Messiah College

Instructional Plan Template for

Elementary, Early Childhood, and Secondary Education
Name: Ryan Thoman
Date: 10-19-15
Grade 6
:

Subject: Math
Topic: 2.3 Dividing Mixed Numbers
School: Northern Middle School

A. Instructional Goal (with Learned Capability specified): Students will be able to divide
mixed numbers.
B. Pennsylvania Academic Standard(s): CC.2.1.6.E.1- Apply and extend previous
understanding of multiplication and division to divide fractions by fractions.
C. Essential Content (only what is necessary to perform the instructional goal): Learners
will convert mixed numbers into improper fractions, divide them, then convert back to a mixed
number.
D. Instructional Objective (Summative Assessment Strategy, same as Part F)
context
performance
:
capability
performance
:
action
quality

Given two improper fractions,

Students will divide them
By converting the mixed numbers to improper fractions, dividing them, and converting them back
to mixed numbers
Students homework will show understanding

E. Instructional Sequence
1. Pre-instructional Phase (preparing learners: attention, motivation, expectancy)
a. Class will begin with a review of reciprocals and dividing fractions. This will start
with partner talk then we will go over them as a class.
2. Instructional Phase (engaging learners with essential content)
a. Instruction will begin with a review of cartwheeling (converting mixed numbers
to improper fractions).
i. What is our first step? Multiply whole number by denominator.
ii. Second? Add our answer to the numerator
iii. Write the improper fraction: We found our new numerator and the
denominator stays the same
b. Next, we will apply cartwheeling to the mixed numbers in the division problem.
Once we have improper fractions, we will then find our reciprocal and multiply.
c. After multiplying, students should simplify and write the answer as a mixed
number.
3. Post-instructional Phase (strengthening learning through continued practice)

2
a. Students will get a review of multiplying and dividing all fractions in preparation
for their quiz. This will be in the form of the chain game. In this game, students
get a series of problems. The answer to the previous problem is part of the next,
so to get the last answer correct, students must get every other problem correct.
F. Summative Assessment (Consistent with Instructional Objective, Part D)

Sectional quizzes
Unit tests

G. Modifications and Accommodations for Individual Learners: the following

accommodations have been made where necessary for certain learners as outlined in their
respective IEPs Preferential seating
Verbal and physical cues such as proximity
Repeating directions
Copy of notes
Access to resources
H. Resources
1. Materials
a. Note packet
2. Advance Preparations
a. Note packet
b. Smartboard presentation
3. References
Larson, Ron, and Laurie Boswell. Big Ideas Math. Erie, PA: Big Ideas Learning, 2012.
Print.
I. Daily Lessons (repeat for each daily lesson)
1. Time Estimate
a. Introduction and review- 5 min.
b. Lesson- 15 min.
c. Review game 15 min.
2. Expectancy, Motivation, Interest, Attention (Anticipatory Set)
a. Review of cartwheeling, dividing fractions (including finding reciprocal).
3. Specific Learning Activities (simply list from Part E)
a. Introduction
b. Review
c. Examples
d. Homework
4. Review, Wrap-up (Closure)