REVISED 10/27/18

Mr. Blunk’s lesson prealgebra for Week of ______1-13-14______
Check all that apply:
 Language Arts Math Social Science  Science  Technology Elective:
  1. Common Core Learning Standards Addressed:
6.NS.1: Interpret and compute quotients of
fractions, and solve word problems involving
division of fractions by fractions, e.g., by using
visual fraction models and equations to represent
the problem. For example, create a story context
for (2/3) ÷ (3/4) and use a visual fraction model to
show the quotient; use the relationship between
multiplication and division to explain that (2/3) ÷
(3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general,
(a/b) ÷ (c/d) = ad/bc.) How much chocolate will
each person get if 3 people share 1/2 lb of
chocolate equally? How many 3/4-cup servings
are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and
area 1/2 square mi?.
7.EE.1: Apply properties of operations as
strategies to add, subtract, factor, and expand
linear expressions with rational coefficients.
8.NS.1: Know that numbers that are not rational
are called irrational. Understand informally that
every number has a decimal expansion; for
rational numbers show that the decimal
expansion repeats eventually, and convert a
decimal expansion which repeats eventually into
a rational number.
2. Learning Targets: (What will students know & be able to do as a result of this lesson?)
I can solve problems using fractions. / Essential Questions: (What will students know & be able to do as a result of this lesson?)
I can add, subtract, multiply, and divide fractions. / 2a. I can statements:
I can add unlike fractions.
I can multiply fractions
I can divide fractions
I can use multiplicative inverses to solve problems
I can solve inequalities and equations with rational numbers. /
3. Formative Assessment Criteria for Success: (List examples in box below)
Summative Assessment for Success:(How will you & your students know if they have successfully met the outcomes?
What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?)
Monday-Friday Comments:
Formative (Ideas:)
Thumbs up/down
Exit ticket
Zero to five
Anecdotal notes
Teacher observation
Checklist
Oral summary
Extended Response
Quiz
Written summary (or quick write)
Other: / Monday-Friday Comments:
Summative (Suggestions:)
End of Unit Test
Extended Response
End of Unit Project
Tech project
Oral/visual presentation
Other:
DIFFERENTIATION / 4. Gradual Release of Learning: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities? How and where will you differentiate?) Focus Lesson, Guided Instruction, Collaborative Instruction, Independent Tasks
Components of Gradual Release:
Focus Lesson
(I do) / Monday / Tuesday / Wednesday / Thursday / Friday
Review and quiz sections 5.1-5-5. P. 219-246.
The teacher will demonstrate how to do the different types of problems in these sections. Adding, subtracting, multiplying, and dividing fractions. The class will discuss cause and effect in story problems. JJIP / 5.6 p. 247-51. The teacher will demonstrate how to solve problems using multiplicative inverses. He will model some problems from the examples in the book. / 5.6 p.247-51
The teacher will continue to demonstrate how to solve problems using multiplicative inverses. The class will view the 5.6 power point on classzone.com. / 5.7 p. 253-6
The teacher will solve equations by clearing decimals and fractions. He will get rid of the decimals or fractions in the problem, then solve the problem as in the past. / 5.7 p.253-6
The teacher will solve inequalities that include fractions in the problems. The class will view the 5.7 powerpoint on classzone.com.
Guided Instruction
(We do) / The class will take cornell notes showing examples and listing steps to complete the problems from above. The class will do some problems similar to the teachers examples. / The class will take cornell notes showing examples and listing steps to complete the problems from above. The class will do some problems similar to the teachers examples. / The class will take cornell notes showing examples and listing steps to complete the problems from above. The class will do some problems similar to the teachers examples. / The class will take cornell notes showing examples and listing steps to complete the problems from above. The class will do some problems similar to the teachers examples. / The class will take cornell notes showing examples and listing steps to complete the problems from above. The class will do some problems similar to the teachers examples.
Collaborative
(We do together) / The class will get into their collaborative groups and work on section 5.6 problems / The class will get into their collaborative groups and work on section 5.6 problems / The class will get into their collaborative groups and work on section 5.7 problems / The class will get into their collaborative groups and work on section 5.7 problems
Independent
(You do) / Quiz 5.1-5.5 / 5.6 study guide / Wsheet 5.6 side A / Wsheet 5.7 study guide / 5.7wsheet A
5. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Day 1
Pencil, Paper, Books, Overhead projector, wsheets / Day 2
Pencil, Paper, Books, Overhead projector, wsheets / Day 3
Pencil, Paper, Books, Overhead projector, wsheets / Day 4
Pencil, Paper, Books, Overhead projector, wsheets / Day 5
Pencil, Paper, Books, Overhead projector, wsheets
Family Connection (How will you communicate with and extend into the home?)
I will call home to report and behavior problems or academic concerns.
Teacher Reflection: