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USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: Morgen Garlitz
Grade Level Being Taught: 5th Subject/Content: Mathematics Group Size: Date of Lesson: 9/16/19
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Part 1: Lesson Content

Title of Lesson Dividing Decimals with Remainders
Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners I am connecting this lesson to student interests by adding student names into the problems and making
the problems relevant to their lives. My class as a whole enjoys reading and I am trying to incorporate
that into the lesson to help boost engagement.
How does this lesson connect to/reflect the local community?

This lesson connects to the local community, because students are going to have to be able to divide
decimals in order to do things such as shop at the grocery store or figure out how many weeks they
might need to save their allowance to buy a new video game.
What Standards (national or

state) relate to this lesson? 5.NBT.2: Use whole-number exponents to denote powers of 10. Explain patterns in the number of zeros
(You should include ALL applicable of the product when multiplying a number by powers of 10, and explain patterns in the placement of the
standards.) decimal point when a decimal is multiplied or divided by a power of 10.
5.NBT.3: Read, write, and compare decimals to thousandths. A.) Read and write decimals to thousandths
using base-ten numerals, number names, and expanded form. B.) Compare two decimals to thousandths
based on meanings of the digits in each place using >, <, and = symbols to record the results of
comparisons.
5.NBT.7: Using concrete models or drawings and strategies based on place value, properties of
operations, and/or the relationship between operations: add and subtract decimals to hundredths and
multiply/divide decimals to the hundredths. Relate the strategy to written methods and explain the
reasoning used.
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been
over time exposed to related to this standard?
The standards that can be traced to the previous grade level are the following:
4.NBT.2: Read and write multi-digit whole numbers using base-ten numerals, number names, and
expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using <,
>, and = symbols to record the results of comparisons.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz
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4.NBT.3: Use place value understanding to round multi-digit whole numbers to any place.
4.NBT.6: Find whole-number quotients and remainders with up to four-digit dividends and one-digit
divisors, using strategies based on place value, the properties of operations, and/or the relationship
between multiplication and division. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
-At the end of fourth grade students are beginning to be exposed to multiplying and dividing multi-digit
whole numbers. This sets the foundational skills that will be needed to successfully complete the fifth
grade standards when students have to multiply and divide whole numbers and decimal fractions.
Trace the standard to the next grade level. What will students learn next related to this standard?
The standards that can be traced to the following grade level are the following:
MAFS.6.NS.2.2: Fluently divide multi-digit numbers using the standard algorithm.
MAFS.6.NS.2.3: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard
algorithm for each operation.
-When the students get to sixth grade they will have to be proficient in adding, subtracting, multiplying,
and dividing multi-digit decimals and whole numbers in order to be able to complete the same
operations with two multi-digit decimals numbers.
What misconceptions might There are a few misconceptions that students may have during this lesson. The first misconception
students have about this would be “longer is larger.” Some students might believe that if the decimal is longer it has a larger value.
content? Students know numbers in the millions are larger than numbers in the tens typically because the number
is longer. However, with decimals that is not the case. The students have to shift their thinking and
understand that the value of the number depends on the place value of the digits. Another misconception
that students might have is with whole number thinking. Students may see the number 5.7 and believe
there are 5 ones and 7 tens, when in actuality there are 5 ones and 7 tenths. This is where having the
students write the number on the place value chart can help eliminate some of those misconceptions as
they are seeing what columns the digits are under. Lastly, students might have difficulty with column
overflow. When the students are multiplying or dividing they understand that they cannot have 43
tenths in one column, but they get confused when they need to cash in 40 of the tenths to get 4 ones. To
help decrease this problem students can draw disks on their personal place value charts and practice
bundling the tens and chasing them in.
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Objectives- What students will

know or be able to do after the
instruction – the learning Students will be able to accurately divide decimals using place value understanding, including
outcomes remainders in the smallest unit form.
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the The students I CAN statement: I can divide decimals that have remainders using my understanding of
standard) place value.
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard?
-The Webb’s Depth of Knowledge level of thinking that is called for the standards of this lesson is Level 2:
Basic Application of Skills and Concepts.
Which level(s) of thinking is/are called for in your objective?
-The level of thinking that is called for my objective would also be Level 2: Basic Application of Skills and
Concepts.
Why did you choose this level(s) of thinking?
-I chose this level of thinking, because the students are learning how to apply concepts that they have
learned to now apply the same knowledge to dividing multi-digit decimals with whole numbers that will
include a remainder. The students also need to practice applying their new skills to real world problems.
Assessment Plan- How will you
know students have mastered Describe your assessment plan: The assessment plan for this lesson will be to collect the exit ticket
your objectives? that they will complete at the end of the lesson. This will allow me to understand what students are on
target and what students will need to be pulled for small group instruction.
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Is your assessment formative or summative? Why did you make that assessment decision?
My assessment for this lesson is a formative assessment. I decided to make this assessment formative,
because this lesson is the last one in the module before the end of module test and it will be a quick way
to see what problems the majority of the students are getting caught up on and allow time to review for
the upcoming assessment.
How does it align with your objective?

This assessment aligns with my objective, because I am looking to quickly evaluate if the students are
accurately dividing decimals that include remainders.
Assessment Scoring/Rubric
What are the criteria for how you There will be no detailed rubric to score the student’s exit tickets. However, the exit ticket has two
will assess student questions that will each be worth one point. The students will receive scores of 0/2, ½, or 2/2 depending
learning/student work? If you’re on the amount of questions they got correct.
using a rubric, include your rubric
here.
Part 2: Lesson Implementation
Management & Environment  During the lesson I will be moving around the room quite a bit. The students will be working at
(integrated throughout your their tables so that they have table/shoulder partners to complete their turn and talks with. I will
step-by-step plan): be moving around the room in order to observe how the students are grasping the content and to
 How will you arrange make sure students are remaining focused. There will be times where I will be up in the front of
yourself and the students the room writing on the board, but the majority of the time I will be floating around the room.
(location in the classroom,  The students will be following the processes and procedures that are outlined in our classroom
seating)? norms. The students know that transitions should be “swift and quiet,” “eyes on the speaker” (if
 What processes & students are chatting when another student is speaking/sharing their work I will say “_____ has
procedures will you use? the floor”, to which the students will respond with “oooohhh track him/her.” At the start of the
How and when will you lesson the students should already have their books bins, as we will be transitioning from science
communicate those to to mathematics. I will be sure to communicate the processes and procedures at the start of the
students? lesson to make sure that all students are aware of the expectations.
 What expectations will you  The expectations that I will have for my students will be the following; transitions are to be swift
have for the students? How and quiet, stand to answer questions (no hand raising!), and they are to listen and look at the
and when will you speaker. These expectations will be stated at the beginning of the lesson to ensure that all
communicate those to students are aware of them. Students who are following all classroom norms/are actively
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students? engaged and participating will receive one dojo point at the end of the lesson. Students who are
 What strategies will you use not following the norms will not receive a dojo point. The dojo points are a major motivator for
if students do not meet your the students.
expectations? Are there  If students are not meeting my expectations there are a few strategies that I will use to hopefully
specific students who get the students on track. If I see students who are not actively engaged I will use proximity to
require a more extensive help get the students on track. I will simply go over and stand near the student’s desk and that
management plan? What should help them refocus. I will also be actively calling on students to make sure that everyone is
will that consist of? ready to answer during the lesson. For the students who need a more extensive management
 What will students do if plan, I will use the specific strategies that work for the student and actively monitor their
they complete the task behavior and progress.
quickly?  If the students complete the task quickly they will be directed to begin working at the preview
section for the following lesson. This will mostly be relevant to my gifted students who are
naturally early finishers.
Materials The materials that will be needed for this lesson include the following:
(What materials will you use? Why  Students LEARN Eureka Math book
did you choose these materials?  Students FLUENCY Eureka Math book
Include any resources you used.  Pencil
This can also include people!)  Correcting/grading pen
 Personal place value whiteboard chart
 Expo markers
 Computer
 Projector
 Eureka Teacher Manual
All of these materials will be crucial to the lesson. The students will need their FLUENCY books in order
to complete the Sprint activity at the start of the lesson and they will need their LEARN books to work on
the content development problems and exit ticket. The students will be using the place value chart
throughout the lesson in order to help eliminate misconceptions and to allow them the visual
representation that some of them need. The Eureka Teacher Manual will also be used when I am
constructing the concept development problems for the students to work on.
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Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:

I will be differentiating this lesson by including student interest into the application problem by
including student names into the application problem and by having the students do their exercise
activities during the fluency check. I will also be differentiating this instruction to the readiness of the
students. If I have early finishers (most likely the gifted students) they will be allowed to go to the back
table and work on the preview for the next lesson. This will keep the students engaged and challenged.
Which specific students will benefit, and why?

This will specifically benefit one student who is extremely engaged in reading. I will be including his
name in the application problem to peak his interest and I will also have him read the application
problem to the class. The exercise portion of the differentiation will benefit the students who have ADHD
and need to have that movement to help them remain focused.
Accommodations (If needed) What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual  Pre-Production Level: The students who are at the pre-production level will be allowed to use a
students (initials), and then explain classroom iPad to help with translation if needed. They will also be encouraged to use
the accommodation(s) you will manipulatives to help them work through the problems and to have a visual representation to
implement for these unique help them along the way. These students will also be pulled for small groups with the school’s
learners.) ESOL specialist to help give more detailed instruction.
 Early Production Level: Students who are at the early production level will also be allowed to
use manipulatives to help them receive a visual representation. The students will also be working
with a student who is bilingual and can help them with translation. These students in addition to
the pre-production level students will be pulled for small groups with the school’s ESOL specialist
to help give more detailed instruction.
 Speech Emergence Level: The students at the speech emergence level will be working with
their table groups so that they are receiving additional support through collaborative work.
 Intermediate Fluency Level: The students at the intermediate fluency level will be working
alongside the other students in the class. The students will receive some additional support from
the ESOL staff and will be pulled every once in a while to make sure they are still on target and
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their needs are continuing to be met.
What accommodations will you make for students who have an IEP or 504 plan?
The accommodations that will be made for the students who have an IEP or 504 plan will be to make
sure that I am following their plans, by allowing them extra time to complete graded tasks, allow them to
stand/use flexible seating for the students who have ADHD and need constant movement, and there are
bands on specific student’s chairs to helpful with their movement.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
The students who are gifted will be able to complete the content development as a whole group and then
break-off into a small group and work on a preview for the next lesson. This will keep the students
engaged and challenged by not having to do something that they have already mastered.
References (Planning of One reference that I am using for this lesson is the Eureka Learn book and Embarconline.com. This is
instruction should be guided by where the problems for the content development come from. This is the guiding structure for the lesson.
research-informed The turn and talk strategy has many benefits for students like sharing out their thinking which might
approaches. Acknowledge help another student with understanding the content. This is a website where I received some
references used to inspire lesson information about the benefits of using turn and talks with my students:
ideas.) https://old.newteachercenter.org/sites/default/files/global/documents/participation_structures/turn_talk_overview.pdf.
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? –The content area for this lesson is mathematics,
teaching this lesson? Be thorough. specifically dividing decimals by whole numbers that contain remainders.
Act as if you needed a substitute to 2. What is the expected lesson structure for a lesson taught within this content area? In other
carry out the lesson for you.)
words, what lesson structure is appropriate for teaching within this content area? (5Es;
Where applicable, be sure to guided/gradual release/etc.) –The expected lesson structure for a lesson taught within this
address the following: content area is guided release. The students will begin working on the lesson together and
 What Higher Order Thinking working through the content problems with the teacher. As the students become more
(H.O.T.) questions will you ask? comfortable with the content they will then begin to work with their shoulder partner and we
 How will materials be will go over the answers as a whole. Lastly, the students will then be fully released to complete
distributed? the problem set on their own as well as the exit ticket. The teacher will still be available to
 Who will work together in
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groups and how will you answer any questions and assist students who may still be struggling.
determine the grouping?
 How will students transition 3. Step-by-step plan:
between activities?
Time: 60 minutes (total time for lesson)
 What will you as the teacher
do? Action Steps:
 What will you as the teacher (About 2 minutes)
say? 11:20-11:22
 What will the students do? 1. The attention grabber “Wakanda” and student’s response of “forever” will be used to get the
 What student data will be students attention after science instruction is over. The student’s will then be asked to make the
collected during each phase? swift and quiet transition to math.
 What are other adults in the
2. I will give the students the expectations for the lesson and make sure that they know that they
room doing? How are they
supporting students’ learning? are working to earn a dojo point for following classroom norms, participating in class and turn
and talk activities, and for being an engaged learner. The students are familiar with the classroom
norms and expectations and will all be held to the same standard.
(About 5 minutes for fluency)
11:22-11:27
3. The students will be asked to first take out their Eureka FLUENCY books and turn to the Sprint
Activity for lesson 15.
4. The students will be reminded of the way we complete our sprint activity. The students will begin
when the teacher starts a timer for one minute. The students will complete as many problems as
they can during the one-minute. When the timer goes off, students will be expected to put their
pencils down.
5. After they have put their pencils down and looked up, I will have the whole class stand up. I will
go over how we complete the fluency check portion. If the students get the correct answer they
will say yes, and if they do not get the answer they will say nothing. The teacher will continue to
read the answers and as the students get to one where they have not answered they will sit
down. This provides the teacher with a quick CFA to see what students get the farthest.
6. After the students have completed Sprint A, they will turn the page and will repeat the same
process for Sprint B. The goal of Sprint B is to have the students hopefully complete at least one
more question than they did on Sprint A.
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7. The same process will be repeated to check the answers for the sprint.
8. Once the students have completed the sprint, the students will be asked to put their FLUENCY
books away and take out their LEARN books.
(1 minute for second fluency practice slide)
11:27-11:28
9. The students will then be shown the second fluency practice slide.
10. The students will respond to the questions chorally. *If I notice that the students are not saying
the correct answer and/or not saying the decimal in the correct way we will stop and go over
how to say/solve the problem.
(About 4 minutes for application problem)
11:28-11:32
11. Once the students have completed the fluency check, the next slide will have the application
problem on it for the students to complete. This is a different problem than what is provided in
the book. This problem will better meet the needs of the students. I will have one student read
out the problem, while I pass out the slip of paper that has the application problem.
12. Once all students have the application problem they will have about three minutes to work on the
problem individually. (Note-this is a review problem from the previous lesson).
13. When the students have completed the problem, I will have the students share their answer
with their tablemates. Once the students have shared I will have them put their thumbs up as a
signal.
14. Next, I will have one student come up to the board and work through the problem, making sure
that the student is explaining their process to the rest of the class.
15. If the teacher is needed to step-in and help I will go to the board and help assist the student not
give the answer allowing the student to have productive struggle.
16. The students should be using a correcting pen during this time to correct any mistakes that they
might have made while solving the application problem.
(1 minute for I CAN statement)
11:32-11:33
17. Next, the students will see the slide that has their I CAN statement on it. I will have the students
chorally read the statement to ensure that all students know what we will be focusing on for that
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lesson.
(30 minutes for content development)
11:33-12:03
18. We will then begin with the first content development problem. I will have the students read 7 ÷
2=__________. I will then have the students tell me how I should display this on the place value
chart. Then I will ask the students how I should set the problem up if I wanted to solve it using
the standard algorithm.
19. For the next content development problem I will have the students repeat the same process, but I
will have one of the students come up to the board and complete the problem with help from
their classmates.
20. Then, for content development problems 3, 4, and 5 the students will partner up with their
shoulder partner. One student will be solving the problem using the place value chart and the
other will complete the problem using standard algorithm. The students will then compare their
answers. The goal is for the students to recognize that the problems can be solved in multiple
ways.
21. During this time I will be walking around the room making sure that the students are working on
math and I will be there to answer any questions that the students might have during this time.
22. Once the students have completed all the problems, we will go over the answers as a class. I will
have the students either give me thumbs up if they are confident or thumbs in the middle if they
are still a little unsure.
(10 minutes for problem set)
12:03-12:13
23. The students will then be asked to complete the problem set that is in their FLUENCY book. The
students will complete 1A, 2B, 3, and 4.
24. Once the students are given about ten minutes to complete the problem set we will go over the
answers and process of solving the problems as a whole group. During this time the students will
be able to work with their shoulder partner and the teacher will be floating around the room to
answer any questions.
(5 minutes for exit ticket)
12:13-12:18
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25. Lastly, the students will complete the exit ticket that is in their FLUENCY books. The students will
have about five minutes to complete the two problems on the ticket. The students will work on
this independently and turn in at the end of class. This will count as the formative assessment for
the lesson.
26. Students will then put their book boxes away and prepare for IRLA.
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USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: Morgen Garlitz

Part 1: Lesson Content

How does this lesson connect to/reflect the local community?

What Standards (national or

Objectives- What students will

How does it align with your objective?

Process Product Content Readiness Interest Learner Profile

Describe what/how you will differentiate:

Which specific students will benefit, and why?

their needs are continuing to be met.

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