1. Author/Teacher: Lisa Davis-Patterson (Ms.

Davis)
2. Title: Division
3. Grade Level: 6th Grade Math
MCF and
Technology
Standards

4. Rationale

5.
Prerequisit
e Skills

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.
6.NS.2: Fluently divide multi-digit numbers using the
standard algorithm.
L.5.4.B: Use context (e.g., cause/effect relationships and
comparisons in text) as a clue to the meaning of a word
or phrase.
How is division related to school and the playground?
Division is the opposite of multiplication, which are two
applications, used everyday in school. Also, division was
used in the process of building the playground because
the builders have to use measurement to know how big or
small to make it.
How can division be used in everyday life (i.e. in class, at
home, at the grocery store)? Division is a procedure that
breaks down a problem into easier steps. For example, if
youre a choreographer, you need to be able to divide the
piece you want to perform, into smaller pieces so that
everyone will be able to do and give their best.
What role does place value play in multi-digit operations?
In order to solve a multi-digit operation, you must know
how and where to align the numbers.
What role does a multi-digit operation play in division?
Division can range from dividing using one number to
using several numbers within a multi-digit operation.
What do I hope to accomplish? I hope to teach the
students how to use the two types of division and how to
become masters at division operations i.e. fractions,
decimals, etc.
The two types of division quotative (partitive) and
measurement are applied to fractions and decimals as
well as to whole numbers.
Multiplication and division are inverse operations for
whole numbers, fractions and decimals.
The relationship of the location of the digits and the value
of the digits is part of understanding multi-digit
operations.
Division of fractions by fractions can be represented using


6.
Anticipator
y Set (10
minutes)

7. The
Lesson Plan
Goal and
Objective(s)
and
Purpose
(SWBAT)

8.
Instructiona
l Input

9. Modeling
(Show)

10.
Checking
For
Understand
ing (CFU)
11. Guided
Practice
(follow me)

multiple formats (manipulatives, diagrams, real-life

situations, equations).
Operations on decimals and whole numbers are based
upon place value relationships.
Begin Math Minutes (one minute sheet a day with about
10 questions that tests the students prior knowledge on
different math skills)
Math Connects Work Book & Text Book Scavenger HuntsIntroduce students to Online Resources.
Apply and extend previous understandings of
multiplication and division to divide fractions by fractions
Interpret and compute quotients of fractions, and solve
word problems involving division of fractions by fractions
(e.g., by using visual fraction model 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
length3/4 mi and area 1/2 square mi?
Division is an arithmetic operation.
In the expression a b = c, a is called the dividend or
numerator, b is the divisor or denominator, and the result
c is called the quotient.
Division is the opposite of multiplication.
Teacher will fold each index card into fifths, while students

watch
Ask what operation they are doing (DIVISION) and have
students justify their responses by explaining to their
partners
If students are not sure of what to do, guide them to
partition/fold each index card into fifths and then partition
out groups of 2/5

12. Closure
(5 minutes)

13.
Independen
t Practice

14.
Technology

15.
Materials/
Resources

16. Time

Have students complete a 1-2 question exit slip at the

end of class.
For homework, have students create a story context and
use a visual fraction model to show the quotient.
Give students 4 index cards per pair
Ask students to use them to determine how many 2/5
portions are in 4
Record a division equation to represent the model.
(425= 10)
Ask students if they predicted if the quotient would be a
whole number and, if so, why.
Smart Board (will be used to display modeling and
for watching video clips on Division). The
SmartBoard allows the lesson to come to life and show
the figure in a three-dimensional way.
www.ixl.com (assign homework from IXL to work on math
skills to improve math knowledge)
www.learnzillion.com
www.quizlet.com (used to test students on division
understanding)
www.flocabulary.com
The students will be able to work on the 2 student
computers within the classroom, but one day out of the
week, the students will be able to visit the computer lab
to work on their individual IXL skills.
The students will be able to enhance their math skills
(division, place value, addition/subtraction, and decimals)
Basic math skills are needed, but not required (students
will be able to practice their trouble areas); the
SmartBoard and ELMO is needed plus calculators
I will teach the technology skills by introducing IXL and
other math websites, as well as model the index card
using the SmartBoard and ELMO
Index cards
Paper (student)
Pencil (student)
Math Connects textbook
Math Connects workbook (student)
Smart Board & ELMO (will be used to display
modeling and for watching video clips on Division)
Math Minute
One Day (65 minutes)

Frame
17.
Activities/
Procedures
(includes
Introduction,
Presentation,
Clues for
Discovery,
Modeling,
and
engagement
in gradual
release, as
planned)- 35
minutes

1. Give students 4 index cards per pair

2. Ask students to use them to determine how many 2/5
portions are in 4
3. Before beginning to partition, have students predict if the
quotient will be greater than, less than, or equal to 1
4. Teacher will fold each index card into fifths, while students
watch
5. If students are not sure of what to do, guide them to
partition/fold each index card into fifths and then partition
out groups of 2/5
6. Ask what operation they are doing (DIVISION) and have
students justify their responses by explaining to their
partners
7. Record a division equation to represent the model.
(425= 10)
8. Ask students if they predicted if the quotient would be a
whole number and, if so, why.
9. Gradual Release Techniques (See Formative
Assessment Checking for Understanding, Guided
Practice, Independent Practice, Class Exit)

10.
Introduce IXL Commitment & Requirements. Have
students create quizlet.com accounts and
Learnzillion.com accounts.
18. Performance Assessment (see rubric at end of lesson)
I will know my instruction was successful based on student
understanding (see CFU), finished mathematical display (index cards),
and student assessments (see closing). The designed lesson plan did
meet the objectives. I will know each student achieved the desired
capabilities based on the exit slip scores and the test that will be given
in one week.
A. Formative
Division and Fractions Assessment
Assessment (Active
Matching Representations (students have to
Strategies to Check
group multiple representations of division,
for Understanding,
such as number sentences, arrays, repeated
Guide Practice, Exit
subtraction, and word problems)
Class, etc.)- 15
Forming a fraction division exit slip (one or two
minutes
questions at the end of class)
Context Stories (see Literacy Standard)
B.

Summative
Assessment (when
appropriate

Students will take a quiz on www.quizlet.com

at the end of the week
Students will be prepared to take a test one

quizzes, objective
tests, essays,
projects, etc.)
19. FollowUp/Extension Activity

week from today

If students struggle on the pre-assessment,

refer them to Grade 5, Unit 3 Fractions and
assign practice problems.
Have students watch video clips (YouTube,
etc.) on division
Teacher can model different ways of dividing
to arrive at the same answer

20.
Reflection:
A. How can they and I do
better?

B. What are they and what am

I ready to do next?

21. References

Instructor will lead class

discussion/follow up to see what
the students gained from the
lesson. Student will show their
knowledge and/or lack of
knowledge by answering openTeacher and students will be ready
to move on to the next lesson.
WEEK #1 ALL IXL SKILLS MUST BE
MASTERED BY THE FOLLOWING
WEEK.
www.ixl.com
Whole numbers
1. A.1Place values in whole
numbers
2. A.2Word names for numbers
3. A.3Roman numerals
Decimal numbers
1. B.1What decimal number is
illustrated?
2. B.2Decimal place values
3. B.3Word names for decimal
numbers
Add and subtract integers
1. I.1Review - add and subtract
whole numbers

Carter, John A., Gilbert J. Cuevas, and Roger Day. Math Connects.
Columbus, OH:
Glencoe/McGraw-Hill, 2012. Print.
Math Connects Workbook. Columbus, OH: Macmillan/McGraw-Hill,

2009. Print.
Stoffel, Doug. Middle Grade Math Minutes: One Hundred Minutes to
Better Basic Skills.
Huntington Beach, CA: Creative Teaching, 2000. Print.
"Math." IXL | Online Math Practice. N.p., n.d. Web. 13 Nov. 2014.
"Common Core Navigator." Common Core Navigator, Math, K-8. N.p.,
n.d. Web. 13 Nov. 2014.
"Quizlet." Quizlet. N.p., n.d. Web. 13 Nov. 2014.
"Songs & Videos." Educational Hip-Hop for All Subjects, K-12. N.p., n.d.
Web. 13 Nov. 2014.
"Division Word Problems Rubric." Docstoc.com. N.p., 2012. Web. 16
Mar. 2015.

Performance Assessment Rubric