Dakota State University

College of Education
Name: Jacob Tvedt
Grade Level: 6th Grade
School: Chester Area Middle School
Date: Wednesday January 16, 2019
Time: 9:18-10:08

Reflection from prior lesson:

 Students had a quiz in their prior lesson. Sixth grade had a short review before they
finished their quiz. The quiz covered multiplying fractions.

Lesson Goal(s) / Standards:

 6.NS.A.1 – Apply and extend previous understandings of multiplication and division to
divide fractions by fractions.
 6.EE.A.2b – Identify parts of an expression using mathematical terms (sum, term,
product, factor, quotient, coefficient); view one or more parts of an expression as a single
entity.

Lesson Objectives:
 After the lesson, students will be able to understand dividing with fractions and complete
nine questions on a worksheet.

Materials Needed:
 TV/Projector
 Book
 Paper

Contextual Factors/ Learner Characteristics:

The Chester Area middle school has three grades, 6th, 7th, and 8th. Each grade is split into two
classes. The sixth-grade class has ten students in the first class, eight girls and two boys; the
second class has eleven students, six girls and five boys. The seventh-grade class has eleven
students, six girls and five boys; the second class has thirteen students, six girls and seven boys.
The eighth-grade class has fourteen students, seven girls and seven boys; the second class has
eighteen students, ten girls and eight boys. All middle school students are Caucasian. The seating
arrangement is in tables, and most tables have just one student. Rules in the classroom are
intended to make it a safe environment. The main one in the classroom is be respectful, if
someone makes a mistake, it is okay. The overlaying rules of the school go to the classroom.
These rules or expectations are called the Flyer 5. They include: Be Respectful, Be Enthusiastic,
Be A Worker, Be Kind, and Expect Excellence. Middle school students are responsible for
bringing their homework to and from home, and getting their homework done in time. Students
also have their own school Chromebook. If a student does not get homework done, they have
homework lunch, or they may come in during the last hour of the day. The range for math in the
class is 1st grade through 5th grade. There is a total of nineteen students on IEPs in the middle
school and one student on a 504 plan. There is an aid for each class except for one eighth grade
split class.

A. The Lesson
1. Introduction (5 minutes)
 Today we will be starting a new lesson over dividing with fractions. We just got done
with multiplication in the previous lesson. In the number sentence 21 ÷ 7 = 3. 21 is the
dividend, 7 is the divisor, and 3 is the result of the number sentence or quotient.
 The vocabulary can be used in place of those numbers: dividend ÷ divisor = quotient.
 When we have a division problem like 12 ÷ 5, what does the answer mean?
 The answer should tell you how many fives are in 12. Since the whole number of fives
2
does not fit into 12, you may write: 12 ÷ 5 = 25. What does that fractional part of the
answer mean?
2
 The answer means you can only make 2 fives and 5 of another five.
2. Content Delivery (15 minutes)
 Problem 3.1 – we need solve the problem, draw a model, write a number sentence and
explain what that means.
 Mrs. Drake is grilling the hamburgers. Some people like big patties, some medium
patties, and some small patties.
1 7
o How many 8-pound patties can she make from 8 of a pound of hamburger?
7 1
÷8 = 7 patties
8
2 7
o How many 8-pound patties can she make from 8 of a pound of hamburger?
7 2 1
÷ 8 = 3 2 patties
8
3 1
o A teacher brings 2 4 pounds of hamburger to make 4-pound patties. How many
patties can he make?
3 1
24 ÷ 4 = 11 patties
 Sam has ¾ of a can of hot chocolate mix for drinks to keep everyone warm. To make a
cup of hot chocolate, Sam adds hot water to one scoop of hot chocolate mix. The scoop
1
holds 24 of a can. How many cups of hot chocolate can Sam make?
3 𝑥 3 6 18
= 24 … 4 X 6 = 24 so 18 cups of hot chocolate.
4
 1 1
 Tom decided not to use the 24 scoop used by Sam. Instead, he uses a scoop that is 8 of a
3
can of hot chocolate mix. Tom and Sam each start with the same amount, 4 of a can of
hot chocolate mix. Who can make more cups of hot chocolate? Explain.
1 1
Since each cup is taking more of the mix 8 is larger than 24 so tom will make less than
Sam. Sam will make more.
3. Closure (5 minutes)
 Are there any questions?
 Today you will work on page 55, doing numbers 1-2 and page 59, number 36-39

B. Assessments Used
 Worksheet of dividing a fraction by a fraction.

C. Differentiated Instruction
 Below average students – students will receive help from me or the aid in the classroom.
They may have problems read to them and prompting is acceptable.
 Average students – students will be asked to complete the assignment for dividing a
fraction by a fraction.
 Above average students – students may be asked to do a challenge problem or asked to
assist those who need help.

D. Resources
 Pearson – Let’s Be Rational