Lesson Plan

Kaleigh Brady
Date: October 16, 2014
I.

Lesson Foundation
Comment [k1]: INTASC 1: Content PedagogyThis lesson title tells the students what content area
we are learning during this unit. It also shows the
content in which the teacher understand the
concepts and can create learning experiences that
make the aspects of the subject manner meaningful
for the students.

Lesson Title: Lesson 4: Dividing Fractions

Lesson Number within Unit: Lesson 4/ Unit 1
Unit Title: Unit 1: Operations with Fractions
Grade Level(s): Seventh Grade

Time Allotted: 40 minutes

Subject Area(s)/Subject Content Explanation: Computation and Estimation:

understanding how to divide fractions.
Standard(s)/Anchors:
PA Academic Standards and Anchors:
Standard - 2.2.7.D: Estimate solutions of problems involving calculations with basic
operations of whole numbers, decimals, fractions, or mixed numbers and check
the reasonableness of those estimates.
Assessment Anchor - M7.A.3: Compute accurately and fluently and make reasonable estimates.
Anchor Descriptor- M7.A.3.2: Compute accurately with and without use of a calculator.
M7.A.3.2.1: Solve problems involving operations (+,-,x,) of whole numbers, decimals,
fractions, or mixed numbers (straight computation or word problems)
Essential Questions:
1. How is dividing fractions similar to multiplying fractions?
2. What are the different steps to dividing fractions?
3. Why is it important to know how to divide fractions?

Instructional Objectives:
1. After completing this lesson and the foldable, students will be able to recite the steps
in which they take to divide fractions with 100% accuracy.

Comment [k2]: INTASC: Student DevelopmentThese instructional objectives show what the
student should know when the lesson is taught. It
shows the learning opportunities that support the
student in intellectual, social, and personal
development.

2. After completing this lesson, students will be able to divide fractions with 90%
accuracy or better.
3. After completing the review of multiplying fractions, students will be able to apply
that knowledge to todays lesson on dividing fractions.
Formative Assessment:
1. Students will rotate to each table creating their own problem of the multiplication of
two fractions, then rotate to the next table and compute the calculation and also create

Comment [k3]: INTASC 8: Assessment- This

explains how the students will be formatively
assessed throughout this lesson. There are three
different ways they will be formatively assessed,
which shows variety assessments among diverse
learners.

another problem for the next group. This will continue until each group gets back to
their original table.
2. Individually the students will work on the worksheet on dividing fractions and when
everyone is done, I will pull names from the popsicle cup and have that student give
me the answer to the problem.
3. Individually and as a group, the students will create a foldable to help them remember
the four steps to take when dividing fractions.
II.

LESSON BODY
INTRODUCTION: At the beginning of the lesson I will explain how we are going
to review a little on multiplying fractions because it will help them understand
dividing fractions later in the lesson. Each table group will be given a piece of paper,
where they will create their own problem of multiplying two fractions together, but
will not solve the problem. Once every table group is done creating their problem,
they will get up and rotate to the next table. They will then solve the problem that the

Comment [k4]: INTASC 7: Planning- Throughout

the lesson body is a clear and descriptive layout of
how the lesson should be taught. It is a layout of all
the planning that goes into the lesson. It shows
knowledge of the subject, students, and curriculum
goals.

table created and created another new problem for the next group. They will rotate
three times, and solve three different problems. At the last table they will only solve
the problem and then return to their original table. To finish the review, each table
will look at the piece of paper with the problems on it and pretend to be the teacher
and check to make sure the problems were solved correctly. If any table stops an
error, I will write that problem or problems up on the board and we will solve them
together as a class to make sure everyone understands the concept before moving
onto division of fractions.
MOTIVATIONAL DEVICE:
At the beginning of the lesson, I will explain that fractions are used all around us
in our daily lives and that we even use multiplication and division of fractions. I will

Comment [k5]: INTASC 5: Motivation and

management- This is the motivational device I
would use in the beginning of this lesson to get the
students interested in the topic they are about to
learn about. It also involves management by getting
all the students are actively involved with one
another on the question that is being posed.

ask the question, What are some examples where multiplication or division of
fractions would be used? I will comment on the suggestions that are said, and also
give my ideas on where the multiplication and division of fractions are used and why
it is important for them to understand the concepts. I will also shows pictures on a
PowerPoint slide to give them some ideas if they are struggling or at the end of our
discussion to show some examples. Some of these examples include pizza, time,
recipes, measurements, and money. This can help students see how the application of
multiply and divide fractions is useful in everyday life.

TEACHING PROCEDURES:
Presentation- When teaching the students how to divide fractions, I will show
them a couple PowerPoint slides that explain the steps to dividing fractions through
some examples. As I am going through the PowerPoint, the students will have guided
notes to follow along and then have something to look at later in the class period

Comment [k6]: INTASC 4: Multiple Instructional

Strategies- The teaching procedures is broken up
into presentation, guided practice, individual
practice, and closure. These are all different means
of instructional strategies that encourage students
to be critical thinkers and use their problem solving
skills.
Comment [k7]: INTASC 6: Communication and
Technology- By using a PowerPoint as a way to
teach the students the lesson it is incorporating
technology in the classroom. The students are also
actively involved and communicating throughout
the lesson when I ask for examples or ask questions
along with the lesson as a way to informally assess
the students.

when completed their foldable and their independent practice worksheet. The first
PowerPoint slide will just show the four steps to dividing fractions to introduce them.
3

The next slides have an example, 10 8, and a step by step process of how to
compute the problem with explanation of the four steps. During the presentation I will
show and explain why you have to flip the second fraction and what happens if you
flip the first one to show them the reasoning behind it. I will also show and explain
why you cant cross multiply when dividing fractions and use the example of a cross
walk to relate it to real life. When at a cross walk, you have to walk straight across,
you cant walk diagonally, which is exactly how you divide fractions. I will finish up
the presentation with another step by step example of

5
12

. This will give the

7

students a chance to see one more example before practicing it on their own.
Guided Practice- Once I have gone over the lesson with the students, I will
describe that activity they will be doing, which is a foldable. I will explain how a
foldable will help them understand the four steps you take when dividing fractions, by
using their foldable as a reference. They may use their guided notes they took
throughout the lesson when completing the foldable to make sure they have the four
steps correct. I will let them create their foldable the way they want, but explain that it
must have the four different steps included and that an example of the four steps
would be helpful too. I will also show them my foldable to give them an idea for how
to make their foldable. Once they are done creating their foldable, I will have a
student from each table group come up to the Doc Cam and show the rest of the class
their foldable.

Independent Practice- Once the students have completed their foldable, they
will be given a worksheet with different problems on it that have the students practice
dividing fractions. There are only six problems on the worksheet for the students to
complete. Once they have completed the problems, I will pull popsicle sticks from the
cup so that the students will be called on randomly and everyone has a fair chance of
answering a question. Not every student will have an opportunity to answer a
question, but every student will have an equal chance of being picked, which makes
the students complete all the problems. This will give students the chance to apply
what they have learned and practice it through repetition.
Closure- I will end the lesson by having the students play bingo to practice
dividing fractions. Each student will be given a bingo card. Next, I will pass out bags
of candy corn for the students to use as their bingo chips. We will then start the game
of bingo; by showing a division problem and having the students work it out on a
separate piece of paper and then find the answer on their board. I will keep giving the
students a division problem until someone has bingo. The winner will receive a
homework pass. This homework pass will not exempt them from doing their
homework, but give them an extra day to turn it in. Depending on time, we will either
stop at one game or play two games of bingo. Once the game is over, the students
may eat their candy corn. If there is enough time left in the class period, I will give
the students an exit ticket on their way out the door. They will each be given an index
card where they will create their own division problem of fractions that we will use
tomorrow in class as a review.

III.

LESSON ESSENTIALS

DIFFERENTIATED LEARNING ACTIVITIES:

1. Independent practice: Students will be able to show what they learned
throughout the lesson and be able to use their foldable to complete the worksheet
individually. This will benefit the students that learn best by repetition by
completing multiple problems. Students will also create a foldable on their own to
remember the four steps to dividing fractions. This will help the visual learners
see the steps in their own ways by using their creativity to show the different
steps. This will help the kinesthetic learners by creating their own unique foldable
the way they want, but also incorporating the four steps to solving division with
fractions. Students in tier one will be able to complete the foldable with no
assistance from the teacher and only need to use their notes for some guidance.
Students in tier two will need to use their notes and may need some assistance
from the teacher or their other group members. Students in tier three will need to
use their notes, other group members and clarification from the teacher.
2. Small group work: In their table groups, the students will work together to
review multiplying fractions from yesterdays lesson. Students will work within
their table groups to create their own problems and also answer other tables
problems when they rotate there. This will benefit the intrapersonal learners
because they can share their own ideas but help other members in the group that
may be struggling with the concept or help them see it from another person other
than the teacher. It will also help the visuals learners see different examples that
they created on their own, rather than examples from teacher or a worksheet. This

Comment [k8]: INTASC 3: Diverse Learners- By

incorporating differentiated learning activities in my
lesson I am tailoring to diverse learners and their
needs. Within each of the section, it explains how
the activities can be tailored to work with the
diverse learners and help them within the learning
process.

will also help the kinesthetic learners because they can use the information they
learned yesterday and practice by create their own problems and also get up and
move around the room to the different tables. This will help all levels of the tiers
because the students in tier one can help the students in tier two and three with
understanding the information, but the tier one students are still gaining
knowledge by teaching or helping those students.
3. Large group discussion: As a large group we will discuss and brainstorm ideas
as to why knowing how to multiply and divide fractions is important and used in
everyday life. This will focus more on the interpersonal learners and also the
visual learners again because they will be working with everyone and will be able
to see visual examples on the PowerPoint so they can relate it to real life before
the lesson. This will benefit all three tier levels because it will push the students to
think outside the box on how multiplying and dividing fractions can be used in
real life. If the students in tier three cant come up with any ideas, they can learn
through hearing examples from students in their one and two.

INSTRUCTIONAL RESOURCES, MATERIALS, AND TECHNOLOGY

-Computer
-Projection screen
-Doc Cam
-Microsoft PowerPoint
-Chalkboard
-Blank computer paper
-Division Worksheet
-Markers
-Tape
-Scissors
-Construction paper

- Blank bingo cards

-Answer sheet for bingo
-Printer (color)
-Candy corn
-index cards

IV. POST-LESSON REFLECTION

ANALYSIS OF TEACHING
1. Did the method of instruction engage the students?
2. Was the lesson plan well planned and was everything prepared for the lesson?
3. At the end of the lesson, were the instructional objectives met?
4. Was the classroom set up in a way that optimized the students learning?

Comment [k9]: INTASC 9: Reflective PracticeThis section shows questions I would ask myself
after teaching the lesson to reflect and analyze my
teaching. This will help me realize the areas that
worked well and the areas that I may need to
improve on.