1. “Day B” September 12, 2016 7:51 - 8:51 Exploratory 8:53 - 9:53
7: :51
Exploratory
8: :53
9: :55
Social Studies
10:57 -11:59
12: :31
Science
LUNCH (3rd Lunch)
12: :33
English
1: :35
Math

2. 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

3. 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

4. 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.

5. 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 ______________?

6. Pg. s11 #2

7. Exercises 1–2 (7 minutes) pg. 9
Students work in table partners to solve the following questions.

8. topic.
How do you feel?

9. Interpretation of division problems
Partitive division
The divisor represents the number of groups and the quotient tells the size of the group

10. Pg. s11 #1 6 Nicole started with 16 feet of ribbon ? 2 2 2 2 2 2 2 26 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

11. Exercises 4-5 (7 minutes) pg. 10
Students work in table partners to solve the following questions.

12. topic.
How do you feel?

13. Pg. s11 #6

14. 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

15. Exercises 3–5 (15 minutes) pg. 11
Students work in pairs to solve the following questions.

16. topic.
How do you feel?

17. 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?

18. Pages 7 and 8

19. 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