Grade Lesson Plan Grade Level Content Standard: Number Sense 2. 1 Solve problems involving addition, subtraction, multiplication, and division of positive fractions and explain why a particular operation was used for a given situation. Standard Based Objective: When given division problems with fractions, students will use the rules for dividing fractions to solve problems with 80% accuracy as measure by student work samples by the end of the week. Materials Paper Pencils White Board Yellow and Pink Post it’s (teacher use) Dry Erase Markers Elmo Projector Classwork pg.

34 (12-20) Opening Attention “Okay you guys, lets begin. ” Review Teacher writes 1) 4/7 x 8/7= 2) 1/3 x 4/5 = on the white board. “So for the last couple of days we have been learning how to multiply fractions. Before we move on I want to review them. ” Teacher passes out paper. I want you to try problems #1 and #2 on your own; I will give you five minutes. Teacher allows students to work. Ok who can tell me what’s the first step we have to do to this problems.

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Dividing Fractions Lesson Plan

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Yes we make sure the fractions are lined up horizontally. And then? Then we multiply across. Good.

So what do we multiply first? Yes, we take the numerators and multiply which is 4 x 8= 32, what do we do next? Good we multiply the denominators, 7 x 7= 49. Ok, so is my answer 32/49. Teacher follows the same procedure for problem #2. Goals “Today we are going to make our fractions do tricks like flip in reverse, move from the top to the bottom and to the bottom to the top because we are going to learn how to divide fractions. Body Model (I do it) “Ok, So now I’m going to model how to divide these fractions. I want everyone to pay close attention. That means all eyes and ears are on me. Using the elmo projector teacher places post its with 5/8 ? 4/5= horizontally (use pink post its for numerators and yellow post its for denominators. Teacher begins to think aloud. “I look at these fractions and I want to divide them, but I have to remember that in order for me to solve them I never actually divide the fractions. The rule says instead I actually multiply the reciprocal. So I take my first fraction and I rewrite it the same way” teacher places post its 5/8, “then instead of dividing I’m really multiplying so I place my multiplication symbol. Teacher places X sticky.

This means that my operation changes from dividing to multiplying. Now here comes the trick, this second fraction actually flips like this” Teacher flips 4/5 to 5/4 with post its. “The denominators 5 goes to the top and becomes the new numerator and the numerator 4 goes to the bottom and becomes my new denominator. This trick is called the reciprocal; again this is where I flip the second fraction. So my new fraction is 5 over 4. Now I can multiply across. So 5 x 5 equals 25 and 8 x 4 equals 32. So my answer is 25 over 32. Prompt (We do it) Teacher provides two examples 1) 2/11 ? /9 = and 2) 3/16 ? 1/5 =. “Now we are going to solve the first problem together. Ok, so what does the rule say in order to solve these fractions? Yes, we never divide instead we have to multiply the reciprocal. Ok then what do we do. Yes we have to rewrite it the first fraction. So we first rewrite 2/11. Teacher places post it 2/11. Now what do we do? Yes the operation changes from dividing to multiplying. Ok so who can tell me what to do next? Good, we have to do the reciprocal where we flip the fraction. So now we have 2/11 x 9/5. Then we multiply 2 x 9 equals 18 and 11 x 5 = 55.

So what is our answer 18 over 55, good. Follow the same procedure for problem #2 and if necessary continue to provide more examples. Check (You do it) Teacher passes out paper. “On your piece of paper, please title it Dividing Fractions and write the example down. ” Teacher provides the following 4 examples: 1) 1/6 ? 4/ 5= 2) 2/1? 1/3= 3) 4/5 ? 3/2= 4) 17/20 ? 1/1= Allow students time to write the problem. “Now it’s your turn to try the problems. I will walk around and make sure you are doing it correctly. Once you are done cover your answers until I ask for some volunteers. Teacher allows students to work on the problem for 2 minutes and circulates to check student work. “Ok it seems like everyone is done, who can tell me what the answer is? ” Optional: Teacher could ask for volunteers to show their work on the board. Close Review “Ok, now let review what we have learned today. So who can tell me what we have learned today? That’s right today we learned how to divide fractions. What was something interesting you learned about dividing fractions? Yes, you never actually divide fractions but what is it that you really do?

Yes you multiply. What do we do to the second fraction? Yes, you have to flip it what is that called when we flip the fractions? Yes it’s the reciprocal. Continue this until students have explained the process. Preview “You guys did such a great job today, next time we will learn how to simplify fractions which also means reducing the fractions into lowest terms Independent Work “Now I want you to try these problems on your own, take out your books and turn to page 134 and answer problems 12-20. Please turn it in when you are finished. ”