“Day C” September 13, :51 - 8:51 Math 8:53 - 9:53 Science

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1 “Day C” September 13, 2016 7:51 - 8:51 Math 8:53 - 9:53 Science
7: :51 Math 8: :53 Science 9: :55 Exploratory 10:57 -11:27 11:29 -12:31 LUNCH (1st Lunch) (bring lunch $) Social Studies 12: :33 English 1: :35

2 9/13/16 Day C ACTIVATOR Take out your packet and notebook. In your notebook, please answer: A box is in the shape of a right rectangular prism. The base of the box has an area of 15 square inches. The height of the box is 12 inches. What is the volume, in cubic inches, of the box? (V=Bh or V=lwh)

3 Objective: I will be able to use fraction bars and number lines to show: the quotient of fractions by dividing fractions with common denominators or different denominators. I will show I know it when I can successfully complete pg. 16 and 22 with my partners. 6.NS.1

4 Language Objective Academic “math language” vocabulary:
By the end of the lesson, students will be able to use all four language domains of listening, speaking, reading and writing academic math language to complete the assigned math problems. They will use fraction bars and number lines to show quotients of fractions by dividing and multiplying fractions with common (same) or different denominators. Academic “math language” vocabulary: fraction bars, quotient, common, denominator Students will be able to give examples of the math language vocabulary by talking and discussing them in a math story.

5 Unit form

6 Pg. s16 #2 =2

7 Pg. s16 #3 =5

8 Pg. s16 #4

9 Problem set 8 and 9a (7 minutes) pg. 16
Students work in table partners to solve the following questions.

10 When fractions do not have common denominators, we can’t use unit form, yet…
We need to first create equivalent fractions, in order to find the least common denominator. Once we find the common denominator between the 2 fractions, we can use unit form and solve like we did in lesson 3.

11 Pg. s22 #3

12 topic. How do you feel?

13 Rest of pgs. 21 and 22 (7 minutes)
Students work in table partners to solve the following questions.

14 topic. How do you feel?

15 Complete the rest of pages 16 and 19
Students work in pairs to solve the following questions.

16 topic. How do you feel?

17 Ticket-to-go Calculate the quotient, and draw a model to support your answer.

18 Pages 15 and 20

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