Math lesson plan · 6th grade (Year 7 in England) · 30 minutes
Divide by a decimal
Decimals and percentages
CCSS 6.NS.B.3England: KS3 Number
Objective and success criteria
Students will: Divide by a decimal.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Divide decimals; Long division fluently
Leads to: the next skill in this area.
Materials: Place value chart with tenths and hundredths, Hundred squares, Number lines, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Divide decimals; Long division fluently). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 37.6 ÷ 4 = ? → 9.4Prompt: Divide as with whole numbers.
- 35 360 ÷ 85 = ? → 416Prompt: Use long division: divide, multiply, subtract, bring down.
- 4.5 ÷ 0.25 = ? → 18Prompt: Make the divisor a whole number by multiplying both numbers by 10 (or 100).
Hook · 3 min
- Show two prices or race times with decimals and ask which is bigger, then why.
- Share the objective: Divide by a decimal. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Work out 15.3 ÷ 0.3.
- Step 1: 153 ÷ 3 = 51
- Answer: 51
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Work out 14 ÷ 0.5. → 28Prompt: Make the divisor a whole number: multiply both numbers by 10.
- Work out 13.44 ÷ 0.42. → 32Prompt: Multiply both numbers by 100 so the divisor is whole.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Work out 3.69 ÷ 0.41. → 9Prompt: Multiply both numbers by 100 so the divisor is whole.
- A 6.8 m plank is cut into shelves 0.4 m long. How many can you make? → 17Prompt: This is a division: how many lots of the small amount fit into the total?
Watch out for
- Thinking 0.45 is bigger than 0.5 because 45 is bigger than 5.
- Moving the digits the wrong way when multiplying or dividing by 10.
Support and stretch
Support
- Review first: Divide decimals.
- Use concrete materials: place value chart with tenths and hundredths.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-6.
Free lesson plan from eurekami.com/lesson-plan-builder