Alexis Finch

MAED 3224-002
Dr. Anna
3/18/2016

Dividing Fractions
Overall Learning Sequence: Dividing fractions: understand how to
divide unit fractions by whole numbers and whole numbers by
fractions.

Date: 3/19/2016

Objective/goal: CCSS.MATH.CONTENT.5.NF.B.7- Apply and extend previous understandings

of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
Task(s):

1
3 3=
4

Solution of task(s):
1
3 3=
4
13
3=
4
13 3
=
4 1
13 3
=
4 1
13 1
=
4 3
13 1 13
1
= 1
4 3 12
12
Associated concepts: Student need to understand the concept of subtraction, addition,
multiplication, and division fractions.

Alexis Finch
MAED 3224-002
Dr. Anna
3/18/2016

Materials/Technology: Paper and pencil

Anticipation: I anticipate more than half the students to answer the task question correctly. I
anticipate some students will answer the problem incorrectly, because students could complete
the division process, conversion step, reciprocal step, or the multiplication step incompletely.

Lesson Phase

Before

Activate prior
knowledge

Make sure problem

is understood

Establish clear
expectations

Description of Activities and Setting

I will ask students to review the steps for dividing
fractions. I will ask a student to raise their hand to tell
me the first step to dividing fractions. Then I will ask
another student for the second step, and so on. As a
class, we will write the steps on an anchor chart that
will be on the wall of there classroom for student to
refer to.
I will ask if any student can read out the problem to the
class, using the correct terms. Then I will ask students
to explain what to problem is asking us to do.

Students will figure out solution(s) by themselves. Then

we will come together as a class to share their solutions.
Students will explain their solutions to the class if they
got a different answer than anyone else, or if they
solved the problem differently, and determine if the
solution is logical.

Alexis Finch
MAED 3224-002
Dr. Anna
3/18/2016

During

Let go!

As students are working to find their solutions, I will

walk around and observe the strategies students are
using.

Notice students
mathematical
thinking

I will ask students to explain their process. Students

will be required to explain every step they took to solve
the problem. I will step back and avoid stepping in to
help or correct the students. As I walk around and
observe students, I will continue to ask questions to
support their mathematical thinking. I will ask students
what are they doing, how they are figuring out their
solutions, or why they chose to use a certain strategy. I
will also ask students to explain why they are using a
certain operation, or a certain step.

Support

I will support students during this time by asking

students who maybe struggling, what they know about
the problem, ask them to explain the different methods
they tried, and I will suggest they use a different
strategy.

Extend

As students finish the task problem, I will have them

solve additional problems from the worksheet. For
students who are not understanding, I will help them by
walking them through the problem using the dividing
fractions anchor chart we created as a class.

Alexis Finch
MAED 3224-002
Dr. Anna
3/18/2016

After

Facilitate
discussion
(community of
learners without
evaluation)

I will have the class come together and have an

organized group discussion about the remaining
problems students were asked to solve. Before doing so
I must establish rules for being respectful to peers
during discussion. During this time, I would have a
student come to the board and talk the class through
his or her strategy for the different problems. I would
ask if other students used the same strategy and came
up with the same answer. I would ask if any students
used the same strategy and came up with a different
answer. Finally, I would ask other students who used a
different strategy or came up with a different answer
to come up and share.

Summarize main
ideas

At the end of the lesson, I will take a few minutes to

recap the objective of the day. This could include
review the main idea of the lesson, different strategies
that were used, terminology learned, or different
mathematical ideas. We will discuss how to work with
problems that puts limits on finding solutions. Students
will learn to work with the limits, and checking their
solutions to make sure they are correct, based on the
limits set in the problem.
As an assessment, students will solve two similar
problems, and turn it in for a grade.