Lesson Plan # 7

Name: Olivia Yancey

Date: 11/29/16
Lesson Title: Dividing fractions and Estimated Time: 51 min.
mixed numbers.
Grade/Subject: 6th Grade Math
Central Focus: To perform fraction operations involving proper, improper and
mixed numbers within expressions, real world scenarios, and equation solving.
Content Standards:
[6-NS1] Interpret and compute quotients of fractions, and solve word problems
involving division of fractions, e.g., by using visual fraction models and equations
to represent the problem.
Learning Objectives: I can divide fractions and mixed numbers.
Academic Language:
Vocabulary & Symbols: Reciprocal: One of two number whose product is 1 (The
flip of a number).
Language Function: EVALUATE
Language Demand: Students will evaluate the quotient of fractions and mixed
numbers.
Discourse: We will discuss what a reciprocal is and what it looks like. We will
discuss why we need to know the reciprocal and how we can make sense of the
fact that dividing by a number is the same thing as multiplying by its reciprocal.
Then as we discuss the procedure to diving fractions and mixed numbers, we will
call the step where we multiply by the reciprocal Keep Change Flip. We will also
discuss when to cancel and when not to cancel.
Monitoring Student Learning: Formative, Summative, and SelfAssessments prior to, during, and after learning:
Students will exhibit an understanding of the learning target by accurately
evaluating the quotient of two mixed numbers, then putting their final
answer into simplest form. They will also be able to describe why we are
able to Keep Change Flip
Evidence will be collected informally through observation during class and
through the questions they ask when going over the homework, and
formally through the use of the clickers and its data collection software on
the quick assess the next day.
Tracking of achievement levels for the whole class, small groups, and
individuals will be done through the use of the clicker data collection
software.
Description of assessments:
Informal Formative: Individual practice questions.
Formal Formative: Homework 5.6 Worksheet; quick assess the following day.
What is being assessed:
Students ability to evaluate division problems involving fractions and then
reducing their answer into simplest form.
Assessment accommodations:
Students who have a debilitating deficiency in their multiplication skills will be
able to use a multiplication chart.
Students with IEPs or who are on tier 3 intervention may be assigned a shorter
assignment.

Feedback:
Type of feedback that will be given to students:
Prompt them with how to start by asking What is the first step when we
multiply and divide with fractions.
If a student changes to improper and KCFs in the same step, warn them that
I want to see those in two separate steps because doing too much in the
same step can lead to sloppy mistakes.
For students who try to cancel before they change it to a multiplication
problem, remind them that we cancel with diagonal number in a
MULTIPLICATION problem and once we KCF, will those numbers that they just
canceled be diagonal of each other?
Remind them to fully simplify all answers.
Instructional Supports:
L.T. 5.6 Procedure Notes
L.T. 5.6 HW Worksheet
L.T. 5.6 Quick Assess
Connection to Prior Academic Learning and Related Skills:
The students have kind of been exposed to the idea that dividing by a number and
multiplying by its reciprocal are equivalent during Ch.2 when they wrote division
expressions in word problems.
The third step in the procedure of dividing fractions it to cancel and multiply,
which was covered by the previous learning target.
Common Errors:
Changing to multiplication but not flipping the second fraction.
Flipping the first or both fractions.
Flipping the fractions before changing to improper fractions.
Flipping the answer.
Canceling before the KCF step.
Mixing up the order in the word problems.
Not simplifying their final answer.
Connections to Cultural/Personal/Community Assets:
When first discussing the idea that dividing by a number and multiplying by its
reciprocal are equivalent, ask the students, What is a fourth of 100? When one
of the students answers really quickly, have them describe how they knew the
answer. (It will most likely have to with dividing 100 by 4) then write out 100 4
on the board. Then have another student translate the phrase 1/4 of 100 into an
expression like they did in Ch. 2. And write x 100 underneath the division
problem. And point out how and 4 are reciprocals. So we have proven that
dividing by a number is the same thing as multiplying by its reciprocal.
Instructional Strategies & Learning Tasks that Support Diverse Student
Needs
Procedure:
Time
Teacher Action
Student Action
20
Have the students come in grab
Students will come in, grab their
min.
their clicker and get out their
clicker, and get out their homework,
homework, red pen, and learning
red pen, pencil, and learning targets.
targets.

Then put solutions to the L.T. 5.5

homework under the doc camera
and have the students check
themselves, rework any incorrect
problems, and take any questions.
Remind the students that there is
about to be a quick assess over this
material, so they need to ask any
last minute questions.
Quickly review how to cancel and
why we cancel.
Pass out the 5.5 quick assesses. Tell
the students to do all of their work
on the paper and enter their
answers in their clicker. Put 10 min.
on the timer under the doc cam.

Students will check their homework

with the solutions under the doc
camera, rework any that needs
reworking, and then ask any
questions they need before the
quick assess

Students will take the quick assess

and enter their answers into their
clicker. Then turn their sheet over
when they are finished.

Monitor the answers being

submitted into clickers.

30
min.

While the students are taking the

quick assess, put 3 multiplication
problems on the white board in the
front of the room.
3 4 6 5 ,1
,
2 ).
(
4 3 5 6 2
Take up the quick assess as the
students finish. Have them discuss
with their study buddy similarities
between the three products on the
board.
Be passing out the 5.6 procedure
notes/ worksheet during the turn
and talk.
After about a minute pick on a
student to share what their pair had
discovered about the products.
Once we have that each problem
equals 1 and that the fractions
were flips of each other (when this
observation is shared, show using
your hands the idea that the
fractions are flips of each other and
have the students mimic the
action.), let them know that it is no
coincidence! And have them copy
down the definition of a reciprocal

Students will discuss with their study

buddy the similarities between the
three products. (The students should
recognize that each product is equal
to 1 and that the fractions are flips
of each other )
Students will be called on to share
their observations.
When the observation that the
fractions are flips of each other, the
students will mimic the action of
flipping the fraction with their hands.
Students will copy down the
definition of reciprocal and the
examples.

and the examples.

Then let them know that there is an
important rule involving reciprocals.
Then ask, What is a fourth of
100? When one of the students
answers really quickly, have them
describe how they knew the
answer. (It will most likely have to
with dividing 100 by 4) then write
out 100 4 on the board. Then
have another student translate the
phrase 1/4 of 100 into an
expression like they did in Ch. 2.
And write x 100 underneath the
division problem. And point out how
and 4 are reciprocals. So we
have proven that dividing by a
number is the same thing as
multiplying by its reciprocal.
Have them copy down the rule.
Work the example problem under
the document camera and have the
students follow along in their notes.
Write out the procedure as you go
from step to step.
Take any questions and possibly
walk through the problem once
more.
Then have them flip over to their
homework and talk through each
section.
Then work #7 and 19 with them
and have them follow along on
their homework.

A student will share that a fourth of

one hundred is 25 and then describe
how he/she knew to divide by 4.

Students will copy down the rule

that dividing by a number is the
same as multiplying by its
reciprocal.
Students will follow along with the
example in their notes and copy the
procedure .
Students may ask questions about
the example or procedure.
Students will flip their paper over
and follow along with #7 and 19.
They may ask questions as they
come up.
Students will get started on their
homework. They may ask questions
of their study buddy quietly or raise
their hand to ask you.

With the time left in the class, let

them get started on their
homework. Be walking around
observing and making yourself
available for questions.
Closure: Remind them that there will be a quick assess on this material
tomorrow, so if they have any questions, come during Homeroom or 8th period.
And there will be a word problem on the assessment, so they better not skip those
problems on the homework.
Differentiation Strategies: The turn and talk while the students are with their
study buddy provides struggling students an opportunity to work towards an

answer to a discussion question so that their confidence will be up to answer it

when they are called on.
Accommodations/ Modifications:
Students with IEPs and 504 will receive their accommodations as outlined in those
documents. Preferred seating will be given to specific students. Resource teachers
will be available to certain classes. Students in tier 3 intervention may have a
shorter assignment.