Dividing Fractions Lesson Plan

Topics: Elementary arithmetic, Division, Mathematics in medieval Islam Pages: 3 (981 words) Published: November 6, 2012

Grade Level Content Standard: Number Sense
2.1 Solve problems involving addition, subtraction, multiplication, and division of positive fractions and explain why a particular operation was used for a given situation. Standard Based Objective:

When given division problems with fractions, students will use the rules for dividing fractions to solve problems with 80% accuracy as measure by student work samples by the end of the week. Materials

Paper
Pencils
White Board
Yellow and Pink Post it’s (teacher use)
Dry Erase Markers
Elmo Projector
Classwork pg. 134 (12-20)

Opening
Attention
“Okay you guys, lets begin.”
Review
Teacher writes 1) 4/7 x 8/7= 2) 1/3 x 4/5 = on the white board. “So for the last couple of days we have been learning how to multiply fractions. Before we move on I want to review them.” Teacher passes out paper. I want you to try problems #1 and #2 on your own; I will give you five minutes. Teacher allows students to work. Ok who can tell me what’s the first step we have to do to this problems. Yes we make sure the fractions are lined up horizontally. And then? Then we multiply across. Good. So what do we multiply first? Yes, we take the numerators and multiply which is 4 x 8= 32, what do we do next? Good we multiply the denominators, 7 x 7= 49. Ok, so is my answer 32/49. Teacher follows the same procedure for problem #2. Goals

“Today we are going to make our fractions do tricks like flip in reverse, move from the top to the bottom and to the bottom to the top because we are going to learn how to divide fractions. Body
Model (I do it)
“Ok, So now I’m going to model how to divide these fractions. I want everyone to pay close attention. That means all eyes and ears are on me.” Using the elmo projector teacher places post its with 5/8 ÷ 4/5= horizontally (use pink post its for numerators and yellow post its for denominators. Teacher begins to think aloud. “I look at these fractions and I want to divide them,...