Lesson Plan # 6

Name: Olivia Yancey

Date: 11/28/16
Lesson Title: Multiplying Fractions
Estimated Time: 51 min.
and Mixed Numbers
Grade/Subject: 6th Grade Math
Central Focus: To perform fraction operations involving proper, improper and
mixed numbers within expressions, real world scenarios, and equation solving.
Content Standards:
[5-NF4] Apply and extend previous understandings of multiplication to multiply a
fraction or whole number by a fraction.
Learning Objectives: I can multiply fractions and mixed numbers.
Academic Language:
Vocabulary & Symbols: Cancelling: the process of dividing out common factors
between the numerator and denominator of fractional factors(i.e. front end
simplification).
Language Function: EVALUATE
Language Demand: Students will evaluate products involving fractions and
mixed numbers.
Discourse: We will discuss the process of multiplying fractions as it differs from
adding/subtracting fractions. Then we will discuss the benefits of canceling vs.
normal simplification as a work smarter not harder concept.
Syntax: We will set up the problems horizontally and color code the diagonal
number in the fractions to show where we look to cancel. Then when we do cancel
out a factor, we will cross out the number there and write the new number above
it. When we know we have canceled all common factors, we will circle the new
numbers that we will multiply.
Monitoring Student Learning: Formative, Summative, and SelfAssessments prior to, during, and after learning:
Students will exhibit understanding of the learning target by accurately
evaluating the product of two fractions, a fraction and a mixed number, and
two mixed numbers, fully canceling when able, and simplifying the final
answer.
Evidence will be collected informally through observation during class and
through the questions they ask when going over the homework, and
formally through the use of the clickers and its data collection software on
the quick assess the next day.
Tracking of achievement levels for the whole class, small groups, and
individuals will be done through the use of the clicker data collection
software.
Description of assessments:
Informal Formative: individual practice questions.
Formal Formative: Homework 5.5 Worksheet; quick assess the following day.
What is being assessed:
Students ability to multiply fractions and efficiency in doing so by canceling out
common factors on the front end, then reducing their answer into simplest form.
Assessment accommodations:
Students who have a debilitating deficiency in their multiplication skills will be
able to use a multiplication chart.

Students with IEPs or who are on tier 3 intervention may be assigned a shorter
assignment.
Feedback:
Type of feedback that will be given to students:
If they get stuck on how to start the problem ask/remind them of what they
did in 5th grade when they multiplied fractions.
Always ask them if they can cancel, especially if they dont and end up with
a really nasty improper fraction.
Address any canceling errors right when it is observed. Make sure that they
have down exactly what factor they are dividing out.
Let them know if their problem is so messy that it can confuse them.
Instructional Supports:
L.T. 5.5 Guided Notes
L.T. 5.5 HW Worksheet
L.T. 5.5 Quick Assess
Connection to Prior Academic Learning and Related Skills:
The students learned how to multiply fractions in the 5th grade.
They changing to improper fractions was a skill covered in Ch. 4.
Simplifying improper fractions was also covered in Ch. 4.
Common Errors:
Not canceling and making a mistake in simplifying the nasty improper
fraction.
Incorrectly canceling.
Doing to many steps at once or in their heads and mixing up canceling.
They work is too messy when they cancel and they misread their own work.
Not simplifying their final answer.
Connections to Cultural/Personal/Community Assets:
The following analogy helps express why we cancel on the front end instead of
always simplifying at the end.
You know how your parents always tell you to clean up your room as you go along
and then your room will never get too messy? Well as much as I hate to admit it,
they are right. Picking up your room only becomes too much to handle if you let
the mess pile up over time. The idea of canceling when you multiply with fractions
is pretty much the same idea as picking up your room along the way. Canceling
allows us to clear out a lot of the mess before it build up. If you dont cancel, you
can still get the answer, it will just be an absolute pain to simplify that fraction
though.
Instructional Strategies & Learning Tasks that Support Diverse Student
Needs
Procedure:
Time
Teacher Action
Student Action
5
Welcome the students back from
min.
thanksgiving break.
Talk about any major takeaways
from grading their quizzes and
remind those who missed it, that
Students will get out a sharpened
th
they must come in 8 period to
pencil.

30
min.

take their quiz.

Have them get out a sharpened
pencil.
Pass out the 5.5 Notes/Worksheet.
Ask the students what they
remember about multiplying
fractions.
Write out a fraction multiplication
problem and jot down the steps to
multiplying while you complete the
problem.

Students will share what they

remember about multiplying
fractions. And then follow along with
the work on the doc camera in their
notes.

Then let them know that from this

point onward, we will work smarter
not harder and cancel if we can.
Walk through the same problem we
just worked, but show them how we Students may ask questions to
cancel. Then have them jot down
clarify or go back over the steps to
the steps of how to cancel. Take
canceling.
any questions for those confused.
Talk through why we should cancel
and use the messy room analogy as
described above.
Then walk through how to multiply
2 mixed numbers and write the
steps of the procedure before doing
that step and have them follow
along on their notes.
After that problem is over, take any
question and possibly talk through
the problem real quick.
Then next to the procedural steps,
work the product of a whole
number and a fraction. Review how
to write a whole number as an
improper fraction.
Make sure everyone is straight on
the steps before moving onto the
HW sheet. Maybe do a call and
response or have them repeat each
step before going on.
Talk through the lay out of the HW
worksheet and let them know that
the top problems are only a little bit
easier than the bottom problems.

Students will follow along in their

guided notes and may ask questions
at the end of each problem.

Students may ask to walk back

through any of the procedures
before moving on.

Students will work #2 on the top

section and submit their answers

Then have them work #2 on the

top by themselves and enter their
answer in their clicker. If the over
80% of the class got it correct,
move on. If not, walk through the
problem and make sure everyone is
doing exactly what you do.

into the clicker.

The students may follow along with

the other homework problems as
they are worked out under the doc
camera and ask questions as
necessary.

Then walk through #1 and 3 on the

bottom section. Have the students
call out each step in the procedure.
Take any questions from each of
those problems.
15
With what time remains in the
Students may get started on their
min.
class, let the students get started
homework.
on their homework. Make yourself
available to any student who is
stuck.
Closure: Remind the students that tomorrow there will be a quick assess on this
learning target, and the problems will be some that if you dont cancel, you will
end up with a VERY gross fraction to simplify, so really work on how to cancel.
Accommodations/ Modifications: Students with IEPs and 504 will receive their
accommodations as outlined in those documents. Preferred seating will be given
to specific students. Resource teachers will be available to certain classes.
Students in tier 3 intervention may have a shorter assignment.