“Day B” September 12, 2016 7:51 - 8:51 Exploratory 8:53 - 9:53 7:51 - 8:51 Exploratory 8:53 - 9:53 9:55 - 10:55 Social Studies 10:57 -11:59 12:01 - 12:31 Science LUNCH (3rd Lunch) 12:33 - 1:33 English 1:35 - 2:35 Math
RIP OUT PAGE 2 AND PUT YOUR NAME ON IT TO TURN IN 9/12/16 Day B ACTIVATOR Take 3 minutes to review Friday’s work RIP OUT PAGE 2 AND PUT YOUR NAME ON IT TO TURN IN
Objective: I will be able to use fraction bars to show: the quotient of whole numbers and fractions the connection between them and the multiplication of fractions. I will show I know it when I can successfully complete pg. 9 and 10 with my partners. 6.NS.1
Language Objective By the end of the lesson, students will be able to use all four language domains of listening, speaking, listening and speaking to complete the assigned math problems. They will use fractions bars to talk and write to determine the Quotient of a whole number and a fraction by using fraction division. They will show they understand by completing the assigned problems on pages 9 and 10. Academic “math language” Vocabulary: Teacher will explain and as students for similar examples. Quotient, Whole number, fraction, measurement, division, part, partitive, remainder, relationship, multiplication, multiply, divide.
Interpretation of division problems Measurement division When we know the original amount of the size or measure of one part, we use measurement division to find the number of parts. Ex. “how many ___________ are in ______________?
Pg. s11 #2
Exercises 1–2 (7 minutes) pg. 9 Students work in table partners to solve the following questions.
topic. How do you feel?
Interpretation of division problems Partitive division The divisor represents the number of groups and the quotient tells the size of the group
Pg. s11 #1 6 Nicole started with 16 feet of ribbon ? 2 2 2 2 2 2 2 2 6 2 2 2 2 2 2 2 2 Nicole started with 16 feet of ribbon ? 3 units = 6 1 unit = 6 ÷3 =2 8 units = 8 x 2 =16
Exercises 4-5 (7 minutes) pg. 10 Students work in table partners to solve the following questions.
topic. How do you feel?
Pg. s11 #6
Pg. s11 #6 b. If he donated $60 to each charity, how much money did he receive for his birthday? $60 ? Mr. Scruggs got $225 for his birthday. 4 units = $60 1 unit = $60 ÷4 =15 15 units = 15 x $15 =$225
Exercises 3–5 (15 minutes) pg. 11 Students work in pairs to solve the following questions.
topic. How do you feel?
Ticket-to-go Solve the division problem using a model. Rachel finished ¾ of the race in 6 hours. How long was the entire race?
Pages 7 and 8
Accommodations Read or reread presentation or activity directions, as needed or after prompting Use examples to model and act as a guide for emerging learners