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Algebra Multiplying and Dividing Decimals 7th grade - Mrs. DeGraaf
 * Subject **
 * Topic **
 * Grade Level **

Focus attention/motivation: 5 minutes Instructional input and modeling: 20 minutes Student engagement/practice: 15 minutes Closure: 5 minutes
 * Time Frame **

The overall goal of this lesson is to learn how to multiply and divide decimals and to understand that these concepts are necessary in everyday life such as when shopping for sale prices.
 * Overall Goal/ Purpose **

are correct and/or that estimates are reasonable.
 * State Standards: **
 * 6.C.3b **Show evidence that computational results using whole numbers, fractions, decimals, percents and proportions

The students will be able to multiply and divide decimals. 1. Smartboard 2. Individual white boards and expo markers 3. Z16 worksheet
 * Instructional Objectives/Discoveries: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Materials **

**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Focus Attention/Motivation: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> There will be sample word problems on the board. I will ask students to predict what operations we will be working on today. I will ask the students if they remember doing these kinds of problems before. After they guess multiplying and dividing decimals, I will ask “When do you think you would need to know how to multiply or divide decimals?” I will suggest one practical use of multiplying decimals in life is when they must find out how much the sale price is after a discount. I will also ask for suggestions of occupations that require the knowledge of multiplying and dividing decimals. Examples: Accountants, people who work at a bank, retail people. (cross-curricular with language arts)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Procedures **

I will review vocabulary with the students. The students will write the new vocab words in their algebra notebook. The following words will be reviewed: 1. Quotient 2. Divisor 3. Dividend 4. Whole number
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Instructional Input & Modeling: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">

I will have the following steps on the smart board, and the students will write these notes in their algebra notebook:

Multiplying Decimals Steps Example 1. Multiply as you would with whole numbers 7.5 __x.37__ 2775

2. Count the number of decimal points in each factor. 7.5 1 decimal place __x.37__ 2 decimal places 2775

3. Add the decimal place from step 2. 7.5 __x.37__ 2.775 3 decimal places

I will demonstrate a few more problems on the smart board. I will have different students come up to do each step.

Then I will have the students write the following notes from the smart board in their notes as I go over them orally:

Dividing Decimals Steps 1. If necessary, move the decimal point so that the divisor is a whole number. Move the decimal point the same number of places in the dividend. 2. Divide as you would with whole numbers. Add zeros to the dividend as needed. 3. Place the decimal point in the quotient directly above the decimal point in the dividend.

I will demonstrate a few more problems on the smart board. I will have different students come up to do each step.

1. After the notes and teaching time, I will pass out individual white boards and have the students do some sample problems on their white boards. They will hold up each of their boards as they complete each problem. 2. Then, I will break them up into groups of two to get started on the exercises on pg.z16 In addition to these problems, I will have the students write out these two story problems in which they must determine the sale prices. A quick trick for calculating the cost of an item is to multiple the original cost of an item by the 1 minus the discount (1 - 30% = 70%) because ultimately you will be paying the remaining percentage of the original cost. Using this formula, what is the remaining percentage of a pair of shoes if they are on sale with a 25% discount? If the shoes are $50.00, what is the sale price? Remember, you must change the percent into a decimal. Example: 30% =.30 What is the remaining percentage of a new baseball bat if it is on sale with a 45% discount? If the bat costs $110.00, what is the sale price? Remember, you must change the percent into a decimal. Example: 30% =.30
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Student Engagement/Practice: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">

Closure: Students will be instructed to finish the worksheet at home. It will be graded the next day. I will review the need to know these concepts in life. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">I will be using 3 different assessments in this lesson. I will use the predicting and asking the students if they remember doing these kinds of problems before as my pre-assessment in the beginning of the lesson to see where the students are at. I will use observations and examples on the smart board to see where students are at during the lesson. My final assessment will be when the students work in partners to write and solve the problems.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Assessment **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The students who are having trouble will be grouped with me at the back table. I will work with them on the problems reviewing each of the steps.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Accommodations **

The successful students will have the opportunity to create their own retail store story problems using the concepts taught in this lesson.