GENEVA COLLEGE

BEAVER FALLS, PA
MATH LESSON PLAN

NAME: Emily Bramble DATE: November 9, 2020

SUBJECT: Mathematics GRADE LEVEL: 6th grade

I. TOPIC AND GENERAL GOAL

Fractions: Students will multiply and divide fractions.

II. REFERENCE TO PA OR COMMON CORE STANDARDS

CCSS.MATH.CONTENT.6.NS.B.4- Find the greatest common factor of two whole numbers
less than or equal to 100 and the least common multiple of two whole numbers less than or
equal to 12. Use the distributive property to express a sum of two whole numbers 1-100
with a common factor as a multiple of a sum of two whole numbers with no common
factor. For example, express 36 + 8 as 4 (9 + 2)..
Standard - CC.2.1.6.E.1- Apply and extend previous understandings of multiplication and
division to divide fractions by fractions.
Standard - CC.2.1.6.E.3- Develop and/or apply number theory concepts to find common
factors and multiples

III. LESSON OBJECTIVES - OBJECTIVES MUST BE WRITTEN USING OBSERVABLE VERBS

TSWBAT- multiply two fractions
TSWBAT- multiply a fraction by a whole number
TSWBAT- find the LCM of two whole numbers
TSWBAT- find the GCF of two whole numbers
TSWBAT- tell in their own words how to find the reciprocal of a fraction

IV. MATERIALS
Homework
Chromebooks/Math Game
Differentiated Homework

V. A. INTRODUCTION
 We are still on practicing multiplication of fractions. I feel that you all need more
practice in this. I also introduced to you yesterday on how to divide fractions.
Remember that it is very similar to multiplying fractions but you have to change the
second fraction. Who remembers what we have to do to change the second
fraction? Right, we have to flip it or reciprocate. Once we do that, we can multiply
the same as we have been practicing.

B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)

  The students will take out their math homework from the day before and I will
collect it for participation points.
 We will review a few multiplication problems on the board and I will engage
students frequently asking for help.
 I will ask students as we go through each problem the steps of what we need to do.
For example, I will ask “We cross reduced, now what is our next step.” This helps
students gain a sense of what each step is and the order of them.
 After we have practiced, I will have students take out their Chromebooks and log in
to Schoology.
 In Schoology, I will have a link posted where students can play a math review game. I
will give each student a piece of scrap paper, a calculator, and a multiplication chart.
 The students will multiply fractions in the game and it will check their answers. They
will gain points as they get the answers right.
 As homework, I will assign differentiated math problems. I will give students who are
on the verge of understanding the concept the slightly harder math problems, and I
will give the students who are struggling the easier math problems.
 When students are playing the game, I will assign the math homework to the lower
group and have them pause the game.
 I will go over one of their homework problems on the board while the rest of the
students continue to play the game. That way there is no down time.
 I will do the same with the higher group and allow the lower group to resume the
game.

C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS, PRODUCTS, OR LEARNING

ENVIRONMENT)
Content: The math homework will be different for students who need extra help and
students who are understanding more.
Products: The products that the students will get will be different due to different levels
of problems.
Learning environment: The students will be taught in a pull out learning support
classroom.

D. CLOSURE (SUMMARY)
As a conclusion to the lesson, I will announce that they will do the homework I have
assigned over the weekend. I will announce that it will be collected for points. When you
ae doing your homework problems, remember to look at your steps. I have written
them out for you so that the process will be easier for you. Start from number one and
make sure that you cover each step. Some steps you may not be able to do, but check
anyway. Remember to always simplify your answer.

VI. ASSESSMENT/EVALUATION
Students will be assessed when they turn in their homework.
VII. MODIFICATIONS AND/OR ACCOMMODATIONS
Darell:
- Allow use of calculator without penalty
Cody:
- Allow use of multiplication chart
- Allow use of graph paper
- Allow use of calculator without penalty
Logan:
- Allow use of calculator without penalty
- Allow preferential seating close to the teacher where instruction is taking place
Sadie:
- Allow the use of calculator without penalty
- Preferential seating close to the teacher where instruction is happening

Braeyln:
- Allow use of calculator without penalty
- Read aloud problems to student if needed
Kaydence:
- Preferential seating closer to the board if needed
- The use of a calculator if calculation is not being assessed
Ellie
- Allow use of multiplication chart
- Use prompting to take problems step by step

VIII. SELF-EVALUATION

Cooperating Teacher Approval _________________________________________________