Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate:

Subject:

Grade level(s):

Date:

Dalia Viveros
Math
6th
November 18, 2014
Standard:
6 NS .1 Apply and extend previous understandings of multiplication and division to divide fractions by
fractions and whole numbers.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
What are students learning? Underline content type.
Students will demonstrate how to solve a division problem with fractions and whole numbers by using a
bar diagram.
II. LEARNING OUTCOME (Objective):
Given _a bar diagram_, students will _demonstrate (level of cognition) __how to divide whole numbers
by fractions___ (content) by _dividing the bar into appropriate sections with 100% accuracy.(proving
behavior or activity)
DOK/Cognitive Rigor Level: Application
Language Demands (What demands in terms of language does this lesson require of students, particularly
English Learners?):
Students need to understand the necessary math language, for example, whole numbers, fractions, bar
diagram, cross cancelling, division, and multiplication.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson comes
before this lesson? What lesson comes after this lesson?
The lesson before was about converting measurements. They used skills they had previously learned, i.e.
cross cancelling, etc. The next lesson will continue to expand their skills in multiplying and dividing
fractions, which is what the whole chapter is about.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: activate student prior knowledge
Students will be shown the set-up of a division problem which they already know, 10 . Ill explain
to them that we cannot divide this way, but by showing it to them this way they can get an idea of what
were trying to do with the numbers since they are familiar with that set-up. Ill show the problem with
10 pizzas instead and show how many thirds there are in 10. Students do not need to write during this
time, just observe.
Student friendly objective: By the end of our lesson you should _show (level of cognition) __how
many s (for example) are in a whole_ (content) by _cutting the bar diagram in the correct section
proving behavior or activity)
Purpose: Why are students learning this? Why is it important?
If students are able to show division of whole numbers by fractions with a bar diagram, later they will

be able to divide whole numbers and fractions without using a picture.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: Hands-On Activity 1
a. Input
Read together: Juan is building a set for the school musical. He has a 3-foot board that he needs to
equally divide into - foot pieces. How many pieces will he have after he cuts the board?
a. T model
What do we know? What do we need to find out?
b. Student response: Share with a partner, discuss what you think we know and what we need to find
out. Use sticks to pick on somebody. Does the rest of the class agree or disagree? Thumbs up or
down.
Step #2: Solving Hands-On Activity 1 (on whiteboards and workbook) (follow along as I show on
the elmo)
a. T input
Draw a model that represents the length of the board. Draw lines to separate the board into thirds.
Each third represents one foot.
a. T model

Divide each foot into halves.

Determine how many groups of are in 3. Circle the groups that are the size of the divisor
.
There are ____ groups of ___/____. So, 3 = ____
Check by multiplying.
b. Student response: Students show work on their whiteboards. I ask along the way to show me their
boards. If I see that some students are not understanding a certain step, we will pause and I will take a
moment to explain.
Step #3: Hands-On Activity 2 (white boards and workbook) (follow along as I show process on
the elmo)
a. T input
Find 4
a. T model
Draw the model shown in the workbook
Divide each whole into thirds
Circle groups of on the model. Hint: How many groups of are in 4?
There are ___ groups of . So, 4 = _____
Check by multiplying
b. Student response: Same as above; Students show work on their whiteboards. I ask along the way
to show me their boards. If I see that some students are not understanding a certain step, we will pause
and I will take a moment to explain. At the end I will ask how comfortable they are with this concept. 3
fingers: I understand it and I can do it on my own, 2 fingers: I kind of get it but I still need help, 1: I
have no idea.
Step #4: Hands-On Activity 3 (different approach in case students are not understanding)
a. T input

Find 2
a. T model (displayed on elmo)
2 chocolate bars for students who need to visualize with something tangible.
Bars divided in? fourths
We need groups of what? Of 3/4 s
How many groups of s do we have? 2 How many are left over? 2 pieces which are s
of a group of s
There are 2 groups of and of a group left over. So, 2 = 2
b. Student response: Along the way I will be asking questions (answers in red), having them share
with a partner, and asking if they agree or disagree. Then, I will have them work out the same problem
in their workbook as I walk around and check on their work. At the end I will ask again how
comfortable they with this concept.
C. APPLICATION ACTIVITY (Practice and/or Reflection):
We will work together, as a class, on 2-3 additional problems like the ones above. I will walk around
and show work on the elmo if necessary.
D. MATERIALS & RESOURCES:
Whiteboards, dry erase markers, erasers, workbooks, pencils, 2 chocolate bars, elmo (projector)
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative: Agree/Disagree (thumbs up/down), Scale 3-2-1 of understanding, show work white board,
pair share, walk around checking students work,
Summative: I will give them one last problem before they are dismissed for brunch (it is minimum day)
which they will complete on their whiteboards. I will scan their boards and have them clean up and line
up one by one.
Find 2 4/5
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice):
Examples with chocolate bars, some students need something to help them visualize better. If a student
finishes the problems quickly and I see that it was easy for them I will have them work on a more
challenging problem on their white board while the rest of the class catches up.

VII. HOMEWORK (if appropriate):

N/A