Cindy Dorton

5314
Microteach IV

Lesson Cycle - 6th Math

Lesson Title/Topic: Multiplying/Dividing Fractions
Concept: Multiplying/Dividing positive rational numbers.
Standards/Rationale: 6.3E. We will multiply and divide positive fractions.
Learning Target: Assessment:
The student will multiply and divide Students will create a new chocolate chip cookie
positive fractions with 85% accuracy on a recipe for a recipe that needs to be cut in half and
chocolate chip cookie recipe. one that needs to be tripled.
Materials:
Brain gameboard
Penny
Paper
Pen/pencil
Dice
Fraction flashcards (two sets)
multiplication/division sign cards (two sets)
Construction paper
Markers
Chocolate chip cookie recipe

Lesson Cycle:(Direct instruction)

The teacher will: The student will:

Focus/Mental Set: Work the problems in their

Put four fraction bellringer problems on the board for math journals.
students to work.
x= Interact with teacher on
solving the problems on the
/ =
board.
Work the problems on the board and ensure that everyone Make corrections if
remembers how to multiply and divide fractions. necessary in their journal.

Teacher Input:
Remind students that numerators are numbers on the Repeat the fraction
top and denominators are numbers on the bottom. multiplication chant.
Say, Remember to multiply fractions, you simply
Repeat the fraction division
multiply side to side. chant.
Say, To divide fractions, you must first flip the other
 side, then you multiple.
Demonstrate fraction multiplication/demonstration Create two fractions on large
using large fraction cards made by students. construction paper.

Out loud as a class, work the

multiplication/division
problems created by the
class.

Guided Practice:
Put students into groups of four. Work in assigned groups of
Explain the first game (a warm-up game). four but have a partner (two
groups of two).
Warm-up Game (approx. 5 min): In groups of four,
but using partners, a student will turn over a fraction, a Warm-up Game: Turn over
sign, and another fraction. The pair of students who a fraction card, a sign card,
work the problem the fastest gets a point. Each pair and a fraction card and see
takes a turn. Repeat for five minutes. who can work the problem
Instruct students to keep a record of their points. the fastest. The pair who
Explain the second game (Marthas Imagination) come up with the correct
answer the fastest gets a
Marthas Imagination Game (approx 10 min): point.
Instruct students to work in the groups of four but as Keep a record of their points.
individuals for this game. One student will flip a penny
on the brain gameboard and then pick another person to Marthas Imagination
tell a story matching the area that it lands on. The Game:
student who flipped the penny will then rate the story
between 1-100. Each member of the group will then A student will flip a penny
multiply the rating by the fraction on the gameboard. and call on another person in
Whoever comes up with the answer the fastest will the group to say a story
matching whatever category
receive however many points figured. Ex: if a student
the penny landed on in the
rates the story as a 20 and if the penny landed on funny gameboard. The person who
stuff - they would multiply 20 x to get a score of 8. flipped the penny will then
The student who did that the quickest would get the 8 rate the story between 1-
points. 100. All students in the
Explain the third game (Dividing the dice) group will then multiply the
Dividing the Dice Game (approx. 10 minutes): Instruct rating given by the fraction
students in pairs again. Round one: The first pair of on the gameboard. Whoever
comes up with the correct
students will roll the dice twice. Each student should
answer the fastest will
roll a die both times. Each die will represent either the receive that number of
numerator or the denominator of a fraction. In round points.
one, the larger value will be the denominator and the
lower value will be the numerator. Students will write Dividing the Dice Game
the first fraction and the second fraction down on the
form and then write the equation and solution. The pair Round one: Students will
that comes up with the correct solution first gets a work in pairs competing
point. Do round one three times. Round two: Roll two against the other pair in their
dice and one large die. The large dice number will be group. One group will roll the
the whole number and the two regular dice will create dice once and all students
the fraction (use the larger value as the denominator will write down the fraction.
and the smaller value as the numerator). Roll the two The same group will roll the
dice again and all students
smaller dice again to create the second fraction.
will write down the fraction.
Students will write the first fraction (with a whole Students, working in pairs,
number) and the second fraction on the form and then will then write the equation
write the equation and solve. The pair that comes up and solve. The first pair with
with the correct solution first gets a point. Do round the correct answer gets a
two three times. Round three: Roll two dice first. point. Do round one, three
The larger number will be the denominator and the times.
smaller number will be the numerator. Roll the dice
again and this time roll the large dice as well. The large
dice will represent the whole number for the second Round two: Students will
fraction and the two smaller dice will represent the roll two dice and one large
fraction (larger value as the denominator and the die. The large die will be the
whole number for the first
smaller value as the numerator). Write the fractions
fraction and the two smaller
down on the form and then write the equation and dice will create the fraction
solve. The pair that comes up with the correct solution (larger value as denominator
first gets a point. Do round two three times. and smaller value as the
numerator). Same set of
students will roll the dice
again, but this time will not
use the large dice. Each
student is to write down the
fraction (larger value as the
denominator and the smaller
value as the numerator).
Students, working in pairs,
will then write the equation
and solve. The first pair with
the correct answer gets a
point. Do round two, three
times.

Round three: Students will

roll two dice first and write
down the fraction on the form
(larger number will be the
denominator and the smaller
number will be the
numerator). Students will roll
the dice again but this time
they will roll the large dice as
well. The large dice value
will represent the whole
number for the second
fraction and the two smaller
 dice will represent the
fraction (larger value as the
denominator and the smaller
value as the numerator).
Students, working in pairs,
will then write the equation
and solve. The first pair with
the correct answer gets a
point. Do round three, three
times.

Independent Practice: Cut chocolate chip cookie

Instruct the students to cut the chocolate chip cookie recipe in recipe in half.
half and then triple it. Bring recipes with new measurements to Triple chocolate chip cookie
class tomorrow. recipe.
Bring recipes with new
measurements to class
https://www.verybestbaking.com/recipes/18476/original- tomorrow.
nestle-toll-house-chocolate-chip-cookies/

Closure:
Repeat the fraction multiplication chant. Repeat the multiplication
Repeat the fraction division chant. chant with the teacher.
Determine which group was the overall winner of the games. Repeat the fraction division
chant with the teacher.

Congratulate the winners.

Options:

Enrichment: Students will Reteach: I will reteach fraction multiplication and division
create a fraction using dominoes and/or use online, interactive math games
multiplication/division bingo (https://jeopardylabs.com/play/multiplying-and-dividing-
game to be played by the class. rational-numbers3).

Modifications/Correctives:
Follow IEP
References: