Lesson 7: Multiplying Fractions
Grade Level: 6
Date: Monday, 11/14/11
Time: 45 minutes
Objectives
SWBAT locate fractions on a number line.
SWBAT turn mixed numbers to improper fractions, and vice-versa
SWBAT multiply fractions with like and unlike denominators
SWBAT reduce fractions to their simplest form
SWBAT create a graphic organizer (in the form of a 12 page Burrito Book) that contains strategies that will help them solve arithmetic problems that involve fractions
Prior Knowledge
Students should be familiar with number lines.
Students should be able to fluently multiply positive integers
Students should have experience turning mixed numbers to improper fractions and vice-versa
Students should have experience reducing fractions.
Materials/Resources
-Teacher: 10 notecards, Overhead projector, pencil, scratch paper, whiteboard, dry erase marker/eraser, Multiplying Fractions Worksheet
-Student: scratch paper, pencil, Burrito Book (BB), Holt (class math textbook), math journals, 2 sticky notes per student
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Time
3 min
15 min
15 min
10 min
2 min
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Lesson
Write on board: 1. Turn in homework 2. Get out Burrito Books 3. Open Planners
Assign and pass out tonight's homework Multiplying Fractions Worksheet: Odds on both sides.
Go over objectives
Warm-up: Number Line activity (see attachment)
Multiplying Fractions: Write in BB page 7 1. change any mixed numbers to improper fractions 2. numerator x numerator (top x top) 3. denominator x denominator (bottom x bottom) 4. reduce* *if improper fraction change to mixed number
2-3 example problems. -Have students tell you what to do for one.
-Have students come to board to do the rest. Have students say steps as they go. If student does not want to narrate what the student is doing.
Practice: Holt Page 262: 9-16 Page 266: 1-6 Students may work in partners. I Reserve the right to separate them if they are not working, talking too much Finished? For extra credit students may write 1-2 word problems that involve multiplying fractions.
Closure: Check off objectives. Did we meet our objectives? Show of hands how many of you can confidently locate fractions on a number line? How many can multiply fractions? Have you improved at turning mixed numbers to improper fractions? |
Monitoring Assessment
walk around and check planners.
Students write in BB page 7
Tell me what to do.
Popsicle Stick Volunteers
Walk around and observe/answer questions
Students turn in assignment so I may review it.
Estimate number of hands. Place check mark by objective if more than ½ of students raise hands. |
Adaptations/Modifications
ESOL May work with someone else. I wrote all notes that should be in Burrito Book on the board. This should help the student follow along. Check on student's progress often.
TAG For extra credit students may write 1-2 word problems that involve multiplying fractions.
Special Needs May work with partner. Check on student's progress often.
Literacy NA
Other
Reflection
What's next? Dividing fractions
What worked?
The warm-up activity worked great. My students followed my directions, and I gave them the right amount of time to get the activity done. When I asked the students where the proper/improper fractions and mixed numbers were located they got the answer right. I was so excited and proud. The success of this activity makes me want to incorporate more hands-on activities.
I liked returning to my list of objectives at the end of class. It was a quick way to review the day's objectives. Doing so helped me estimate what objectives I should consider reviewing. I also hope that it teaches the students why objectives are important, and how to use the objectives to guide their own learning.
What would I change?
Surprisingly, the students enjoyed working out of the textbook. I think this is because students rarely do problems from the textbook. I want to come up with more original, engaging ways for students to practice math.
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