Math lesson plan · 4th grade (Year 5 in England) · 60 minutes
Divide whole numbers by 10 or 100 to get decimals
Decimals and percentages
CCSS 5.NBT.A.2England: Y4 Fractions (including decimals)
Objective and success criteria
Students will: Divide whole numbers by 10 or 100 to get 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: Tenths and hundredths as decimals; Divide whole numbers by 10, 100 and 1000
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 · 6 min
- Quick retrieval from earlier learning (Tenths and hundredths as decimals; Divide whole numbers by 10, 100 and 1000). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 2880 ÷ 10 = ? → 288Prompt: Dividing by 10 moves every digit one place to the right.
- What is the value of the digit 8 in 8.5? → 8Prompt: Name the places: ones . tenths hundredths.
- 4960 ÷ 10 = ? → 496Prompt: Dividing by 10 moves every digit one place to the right.
Hook · 6 min
- Show two prices or race times with decimals and ask which is bigger, then why.
- Share the objective: Divide whole numbers by 10 or 100 to get decimals. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: 84 ÷ 10 = ?
- Step 1: 84 ÷ 10 = 8.4
- Answer: 8.4
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- 27 ÷ 100 = ? → 0.27Prompt: Dividing by 100 moves each digit two places to the right.
- Yuki is 106 cm tall. How tall is that in metres? (100 cm = 1 m) → 1.06Prompt: Divide by 100 to change cm into m.
You do: independent practice · 17 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Ines says 30 ÷ 10 = 300. Spot the mistake. What is 30 ÷ 10? → 3Prompt: Should dividing make the number bigger or smaller?
- 91 ÷ 100 = ? → 0.91Prompt: Dividing by 100 moves each digit two places to the right.
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: Tenths and hundredths as 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-4.
Free lesson plan from eurekami.com/lesson-plan-builder