Lesson Plan Template (Stages adapted from the UBD model by McTighe and Wiggins)

Teacher: Lemmy (LJ) Okonta / Date: October 27th, 2014
Grade Level or Course: 6thgrade Mathematics / Content or Unit:Fractions
STAGE 1: Desired Results ~ What will students be learning?
SOL/Learning Objective / Math 6.2a
–The student will investigate and describe fractions, decimals, and percents as ratios
Math 6.2b
–The student will identify a given fraction, decimal, or percent from a representation
Essential Questions & Understandings/Big Ideas / Math 6.2a, b
–Essential Question:
  • What is the relationship among fractions, decimals and percents?
–Essential Understandings:
  • Fractions, decimals, and percents are three different ways to express the same number. A ratio can be written using fraction form (2/3), a colon (2:3), or the word to (2 to 3). Any number that can be written as a fraction can be expressed as a terminating or repeating decimal or a percent.
–Essential Knowledge:
  • The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to
  • Identify the decimal and percent equivalents for numbers written in fraction form including repeating decimals.
  • Represent fractions, decimals, and percents on a number line.

Key Vocabulary / –Numerator
–Denominator
–Vinculum
–Ratio
STAGE 2: Assessment Evidence ~ What is evidence of mastery?
Assessment Part 1 / Students will complete fractions activity for bonus points on next quiz.
Possible misconceptions or learning gaps / -Students may have issues understanding correlation between fractions and decimals.
-Students may not be able to do simple division to convert fractions into decimals and percentages.
STAGE 3: Learning Plan ~ What are the strategies and activities you plan to use?
Snapshot / Warm-up Activity /
  1. Give an example of a ratio,
  2. Joe ordered an 8 slice pizza, he ate 5 slices. Write the fraction of slices he ate?

Instructional Strategies / -Create a matching game for fractions and percents.
-Greater than/Less than game comparing fractions.
-Will practice division of decimals.
-Fill in the blank number line.
Teaching and Learning Activities /
  1. Students will complete and review the snapshot with the class.
  2. Teacher will review answers
  3. Teacher will introduce fractions equivalents (ex: ½ = .50 = 50%)
  4. Students will learn that dividing fractions turns into decimals.
  5. Teacher will give practice questions to learn how to divide fractions into decimals.
  6. Students will work in pairs to identify the proper place for each fraction, decimal, and/or percentage on a number line.
  7. Teacher will monitor students to ensure they are working correctly.
  8. Students will assist each other (peer-tutoring) in finding the correct places on the number line
  9. Students will play matching game on SMART Board to determine which fractions are equivalent to each decimal and percentage.
  10. Teacher will monitor SMART Board .
  11. Teacher will provide correct entries for each bubble on SMART Board.

Differentiation
  1. Matching game gives a visual perception of numbers for those who struggle to write them out correctly.
  2. Peer-tutoring in number line activity will give support to lower performing students.
/ Higher Level Thinking
  1. Students will be able to analyze how the usage of number lines can help you depict where a number belongs.
  2. Students will be able to understand the correlation between fractions and decimals.
/ Technology Use
  1. Students will be using the SMART Board and computer to ask complete tasks this week.
/ Connections to other subject areas and/or authentic applications
  1. Students will able to use their understanding of fractions for measurements.
  2. Students will be able to use their ability to count decimals with their application of money.

Checking for Understanding / -Students will convert fractions into decimals as practice.
STAGE 4: Closure ~ What did the students master & what are they missing?
Lesson Closure & Student Summarizing of their Learning / Students will complete an exit ticket based upon the lesson.
Assessment Part 2 / Students will review reflection as snapshot following day.
Teacher Reflection / Effectiveness of Learning
Teacher: Lemmy (LJ) Okonta / Date: October 28th, 2014
Grade Level or Course: 6th / Content or Unit:Fractions
STAGE 1: Desired Results ~ What will students be learning?
SOL/Learning Objective / Math 6.2b
−The student will identify a given fraction, decimal, or percent from a representation
Math 6.4
–The student will demonstrate multiple representations of multiplication and division of fractions.
Essential Questions & Understandings/Big Ideas / Math 6.4
Essential Understandings:
–When multiplying a whole by a fraction such as 3 x ½, the meaning is the same as with multiplication of whole numbers: 3 groups the size of ½ of the whole. When multiplying a fraction by a such as 2/3,3/4, we are asking for part of a part.
–When multiplying a fraction by a whole number such as ½ x 6, we are trying to find a part of the whole.
Essential Knowledge:
–The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to
• Demonstrate multiplication and division of fractions using multiple representations.
• Model algorithms for multiplying and dividing with fractions using appropriate representations.
Key Vocabulary / −Whole numbers
−Divisors
STAGE 2: Assessment Evidence ~ What is evidence of mastery?
Assessment Part 1 / Students will identify which fractions are equivalent to the given decimals on SMART Board.
Possible misconceptions or learning gaps / -Students may not comprehend multiplication of fractions
-Students may have issues understanding that whole numbers can still be made into fractions
STAGE 3: Learning Plan ~ What are the strategies and activities you plan to use?
Snapshot / Warm-up Activity / −Place the following fractions in order on a number line: 1/4, 1/3, ½
Instructional Strategies / -Students will create a small multiplication table to help them remember their basic multiplication.
-Repetition when introducing whole numbers over 1 will ensure students understand that a whole number still has the same value when placed over 1.
Teaching and Learning Activities /
  1. Students will create a multiplication table that will help their memory.
  2. Will be done together as a class
  3. Teacher will call on students to give answers for each in order to practice.
  4. Teacher will show that whole numbers placed over 1 are the same value as the past whole number.
  5. Teacher will reiterate this by having them practice the equality of a whole number and a whole number over 1.
  6. Students will begin practicing multiplying fractions by covering one half of the vinculum.
  7. Teacher will demonstrate that each half of vinculum are multiplied individually.

Differentiation
  1. Students will have visual representation of multiplication table they created for assistance.
  2. By covering halves of vinculum, the multiplication of fractions will be simplified for student.
/ Higher Level Thinking
  1. Students will be able to identify equality of whole numbers and whole numbers over one.
  2. Students will be able to see the relationship between multiplying whole numbers and multiplying fractions.
/ Technology Use
  1. Students will be using the SMART Board and computer to ask complete tasks this week.
/ Connections to other subject areas and/or authentic applications
  1. Students will be able to make connections between multiplying fractions and measuring cups.
  2. With knowledge of how to utilize fractions, students will be able to use their skills in science lab when conducting experiments in class.

Checking for Understanding / -Individual and assisted practice on both SMART Board and in notebook will identify students’ comprehension.
STAGE 4: Closure ~ What did the students master & what are they missing?
Lesson Closure & Student Summarizing of their Learning / Students will play a matching game that requires them to match the multiplication problem with the correct product.
Assessment Part 2 / Students will be given pop quiz containing 5 questions based upon fractions and placing each answer on a number line.
Teacher Reflection / Effectiveness of Learning
Teacher: Lemmy (LJ) Okonta / Date: October 29th, 2014
Grade Level or Course: 6th / Content or Unit:Fractions
STAGE 1: Desired Results ~ What will students be learning?
SOL/Learning Objective / Math 6.4
−The student will demonstrate multiple representations of multiplication and division of fractions.
Math 6.6a
−The student will multiply and divide fractions
Essential Questions & Understandings/Big Ideas / Math 6.4
Essential Understandings:
–When multiplying a whole by a fraction such as 3 x ½, the meaning is the same as with multiplication of whole numbers: 3 groups the size of ½ of the whole. When multiplying a fraction by a such as 2/3,3/4, we are asking for part of a part.
–When multiplying a fraction by a whole number such as ½ x 6, we are trying to find a part of the whole.
Essential Knowledge:
–The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to
• Demonstrate multiplication and division of fractions using multiple representations.
• Model algorithms for multiplying and dividing with fractions using appropriate representations.
Math 6.6a
Essential Understandings:
−How are multiplication and division of fractions and multiplication and division of whole numbers alike? Fraction computation can be approached in the same way as whole number computation, applying those concepts to fractional parts.
−What is the role of estimation in solving problems? Estimation helps determine the reasonableness of answers.
Essential Knowledge:
−The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to
  • Multiply and divide with fractions and mixed numbers. Answers are expressed in simplest form.
  • Solve single-step and multistep practical problems that involve addition and subtraction with fractions and mixed numbers, with and without regrouping, that include like and unlike denominators of 12 or less. Answers are expressed in simplest form.
  • Solve single-step and multistep practical problems that involve multiplication and division with fractions and mixed numbers that include denominators of 12 or less. Answers are expressed in simplest form.

Key Vocabulary / –Reciprocal
STAGE 2: Assessment Evidence ~ What is evidence of mastery?
Assessment Part 1 / Students will complete short quiz on multiplying fractions.
Possible misconceptions or learning gaps / -Students may have difficulty understanding reciprocals
-Students may have issues with division steps.
STAGE 3: Learning Plan ~ What are the strategies and activities you plan to use?
Snapshot / Warm-up Activity /
  1. Complete this question: 2/5 X 4/7; Place each fraction on the number line.
  2. Are 6/1 and 6 equal? Why or why not?

Instructional Strategies / - Repetition of reciprocating fractions through “Flip-A-Fraction” game
-Use of SMART Board to place where numbers are correctly placed in each problem.
-Peer-tutoring will be used once again in order to create a word problem that includes division of fractions.
Teaching and Learning Activities /
  1. Students will revisit multiplication of fractions
  2. Teacher will monitor them as they review series of problems.
  3. Teacher will introduce the division of fraction with use of SMART Board by focusing on making fraction’s reciprocal after problem has been written out.
  4. Students will then conduct division of fractions the same way they multiplied fractions (doing each half of vinculum separately).
  5. Students will play “Flip-A-Fraction” game which allows them to practice making reciprocals in fractions that require division.
  6. Teacher will monitor both teams; teams will only receive points if fraction is properly reciprocated and if quotient is correct.

Differentiation
  1. Support from teammates in game will allow students to comprehend information better.
  2. Use of SMART Board will allow visual perception for students.
  3. Peer-tutoring when creating word problem activity assessment will give support to student who need assistance in that area.
/ Higher Level Thinking
  1. Students will be able to create adequate word problems based upon information learned.
/ Technology Use
  1. Students will be using the SMART Board and computer to ask complete tasks this week.
/ Connections to other subject areas and/or authentic applications
  1. Students will be able to use prior and/or current knowledge when creating their own word problems.
  2. Mastering the division of fractions will allow them to apply their knowledge when using measurements.

Checking for Understanding / -Teacher will use “Flip-A-Fraction” to identify understanding of topic for students.
STAGE 4: Closure ~ What did the students master & what are they missing?
Lesson Closure & Student Summarizing of their Learning / −Students will answer a review question that requires them to divide a fraction.
Assessment Part 2 / In pairs, students will create four word problems based upon dividing and multiplying fractions (two for each) and solve each correctly.
Teacher Reflection / Effectiveness of Learning

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Richmond Public Schools 2014-15 Essential elements version