Reflection: Lesson Planning Decimal Quotients - Section 2: Intro to New Material


I often use guided notes as an efficient way for students to capture the key points of a lesson.  Completing guided notes also gives me small opportunities to keep my students engaged.  For example, in this lesson:

-For Key Point One, I ask students who thinks they can read the key point, including the word that goes in the blank.  Students know from the aim on the board that we're working with decimals in this lesson, so they're able to fill this one in on their own.

-For the second Key Point, I have students whisper the word that they think goes in the blank.  I then read the sentence to confirm their thoughts.  My students know that they can add zero to the end of a decimal number without changing the value of the number, so I anticipate hearing a large number of 'zero's whispered.  Having the entire class do this allows more than one student to participate.  

-I can also retain control of the information delivered, while still adding some joy into class.  For Key Point Three, I ask for someone to help me read.  My students know when I ask for help with reading a key point, they'll read the words and my voice will take over for the blank.  This is especially fun when there are multiple blanks or there is a blank in the middle of a sentence.  So, a student would read "If the dividend is larger than the divisor, the quotient will be," and then I would continue with "greater than one." 

  Guided Notes
  Lesson Planning: Guided Notes
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Decimal Quotients

Unit 1: Number Sense
Lesson 17 of 19

Objective: SWBAT divide a decimal or whole number by a whole number resulting in a whole number or decimal quotient (1 and 2-digit divisors).

Big Idea: The division algorithm is an efficient way to determine a quotient given any division context.

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2 teachers like this lesson
Math, Decimals, Number Sense and Operations, division of Korea, factoring polynomial expressions, divide, division, decimal operations, divide decimals, decimal quotients, multiples, distributive property, greatest common factor, least common multiple, multiplying
  60 minutes
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