Goal-directed Instructional Design Plan - Multiplying and Dividing Improper
Fractions and Mixed Numbers
Author - Sara De Voogd
A problem or a need – there must be a problem of practice or an educational need that
should be addressed during the lesson.
The educational need for my sixth grade math students is to equip students with skills,
strategies, and an approach for multiplying and dividing a combination of mixed numbers and
improper fractions. Students will leave the lesson able to select a strategy for multiplying and
dividing mixed numbers, improper fractions, or a combination of the two.
1.
A real-world performance – how the learning objective fit into a real-world activity or
need.
The objectives support the development of needed skills for students to both multiply and
divide any combination of improper fractions and mixed numbers. The need and supporting
objectives will be situated in the context of determining the number of servings given a
serving size and total amount. Relatedly, students will be asked to apply multiplication of
fractions to determine total amount needed given a number of people and serving size.
2.
An instructional objective – the objectives are based on the final outcome, activity or
test. These objectives will each be different for the four types of knowledge; performing
skills, recalling facts, identifying examples of concepts, and applying principles.
In alignment with MDE Grade Level Content Expectations for Numbers and Operations, the
learner will be able to:
3.
write a mathematical statement involving multiplying or dividing fractions
representing an applied situation. (N.FL.06.02)
b. select a strategy to multiply or divide any two fractions, to include improper
fractions and mixed numbers. (N.FL.06.04)
c. solve division of fractions problems using the inverse operation, multiplication.
(N.MR. 06.01)
4. A set of essential content – the basic ideas and skills that will allow the learner to
complete the task or understand the content.
Students need an understanding of multiplying and dividing whole numbers, as the operation
transfers similarly to fractions. Students need to have an understanding of fractions as
part to whole relationships and skills to visually interpret fractions. Additionally, students
need to know the relationship between improper fractions and mixed numbers along with
how to convert between the the two forms. The skill evaluated will be twofold: writing
a representative statement from a given scenario and either multiplying or dividing as
appropriate.
a.
An evaluation consisting of a test or observation – an assessment, observation or
product showing that the objectives can be accomplished in the real-world setting.
Student groups will select items to propose for an event menu. Student groups will research
serving size and determine the total amount needed given the number of anticipated guests.
Additionally, students will determine the number of servings based on a set total amount and
the serving size of the selected product. Student groups will present their findings visually
and using mathematical statements.
5.
Michigan State University, Educational Technology Programs
http://edutech.msu.edu
6. A method to help participants learn – the method to deliver the content; a lesson.
The method for this lesson will be a small group discussion using the powerpoint:
Multiplying & Dividing Fractions: The Challenge of Computation vs. Conceptualization
Created by: DeAnn Huinker, Melissa Hedges, Chris Guthrie, & Beth Schefelker
Math Alliance, 2010
●
Motivation:
○ Meaningfullness – content and activities must have meaning for the learner
The learner will apply multiplication and division of fractions in a real-world
context using serving size. Students will demonstrate understanding by
determining a product’s serving size and identifying a total amount needed
given specific details regarding the event.
○
Pleasant consequences – the effects that achieving the goal will have on the learner
Students gain a context to visualize and think through multiplying and
dividing fractions. Students also connect mathematical concepts of fractions,
multiplication, and division to real-life applications
○
Novelty – an attention-getting, humorous or curious manner that relates to the
useful information in your lesson
Students apply mathematical concepts to event planning.
●
Socialization - a strong motivator for student learning
Students contribute individual/group work to benefit the whole. Students participate and
interact with each other throughout the lesson providing feedback and suggestions to each
other. Also, students have an opportunity to share their work and findings with the entire
group.
●
Audience – For what audience are you designing this lesson? Consider the following:
○ Age
6th grade students; 10-11 years old
●
○
Skill level (including technology skills)
This is a lesson designed to re-teach multiplication and division of fractions
to students including visual representations and a real-world context. Varied
technology skills.
○
Prerequisite knowledge (including technology background)
The lesson requires prerequisite knowledge with regard to fractions,
multiplication, division, using the internet to navigate to a web-page, and using
a search engine to find information pertaining to serving size of a particular
product.
Technology Needs – the computers, software, programs (such as Angel or other
CMS’s) printers, equipment, Internet access, time in the computer lab will be needed to
successfully complete your technology-rich lesson.
○ Computer
○ Internet
○ Fraction Pieces
Michigan State University, Educational Technology Programs
http://edutech.msu.edu