Dividing decimals
Divide decimals fluently.
Fraction & Decimal Operations · Core day · 60 minutes
The ordinary math day. How many of these the year holds depends on the plan set in Step 0. A short teacher-led mini-lesson with a worked example, then the class works a problem together, then students work alone while the teacher circulates.
Five spiral problems from earlier standards. Workbook page, pencil, no calculator. Students self-check against the projected key.
Teacher models one worked example and names the common error in twelve minutes.
Two problems worked together. Students commit an answer before the teacher reveals.
Workbook problem set. Teacher pulls a small group of three to five students who missed the warm-up.
One problem on the day's standard. Collected at the door and sorted into got it / almost / not yet before the next period.
- · Model exactly one worked example for "divide decimals fluently". Narrate the decision, not just the arithmetic.
- · Name the common error out loud before students practice it. Show a wrong answer and ask what the student was thinking.
- · During independent practice, pull the three to five students who missed this morning's warm-up. Everyone else keeps working.
- · Circulate with a clipboard. Note who needs the reteach table tomorrow — that is the only note you have to take.
Students watch one worked example, commit an answer on two guided problems, then work the "Dividing decimals" problem set on their own while the teacher pulls a small group.
Exit ticket: One problem on the day's objective: divide decimals fluently.
Homework: The four spaced-review problems at the bottom of the workbook page.
Paper is enough. A QR code on the lesson book page links the mini-lesson video for anyone who was absent or needs it again.
Already in the unit workbook. Nothing extra to print for this day.
Open the print set →Yes — this is an evidence day. No portfolio piece. Core days build the skill that later shows up in evidence. See where it lands →