Topic: Dividing and Multiplying to Find Equivalent Fractions

NY State Learning Standards: Mathematics, Science, and Technology Standard 1: Analysis, Inquiry, and Design
Students will use mathematical analysis and scientific inquiry to seek answers and develop solutions.

Materials:
Mathematics Textbooks (page 401)
Notebooks
Pencils
Different colored chalk

Objectives: Students will be able to name and write equivalent fractions by multiplying and dividing.

Procedure:
1.Ask students What does equivalent mean?
2.Point out that we have already used fraction strips to show equivalent fractions. 3.Explain that we are now going to use multiplication and division to write equivalent fractions. 4.First, start with multiplication and show an example of how to make an equivalent fraction. Remind students that what we do to the top we must do to the bottom (signal hands up .hands down) 5.Use one color of chalk to show what you do to the numerator and another color to show what you do to the denominator. 6.Put another example on the board and ask a volunteer to help write an equivalent fraction. 7.Point out that the number we use to multiply can be any number, as long as what you do to the top, you do to the bottom. 8.Go over multiple examples together and assign textbook examples. Go over various answers. 9.Call students up to the board to show some answers.

10. Go on to show equivalent fractions using division.
11.Explain that the first step in finding equivalent fraction using division is to find the factors of both the numerator and denominator. 12.Circle the common factor and divide both the numerator and denominator by the same number .because what you do to the top, you must do to the bottom. 13.Put some examples on the board and go over with the class. 14.Then, give some examples for the students to do on their own. Then review. 15.Bring the lesson to a...

...DIRECT INSTRUCTION LESSONPLAN
(Case Study 4.2 LessonPlan)
Sample 1
Subject Area: Math Specific Content: Improper fractions and equivalent mixed numbers
Grade Level: 6th Grade Length of Lesson: 30 minutes
Instructional Objective(s): The learner will write any improper fraction as a mixed number.
State Content Standard / Benchmark / Grade Level Expectations:Math – Patterns, Relationships, and Functions
Content Standard: Students describe the relationships among variables, predict what will happen to one variable as another variable is changed, analyze natural variation and sources of variability, and compare patterns of change.
Middle School Benchmark: Represent variability or change by ordered pairs, tables, graphs, and equations.
Long-Term Unit Objective: The learner will add, subtract, multiply, and divide any two mixed numbers with unlike denominators.
Yesterday’s Lesson: The students worked with a partner and used fraction manipulatives to better understand equivalent mixed numbers and improper fractions.
Tomorrow’s Lesson: The students will learn to write mixed numbers as improper fractions, which will be an inverse of today’s lesson.
Prerequisite Knowledge or Behaviors Needed:
Skills: The students are able to do multi-digit division and multiplication by hand without the use...

...Reflection Paper
Peggy Clayton
University of Phoenix
MTH/214
Shannon Manke
January 18, 2010
Running Head: Reflection Paper
Math has been around for quiet a long time. We all see math in a different way some can grasp it and some cannot. Learning math concept is very frustrating some will master it and some want. I have struggle with math myself. In fact, every time the word math was said throughout my school years and I hated it. Now throughout this course, I realize that I need a great amount of math skills before I can even consider teaching math skills. Math is a difficult concept to teach. So how can I teach math, if I do not understand it myself? This is a question I must ask myself and hopefully one day not questions my math skills.
In math 214 there were endless amount of math concepts learned throughout this course. Probability and Data Analysis apply basic concept of probability. And use appropriate statistical method to analyze data. Billstein, Libeskind, and Lott (2007) we also were introduce to Geometry which we analyze the characteristics and properties of two – and three –dimensional geometric shapes. We also argue mathematics geometric relationships as well as visualize. Billstein, Libeskind, and Lott. (2007) another math concept that was...

...Running Head: Final Project
Reviewing Classroom management plan
Julie Murray
Kaplan University
EP101-08
June 10, 2010
In reviewing this classroom management plan, I will be looking at the various elements that make up the plan. Such as the visual environment, physical arrangement, class rules and procedures as well as the types of instruction, communication plan and the teacher’s personal philosophy. Classroom management involves teacher actions to create a learning environment that encourages positive social interaction, active engagement in learning, and self- motivation. (Burden 2004)
The management plan discusses how the visual environment will be set up to motivate the students to learn by having a star student board. That recognizes the student’s hard work both intellectually and socially. As well as having the walls decorated with posters and student’s artwork. There will also be plants and animals in the classroom that the students will be take care of in order to develop of sense of responsibility. It is important to make your classroom an attractive, comfortable place. (Burden, 2004) Sensory stimulation is another effect of a good classroom setting. For children, it is easier to learn in a very appealing classroom, because the elements of the things that would appeal to the senses are there. Pictures, colors, sound, and so forth. (Furniture, 2008)The physical...

...PGCE Business Studies
Subject Application Lesson Objectives and Objective Led Planning (SA2)
Supporting Analysis
1. My planned sequence of lessons provides for progression across the sequence as a whole by using the AQA exam specification for AS Level and conforming with the statutory guidance. The lesson planning process is vital in order to ensure that pupils can be taught in an effective manner and allow for inclusion of all ranges and abilities. I have planned to assess the baseline by a basic question and answer session on previous lessons on Improving organisational structures and workforce and establish what their perception of Recruitment and Selection is initially.
My lessons are on Recruitment and Selection and begin with defining the recruitment process and how recruitment fits into the workforce planning. This is a progression from the previous lessons on improving organisational structures and workforce and compliments the previous learning. I am building and developing the contents, skills and application students acquired in the previous lessons. The Learning Step continues with ‘why companies feel the need to recruit’ and giving reasons why new employees are required in a company. Role plays to demonstrate the importance of effective recruitment can provide a platform for examining the aims and objectives of business and how businesses need to...

...MathLessonPlan
Grade Level:
Kindergarten
Subject:
Math
Prepared By:
Mary Ellen Guimond
Activity Name: The Matching Mittens
Learning Domain: Mathematics, Fine Motor, Cognitive
Overview & Purpose: From the story “The Mitten”, children will have sets of mittens and they will need to lay the mittens out in order along with being able to match the number with the word number.
What will be learned and why it is useful.
Education Standards Addressed
If your state has early learning standards, please identify and list the standards that this lesson addresses
Objectives:
(Specify skills/information that will be learned.)
Counting, one-to-one correspondence, matching groups of objects, sorting, along with being able to recognize the correct order of numbers, and then identify the name of the number along with the number itself.
Materials Needed:
Black marker
Card stock for cutout mitten patter
Scissors
Content:
(Specific skill/ concept being taught in lesson)
Counting
Ordinals
Sorting
one-on-one correspondence
Vocabulary:
One (1), Two (2), Three (3), Four (4), Five (5), Six(6), Seven(7), Eight (8), Nine (9), and Ten (10)
Other Resources:
“ The Mitten” book by Jan Brett
Would give them the opportunity to research the animals that where talked about in the book.
Procedure/s: (List of steps in lesson delivery)...

...DETAILED LESSONPLAN IN MATHEMATICS 1
I. LEARNING OBJECTIVES
Given the necessary materials, 75% of the students should be able to:
1. identify the different shapes
2. distinguish shapes by touching real objects
3. positively respond to shapes.
II. SUBJECT MATTER
A. Topic: Shapes
B. References:
1. Cariño, Isidro D. Ph.D. & Acuña, Adoracion M. MAT. “Elementary Mathematics”. Anvil Publishing, Araneta Avenue. Quezon City.PP.117-119
2. Castaño, Paulina and Castro, Isabel Ed.D. “Fun in Nemeracy”. Abiva Publishing House Inc. Araneta Avenue. Quezon City. PP 24-25
3. www. woodlands-junior.kent.schu.uk/math/shapes
4. www. Littleexplorers.com/math/geometry/labelshapes
C. Concepts: Shapes are forms of things which give them distinct identification. It is found everywhere; any object has one or more combination of shapes.
D. Materials: flash cards, box with real object inside, interactive game chart, pictures
E. Skills: Visual Memorization
F. Values Integration: Boost self-confidence
III. LEARNING ACTIVITIES
Teacher’s Activity | Students’ Activities |
A. Classroom Routine1.Prayer Let us pray.2.Checking of Attendance Class, is everybody present today?That’s good!B. Lesson Proper1.Motivation Class look at this pictures, what did you observe? Very good! Did you know class, those infrastructures are designed by an Architects Ok, who wants...

...A Detailed LessonPlan in Mathematics (First Year)
I. Objectives
Content : To know the condition(s) for lines to be perpendicular
: To determine whether two given lines are perpendicular
Process : To find the equation of the line that passes through a point (x,y) and is perpendicular
to the given line whose equation is y=mx+b
II. Subject Matter
Topic: Linear Function
Sub-Topic: Perpendicular Lines
Reference: Merrill Algebra Two with Trigonometry page: 80-83
by: Foster
Materials: Power point presentation,
Strategies: Exposition and Discussion
Values: Courage and Determination
III. Procedure
A. Lesson Proper
| | |
|Teacher’s Activity |Student’s Activity |
| | |
|“Good Morning Class” | |
|...

...A Detailed LessonPlan in Math for Kindergarten
Submitted by:
Clarisse Anne M. Sabusap
III-1 BECEd
Submitted to:
Prof. Jaimmy Griffin
I. Objectives
At the end of the lesson, the pupils are expected to:
1. Identify the basic Skip Counting by 2’s, 5’s and 10’s
2. Appreciate the basic Skip Counting by 2’s, 5’s and 10’s
3. Arrange and Act the different Skip Counting by 2’s, 5’s and 10’s
II. Subject Matter
* Reading: Skip Counting by 2’s, 5’s and 10’s
* Reference : Adventures in Math by Leonora Varela
* Materials: Paper , pencil and crayons
* Level : Kindergarten
III. Procedure/Strategy
Teacher's Activity | Pupil's Activity |
A. Meeting Time~ "Hello! How do you do?" • Prayer Song"I see you, Lord" • Motivation"Batang 3G" • Attendance~ Good Morning Kinder - Mapagmahal~ Now that we are energized, let us know count the no.of pupils that are present today.~ How many boys are present today?~ How many girls are present today?~ All in all, how many pupils are present today?~ What was the day yesterday?~ What is the date today?* END OF MEETING TIME B. Story Telling~ I have a story that will surely give smile on your cute faces.~ Can I see that smile children?~ But before that, I have 3 difficult words that we will encounterin the story. The first word is DUKE.~ Do you have any idea what Duke is?~ The second word is CUBE. Do you have any idea what cube is?~ The title of...