Rochester College

Lesson Plan Template

Lesson Title Teacher Candidate Name Date

Dividing Fractions Emily Hall 2/3/16

Lesson Summary
Students will begin with a quick review on multiplying fractions (online activity with whole class), and I will
then present them with a problem to lead them to division of fractions ( times ___ = ). We will then do
several problems together and discuss representations. Afterwards, each student will get five copies of
worksheet 1 to complete at each station (an example will first be done as a class). Manipulatives can be
used. Then, the class will participate in a Chalk Talk with 4 different story problems at each group. The
Chalk Talk will be discussed as a class, and the students will be asked to create a story problem that
involves the division of fractions for homework.
Subject Area
Math

Grade Level
Grade 6

Higher Order Thinking Skills (Revised Blooms)

Students will remember or recall how to multiply fractions from previous lessons.
When doing the examples in class, students will a nalyze t he problems by representing each problem in
multiple ways. In order to solve story problems by division of fractions, students need to u nderstand what is
being asked and a pply their knowledge to solve the story problem. Then, students will c reate a
story
problem involving the division of fractions.
Approximate Time Needed for Lesson
1 class period

Common Core Standards and/or State of Michigan GLCEs and/or HSCEs

CCSS.MATH.CONTENT.6.NS.A.1

Student Objectives/Learning Outcomes

Students will be able to apply and extend previous understandings of multiplication and division to divide by
fractions.
Curriculum-Framing Questions
Essential Question How can we use fractions to solve real world problems?

Unit Questions How do you perform operations with fractions? How can you use this knowledge
to solve problems?

Content Questions What does it mean to divide by fractions? How can we represent this in different
ways? How will this help in story problems/real life situations?

Assessment Summary
The worksheet packet involving different representations of multiple problems will be out of 20 points. The
story problem they must create as homework will be worth 3 points.

Lesson Timeline

Start of the Lesson Mid-Lesson Activities End of Lesson Activities

Online review as class Stations & packet to show Chalk Talk
(multiplication of fractions) multiple representations for 4
Discuss different ways to different problems Homework (create problem)
represent.
Prerequisite Skills
Students must know how to multiply fractions & understand that there are multiple ways of representing
mathematical problems.

Instructional Procedures
First, we will begin with a class review using the website indicated below. The review will be over the
multiplication of fractions, and students may use whiteboards to present their answers. I will then present
them with a multiplication problem with a missing factor to lead them to division ( x __ = ). The inverse
relationship between multiplication and division can also be mentioned ( = __). We would then do
multiple examples of problems including the division of fractions, and discuss different representations to
give them a better understanding of the algorithm.

Then, the students will each be given five copies of the representations worksheet. An example problem will
be done as a class. After, the students will rotate groups, completing one problem (one worksheet) per
group. Manipulatives will be available to use.

Afterwards, they would remain in their groups to participate in the Chalk Talk. There will be a large sheet of
posterboard/paper at each group with a different story problem in the middle of each. Students will be given
five minutes at each station to try and solve the problem using multiple representations. However, there is
no talking during a Chalk Talk. If a student agrees with an idea written down, they must put a star by it. If a
student gets an idea from another persons work, they must draw a line from each idea to give credit. This
allows students to interact and work together in different ways by sharing ideas. When the groups rotate,
they may look over previous work from the group before them, and either agree or disagree, or present new
ideas/representations. We would then discuss each story problem as a class.

Finally, students will be asked to create a story problem involving division of fractions for homework.

Accommodations for Differentiated Instruction

Special needs students will be put into a group of best fit, and will be given
Special Needs Student assistance when needed.

Gifted/talented students will be asked to create a multiplication of fractions

story problem, as well as a division of fractions story problem (and show
Gifted/Talented Student
their reasoning using multiple representations).

Technology Hardware (Check off all equipment needed)

Camera Laser Disk VCR
Computer (s) Printer Video Camera
Digital Camera Projection System Video Conferencing Equipment
DVD Player Scanner Interactive Responders
Internet Connection Television Other - Click here to enter text.
Technology Software (Check off all software needed)
Database/Spreadsheet Image Processing Web Page Development
Desktop Publishing Internet Web Browser Word Processing
E-mail Software Multimedia Smart notebook software
Encyclopedia on CD-ROM Other - Click here to enter text.

Printed Materials representation worksheet

four poster boards with story problem written on each; markers at each
Supplies
station; manipulatives available
Internet Resources http://www.mathplayground.com/fractions_mult.html (opener)
Other Resources Chalk Talk instructions
 Problem: __________

1. Drawing 3. Explain with Words

2. Number Line 4. Show the Math!

 Chalk Talk Word Problems

Emma made 2/3 of a quart of lemonade. She split them

into cups with 1/6 of a quart in each. How many cups did
she have?

Sophias mom gave her 7/8 of a bag of candy hearts. She

split those among her four best friends. How much of the
bag did each friend get?

The small dog eats of a cup of food each day. How

many full days will a bag with 4 cups last?

Dean has a piece of wood that is of a foot in length. He

needs to cut pieces that are 1/16 of a foot long. How many
pieces can Dean cut?

(each story problem will be written in middle of poster board at each group)
 Rochester College
Lesson Plan Template

Lesson Title Teacher Candidate Name Date

Introduction to Proportional Reasoning: Emily Hall 3/3/16
Giant Wanted
Lesson Summary
The class period will begin with a story about four giants that destroyed the classroom, leaving behind
four huge handprints. Based on the size of the handprint compared to a students handprint, the students
in each group must describe the giant in a wanted poster assuming that the scale factor of the hands is
the same for the rest of the features.
Subject Area
Math

Grade Level
Grade 6

Higher Order Thinking Skills (Revised Blooms)

Students will remember how to measure and think multiplicatively (i.e.: my hand is 4 times smaller than
the giants). When doing the project in class, students will a
nalyze t he problem by thinking of possible
solutions. In order to do this, students need to u
nderstand what is being asked and a pply their previous
knowledge of multiplication. Then, students will c reate a
wanted poster based on their proportional
reasoning.

Approximate Time Needed for Lesson

1 class period

Common Core Standards and/or State of Michigan GLCEs and/or HSCEs

CCSS.MATH.CONTENT.6.RP.A.3

Student Objectives/Learning Outcomes

Students will begin to understand important ratio concepts and reasoning to solve a problem.

Curriculum-Framing Questions
Essential Question How can we use proportional reasoning to solve real world problems?

Unit Questions How are two different things related to one another? How can we use that
knowledge to solve real world problems?

Content Questions What is a ratio? What is a rate? How are ratios related to fractions? When can
we reason proportionally?

Assessment Summary
The Wanted Posters will be out of 20 points and will be graded on each groups ability to reason
proportionally to describe their giant. Each group also needs to include measurements of eyes, nose,
mouth, width and height of head, hands, and feet.

Lesson Timeline
Start of the Lesson Mid-Lesson Activities End of Lesson Activities
In order to hold the giants Create Wanted Poster and
Giant Story - problem solve accountable, we need to be able include measurements from
using proportional reasoning to describe them so we can find proportional reasoning
them. What evidence do we
have that might help us?
Discuss as a class. Get into 4
groups to problem solve.
Prerequisite Skills
Students will need to know how to measure using tapes, rulers, etc. They will also need to know how to
multiply/divide.

Instructional Procedures
The students will come in to a very messy classroom. They will then hear the story about how four giants
destroyed the room, and the only trace of evidence they left were four different ginormous hand prints.
We will discuss possible ways to find the giants, and I will lead them toward creating a Wanted Poster.
However, they do not know what the giant looks like. The only evidence they have is the size of their
hand. Therefore, we would conclude that we could use the size of the giants hand and a students hand
to get a rough estimate of how much larger the giants features are than ours, assuming the scale
remains the same for each feature.

I would then split the class into four groups, giving each a different giant handprint they must use to
describe their giant and create a Wanted Poster. Rulers, tape measures, yard sticks, and other
measuring tools will be given. I will go to each group and ask questions such as, how many times larger
was your giants hand than the students hand being used? How long is your foot? How long do you think
the giants foot would be based on your scaling factor? What is the ratio of your hand measurement to the
giants?

Then, they would create the poster, including the measurements they found, and the ratio between the
student and giant. Each group will present to the whole class.

Accommodations for Differentiated Instruction

Placed in a group of best fit. Given worksheet to help with concept of
Special Needs Student proportional reasoning.

If finished early or as extra activity, may be asked to consider a different

scenario with mini trolls rather than giants. How would you find the
Gifted/Talented Student measure of their features given a smaller handprint? Create wanted
poster or creative visual of choice.

Technology Hardware (Check off all equipment needed)

Camera Laser Disk VCR
Computer (s) Printer Video Camera
Digital Camera Projection System Video Conferencing Equipment
DVD Player Scanner Interactive Responders
Internet Connection Television Other - Click here to enter text.
Technology Software (Check off all software needed)
Database/Spreadsheet Image Processing Web Page Development
Desktop Publishing Internet Web Browser Word Processing
E-mail Software Multimedia Smart notebook software
Encyclopedia on CD-ROM Other - Click here to enter text.

Printed Materials
Supplies 4 different giant handprints; poster board; measuring tools
http://katielately1.blogspot.com/2012/07/giant-wanted.html#comment-f
Internet Resources
orm
Other Resources