem:
Maxwell bought a new pair of skis for $350. He put $110 down and
received a student discount of $30. His mother gave him 1/2 of the
balance for his birthday. Write an expression that you would use to find
out what he still owes for his skis.
A brief discussion will take place on order of operations to refresh the
students minds. A common misconception that will be avoided is that
multiplication and division dont have equal priority, and dont have to be
performed in order from left to right (Some misunderstandings, 2011).
The order of operations are parenthesis, exponents, multiplication,
division, addition and subtraction. Operations must remain in order. This
would activate the knowledge part of blooms taxonomy that they should
come into the lesson with.
Students will work in groups of 4 or 5 to try to solve the problem in a way
that makes sense to them. After a group is finished, I will ask them to
solve it another way that makes sense to them. If any group finishes
finding two ways, they will continue on and think of as many ways as they
can to solve the problem. Students should make sense of problems and
persevere in solving them.
When all groups have at least one expression, students will share with
the class and explain their way of solving the problem using expressions.
If there is time, all groups may have the chance to share.
Prior to working together in groups, students are instructed on
collaboration and the right things to do while working in groups. If
someone is not following the rules of working together, they will be told
the rules again and asked to make better choices. This involves
respecting others opinions and caring for others in the group.
I will then present the mathematical way of solving this problem step-bystep.

36

o Using the SMARTBoard, I will show the original amount the skis
cost which is $350.
o Next I will show that Maxwell paid $110 by subtracting it from the
original $350.
o I will show them that $350-$110=240.
o The new cost is 240, and he receives 30 dollars off which then
brings us to 210.
o Maxwells mom gives him half of the remaining balance. This would
bring us to 210 divided by 2. Maxwells mom gave him 105 dollars.
o [(350-110-30) / 2] would be the correct expression for this word
problem.
Another misconception that would be correctly taught in this lesson is that
order of operations applies also to whats inside the parenthesis (Ashlock,
2010, p. 141). You cannot add and integer with a variable to another
integer. They do not have the same variable (like terms) and therefore
cant be combined. I suspect that students should come into this lesson
knowing this but it will be briefly touched upon when reviewing order of
operations.

Differentiation of Instruction
Differentiation is built into the design of the lesson because students
are encouraged to solve in whatever way makes sense to them.
Students are able to choose their own method, which allows for
various pathways to the answer. Accommodations will be made for
students who have hearing or vision difficulties by making appropriate
technologies available to them. Students with IEPs will receive
individual help to ensure that their goals are constantly being met.
Students who lack in motor skills will be guided through the
assessment process.

Assessment/Evaluation
After students understand how to get to this answer, we will move on to
the manipulatives. Each group of students (of 4 or 5) will receive a bin
of magnetic numbers, enough for all students to have their own, and
dry erase boards. They will be given a word problem up on the
SMARTBoard that they will have to try and figure out using the
numbers on the white board. It will allow them to put the numbers and
operations in the correct place to show the expression when they have
figured it out. This is an individual assessment. I will walk around the
room and check to see who is understanding and who still needs some
help. This is an informal assessment and I will be walking around with
a clipboard to allow me to score the students based on the rubric.
Students should have full understanding of expressing word problems

37

into math expressions. This is the application part of blooms taxonomy

where the students apply what they have learned throughout the
lesson.
Fred bought a soft drink for three dollars and six candy bars. He spent
a total of twenty - one dollars. How much did each candy bar cost?

Scoring Rubric:
Students
Name:
Correctness
5
of Answer
points
Accuracy of
5
Explanation
points

Correctness
of
Expression

15
points

1
Incorrect
answer given
Explanation
leads to
incorrect
answer if
followed
exactly

Expression is
incorrect.

Correct answer Given

Explanation
includes
some unclear
or ambiguous
steps or may
not lead to
the correct
answer
Expression
has one
error.

Explanation
leads to
correct
answer when
followed
exactly

Expression is
correct.

Closure
Ticket out the door will include the essential questions listed above that
they will have to answer (shown below). These essential questions
activate the analysis and synthesis parts of blooms taxonomy and
allows them to draw conclusions and offer alternative solutions
(Blooms Taxonomy).

38

Magnetic numbers and operations:

Math Attack! By Joan Horton

39

Ticket out the door

40

Sources
Ashlock, R. B. (2010). Error patterns in computation: using error
patterns to help each student learn (10th ed.). Boston: Allyn &
Bacon.
Blooms Taxonomy. (n.d.). Blooms Taxonomy. Retrieved September 25,
2014, from http://www.bloomstaxonomy.org/Blooms%20
Comon Core. (n.d.). Engage NY. Retrieved September 25, 2014, from
https://www.engageny.org/sites/default/file
Some misunderstandings about order of operations. (2011, January 2).
mathblag. Retrieved September 25, 2014, from
http://mathblag.wordpress.com/2011/01/02/somemisunderstandings-about-order-of-operations/

41

Grade Level: 5
Introduction
Number & Operations in Base Ten, Mathematics, 1 hour
Materials needed
SMARTBoard lesson
White boards
Dry erase markers
Erasers
2 station worksheets
Index cards
Markers
Scrap paper
Once Upon a Dime by Nancy Kelly Allen

Preparation

Get all the materials ready ahead of time and put on the students desk.
Arrange the desks into groups of 4 or 5.
Prepare the opening problem on the SMARTBoard.

Areas of Child Development

Cognitive development is shown because children learn to make sense of

dividing decimals and whole numbers through the use of word problems
Linguistic development is shown because children must explain their
thinking when whole class is working together on a SMARTBoard problem
Social development is shown because children must work together in
stations to ensure understanding of decimals in present

Standards

Common Core Standards for Mathematical Content Number &

Operations in Base Ten
o Perform operations with multi-digit whole numbers and with
decimals to hundredths.

42

Find whole-number quotients of whole numbers with up to

four-digit dividends and two-digit divisors, using strategies
based on place value, the properties of operations, and/or
the relationship between multiplication and division.
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.
Use place value understanding to round decimals to any
place.

Common Core Standards for Mathematical Practice #1

o Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to
themselves the meaning of a problem and looking for entry
points to its solution. They analyze givens, constraints,
relationships, and goals. They make conjectures about the
form and meaning of the solution and plan a solution
pathway rather than simply jumping into a solution attempt.
They consider analogous problems, and try special cases
and simpler forms of the original problem in order to gain
insight into its solution. They monitor and evaluate their
progress and change course if necessary. Older students
might, depending on the context of the problem, transform
algebraic expressions or change the viewing window on their
graphing calculator to get the information they need.
Mathematically proficient students can explain
correspondences between equations, verbal descriptions,
tables, and graphs or draw diagrams of important features
and relationships, graph data, and search for regularity or
trends. Younger students might rely on using concrete
objects or pictures to help conceptualize and solve a
problem. Mathematically proficient students check their
answers to problems using a different method, and they
continually ask themselves, "Does this make sense?" They
can understand the approaches of others to solving complex
problems and identify correspondences between different
approaches.
Common Core Standards for English Language Arts - 5.1.D:
Comprehension and Collaboration
o 5.1.D Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on
grade 5 topics and texts, building on others' ideas and expressing
their own clearly.

43

4. Review the key ideas expressed and draw conclusions in light

of information and knowledge gained from the discussions.

Standard 2A Safe and Healthy Environment
o Elementary Health Education - 1. Students will demonstrate
personally and socially responsible behaviors. They will care for
and respect themselves and others. They will recognize threats to
the environment and offer appropriate strategies to minimize them.

Enduring Understanding
Using decimals and being able to divide whole numbers with decimals is
an essential part of life. Being able to understand how to do this will stay
with you when using money while being able to critically solve word
problems will always be beneficial.

Essential Questions
4. Why is division the best algebraic operation in some circumstances?
5. When would you need to divide in real life?
6. Why is it important to know how to set up a division problem?

Objectives
10. Students will be able to divide whole numbers
11. Students will be able to divide decimals by a whole number
12. Students will be able to correctly align decimals when solving
13. Students will be able to recite steps of long division
14. Students will be able to explain division
15. Students will be able to apply division to real world problems

Body of the Lesson

Anticipatory Set
I will begin by reading the story Once Upon a Dime by Nancy Kelly Allen to
promote critical thinking about decimals. I will check for understanding
throughout the book by asking questions that relate to the certain part we
have read in the story. When the story is finished, students will be

44

motivated to learn and I will begin a story problem on the board for them to
solve.

Procedures and Activities

Story Problem

Up, Up, and Away........ Elizabeth and her friends are decorating their 3
brooms for the Witches parade. To make their brooms look beautiful, the
witches will cut streamers out of a ribbon that is 4.2 meters long into 3
equal lengths. How long will each streamer be?

Students will work to solve the problem in a way that makes sense to them.
Students are using the knowledge level of Blooms Taxonomy because they will
have to recall what they learned in the previous lesson with their teacher in order
to complete the word problem. Students will write their equation and answer on
their whiteboards and hold it in the air when their finished. As I walk around, I will
check for misconceptions. One misconception that will be avoided relates to the
direction in which you start dividing. For addition, subtraction and multiplication,
answers are recorded from right to left and students could possibly use that
method for division too (Ashlock, 2010, p. 51).Students will be instructed to divide
left to right. This will allow me to check for understanding and accuracy. When all
students are finished, one student will come up and explain their steps of what
they did to get their answer on the SMARTBoard. If someone else did it a
different way, they are welcome to come to the board and explain their way of
thinking as well.
A common misconception that will be avoided is that multiplication and division
dont have equal priority, and dont have to be performed in order from left to right
(Some misunderstandings, 2011). Division has to go from left to right or the
quotient will be incorrect.
I will then present the mathematical way of solving this type of problem: the
whole number divided by decimal algorithm.
4.2/3
The students will walk through the problem with me.
How many times does 3 go into 4? (1)
1 times 3 is? (3)
4-3 is? (1)
Does 3 go into 1? (no)
Bring down the 2 to make 12.
How many times does 3 go into 12? (4)
What is our answer? (1.4 meters long)

45

Students will then go through the SMARTBoard lesson writing the division
problems on their boards and holding them up when they have the right answer.
During this time, it will allow me to see who is having trouble with the division
problems and who is excelling. This will give me the information I need to put the
students into groups for stations.
*Prior to working together in large and small groups, students are
instructed on collaboration and the right things to do while working
in groups and being respectful of other students answers. If
someone is not following the rules of working together, they will be
told the rules again and asked to make better choices. This
involves respecting others opinions and caring for others in the
group.*
After the SMARTBoard questions are complete, students will be put into 4
groups.
The stations will allow the students to use the application part of Blooms
Taxonomy because they will have to use their knowledge of previous lessons and
the lesson I taught them and apply it to new situations with the stations
worksheets.
Station 1: Worksheet on dividing whole numbers
Station 2: Worksheet on dividing decimals
Station 3: Index cards and markers will be used to create own division word
problem alone or with a partner
Station 4: 10 Marks on the computer (math game)
I will be working with a few students at the round table throughout the station
transitions. This is a group of students who needed more teacher support
throughout the SMARTBoard lesson. We will be working on different problems
that allow them to be successful. Another misconception that will be emphasized
with the students I am working with that seem to have trouble with this is where
the remainders goes. The common misconception is that if the division does not
come out even, students could write remainders as an extension of the quotient
(Ashlock, 2010, p. 103). Students must put the R before writing the remainder, to
show that it is not part of the quotient. This lesson is bridging off the first lesson
taught by their teacher, so some of my lesson will be review. Students all have a
common interest of Halloween. This was discovered from my classroom teacher.
Students interest of Halloween is represented in my SMARTBoard lesson.

Differentiation of Instruction
Differentiation is built into the design of the lesson because students are
encouraged to solve in whatever way makes sense to them for the first part of

46

the lesson. Students are able to choose their own method, which allows for
various pathways to the answer. Accommodations will be made for students who
have hearing or vision difficulties by making appropriate technologies available to
them. Students with IEPs will receive individual help to ensure that their goals
are constantly being met. Students who lack in motor skills will be guided through
the assessment process. Students who need extra support will be working with
me through problems where they are able to ask for guidance and assistance
throughout.

Assessment/Evaluation
Students will be evaluated through their station work. The questions that are
complete on each students worksheet will be graded for understanding and
accuracy. The unanswered questions will not be graded as with all station work,
there may not be enough time to complete it and students will not be penalized
for this. Students will also be informally assessed throughout the SMARTBoard
lesson when putting their boards in the air so I can check then. This will give me
a good representation of who understands division and who still needs support.
Students should have a better understanding but may not be a complete
understanding of dividing after this lesson. This is one of the toughest subjects
for students to learn. A follow up assessment will be given a few days later using
the clickers in the classroom. This will be a mix of multiple choice, yes or no, and
opinion questions that the students will answer based on the weeks lesson. This
will be a formal assessment because I will then look over the results and data
from the clicker review quiz. This will show the classroom teacher and I who still
needs additional support on this topic before moving on to the next one. The data
is mathematically computed and summarized through the program before giving
me the data.
Students
Name:
Correctness
of Answer
during
station work
Accuracy of
Work

1
5
points

Incorrect
answer given

10
points

Work shown
is incorrect
which leads
to incorrect
answer

Correct answer Given

Work shown
has an error
or two

Work shown is
correct and
understanding
is achieved.

Closure
Ticket out the door will have students turn to their partner and name the steps of
the long division process that was in the SMARTBoard lesson. This activates the

47

synthesis level of Blooms Taxonomy by students putting together what they have
learned while developing a true understanding for division.
These are the students whiteboards that I laminated.

48

Sources
Allen, N. K., & Doyle, A. (1999). Once upon a dime: a math adventure.
Watertown, MA: Charlesbridge.
Ashlock, R. B. (2010). Error patterns in computation: using error
patterns to help each student learn (10th ed.). Boston: Allyn &
Bacon.
Blooms Taxonomy. (n.d.). Blooms Taxonomy. Retrieved September 25,
2014, from http://www.bloomstaxonomy.org/Blooms%20
Common Core. (n.d.). Engage NY. Retrieved September 25, 2014,
from https://www.engageny.org/sites/default/file
Some misunderstandings about order of operations. (2011, January 2).
mathblag. Retrieved September 25, 2014, from
http://mathblag.wordpress.com/2011/01/02/somemisunderstandings-about-order-of-operations/
Weaver, B. (n.d.). Formal vs. Informal Assessments | Scholastic.com.
Scholastic Teachers. Retrieved October 28, 2014, from
http://www.scholastic.com/teachers/article/formal-versusinformal-assessments

49

Grade Level: 5
Introduction
Number & Operations in Base Ten, Mathematics, 1 hour
Materials needed
SMARTBoard lesson
Math books
Scrap paper
Bean Thirteen by Matthew McElligott

Preparation

Get all the materials ready ahead of time and put on the students desk.
Arrange the desks into groups of 4 or 5.
Prepare the opening problem on the SMARTBoard.

Areas of Child Development

Cognitive development is shown because children learn to make sense of

real life math problems and how they would use division to solve them
Linguistic development is shown because children must explain their
thinking when whole class is working together on a SMARTBoard problem
Social development is shown because children must work together to
ensure understanding of dividing is present

Standards

Common Core Standards for Mathematical Content Number &

Operations in Base Ten
o Perform operations with multi-digit whole numbers and with
decimals to hundredths.
Find whole-number quotients of whole numbers with up to
four-digit dividends and two-digit divisors, using strategies
based on place value, the properties of operations, and/or
the relationship between multiplication and division.

50

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.
Use place value understanding to round decimals to any
place.

Common Core Standards for Mathematical Practice #1

o Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to
themselves the meaning of a problem and looking for entry
points to its solution. They analyze givens, constraints,
relationships, and goals. They make conjectures about the
form and meaning of the solution and plan a solution
pathway rather than simply jumping into a solution attempt.
They consider analogous problems, and try special cases
and simpler forms of the original problem in order to gain
insight into its solution. They monitor and evaluate their
progress and change course if necessary. Older students
might, depending on the context of the problem, transform
algebraic expressions or change the viewing window on their
graphing calculator to get the information they need.
Mathematically proficient students can explain
correspondences between equations, verbal descriptions,
tables, and graphs or draw diagrams of important features
and relationships, graph data, and search for regularity or
trends. Younger students might rely on using concrete
objects or pictures to help conceptualize and solve a
problem. Mathematically proficient students check their
answers to problems using a different method, and they
continually ask themselves, "Does this make sense?" They
can understand the approaches of others to solving complex
problems and identify correspondences between different
approaches.
Common Core Standards for English Language Arts - 5.1.D:
Comprehension and Collaboration
o 5.1.D Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on
grade 5 topics and texts, building on others' ideas and expressing
their own clearly.
5. Review the key ideas expressed and draw conclusions in light
of information and knowledge gained from the discussions.
Standard 2A Safe and Healthy Environment

51

o Elementary Health Education - 1. Students will demonstrate

personally and socially responsible behaviors. They will care for
and respect themselves and others. They will recognize threats to
the environment and offer appropriate strategies to minimize them.

Enduring Understanding
Dividing decimal numbers by whole numbers is built on the same place value
concepts as division without decimal numbers, but extended to the tenths and
hundredths places. Vocabulary for division is an important part of mathematics
that they must know. Also, being able to understand real life math problems using
division would be beneficial to their everyday lives .

Essential Questions
7. Why are their different spots to put the decimal point?
8. How does place value and decimal places connect?
9. Where do we use division in real life?

Objectives
16. Students will practice division vocabulary
17. Students will be able to complete real life word problems based on
division
18. Students will be able to identify where the remainder goes

Body of the Lesson

Anticipatory Set
I will begin by reading the story Bean Thirteen by Matthew McElligottto
promote critical thinking about dividing. I will check for understanding
throughout the book by asking questions that relate to the certain part we
have read in the story. When the story is finished, students will be
motivated to learn and I will begin a story problem on the board for them to
solve.

52

Procedures and Activities

Story Problem
Kylie has 4,215 piece of candy. She wants to share her candy with John
and Myra so everyone has the same amount.
How many pieces of candy will each person receive?___________
How many pieces of candy will be left over?__________
Students will work to solve the problem in a way that makes sense to them.
Students are using the knowledge level of Blooms Taxonomy because they will
have to recall what they learned in the previous lesson with their teacher in order
to complete the word problem. As I walk around, I will check for misconceptions.
One misconception that will be avoided relates to the direction in which you start
dividing. For addition, subtraction and multiplication, answers are recorded from
right to left and students could possibly use that method for division too (Ashlock,
2010, p. 51). Students will already have had enough practice with dividing that
they should know to divide from left to right. This will allow me to check for
understanding and accuracy. When all students are finished, one student will
come up and explain their steps of what they did to get their answer on the
SMARTBoard. If someone else did it a different way, they are welcome to come
to the board and explain their way of thinking as well. They will also be instructed
to explain their reasoning to the questions prompted.
A common misconception that will be avoided is that multiplication and division
dont have equal priority, and dont have to be performed in order from left to right
(Some misunderstandings, 2011). Division has to go from left to right or the
quotient will be incorrect.
I will then present the mathematical way of solving this type of problem: 4,215
divided by 3 while the students will walk through the problem with me. Questions
will be asked to the students like "If you have 4 pieces of candy, is that enough to
give each person one piece?"
Students will then go through the SMARTBoard lesson and learning about
different vocabulary associated with the division process. We will also talk about
remainders and where they go in regards to the quotient. During this time, it will
allow me to see who is having trouble with the division problems and who is
excelling.
*Prior to working together in large and small groups, students are
instructed on collaboration and the right things to do while someone
is up at the board working. If someone is not following the rules of
working together, they will be told the rules again and asked to

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make better choices. This involves respecting others opinions and

caring for others in the classroom.*
After the SMARTBoard questions are complete, students will complete pages in
their math workbook independently. Working on the math problems in the book
will allow students to use the application part of Blooms Taxonomy because they
will have to use their knowledge of previous lessons and the lesson I taught them
and apply it to new situations with the worksheets. While I usually work with a
few students on math help, I wanted to see what they could do on their own,
therefore I did not help them. An issue I have seen in previous lessons was
where the remainder goes. The common misconception is that if the division
does not come out even, students could write remainders as an extension of the
quotient (Ashlock, 2010, p. 103). Students must put the R before writing the
remainder, to show that it is not part of the quotient.

Differentiation of Instruction
Differentiation is built into the design of the lesson because students are
encouraged to solve in whatever way makes sense to them for the first part of
the lesson. Students are able to choose their own method, which allows for
various pathways to the answer. Accommodations will be made for students who
have hearing or vision difficulties by making appropriate technologies available to
them. Students with IEPs will receive individual help to ensure that their goals
are constantly being met. Students who lack in motor skills will be guided through
the assessment process. Differentiation between students is also evident.
Certain students will only be instructed to do one page, some only a few
problems, and some all of the pages. All students learn differently and work at
different paces. The end product is the same (in which they will all learn about
remainders and division), except the process to get there is different.

Assessment/Evaluation
Students will be evaluated through their worksheet. The questions that are
complete on each students worksheet will be graded for understanding and
accuracy. The unanswered questions will not be graded as with all work, there
may not be enough time to complete it and students will not be penalized for this.
Students will also be informally assessed throughout the SMARTBoard lesson
when completing problems on their own. This will give me a good representation
of who understands division and who still needs support. Students should have a
better understanding but may not be a complete understanding of dividing after
this lesson. This is one of the toughest subjects for students to learn.

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Students
Name:
Correctness
of Answer
during
station work
Accuracy of
Work

1
5
points

Incorrect
answer given

10
points

Work shown
is incorrect
which leads
to incorrect
answer

Correct answer Given

Work shown
has an error
or two

Work shown is
correct and
understanding
is achieved.

Closure
Ticket out the door will have students turn to their partner and name the different
vocabulary for division. This activates the synthesis level of Blooms Taxonomy
by students putting together what they have learned while developing a true
understanding for division.

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Sources
Ashlock, R. B. (2010). Error patterns in computation: using error
patterns to help each student learn (10th ed.). Boston: Allyn &
Bacon.
Blooms Taxonomy. (n.d.). Blooms Taxonomy. Retrieved September 25,
2014, from http://www.bloomstaxonomy.org/Blooms%20
Common Core. (n.d.). Engage NY. Retrieved September 25, 2014,
from https://www.engageny.org/sites/default/file
McElligott, M. (2007). Bean thirteen. New York, NY: G.P. Putnam's
Sons.
Some misunderstandings about order of operations. (2011, January 2).
mathblag. Retrieved September 25, 2014, from
http://mathblag.wordpress.com/2011/01/02/somemisunderstandings-about-order-of-operations/
Weaver, B. (n.d.). Formal vs. Informal Assessments | Scholastic.com.
Scholastic Teachers. Retrieved October 28, 2014, from
http://www.scholastic.com/teachers/article/formal-versusinformal-assessments

56

Performance Task:
Store Manager at
Disney Land

57

th

For 5 Graders
HELP WANTED Disney Land is looking for a highly qualified person to
run their amusement park store. The official job title is Store Manager. This
job entails a lot
of different
qualifications
and needs
that you must be
able to have
and do in order
to be hired
for this job.
There are
many different
characters
and workers in
the park but
we have not
found the
right person to
oversee our
amusement park story where people can purchase souvenirs from the
park! You have applied for the job, and now you must prepare for your
interview. At your interview, you will be expected to show your
understandings of money and counting change including prices in your
head. These understandings are aligned with place value, which is a MUST
to know for this job!
To prepare for your interview, work through the following tasks. Each one
will help you understand a part of what you need to know in order to work
at the park store and will help you become familiar before your first day on
the job, that is if you are hired!
After you complete the tasks, you will make a presentation combining your
skills, knowledge and why you think you are a good fit for this high paying,
fun job! In your presentation, you must include all of your answers to the
tasks you will be completing and how you came to those. Explaining
yourself is an important part of the tasks because it allows you to become
confident in your work.
In your presentation, you must include the following to receive final
consideration for the job:
You must explain your answers to the tasks and how you got to them
You must explain your skills that would make you qualified for the
job
You must explain correctly what place value is and give an example

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Include anything else that you think would market yourself for the
job

Good lucky and I hope you get the job at Disney Land as a Store Manager!

Task 1
Before we can begin working on other tasks, we must first understand
place value and its definition.
What? You said place value means thousands? Well youre on the
right track. It doesnt ALWAYS mean thousands. Maybe it also means
hundreds. What do you think?
I think that place value is the value given to the place or position of a
digit in a number.
Here are few examples:
The place value of 6 in 6,934 is thousands
The place value of 5 in 523,089 is hundred thousands
The place value of 4 in 1035.743 is hundredths

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I always find it helpful to use my handy dandy place value chart when
working with numbers. Maybe it would be useful for you to see where
youre placing your numbers too!
Go to this link: http://www.math-play.com/place-value-games.html
Scroll down to the bottom of the page
Click on the link that says Decimals Place Value that has a
picture of a football player next to it.
Read the directions and begin playing the game.
You can use your place value chart during the game if it helps
you.
This game will help you brush up on your place value skills for
practice before we move on.
o What happens when you click an incorrect answer?
______________________________________________
______________________________________________
o How many passes and answers do you need to move on?
______________________________________________
______________________________________________
o What happens if you dont get that number to move on?
______________________________________________
______________________________________________
Apply your thinking:
1. Where do we use place value in everyday life?
__________________________________________________
__________________________________________________
2. Why is place value important?
__________________________________________________
__________________________________________________
3. What if we didnt have place value?
__________________________________________________
__________________________________________________

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Task 2

Carly has earned $43.94 of tokens playing games at the amusement

center. The store in the amusement center has the following toys for
sale. She plans to get toys and donate them to a local charity for
needy children. The tokens are only good in this store, so she plans
to spend all the tokens. What combinations of toys can she buy in
order to spend all the tokens?

61

Make a table of the toys Carly can buy and their price. You can use
the one below (or on the separate worksheet) or make a table of your
own to display your work.

Item Carly can buy

Total:

Price of Item

$43.94

1) Does this mean that Carly will only purchase one item? Why or
Why not?
__________________________________________________
__________________________________________________
__________________________________________________
2) What about two items? Why or why not?
__________________________________________________
__________________________________________________
__________________________________________________
3) Is your solution the only possible answer? Explain.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________

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**For number 3, if you said no, then youre correct! There are many
different ways to solve this problem.**
Now for a challenge, find a completely different way that Carly can
purchase different toys with the same amount of money. Again, you
can use the chart below (or on the separate worksheet) or use one
of your own that works for you.
Item Carly can buy

Total:

Price of Item

$43.94

(HINT: Attach your trial and error scrap paper to this performance
task in order to remember how you got to your answer!)

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Task 3
So, how can we take our knowledge of place value to the next step
using word problems? What we have learned in task 1 and task 2
is the building blocks of place value that will only help you in the
future dealing with money and other aspects of life involving place
value.
Now we are going to use what we know and learned to take place
value a step further using more complex word problems. Do you
think youre ready for the challenge? This is your last task so do
your best!

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In addition to selling toys, our amusement park also sells different

types of shoes. We have noticed that shoes are a high commodity
at our park and we sure do sell a lot of them.
We are going to say now that Carly has an infinite amount of
money in her pocket for this task.
Here are the prices for the shoes:

Carly was thinking about buying a pair of all the shoes in the park
store. She is trying to figure out how much it would cost her to the
neareset tenth. About how much would the shoes cost her if she
bought a pair of each?
*Show your work on a separate sheet to remember how you got
your answer!

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OK so we figured out how much it would cost Carly to the nearest

tenth, right? Well Carlys friend Cara saw the awesome shoes that
she bought at the park store and wanted them for herself! Cara
wanted to know how much money she should pull out to give to the
cashier before going into the store. If Cara wanted to pull out the
money before, how much money would she need if she is rounding
to the nearest dollar?
What digit is in the hundreds place?
____________________________
What digit is in the tenths place?
____________________________

*Show your work!

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Student Checklist
Did I Do This?
Yes Or No

Yes Or No

Yes Or No

Yes Or No

Yes Or No

Yes Or No
Yes Or No

Task
Task 1: I played the game and
answered all questions with
the task
Task 1: I thought about the
apply your thinking part and
answered them using my
critical thinking skills
Task 2: I used some sort of
table to organize my data of
toys and prices
Task 2: I found at least 2 ways
for Carly to buy the toys with
the amount of money she had
Task 2: I attached all scrap
paper and tables with work to
my performance task
Task 3: I rounded my answers
to what the directions told me
to.
Task 3: If I didnt know the
answer of the place value, I
used my place value chart to
help me

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Its time for presentations!

Dont forget to include these in your presentation:

You must explain your answers to the tasks and how you got to
them
You must explain your skills that would make you qualified for
the job
You must explain correctly what place value is and give an
example
Include anything else that you think would market yourself for
the job

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Take some time to think about these and be ready and prepared to
present in 20 minutes.

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Store Manager Hiring Rubric

Task

Task 1

Task 2

Task 3

Total Score

Goal Reached

Correct answers
to questions
based on place
value

Found multiple
ways to buy the
toys and answers
are correct

Rounding and
answers are
correct

Goal Partially
Reached

Goal Not
Reached

Answers are
only partially
correct or 1
wrong answer

Answers are
incorrect and
shows little
understanding
of place value

Found one way Didnt find a way

to buy the toys
to buy the toys
and answers are and/or answers
correct
are incorrect

Either rounding
or answers is
wrong but not
both

Both rounding is
off and answers
are incorrect

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Good Luck to
All
Interviewees!

70

Task Analysis:

Teachers
Edition

71

Purpose/Goal: The 3 tasks that the

students have to complete pushes them
to show their understanding of place
value. When tasks are complete,
students should be able to define place
value, give real life examples of when
they would use place value, and do
basic operations with money (that
involves place value). You will know
when the goal has been met after
looking at all 3 tasks and listening to
their presentations.

Grade
Level: 5th

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Common Core State Standards Mathematics Content Standards:

CCSS.MATH.CONTENT.5.NBT.A.4 Use place value understanding to round decimals to any place.
CCSS.MATH.CONTENT.5.NBT.B.7
Add, subtract, multiply, or divide decimals to hundredths.

Common Core State Standards Mathematics Standards for Mathematical Practice:

CCSS.MATH.PRACTICE.MP4 - Model with Mathematics:
Mathematically proficient students can apply the mathematics they know to solve problems arising in
everyday life, society, and the workplace. In early grades, this might be as simple as writing an
addition equation to describe a situation. In middle grades, a student might apply proportional
reasoning to plan a school event or analyze a problem in the community. By high school, a student
might use geometry to solve a design problem or use a function to describe how one quantity of
interest depends on another. Mathematically proficient students who can apply what they know are
comfortable making assumptions and approximations to simplify a complicated situation, realizing
that these may need revision later. They are able to identify important quantities in a practical
situation and map their relationships using such tools as diagrams, two-way tables, graphs,
flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions.
They routinely interpret their mathematical results in the context of the situation and reflect on
whether the results make sense, possibly improving the model if it has not served its purpose.
ISTE Standards:
Communication and collaboration
Students use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of others.

Enduring Understandings:
It is extremely important for students to learn about place value early on in
life. They will be able to relate place value to their everyday lives in relation to
using money and buying things. Students will be able to understand the meaning
of place value and will be able to round decimals to any place. They will also be
able to add decimals to hundredths when completing tasks related to money.
Students will have a better grasp on the concept of place value after completing
this performance task.

Essential Questions:
1.
2.
3.
4.

Where do we use place value in everyday life?

Why is place value important?
What if we didnt have place value?
How does the position of a digit in a number affect its value?

73

Student Outcomes:

Students will be able to understand the meaning of place value.

Students will be able to explain where they use place value in everyday
life.
Students will be able to explain each digits positional name.
Students will be able to add decimals in the form of money.
Students will be able to round decimals.

Involving Differentiation

It is a teachers job to understand that all students have different learning

needs and strategies that help them succeed in school. This performance
task could be presented differently for those who need extra supports.
Those with IEPs will have the opportunity to work with a partner, or with a
teacher if need be. Performance tasks are made to be flexible in order to
suit the needs of the learners and can be changed to do so.

Materials

Computer with WIFI for computer game

Scrap paper for work to be included in performance task
Tables to be included in performance task
Pencils
Lined paper to be included in performance task for presentation

Resources

http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
http://www.corestandards.org/Math/Practice/
http://www.corestandards.org/Math/Content/5/NBT/

GRASPS
Goal
To be hired by Disney Land as a Store Manager. In order to be hired you must go
through the tasks for training and complete a presentation of qualifications.
Role
You are a job applicant for the Store Manager position at Disney Land.
Audience
The Disney Land Position Director will be filling the spot of store manager.
Situation
Disney Land is in great need of a highly qualified Store Manager for their
amusement park store. It entails many different jobs, such as running the cash
register, putting prices on things, and great customer service. You have applied

74

for the job and are now preparing for the interview. At your interview, you will be
expected to complete tasks that show you understand the basic concept of place
value relating to money, and can problem solve through a series of tasks. If you
show that your qualifications fit what they are looking for, you just might be hired!
Product/Performance/Purpose
You will conclude with a presentation in which you showcase your abilities and
skills relating to the open position as Store Manager at Disney Land. In your
presentation you must explain how you answered each task and you must
demonstrate that you have found the correct answers relating to the tasks.
Standards/Criteria for Success
Your presentation should meet the final criteria in order to be considered for the
job:
You must explain your answers to the tasks and how you got to them
You must explain your skills that would make you qualified for the job
You must explain correctly what place value is and give an example
Include anything else that you think would market yourself for the job

Extra Tables
Item Carly can buy

Price of Item

75

$43.94
Total:
Presentation Paper

76

References
Allen, N. K., & Doyle, A. (1999). Once upon a dime: a math adventure.
Watertown, MA: Charlesbridge.
Ashlock, R. B. (2010). Error patterns in computation: using error patterns to help
each student learn (10th ed.). Boston: Allyn & Bacon.
Blooms Taxonomy. (n.d.). Blooms Taxonomy. Retrieved September 25, 2014,
from http://www.bloomstaxonomy.org/Blooms%20
Comon Core. (n.d.). Engage NY. Retrieved September 25, 2014, from
https://www.engageny.org/sites/default/file
Horton, J. (2009). Math Attack! Farrar, Straus and Giroux.
McElligott, M. (2007). Bean thirteen. New York, NY: G.P. Putnam's Sons.

77

Weaver, B. (n.d.). Formal vs. Informal Assessments | Scholastic.com. Scholastic

Teachers. Retrieved October 28, 2014, from
http://www.scholastic.com/teachers/article/formal-versus-informal
assessments
Some misunderstandings about order of operations. (2011, January 2).
mathblag. Retrieved September 25, 2014, from
http://mathblag.wordpress.com/2011/01/02/some-misunderstandings
about-order-of-operations/