Dividing Fractions Lesson Plan

Problems #65 - #94 from page 311. Please provide your answer after each problem and submit the file with your answers through Blackboard.

2. A month after the classroom teacher completed the review unit for multiplication, we began long division. One student was having a very difficult time with long division. The student hadn't quite mastered their multiplication facts, thus, making the long division unit difficult. I printed out a multiplication chart which listed the multiplication tables from 0-12. The student completed the long division unit with confidence using the chart. Additionally, I created and located

Write 912 ÷ 4 on the board. “We learned about this yesterday. How would we solve this? What do we do with the extra number in the quotient? What is that number called?”

When you are multiplying fractions you multiply the numbers on top as well as the numbers on the bottom. For example:

My goal is to assess student’s prior knowledge of division and to teach students how division can be modeled by using place-value blocks so students can see that division consists of arranging items into equal groups. My goal for day one is to help students develop and understanding of division through the use of manipulatives and drawings so when they transfer that knowledge to day two, students will have a better sense that division consists of dividing a large number into equal groups. By using place-value blocks I also want students to visually see what a remainder looks like so they can better understand what a remainder represents. Sometimes students can’t understand the definition of a remainder which is the part that is left over after

He can convert improper fractions to a mixed number with 57% accuracy and convert mixed numbers to improper fractions with 80% accuracy. John can simplify a fraction with 92% accuracy. However, he does not always simplify his answer, instead he stops with his answer rather than seeing if it can be simplified. He can add and subtract fractions with 88% accuracy. He can multiply a fraction by a fraction with 14% accuracy and by a whole number with 90% accuracy. He can divide a fraction by a whole number and a whole number by a fraction with 89% accuracy. He needs to be able to simplify fractions when computing with fractions. He needs to be able to add, subtract, multiply, and divide fractions. He needs to identify the correct operation to solve a word problem. He needs to be able to solve one-step and multi-step word problems involving all 4 operations (addition, subtraction, multiplication, and division) of whole numbers and fractions. John’s weaknesses in math impact his ability to solve multi-step word problems, which is expected in 5th

When students finish the whole set of the fraction cards, the teacher will provide them with an answer sheet and they will flip box by box and self-check their work.

The product EngageNY is an ELA and math curriculum created by the New York State Education Department (NYSED). Although it is not the adopted curriculum of this evaluator’s district, it is a resource that’s being used district wide as a key supplement in mathematics. The 4th grade math curriculum consists of 7 “module” (units) ranging from 20-40 days in length. The NYSED has converted all of the components into free, downloadable resources (including a pacing guide), which has made them a convenient and comprehensive resource.

To try and identify what T understands, I asked him, “Why did you choose the operation of multiplication to solve this problem?”

| Students will tell how addition and subtraction can be applied to solving an equation?

Answer- To demonstrate ability to solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, students will complete 5 addition problems with like denominators and 3 word problems, when asked to do so with the rest of the class, on a paper-pencil teacher-made fractions quiz, with 80% accuracy, at the end of the unit.

Answer each problem thoroughly. Each problem is worth 10 points. Make sure to provide detailed explanations for each part of each problem.

For the Kidwatching Project Part 1, I found myself interviewing a few students on the concept of multiplication and division. According to Merriam-Webster Dictionary, multiplication is defined as the process of adding a number to itself a certain number of times: the act or process of multiplying numbers. Merriam-Webster Dictionary also defines Division to be the act or process of dividing something into parts: the way that something is divided (Merriam-Webster, 2015). Multiplication and Division is a subject that many different students in early ages can grasp or struggle with because the concept of using different ways to approach these particular problems. Many kindergarten children can solve simple multiplication and division problems

Multiplicative thinking, fractions and decimals are important aspects of mathematics required for a deep conceptual understanding. The following portfolio will discuss the key ideas of each and the strategies to enable positive teaching. It will highlight certain difficulties and misconceptions that children face and discuss resources and activities to help alleviate these. It will also acknowledge the connections between the areas of mathematics and discuss the need for succinct teaching instead of an isolated approach.

Teaching students effectively in areas of multiplicative thinking, fractions and decimals requires teachers to have a true understanding of the concepts and best ways to develop students understanding. It is also vital that teachers understand the importance of conceptual understanding and the success this often provides for many students opposed to just being taught the procedures (Reys et al., ch. 12.1). It will be further looked at the important factors to remember when developing a solid conceptual understanding and connection to multiplicative thinking, fractions and decimals.