SASE version

approved 7
Lesson plan 1/24/2020
Megan Drew Grade: 6th Lesson duration: 50min
Topic/Title of lesson: Math: Explore Division of Mixed Numbers

VISION-SETTING: KNOW, SO, SHOW

STANDARD(s) (Student Learning Standards. Include the progress indicator number and text of each standard.)
ADDRESSED NJ.6.NS.A.1 Interpret and compute quotients of fractions, and solve world problems involving division of
fractions by fractions.
CENTRAL FOCUS (The central focus is an overarching goal of the learning segment or big idea for student learning. The central focus is a
description of the important understandings and core concepts that you want students to develop within the learning segment.
The central focus should go beyond a list of facts and skills, align with content standards and learning objectives, and address
the subject-specific components in the learning segment.)
Dividing mixed numbers with models and with keep/change/reciprocal.
EU/EQ (What are Enduring Understanding(s) and/or Essential Question(s) that guide the lesson?)
What is the purpose of the keep/change/recipricopal?
Why do we use models to help with divide mixed numbers?
How do you turn a mixed fraction to improper fraction?
LEARNING (Include specific, focused outcomes for students) Phrase this as “students will be able to X (objective) as demonstrated by Y
OBJECTIVES (evidence)”
Students will be able to find to quotient of a mixed number or fraction and a mixed number, fraction, or
whole number.
Students will be able to find the quotient of a word problem.
ASSESSMENT What assessment(s) will you use to know that the students are meeting the learning objectives? State type(s) of assessment and
STRATEGY what is being assessed [Pre-assessment, Formative, And Summative].
[Pre-assessment]

Learning Criteria (How will you know

that students have met and/or are moving Implementation (whole class,
Learning Objective Assessment toward meeting that LO?) grouped, individual, & adaptations)
Students will be able to Formative assessment - Students will have the correct answer individuals.
find the quotient of Students will be presenting and be able to explain how they came
mixed numbers. their work and their to the answer correctly.
understanding of it on the
board.
Students will be able to Summative Assessment - Exit Students will be submitting this as the whole class, individual,

Updated 2/18/2019
find the quotient of a
word problem.
SASE version
approved 7
Ticket on understanding the
concept
exit ticket and placing it in the number
that matches their understanding.
(List academic language (Elementary only: language function, Describe the supports for each language demand in this
ACADEMIC
VOCABULARY/ syntax, discourse) in this lesson) lesson. Address whole class and individual needs.
Language function: defining No language demands in this classroom.
LANGUAGE
Vocabulary: Simplify, quotient, division, reciprocal.
Syntax: Models.
Discourse: explaining
PRIOR (What prior knowledge, skills and/or academic language do these students need to have that will help them be successful with
KNOWLEDGE AND this lesson? Any misconceptions you may anticipate?)
CONCEPTIONS Multiplying a fraction or whole number by a fraction. Divided unit fractions by whole numbers and whole
numbers by unit fractions. Conversion of improper number to a mixed number and the reverse.

UDL/PLANNED SUPPORT
(Discuss the universally designed decision guided by learner diversity and/or individualized adaptations for the variety of learners in your class/group who may require different
strategies/support (e.g., children with IEPs or 504 plans, English language learners, children at different points in the developmental continuum, struggling readers, and/or gifted
children).
UDL: Multiple means of representation Multiple means of expression Multiple Means of engagement
How are you ● Students will have the ● At the end of the lesson ● Students will have the
universally designing opportunity to show their students will be able to optio of how they would
your lesson with your work on their own board. choose the method in like to explain and answer
focus learner in mind? which they want to their problems to the
What other answer the questions. class.
characteristic of
diverse learners are
considering through
UDL?

ADAPTATIONS with
focus learner noted:
If you were not able to
meet your focus
learners needs
through UDL, what
individual adaptations
will you use to meet
Updated 2/18/2019
your focus learners
needs (especially
SASE version
approved 7
Jay often becomes overwhelmed by the material. Due to this she is allowed water fountain breaks when
ELLS) seen zoning out or with her head down on the desk.

Jay (ADHD) Di often has days where he is unwilling to work with the course material. He is able to move closer to the
front of the room to refocus. He also completely refuses to complete his work. Just leave him alone or let
Ms. Shultze handle him at this time.
Di

MATERIALS, RESOURCES, and INSTRUCTIONAL TECHNOLOGY

What resources and technology do you need to teach the What materials, technology will students need?
lesson:
Math workbook, Division of mixed fractions worksheet and Student binders, writing utensil, math workbook, division of
key. mixed fractions worksheet.

INSTRUCTIONAL STRATEGIES AND LEARNING ACTIVITIES

(Describe explicitly what the teacher and the students will do to meet learning outcomes. Use bulleted or numbered list)
What is the teacher doing? What are students doing? (including adaptions)
LAUNCH/ ● Spark your learning on page 77. Complete ● As a class we will be completing the Spark
Beginning (10 mins) this as a class. your Learning on page 77 of the workbook.
How will you engage ○ Complete this problem with a
students and capture their model.
interest? 3-7 minutes
LEARNING ● Have students complete the first one on the ● Students will complete the first question on
ACTIVITIES/ worksheet with the fraction strips or drawl the worksheet as a class.
Middle (35 mins) the model
“I do” “We do” “You do” ○ Walk through the process with the
How will you explain/ students ● Complete keep/change/reciprocal method
demonstrate knowledge
/skills required of each
○ Repeat with another problem if for next question as a class.
objective? How will you needed.
ensure that students have ● Walk through using keep/change/reciprocal ● Next two questions the students will do
multiple opportunities to method with the students on the next individually and two students will be chosen
practice? How will you problem. to present their answers and thought process
address the academic
language demands?
○ Repeat with another problem if to the class.

Updated 2/18/2019
 SASE version
approved 7
needed.
● Pull students on the board to explain to
● Complete the rest of the worksheet

show their work and explain their answers

for the next two questions.
● Have students complete the worksheet.
CLOSURE/ ● Completion of exit ticket ● Exit Ticket: Students will complete a word
End (5 mins) ● Review completion of LI and SC problem on the board.
How will students ● Review completion of LI and SC
summarize and state the
significance of what they
learned? 3-7 minutes
Extension/Reinforcement/Homework - Have a great weekend!
Family/Community Engagement - N/A

* Please attach copies of assessments and/or handouts to be used

Learning Initiative:
We are learning how to divide mixed number fractions with and without models.
Student Criteria:
I can divide mixed numbers by using models.
I can divide mixed numbers by using keep, change, reciprocal.
I can change mixed numbers into improper fractions.

Exit ticket:

Updated 2/18/2019
 SASE version
approved 7 2 1
Jessica is cooking for a party. Jessica has10 3 cups of rice, but a pot only holds 2 4 cups of rice. How
many pots of rice does she have to make?

Updated 2/18/2019