6th Grade Math : Unit #2 - The College Project - Working with Decimals : Lesson #15

Unit Closure

Objective: SWBAT: • Add, subtract, multiply and divide with decimals • Create equivalent fractions, decimals, and percents
Standards: 6.RP.A.3c 6.NS.B.3 MP1 MP6
Subject(s): Math
60 minutes
1 Do Now - 10 minutes

See my Do Now in my Strategy folder that explains my beginning of class routines.

Often, I create do nows that have problems that connect to the task that students will be working on that day.  Here I want students to quickly practice multiplying and dividing with decimals.  I have students share estimates, strategies, and answers.  I look around for common mistakes and address them.   Are students remembering to put the 0 in the quotient?  How are students deciding where to put the decimal point?  Are they making and using estimates?

2 Group Work - 40 minutes


  • Before this lesson, I use quiz data and the ticket to go from the previous lesson (Unit 2 Review Stations) to Create Homogeneous Groups. 
  • I determine what are the most pressing needs of for each of these groups.   If there is a small group that is still struggling with decimal operations, I will meet with them to work with whiteboards.  Groups who still need practice will start with the School Supplies Task and move on to the Equivalent Amount Tasks.  Groups who are doing well will start with the Pizza Party Task and move on to the Equivalent Amount Tasks.  It may save time to fill out the group to do lists before class.


I tell students their groups and their assignments.  I have students move to their groups and I have a volunteer pass out materials and the Group Work RubricStudents are engaging in MP1: Make sense of problems and persevere in solving them as well as MP6:  Attend to precision.

If I have a small group that is working on decimal operations, every few minutes I walk around the class to monitor student progress and behavior.  

Stamps and a Game
Positive Reinforcement

Instead of using a group work rubric, since I used one in the previous lesson, I decided to switch it up and use a different method of giving feedback.  I used a set of stamps and walked around 5 different times throughout the group work.  Each time I used a different stamp and looked for students who were on task and working hard.  These students received a stamp on the front of their paper, while students who were off task did not.  I announced that we were going to play a game for the last 4 minutes of class, and I would announce later how many stamps were required to play the game.  It may sound silly, but my sixth graders were excited by the stamps and the idea of playing a quick game.  Although the game cut the group work time short by 4 minutes, I believe that the motivation helped students to work for an extended amount of time. At the end of class I announced that students were eligible to play if they earned 4 or 5 stamps.  All but four students earned the right to play. 

3 Closure and Homework - 10 minutes

 For Closure I ask students  how to represent 40% as a fraction and a decimal.  I ask if 0.04 is equivalent to 40%.  How do you represent 1/6 as a decimal and percent.  I am looking for students to explain that they found a repeating decimal.  I am interested to see how they represent 1/6 as a percent.

Next I ask students strategies they use to add and subtract decimals.  What about multiplying and dividing?  How can estimates help you?

I do not give a ticket to go, but instead I collect student work.  I pass out the HW Unit 2 Closure.