CCGPS Math 6 Unit 1 – Lesson 1
Unit Outline Title: Number System Fluency
Name of Lesson: Decimal Operations
Standards: Compute fluently with multi-digit numbers and find common factors and multiples.
MCC6.NS.2 Fluently divide multi‐digit numbers using the standard algorithm.
MCC6.NS.3 Fluently add, subtract, multiply, and divide multi‐digit decimals using the standard
algorithm for each operation.
Essential Question(s):
Unit: How would I compute fluently with multi-digit numbers and find common factors and
multiples?
Lesson:
 When I divide one number by another number, do I always get a quotient smaller than my
original number?
 What strategies are helpful when dividing multi-digit numbers?
 What strategies are helpful when performing operations on multi-digit decimals?
 What real-life situations require division?
Assessment Description/Performance Task:
Constructed response:
 Decimal Division Quiz
Informal assessment:
 Justify Your Answer (Reason abstractly and quantitatively)
 Placemat Method (Make sense of problems and perseveres in solving them)
 Think-Ink-Write-Share (Construct viable arguments and critique the reasoning of others)
Performance task:
 Performance Task: Bargain Shopping
 Performance Task: Brain Only!
 Performance Task: Division Means Sharing
 Performance Task: How Are These Alike?
 Performance Task: Riding the Roller Coaster
 Performance Task: Sixth Grade Finds Out How Many
 Performance Task: Teacher for a Day
 Performance Task: What is 2,500  300?
 Performance Task: What’s My Rule?
 Performance Task: Division with Decimals
 Performance Task: Multiplication with Decimals
Selected response:
 (TBD)
Instructional Methods:
 Under the GPS curriculum, students in fourth grade were introduced to adding and subtracting
decimals and dividing multi-digit whole numbers. This skill was further developed in fifth grade as
students progressed to dividing with a multi-digit divisor and multiplying and dividing decimals
(including decimals in the divisor and dividend). For the 2012-2013, this lesson should be review
for students. However, students may not have been exposed to the vocabulary terms minuend
and subtrahend.
Opening:
 Hook/Activator: Make a 2 part flip book. Label one half Multiplication. Lead a discussion and
generate all of the models of multiplication that have been discussed such as arrays, repeated
addition, sets, number line model etc. Inside the multiplication half of the flip book, students
should choose their favorite multiplication fact, write the equation, and solve it using repeated
addition. Next, discuss which operation is the opposite (inverse) of multiplication. Students then
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open the other half and label it Division. They should then write an equation related to the fact
on the multiplication side. Since division is the inverse of multiplication, challenge students to use
the inverse of repeated addition (repeated subtraction) to solve the division fact.
 Teaching Strategy:
Set the stage by putting numbers into context: Display the following division problem on the
board: 152 ÷ 25. Tell students the following: The school put up a sign to advertise a car wash in
the school parking lot to raise money for library books. One hundred fifty two people signed up to
have a car washed on Saturday. If one student can wash 25 cars in a day, how many students
will have to work on Saturday in order to finish the job?
Ask students to estimate how many cars they think each person washed and share with how they
generated the estimate with their partner. Examples:
1. I estimate that each student washed about 5 cars because 25 is close to 30 and 152 is close to
150. I know that 150 ÷ 30 is 50 because 30 x 50 = 150.
2. I estimated that each student washed six cars because 25 is like a quarter and there are 6
quarters in $1.50.
If students need a concrete approach to the problem, investigate the problem by using the base ten
blocks to show 152 and break it into sets of 25s by making trades.
Once this visual model of the problem is finished, show the repeated subtraction model of what
happened when the students performed the task. (See picture below.)
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Through class discussion, generate a written explanation of the division problem using repeated
subtraction. (See EXAMPLE of the written explanation below. Note: Be sure that through whole class
discourse, the students generate the written explanation. Therefore, explanations will vary.)
Repeat the above steps if through informal assessment of the discussion and written piece, you
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determine that your students need further modeling and in depth conversation about repeated
subtraction as a strategy for solving a division problem.
 For the second half of the lesson, students will demonstrate their understating of decimal
operations. To begin this topic, give each student a Place Value Chart and write numbers of your
choice on the board. (Ex. 5.687, 9261.008, 14.29.) Ask students to turn to their neighbor and take
turns reading the numbers as they are written. Remind students that they may use their “Hint”
chart if they need assistance.
 Have students to create a foldable to review the steps and procedures for adding, subtracting,
multiplying, and dividing decimals.
 View Study Jams interactive lesson on Double-Digit Division
 Use the Decimals and Fractions PowerPoint to enable students to see the relationship between
division and decimals.
 SmartBoard Lesson on long division.
 Hands On Standards Grades 5-6 Resource: Lesson Add and Subtract Decimals & Lesson Multiply
and Divide Decimals.
Work Session:
Students should use the work from the board as their example to solve the problem below. Each
pair of students will need one sheet of chart paper and a marker. The chart paper should be folded
in half. The first partner should solve the division problem using repeated subtraction on one half of
the paper. The second partner should write the explanation of the problem on the other half of the
paper. (Make base 10 blocks available to those who would like to build the problem.)
Problem: Sharon’s soccer team won the tournament last weekend. Her mom brought chicken
nuggets for the team’s celebration. There are 16 members of the team, and the restaurant put 137
nuggets on the tray. How many nuggets will each player get to eat?
 The following Learning Tasks may be used to build fluency with diving multi-digit numbers using
the standard algorithm: Riding the Roller Coaster, How are These Alike?, Division Means
Sharing, What is 2,500  300?, Sixth Grade Finds Out How Many.
 Use the Decimals Practice Exercise to reinforce ideas represented in foldable
 If students experience difficulty with multiplying and dividing decimals, use examples from the
Modeling Decimals packet to review conceptual understanding.
 Assess students using the Decimal Division Quiz.
 The following Learning Tasks may be used to build fluency with decimal operations: Division with
Decimals, Multiplication with Decimals, Brain Only, Teacher for a Day, What’s My Rule,
Bargain Shopping.
Closing:
 Summary by the Learner: Students will write their own division word problem, trade problems
with a partner, and solve.
 Using the mnemonic S.T.O.P. On a notecard, students write:
S - We STARTED the lesson by....
T - The TOPIC or (theme) today is....
O - Our OPPORTUNITIES to practice were.....
P - The PURPOSE of learning this is.....
 Task Rotation – Students are given a story problem. Each member of the group completes a
step in a different color using colored pencils. (As needed, the Q-Tips graphic organizer or other
organizer may be used to assist students who have difficulty organizing information.) The first
team to answer the question correctly will win a treat.
 A Picture Tells a 1000 Words – Show a picture of a solved problem. Have students to write a
short statement and describe what they think the student did to solve the problem and what the
student might have been thinking as he/she solved the problem.
 Human Paragraph – Have 5 students to stand in the front of the room. Students will pull from
cards – Main Idea, Supporting Detail 1, 2, 3, Closing). Students will then review the various part of
today’s lesson based on the part of the paragraph they choose.)
Differentiation: (to be created)
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Tiered Assignments:
Leveled Questions:
Multiple Intelligences:
Using Realia/CRA:
Choices Board:
Open-Ended Tasks:
Problem-Based Learning:
Learning Contracts:
Tiered Graphic Organizers:
Other:
Textbook/Online Resources:
 Holt Mathematics Course 1: Chapter 3, Lessons 3, 5, 6, and 7
 Connected Math: Bits and Pieces III: Computing with Decimals and Percents
 Math in Context
 Hands-on Standards: Grades 5-6: Lesson Add and Subtract Decimals & Lesson Multiply and
Divide Decimals
 http://www.learner.org/courses/learningmath/number/session9/part_a/area_division.html
Vocabulary:
 difference
 dividend
 divisor
 minuend
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product
quotient
subtrahend
sum