D A I LY D O U B L E P L A N

Name: Jennifer Radja Overview

Unpacked Benchmark, CDAS, CRS, or IL State Standards. IL 6C3a, 6C3b

Subject/Time: Math

Date: 03-18-2013

Key Lesson Elements What is the Teacher Doing? What are the Students Doing?
Do Now (3-5 minutes): 1. 2. 3. 4. 5x4/2 20 + 3 x 4 6^2 - 9 3(8 + 2) / 2 -1 1. 60 - 23 + 4^3 State Lesson Objective & Lesson Agenda You will be given expressions that involve fraction multiplication and then create a story problem to match the expression. Youll draw a model and solve the problem. When youre done, youll go through a checklist to check your work. I Do Input (1-2 Key teaching points): Think Aloud Lets take a problem like 1/3 of 1 1/4. I can picture 1 Students are listening and watching at a Level 0. 1/4 and taking 1/3 of that. That might be an amount needed in a recipe that Im cutting down. (show recipe) This recipe calls for 1 1/4 cups of flour to make 18 cookies. But if I wanted to make a smaller batch of cookies, I would need to find 1/3 of each amount. That would make 6 cookies. Lets see what that might look like. We have used several different kinds of models to represent our multiplying fractions problems. Check for Understanding: Turn and Talk Partner A, describe to Partner B how we could draw a model to represent this problem. (CFU directions. Students turn and talk to their elbow partner. Cue.) (Circulate to listen in on student conversations and share out responses to the class. Most students will say to draw a bar model during turn and talk. Be sure to mention number lines as well.) Students are entering the room, taking their seats, and completing the Do Now at a Level 0.

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Objective(s) SWBAT: Solve fraction multiplication problems by creating real-world situations with models We Do Guided Practice: (Begin to draw model of 1/3 x 1 1/4, connecting to students turn and talk.) I heard a lot of you say to draw 1 1/4, so Ill start drawing a bar model of 1 1/4. What should I do next? (Cold call - split into fourths) What should I shade in? (Cold call - 1 1/4) Whats next? (Cold call - split into thirds) Next step? (Cold call - shade 1/3 of each) So how much is 1/3 of 1 1/4? (Cold Call - 5/12) Turn and Talk So this problem made me think of cutting a cookie recipe and we drew a model of 1/3 of 1 1/4. Partner B, tell Partner A how we could turn this into a word problem. (CFU directions. Cue.) (Circulate to listen in on student conversations and formulate word problem based on student responses.) I heard lots of great ideas! When we read problems, we always get some facts, a problem, and then a question. So lets write A peanut butter cookie recipe calls for 1 1/4 cups of flour. If Jesus makes 1/3 of the recipe, how much flour will he need? Check for Understanding: Think Pair Share Students think pair share for another word problem I saw this multiplication problem and thought of using the same expression. cutting a cookie recipe. What else could this have represented? We have read lots of examples using food and cooking. I want you to think to yourself for a few moments about another problem we could have used. When I say go, talk to your elbow partner about another possible story to match the problem. (CFU. Cue.) (Circulate to listen in on student conversations and share out responses to the class.) Vocabulary words/Key Concepts: mixed fractions improper fractions simplify equivalent fractions Modifications/ Accommodations Allow extra time Read directions/ questions aloud Leave notes up Calculators You Do Independent Practice: This is what you are going to do now. You will create your story problems based on some multiplication expressions youre given. (Show handout) You will also draw a bar model or number line to represent the problem. Mr Philips, Ms. Shewchuck and I will be choosing some of your problems for the test, so show us your best work! When you are finished, you will go through the rubric on the handout to make sure youve done everything you need to. You can work in your table groups at voice levels 1&2. Use the red books at your table if you need some ideas. You have 15 minutes. Check for Understanding: CFU Directions Cold call to ask how much time, who they are working with, and what is to be completed. Students create two of their word problems using given expressions and draw a model to represent them. They will work in table groups for 15 minutes and self-assess with a rubric. Students are listening to the class discussion at a Level 0, watching the model drawn on the screen, and answering questions when cold called.

Students turn and talk about formulating the word problem.

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Exit Ticket (aligned to lesson objective) or assessment: 1 2/3 x 1/4 10 x 3 1/2 Materials & Technology Document camera Handouts Cookie recipe Closing/Preview for next lesson: (Share out one or two student created word problems.) You have all worked really hard on multiplying fractions! We cant wait to read through all of the problems youve created and choose some for the test. We are wrapping up multiplying fractions now and youll start working on dividing fractions with Ms. Shewchuck tomorrow. Students complete the exit ticket on a post-it at Level 0, handing it to me as they exit the room.

Homework: multiplying mixed fractions worksheet