How are fractions and division connected?

The Essentials Effective Lesson Planning

Standard/s: 6.NS.A.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.
Clear Learning Objective/s
I Can Statement/s
Success Criteria
I can divide whole and mixed numbers.



Success Criteria:
I can use a model to divide two whole numbers that
I can use a model to divide two whole numbers that have a fraction as the quotient.
I can use an equation to divide two whole numbers



Anticipatory Set-Engagement (10 min)
Explain to students that we are going to use virtual manipulatives to model dividing whole numbers into parts , or groups. Allow students time to play with the website and then guide them in the example of 3 wholes into 5 parts. Continue with Launch the Lesson in 3-5. These are designed to engage students with real world situations that reflect the math in the lesson. This example discusses cords of firewood, which our students may need further explanations as to what that is.
Teaching and Modeling-Explicit ( 10-15 min)
Project the Edpuzzle Live for students to join. Discuss ~ How are fractions and division connected? Remind them to look for patterns in math. We will explore this topic through web sketchpad. This is a new platform for them. I will present the inquiry question “ How is dividing fractions by whole numbers similar to dividing whole numbers by fractions?” Students will answer at the end of the Explore activity. Students will record all work in their math notebook. As they work, they will use their document camera to show their work. Through the learn and explore, students gain a conceptual understanding which will be the catalyst for fluency.



Guided Practice-How will students practice and process the new content presented? (15 min)
Set a Purpose: Prompt students to open their Learn assignment on Reveal Math. Launch the presentation and go through the examples and learn slides together.

Checks for Understanding/Adjust Instruction-How will you monitor student work and provide constructive feedback to solidify mastery?
Use the Checks at the end of the examples and learn sections to check for understanding. Students who miss ¾ checks will work with a small group the following day on Arrive Math, Take Another Look. Students who on track will try the Extension · Compute with Fractions, Decimals, and Whole Numbers while I work with the small group.

Independent Practice-How will students apply and extend the new content presented? (5-8 min)
Remind students of the Essential Question: How are operations with fractions and decimals related to operations with whole numbers? Students will complete 3-5 practice (RM C1) independently ( private break out rooms ). Students can use Goguardian chat, or request help if needed during this time.
Closure/Check for Understanding-Have students achieved your desired learning objective? What are the next steps?
Have partners use the THINK-PAIR-SHARE routine to discuss their ideas and then share with the group. Remind students to follow the agreed-upon rules for working collaboratively and to speak politely during the discussion. Students will complete the Exit Ticket.



Prior Knowledge ~ Multiplicative inverse, reciprocals, Inverse property of multiplication , components of a division problem, fluently add, subtract and multiply multi-digit whole numbers, divide whole numbers with up to 4 digit dividends and 2 digit divisors, add subtract and multiply fractions

Students multiplied with fractions and mixed numbers and divided with unit fractions. 5NF.B.4, 5.NF.B.6, 5.NF.B.7

Now ~ Students compute with multi-digit numbers and fractions. 6.NS.A.1, 6.NS.B.2, 6.NS.B.3

Future ~ Students will extend previous understandings of numbers to the system of rational numbers. 6.NS.C.5, 6.NS.C.6, 6.NS.C.6, 6.NS.C.7, 6.NS.C.8