LESSON PLAN TEMPLATE for Arts Integrated Lessons
Grade
Level:
6th
Grade
Title:DividingFractions
Author:StephanHoganandJeannetteSoto
Enduring
Understanding:
Overview:
Wetalkedabouthowtomultiplyfractionslastweek.Studentssawthat
multiplicationcanbethoughtofasrepeatedaddition.Studentswillbeintroduced
todividingfractionsbyfractionsandtherolethatreciprocalsplayin
accomplishingthis.
Objectives:
SWBAT: - Divide fractions by fractions
- Articulate what a reciprocal of a fraction is
- Identify the reciprocal of given fractions
ContentStandard(s):
6.nS.1
Interpretandcomputequotientsof
fractions,andsolvewordproblems
involvingdivisionoffractionsbyfractions,
e.g.,byusingvisualfractionmodelsand
equationstorepresenttheproblem.For
example,createastorycontextfor(2/3)÷
(3/4)anduseavisualfractionmodelto
showthequotient;usetherelationship
betweenmultiplicationanddivisionto
explainthat(2/3)÷(3/4)=8/9because3/4
of8/9is2/3.(Ingeneral,(a/b)÷(c/d)=
ad/bc.)Howmuchchocolatewilleach
persongetif3peopleshare1/2lbof
chocolateequally?Howmany3/4-cup
servingsarein2/3ofacupofyogurt?How
wideisarectangularstripoflandwith
length3/4miandarea1/2squaremi?
ArtStandard(s):
Cr.1.-Generateacconceptualizeartisticideasand
work
Cr.3.-Refineandcompleteartisticwork
Re.1-Perceiveandanalyzeartisticwork
Materials:
- FractionExampleSheets
- OrigamiInstructionSheet
- 6”x6”sheetsofpaperenoughfor
eachstudenttohavefive
- Glue
- Ahotgluegun
OtherResources:
Vocabulary:
DividingFractions
Reciprocal
FROMTHENATIONALARTSSTANDARDS--
Create:
Present:
Respond:
Connect:
AssessmentStrategies
FORMATIVE:Studentswilltalkmethroughtheprocessofdividingfractions
SUMMATIVE:Studentswillcreateorigamiflowers
InstructionalActivities&Strategies
ENGAGE: Show students pictures of origami artwork
o These are created by folding paper in specific ways.
o What do they see?
o What do they feel?
o What questions do they have?
Last week we discussed how to multiply fractions by fractions. We multiply the
numerators together and the denominators together.
o EXAMPLE: 3/5 x 7/8= 21/40
Today we are going to investigate how to divide fractions
BUILD:
- What does it mean to divide a fraction? You are seeing how much of one group fits into
another. o EXAMPLE: 1/2 ÷1/8= 4
▪ Asking how many groups of 1/8 can fit into 1/2? o
Walk through the example using the following scenario:
▪ You are having pizza for dinner and you want seconds. You know that
there is half a pizza left, and you know that each serving is 1/8 of the
pizza. How many servings are left?
• Demonstrate this with picture on the power point.
o Dividing fractions can be done by using reciprocals.
▪
You leave the dividend (First fraction) the same, change the division sign
to multiplication, and take the reciprocal (flip) of the divisor (second
fraction).
• EXAMPLE: 1/2 ÷ 1/8
o Leave the dividend the same: ½
o Change the division sign to multiplication: x
o Take the reciprocal of the divisor: 8/1
o New expression is:
▪ ½ x 8/1= 4
APPLY:
EXAMPLE: 2/5 ÷ 3/7
o Ask someone to tell me what this expression is saying
▪ How many 3/7 are there in 2/5?
o Get four volunteers
▪ Pass out following papers to the volunteers:
• A 2 and a 5 to volunteer 1
• A division sign to volunteer 2
• A 3 and a 7 to volunteer 3
• An equal sign to volunteer 4
o Have students me through how to use the reciprocal to get an answer.
▪ The first student shouldn’t change at all, the second student should turn their
paper over and there will be a multiplication sign, the third student should flip
the 3 and the 7 to make 7/3.
▪ Have students do the multiplication and then have the student with the equal
sign turn their paper over to confirm the process.
• 2/5 ÷ 3/7= 2/5 x 7/3 = 14/15
EXAMPLE: 2/6 ÷ 8/3
o Get four volunteers
▪ Pass out following papers to the volunteers:
• A 2 and a 6 to volunteer 1
• A division sign to volunteer 2
• A 8 and a 3 to volunteer 3
• An equal sign to volunteer 4
o Have students me through how to use the reciprocal to get an answer.
▪ The first student shouldn’t change at all, the second student should turn their
paper over and there will be a multiplication sign, the third student should flip
the 8 and the 3 to make 3/8.
▪ Have students do the multiplication (REMIND TO SIMPLIFY) and then have
the student with the equal sign turn their paper over to confirm the process.
• 2/6 ÷ 8/3= 2/6 x 3/8 = 16/18 = 8/9
REFLECT:
Students will begin with looking at pictures of origami, and try to decide how many pieces each
piece was created from, as well as how many times it was folded.
Students will watch as a demonstration is made, then they will be given a piece of paper to follow
along with a second demonstration. Students will then continue on their own to create all the
petals necessary to create a full flower.
WhatSTUDIOHABITSofMINDwillstudentsuse WhatSTUDIOHABITSofMINDwillstudents
inmeetingthecontentstandardinthelesson?
useinmeetingtheartstandardinthe
lesson?
Observe:
Howdivisionoffractionscanbesolvedwith
picturesandbyaprocess.
Engage&Persist:
Studentswillcreateandcontinueontheir
owntocreateart.
Reflect:
Howtheprocessofmultiplyinganddividing
fractionsdiffer?
Stretch&Explore:
Express:
DevelopCraft:
Studentswilldeveloptheirskillsinorigami.
Envision:
UnderstandArt(orother)World:
Studentswillhaveanunderstandingof
origamiandtheculturesurroundingit.
Note: not all Habits of Mind will be used in every lesson.
You can use brief phrases.