DIRECT INSTRUCTION LESSON PLAN Subject Area: Math Grade Leve : 6th Grade Specific Content: Improper fractions

and equivalent mixed numbers Len!t" of Le##on: 30 minutes

In#tructiona Objective$#%: The learner will write any improper fraction as a mixed number. State Content Standard & 'enc"(ar) & Grade Leve E*pectation#: Math Patterns !elationships and "unctions #ontent $tandard% $tudents describe the relationships amon& variables predict what will happen to one variable as another variable is chan&ed analy'e natural variation and sources of variability and compare patterns of chan&e. Middle $chool (enchmar)% !epresent variability or chan&e by ordered pairs tables &raphs and equations. Lon!+Ter( Unit Objective: The learner will add subtract multiply and divide any two mixed numbers with unli)e denominators. ,e#terda-.# Le##on: The students wor)ed with a partner and used fraction manipulatives to better understand equivalent mixed numbers and improper fractions. To(orro/.# Le##on: The students will learn to write mixed numbers as improper fractions which will be an inverse of today*s lesson. Prere0ui#ite 1no/ ed!e or 'e"avior# Needed: Skills: The students are able to do multi+di&it division and multiplication by hand without the use of a calculator. They are also competent in usin& calculators to perform multiplication and division. Concepts: The students can identify improper fractions and mixed numbers and )now that there are two ways to write the same fractional amount. Behaviors: The students )now that to answer or as) a question they must raise their hand and must wait until the teacher calls upon them to respond. The students also )now that they are only allowed to wor) with partners on math problems when the teacher has specifically told them that it is acceptable to do so. 2"- i# t"e Content of Toda-.# Le##on Re evant for ,our Student#3

"ractions can be used to understand real+life ratios. $tudents need to understand how to wor) with improper fractions because they will encounter fractions in the business world and later in the academic world. 4ateria #: Teacher materials% +dry+erase board +dry+erase ma)ers +dry+erase eraser ,ach student needs these materials% +pencil with an eraser +wor)sheet +additional paper to show wor) Where are your materials to be kept until their use during the lesson? The teacher will )eep the wor)sheets on her des) until the appropriate time. When will your materials be passed out? The students will receive their wor)sheets after the teacher has finished modelin& and they will then be&in the &uided practice. ow will materials be passed out? The teacher will draw the names of two students from the stic) -ar she )eeps on her des). These students will be responsible for passin& out the wor)sheets to the students in the class. ,ach student is then responsible for turnin& in his or her wor)sheet in the &reen class folder upon completion. 4ode of Teac"in!: .irect Instruction Procedure# !ist each procedure according to stages o" #irect $nstruction. $nclude each %uestion you are planning to ask students in the appropriate place in your lesson plan. /. "ocus 0ctivity a. The teacher questions the students about the difference between a mixed number and an improper fraction and facilitates a discussion around this topic.

+1hat is the difference between a mixed number and an improper fraction2 +1hat have we been wor)in& on the last few days2 +1hat discoveries did you ma)e2 +1hat did we call those two ways of writin& the amount2 +1hy did we say 3mixed24 +1hat did we call the other way to write the same amount2 5. $tatin& the 6b-ective and !ationale a. The students will learn to chan&e improper fractions into mixed numbers without usin& the fraction manipulatives. b. It is much easier and more efficient to compute the answer than to always rely on usin& manipulatives. 7. Presentin& #ontent and Modelin& a. The teacher be&ins by explainin& the content and then models how to solve the problems on the board in front of the entire class. $he also provides written steps to solve each problem on the board. 8. !eceivin& and Providin& "eedbac)% #hec)in& for 9nderstandin& a. The teacher chec)s for understandin& by havin& students actively participate in the lesson when answerin& questions or writin& on the board. +1hat do I do first etc.2 :. Guided Practice a. The teacher instructs the students to independently complete the first two problems on the wor)sheet she has provided. 1hen the students have completed those problems they must raise their hands and the teacher will chec) their answers. If the wor) is correct the students will then complete the wor)sheet. +1hen you are finished with the wor)sheet where should you put it2

+1hat do you need to do after you have put your wor) into the folder2 6. Independent Practice a. The students complete their wor)sheet independently. ;. #losure a. The teacher as)s one student from the class to explain what he or she would say about class today if the school principal stopped him or her in the hallway. 5o/ did -ou addre## #tudent earnin! #t- e# durin! t"i# e##on3 De#cribe a t"at app -6 &isual' The teacher modeled how to chan&e improper fractions into mixed numbers on the board. $he also provided written directions of each step involved in solvin& this problem and demonstrated this concept multiple times. The students were also &iven a wor)sheet to complete. The teacher also created a chart durin& her first example for students to refer bac) to as they try to solve later problems. (uditory' 0lon& with written directions the teacher verbali'ed the directions for convertin& improper fractions into mixed numbers. The teacher also chec)ed the students* understandin& by as)in& them probin& questions throu&hout the lesson. )inesthetic' wor)sheets. The students can complete a math pu''le once they have finished their

*actile' 0lthou&h the students had more tactile learnin& incorporated into their previous lesson when the teacher provided the students with manipulatives the teacher still incorporated some tactile learnin& into this lesson. The students were writin& out each problem as they solved it in steps. The students also completed a wor)sheet independently. A##e##(ent Criteria: What tangible evidence will demonstrate your students+ learning today? The teacher will be able to assess student wor) from the wor)sheets the students completed. They are required to show wor) for each step as they solve a problem so that the teacher can better understand how the students found their answers. What will be considered %uality work?

The teacher considers quality wor) in mathematics to be wor) that is written le&ibly and that shows each step in the students* problem solvin&. It is also clear to the teacher what the answer is for each problem because it is circled. #o you need a rubric to structure your assessment? <o a there will not be a rubric to structure this assessment. Will students also sel"'assess using this rubric? The students will not be self+assessin& for this assi&nment. Gender or cu tura concern# (a- affect -our in#tructiona or a##e##(ent c"oice# in t"i# e##on6 If appropriate7 identif- t"e#e and de#cribe "o/ -ou /i addre## t"e(6 There are no &ender or cultural concerns that the teacher feels will influence this lesson. The teacher does not feel that any modifications in this area are necessary based on the students in the classroom. In#tructiona 4odification#+De#cribe a #tudent in -our c a## /"o "a# #pecia need#6 Con#ider "o/ -ou (i!"t (odif- -our in#truction and & or a##e##(ent for t"i# #tudent durin! t"i# Direct In#truction e##on6 Traditiona print7 Internet and NETS re#ource# can a##i#t -ou6 In this classroom one female student has a learnin& disability that can sometimes cause confusion when she is wor)in& with letters or numbers. $he was dia&nosed with dyslexia three years a&o and the teacher is aware of the ad-ustments this student may need on certain assi&nments. In this lesson the teacher has cut the number of problems in half and she has as)ed the student to stop after each two problems so that she can chec) her answers with the teacher. Tec"no o!-+2"at tec"no o!- (i!"t en"ance t"i# e##on or t"i# unit at #o(e point3 Traditiona print7 Internet and NETS re#ource# can a##i#t -ou6 The internet is an excellent resource for this unit on improper fractions and mixed numbers. The teacher could allow certain students to do &ames and qui''es online that involve improper fractions and mixed numbers. There are several websites that offer a&e appropriate activities that students could complete independently or in &roups. This website provides excellent activities% http%==www.visualfractions.com=Mixto"r#ircle.html 5o/ /i -ou provide practice for t"i# objective3 0lthou&h the students will not be completin& homewor) on this assi&nment the ni&ht after the lesson is tau&ht the teacher does assi&n homewor) throu&hout the year that is a review of previous concepts the students have mastered. The students will review the concept of improper fractions and mixed numbers later in the semester with some

homewor). 0lso later concepts will build on this lesson so students will be practicin& this material re&ularly over the next few wee)s.