Candidate Name: Alex Dailey Host Teacher Name: Susan Craig

School: Blatchley Middle School Grade Level: 7 # of Students: <25

Date & Time of Lesson: ~ Length of Lesson: 50 minutes
Topic of Lesson: Dividing decimals Content Area: Math
Materials: Include all materials including technology:
Whiteboard, Smartboard, Pre-assessment handout, Decimal-division worksheet

Alaska Content Standard:

7.NS.2 - Apply and extend previous understandings of multiplication and division and of fractions to
multiply and divide rational numbers and use equivalent representations;

(Transfer) Goal(s) - Unpacked Standard:

Students will build on their ability to solve real world problems by applying division
understandings to problems involving decimals.

STAGE 1 Essential Questions and Enduring Understandings

Enduring Understanding(s) What Essential Questions will be Considered?
Students will understand that. (Q)

Math problems can be simplified by Is there a best way to solve math

manipulating the place value of digits problems?

STAGE 1 - Objectives
What students should know. What students should be able to do.

Why the quotient of a division Solve division problems involving

problem stays the same when we decimal divisors and dividends.
increase or decrease the divisor and
dividend by the same factor. Explain why it makes sense to turn
the divisor into a whole number when
That 5.26.37 is the same as 520637. dividing.
Which can be explained in fraction
52 637 5200 5.2
form as such 10100 = 6370, or 1
637 520
100
= 637.

STAGE TWO: Assessment (Identify Desired Results)

Formative Summative
Students will use mini white boards to As the culminating activity,
solve problems throughout the lesson. students will complete a worksheet
 Their solutions will be held up so that I
can check their level of understanding.
Students will participate and be
prompted to explain their thinking and
understandings during a guided
exploration and discussion of decimal-
division concepts.
based on decimal-division. This
worksheet will include practice
problems and prompt students to
explain their understanding of
decimal-division concepts.

STAGE THREE: Opportunities to Learn

Introduction/Hook

The lesson will begin by revisiting some of the concepts we addressed in

yesterdays lesson about multiplication with decimals including shifting
decimals through division/multiplication and conversion between decimals and
percent.

Processes and products Differentiation/Accommodations/Modifications

Highlight the fact that Provide a support handout showing

while there will always be a
correct answer, there is no
correct way of doing math.
Briefly discuss the basic
terminology used in
division.
the correct terminology for division
Include in the handout the
relationship between fractions,
decimals, and percent to ELLs or any
student who might benefit from such
a handout. Include images.

Address fraction conversion. Include in the handout examples of

Begin by revisiting the idea how changing the divisor/dividend
covered yesterday wherein together does not affect the quotient.
multiplying a number by a
factor of 10 shifts the Include the standard algorithm for
decimal to the right. division with devisors containing
Remind the class how we decimals. Include images.
discovered that 3.1 = 31/10.
Apply the same principle to Provide additional support to any
0.019. students who might benefit during
the culminating activity.
If % equals per 100, then
51% must be 51 per 100, or
51
100
.

If we want a % from a
decimal. Observe that %
means per 100. We must
take a number like .03/1
and make the denominator
 100 by multiplying it by
100/100. This gives us 3/100
= 3%

Discuss what happens when

the divisor
increases/decreases by a
factor of 10. What happens
when the dividend
increases/decreases by a
factor of 10? What happens
when both
increase/decrease by the
same factor? Why?

Solve a division problem

where the dividend contains
a decimal by using the
standard algorithm for long
division.

Begin discussing a division

problem where the divisor
also contains a division
problem. Talk about how
difficult it would be to
approach the problem as is.
Can any of the discoveries
we just made make this
problem easier?

Introduce the standard

algorithm for division
involving divisors that
contain decimals. Explain
how it uses these same
strategies of making whole
number divisors and why it
works.
Closure:

Students will complete a decimal-division worksheet that will give them

practice using the standard algorithm and will allow them to demonstrate
their understanding of the decimal-division concept by showing their work.
Insert these terms into the division problems below: Divisor Dividend Quotient

Convert the following into single fractions.

0.019 = 51% = 32/10 63/100 =

Convert the following % into decimals

64% 7% 22.2%

Convert the following decimals into %

.7 .515

Solve the following division problems using mental math.

350 50 = 7 3500 50 = 70

35 5 = 7 350 5 = 70 3500 5 = 700

35 0.5 = 70 350 0.5 = 700 3500 0.5 = 7000

35 0.05 = 700 350 0.05 = 7000

Solve the following division problem. Show your work.

60.5 / 5 = 12.1 64.4 / 2.8 = 23 112.8 / 4.8 = 23.5

77.7 / 2.8 = 27.75 1.575 / 10.5 = 1.5

Division Terms
Quotient
Divisor Dividend

Dividend Divisor = Quotient

Decimals, Fractions, & Percent

0.05 = 5100 = 5/10 = 5%

30% = 30/100 = 30100 = 0.3

Relationship between the divisor, dividend, and quotient

Dividend = Quotient Dividend = Quotient

Divisor = Quotient Divisor = Quotient

Divisor & Dividend or = Quotient remains the same

Standard algorithm for division when divisor contains decimal

304.5 1.5

1) Turn divisor into whole number by multiplying it by a factor of 10

1.5 x 10 = 15

2) Multiply dividend by same factor of 10

304.5 x 10 = 3045

3) Divide the new dividend by the new whole number divisor

3045 15 = 203 (which is the same as 304.5 1.5 = 203)

1) -29.52 3.6 3) 107.64 (-2.3)

2) -40.56 (-5.2) 4) 0.561 1.7

5) Youre cruising in a hot air balloon when you suddenly encounter

a storm of seagulls. Theyve ripped through your balloon. Youre
losing too much air and now youre falling at 22.5 feet per second.
If bird strike occurred at 1,645 feet above sea level, how long do you
have to eat the really awesome sandwich you prepared for lunch?

6) You made the mistake of moving to North Dakota for whatever reason. You thought,
Im from Alaska, it cant be that cold You were wrong. Now its freezing and youre
staring at the thermometer because its North Dakota and theres absolutely nothing
better to do. At 10 A.M. the temperature was -14.2 F. Its now 4 P.M. and the
temperature is 0.7 F. What is the average hourly change in temperature?