- Author:
- Mikayla
- Subject:
- Secondary Mathematics
- Material Type:
- Activity/Lab
- Level:
- Middle School
- Tags:

- License:
- Creative Commons Attribution Non-Commercial
- Language:
- English
- Media Formats:
- Text/HTML

# Education Standards

# Assessment

# Dividing Fractions Task

# Multiplying Fractions Task

# Creating A Digital Story

## Overview

This is a lesson plan created by Mikayla Judd. The lesson plan talks about how to help students multiply and divide fractions using a task based instruction. Once students have mastered the skill, they will create a digital story explaining how to solve problems that multiply and divide fractions.

# Summary

This lesson is about having students create a digital story that relates to multiplying and / or dividing fractions in math class. The total time frame for this project will be a full week but this lesson will only cover day one. The format of this lesson will be face-to-face in a traditional 8th grade mathematics classroom. The author of this lesson plan is myself, Mikayla Judd

This lesson ties to the Utah State Core by using Critical Area Number Two which is, "Students will use the meaning of fractions, the meanings of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for dividing fractions make sense.

The learning outcome or I can statement is: I can create a digital story about multiplying and dividing fractions using technology.

# Background for Teachers

Before being able to teach this lesson, teachers must be familiar with the procedures for multiplying and dividing fractions. They must understand that dividing fractions is the same as multiplying by the recripricol of the fraction. The key vocabulary words are multiply, divide, numerator, denominator, and recipricol. The following resources can help you research this topic if you need a refresher.

In order to create a digital story, students need to be familiar with some types of digital platforms. The one I focused on in this lesson is Adobe Express Web Pages which allows students to create a web page based on their story. Some students may choose to use iMovie, Slides, YouTube or other digital recording apps/websites. Be sure to vet the apps and websites before your students use them. Make sure they are part of your district's approved media.

# Step 1 - Goals and Outcomes

This lesson ties to the Utah State Core by using Critical Area Number Two which is, "Students will use the meaning of fractions, the meanings of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for dividing fractions make sense.

Learning Intentions:

Students will be able to create a digital story that relates and explains how fractions are multiplied and / or divided using technology.

Success Criteria:

Students will score at least 3/5 on the assessment rubric to show they have effectively mastered this standard.

# Step 3 - Instruction

Warmup (10 minutes): On the whiteboard, the teacher will write two problems. The first one is 1/2 + 3/4 = ? and the second one is 5/3 - 1/2 = ?. The students will have 10 minutes to recall how to add and subtract fractions focusing on the common denominators. Once students have started solving the two questions, they will be asked to help their neighbors recall the information. The teacher will monitor the class by asking thought provoking questions to help the students recall prior information.

Lesson (25 minutes): In this lesson, we will split the 25 minute time into two sections. 10 for multiplying fractions and 15 for dividing fractions.

Multiplying Fractions: The teacher will start by showing the students the Multiplying Fractions Video. Once the video is completed, the teacher will then check for understanding using the thumbs up / thumbs down method. Before the students break into small groups, the teacher will write an example problem on the board and test for student understanding in a whole group setting. Once the teacher is confident in the student's answers, the teacher will then instruct the students to get into groups to work on the Multiplying Fractions Task (attached below). This task was originally found on this website: Illustrative Mathematics. The teacher will walk around, answering any questions the students may have while checking for understanding one on one. If a group is stuck, the teacher can ask questions to get them thinking on the right track. Once all the groups are finished, the teacher will instruct the students to go back to their desks to start to the next portion of the lesson.

Dividing Fractions: The teacher will start by showing the students the Dividing Fractions Video. Once the video is completed, the teacher will then check for understanding using the on a scale of 1 to 5, how confident are you method. Before the students break into small groups, the teacher will write an example problem on the board and test for student understanding in a whole group setting. Once the teacher is confident in the student's answers, the teacher will then instruct the students to get into groups to work on the Dividng Fractions Task (attached below). This task was originally found on this website: Illustrative Mathematics. The teacher will walk around, answering any questions the students may have while checking for understanding one on one. If a group is stuck, the teacher can ask questions to get them thinking on the right track. Once all the groups are finished, the teacher will instruct the students to go back to their desks to start to talk about the assessment for this standard.

Accomodations: If a student needs accomodations, here are some things I've used during this lesson to help those accomodations. Give the student a more scientific calculator such as a TI-84. This helps students see and input fractions, decimals, and mixed numbers easier. On the board, I've often written a reminder checklist in case the students get stuck or forget what to do next. It can be simple such as 1) Start with categorizing numbers 2) Covert all fractions to decimals 3) Convert all square roots to decimals etc. This allows students to have a path to follow when they struggle with comprehension or moving too quickly. If needed, the teacher can do more than one example problem after the video has been watched for each section. Don't move on until you are confident in your students. If a student is ready to move on, have them complete the extension activity linked below.

Assessment (10 minutes): The teacher will hand out the assessment instruction page. In this 10 minute section, the teacher will explain what the assessment is and what will be required of the students. The students will start working on the assessment, the next day in class under teacher supervision.

Clean Up (5 minutes): Make sure the room is cleaned up, calculators are put away, chairs are pushed in, and trash is picked up off the floor. Teacher will remind students that their assessment will begin the next day in class.

Extra Time Extension Activity: If students finish early or are requesting another activity, direct them to this Desmos Activity made by Jennifer Vadnais to complete independently: Converting and Ordering Real Numbers Practice

# Step 4 - Assessments

Formative Assessments:

Throughout the lesson, student understanding will be measured by thumbs up/ thumbs down and on a scale of 1 to 5 show me how confident you are with this concept. These will occur at natural checkpoints.

Summative Assessment: (Attached Below)

Using the example I've created in Adobe Express called Ordering Despite Differences, students will create their own digital story explaining how to multiply and divide fractions. In order to demonstrate competency in this assignment, they must score at least 3/5 on the following rubric. When graded, the teacher will view each digital story and leave feedback according tot he rubric below.

Ordering Despite Differences Link: https://express.adobe.com/page/7FxSnMpZku36f/

Rubric:

Criteria | Full Credit | No Credit |

Digital Story Created | 1 Pt - Student effectively created a digital story | 0 Pt - Student did not create an effective digital story |

Multiplying Fractions | 1 Pt - Student correctly explained the process of multiplying fractions | 0 Pt - Student incorrectly explained teh process of multiplying fractions |

Dividing Fractions | 1 Pt - Student correctly explained the process of dividing fractions | 0 Pt - Student incorrectly explained teh process of dividing fractions |

Story Was Engaging | 1 Pt - Story was engaging and it was obvious the student put in time on this assignment | 0 Pt - Story was not engaging and student did not spend time making the story engaging |

Story Was Between 3-5 Minutes In Length | 1 Pt - Story was between 3 - 5 minutes in length | 0 Pt - Story was shorter than 3 minutes or longer than 5 minutes |