The document contains a lesson plan for a 6th grade mathematics class on dividing simple fractions and whole numbers by fractions. The lesson plan outlines the objective, materials, learning procedures, evaluation, and additional activities. The learning procedures include reviewing previous lessons, presenting examples of dividing fractions and whole numbers by fractions, discussing the steps to solve such problems, and having group activities for students to practice. The lesson aims to teach students the steps of changing fractions to equivalent forms to allow division, using CFM ("Change, Flip, Multiply") as a mnemonic device.
The document contains a lesson plan for a 6th grade mathematics class on dividing simple fractions and whole numbers by fractions. The lesson plan outlines the objective, materials, learning procedures, evaluation, and additional activities. The learning procedures include reviewing previous lessons, presenting examples of dividing fractions and whole numbers by fractions, discussing the steps to solve such problems, and having group activities for students to practice. The lesson aims to teach students the steps of changing fractions to equivalent forms to allow division, using CFM ("Change, Flip, Multiply") as a mnemonic device.
The document contains a lesson plan for a 6th grade mathematics class on dividing simple fractions and whole numbers by fractions. The lesson plan outlines the objective, materials, learning procedures, evaluation, and additional activities. The learning procedures include reviewing previous lessons, presenting examples of dividing fractions and whole numbers by fractions, discussing the steps to solve such problems, and having group activities for students to practice. The lesson aims to teach students the steps of changing fractions to equivalent forms to allow division, using CFM ("Change, Flip, Multiply") as a mnemonic device.
The document contains a lesson plan for a 6th grade mathematics class on dividing simple fractions and whole numbers by fractions. The lesson plan outlines the objective, materials, learning procedures, evaluation, and additional activities. The learning procedures include reviewing previous lessons, presenting examples of dividing fractions and whole numbers by fractions, discussing the steps to solve such problems, and having group activities for students to practice. The lesson aims to teach students the steps of changing fractions to equivalent forms to allow division, using CFM ("Change, Flip, Multiply") as a mnemonic device.
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SEMI-Detailed Grade and
School: LANGAGAN ELEMENTARY SCHOOL GRADE 6
Lesson Plan in Section: Mathematics 6 Name of HAROLD C. VITE Week: 6 Teacher: Date: SEPTEMBER 28, 2023 Quarter: 1 School Learning REMEDIOS A. INES MATH Principal: Area:
I.OBJECTIVE At the end of the lesson, 80% of the pupils should be able to: a. Divide simple fractions and whole number by a fraction or vice versa. (M6NS-Ib-90.2) II.SUBJECT MATTER Dividing Simple Fractions and Whole Number by a Fraction
a. Reference/s Math 6 MELC p. 221, K-12 Math for Life Worktext in Mathematics pp. 23-31 b. Learning Materials K-12 Math for Life Worktext in Mathematics, PowerPoint Presentation, Visual Aids, printed materials III.LEARNING PROCEDURE
a. Review Review previous lesson about multiplication of fractions.
1. 2/3 x ¾ = 2. 1/2 x 2/15 = 3. 3/5 x 2/3 = 4. 1/4 x 5/6 = 5. 2/5 x 2/3 = b. Motivation Let the pupils draw 3 squares and divide into two equal parts. Ask: How may halves do you have? What do you think the mathematical expression is being shown in the illustration?
Let them draw a rectangular shape on their paper.
Ask: How will you visualize the fraction 3/8 to the illustration you draw?
Let the pupils divide 3/8 by 2.
Ask: How will you draw it to your rectangle?
c. Presentation Ask: How did you find the activity? Is it hard or
easy? Study the given expressions. 4 ÷ 3/5 = 4/1 x 5/3 = 20/3 or 6 2/3
Ask: What did you observe in this expression?
How about this expression? Will you please make an observation with this given? 4/7 ÷ 2/3 = 4/7 x 3/2 = 12/14 or 6/7 d. Discussion (The teacher will explain) In dividing fractions and whole numbers, you need to follow the following steps.
(Let the pupils read)
To divide the whole number by a fraction: a) Change the whole number to a fraction with a denominator of 1. b) Change the divisor to its reciprocal and also the operation to multiplication. c) Multiply both the numerator and denominator. d) Reduce the answer to the lowest term, if necessary.
Looking back at the given expressions lately,
4 ÷ 3/5 = Ask: How will you apply the first step in dividing whole number by a fraction? Will you please apply the next step? What will happen to the division sign? What would be the next step? What will be the answer? What do you remember if our answer in in the improper fraction? What will be the final answer? How about if we have this kind of expression? 3/5 ÷ 2 = How will you solve this? What is the first step or rule in solving whole number by a fraction? In our given expression the divisor is, what? What will be the next step?. For our next step? Will you please solve the expression for us? Do you understand the step-by-step procedure? (The teacher will explain) In dividing fraction to another fraction. Remember these steps on how to divide simple fractions.
(Let the pupils read)
a. to divide simple fractions, copy the first fraction and change the divisor to its reciprocal, b. changes the division sign to multiplication sign; c. multiplies the numerators then multiply the denominators; and d. expresses the answer in the lowest term, if necessary.
Looking back to the second expression
lately, 4/7 ÷ 2/3 = Ask: How will you apply the first step in dividing fraction by another fraction? What will be the next step? What would be the next step? What will be the answer? Will you please simplify your answer? Do you know that you can use the cross cancellation in dividing whole numbers? What numerator and denominator we can divide? Where we can divide 4 and 2? Then, will you please multiply to get the answer? Same answer, right?
Say: Tips for solving whole numbers and
fractions to another fraction, remember the three words CFM. Stands for Change the operation, flip the divisor and multiply numerators and denominators. e. Application Group Activity Group the pupils into 4. Each group will have to solve mathematical expression in each station. Follow the steps in dividing fraction to whole to fraction. Let the pupils write their answers on the metacards. Later they will present by the group speaker. f. Generalization Ask: What are the steps in solving whole numbers by a fraction? How about dividing fractions to another fraction?
Say: To easily remember the steps, use CFM.
Ask: What is CFM again? IV. EVALUATION Directions: Read and analyze the given questions. Encircle the letter of the correct answer. V. ADDITIONAL Directions: Match the item in column A with their correct ACTIVITIES quotient in column B.
Math Fluency Activities for K–2 Teachers: Fun Classroom Games That Teach Basic Math Facts, Promote Number Sense, and Create Engaging and Meaningful Practice
Math Fluency Activities for K–2 Teachers: Fun Classroom Games That Teach Basic Math Facts, Promote Number Sense, and Create Engaging and Meaningful Practice
