Online Tutor 1.Open the Glencoe App on I Pad. 2.Enter your username and password. 3.Click Chapter 4, then Lesson 7. 4.Click Watch. 5.Watch the video, then work the problem on your own. 6.Repeat if necessary. Students will review multiplying and dividing fractions in groups with an I Pad using the Glencoe Online Tutor. Learning Objective(s): Students will review multiplying and dividing fractions. S SUBSTITUTION Technology acts a direct substitute, with no functional improvement

Self Check Quizzes 1.Open the Glencoe App on I Pad or computer. 2. Enter your username and password. 3.Click on the book to enter. Then click the menu tab at the top left and choose Resources. 4.In the drop-down boxes, choose Chapter 4 Lesson 7 in the drop down box. 5.Click on Check 6.Click on Self-Check Quiz. 7. The quiz will open in a new tab. Answer the 5 questions in the quiz and then click Check. 8. the results to your teacher. 9. the results to me at You will take a self-check quiz using the online Glencoe tools. This task uses: Learning Objective(s): The students will divide fractions with support and teacher the results. A AUGMENTATION Technology acts as a direct tool for substitution with some functional improvement.

Dividing Fractions Discussions & Debate 1.Scan the QR code to join a room with peers for a “meeting.” 2.Answer the proposed closing question presented. Think privately about the question then collaborate with group members to develop a final response. Provide evidence to support your response. The group facilitator will submit the final response in Today’s Meet. 3.Teacher will project the groups work on the promethean board and groups will examine each others responses. During this class discussion, students may question peers, critique work, and challenge groups to justify their responses. 4.***The teacher can make a different room for each class or screen shot work and delete the work, etc Students will have mathematical conversations in small groups about the closure question of the day. Closure: When dividing a fraction by a whole #, will the quotient be less than or greater than the dividend?) This task uses: Learning Objective(s) The students will use collaboration software to discuss and debate a higher order thinking question involving dividing fractions. M MODIFICATION Technology allows for the creation of new tasks that were previously not conceivable

Creating & Solving Story Context Problems with Division of Fractions. 1.In groups, students will create a story context problem involving dividing fractions. (Ex: Ross had 1 ½ pizzas left from his party. He wanted to share the pizzas with his three friends. How much pizza does each friend get if Ross eats pizza too?) 2.Students will model all the steps for the problem they created and give an oral explanation using the app. Students can model the problem with an equation or with a visual model. 3.Save the video as (dividingfractions_hour_groupname). 4.Groups will review, critique and provide another way to solve the story context problems. (Ex: If the problem was explained and modeled with an equation, students will solve the problem with a visual model.) 5.These tutorials will also be used for RTI. The story context problems will be used by teacher to write a summative assessment for the Chapter 4 Test. Students will model and explain the steps for dividing fractions for a real life problem that they created. This task uses: Learning Objective(s): The students will use screen casting software to create a (series of) math tutorial videos. R REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable

6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. IMPACT SAMR Cover Sheet Task OverviewLearning Objective(s)Suggested Technology Insert the brief description from the “R” task card here. Students will model and explain the steps for dividing fractions for a real life problem that they created. Insert the learning objective(s) from the “R” task card here. The students will use screen casting software to create a (series of) math tutorial videos. Insert the suggested technology from the “R” task card here. Insert the brief description from the “M” task card here. Students will have mathematical conversations in small groups about the closure question of the day. Closure: When dividing a fraction by a whole #, will the quotient be less than or greater than the dividend?) Insert the learning objective(s) from the “M” task card here. The students will use collaboration software to discuss and debate a higher order thinking question involving dividing fractions. Insert the suggested technology from the “M” task card here. Insert the brief description from the “A” task card here. You will take a self-check quiz using the online Glencoe tools. Insert the learning objective(s) from the “A” task card here. The students will divide fractions with support and teacher the results. Insert the suggested technology from the “A” task card here. Insert the brief description from the “S” task card here. Students will review multiplying and dividing fractions in groups with an I Pad using the Glencoe Online Tutor. Insert the learning objective(s) from the “S” task card here. Students will review multiplying and dividing fractions. Insert the suggested technology from the “S” task card here. Louisiana Math Standard (include description): Teacher: Nicole Karam MODIFICATION Technology allows for the creation of new tasks that were previously not conceivable. REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable. AUGMENTATION Technology acts as a direct tool for substitution with some functional improvement. SUBSTITUTION Technology acts as a direct tool for substitution with no real change. transformation enhancement