Math 11-10

GENEVA COLLEGE
BEAVER FALLS, PA
MATH LESSON PLAN
NAME: Emily Bramble DATE: 11/10/2020
SUBJECT: Mathematics GRADE LEVEL: 6th Grade
I. TOPIC AND GENERAL GOAL

Fractions: Students will multiply and divide fractions.
II. REFERENCE TO PA OR COMMON CORE STANDARDS

CCSS.MATH.CONTENT.6.NS.B.4- Find the greatest common factor of two whole numbers
less than or equal to 100 and the least common multiple of two whole numbers less than or
equal to 12. Use the distributive property to express a sum of two whole numbers 1-100
with a common factor as a multiple of a sum of two whole numbers with no common
factor. For example, express 36 + 8 as 4 (9 + 2)..
Standard - CC.2.1.6.E.1- Apply and extend previous understandings of multiplication and
division to divide fractions by fractions.
Standard - CC.2.1.6.E.3- Develop and/or apply number theory concepts to find common
factors and multiples
III. LESSON OBJECTIVES - OBJECTIVES MUST BE WRITTEN USING OBSERVABLE VERBS

TSWBAT- multiply two fractions together
TSBWAT- find the LCM of two numbers
TSBWAT- simplify two numbers by cross reducing
IV. MATERIALS
Math homework
Multiplying Fractions Bingo
Calculators
Multiplication Chart
V. A. INTRODUCTION
 We will be taking a quiz next Monday on multiplication of fractions so I would like to
get in as much practice and review as we can. This is a concept that we still need to
work on, however you are making improvements every day! I will be collecting your
homework for participation points, then we will be doing more review with a game
today.
B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)

 The students will take out their math homework from the day before and I will
collect it for participation points.
 I will pass out Multiplication of Fractions Bingo game.
 I will instruct students that we will be playing the game as a review. They will solve a
problem I have on the board and find the answer on their bingo sheet. When they
think they found the answer, they will place a marker on that space. I will come
around to mark the space with a pen if they got the answer correct.
 I will pass out scratch paper and a calculator. Students should take out their
multiplication charts as well.
 I will put a multiplication problem on the board and walk them through the first
problem as a review. I will engage students as we solve the problem asking
questions and asking for the correct steps.
 I will allow students to work on their own for the rest of the problems that I put on
the board.
 If students need help with a problem, I will help them go through the steps to solve
the problem.
 When they are finished with the period, I will let them eat the candy used as their
markers.
 When they are finished, I will assign homework for the students to complete.
C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS, PRODUCTS, OR LEARNING

ENVIRONMENT)
Process: Students will be pulled into a learning support classroom and playing a review
game instead of the inclusion lesson.
Content: The learning support students will only be focusing on multiplying fractions.
Learning Environment: Students will be pulled into a learning support classroom.
D. CLOSURE (SUMMARY)
As a conclusion to the lesson, I will allow students to eat their smarties and I will pass
out the homework assignment for the next day. I will announce that I will be collecting it
for points. When you are completing these problems, remember to look at the steps I
have written out for you. This will guide you and will help you. Always remember to
simplify your answers if possible! Never leave them without reducing.
VI. ASSESSMENT/EVALUATION
Students will be assessed when they turn in their homework the next day.
VII. MODIFICATIONS AND/OR ACCOMMODATIONS

Darell:
- Allow use of calculator without penalty
Cody:
- Allow use of multiplication chart
- Allow use of graph paper
Logan:
- Allow preferential seating close to the teacher where instruction is taking place
Sadie:
- Allow the use of calculator without penalty
- Preferential seating close to the teacher where instruction is happening
Braeyln:
- Read aloud problems to student if needed
Kaydence:
- Preferential seating closer to the board if needed
- The use of a calculator if calculation is not being assessed
Ellie
- Allow use of multiplication chart
- Use prompting to take problems step by step
VIII. SELF-EVALUATION
Cooperating Teacher Approval _________________________________________________

Math 11-10

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GENEVA COLLEGE

NAME: Emily Bramble DATE: 11/10/2020

SUBJECT: Mathematics GRADE LEVEL: 6th Grade

I. TOPIC AND GENERAL GOAL

II. REFERENCE TO PA OR COMMON CORE STANDARDS

III. LESSON OBJECTIVES - OBJECTIVES MUST BE WRITTEN USING OBSERVABLE VERBS

B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)

C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS, PRODUCTS, OR LEARNING

VII. MODIFICATIONS AND/OR ACCOMMODATIONS

Cooperating Teacher Approval _________________________________________________

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