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5314

Microteach IV

Lesson Title/Topic: Multiplying/Dividing Fractions

Concept: Multiplying/Dividing positive rational numbers.

Standards/Rationale: 6.3E. We will multiply and divide positive fractions.

Learning Target: Assessment:

The student will multiply and divide Students will create a new chocolate chip cookie

positive fractions with 85% accuracy on a recipe for a recipe that needs to be cut in half and

chocolate chip cookie recipe. one that needs to be tripled.

Materials:

Brain gameboard

Penny

Paper

Pen/pencil

Dice

Fraction flashcards (two sets)

multiplication/division sign cards (two sets)

Construction paper

Markers

Chocolate chip cookie recipe

Put four fraction bellringer problems on the board for math journals.

students to work.

x= Interact with teacher on

solving the problems on the

/ =

board.

Work the problems on the board and ensure that everyone Make corrections if

remembers how to multiply and divide fractions. necessary in their journal.

Teacher Input:

Remind students that numerators are numbers on the Repeat the fraction

top and denominators are numbers on the bottom. multiplication chant.

Say, Remember to multiply fractions, you simply

Repeat the fraction division

multiply side to side. chant.

Say, To divide fractions, you must first flip the other

side, then you multiple.

Demonstrate fraction multiplication/demonstration Create two fractions on large

using large fraction cards made by students. construction paper.

multiplication/division

problems created by the

class.

Guided Practice:

Put students into groups of four. Work in assigned groups of

Explain the first game (a warm-up game). four but have a partner (two

groups of two).

Warm-up Game (approx. 5 min): In groups of four,

but using partners, a student will turn over a fraction, a Warm-up Game: Turn over

sign, and another fraction. The pair of students who a fraction card, a sign card,

work the problem the fastest gets a point. Each pair and a fraction card and see

takes a turn. Repeat for five minutes. who can work the problem

Instruct students to keep a record of their points. the fastest. The pair who

Explain the second game (Marthas Imagination) come up with the correct

answer the fastest gets a

Marthas Imagination Game (approx 10 min): point.

Instruct students to work in the groups of four but as Keep a record of their points.

individuals for this game. One student will flip a penny

on the brain gameboard and then pick another person to Marthas Imagination

tell a story matching the area that it lands on. The Game:

student who flipped the penny will then rate the story

between 1-100. Each member of the group will then A student will flip a penny

multiply the rating by the fraction on the gameboard. and call on another person in

Whoever comes up with the answer the fastest will the group to say a story

matching whatever category

receive however many points figured. Ex: if a student

the penny landed on in the

rates the story as a 20 and if the penny landed on funny gameboard. The person who

stuff - they would multiply 20 x to get a score of 8. flipped the penny will then

The student who did that the quickest would get the 8 rate the story between 1-

points. 100. All students in the

Explain the third game (Dividing the dice) group will then multiply the

Dividing the Dice Game (approx. 10 minutes): Instruct rating given by the fraction

students in pairs again. Round one: The first pair of on the gameboard. Whoever

comes up with the correct

students will roll the dice twice. Each student should

answer the fastest will

roll a die both times. Each die will represent either the receive that number of

numerator or the denominator of a fraction. In round points.

one, the larger value will be the denominator and the

lower value will be the numerator. Students will write Dividing the Dice Game

the first fraction and the second fraction down on the

form and then write the equation and solution. The pair Round one: Students will

that comes up with the correct solution first gets a work in pairs competing

point. Do round one three times. Round two: Roll two against the other pair in their

dice and one large die. The large dice number will be group. One group will roll the

the whole number and the two regular dice will create dice once and all students

the fraction (use the larger value as the denominator will write down the fraction.

and the smaller value as the numerator). Roll the two The same group will roll the

dice again and all students

smaller dice again to create the second fraction.

will write down the fraction.

Students will write the first fraction (with a whole Students, working in pairs,

number) and the second fraction on the form and then will then write the equation

write the equation and solve. The pair that comes up and solve. The first pair with

with the correct solution first gets a point. Do round the correct answer gets a

two three times. Round three: Roll two dice first. point. Do round one, three

The larger number will be the denominator and the times.

smaller number will be the numerator. Roll the dice

again and this time roll the large dice as well. The large

dice will represent the whole number for the second Round two: Students will

fraction and the two smaller dice will represent the roll two dice and one large

fraction (larger value as the denominator and the die. The large die will be the

whole number for the first

smaller value as the numerator). Write the fractions

fraction and the two smaller

down on the form and then write the equation and dice will create the fraction

solve. The pair that comes up with the correct solution (larger value as denominator

first gets a point. Do round two three times. and smaller value as the

numerator). Same set of

students will roll the dice

again, but this time will not

use the large dice. Each

student is to write down the

fraction (larger value as the

denominator and the smaller

value as the numerator).

Students, working in pairs,

will then write the equation

and solve. The first pair with

the correct answer gets a

point. Do round two, three

times.

roll two dice first and write

down the fraction on the form

(larger number will be the

denominator and the smaller

number will be the

numerator). Students will roll

the dice again but this time

they will roll the large dice as

well. The large dice value

will represent the whole

number for the second

fraction and the two smaller

dice will represent the

fraction (larger value as the

denominator and the smaller

value as the numerator).

Students, working in pairs,

will then write the equation

and solve. The first pair with

the correct answer gets a

point. Do round three, three

times.

Instruct the students to cut the chocolate chip cookie recipe in recipe in half.

half and then triple it. Bring recipes with new measurements to Triple chocolate chip cookie

class tomorrow. recipe.

Bring recipes with new

measurements to class

https://www.verybestbaking.com/recipes/18476/original- tomorrow.

nestle-toll-house-chocolate-chip-cookies/

Closure:

Repeat the fraction multiplication chant. Repeat the multiplication

Repeat the fraction division chant. chant with the teacher.

Determine which group was the overall winner of the games. Repeat the fraction division

chant with the teacher.

Options:

Enrichment: Students will Reteach: I will reteach fraction multiplication and division

create a fraction using dominoes and/or use online, interactive math games

multiplication/division bingo (https://jeopardylabs.com/play/multiplying-and-dividing-

game to be played by the class. rational-numbers3).

Modifications/Correctives:

Follow IEP

References:

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