Lesson+A

// M5N4. Students will continue to develop their understanding of the meaning of common fractions and will compute with them. // a. Understand division of whole numbers can be represented as a fraction (a/b = a ÷ b). b. Understand the value of a fraction is not changed when both its numerator and denominator are multiplied or divided by the same number because it is the same as multiplying or dividing by one. d. Model the multiplication and division of common fractions. || X Creativity and innovation X Critical thinking, problem solving, & decision making X Communication and collaboration Digital citizenship Research and information fluency X Technology operations and concepts || Students will practice multiplying and dividing fractions through the use of technology. Students will also model multiplying and dividing fractions using fraction bars. || 5 minutes 1st day only
 * ** Lesson Plan A ** ||
 * **Lesson Title:** Multiplying and Dividing Fractions |||| **Related Lessons:** Computing Fractions ||
 * **Grade Level:** 5th |||| **Unit:** Funky Fractions ||
 * ** Goals ** ||
 * **Content Standards:**
 * **ISTE NETS-S**
 * **Instructional Objective(s):**
 * ** Action ** ||
 * **Before-Class Preparation:**
 * 1) Check-out the mobile laptop cart from the media center
 * 2) Set up classroom performance system for assessment
 * 3) Set up personal computer, LCD projector, and websites being used.
 * 4) Be sure there is a classroom set of fraction bars
 * 5) Print copies of multiplying and dividing fraction practice sheets. [[file:Fraction Mastery.pdf]] (pages 5, 6, 19, and 20) ||
 * During Class ||
 * **Time**

10 minutes 2 days

20 minutes 2 days

20 minutes 2 days

10 minutes 2nd day only |||| **Instructional Activities** View the Multiplying and Dividing Fractions Brain Pop video ([|www.brainpop.com])

As a whole group, review the Power Point presentations on multiplying and dividing fractions. (View multiplying one day and dividing the next day) Students will write the practice questions in notebooks.

Distribute fraction bars to each pair of students. Model for the students how to use the fraction bars to show multiplication and division of fractions. Students will model 2 problems for each operation.

Once students have demonstrated understanding of modeling multiplying and dividing fractions, students will play Soccer Math Multiplication day 1, Division day 2

On the second day, display the quiz from the Multiplying and Dividing Fractions video. Distribute the Classroom Performance Systems. Read each question aloud and students will answer with the remotes.

Distribute multiplying and dividing fractions practice sheets for homework. || **Materials and Resources** Computer, LCD projector, Brainpop website

Computer, LCD projector,

Fraction bars

Mobile laptop cart Website: []

Computer, LCD projector [|www.brainpop.com] Classroom Performance Systems

(pages 5, 6, 19, and 20) ||
 * **Notes:** ||
 * ** Monitor ** ||
 * **Ongoing Assessment(s):** After completing both days of multiplying and dividing fractions, the teacher will use the Classroom Performance Systems to assess students knowledge of the content. The quiz from the BrainPop video will be displayed and students will answer the questions using CPS. The teacher will also monitor and observe students as they model multiplying and dividing fractions with the fraction bars. ||
 * **Accommodations and Extensions:** Struggling students will be partnered with students who exhibit fraction understanding. Students who understand the concept will “teach” or tutor the student who does not understand. The number of problems given for homework is reduced for the struggling student. ||
 * **Back-up Plan:** If the technology is not working, activities will be completed using paper and pencil. Students will still model using fraction bars, but extra practice will be paper/pencil. ||
 * ** Evaluation ** ||
 * **Lesson Reflection and Notes:** Using the Classroom Performance System will provide the teacher with immediate feedback on the students’ level of knowledge of the content. The teacher should closely monitor the students as they model multiplication and dividing fractions using the fraction bars. Students who exhibit a deeper knowledge of this concept will have a better of understanding of the Fabulous Fraction Party task. ||