Lesson Title: Multiplying & Dividing Fractions in the Virtual World

Teacher: Chris Maue

Subject: Math-Remediation Class Grade Level: 6th Grade
Time Required: 45 Minutes
Topic: Multiplying and dividing fractions by fractions, mixed numbers, and whole
numbers.

Essential Question: What are the necessary steps to solve problems involving
multiplication & division of fractions and mixed numbers, along with whole numbers? How
can you appropriately demonstrate this within an online discussion board within the
classroom website?
Prerequisites (Prior knowledge): Students understand like and unlike denominators.
Students also have a basic understanding of both multiplying and dividing decimals,
however, do need additional review and intervention to achieve mastery. Finally, students
will understand how to properly access the classroom website.

Stage 1 – Desired Results

Content Area Standard(s) (include complete standard, not just standard #)

North Carolina Department of Public Instruction-Standard Course of Study (6th
Grade Mathematics). http://www.ncpublicschools.org

• 1.04 Develop fluency in addition, subtraction, multiplication, and division of non-

negative rational numbers.
• A) Analyze computational strategies.
• 1.07 Develop flexibility in solving problems by selecting strategies and using mental
computation, estimation, calculators, or computers, and paper and pencil.

Intended Learning Outcome (Should define what students will know and be able to do and at what
level of mastery they should be able to do it.)

Students will know… Student will be able to…

• How to use appropriate language in
the online virtual world.
• The appropriate steps to carry out
and solve various multiplication and
division problems involving fractions,
mixed numbers, and whole numbers.
• How to post a reply to another
student’s discussion thread online.
• How to post their own thread on a
discussion board.
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD,
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• Solve various multiplication
and division problems involving
fractions, mixed numbers, and whole
numbers with at least 85% proficiency.
• Proficiently provide a
thoroughly worked out solution to at
least 2 problems on the provided
discussion board, displaying all work
required to achieve a final answer, the
final answer in simplest form, and their
name and date as indicated in the
discussion thread.
• Communicate effectively
online with their peers, including
providing
atMcTighe))
Wiggins & least 2 responses to two
other students’ works , providing them
effective feedback.
 Stage 2 – Assessment Evidence
Students will demonstrate their learning/understanding in the following way(s):
Teacher-Created Assessments
Pre-test: Correctly solve, showing all necessary and required steps, 2 multiplication and
division problems of fractions, mixed numbers, and whole numbers on paper. Students
must also make a faithful attempt to demonstrate their work in a word document.

Post-test: Correctly solve, showing all necessary and required steps, 2 to 4 multiplication
and division problems of fractions, mixed numbers, and whole numbers on a computer,
specifically in an online discussion board.

(Performance Assessments: )
• Students demonstrate their work online in a class-assigned discussion
board. The teacher immediately monitors student activity within the discussion board.

(Other Assessments: Peer, Self)

• Students are required to evaluate a minimum of two other students’
discussion board problems with their solutions posted.
• Students are required to provide a response indicating whether they agree
with the solution or not and why (constructive feedback).

(Assessment Adaptations)
• Students will require adaptation from writing math problems and solutions on paper to
displaying them in typed text on a computer. Students will require close monitoring to
address any technical issues that may occur online.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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 Stage 3 – Learning Plan
Learning Activities
Instructional Strategies/Learning Activities:
e.g., demonstration, discussion, small groups, role play, etc.
• Step 1: Teacher-led demonstration.
• Step 2: Independent practice
• Step 3: Online discussion between peers and teacher
• Step 4: Verbal discussion to close lesson.

Introducing the lesson:

(capturing students’ attention, activating students’ prior knowledge).
• Provide two real-world application problems of multiplying & dividing fractions by
fractions, mixed numbers, and whole numbers.
• Allow students to work out problems verbally with teacher to activate and determine
level of students’ prior knowledge.
• Introduce the idea and process of presenting problems with their solutions on a
computer, specifically online.

Instructional Sequence:
(representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.)

Teacher activity (The teacher is doing….)
• Introduce 2 real-world application
problems of multiplying & dividing
fractions.
• Prompts students to solve problems
correctly.
• Prompts students and proposes idea of
showing all work and solutions to
problems on a computer and online.
• Teacher demonstrates, with students
following along on laptops, proper
techniques of typing problems & their
solutions.
• Teacher assigns each student 2
problems to work out and type on a
computer using basic keys.
• Teacher introduces students to
classroom online discussion board.
• Teacher demonstrates creating threads
and responding to a post after typing
problems on the computer.
• Teacher allows students to solve
problems on computers, post to
discussion board, and also reply to
peers. Teacher provides individual
assistance as necessary.
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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Student activity (The student is doing…)
• Students record problems on paper.
• Students use prior knowledge to verbally
work out the problems with assistance
from teacher.
• Students brainstorm ideas of how to
correctly represent problems & their
solutions on a computer and online.
• Students follow along, practice, and ask
for additional assistance as needed.
• Students work independently to correctly
and proficiently type problems and their
solutions on a laptop.
• Students follow along with online
discussion board introduction and ask
questions as necessary.
• Students begin their independent work,
solving their assigned problems,
followed by correctly typing their work
and final solutions into their discussion
thread within the discussion board.
• Students seek additional assistance
from the teacher, as needed.
• Students make sure to respond to a
minimum of two other students’ posts,
providing constructive feedback.
 • Teacher monitors discussion board • Students participate in closure
activity. discussion, giving effective feedback to
• Teacher leads closure discussion. the teacher while also reviewing the
lesson.

Adaptations to the Instructional Sequence to Differentiate: Teacher allows students to peer-tutor or

help their peers when struggles arise. The teacher also assists with one-on-one assistance. Teacher
also demonstrates step-by-step on front whiteboard as well as through the use of laptop and
boxlight.
Discussion and Assessment of Learning:
(Pointing out to students how what they are learning is related to the driving question; assessing students’
learning as a result of the lesson)
• The teacher leaves constructive feedback for every student within their online discussion threads and
posts.
• Teacher is able to assess level of mastery of content area as well as 21st Century skill (online
discussion boards), which is now becoming useful both in the real world and working world.

Closure:
Extensions for early finishers:An additional two problems will be assigned to these students to solve
and effectively demonstrate all necessary & required steps in the online discussion board. These
students are to also evaluate and provide feedback to all posts.

Alternate strategies for struggling students or those who learn differently:Teacher may activate
class-wide peer-tutoring as an assistive tool. Teacher may also work one-on-one or in small
groups with students while having high achievers work independently.

Procedures:
(already established procedures to be used and procedures to be taught for this lesson)
• Students already have a background on proper steps to proficiently solve multiplication
and division problems of fractions.
• Students will learn how to properly handle school-issued laptops and efficiently log-in
to their school account.
• Students will learn how to properly access classroom website and discussion board.
• All postings must be approved by webmaster (teacher) prior to it becoming visible
online. This will ensure safety and security within the online world.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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 Lesson Development Resources
Technology Tools and Materials:
(classroom set-up, preparations, resources, etc.)
• Teacher laptop with box light for effective presentation to students.
• Teacher will need to verify students have their correct school log-in user name and
password prior to lesson to avoid delays during lesson.
• Class set of laptops and charging station.
• Class discussion board & problems created in advance, with all glitches worked out
as humanly as possible.

(Parent/Community Resources)
• Parents/Guardians will be notified that they may access the online discussion board
at anytime to review and even provide additional assistance at home with their child if
they continue to struggle at home.

(Contact Information)
• Parents/Guardians and students can access website, discussion board, and be able
to send a direct email from the site to me at anytime. I can then respond when
available or immediately in class.
• Parents/Guardians have been previously notified that they may also contact me by
phone before and after school as well as during my planning period.
• The website address, as provided to parents/guardians and students previously is as
follows: http://www.johnston.k12.nc.us/smithfieldm
 Click on Teacher Websites
 Click on Sixth Grade
 Click on Christopher Maue

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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