Learning Plan

Intern Name: Megan Troy

Subject/Grade: Math/6th
Type of Coteaching: Teach/Support

Lesson Plan
Objective:
Given a faceing math activity with 10 problems about dividing mixed
numbers and fractions, the student will accurately solve the division
problems to find the quotient, getting 9 out of 10 answers correct.

Mentor Teacher Name: Mr. Morchat

Date Taught: 10/18/14

Modifications for Bob

Coteaching

Bob is a very smart and fun

student but is easily distracted
during class. He calls out during
inappropriate times, distracts
other students, takes messy
notes, and does not stay on task
during independent work.

-Mentor teacher decides

main goal
-Intern and mentor teacher
collaborate on objective

-Go over Texas Popcorn Method

and the definition of reciprocal
-Tell Bob I will ask him three
questions today

-Mentor Teacher decides

background information
-Talk about specific
students to use preteaching
with

-Give class guided notes to

-Check with mentor teacher

TEKS:
7.2.A & B
(2) Number, operation, and quantitative reasoning. The student adds,
subtracts, multiplies, or divides to solve problems and justify solutions. The
student is expected to:
(A) represent multiplication and division situations involving fractions
and decimals with models, including concrete objects, pictures, words, and
numbers;
(B) use addition, subtraction, multiplication, and division to solve
problems involving fractions and decimals
Background Information:
They know how to divide fractions
They are familiar with what a reciprocal is
They know how to find common denominators
They can distinguish proper and improper fractions
They know how to change mixed numbers to improper fractions
through the Texas Popcorn Method
Materials:

Notes sheet, faceing math worksheet, colored pencils, paper

follow along with

-Have class use colored pencils
to make models easier to read

Equipment:
Smart board

-Check with mentor teacher

about using equipment in
room
-Talk to Bob before class about
-Follow mentor teachers
expected behavior and go over
class rules and expectations
what the classroom environment -Talk about expected
will look like, so he knows what behavior with my turn, our
to expect and when he is allowed turn, and your turn since
to talk with others
this is a new concept for
them
-Have Bob check and make sure -Senior Methods student
other students have the notes
will choose student jobs for
sheets from the front of the room the week at the beginning
-Direct a specific question to
of class during bell work
Bob
-Senior Methods student
-Use subject that will interest
and mentor teacher will
Bob (Aka cookies)
walk around the classroom
-Use hand gestures to show
and help manage behavior
making groups and splitting up a -Intern will introduce topic
recipe
and review with the class
-Show a visual of the amount of -Senior Methods student
flour you would need and the
and mentor teacher will
amount of flower you actually
pass out colored pencils to
have
students at the end of the
-Write objective on board for all engagement
students to see

Classroom Management/Environment:
Call out/raise hands as directed. Follow along with notes and work
individually on your turn problems on notes. Work in groups of three at
desks for faceing math activity.

Engagement/Focus:
1. Hello class!
2. If you like to eat cookies, raise your hand. [wait for students to raise
hands]
3. Well, those cookies you eat have to be baked first! However, if you
do not have enough ingredients, you may have to see how much you
will have to downsize the recipe before you start.
4. When you are splitting a recipe up into groups, it is important to
know how to divide mixed numbers and fractions.
5. For instance, if you normally use two and a half cups of flour for a
recipe and you only have one and one-fourth cups of flour to use, you
must split the recipe up. You can divide two and a half cups by one
and one-fourth cups to see how many groups of one and one-fourth
cups go into it.
6. The quotient, or answer, to the division problem will show you how
much you are downsizing the recipe. Then you will have to downsize
the rest of the ingredients by that same amount!
7. In this example, you will take half of the recipe by dividing each
ingredient by two.

about materials already in

the room

8. In the past, you have learned about how to change mixed numbers
into improper fractions. Bob, what method do we use for that? [Texas
Popcorn Method].
9. You are also familiar with dividing fractions. Class, what is
something we must do before dividing to fractions together? [check
to see if they have common denominators]
10. Today we are going to learn more about how to divide fractions and
mixed numbers. We are going to do that through using reciprocals.
11. Repeat after me I WILL divide fractions and mixed numbers. [have
students repeat]
12. For this lesson, I want you to raise your hand unless I ask you to call
out the answers. You should have your eyes up front, be following
along with your notes sheet, and be raising your hand to ask and
answer questions. You can use your colored pencils to shade groups
on the number lines on your note sheets. I will use the smart board
markers up front in the same way!
Explanation/Procedures:
1. [Gain student attention and start PowerPoint on the smart board that
follows along with the students note sheets]
2. When we divide a number, we think about dividing that number into equal
groups. When we divide four by two, we know that the answer or quotient is
two because there are two groups of two in four. The same thing works for
fractions!
3. We can model this by using a number line like we have before. In the first
problem on our notes sheet we are going to divide 1 1/10 by 2/5 and model it
using a number line.
4. This first problem is going to be my turn. I am going to work through and
talk about the problem while you follow along on your own notes sheet.
5. Remember to think how many groups of _________ go into ________?
when looking at the division problem. Also, remember that our first step is
going to look and see if the two numbers have common denominators, or
bottom numbers that are the same, before we start modeling the problem.

-Ask Bob a specific question

-Have students use note sheets
and colored pencils
-Use proximal control with Bob
-Have Senior Methods student
and mentor teacher behavior
manage and check that Bob is
understanding the material
-Have Bob work up on smart
board

-Senior Methods student

and mentor teacher will
walk around and help
manage behavior and make
sure students are following
along and understanding
-Intern will go through
procedures with students
and ask specific questions
-All teachers will help
students when needed
during your turn and
check for understanding

6. [Use a think-aloud while modeling the problem for the students. Talk
about using ten as the common denominator, numbering the number line by
tenths, making a line at 1 1/10 where I will stop, using groups of 2/5 to split
it up, and counting the whole number of groups and fraction of the last group
used to get the answer.]
7. The next number line problem is going to be our turn. That means that we
will talk through the problem together.
8. [Have students take you through each step of the problem. Call on specific
students to answer questions and practice right is right, no opt out, and wait
time when asking them questions.]
9. Good job using a number line to model how to divide mixed numbers and
fractions. This will help you visualize what is happening when we are
answering these next division problems.
10. For these next problems, we are going to practice using reciprocals. A
reciprocal is a number flipped over [show example to students].
11. Multiplying a number by the reciprocal of the second number will give
you the same answer as dividing the same number by the second number
[show them an example].
12. This happens because they reciprocal of a number multiplied by that
number will give you a product of one [show them an example].
13. Therefore, multiplying by the reciprocal is a quick and easy way to get
the same answer as you would by dividing that number and finding common
denominators.
14. For the next question on your notes, it will be my turn. Make sure you are
following along on your notes sheet and looking at all of the steps I take.
[Model the problem and use a think-aloud]
15. The next problem will be our turn. [Have students take you through each
step of the problem. Call on students to answer questions. Ask Bob a specific
question.]
16. This last problem will be your turn. Quietly work on the problem on your
own. [Walk around the room to check on and help students. Have Bob come
to the board to show the other students the answer. Have him explain what he

is doing and give him specific praise after he is done. Do this with two other
your turn problems.]
17. You have all been doing very well working through these problems to
find the answers. Now we are going to move onto our faceing math activity.
Hold up your activity sheet for me to see. [Wait until all of the students have
their faceing math activity out for you to see]
18. For this activity, you will solve each problem about dividing fractions
and mixed numbers. Below the question there are two possible answers with
drawings underneath. If you get the first answer, you will draw the picture
below it on your worksheet with the blank face. If you get the second answer,
you will do the same with that picture.
19. I will do the first problem with you. Follow along with me as I solve the
problem and draw the picture. [Model the first problem for them]
Extension: Students will come up with a real-world problem where they
would have to use division of mixed numbers and fractions. They will then
write a word problem down and switch problems with a partner. They will
then solve each others questions and then check each others answers to see
if they got it right.

-Have Bob help tutor students

that are having trouble
-Pick a partner for Bob that will
not be easily distracted and can
help keep him on task

Elaboration: Teach students who still do not understand a little jingle to help
them out
Dividing fractions, as easy as pie,
Flip the second fraction, then multiply.
And don't forget to simplify,
Before it's time to say goodbye
Or teach them leave me, change me, turn me over where you leave the
first fraction, change the division sign to multiplication, and turn over the last
problem.
Then do a couple of problems with them using the mnemonic to help them
remember what to do.
Closure:
-Ask Bob a specific question

-Teachers will monitor

students working on the
extension
-All teachers will walk
around and work with
students. Teachers will help
students who still do not
understand one on one or in
small groups by teaching
the material in a new way
with the elaboration

-Intern will stop class to do

1. Really good job today using your problem solving skills to divide
fractions and mixed numbers. This will really help you be able to
solve problems like these in real life like the one we talked about with
cooking.
2. What do we need to find before we start dividing fractions?
[Common denominators] Bob, what other method can we use to
divide fractions? [Reciprocal method] What method do we use to
change mixed numbers to improper fractions? [Texas Popcorn
Method] What is one way we can use dividing of fractions in baking?
[Dividing up ingredients]
3. That is exactly right. Tomorrow, we will be reviewing for our test
later this week. You all showed me that you really understand this
concept and the other concepts we have been learning about today, so
this should be easy for you.
Assessment:
-Give Bob extra time if needed
Faceing math worksheet with ten questions about dividing fractions and
mixed numbers. The students will find the quotient for each problem and
then draw the designated picture for that answer on the corresponding
worksheet with a blank face. The students will get at least nine out of ten
correct.

the closure
-Senior Methods student
and mentor teacher will
monitor behavior

-Teachers will walk

around, answer questions,
and check for
understanding

Mr. Morchat and I decided on the type of coteaching we would use together. We decided to go with teach/support because the students
are familiar with and respond well to us using this in the classroom. For our lesson, it is important to have one lead person directly and
explicitly teaching the students the concept while the other goes around and checks understanding, manages behavior, and helps where
needed. The TEKS were chosen by Mr. Morchat, and we both were able to talk about the objective and what we wanted the students to get out
of the lesson. The notes page and slides were already made by Mr. Morchat, but I added other necessary parts of the lesson like the purpose,

objective, and extra examples to model using my turn, our turn, and your turn. The faceing math worksheet was made by Mr. Morchat, but I
added the assessment criteria and modeling of the first question.
Instructional management strategies we will use are engaging the students interests with a real-life scenario, stating the objective in
student-friendly terms, using choral response, practicing modeling (my turn, our turn, your turn), and eliciting student participation. By
engaging students and giving them a real-life scenario, we are giving them a purpose for the lesson and a reason to keep on listening. The
students will also know what they are learning through our statement of the objective; this will help students better organize and integrate new
information with their background knowledge. Through having students repeat information out-loud in a choral response, they will better be
able to remember the information we are giving them. We will also be able to check and see if they are following along and listening.
Students will also be able to learn the material through my demonstration and vocalized thought-process when I model how to answer the
questions. They will then be able to demonstrate their own understanding by walking through the process together and then doing it on their
own through our turn and your turn questions. Finally, student participation with answering questions and working problems out on the board
will engage students and express their understanding of the material.
The classroom management style during large group instruction will be having students quietly listen and follow teacher directives
and then actively participate by individually coming up to the board to answer problems. With the small group activity, I will assign students
to groups that will help them work best and use proximal control and precorrections to control behavior and noise-level. I will state the
behavioral expectations I have for each part of the lesson and I will use positive behavior strategies and specific praise to show the students

what I want to see. Mr. Morchat will help me use proximal control and will help manage behavior as the lesson is going on. Before instruction
starts, we will also assign specific roles for like teacher-helper or presentation-helper; these jobs will keep students engaged and prepped for
learning.
The student assessment will be the faceing math activity about dividing fractions and mixed numbers. I will introduce the assessment
and model the first problem for the students. Mr. Morchat and I will both go around and answer questions and help students as necessary. We
will quickly be able to see how well students understood by observing if they are able to draw the correct picture on the empty face. We will
know if they understood it well if they got at least 9 out of 10 right. If they do not, we will know that we have to go back and reteach or help
them fix their mistakes.