DIRECT INSTRUCTION LESSON PLAN
Subject Area: Math Specific
Content: Improper fractions and equivalent mixed numbers
Grade Level: 6th Grade Length of Lesson: 30 minutes
Instructional Objective(s): The learner will write any improper fraction as a mixed number.
Long-Term Unit Objective: The learner will add, subtract, multiply, and divide any two mixed numbers with unlike denominators.
Prerequisite Knowledge or Behaviors Needed:
Skills: The students are able to do multi-digit division and multiplication by hand without the use of a calculator. They are also competent in using calculators to perform multiplication and division.
Concepts: The students can identify improper fractions and mixed numbers and know that there are two ways to write the same fractional amount.
Behaviors: The students know that to answer or ask a question they must raise their hand and must wait until the teacher calls upon them to respond. The students also know that they are only allowed to work with partners on math problems when the teacher has specifically told them that it is acceptable to do so.
Teacher materials:
-dry-erase board
-dry-erase makers
-dry-erase eraser
Each student needs these materials:
-pencil with an eraser
-worksheet
-additional paper to show work
Model of Teaching: Direct Instruction
Procedures
Include each question you are planning to ask students in the appropriate place in your lesson plan.
Focus Activity
The teacher questions the students about the difference between a
mixed number and an improper fraction and facilitates a discussion around this topic.
-What is the difference between a mixed number and an improper fractions
-What have we been working on the last few days?
-What discoveries did you make?
-What did we call those two ways of writing the amount?
-Why did we say “mixed?”
-What did we call the other way to write the same amount?
Phase One: Direct Instruction
Stating the Objective and Rationale
The students will learn to change improper fractions into mixed numbers without using the fraction manipulatives.
It is much easier and more efficient to compute the answer than to always rely on using manipulatives.
Phase Two: Presentation
Presenting Content and Modeling
The teacher begins by explaining the content and then models how to solve the problems on the board in front of the entire class. She also provides written steps to solve each problem on the board.
Phase Three: Strutured Practice
Receiving and Providing Feedback: Checking for Understanding
The teacher checks for understanding by having students actively participate in the lesson when answering questions or writing on the board.
-What do I do first, etc.?
Phase Four:Guided Practice
The teacher instructs the students to independently complete the first two problems on the worksheet she has provided. When the students have completed those problems, they must raise their hands and the teacher will check their answers. If the work is correct, the students will then complete the worksheet.
-When you are finished with the worksheet, where should you put it?
-What do you need to do after you have put your work into the folder?
Phase Five: Independent Practice
The students complete their worksheet independently.
Closure
The teacher asks one student from the class to explain what he or she would say about class today if the school principal stopped him or her in the hallway.How did you address student learning styles during this lesson? Describe all that apply.
Assessment Criteria:
What tangible evidence will demonstrate your students’ learning today?
The students worked with a partner and used fraction manipulatives to better understand equivalent mixed numbers and improper fractions. The students will learn to write mixed numbers as improper fractions, which will be an inverse of today’s lesson.