450 views

Uploaded by fordt96

- Common Core Grade 5 Math Printable Worksheets
- Math for 5th grade
- Ben Lippen Middle School 2014-2015 Course Offerings
- 3 Mink Weaver Math Charts
- Class 5 - Fraction Revision Test
- 329 lesson plan
- Quantitative
- fraction ops
- Syllabus for College Algebra
- FEB 2018 Newsletter
- Mathematics _ Sigrid Education Blog _ Page 2
- Civil Service Reviewer 2
- 9ExT2 (2)
- Sail Placement Paper
- Mathematics Notes - Old Bristol
- task analysis
- lp5
- Grade 5 Common Core Math Assessment (Multi-Part)
- inteviews evaluation
- Analisis Item

You are on page 1of 5

Grade Level: 6th

Lesson Topic: Multiplying and Dividing Fractions Time

Required: 1 Week

Sunshine State Standards, Benchmarks, & Access Points

BIG IDEA 1 - Develop an understanding of and fluency with multiplication and

division of fractions and decimals.

MA.6.A.1.1 Explain and justify procedures for multiplying and dividing fractions and

decimals.

Depth of Knowledge: Moderate Date Adopted or Revised: 09/07

MA.6.A.1.In.a: Express and represent fractions, including halves, fourths, thirds, and

eighths, using number names and numerals.

Remarks:

Represent fractions as parts of sets and parts of a whole.

MA.6.A.1.Su.a: Express, represent, and use fractions, including halves, fourths, and

thirds, as parts of a whole and as parts of a set, using number names.

1. Fractions cannot be added or subtracted unless they have a common

denominator.

2. The least common denominator or LCD is found by finding the least common

factor of the two denominators.

3. All answers must be simplified.

1. Students must be able to locate and understand numerators and denominators of

fractions.

2. Students must know how to simplify fractions.

3. Students must know how to add and subtract fractions by way of finding the least

common denominator (LCD).

Prior knowledge will be assessed by have a class review with oral questions.

Students we be asked to explain and perform procedures concerning the addition

and subtraction of fractions on the board within class view for review/learning

purposes.

1

In this lesson, students will learn that….

fraction simplification in order to understand multiplication and division with

fractions.

2. Students must use their whole number multiplication skills in order to properly

problem solve.

3. Students must use their understanding of whole number division in order to

understand fraction division.

2. Students will learn how to find the reciprocal for the division of fractions.

3. Students will learn how to divide fractions.

Interdisciplinary connections:

In India fractions were written very much like we do now, with one number the

numerator being above the denominator, but without a line or slant. It was the

Arabs who added the line (sometimes drawn horizontally, sometimes on a slant)

which we now use to separate the numerator and denominator.

1. Students usually try to set the denominators equal to one another like in

addition and subtraction of fractions, finding the least common denominator

or LCD.

2. Students usually have trouble understanding how division with fractions turns

into multiplication with fractions.

Your plan to address these:

1. I will make sure that the students understand the numerator and

denominator never change with the exception of reciprocals BEFORE we start

the section.

2. I will make sure students understand the purpose of the reciprocal and why a

fraction division problem becomes a fraction multiplication problem BEFORE

the question occurs.

Learning Objectives:

Knowledge - Students will be able to identify the reciprocal of a fraction with 80%

accuracy given examples on a worksheet.

Comprehension - Students will know how to explain procedures for multiplying and

dividing fractions with 80% accuracy given a one question quiz.

2

80% accuracy given examples on a class PowerPoint.

Analysis - Students will be able to compare and contrast multiplication and division

problems involving fractions with 80% accuracy given an in class worksheet.

Synthesis - Students will be able to explain the use of reciprocals with 80% accuracy

given class notes.

fraction once multiplication or division of fractions has been performed with 80%

accuracy given an in class worksheet.

Learner Analysis:

1. Age Range & Gender – Ages 11 to 13; 40% male, 60% female

2. Race – 40% Caucasian, 20% African American, 20% Middle Eastern, 10%

Hispanic, 10% Asian

3. Socio-economic background – 35% upper middle class, 40% lower middle

class, 25% at federal poverty level

4. Learning Style Preferences – kinesthetic, visual, auditory

5. Disabilities & Exceptionalities - none

6. Motivation - In class review games with extra credit

7. Cognitive Skills (concrete, abstract, etc.) - Moderate

Assessment Plan

Formative:

2. Student will do practice problems throughout the lesson.

3. Students will be asked to explain how a problem is solved.

Summative:

2. Students will have class work that will be graded.

3. Students will have quizzes and exams.

Instructional Strategies:

How will you introduce the lesson? I will start out by reviewing the previous lesson

with sample problems. Then I will use the PowerPoint to introduce the new lesson.

How will you teach concepts during the lesson? Concepts will be taught with hands-

3

on learning and cooperative learning involving a WebQuest. Another concept will be

the Direct Instruction which consists of step-by-step instruction. I also plan on using

Drill and Practice methods so students can learn at their own pace. Finally, I plan on

using Independent Study this will give the student self-reliance.

How will you conclude the lesson? Students will be given class work to complete in

class independently or in groups. Students will also be assigned homework in

connection to the lesson. Students will also be asked to subscribe to a blog for at

home support.

with clear guidelines on school policies and procedures in working with technology

in the classroom and out of the classroom, meaning the blog. Adding deadlines is

important also because it allows for student accountability, this applies to the

WebQuest and the time allotted per student. Every school has an Acceptable User

Policy signed by both students and their parents on what constitutes proper

behavior when using technology. In addition I will establish norms for student

behavior when using equipment to complete an assignment and how they will be

handled.

Learning Activities:

During the introduction of the lesson, students will: Students will be taking notes

and involved in discussion.

During the lesson, students will: Students will do practice problems along with the

teacher. Students will also be doing a WebQuest to further their interpersonal skills

and mastery of multiplying and dividing fractions.

At the conclusion of the lesson, students will: Students will be assigned class work.

Students may also be given a quiz.

Supplies:

-Pencils

-College-ruled notebook paper

-Calculator

-WebQuest

-Computers

-Graphic Organizers

-Worksheets

4

URL’s you will use:

WebQuest: http://algebrafun.weebly.com/

Self-Evaluation:

Designing Learning Environments and Experiences; Teaching, Learning, and the

Curriculum; Assessment and Evaluation; Productivity and Professional Practice;

Social, Ethnical, Legal, and Human Issues were all addressed in the lesson plan

some better than others. I feel I did well on sections I-IV. I feel that I may have

lacked on sections V-VI of the Teacher NETS. I believe I need more technology

sources.

Collaboration; Research and Information Fluency; Critical Thinking, Problem Solving,

and Decision Making; Digital Citizenship were all addressed in the lesson plan. I feel

I did well on sections I-V. I feel that I lacked on section VI because did not instruct

the student on how to access and use some of the technology.

Strengths: My main strength for Teacher NETS I believe was Assessment and

Evaluation. I felt that I listed a variety of assessment techniques.

Weaknesses: My main weakness for the Student NETS is Technology Operations and

Concepts. I feel the student will also need to be taught how to use these

applications, meaning the blog and WebQuest.

technology and more ongoing technology based learning for the students.

- Common Core Grade 5 Math Printable WorksheetsUploaded byJessica
- Math for 5th gradeUploaded byNava Grahaz
- Ben Lippen Middle School 2014-2015 Course OfferingsUploaded byBenLippenSchool
- 3 Mink Weaver Math ChartsUploaded byapi-3741902
- Class 5 - Fraction Revision TestUploaded bynani2001sa
- 329 lesson planUploaded byapi-350614832
- QuantitativeUploaded byUMG123
- fraction opsUploaded byalane.tentoni
- Syllabus for College AlgebraUploaded byJc Perez
- FEB 2018 NewsletterUploaded byjsouther123
- Mathematics _ Sigrid Education Blog _ Page 2Uploaded byVishal Gupta
- Civil Service Reviewer 2Uploaded byKrista Posadas Filarmeo
- Mathematics Notes - Old BristolUploaded byYannis
- 9ExT2 (2)Uploaded byJainam11
- task analysisUploaded byapi-247643335
- Grade 5 Common Core Math Assessment (Multi-Part)Uploaded bybob
- Sail Placement PaperUploaded byAlok Kumar Singh
- lp5Uploaded byapi-171495303
- inteviews evaluationUploaded byapi-319425893
- Analisis ItemUploaded byTn Khairul
- I 2403Uploaded byguru serasa
- A Method for Solving DeterminantsUploaded byivanar
- 1ac5f189fa12cd155204a17fc58aae7bUploaded byapi-401373413
- numsense3-5Uploaded byroh009
- ac maths yr5 overviewauscrc term4Uploaded byapi-242936990
- Section Mathematics(best question paper for class 8 & 7 CBSE ICSEUploaded byAshutosh Ranjan
- 2015-2016 y3 wwapt curriculum overviewUploaded byapi-298578757
- Edexcel C4 NotesUploaded bysg note
- Demo Detailed Lesson PlanUploaded byEdal Santos
- arsenaultcurriculumtimelineUploaded byapi-280292957

- Escape from Tenopia 1 Tenopia Island.pdfUploaded byJUDGE
- lesson 4-thinking addition to 18 to subtractUploaded byapi-273444334
- uogmltechrep104.pdfUploaded byketlyne
- Broker Genius vs NRZ Entertainment/Nathan Zalta etc.Uploaded byAnonymous 9YsE38IjJ
- Mukta Bodha html filesUploaded bysivanayak
- Fourier Family CheatSheet v2.0Uploaded byNikesh Bajaj
- Group1-AC1B LitosphereUploaded byGlen Mangali
- ZIOIEXCELUploaded bySunil Godena
- MMPI-2_ExtendedScore.pdfUploaded byMikeren
- Alternative to READ_TEXT Function Module (No mo...pdfUploaded byrobnunes
- NEJM Word TemplateUploaded byFredy Gunawan
- Enabling Business Intelligence for EveryoneUploaded bykbmconsulting
- How Wellbore Dynamics Affect Pressure Transient AnalysisUploaded byVictor Javier Pernia
- Wolfe, Cary - ZoontologiesUploaded byAlejandro Cabrera Hernández
- 23.High Heart Beat Alert to Doctors Using POM & GSM Modem via Short Message With VoiceUploaded byMounika Chowdary
- PSM Proposal TemplateUploaded byFaizal Azrin
- Friedman on the Quantity Theory and Keynesian EconomicsUploaded bygarciacamilo
- ipi66915.pdfUploaded byabimana
- Waller Et Al 1990 Genetic and Environmental Influences on Religious Interests, Attitudes, And Values - A Study of Twins Reared Apart and TogetherUploaded byhoorie
- Star Classification - Zoom AstronomyUploaded bynrmahesh
- Lesson 3 - Solubility CurvesUploaded byDannBjorn
- A New Hope for Human KindUploaded byJummum Thanaluangalam
- Registered Teacher Criteria CopyUploaded byStephen Snell
- Solved Question Papers and Hots of Class-XII IPUploaded byShraddha Maheshwari
- Erlang StdlibUploaded bySkyezine Via Kit Fox
- Ion Composition in HiPIMSUploaded byRamani Chandran
- SIX SIGMAUploaded byGeetanjali Johar
- Case StudyUploaded byphils_skorea
- J Fontana Et Al (Adv. Optical Mater 2013 1 100 ) Au NpUploaded byTan KIm HAn
- Mixed Methodology for DissertationUploaded byTutors India