Mathematical Practices Lesson-Planning Tool

Name: Naena Bland Grade Level/School/Mentor:

6th grade/ Lincoln Elementary/ Chante Jimenez
Unit: Dividing Fractions Date: 12/7/2016 Lesson Title: Why do we Keep Change Flip?
Utah Elementary Math Learning Standard [State the strand/standard for the unit addressed by this lesson.]
Standard 6.NS.1
Interpret and compute quotients of fractions.
a. Compute quotients of fractions by fractions, for example, by applying strategies such as
visual fraction models, equations, and the relationship between multiplication and division,
to represent problems.

Learning Objective Specific to Lesson: As a result of todays lesson, students will be able to . . .
Students will be able to explain why we flip the second fraction when dividing fractions. They will
understand how the process of dividing fractions really work (the magic behind the simplicity)

Overarching Essential Question(s) Specific to Lesson

Why do we flip the second fraction?
How do you show the process?
Why does it work?

Targeted Mathematical Practices: As a result of 1-Make sense of problems and persevere

2-Reason abstractly and quantitatively
todays lesson, students will have opportunities to . . .
4-Model with mathematics
[select the targeted practice standard(s) for this lesson].
6-Attend to precision
7-Look for and make use of structure
8-Look for and express regularity in repeated reasoning
Prerequisite Knowledge This Lesson Draws Upon:
This lesson draws on the knowledge they have of multiplying fractions and the strategies on how to
reduce fractions.
It also draws on their knowledge of how to keep, change, flip with dividing fractions.

Vocabulary Focus
Multiplication, division, inverse/reciprocal (flip), reduce, numerator, denominator
Materials*/Resources/Technology
https://www.youtube.com/watch?v=8Tv7WunDsLg- Watch Me Flip Dividing Fractions
Smart Board to show examples

Lesson Purpose (Introduce; Build Understanding/Make Connections; Solidify/Get Precise/Get General/Practice/Reinforce)

The purpose of this lesson is to be able to solidify the students ability to solve dividing fractions by
explaining why they flip the second fraction to its reciprocal.
Brief Overview of Lesson Anticipated Time Frame
We will review what the class already knows about dividing fractions, 30 min
and the steps it takes to solve the problems. I will then show the
students a short music video on how to solve dividing fractions. We
will move on to the explanation and demonstration of each of the
steps. We will scaffold to the next example by working with the
students whole group still, but the students will explain the steps of
 the process. Finally, I will release the students on another final
example for each student to solve on their desk individually.
Formative Assessment/Evaluation Strategies: How will students be expected to demonstrate their understanding
of the learning objective? How will you make student learning visible?
Students will be expected to demonstrate their understanding by showing their work through the
learned process. They will hand in a solved problem with short explanations of what is happening
throughout the process. This can be used as an exit ticket.

Access for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson?
Adaptations--for Gifted/Talented, ELL, and other Special Needs)

All students will be able to have access to this lesson because it will be a whole group lesson. As
students need help, they can ask for more one-on-one instruction. If it seems as if there is whole
class confusion, I will back up and re-explain to the entire class. All students will have each other as
resources and be able to stop and ask questions that will benefit the entire class.
Probing Questions for Differentiation on Mathematical Tasks
Assessing Questionsto Scaffold Advancing Questionsto Elaborate/Extend
[Create questions to scaffold instruction for students who get stuck during [Create questions to move the learning forward for students who are ready
the lesson.] to advance beyond the learning objective.]
What are the steps to multiply fractions? What are the steps of dividing fractions?
What do you do differently with multiplying and How is it different from multiplying fractions?
dividing fractions? Do you know why we flip the second fraction
when dividing?

INSTRUCTIONAL PROCEDURES/Lesson Sequence

Here you will outline the sequence and content of the activities in a step-by-step format to help a reader
understand how you see the lesson unfolding. This is the heart of your lesson plan!

TASKS What will the teacher be doing? What will the students be doing?
[How will the teacher present and then [How will students be actively engaged in
monitor student response to the task?] each part of the lesson?]

Beginning of Class
How does the warm-up/starter
activity connect to students prior
knowledge, or how is it based on
analysis of homework?
The teacher will provide warm up/ Students will participate in trying to
review problems to solve to get the solve the warm up problems and
students minds focused on math. engage in the discussion of the
review.

1. Engage: We will discuss the process they Students will participate by

How does this part of the lesson
engage students in the learning
objective?
know to use when dividing fractions. explaining how to multiply
The teacher will ask leading fractions- 3/4x2/5= (3x2)/
questions to engage the students in (4x5)=>6/20=>3/10
the whole group review of They will tell the process of keep,
multiplying and dividing fractions. change, flip when dividing
2. Launch:
How will you introduce students to
the task so that they are invited to
work like a mathematician? How
will you check/know that students
are ready to work on the task? How
will you distribute materials,
transition into individual or small-
group work, keep students engaged
in the lesson . . . signal students
back to whole group?
3. Explore:
How will the task develop student
sense making and reasoning? How
will the task require student
communication and development of
practice standards?
4. Explain, Synthesize,
Reinforce:
How will student sharing, questions,
and reflections be elicited in this
part of the lesson? How will student
thinking be brought into the open?
What kinds of questions and math
talk strategies might support
communication and reinforce
learning objectives?
What do you know about dividing
fractions? Here is a short video
that will hopefully help explain a
little bit more about the process of
keep, change, flip
The teacher will show a video about
Keep, change, flip so they will be
reminded of the process of solving
division of fraction problems.
After the video we will move on to
the whole group explanation of why
the flip works.
I will give an example of two
fractions being multiplied so students
will see their background knowledge
come through. After the short
multiplication review, we will move
on to the first example of division.
The teacher will spend as long as it
takes to explain each step of the
process of dividing fractions the long
way
EX) 2/71/2 => 2/7 (2/2)1/2(2/2) =>
2/7(7/7) (2/2)1/2 (2/2)(7/7)
=>2/7(7/7) (2/2)1/2 (2/2)(7/7)
=>4/7
Explain what is happening at each
step!!
The teacher will scaffold at this step
to allow the students to see more
examples of how it works, and be
given the opportunity to practice
more. The teacher will give another
example for the students to work on.
The teacher will give leading
questions to the students at each
stage in the process what is the next
step? Why does this work? How do
you know it works? The entire class
will talk as whole group and the
teacher writes the steps as the
students explain. Each student will
also be doing the problem on their
own desk to see the process as it
goes along.
The final step will be to give the
Students will participate with a
partner to discuss the questions
being asked. They will also give
ideas and motions that they
understand what the concept is.
Students will also engage in the
discussion after the video and what
they learned from it. I learned/was
reminded of how to rewrite mixed
numbers into improper fractions or
we keep change flip because
Students will use their previous
knowledge of multiplying fractions.
They will see that dividing fractions
is just a lot of multiplying of
fractions. They will take short
mental notes of what is happening
at each step so they will be able to
engage in the next step of them
trying to explain and tell what
happens at each step of the solving
process.
Students will share their ideas,
process, and thoughts about the
problem and why they did what
they did. They will do the problem
on their own desks to practice while
still having teacher support. The
students will be engaged and show
their knowledge by participating
when the teacher is asking
questions, and be willing to share
their ideas of the problem solving.
Students will participate in the final
problem by writing their thoughts,
ideas, and problem solving on a
paper to use as an exit ticket.

5. Recap and Close:
How will you close the lesson so
that students have something to
take away from the lesson?
Learning Residue!
students another problem to try and
figure out each step and why to try
on their own. They will be able to ask
questions still, however, this will be
where they really try and solve it
(and show understanding) on their
own.
The teacher will go over the main Students will participate in the
points in the long process of dividing review and give the main ideas of
fractions. Then they will show the their lesson. They will ask final
parts that are key to connecting with questions of how the process works,
the flip action in the dividing but they will be able to have an
problems. Why does the flip work? understanding of how the process
What part in the process showed you works, and how to use the process if
where the flipping action comes they need.
into the solving?