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Subject:

Grade Level:

Title of

Lesson:

Amount of

time:

Goals:

Mathematics

6th Grade

Dividing Fractions

3 45-Minute Periods

By the end of the course, students will be able to recall and explain

mathematics concepts using academic language.

By the end of the lesson, students will be able to divide fractions, whole

numbers, and mixed numbers and put their answer in simplest form.

Standards:

MAFS.6.NS.1.1

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?

LACC.68.RST.1.3

Follow precisely a multistep procedure when carrying out experiments,

taking measurements, or performing technical tasks.

Objectives:

quotient for 10 out of 15 problems correctly.

After completing the telephone activity on dividing mixed numbers from

word problems, students will orally describe how to solve a word

problem dealing with dividing mixed number with 85% accuracy.

Materials

(including

technology):

Dividing Mixed Numbers flipcharts (Day 1-3), Warm-Up flipchart, Big

Ideas textbook, Big Ideas workbook, Instruction Envelopes, math

folders, paper, pencil, individual whiteboards, dry erase markers, dry

erasers, socks

Questions:

What are the steps you will need to use in order to divide a mixed

number by a fraction, a whole number, or another mixed number?

Why do we use the greatest common factor to simplify fractions?

Robert Green

What are some real-world applications for dividing mixed numbers?

Prior

Knowledge:

Dividing fractions by fractions

Dividing fractions by whole numbers

Finding the greatest common factor

Reducing a fraction

Reducing a fraction with the GCF

Reading

Quotient: The answer to a division problem.

Strategies

Greatest Common Factor: The largest factor two or more number share.

(Vocabulary):

Reading Word Problems

1. Read the word problem several times.

2. Highlight the important information.

3. Identify what you are to solve.

4. Identify what operation you will need to solve.

5. Check your answer.

Anticipatory

Set:

Day #1 Warm-Up 1

Have the students come into the classroom. Ask them to write their

homework in their planner. Instruct the students to start the warm-up

after writing their homework down in the planner. While the students

begin the word prompt, have the managers go around the room to check

students in for their supplies and planners.

1. 30 + 16

2. 7 x 8

3. 30/6

4. What is the place value of 6 in the number 6,029

5. Write 0.31 as a fraction.

6. What number comes next in the sequence: 1,475, 1,575, 1675...

7. 59 +___= 66

8. ___- 14 = 36

9. What is the volume of the prism (picture in flipchart).

10. Name the shape that is located at (F, 4).

11. Skip

12. Skip

Ask the students to get out their supplies they need for class.

Day #2 Warm-Up 2

Have the students come into the classroom. Ask them to write their

Robert Green

homework in their planner. Instruct the students to start the warm-up

after writing their homework down in the planner. While the students

begin the word prompt, have the managers go around the room to check

students in for their supplies and planners.

1. 68 - 8 =

2. Multiply 6 and 4

3. 45/5

4. 8,000 + 500 + 40 + 9

5. How many tenths is in 3/10?

6. What is the next number in the sequence 448, 438, 428...

7. ___ + 36 = 125

8. 65 - ___ = 46

9. What time does the clock display? (See flipchart)

10. A triangle with three equal sides is called...

11. Skip

12. Skip

Ask the students to get out their homework and the supplies they need for

class. Go over the textbook homework.

Day #3 Do Now

Have the students come into the classroom. Ask them to write their

homework in their planner. Collect the workbook page that was assigned

for homework. Set the timer for 7 minutes. While the students begin the

word prompt, have the managers go around the room to check students in

for their supplies and planners.

Prompt: In five sentences, explain how you would divide a mixed

number by another mixed number. Please include an example to prove

your answer.

Collect the Do Now paper from the students. Put the Dojo points in for

the supplies and planners. Ask the students to get out their supplies they

need for class.

Class

Procedures

(Including

guided

practice,

independent

practice, and

closure

activity) :

Day 1

1. Ask the students to open their math folders to the last section of notes.

Have the students write "Dividing Mixed Numbers" as the title for this

section of notes.

2. Start the lesson of with a challenge question of find the reciprocal

of . Have the students input their answer into the ActivExpression

device. Tell the students they will have one minute and thirty seconds to

Robert Green

submit their answer. Show the students the correct answer by displaying

the steps. Check to see what students submitted the correct answer and

reward them with a Dojo point.

3. Show the students how to find the reciprocal of

students to write the solution down in their notes.

4. Have the students help you find the reciprocal of

record the solution in their notes.

. Remind them to

mixed number using the self assessment scale. Tell the students who

understand how to find the reciprocal of a mixed number to go ahead and

try the next example. For those students who are confused or need help,

have them help you find the reciprocal of . After completing this

example, ask the students who did this example on their own if they

obtain the correct answer.

6. Have all the students find the reciprocal of

on their own. Tell the

students to stand up once they are finished. Once a majority of the class

is standing, collect the answers of the students standing. Show the

students the correct answer.

7. Model how to solve the problems

and

. Tell the students

to write the solution to each problem as you work each problem out.

8. Have the students help you solve the problems

and

. Tell

the students to the solution to the problem as you work through the

problem together.

9. Using Class Dojo to select four students to come to the board. The first

student would have to solve

. The second student solve

.

The third student would solve

. Tell the students going to the board to solve all four questions

first before putting their answer on the board. Tell the students who are

not going to the board to try all four problems. Once all four students

have written their answer on the board, review their work and have the

student correct their answer if they made a mistake. Make sure that all

the students have the correct solution written down in their notes.

10. Have the students back their things up and get ready to move on to

the next period.

Robert Green

Day 2

1. Ask the students to open up their notes to where they left of yesterday.

Tell the students that today they will not divided mixed numbers by

mixed numbers.

2. Model how to solve the problems

and

. Tell the

students to write the solution to each problem as you work each problem

out.

3. Have the students help you solve the problem

Tell the

students to the solution to the problem as you work through the problem

together.

4. Have the students solve the problem

on their own. Tell the

students to stand up once they are finished. Once a majority of the class

is standing, collect the answers of the students standing. Show the

students the correct answer.

5. Tell the students that they will use the following values to solve the

algebra problems.

a=

,b=

, and c =

and

. Tell the students to

write the solution to each problem as you work each problem out.

7. Have the students help you solve the problem

Tell the students

to the solution to the problem as you work through the problem together.

8. Have the students solve the problem

on their own. Tell the

students to stand up once they are finished. Once a majority of the class

is standing, collect the answers of the students standing. Show the

students the correct answer.

9. If time allows, have the students try to solve

. Have the

students input their answer into the ActivExpression device. Tell the

students they will have three minutes to submit their answer. Show the

students the correct answer by displaying the steps. Check to see what

students submitted the correct answer and reward them with a Dojo

point.

10. Have the students back their things up and get ready to move on to

Robert Green

the next period.

Day 3

1. Have the students get out their math folders and open to where they

left off the previous day.

2. Orally go over the steps to solving a word problem.

1. Read the word problem several times.

2. Highlight the important information.

3. Identify what you are to solve.

4. Identify what operation you will need to solve.

5. Check your answer.

3. Model how to solve the first word problem.

Manny works as a truck driver for Wal-Mart. Yesterday, he drove 300

miles in 6 hours. How many miles per hour did Manny drive?

Tell the students to write the solution to each problem as you work each

problem out.

4. Have the students help you solve next word problem.

Marita has 2 gallons of orange juice concentrate. It takes gallon to

make a pitcher of orange juice. How many pitchers can she make?

Tell the students to the solution to the problem as you work through the

problem together.

5. Tell the student that they will be playing word problem telephone to

practice solving word problems dealing with dividing mixed numbers.

Go over the rules to the game.

Everyone- Read the problem and start solving the problem on a piece of

paper. When the whiteboard comes to you, please do your job...

Seat 1 = Write beginning Math Problem

Seat 2 = Rewrite problem with new symbol and reciprocal

Seat 3 = Simplify before you multiply

Seat 4 = Multiply across the tops and bottoms

Seat 5 = Make sure answer is in simplest form

Seat 6 = Circle and double check final answer

Robert Green

6. Tell student one to get out a whiteboard, a dry erase marker, and a

sock for the entire row. Meanwhile, pass out the envelops that contain

the directions to the game. Tell the students the information in the

envelope will help them solve the problem quickly.

7. Have the students solve the first word problem.

Danny needs to fix the plumbing in his kitchen. He bought a 16 -foot

pipe at Home Depot. How many whole -foot pipes can be cut from the

pipe he bought?

8. Once all the teams are done, check each rows work. Next display the

correct answer and the steps to solving the problem.

9. Repeat steps 7 & 8 if there is enough time.

A piece of wood is 9 feet long. How many 1 feet pieces can be cut

from the piece of wood?

Mrs. Poppy love dark chocolate. She went to Coco Paradise and bought a

6 -feet long bar of dark chocolate. If she wants to 27 pieces of

chocolate, how many feet will the length of each bar be?

10. Have the students put the whiteboards, markers, and sock away. Ask

a person and each row to return the envelop and its contents to you.

Finally, have the students back their things up and get ready to move on

to the next period.

Adaptations

for ELL

Level 3

During Lesson (Instruction):

- Allow student more time to respond to questions during direct

instruction and guided practice.

- Adjust rate of speech during instruction to enhance the students

comprehension of the lesson.

During Homework and/or Class work:

- Provide students with clear directions during the lesson. Simplify and

chunk the directions as needed.

- Model additional examples of word problems for the student.

During Assessment:

- Require the students to show their work after finding the quotient to the

first problem.

- Allow the student to work with a friend in the class.

Robert Green

- Allow extra time on the quiz.

Adaptations

for ESE

- Orally check for understanding.

- Write key points on the board.

- Provide student with extra wait time.

- Cue student to get back on task.

During Homework and/or Class work:

- Using modeling techniques to explain to the student how to show their

work when answering word problems.

- Have the student use the think aloud strategy when answering a

question.

- Use kinesthetic activities to allow the students to move around.

During Assessment:

- Ensure oral directions are understood.

- Allow students to work with a friend or a positive role model.

- Allow students to have extra time to complete quiz.

Assessment:

Formative Assessment

Formal: The teacher will grade the homework based on how many

questions the students solved correctly. Each question will be worth two

points and partial credit can be earned. The students will have the option

to go back and correct the problems they missed. Students can earn credit

up to 50% on the problems they missed. This 20 point assignment will

count towards their homework grade.

Informal: The teacher will monitor the result of the ActivExpressions

during the warm-up to ensure students answering the questions correctly.

The teacher will provide immediate feedback after each question. While

students work in groups to complete the word problem telephone

activity, the teacher will circulate the room to see if the students are

working together and if they are all on task.

Summative Assessment:

The students will take a fifteen-question quiz that covers how to divide

fractions. Students can earn partial credit if they show their work.

Robert Green

Robert Green

Directions: For problems 1-11, divide and write the answer in

simplest form. Show your work for full credit!

1)

2)

3) 4

4) 4

6) 1

7) 2

11) 7

5)

9)

10)

14

8)

12) 14

long. How many ants long is the picnic blanket?

to paint a marker every

paint on the field?

Robert Green

inch long. How many times longer is an average ant than an

average aphid?

16) A bag contains 22-1/2 cups of flour. A recipe for pancakes

uses 1-1/4 cups of flour. How many batches of pancakes can be

made with one bag of flour?

Show your work for full credit!

17)

19)

18)

20)

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