LESSON PLANNING GUIDE PROBLEM BASED INQUIRY MODEL

Lesson Plan: Dividing Fractions Estimated Time of Lesson Plan: 120 minutes

Date: Grade/Subject: 5th/Math

Organization of Student Learning: (Whole class, partners, and small groups) Learning Objectives and Assessment: Objective 1: TSW model division of whole numbers and unit fractions. I Can model division of a whole number and unit fraction using pictures and number lines. Objective 2: TSW make a generalization about how division is related to multiplication. Standard:
CC.5.NF.7b Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 (1/5) and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 (1/5) = 20 because 20 (1/5) = 4.

Assessment:
X Formative Summative Students will model problems on whiteboards.

Standard:
CC.5.NF.7a Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) 4 and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) 4 = 1/12 because (1/12) 4 = 1/3.

Assessment:
X Formative Summative Students will practice applying the generalization/rule for dividing fractions for homework with a fraction division worksheet including whole numbers and unit fractions.

I Can explain how division is like multiplication.

Objective 3: TSW use division models and equations to solve real world problems. I Can solve real life problems using division models and math problems.

Standard:
CC.5.NF.7c Solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?

Assessment:
X Formative Summative Students will Complete a real-world math task in a small group. They will use modeling and equations to support their answers.

Lipscomb College of Education, Fall 2012

Leading Questions: Can anyone find a relationship or pattern between our dividend, divisors, and quotients? Does this pattern hold true if we have dividend that is a fraction and you are dividing by a whole umber? As we look at the equations you have said are true, do you see any relationship between the divisor in the division equation and the second factor in the multiplication problem? Materials and Resources Teacher supplies: PowerPoint iPad with Doceri app Socrative Teacher (with online exit ticket) Teacher Math Handbook Document Camera Student supplies: iPads Whiteboards/markers (or iPad with whiteboard app) Worksheet (Homework) sheet of chart paper for group math task Math Handbook Technology Use: Formative assessment will be taken on Socrative/student. Students will have the chance to reflect on their own learning and rate their level of understanding of the lesson. Students will also have an opportunity to work four practice problems to prove their understanding. This information is immediately available to the teacher on Socrative/teacher. The information from this assessment will help me decide who is ready to approach the math task and who needs small group instruction for the remainder of the class. The document camera will be used to share student work with the class. Set: Say: Last time we met, we were working on solving real life problems using what we know about multiplication and fractions. Today, we are going to explore how to solve real-world problems that require division. Your goal for today is to be able to use models and number lines to solve these problems. By the end of class you should be able to come up with some generalizations/rules about how division of a whole number and fractions works and relate it to multiplication. We will keep a what we know and what we think chart on the board as we explore each problem and look for patterns. Instruction: Show Problem #1 to the class. Mrs. Dunning has 4 feet of ribbon. She is going to give each student foot. How many students will get ribbon? (Have students focus on solving the problem with models. Share models using the Elmo document camera that show 4 feet being divided into foot parts. Try to share at least one number line. Write the equation on the board with the correct answer under the title what we know.) Show Problem # 2 to the class. Mrs. Knight made 3 pies. Each person gets 1/8 of a pie. How many people will get pie? (First ask the class if each person gets 1/8 of a pie what does that tell us? (That the pies are cut into 8 pieces.) Have students explain how they modeled the problem to their elbow buddies. Share various models that are correct with the class. Add the equation to the board under What We Know with the answer.)

Lipscomb College of Education, Fall 2012

Show Problem #3 to the class. Mrs. Allison had 6 yards of fabric. It takes 1/3 yard to make a pillow. How many pillows can Mrs. Allison make? (Have student continue to model to find the answer. Have students share what they think is happening mathematically with their elbow buddy. Add the 3rd equation and answer to the board under What We Know and ask the class if they think they see any mathematical patterns between the equation and the answer. Student should notice something about the whole number, denominator, and multiplication. Write the multiplication equations beside each division equation as the students explain them to you. For example they might say that for 4 = 4 x 2. Ask students if this is that true for each of the equations on the board? Write the matching multiplication problem for each of the problems on the board. ) Say: Lets reverse our divisor and dividend and see if our theory still works. Show Problem #4 to the class. Claira has of a Hersheys bar. If she shares it with 4 people, how much does each friend get? (Have student model this problem watch for misconception that each person will get of the candy bar. Point out that Claira only has of the candy bar and if her four friends each get then that is the same as 4/4 or 1 whole candy bar. Help them see that the four parts must equal . Share a students correct model which should show each friend getting 1/8 of the candy bar and how 4/8 is the same as . Write the equation and answer under the What We Know list on the board. Ask students what related multiplication problem could give them the answer 1/8. They should see that x would give them 1/8. Add that to the equation. Show 2 = x = 1/8) Show Problem #5 to the class. Bode has 1/3 of a pizza and will share it with 3 friends. What fraction of the pizza does each friend get? (Have students model to find answer. Have students share their models with their elbow buddies. Watch for misconceptions where friends are receiving 1/3 of the pizza. Share correct models with the class. Write the equation and answer on the board under What We Know. Ask students if they see the same relationship in the last two equations as they did in the first 3. They will probably see that the denominator and whole number can be multiplied, but the numerator stays one. Ask them if they can write a multiplication problem using the original numbers in the division problem that could give them the answer 1/9. They should come up with 1/3 3 = 1/3 x 1/3 = 1/9.) Circle the divisor in each division problem and the second factor in each of the corresponding multiplication problems on the board. Ask students what is happening mathematically. (They should see that you are just multiplying by the flipped number.) Introduce the term reciprocal. Have students discuss as a group how they could explain what is happening during division. (Students should say something about multiplying by the flipped number. Reinforce this idea using the Keep it, Change it, Flip it chant that sounds like the Bop It game . Point out that you Keep the first number the same, Change the division to multiplication, and Flip the next number. Students take the socrative check up describing their level of understanding of the days lesson and doing some practice problems.

Lipscomb College of Education, Fall 2012

Look at each students responses to determine who needs small group instruction. Others will work in groups solving the math task below. Joe had 1/3 of a jug of juice. Max had of a jug of juice. Both were trying to convince their 2 friends that they would get more juice if they sat in their group. In which group would the two friends get more juice? Prove your answer using a model or number line and math equations. Extension: How much more juice would they get in that group? Extension: Is there any way you could have known which group would get more juice without working the problem? Closure: Say: Today we explored how to use division of fractions to solve problems. Ask: Could someone share anything you noticed about the quotients when you were dividing a whole number into fractional parts? (The quotient was a whole number greater than the dividend.) Ask: Could someone share anything you noticed about the quotients when you were dividing a fraction by a whole number? (The quotient was a fraction less than the fraction you started with.) Say: Raise your hand if you can share the generalization or rule you could use to mathematically solve a division problem. Cross-curriculum Connections: Read the book The Hersheys Milk Chocolate Fractions Book. Have students write four real world division problems using one whole number and one unit fraction about Hershey bars. In music class, the music teacher could discuss how many quarter notes, half notes, and eighth notes make up X number of whole notes. Differentiated Instruction: Instruction is differentiated by the activities that students are asked to complete. They are asked to model, use equations and explain their understanding in words. They do these things on whiteboards, using the iPads, and in groups displaying their information on chart paper. The instruction is more discovery based using multiple examples to give students many entry points. ELL Modifications: N/A SPED Modifications: Students in this group will still be given the opportunity to discover these connections, but their lesson will be more of a guided discovery approach. The connections between what is happening mathematically will need to be shown to them. It is more likely that these students will not make the connections between division and multiplication of fractions on their own without guidance, but they will be given the opportunity. Questions will need to be intentionally written to guide them to the connection that exists. Assignment: For homework, students will complete a worksheet practicing the generalization found from class.

Lipscomb College of Education, Fall 2012