## Giáo án Lớp 5 VNEN từ tuần 7 - Tuần 13 - Lesson Plans for Fifth Grade Giáo án Lớp 5 VNEN từ tuần 7 - Tuần 13 - Lesson Plans for Fifth Grade

+ Tell students that today they will be learning how to divide decimals by whole numbers.
+ Ask students to think of a time when they would need to divide a decimal by a whole number. Take several examples. If students are having trouble thinking of an example, remind them that money is represented as a decimal.
+ Give students an example. Example: You and your two friends ran a lemonade stand. You made \$84.35. How much money would each person get?
+  Write out this word problem as a division

Giáo án Lớp 5 VNEN từ tuần 7 - Tuần 13 - Lesson Plans for Fifth Grade 1. Introduction

Giáo án Lớp 5 VNEN từ tuần 7 - Tuần 13 - Lesson Plans for Fifth Grade

Chào thầy cô và các bạn.
Đây là  Giáo án Tổng hợp    Lớp 5 Cả năm VNEN từ tuần 7 đến tuần 13 - Lesson Plans for Fifth Grade Math  in  VNEN Programme (Vietnam Escuela Nueva )
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Minh họa quy trình dạy một Bài soạn Giáo án Lớp 5 VNEN từ tuần 7 - Tuần 13 - Lesson Plans for Fifth Grade

Tiết 4: Giáo dục lối sống Bài 6 Tìm kiếm sự hỗ trợ  (Tiết 1)

I Mục tiêu

Mục tiêu riêng: Giáo dục học sinh kĩ năng sống: phân tích, phán đoán, ứng phó, ứng xử, kĩ năng nhờ sự giúp đỡ .

1. Đồ dùng dạy học

GV: Tài liệu hướng dẫn,Phiếu câu hỏi cho các cặp thảo luận.

III.Các hoạt động dạy học

1. Khởi động

Lớp hát

2 Khởi động

- Khi gặp người lạ muốn dụ dỗ, xâm hại em, em cần sự trợ giúp của ai?

3 Bài mới

- Gv giới thiệu bài.

- Hs đọc tên bài.

Giáo án Lớp 5 VNEN từ tuần 7 - Tuần 13 - Lesson Plans for Fifth Grade

Division:  Decimal Division
a) Introduction (5 minutes)

+ Tell students that today they will be learning how to divide decimals by whole numbers.
+ Ask students to think of a time when they would need to divide a decimal by a whole number. Take several examples. If students are having trouble thinking of an example, remind them that money is represented as a decimal.
+ Give students an example. Example: You and your two friends ran a lemonade stand. You made \$84.35. How much money would each person get?
+  Write out this word problem as a division problem. Show students that the divisor, or the number to be divided by, would be three and the dividend, or the number to be divided, would be \$84.35.
+ Explicit Instruction/Teacher Modeling (15 minutes)
+ Go back to the problem written on the board (1.3/4).
+ Explain that the first step is to write a decimal point where the quotient, or the answer to a division problem, will be, directly above the decimal point in the dividend.
+ Tell students that the rest of the problem is just like a long division problem with whole numbers. Remind students to use the following acronym to remind them how to perform each step in long division: Dad, Mom, Brother, Sister (Divide, Multiply, Bring Down, Subtract).
+ Work out the problem for students to see. The answer is \$23.09.
+ Give two more examples for students to see and have students help you walk through each step.

b) Guided Practice/Interactive Modeling (15 minutes)

+  Explain that students will be doing a relay race to solve decimal division problems.
+   Students will be divided into groups of four. Each student will get a different task: divide, multiply, bring down, or subtract. You can assign students groups and tasks, or allow them to choose their own groups and tasks.
+    Explain that you will give the class a division decimal problem. The "divide" person will begin by writing the problem on the whiteboard or chart paper. The rest of the group will line up behind him in order of their tasks.
+    When you say "go," the person dividing will complete the first step of the problem. He will then hand the marker to the next person, who will complete her task. This will continue until the problem is solved. The entire group will sit down when the problem is complete to show the teacher they are finished.
+   Tell students that they are allowed to help their teammates, but they cannot leave the line or yell. Remind students that they don't want to talk too loudly, or another group may hear them!
+    Remind students that in order to win, they must not only finish first, but also have the correct answer.
+ Start the game. Possible problems: 77.21/3; 90.4/2; 5.15/5.

c) Independent Working Time (15 minutes)
+   Hand out lined paper to each student.
+   Give students the following additional problems to work on independently: 55.20/5; 9.081/9, 4.97/7.

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