Standards Addressed (TEKS)

TEKS Math – Grade 5

5.3(E)Solve problems involving division of decimals (including real-world contexts).
Included in objectives, instruction, practice, and assessment.
5.4(A)Apply mathematics to everyday problems and justify solutions using models, words, and equations.
Included in objectives, instruction, practice, and assessment.

Learning Objectives

By the end of the lesson, students will be able to: 1) Solve real-world division problems involving decimals (money, measurement, unit rates). 2) Explain and justify a decimal-division strategy using models (place value / area model) and equations. 3) Check reasonableness using estimation and unit-rate thinking.

Addresses:5.3(E)5.4(A)

Materials

- Whiteboard + markers - Place value chart (tenths/hundredths/thousandths) - Visual model handout (area model / base-ten grid) or digital equivalent - Student notebook paper - Exit ticket (1 problem + explanation prompt)

Addresses:5.4(A)

Introduction (5–8 minutes)

Launch with a unit-price scenario: “A pack of 8 granola bars costs $6.40. About how much does 1 bar cost? How do you know?” Students estimate first (e.g., $6.40 ÷ 8 ≈ $0.80), then discuss what division means in context.

Addresses:5.4(A)

Direct Instruction (15–20 minutes)

1) Model decimal division with a place-value / area model: - Start with a friendly number (e.g., 4.8 ÷ 6). - Represent 4.8 as 48 tenths and partition into 6 equal groups. - Connect the model to an equation and to the standard algorithm. 2) Emphasize meaning: - What does the quotient represent in the story? - How can estimation help check if an answer is reasonable?

Addresses:5.3(E)

Guided Practice (15–20 minutes)

Students work in pairs on 2–3 problems. Teacher circulates to check: - correct setup (context → division expression) - strategy explanation (model and/or algorithm) - reasonableness check Sample prompts: A) 9.6 meters of ribbon shared equally among 12 students. How much per student? B) $13.50 split among 6 people. How much does each person pay?

Addresses:5.3(E)5.4(A)

Independent Practice (10–12 minutes)

Students complete a short set of 4 problems that increase in complexity. Each student must choose 1 problem to explain in words (strategy + check).

Addresses:5.3(E)

Assessment (Exit Ticket)

Problem: A school ordered 7.5 gallons of paint for 3 art rooms. Each room gets the same amount. How many gallons does each room get? Explain how you know your answer makes sense.

Addresses:5.3(E)5.4(A)

Differentiation

- Support: Provide a place value grid; allow students to scale by 10 to avoid decimals initially (e.g., convert 7.5 to 75 tenths). - Extension: Ask students to create a real-world decimal division story that matches a given equation (e.g., 12.8 ÷ 4).

Homework / Extension (Optional)

Students find 2 examples of decimal division in real life (shopping, recipes, distance, time). For each: write the situation, equation, answer, and one sentence explaining the meaning of the quotient.

Addresses:5.4(A)