Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
Teacher: Lemmy (LJ) Okonta
Date: October 27th, 2014
Grade Level or Course: 6th grade Mathematics
Content or Unit: Fractions
STAGE 1: Desired Results ~ What will students be learning?
Math 6.2a
– The student will investigate and describe fractions, decimals, and
percents as ratios
SOL/Learning Objective
Math 6.2b
– The student will identify a given fraction, decimal, or percent from a
representation
Math 6.2a, b
–
–
Essential Questions &
Understandings/Big
Ideas
Key Vocabulary
–
Essential Question:
o What is the relationship among fractions, decimals and percents?
Essential Understandings:
o Fractions, decimals, and percents are three different ways to express the same
number. A ratio can be written using fraction form (2/3), a colon (2:3), or the
word to (2 to 3). Any number that can be written as a fraction can be
expressed as a terminating or repeating decimal or a percent.
Essential Knowledge:
o The student will use problem solving, mathematical communication,
mathematical reasoning, connections, and representations to
 Identify the decimal and percent equivalents for numbers written in
fraction form including repeating decimals.
 Represent fractions, decimals, and percents on a number line.
–
–
–
–
Numerator
Denominator
Vinculum
Ratio
STAGE 2: Assessment Evidence ~ What is evidence of mastery?
Assessment Part 1
Students will complete fractions activity for bonus points on next quiz.
-
Students may have issues understanding correlation between
fractions and decimals.
- Students may not be able to do simple division to convert fractions
into decimals and percentages.
STAGE 3: Learning Plan ~ What are the strategies and activities you plan to use?
Possible misconceptions
or learning gaps
1. Give an example of a ratio,
2. Joe ordered an 8 slice pizza, he ate 5 slices. Write the fraction of
slices he ate?
Snapshot / Warm-up
Activity
Instructional Strategies
-
Teaching and Learning
Activities
Richmond Public Schools 2014-15
Create a matching game for fractions and percents.
Greater than/Less than game comparing fractions.
Will practice division of decimals.
Fill in the blank number line.
1. Students will complete and review the snapshot with the class.
a. Teacher will review answers
Essential elements version
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Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
2. Teacher will introduce fractions equivalents (ex: ½ = .50 = 50%)
a. Students will learn that dividing fractions turns into
decimals.
b. Teacher will give practice questions to learn how to divide
fractions into decimals.
3. Students will work in pairs to identify the proper place for each
fraction, decimal, and/or percentage on a number line.
a. Teacher will monitor students to ensure they are working
correctly.
b. Students will assist each other (peer-tutoring) in finding the
correct places on the number line
4. Students will play matching game on SMART Board to determine
which fractions are equivalent to each decimal and percentage.
a. Teacher will monitor SMART Board .
b. Teacher will provide correct entries for each bubble on
SMART Board.
Higher Level
Thinking
Differentiation
1. Students will
Connections to other
1. Matching game
be able to
Technology Use
subject areas and/or
gives a visual
analyze how
authentic applications
perception of
the usage of
1. Students
numbers for those
number lines
will be
1. Students will able to
who struggle to
can help you
using the
use their
write them out
depict where a
SMART
understanding of
correctly.
number
Board and
fractions for
2. Peer-tutoring in
belongs.
computer
measurements.
number line
2. Students will
to ask
2. Students will be able
activity will give
be able to
complete
to use their ability to
support to lower
understand the
tasks this
count decimals with
performing
correlation
week.
their application of
students.
between
money.
fractions and
decimals.
Checking for
Understanding
-
Students will convert fractions into decimals as practice.
STAGE 4: Closure ~ What did the students master & what are they missing?
Lesson Closure &
Student Summarizing of Students will complete an exit ticket based upon the lesson.
their Learning
Assessment Part 2
Students will review reflection as snapshot following day.
Teacher Reflection / Effectiveness of Learning
Richmond Public Schools 2014-15
Essential elements version
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Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
Teacher: Lemmy (LJ) Okonta
Date: October 28th, 2014
Grade Level or Course: 6th
Content or Unit: Fractions
STAGE 1: Desired Results ~ What will students be learning?
Math 6.2b
− The student will identify a given fraction, decimal, or percent from a
representation
SOL/Learning Objective
Math 6.4
– The student will demonstrate multiple representations of multiplication
and division of fractions.
Math 6.4
Essential Understandings:
–
Essential Questions &
Understandings/Big
Ideas
Key Vocabulary
–
When multiplying a whole by a fraction such as 3 x ½, the meaning is the same as
with multiplication of whole numbers: 3 groups the size of ½ of the whole. When
multiplying a fraction by a such as 2/3,3/4, we are asking for part of a part.
When multiplying a fraction by a whole number such as ½ x 6, we are trying to find a
part of the whole.
Essential Knowledge:
–
The student will use problem solving, mathematical communication, mathematical
reasoning, connections, and representations to
• Demonstrate multiplication and division of fractions using multiple representations.
• Model algorithms for multiplying and dividing with fractions using appropriate
representations.
−
−
Whole numbers
Divisors
STAGE 2: Assessment Evidence ~ What is evidence of mastery?
Assessment Part 1
Students will identify which fractions are equivalent to the given decimals
on SMART Board.
-
Students may not comprehend multiplication of fractions
Students may have issues understanding that whole numbers can
still be made into fractions
STAGE 3: Learning Plan ~ What are the strategies and activities you plan to use?
Possible misconceptions
or learning gaps
Snapshot / Warm-up
Activity
−
Instructional Strategies
-
Teaching and Learning
Activities
Richmond Public Schools 2014-15
Place the following fractions in order on a number line: 1/4, 1/3, ½
Students will create a small multiplication table to help them remember
their basic multiplication.
Repetition when introducing whole numbers over 1 will ensure students
understand that a whole number still has the same value when placed
over 1.
1. Students will create a multiplication table that will help their
memory.
Essential elements version
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Lesson Plan Template
Differentiation
1. Students will
have visual
representation of
multiplication
table they created
for assistance.
2. By covering
halves of
vinculum, the
multiplication of
fractions will be
simplified for
student.
Checking for
Understanding
(Stages adapted from the UBD model by McTighe and Wiggins)
a. Will be done together as a class
b. Teacher will call on students to give answers for each in
order to practice.
2. Teacher will show that whole numbers placed over 1 are the
same value as the past whole number.
a. Teacher will reiterate this by having them practice the
equality of a whole number and a whole number over 1.
3. Students will begin practicing multiplying fractions by covering
one half of the vinculum.
a. Teacher will demonstrate that each half of vinculum are
multiplied individually.
Higher Level
Thinking
1. Students will
Connections to other
be able to
subject areas and/or
identify
authentic applications
equality of
Technology Use
whole numbers
1. Students will be able
and whole
to make connections
1. Students will
numbers over
between multiplying
be using the
one.
fractions and
SMART Board
2. Students will
measuring cups.
and computer
be able to see
2. With knowledge of
to ask complete
the relationship
how to utilize
tasks this
between
fractions, students
week.
multiplying
will be able to use
whole numbers
their skills in science
and
lab when conducting
multiplying
experiments in class.
fractions.
-
Individual and assisted practice on both SMART Board and in
notebook will identify students’ comprehension.
STAGE 4: Closure ~ What did the students master & what are they missing?
Lesson Closure &
Students will play a matching game that requires them to match the
Student Summarizing of
multiplication problem with the correct product.
their Learning
Assessment Part 2
Students will be given pop quiz containing 5 questions based upon fractions
and placing each answer on a number line.
Teacher Reflection / Effectiveness of Learning
Richmond Public Schools 2014-15
Essential elements version
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Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
Teacher: Lemmy (LJ) Okonta
Date: October 29th, 2014
Grade Level or Course: 6th
Content or Unit: Fractions
STAGE 1: Desired Results ~ What will students be learning?
Math 6.4
− The student will demonstrate multiple representations
SOL/Learning Objective
multiplication and division of fractions.
Math 6.6a
− The student will multiply and divide fractions
Math 6.4
Essential Understandings:
–
–
of
When multiplying a whole by a fraction such as 3 x ½, the meaning is the same as
with multiplication of whole numbers: 3 groups the size of ½ of the whole. When
multiplying a fraction by a such as 2/3,3/4, we are asking for part of a part.
When multiplying a fraction by a whole number such as ½ x 6, we are trying to find a
part of the whole.
Essential Knowledge:
–
The student will use problem solving, mathematical communication, mathematical
reasoning, connections, and representations to
• Demonstrate multiplication and division of fractions using multiple representations.
• Model algorithms for multiplying and dividing with fractions using appropriate
representations.
Math 6.6a
Essential Understandings:
−
Essential Questions &
Understandings/Big
Ideas
−
How are multiplication and division of fractions and multiplication and division
of whole numbers alike? Fraction computation can be approached in the same
way as whole number computation, applying those concepts to fractional parts.
What is the role of estimation in solving problems? Estimation helps determine
the reasonableness of answers.
Essential Knowledge:
− The student will use problem solving, mathematical
communication, mathematical reasoning, connections, and
representations to
o Multiply and divide with fractions and mixed numbers.
Answers are expressed in simplest form.
o Solve single-step and multistep practical problems that
involve addition and subtraction with fractions and mixed
numbers, with and without regrouping, that include like and
unlike denominators of 12 or less. Answers are expressed in
simplest form.
o Solve single-step and multistep practical problems that
involve multiplication and division with fractions and mixed
numbers that include denominators of 12 or less. Answers
are expressed in simplest form.
Key Vocabulary
–
Richmond Public Schools 2014-15
Reciprocal
Essential elements version
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Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
STAGE 2: Assessment Evidence ~ What is evidence of mastery?
Assessment Part 1
Students will complete short quiz on multiplying fractions.
-
Possible misconceptions
or learning gaps
Students may have difficulty understanding reciprocals
Students may have issues with division steps.
STAGE 3: Learning Plan ~ What are the strategies and activities you plan to use?
1. Complete this question: 2/5 X 4/7; Place each fraction on the
number line.
2. Are 6/1 and 6 equal? Why or why not?
Snapshot / Warm-up
Activity
Instructional Strategies
Teaching and Learning
Activities
Differentiation
1. Support from
teammates in
game will allow
students to
comprehend
information
better.
2. Use of SMART
Board will allow
visual perception
for students.
3. Peer-tutoring
when creating
word problem
-
Repetition of reciprocating fractions through “Flip-A-Fraction” game
Use of SMART Board to place where numbers are correctly placed in
each problem.
Peer-tutoring will be used once again in order to create a word problem
that includes division of fractions.
1. Students will revisit multiplication of fractions
a. Teacher will monitor them as they review series of
problems.
2. Teacher will introduce the division of fraction with use of SMART
Board by focusing on making fraction’s reciprocal after problem
has been written out.
a. Students will then conduct division of fractions the same
way they multiplied fractions (doing each half of vinculum
separately).
3. Students will play “Flip-A-Fraction” game which allows them to
practice making reciprocals in fractions that require division.
a. Teacher will monitor both teams; teams will only receive
points if fraction is properly reciprocated and if quotient is
correct.
Connections to other
subject areas and/or
authentic applications
Technology Use
Higher Level
1. Students will be able
Thinking
1. Students will
to use prior and/or
1. Students will be
be using the
current knowledge
able to create
SMART Board
when creating their
adequate word
and computer
own word problems.
problems based
to ask complete
2. Mastering the
upon information
tasks this
division of fractions
learned.
week.
will allow them to
apply their
knowledge when
using measurements.
Richmond Public Schools 2014-15
Essential elements version
6
Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
activity
assessment will
give support to
student who need
assistance in that
area.
Checking for
Understanding
-
Teacher will use “Flip-A-Fraction” to identify understanding of topic
for students.
STAGE 4: Closure ~ What did the students master & what are they missing?
Lesson Closure &
− Students will answer a review question that requires them to divide
Student Summarizing of
a fraction.
their Learning
Assessment Part 2
In pairs, students will create four word problems based upon dividing and
multiplying fractions (two for each) and solve each correctly.
Teacher Reflection / Effectiveness of Learning
Richmond Public Schools 2014-15
Essential elements version
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