Salem State University

Mr. deHaans Foundations of Career and Technical Math Unit on

Dividing with Fractions1

Name of Course:

Minuteman High School, Foundations of Career and Technical Math.

Grade Level:

Grade 9

Unit & Theme:

This unit is on operations with fractions. The theme of this unit is extending what
students know about operations with whole numbers to work with rational
numbers. Students will be working from a concept of these operations under real-
world models (e.g. treating multiplication as the creation of a certain number of
groups of a given size) towards the eventual goal of treating them as pure
structural operations. Throughout most of the unitand the rest of the school year
however, the emphasis will be on modelling these operations through pictorial
representation and/or physical or virtual manipulatives. In addition, students will
work on moving from a given word problem or set of models to representative
number sentences.

Class characteristics:

The class consists of a racially and linguistically diverse population of students who
have been identified by diagnostic testing to be below grade level and at high risk
of failing the tenth grade MCAS. Over 90% of the students have IEPs. The class is
split between three sections, each with approximately ten students. Each class
section has a co-teacher.

Brief Description of where this lesson will be taught (in the unit):

These lessons will follow several days of lessons on multiplication with fractions
and will serve as the introduction to division with fractions.

Instructional Standards, Objectives, and Questions:

Massachusetts Curriculum Frameworks:

1 Lesson Plan format based on Sheltered English Instructions Lesson Plan Temple, DRAFT
Version (Spring 2013), Adapted from the Salem State University Lesson Plan Template, the
Sheltered Instruction Observation Protocol, and the Massachusetts SEI Teacher Endorsement
Course Lesson Plan.

1
 Massachusetts Curriculum Frameworks for Mathematics (2011)

The Number System: Apply and extend previous understandings of

multiplication and division to divide fractions by fractions.

6NS1: 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? (p. 55)

Common Core State Standards: Literacy, Speaking and Listening

(2012)

Comprehension and Collaboration

CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of

collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 6 topics, texts, and issues, building on
others ideas and expressing their own clearly.
o CCSS.ELA-Literacy.SL.6.1b Follow rules for collegial
discussions, set specific goals and deadlines, and define
individual roles as needed.
o CCSS.ELA-Literacy.SL.6.1c Pose and respond to specific
questions with elaboration and detail by making comments that
contribute to the topic, text, or issue under discussion.
o CCSS.ELA-Literacy.SL.6.1d Review the key ideas expressed
and demonstrate understanding of multiple perspectives
through reflection and paraphrasing.

Essential Question(s):
What does it mean to divide a part by a part?

Content Objectives (for this lesson):

By the end of this lesson, students will be able to divide a whole
number by a fraction.

Language Objectives (for this lesson):

Students will describe in writing their strategy for dividing whole
numbers by fractions using key content vocabulary and sequence
terms (first, next, then, finally) and will be able to present their
strategies to the class, given a model.

2
Key Content Vocabulary:
Algorithm
Denominator
Fraction
Mathematical Sentence
Numerator
Quotient
Reciprocal
Whole Numbers

Supplementary Materials:

graph paper, rulers, anchor chart with key content vocabulary

Time Sequence of Teaching Procedures2:

Motivation/Beginning of the Lesson:

5 minutes
1. Each student will be given graph paper and a ruler
(optional). Students will do a think-pair-share activity.
They will be presented with the following word problem and
asked to explain their reasoning and methodology for
coming up with an answer, including use of diagrams, or
translation into mathematical sentences. Be sure to explain
clearly that the expectation is for students to explain their
reasoning, not just come up with a number. Students will
then discuss their strategies with a partner and will share
their findings with the class. The teacher will write each
groups strategy on the board.

Hector made 25 cookies to share with his friends. He

decided to split the cookies evenly between 7 friends. How
many cookies will each friend get?

10-15 Presentation:
minutes
2. The teacher will then introduce the content and language
objectives for the days lesson, stressing the relatedness of
the problem they just solved with the days objectives.
Next, the teacher will introduce a new, similarly framed
2 General structure and pacing of unit based on Lappan, Glenda, James T. Fey, William M.
Fitzgerald, Susan N. Friel, and Elizabeth D. Phillips. Connected Mathematics 2: Bits and
Pieces II Teacher's Guide. Upper Saddle River, NJ: Pearson Prentice Hall, 2006. Print.

3
 problem, this one involving dividing a whole number by a
fraction. The teacher will cold-call on a few members of the
class to paraphrase what they think the question is asking
them to do. Using the student responses, the teacher will
model a potential approach to solving the problem, using a
think-aloud approach and making a visual diagram of the
problem on the board.

Troy made 4 pans of brownies to share with his classmates.

He wants to give each classmate 2/9 of a pan of brownies.
How many classmates can he share with?

3. After reviewing the vocabulary from the vocabulary anchor

chart, the teacher will model for the class how they will
later explain their own algorithm for dividing whole
numbers by fractions, using sequence words and key
content vocabulary from the anchor chart. (e.g. The first
step in my algorithm for dividing whole numbers by
fractions is to draw one rectangle each for the whole
number in my mathematical sentence. Next, I divide each
rectangle evenly into the number of sections given by the
numerator. Then, I take my numerator and I make groups
with that number of sections each. Finally, I count the
number of groups I made and that number is my answer.)
It is important to emphasize that the algorithm they came
up with on the board is not the only possible algorithm, and
that students might find one that works better for them.

20-30 Practice/Application:
minutes
4. Break students into their designated groups of 3-4. (N.B. For
this particular class, grouping is based largely around social
development, but, ideally, groups would be homogenous by
ability, so that the teacher would be able to more easily
focus their attention on lower-ability groups, and the higher-
ability groups would be more likely to reach the extension
activity which would help to set up the following lessons.)
Have the students open up their Bits and Pieces II text book
to Investigation 4 and begin working together on Question
4.1 A, a word problem involving dividing a whole number of
pizzas into slices of a certain sizethat is, dividing a whole
number by a unit fraction. The teacher should walk around
the room, checking in with each group, encouraging them
to use both diagrams and mathematical sentences to
represent the problem. Students should discover that the
answer to this question can be found either by multiplying

4
 the whole number by the denominator of the fraction or by
finding common denominators of both numbers and
dividing the numerators. If groups are struggling with the
problems, the teacher should ask leading questions to
suggest possible strategies. The teacher should also be
encouraging students to verbally elaborate on their
reasoning about the problem. Before moving on to
Question B, groups should be introduced to both of the
above strategies.

5. After successfully working through Question A, groups will

move on to Question B, an extension of Question A with the
modification that the pizzas are now being divided by a
non-unit fraction. The teacher should be using the same
approach as before to encourage students to verbally
elaborate their reasoning within the group. Students should
be aware that the approach of simply multiplying by the
denominator needs some modification for problems of this
type. Again, multiple approaches to the problem should be
encouraged. Groups that have successfully worked through
Question B should move on to the extension exercise (time
permitting).

6. Students will then work individually to complete a short set

of five multiple-choice problems to test whether their
strategies work. (Problems can be given as a worksheet or
posted on the board and should be simple mathematical
1 1
sentences such as 13 and 8 .)
5 6

Review/Assessment:
5-10
minutes 7. Finally, students will work individually to describe in writing
their strategy for dividing whole numbers by fractions using
key content vocabulary and sequence terms (first, next,
then, finally), using the model provided at the beginning of
the lesson. The teacher will then cold call on various
students to share their strategies with the class.

8. Students will be both informally assessed on their

participation during group and partner work by ongoing
monitoring by the teacher during partner and group work
and be formally assessed in the following ways: the teacher
will collect and grade the multiple-choice problem set and

5
 will collect and assess the students written strategies to
check both for sound mathematical reasoning and for
proper use of content vocabulary and sequence terms.

Extension:
(Time
permittin Groups who have completed Questions A and B will move on to
g) discussing the following problem, which builds algebraic
2 1
reasoning skills. You have just found that 9 =13 . What is
3 2
1
9 13 ? You should find that the two problems appear related.
2
Come up with three additional pairs of mathematical sentences
which show this relationship and use diagrams to help explain
why this relationship exists.

How will you know if students got it? Today? Later?

Students will be both informally assessed on their participation during group and
partner work by ongoing monitoring by the teacher during partner and group work
and be formally assessed in the following ways: the teacher will collect and grade
the multiple-choice problem set and will collect and assess the students written
strategies to check both for sound mathematical reasoning and for proper use of
content vocabulary and sequence terms. Student attainment of the objective will
also be seen in how quickly they are able to work through questions in the later
lessons of the unit.

What will you ask students to do for homework?

Students will be assigned problems similar to those given in class, coming from
their course book for this unit, Bits and Pieces II.

What will you do in the next class?

During the next lesson, students will work on dividing fractions by whole numbers.
They will be able to divide a fraction by a whole number.

SIOP Features Checklist

(Check all that are highly evident in this lesson)

6
Preparation Scaffolding Grouping options
Adaptation of content Modeling Whole class
Links to background Guided practice Small groups
Links to past learning Independent practice Partners
Strategies incorporated Comprehensible input Independent

Integration of Application Assessment

Processes Hands-on Individual
Reading Meaningful Group
Writing Linked to objectives Written
Speaking Promotes engagement Oral
Listening

Instructional Standards, Objectives, and Questions:

Massachusetts Curriculum Frameworks:

Massachusetts Curriculum Frameworks for Mathematics (2011)

The Number System: Apply and extend previous understandings of

multiplication and division to divide fractions by fractions.

6.NS.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? (p. 55)

Massachusetts Curriculum Framework for ELA & Literacy (2012)

Writing

7
 ELA.W.6.3: Write narratives to develop real or imagined
experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
(a) Engage and orient the reader by establishing a context
and introducing a narrator and/or characters; organize an
event sequence that unfolds naturally and logically.
(b) Use narrative techniques, such as dialogue, pacing, and
description, to develop experiences, events, and/or
characters.
(c) Use a variety of transition words, phrases, and clauses to
convey sequence and signal shifts from one time frame or
setting to another.
(d) Use precise words and phrases, relevant descriptive
details, and sensory language to convey experiences and
events.
(e) Provide a conclusion that follows from the narrated
experiences or events.

Essential Question(s):
What does it mean to divide a part by a part?

Content Objectives (for this lesson):

By the end of this lesson, students will be able to divide a fraction by a
whole number.

Language Objectives (for this lesson):

Students will write a brief narrative, following a model, involving at
least three instances where somebody must divide a fraction by a
whole number.

Key Content Vocabulary:

Algorithm
Denominator
Fraction
Mathematical Sentence
Numerator
Quotient
Reciprocal
Whole Numbers

Supplementary Materials:

graph paper, rulers, anchor chart with key content vocabulary, fraction pie
manipulatives

8
 Time Sequence of Teaching Procedures3:

Motivation/Beginning of the Lesson:

10
minutes 1. Students will be given a copy of the following narrative,
detailing a situation where division of a whole number by a
fraction is necessary. This will act as the model for a
narrative they will write by the end of the lesson involving
division of fractions by whole numbers. Students will be
asked to fill in the blanks in the narrative with the fractions
they have calculated using the information given.

Narrative:

5-10 Presentation:
minutes
2. The teacher will then introduce the content and language
objectives for the day, reminding students that the
narrative they just worked with will act as a model for their
own. The teacher will then introduce a new word problem,
similar to one discussed in the previous lesson, but with the
fraction being divided by a whole number and will model
solving it with a visual diagram on the white board, using a
think-aloud approach to model the reasoning. (N.B.
Students should be able to intuitively grasp this concept
more quickly than the last lesson.)

Troy has half of a pizza left. He wants to divide it equally

among four friends. How much of the pizza will each friend
get?

20-30 Practice/Application:
minutes
3. Break students into their designated groups of 3-4.
Distribute worksheet and fraction pie manipulatives.
Demonstrate for the students how they can use the fraction
pies to solve problems of division of fractions by whole
numbers. Have students solve the first set of problems
using the manipulatives. As the teacher is walking around
to each group, the group will be given instructions to
attempt to solve the next set of problems without use of the
manipulatives. Remind the students of strategies they
used to solve problems from the previous lesson

3 General structure and pacing of unit based on Lappan, Glenda, James T. Fey, William M.
Fitzgerald, Susan N. Friel, and Elizabeth D. Phillips. Connected Mathematics 2: Bits and
Pieces II Teacher's Guide. Upper Saddle River, NJ: Pearson Prentice Hall, 2006. Print.

9
 4. As groups finish the worksheet, have them write their
narratives. Remind them to leave steps blank, like in the
model.

Review/Assessment:
5-10
minutes 5. Finally, have students exchange their narratives with those
of a partner. Students will read their partners narratives
and solve for the missing fractions.

6. Students will be both informally assessed on their

participation during group and partner work by ongoing
monitoring by the teacher during partner and group work
and be formally assessed in the following ways: the teacher
will collect the students narratives, checking them for
narrative structure and for accurate mathematical
computation of division of fractions by whole numbers.
Student attainment of the objective will also be seen in how
quickly they are able to work through questions in the later
lessons of the unit.

Extension:
(Time
permittin Individuals who have completed writing their narratives before it is time
g) to switch them with a partner will be given the following problem, which
builds algebraic reasoning skills. James has 2/3 of an apple pie in his
refrigerator. He cuts the pie up into pieces that are 1/12 of the pie
each to give to his friends. How many friends can he give a piece of
pie to? You may use the fraction pies to help you solve this problem.

How will you know if students got it? Today? Later?

Students will be both informally assessed on their participation during group and
partner work by ongoing monitoring by the teacher during partner and group work
and be formally assessed in the following ways: the teacher will collect the
students narratives, checking them for narrative structure and for accurate
mathematical computation of division of fractions by whole numbers. Student
attainment of the objective will also be seen in how quickly they are able to work
through questions in the later lessons of the unit.

What will you ask students to do for homework?

Students will be assigned problems similar to those given in class, coming from
their course book for this unit, Bits and Pieces II.

10
What will you do in the next class?

During the next lesson, students will work on dividing a fraction by a fraction. They
will be able to divide a fraction by a fraction.

SIOP Features Checklist

(Check all that are highly evident in this lesson)

Preparation Scaffolding Grouping options

Adaptation of content Modeling Whole class
Links to background Guided practice Small groups
Links to past learning Independent practice Partners
Strategies incorporated Comprehensible input Independent

Integration of Application Assessment

Processes Hands-on Individual
Reading Meaningful Group
Writing Linked to objectives Written
Speaking Promotes engagement Oral
Listening

11
Instructional Standards, Objectives, and Questions:

Massachusetts Curriculum Frameworks:

Massachusetts Curriculum Frameworks for Mathematics (2011)

The Number System: Apply and extend previous understandings of

multiplication and division to divide fractions by fractions.

6NS1: 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? (p. 55)

Massachusetts Curriculum Framework for ELA & Literacy (2012)

Reading

ELA.RST.6.7: Integrate information presented in different media or formats

(e.g., visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.

Essential Question(s):
What does it mean to divide a part by a part?

Content Objectives (for this lesson):

By the end of this lesson, students will be able to divide a fraction by a
fraction.

Language Objectives (for this lesson):

Students will compare and contrast the given standard algorithm for
dividing fractions with their previously created algorithm for dividing
whole numbers by fractions.

Key Content Vocabulary:

Algorithm
Denominator
Fraction
Mathematical Sentence
Numerator
Quotient
Reciprocal

12
 Whole Numbers

Supplementary Materials:

graph paper, rulers, anchor chart with key content vocabulary

Time Sequence of Teaching Procedures4:

Motivation/Beginning of the Lesson:

5 minutes
1. Do-now worksheet

10-15 Presentation:
minutes
2. The teacher will introduce the days objectives. Problems of
dividing fractions by fractions will be presented with an
emphasis placed on how strategies from previous lessons
may apply.

20minute Practice/Application:
s
3. Work through problem 4.3 in course book. Working in
groups, students should begin to find an algorithm.
Students should be introduced to both primary methods of
solving these problems: invert and multiply and finding a
common denominator and dividing the numerators.

4. Provide students with a written version of the standard

algorithm.

Review/Assessment:
15-20
minutes 5. Students will work individually and produce a written
comparison between their previous algorithm and the
standard alogorithm.

Extension:
(Time
permittin

4 General structure and pacing of unit based on Lappan, Glenda, James T. Fey, William M.
Fitzgerald, Susan N. Friel, and Elizabeth D. Phillips. Connected Mathematics 2: Bits and
Pieces II Teacher's Guide. Upper Saddle River, NJ: Pearson Prentice Hall, 2006. Print.

13
 g)

How will you know if students got it? Today? Later?

Students will be both informally assessed on their participation during group and
partner work by ongoing monitoring by the teacher during partner and group work
and be formally assessed in the following ways: the teacher will collect and grade
the multiple-choice problem set and will collect and assess the students written
compare and contrast to check for coherent understanding of the topic.

What will you ask students to do for homework?

Students will be assigned problems similar to those given in class, coming from
their course book for this unit, Bits and Pieces II.

What will you do in the next class?

During the next lesson, students will continue to work on dividing fractions by
fractions, with the addition of mixed number problems.

SIOP Features Checklist

(Check all that are highly evident in this lesson)

Preparation Scaffolding Grouping options

Adaptation of content Modeling Whole class
Links to background Guided practice Small groups
Links to past learning Independent practice Partners
Strategies incorporated Comprehensible input Independent

Integration of Application Assessment

Processes Hands-on Individual
Reading Meaningful Group
Writing Linked to objectives Written
Speaking Promotes engagement Oral
Listening

14
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