Running head: LESSON PLAN

Lesson Plan Josh Borders Ivy Tech Community College Central Indiana

LESSON PLAN A. Class: Mathematics B. Grade Level: Sixth C. Location: Perry Meridian Sixth Grade Academy D. Duration: 2 class periods E. Unit: Multiplication of Fractions and Mixed Numbers F. Teacher: Mr. Josh Borders

G. Academic Standard(s) Standard 1 o Number Sense and Computation 6.1.4 Recognize commonly used fractions, decimals, and percents and their equivalents and convert between any two representations of any nonnegative rational number without the use of a calculator. 6.1.6 Solve problems involving addition, subtraction, multiplication and division of positive fractions and decimals and explain why a particular operation was used for a given situation. o Process Standards o Problem Solving Solve problems that arise in mathematics and in other contexts. Apply and adapt a variety of appropriate strategies to solve problems. H. Goals/Objectives: To review multiplying fractions and mixed numbers Finding reciprocals I. Materials/Supplies Needed: Math textbook In-class (guided practice) worksheet Independent practice worksheet Homework worksheet Quiz

J. Procedure/Methods: 1. Introduction

LESSON PLAN

o Introduce the lesson by writing pairs of fractions on the board and asking students give thumbs up if they are equivalent or thumbs down if they are not equivalent. o Provide students with worksheet that gives them 3 problems to attempt on their own about identifying general patterns. After they have completed this task, address the main ideas involving the patterns of fractions (ie. Any nonzero number divided by itself is 1, the quotient of a number divided by 1 is that number, and the fraction 0/0 is undefined). o Define and provide examples of the term reciprocal. 2. Modeling/Explanation/Demonstration o Refer students to math textbook and perform multiple examples of multiplying fractions on the board. Begin by using very simple, single-digit numbers, as well as numbers that are easily reduced to lowest terms. o Use a variety of different forms of fractions and whole numbers. Be sure to emphasize that even whole numbers can be made into fractions by placing them over 1. o Use a number line to show the process of multiplying fractions. For example, x 4 is the same thing as moving across a number line in increments of a half four time, which results in 2. 3. Guided Practice o Assign 12-15 problems from the in-class worksheet for the students to attempt on their own and then bring the class back together to go over their answers. o Address any questions or difficulties that may have arose while attempting these problems and work them out on the board while asking students to provide you with the necessary steps for completion. 4. Independent Practice o Provide students with a worksheet that employs a variety of exercises from this lesson. Each aspect of the lesson should be addressed in this worksheet, so they can become familiar the different concepts that were introduced. 5. Differentiated Instruction/Accommodations o Provide students with an easy shortcut method for changing mixed numbers to improper fractions. Multiply the denominator of the fraction with the whole number. Then add that product to the numerator of the original fraction. Finally place that sum over the original denominator. 6. Assessment/Feedback o Assign a homework assignment that is similar to the independent worksheet. Make sure you have answered all questions that students may face when attempting the assignment at home. 7. Closure/Wrap Up

LESSON PLAN o Collect homework the following day and check for understanding while grading papers. o Go over graded homework assignment with students and ask general questions that pertain to common mistakes made. 8. Evaluation/Measures of Progress o After addressing concerns from the class, assign a short 20-question quiz to evaluate the students overall grasp of this lesson.

K. Teacher Reflection This lesson plan was a standard practice makes perfect procedure for learning and I feel that my students benefited greatly from it. After the guided practice and independent exercises I noticed, while moving about the room and observing, they were still struggling with some of the concepts. I decided to perform a few more problems with the class, as a whole, to further solidify their understanding before setting them loose with a take-home assignment. The results of the homework assignment were better, but I felt they had greater potential, so I elaborated even further as we went over the homework assignment together. Finally, I saw a vast improvement when grading the lesson quiz. I feel that I was able to identify some of their struggles and address them immediately, which allowed them to grasp the concept quicker and with greater ease.