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Lesson Content

Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this lesson?
The student will solve a real world problem involving multiplication of fractions and mixed numbers and division of whole numbers and decimals.

Prior Knowledge: What prior knowledge should students have for this lesson?
 Students should be able to multiply fractions, including mixed numbers.
 Students should be able to divide decimals by whole numbers.
 Students should be able to round decimals to the nearest hundredth.

Guiding Questions: What are the guiding questions for this lesson?
 What do we need to find out?
 What information in the problem will help us?
 What do the numbers in this problem represent?
 What tools will help you solve this problem?
 What will help you organize your thinking? Your work? How would a picture or diagram help you?
 How would you represent this part of the problem in math language?
 What does this part of the drawing represent in the story?
 Can you explain why your method works?

Teaching Phase: How will the teacher present the concept or skill to students?
The following quick reviews may be done by the teacher giving students equations to solve then reviewing the process as a whole class. This review should only take about 5 to 10 minutes.
 Review changing a mixed number to an equivalent fraction.
 Review multiplying fractions.
 Review dividing decimals.

Guided Practice: What activities or exercises will the students complete with teacher guidance?
 Introduce the lesson by playing the theme song to "The Price is Right" television show.
 Hand out the activity sheet, The Price is Right that is attached in the Independent Practice section of this lesson. Review the story with the students. Allow individual think time for students to create possibilities on how to approach the problem.
 After a few minutes of individual think time ask them to turn to a partner and discuss strategies.
 Discuss some of the students' thinking as a whole class. Key points to make in this discussion should be:
 Show a drawing of the first box and represent how many 1 1/4" fits along the 8 5/8" side of the box.
 Use the Guiding Questions to guide and explore the problem during this discussion.
 If you believe most of your students are understanding how to proceed then let them continue to work in partners and solve the problem
 Allow students to struggle with the problem and even make incorrect decisions then guide them using the Guiding Questions to get back on track.
 If you have a small group of students who are completely confused then call them together to work with you. Draw the bottom of the box and show how you need to fit the 1 1/4 " along the length and the width to determine how many boxes would fit in the bottom row. Then consider the height and how many layers will fit going up.
 Please note: We are not finding the volume of the mail boxes because we are not filling up the box. That is why the volume formula will not work for these problems.

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
 Each group will share their findings with the class, proving their work as they share and together finalize a plan for shipping the Brain Boxes.
 Use the Guiding Questions and the drawing to be sure all students understand the process.
 Ask the students what they have learned by working with this real world scenario.
Due to the complexity of this problem, the Summative Assessment is the work pages of the students.

Summative Assessment
 Each student will turn in their data for the problem so that the teacher can determine if learning goals were met. Students are being asked to explain their plan using mathematical calculations, illustrations, and words.
 The teacher will use the data to drive future instruction.

Formative Assessment
The lesson begins with the teacher reviewing the multiplication and division of fractions and decimals. This provides an informal formative assessment of the students' abilities as well as bringing these useful operations to the forefront of their thinking.
The teacher will circulate around the room while the students are working in cooperative groups to solve the problem. Redirect the groups as necessary by asking students to explain their strategies. Use the Guiding Questions to probe and clarify student thinking.

Feedback to Students
The students will get feedback as the teacher circulates while groups are working on the problem. The teacher will ask guiding questions as necessary. Some questions might be:
 What do we need to find out?
 What information in the problem will help us?
 What do the numbers in this problem represent?
 How would you represent this part of the problem in math language?
 What does this part of the drawing represent in the story?
 Can you explain why your method works?
Assessment
 Feedback to Students:
The students will get feedback as the teacher circulates while groups are working on the problem. The teacher will ask guiding questions as necessary. Some questions might be:
 What do we need to find out?
 What information in the problem will help us?
 What do the numbers in this problem represent?
 How would you represent this part of the problem in math language?
 What does this part of the drawing represent in the story?
 Can you explain why your method works?
 Summative Assessment:
 Each student will turn in their data for the problem so that the teacher can determine if learning goals were met. Students are being asked to explain their plan using mathematical calculations, illustrations, and words.
 The teacher will use the data to drive future instruction.
Accommodations & Recommendations
Additional Information/Instructions
By Author/Submitter
This lesson is a 6th grade rigorous word problem. It uses multiple math strategies to solve a real world problem.
It aligns to Math Practice Standard MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them and MAFS.K12.MP.4.1 Model with mathematics.
Source and Access Information
Contributed by:
Brenda Russell
Name of Author/Source: Brenda Russell
District/Organization of Contributor(s): Brevard
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.