LP 2
LP 2
LP 2
Subject:
Grade Level:
Title of
Lesson:
Amount of
time:
Goals:
Standards:
MAFS.6.NS.1.1
Interpret and compute quotients of fractions, and solve word problems
involving division of fractions by fractions, e.g., by using visual fraction
models and equations to represent the problem. For example, create a
story context for (2/3) (3/4) and use a visual fraction model to show the
quotient; use the relationship between multiplication and division to
explain that (2/3) (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b)
(c/d) = ad/bc.) How much chocolate will each person get if 3 people
share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3
of a cup of yogurt? How wide is a rectangular strip of land with length
3/4 mi and area 1/2 square mi?
LACC.68.RST.1.3
Follow precisely a multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks.
Objectives:
Materials
(including
technology):
Questions:
What are the steps you will need to use in order to divide a mixed
number by a fraction, a whole number, or another mixed number?
Why do we use the greatest common factor to simplify fractions?
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Prior
Knowledge:
Reading
Quotient: The answer to a division problem.
Strategies
Greatest Common Factor: The largest factor two or more number share.
(Vocabulary):
Reading Word Problems
1. Read the word problem several times.
2. Highlight the important information.
3. Identify what you are to solve.
4. Identify what operation you will need to solve.
5. Check your answer.
Anticipatory
Set:
Day #1 Warm-Up 1
Have the students come into the classroom. Ask them to write their
homework in their planner. Instruct the students to start the warm-up
after writing their homework down in the planner. While the students
begin the word prompt, have the managers go around the room to check
students in for their supplies and planners.
1. 30 + 16
2. 7 x 8
3. 30/6
4. What is the place value of 6 in the number 6,029
5. Write 0.31 as a fraction.
6. What number comes next in the sequence: 1,475, 1,575, 1675...
7. 59 +___= 66
8. ___- 14 = 36
9. What is the volume of the prism (picture in flipchart).
10. Name the shape that is located at (F, 4).
11. Skip
12. Skip
Ask the students to get out their supplies they need for class.
Day #2 Warm-Up 2
Have the students come into the classroom. Ask them to write their
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Class
Procedures
(Including
guided
practice,
independent
practice, and
closure
activity) :
Day 1
1. Ask the students to open their math folders to the last section of notes.
Have the students write "Dividing Mixed Numbers" as the title for this
section of notes.
2. Start the lesson of with a challenge question of find the reciprocal
of . Have the students input their answer into the ActivExpression
device. Tell the students they will have one minute and thirty seconds to
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. Remind them to
. Tell the students going to the board to solve all four questions
first before putting their answer on the board. Tell the students who are
not going to the board to try all four problems. Once all four students
have written their answer on the board, review their work and have the
student correct their answer if they made a mistake. Make sure that all
the students have the correct solution written down in their notes.
10. Have the students back their things up and get ready to move on to
the next period.
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Day 2
1. Ask the students to open up their notes to where they left of yesterday.
Tell the students that today they will not divided mixed numbers by
mixed numbers.
2. Model how to solve the problems
and
. Tell the
students to write the solution to each problem as you work each problem
out.
3. Have the students help you solve the problem
Tell the
students to the solution to the problem as you work through the problem
together.
4. Have the students solve the problem
on their own. Tell the
students to stand up once they are finished. Once a majority of the class
is standing, collect the answers of the students standing. Show the
students the correct answer.
5. Tell the students that they will use the following values to solve the
algebra problems.
a=
,b=
, and c =
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Adaptations
for ELL
Level 3
During Lesson (Instruction):
- Allow student more time to respond to questions during direct
instruction and guided practice.
- Adjust rate of speech during instruction to enhance the students
comprehension of the lesson.
During Homework and/or Class work:
- Provide students with clear directions during the lesson. Simplify and
chunk the directions as needed.
- Model additional examples of word problems for the student.
During Assessment:
- Require the students to show their work after finding the quotient to the
first problem.
- Allow the student to work with a friend in the class.
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Adaptations
for ESE
Assessment:
Formative Assessment
Formal: The teacher will grade the homework based on how many
questions the students solved correctly. Each question will be worth two
points and partial credit can be earned. The students will have the option
to go back and correct the problems they missed. Students can earn credit
up to 50% on the problems they missed. This 20 point assignment will
count towards their homework grade.
Informal: The teacher will monitor the result of the ActivExpressions
during the warm-up to ensure students answering the questions correctly.
The teacher will provide immediate feedback after each question. While
students work in groups to complete the word problem telephone
activity, the teacher will circulate the room to see if the students are
working together and if they are all on task.
Summative Assessment:
The students will take a fifteen-question quiz that covers how to divide
fractions. Students can earn partial credit if they show their work.
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2)
3) 4
4) 4
6) 1
7) 2
11) 7
5)
9)
10)
14
8)
12) 14
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17)
19)
18)
20)