Direct+instructional+Lesson+Plan


 * Direct instructional Lesson Plan **


 * __DAY THREE:__**

Grade Level: 6th Subject: Math

Students will understand how to convert from a mixed number to an improper fraction and from an improper fraction to a mixed number. Students will understand how to reduce a fraction to its lowest terms. Students will understand how to add and subtract mixed numbers, multiply fractions, and multiply mixed numbers.
 * Lesson Objective:**

(2) Students use the meaning of fractions, the meanings of multiplication and division, and the relationship between multiplication and division to   understand and explain why the procedures for dividing fractions make sense. Students use these operations to solve problems. Students extend their previous understandings of number and the ordering of numbers to the full system of rational numbers, which includes negative rational numbers, and in particular negative integers. They reason about the order and absolute value of rational numbers and about the location of points in   all four quadrants of the coordinate plane.
 * Standard:**

- paper - pencils - graph paper - calculators - smartbaord - worksheet.
 * Resources:**

Students will add and subtract these fractions on the board: 4/5 and 3/10 and then solve the following problem: A small box of candy weighs 3/5 ounces. This is ½ ounces less then a big box of candy. How much does the big box weigh? Collect Homework
 * Warm-up:**

In the real world, students will encounter mixed numbers in measurements, distances, and weights. Understanding how to add, subtract, multiply and divide will help them accurately understand these measurements, distances, and weights so that they will use them correctly when the time calls for it.
 * Purpose/Rational:**

The students need to know how to add and subtract whole numbers. Students need to understands what fractions are, what equivalent fractions are, and how to reduce fractions to their lowest terms.
 * Prior knowledge:**

Teaching will be broken up into three parts which will be about 25-30 minutes each. Most of the divided time will be used for guided practice and independent practice. The entire lesson will be 90 minutes.
 * Time to Teach:**

Students will work instructional problems as a class as they follow along with me. During guided practice students will ne working individually. During independent practice, students will be working with their seating buddy. There will be a high students paired with a lower student in these pairs.
 * Student Organization:**

Students are more familiar with decimals then with fractions at this point in their math education. Always trying to draw back to what they know to teach them knew concepts, I will show them examples of decimals on the board like 4.5, 2.3, 7.9, and 1.13. I will show they that there is a whole number with a decimal. I will ask one student to read the first decimal. It reads 4 and one half. As they say it I will write it on the board as 4 1/2. This will show the students that they have already worked with mixed numbers in the past when they were learning decimals.
 * Introduction:**

On the smartboard there will be the fractions 4 2/3, 2 ½, 3 5/8, and 2 ¼. On their graph paper they will model the mixed number on their graph paper in the same way that it appears on the smartboard. (the smart board will have the visuals with the board with the corresponding fractions. To change the fraction into an improper fraction, I will ask the students to look at 4 2/3. There will be 5 boxes broken into three equal parts. Four of them will be completely shaded in and the fifth will have 2 out of the three shaded in. The students will identify that there are 14 total shaded areas. They will also see that there are 14 shaded areas out of boxes that are divided in to threes. To break this down further, they will see that there are 14 3’s and then given the fraction 14/3.
 * Instruction One:**

The students will work out the remaining three fractions as I walk through them on the board
 * Guided Practice:**

With a new set of mixed numbers on the smart board (5 4/5, 6 2/3, 7 7/8, 4 ¾, 5 7/12) and going back to the fist set of problems with the visuals, the teacher will ask for 5 4/5 how many equal pieces would the box be broken into? Based on the previous drawings they know that the denominator tells us how it is divided. The teacher would then ask how many full objects of 5 do we have. The students can see by the number that there are 5 whole boxes. The next question is, how many pieces does that make? They know that if there are 5 boxes with 5 pieces, we will have 25 pieces. Next question: how many pieces are in the box that is not full drawing attention back to the 4/5. They will see that there are 4 out of five in the last box. I will ask how many there are total. The know that there are 25 from the whole boxes and 4 in the last box so we have a total o 29 out of four.
 * Instruction Two:**

Walking back through the problem I will show them how they multiplied the whole number time the denominator and then added the numerator. I will tell them that they can do this for all mixed numbers.

We will work the same problem backwards, showing them that when you have 29/5 you divide 29 by four to see how many full boxes you get and the remainder tells you how full the last box is. 29 ÷ 5 = 5 R.4 which leaves us with 5 4/5.

I will walk through the 6 2/3 with the students, going to the improper fraction and back again, and then allow them to complete the last two on their own.
 * Guided Practice:**

Complete 7 7/8 and 4 ¾ and 5 7/12, converting it into an improper fraction and then back to a mixed number on their own. I will be walking around checking all of their work to make sure that they are doing all of the calculations for they understand how to workout harder problems.
 * Independent Practice:**

I will do a quick review of adding and subtracting subtractions, reminding students that they need common denominators and when changing the denominator the fraction must remain equivalent. I will explain that those rules do not change and there is just on additional step that they will take. I will give the students the mixed numbers 4 2/4 + 2 1/4. I will walk them through the problem two ways. First I will show them that then can add the whole numbers together and then add the fractions together to get 4 + 2 and then 2/4 + 1/4 which will give us 6 and ¾. I will then walk through the problem again converting the mixed numbers getting 18/4 + 9/4 and then adding the numerators like any other fraction addition problems leaving them with 27/4 which reduces to 6 3/4. I will show them that they can subtract the exact same way. First doing the whole numbers and they the fractions and also by converting to mixed numbers.
 * Instruction Three:**

I will then move onto mixed numbers with unlike denominators. 7 3/10 and 4 3/5. I will show the students that for additions you have two options. 1) you can find a common denominator for 3/10 and 3/5. This you be 10. They would then change 3/5 to 6/10. They would then follow the same steps that they did above. Either adding the whole number and then fractions of converting to an improper fraction. I will also show them that they can convert to an improper fraction first and then find the common denominator.

For subtraction I will have to show them that if we find the common denominator first will be subtracting 3/10 – 6/10. Since we can not do this, for subtraction when the numerator in the subtrahend (the second number) is larger we must convert to an improper fraction and then subtract and convert back to a mixed number. The students will be instructed that you should never express a final answer as an improper fraction.

The students will be given a handout that will review everything that we have worked on today. They will work in pairs to complete this and turn it in before class ends. I will be walking around the room to offer assitence.
 * Independent Practice:**

Review the days lesson, going over the steps for adding and subtracting mixed numbers, and converting mixed number to improper fractions and vice versa.
 * Conclusion:**

and be ready for a quiz of addition, subtraction, mixed numbers, and improper fractions.
 * Homework:**


 * Evaluation:**In class worksheet will be used to gage progress as well as the quiz the following day. I will assess the students as they are working on guided practice and independent work. I will be floating around the class room to observe who is struggling and who has a grasp on the content.

Students will be paired in group’s higher and lower lever students. The higher students can begin to master the content and the lower students will receive the extra attention and instruction that they require to learn the material. The talking through examples and working them on the board, both visual and verbal learners be reached. **Home**
 * Plan for Individual Differences:**