Lesson Plan # 11

Name: Olivia Yancey

Date: 12/5/16
Lesson Title: Ch. 5 Stations Review Estimated Time: 51 min.
for Mastery
Grade/Subject: 6th Grade Math
Central Focus: To perform fraction operations involving proper, improper and
mixed numbers within expressions, real world scenarios, and equation solving.
Content Standards:
[6-NS4] Find the greatest common factor of two whole numbers less than or equal
to 100 and the least common multiple of two whole numbers less than or equal to
12. Use the distributive property to express a sum of two whole numbers 1-100
with a common factor as a multiple of a sum of two whole numbers with no
common factor.
[5-NF1] Add and subtract fractions with unlike denominators (including mixed
numbers) by replacing given fractions with equivalent fractions in such a way as
to produce an equivalent sum or difference of fractions with like denominators.
[5-NF1] Add and subtract fractions with unlike denominators (including mixed
numbers) by replacing given fractions with equivalent fractions in such a way as
to produce an equivalent sum or difference of fractions with like denominators.
6-EE5] Understand solving an equation or inequality as a process of answering a
question: which values from a specified set, if any, make the equation or
inequality true' Use substitution to determine whether a given number in a
specified set makes an equation or inequality true.
[6-EE7]Solve real-world and mathematical problems by writing and solving
equations of the form x + p = q and px = q for cases in which p, q, and x are all
nonnegative rational numbers.
[5-NF4] Apply and extend previous understandings of multiplication to multiply a
fraction or whole number by a fraction.
[6-NS1] Interpret and compute quotients of fractions, and solve word problems
involving division of fractions, e.g., by using visual fraction models and equations
to represent the problem.
[6-EE7] Solve real-world and mathematical problems by writing and solving
equations of the form x + p = q and px = q for cases in which p, q, and x are all
nonnegative rational numbers.
Learning Objectives:
L.T. 5.1 I can find the least common multiple of 2 or more numbers using upsidedown division.
L.T. 5.2 I can add and subtract fractions with unlike denominators.
L.T. 5.3 I can subtract mixed numbers that require renaming.
L.T. 5.4 I can solve addition and subtraction equations containing fractions.
L.T. 5.5 I can multiply fractions and mixed numbers.
L.T. 5.6 I can divide fractions and mixed numbers.

L.T. 5.7 I can solve fraction equations that involve multiplication and division.
Monitoring Student Learning: Formative, Summative, and SelfAssessments prior to, during, and after learning:
Students will exhibit understanding by accurately completing the review
sheet and are able to help their study buddy or other student if they get
stuck on a problem or have confused a procedure.
Evidence will be collected informally through observation during the day and
then formally by their achievement on the test on Wednesday.
Tracking of achievement levels for the whole class, small groups, and
individuals will be done through the use of the clicker data collection
software.
Description of assessments:
Informal formative: Observations during the in class work.
Formal Summative: The Ch. 5 test.
What is being assessed:
Students ability to add, subtract, multiply, and divide fractions and mixed
numbers and put their answer into simplest form. Also, their ability to find
mistakes if any are made and correct them by attempting the problem again.
Assessment accommodations:
Students who have a debilitating deficiency in their multiplication skills will be
able to use a multiplication chart.
Feedback:
Type of feedback that will be given to students:
Talk through the procedure at each station as the students get started at
that station.
If a student has not found their mistake by their second attempt, talk
through the procedure of that operation with them and see if they can find
their mistake. Let them know immediately if it was a canceling mistake.
Remind them that their final answers need to be in simplest form.
Instructional Supports:
The Chapter 5 Stations review question matrix laminated and cut out so that each
station has 7 sets of that operations questions and each desk gets cards 1-5 with
the answers to that problem written on the back.
The Ch. 5 Stations Review Answer Document Packet.
Common Errors:
Forgetting how to begin a procedure from earlier learning targets.
Forgetting the ways in which we can work smarter not harder.
Knowing what we have to do, but not fully understanding why we need to do
that action or vice versa.
Mixing up procedures. For example, changing to impropers when
adding/subtracting, and canceling on addition/subtraction.
Incorrectly assessing (over or underestimating) their understanding of each
learning target.
Not fully simplifying an answer.
Instructional Strategies & Learning Tasks that Support Diverse Student
Needs
Procedure:

Time
N/A

5
min.

45
min.

Teacher Action
Have the room set up in 4 groups of
7 with each group being the
addition, subtraction,
multiplication, or division and have
the laminated problems 1-5 for that
stations operation cut out and
paper clipped on each desk.
As students come into class, have
them sit in any desk but do not
touch the paper clipped stack of
problems.
Then have them get out a pencil
and put away all their binders and
things in the basket under their
desk where it wont get stepped on
when everyone starts moving.
Then pass out the Stations Review
Packet. Explain how today will help
them get a feel for how well they
have actually mastered
adding/subtracting/multiplying/divi
ding fractions.
Tell them that each station will have
5 problems dealing with addition,
subtraction, multiplication, and
division respectfully. Each problem
is increasingly more difficult. The
way this will work is they will start
off with number 1 write the
problem down in the #1/first
attempt box and solve it there.
THEN they will flip the card over
and see if they got the answer
correct. If they did, they may move
onto #2. But if not, they cannot
erase ANYTHING in the first attempt
box, but instead rework the
problem in the second attempt box.
If by their second attempt, they did
not get it, they may raise their
hand and ask for help.
They will have 10 min. at each
station.
Each time the group switches
stations go to each station and
make sure that everyone there is

Student Action

The students will come in and

choose a desk to sit at.
They will get out a pencil and put
their binder and everything away.

They will receive their answer

document packet and listen to the
directions.

Students will start by working #1

after they check their answer, if they
get it right, they will move on to the
next problem, but if they get it
wrong they will move to the second
attempt box and rework the
problem. If by their second attempt,
they still have not figured out how to
get the answer, they may raise their
hand for help.

They will transition quickly to the

next station as the timer goes off.

clear of that stations procedure.

Be walking around monitoring
students work and making yourself
available for help. If a student is
working harder not smarter, remind
them of how we can work smarter
with that stations operation.
Closure: Let the students know that for homework they need to finish all the
questions from the station and then check their answers. Both the questions and
the answers can be found on Google Classroom. If they have any questions, they
need to come by during Homeroom or 8th period. They will need to assess
themselves on their learning targets and use what they did today as an indicator
of their mastery. If they really mastered a learning target, they should have been
able to complete all the problems at their stations on the first attempt. If they had
to go to a second attempt on every problem, they would probably be a 3, and if
they werent able to finish all the questions and had to work 2 or 3 attempts at the
problem, they might be a 2.
Also tomorrow there will be a clicker war so they need to be able to do any
problem in a random order, so really study tonight so they can get the most points
for their team tomorrow!
Differentiation Strategies: Students will be able to work at their own pace with
each operation since it is not required to complete every problem in class. This
activity gives a great visual to where each students strengths and weaknesses lie.
Accommodations/ Modifications:
Students on PST or with and IEP or 504 that allow for extra time on assignments
may receive a copy of every problem from each of the stations and complete the
work in the resource room with their resources teacher to avoid the pressure of
the time limit at each station.