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...

...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...

...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...

...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...

...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...

...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...

...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...

...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
*...

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