Co-Teaching Lesson Plan (Direct Instruction) 10-27 PA #2

Teachers:
Subject:
Miss Johnson
Multiplying Fractions
Standard:
6.NS.A.1 Apply and extend previous understanding of multiplication and division to divide
fractions by fractions.
ISTE Standards for Students: 2 Communication and Collaboration: Students use digital media
and environments to communicate and work collaboratively, including at a distance, to support
individual learning and contribute to the learning of others.
ISTE Standards for Teachers 3c:. Communicate relevant information and ideas effectively to
students, parents, and peers using a variety of digital age media and formats
Objective (Explicit):
SWBAT multiply fractions by cross canceling with 80% accuracy.
Sub-objectives, SWBAT (Sequenced from basic to complex):
SWBAT multiply.
SWBAT provide their final answer in lowest terms.
SWBAT work together and give feedback to their partner to solve problems together.
Evidence of Mastery (Measurable):
Students will answer at least 8 out of 10 points on the Exit Ticket. The exit ticket will have 5
problems that will require cross canceling valued at two points each. If the student multiplies the
problem correctly that earns them one point and if the problem is correctly reduced that earns
them another point.
Key vocabulary:
Materials:
Cross Canceling: Reducing diagonally by a common
Powerpoint for Lesson
factor before multiplying.
Projector
iPad
Math notebook
Pencil
Whiteboards
Whiteboard marker
32 Multiplying Fraction Packet
16 Fraction Packet Pair Share Bags
16 pieces of paper.
Opening (state objectives, connect to previous learning, and make relevant to real life)
1. Students walk in and follow directions on first slide of power point.
2. 5 minutes of Whiteboard Work (same thing as bellwork) on second slide of power point.. Students
will come in and divide their whiteboard up into 4 equal parts. In each part, they will complete a
problem I have up on the board. The first person that walks in the door, I will hand them the ipad and
they will do the first problem on the ipad in the app Show Me, they will then chose another student at a
different table to work the second problem and so on. The students will then correct their whiteboard
work through the examples shown by students in the ipad. Then show third slide which will confirm
student answers.
2. Switch to forth slide: Today we are multiplying fractions. Our objective is (state above). So why do
we learn this, why do we need to know this? Who has an idea? (call on 3 students to contribute) Give

Guided Practice

Instructional Input

real world example on top of student contribution: I only have of the pizza left over and my brother
told me he ate of that. How much is left for me? Then go into vocabulary.
Teacher Will:
Student Will:
1. State opening.
1. Listen to opening and contribute an idea if
2. Go over vocabulary.
called upon.
3. Go over Skills Necessary
2. Write What, Obj, and Vocabulary in
*Switch to fifth slide and leave it up throughout
notebook.
the remaining of lesson until exit ticket*
3. Write down Skills.
4. Go over steps.
4. Copy down Steps and Examples.
Steps:
1. Set up your problem.
2. Can I cross cancel?
1. No. Move on to step 3.
2. Yes! Find the common factor that
divides into both diagonal
numbers. Divide until both sets of
diagonals are in simplest form.
3. Multiply Numerators
4. Multiply Denominators
5. Reduce if necessary
On the space on the whiteboard next to the
power point, model the steps using a think
aloud and the following examples on the
whiteboard.
Examples:
* 3/11 (answer: 3/44)
3/5 * 8/10 (answer: 24/50 or 12/25)
5/6 * 3/5 (answer:1/2)
* 6/10 (answer:3/10)
Co-Teaching Strategy/Differentiation
ELL Differentiation: Teacher will model steps by using a think aloud. As I state my thoughts I
will solve on the board. I will break each step down clearly and draw pictures to illustrate
concepts.
Learning Disabilities: Same as above. Talk slow. Do not rush through explanation and
articulate words clearly.
Teacher Will:
Student Will:
OK, now I want you all to do the next two
Do given problems on whiteboard. They will
problems I write up on the board on your white
hug it close until they are instructed to reveal
boards. Make sure you hold them close to your boards.
chest until will all hold them up all at once.
They will ask for help as needed.
Remember I am looking for 80-100% accuracy.
Examples:
7/8 * 4/11 (answer: 7/22)
15/16 * 2/3 (answer: 5/8)

Independent Practice

From these two informal assessments,

determine if students are completely lost or
have a basic enough understanding to go onto
the game.
Co-Teaching Strategy/Differentiation
ELL Differentiation: I will write the problem up on the board and pair them next to a student that
is strong in math. I will go over to them and give them extra assistance and guidance to make
the process clearer if steps were not clearly communicate when modeling up in front of the
class.
Learning Disabilities: Make sure they have the problem copied down correctly. Go over steps
with them and show them another example on the side if necessary.
Teacher Will:
Student Will:
For the next 10-15 min, we are going to play a
Play the game according to the directions.
game. With your partner next to you, you are
Complete an exit ticket and turn it in.
going to each work on some problems. You
Work on homework in completed with
each have a little baggie, in the baggie is
everything else.
problems from your homework. You are going
to draw a problem out of the bag and each do it
on your whiteboards. If you have the same
answer and agree, go ahead and copy the
answer onto your homework sheet. If you
disagree, figure out who is right by talking about
how you worked your problems. This is a time
to get feedback from your partner and help your
classmates. You can also get help and
feedback from me. You may NOT go ahead and
just do the problems together. You must draw
out a problem, do it together, find the problem,
and copy down the answer you both came up
with. Once the 10 minutes is up, we are going
to do an exit ticket. If you finish your exit ticket,
you may return to this sheet and finish it.
Switch power point from steps to the exit ticket.
Directions: Please take a piece of notebook
paper and split it in half to share with your
partner. Answer these 5 questions. Dont
forget your Name and the title EXIT TICKET at
the top of the paper. Turn it in to the Period 4
bin.

Exit Ticket (on last slide in power point):

1.
2.
3.
4.
5.
Answers/KEY to Exit Ticket:
1. 3/32 2. 1/3 3. 7/12 4. 5/8

5. 3/8

Homework to write up on assignment board:

Finish Skill 2 Sheet 4 and Page 35
(see attached for copies and keys)

Co-Teaching Strategy/Differentiation
ELL Differentiation: I will pair them with a student that is strong in math during the game that
can help explain the problem if the ELL student is still struggling. I will also keep an eye on
them to make sure they are successful in completing the game and during independent
practice.
Learning Disabilities: Same as above.
Extension: If students need a challenge. Have them practice changing mixed numbers back
into improper fractions so they are ready for the next lesson when they have to multiply mixed
numbers.
Closing/Student Reflection/Real-life connections:
If we remember today our objective was that we all would multiply fractions with 80% accuracy. I was
pleased with what I saw today, you all worked very well together. Who can tell me what the definition
of cross canceling is?
Make sure all your materials are back in the bins, your tables are clean and put back together. Once
you are packed up you may leave. Dont forget to turn in your exit tickets.