Subject: Math Grade Level: 6Th Length of Lesson: 40 Minutes

COMPREHENSIVE ASSESSMENT PLANNING INFORMATION RECORD

EDUCATOR NAME: Jana Payne OBSERVATION NO: ______DATE: 11/12/10

Educator completes this form for each formal observation; however, the evaluator may need to discuss the contents of this form for clarification purposes. Educators retain the right to make instructional decisions/changes during the observation.

1. What state curriculum standard, performance indicator, or accomplishment is the objective for this lesson? In the event that students are working on individual objectives, choose 2 or 3 students and provide their objectives. IA

SPI 0606.2.1 Solve problems involving the multiplication and division of fractions. SPI 0606.2.2 Solve problems involving the addition, subtraction, multiplication, and division of mixed numbers

GLE 0606.2.1 Understand and explain the procedures for multiplication and division of fractions, mixed numbers, and decimals.

TLW use reciprocal numbers to divide fractions TLW create improper fractions from mixed numbers to divide factions

2. What specific data have you gathered about your students’ current abilities in relation to this objective/these objectives, and how have you used that information in the design of this lesson? IB, IC

They will have already discussed fractions, multiplying factions as well as reciprocals; therefore they will be ready to learn how to divide fractions. I am going to build on what they already know to design the lesson.

3. What teaching strategies will you use to teach this lesson? IB, IIA, IIB

I am going to use a lot of visual strategies as well as whole class and paired thinking. I think by using all of these strategies I will be able to reach most/all students.

4. How will you assess student learning? Identify specific data. IB, IC, IIIA

I will be using a few different assessments. By checking students’ whiteboards I will know if they are grasping the concept. I am also going to use the “ticket out the door” method.

1 5. How will you determine the students’ retention and ongoing application of learning from this lesson? IIIA

They will be doing some homework that will be used to check retention. If students understand the basic concept, we will be able to move on, however if they are still having trouble, we will continue to practice before moving on.

6. Explain any special situation(s) of which the evaluator might need to be aware?

The teacher will not be present and there will only be a substitute. These are pretty good kids, so there are not any problems that I can foresee.

LESSON PLAN

Name: Jana Payne Date: 11/12/10 Subject: Math Grade Level: 6th Length of Lesson: 40 minutes Lesson Plan Title: Dividing Fractions Content Standard: Standard 2 Numbers and Operations Materials & Resources: Whiteboards Dry Erase Markers Popsicle model Candy bar model

PLANNING Unit Goal(s):

GLE 0606.2.1 Understand and explain the procedures for multiplication and division of fractions, mixed numbers, and decimals.

Learning Objectives:

SPI 0606.2.1 Solve problems involving the multiplication and division of fractions. SPI 0606.2.2 Solve problems involving the addition, subtraction, multiplication, and division of mixed numbers 2 TLW use reciprocal numbers to divide fractions TLW create improper fractions from mixed numbers to divide factions

Enduring Understandings:  CONCEPT(S):

Students will review reciprocals and why they are important in dividing fractions. Students will learn each step to divide a fraction and a mixed number. Students will review the conversion of mixed numbers to improper fractions. Students will review fraction benchmarks

 ESSENTIAL QUESTIONS:

What is the reciprocal of a number? What are the steps to divide a fraction? How do you divide a mixed number?

INSTRUCTION INTRODUCTION or Anticipatory Set Time: 7 minutes

Get 5 volunteers to come to the front of the room. Give each student volunteer a “popsicle” (twin popsicle model). Ask students if they have ever eaten one and if anyone might have spilt it in half? Have students then split the popsicle. Ask if they notice anything about the size of the 10 pieces compared to the original 5 popsicles. (Students should realize that they are smaller, half the size of the original popsicles. Then have students come up with a number sentence to represent the 5 freezer pops. Students may need to be reminded that when we ask how many of something is in something else, that is a division problem. The problem should look like this: 5 divided by 1/2 = 10

BODY (Activities & Practice) Activities Time: 30 minutes

Review – 5 minutes We will do a short review on reciprocals. (This skill will have been previously taught)

Each group will have whiteboards. I will give some fractions, mixed numbers and whole numbers and ask for the reciprocal. Depending on the level of achievement, we will move on to

3 dividing or we will do some more examples together.

Visual demonstration – 5 minutes I will demonstrate how division works by using pictures. I will draw six squares then pose the question “If I have 6 and I want do divide them by half, how many pieces will I have? (6 divided by 1/2 = 12). This will give them a visual of what we are doing. I will explain that the problem would be read “how many times does 1/2 go into 6?” We will discuss estimates and use fraction benchmarks to help them estimate whether or not their answer is reasonable.

I will explain that pictures are not always going to be given to solve division problems; therefore we need to know how to work the using algorithm. We will then discuss that in order to divide fractions; we have to know how to multiply the first term by the reciprocal of the second term (the flip number).

Examples – 20 minutes I will work several problems out on the board with help from students. ( I will use my popsicle sticks to get volunteers) 1) 5/8 divided by 1/4 2) 1/12 divided by 5/24 3) 1/3 divided by 2/3 For these last two examples, I will have students think, pair then share on their whiteboard: 4) 1/4 divided by 1/3 5) 7/5 divided by 1/10

Once students seem to understand this concept, I will move on to mixed fractions. Again, I will work out an example on the board, and then I will have them use the white board to work out problems on their own. 1) 3 1/2 divided by 2/3 2) 2 5/8 divided by 6 3) 7 1/5 divided by 2/5 For the last two students will work on their own: 4) 6 3/5 divided by 2 1/4 5) 4 1/4 divided by 2 1/2

Finally, when students are comfortable with the procedure, we will work a word problem together. I will post the following example on the board and work as a group (help them set up the problem, but then have them work the problem on their white board):

Mrs. Houston is running in a marathon with other runners. The team must run 7 miles. If each person runs 3 1/2 miles, how many runners will Mrs. Houston need?

Practice/Assessment Time: Homework

Students will be given a worksheet to practice the skills they have learned. This will be done as homework and will be turned in on Monday.

Worksheet attached. 4 CLOSURE Time: 3 minutes

Review the steps to dividing fractions.

We will revisit another example of dividing fractions with a word problem, this time we would use candy bars (models). I will have students work this word problem and use it as their ticket out the door:

Mr. Critselous loves chocolate bars. Some of the teachers found out and brought him 10 1/2 candy bars (someone ate half of one because he/she was hungry). Mr. Critselous can’t eat all of them at once, so he decided to eat 1/4 of the candy bars each day. How many days will it take him to eat the candy bars?

Next week we will look closer at dividing fractions by reading and working word problems.

ASSESSMENT

Evaluation: Informal: White board evaluations

Formal: Ticket out the door assignment listed above as well as homework

Alternative and/or Supplemental Activities/Extensions:

Have students pair up and make up their own problems to be worked by their group members.

Reteaching:

Use more visuals such as pattern blocks or more manipulatives to help reinforce how to divide. I could also use the Math tutorial videos if needed.

References:

Ohio Department of Education - https://21stfollowup.wikispaces.com/file/view/ModelsforDividingFractions.pdf

McDougal Litterll Middle School Math Book

Holt McDougal Math Video tutorial 5 6