Math lesson plan · 5th grade (Year 6 in England) · 30 minutes
Write remainders as fractions or decimals
Multiplication and division
CCSS 5.NF.B.3England: Y6 Multiplication and divisionEngland: Y6 Fractions (including decimals)
Objective and success criteria
Students will: Write remainders as fractions or decimals.
- 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: Division with remainders; Mixed numbers and improper fractions
Leads to: the next skill in this area.
Materials: Counters for arrays, Multiplication grid, Base-ten blocks, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Division with remainders; Mixed numbers and improper fractions). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- What is the remainder when 82 is divided by 7? → 5Prompt: Which multiple of 7 is just below 82?
- Write 3 2/5 as an improper fraction. → 17/5 (3 2/5)Prompt: How many pieces of size 1/5 are in 3 wholes?
- 47 children are going on a trip. Each minibus holds 5 children. How many minibuses are needed? → 10Prompt: Divide 47 by 5. Is there a remainder?
Hook · 3 min
- Show an array of chairs, eggs or windows and ask how many there are without counting one by one.
- Share the objective: Write remainders as fractions or decimals. 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: Write 31 ÷ 3 as a mixed number.
- Step 1: 31 ÷ 3 = 10 r 1
- Step 2: 10 1/3
- Answer: 31/3 (10 1/3)
- 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.
- Write 13 ÷ 3 as a mixed number. → 13/3 (4 1/3)Prompt: How many whole 3s are in 13, and what is left?
- Work out 49 ÷ 2 and give the answer as a decimal. → 24.5Prompt: 49 ÷ 2 = 24 remainder 1.
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.
- Write 31 ÷ 6 as a mixed number. → 31/6 (5 1/6)Prompt: How many whole 6s are in 31, and what is left?
- Work out 158 ÷ 10 and give the answer as a decimal. → 15.8Prompt: 158 ÷ 10 = 15 remainder 8.
Watch out for
- Thinking multiplying always makes a number bigger.
- Dropping a zero in long multiplication when moving to the tens row.
Support and stretch
Support
- Review first: Division with remainders.
- Use concrete materials: counters for arrays.
- 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-5.
Free lesson plan from eurekami.com/lesson-plan-builder