Date Taught: Friday July 13, 2018 Lesson 3

Topic: Dividing fractions

Standard: 5.NF.B.7 Apply and extend previous understandings of multiplication and division to
multiply and divide fractions. Apply and extend previous understandings of division to divide
unit fractions by whole numbers and whole numbers by unit fractions.

Objectives:
Student-Friendly Objective: SWBAT correctly divide ten fraction problems with limited
assistance from the teacher.

Assessment Plan: Students will answer fraction problems created by their peers. Teachers will
observe them as they work with partners to solve dividing fraction equations, ensuring they
understand the process of dividing fractions correctly. They will need to answer at least five
right before the end of the assessment.

Materials Needed: YouTube video (Keep, change, flip), pencils, shape manipulatives, Dividing
fractions record sheet, two dice, whiteboard(s), dry erase markers, three decks of cards

Key Vocabulary: numerator, denominator, mixed number, improper fraction

Anticipatory Set (Gain attention/motivation/recall prior knowledge):

· 3-5 minutes
- Show students 2-minute YouTube video on dividing fractions
- Ask students what some of the keys words were from the video and if they can name
the steps of dividing fractions

Instructional Inputs:
- Set expectations as part of inputs. Let students know and understand what is expected
- The critical inputs necessary for students to understand the lesson concepts or prepare
them for modeling
- Plan questions to insure higher order thinking

Modeling:
- Have each student take a turn rolling the dice to create two fractions to divide together
- Teacher will be in front of the group writing the fractions on the board and walking the
students through the process of dividing fractions:
- Keep the first fraction the same
- Change the division sign to multiplication
 - Flip the second fraction
- Multiply the top numbers together and the bottom numbers together
- Reduce the final fraction if needed
- Students will participate in solving the division problems while one teacher walks the
students through the problems and the other teacher observes the students

Guided Practice:

- Students will work individually to fill out a fractions chart by solving the equations that
are given.
- Students will have a set of dice and students will roll the dice and make fractions out of
the numbers they rolled.
- The students will fill out a worksheet that has a section for the first fraction they made,
the second fraction, a section to write out the whole equation, and a section for solving
the equation.
- The teacher will assist the students in the process of dividing fractions and answering any
questions the students may have about the different steps.
- Example: a student rolls a 4 and a 5 for the first fraction (⅘) and then they roll a 2 and a
6 for the second fraction (2/6), and the students follow the steps to solve the equation -
keep, change, flip (while filling in the different sections of the chart.

Closure:
- Call on volunteers to explain the steps for dividing fractions:
- Keep
- Change
- Flip
- Multiply
- Reduce
- Answer any questions the students may have

Fast finishers:
- When students finish both sections of the game, they will work on their fast finisher
activity of making pizza’s by either adding, subtracting, multiplying or dividing fractions
to find how many toppings their pizza gets.
Assessment

- Have students work on the dividing fractions game on their own

- When students are working on each problem, teachers will walk around checking their
work and observing their understanding and level of mastery.
 - Make sure the students are working on different fraction problems so they are not just
copying each other’s work.
Reflection:
· Your specific insights into teaching as a result of your teaching experience with
this specific lesson plan. Include at least two things that went well, supported by
examples and/or reasoning and two suggestions for improvement, supported by examples
and/or reasoning.