Professional Documents
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TEKS Addressed:
(3) Number and operations. The student applies mathematical process standards to represent
addition, subtraction, multiplication, and division while solving problems and justifying
(A) recognize that dividing by a rational number and multiplying by its reciprocal result
in equivalent values;
Given the notes and vocabulary, the students will multiply and divide positive rational numbers
CCRS Addressed:
I. Numeric Reasoning
B. Number operations
B. Manipulating expressions
ELPS Addressed:
c.1. (E) internalize new basic and academic language by using and reusing it in meaningful ways
in speaking and writing activities that build concept and language attainment
c.2. (E) use visual, contextual, and linguistic support to enhance and confirm understanding of
c.3. (J) respond orally to information presented in a wide variety of print, electronic, audio, and
(5) Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while
(A) understand copyright principles, including current laws, fair use guidelines, creative
(B) practice ethical acquisition of information and standard methods for citing sources;
(C) practice safe and appropriate online behavior, personal security guidelines, digital
(D) understand the negative impact of inappropriate technology use, including online
bullying and harassment, hacking, intentional virus setting, invasion of privacy, and
Closure:
Multiplying and Dividing Fractions 5 min The teacher will assess the
The students will think-pair-share about the concept knowledge learned by code-calling
they learned the best and the concept they might need (popsicle stick names) to share the
extra help with still and why they chose each part. information spoken between them
The teacher will walk around the room and take and their partner.
anecdotal notes on the student’s discussion. The
students will then return to a whole class discussion and
share their thoughts and findings.
Reflection
This lesson was an interesting one to teach. The intro activity made students think. I did
not give them any information on how multiplying and dividing fractions worked. We had just
moved on from adding and subtracting so most of the students tried to get the denominators to a
common denominator. After a couple minutes I put a hint on the smart board but did not verbally
tell the students. Once a student noticed it, is was smooth sailing from there. Again, I did not give
the students any advice on dividing fractions. I was really trying to access their prior knowledge.
As expected, the students treated dividing fractions, just as they did with multiplying fractions.
Tarleton State University’s Expected Lesson Cycle
Again, after a few minutes, I placed another hint on the board (KCF) and the students did not
understand that. The focus went as expected and I was able to assess my student’s prior knowledge.
When delivering the lesson, I taught all the multiplication fraction strategies and then all of the
division strategies. The students did great with multiplying fractions, most of them found it to be
“the easiest thing we have done all year.” Until… I incorporated dividing fractions. For some
reason, the students started flipping the second fraction when multiplying fractions instead of just
when dividing fractions. I think I confused the students when I said, “so technically, you never
really divide… you always multiply.” To try and reverse the confusion, I used the sentence strips
as an extension activity to try and help the students see that KFC was only when you had a division
sign. When I teach this lesson again next year, I will move the sentence strip activity to the guided
practice section and allow the students to see that KCF was only an option when the division sign
is present. The students loved the Kahoot. It was not mandatory, it was just an intervention activity
for students who I felt needed a little more one-on-one instruction. When one of the students found
out that another student got to play an online game with me, all the students wanted to play. If I
would have known the students WANTED to take an online quiz (pretty much what it was), then
I would have created a Kahoot as the final assessment instead of a written test. Overall, my lesson
was successful. Every student passed the final assessment and are ready to move onto the next
lesson.