1. “Day A” September 8, 2017 8:01 - 9:01 Math 9:03 - 10:03 Science
8: :01
Math
9: :03
Science
10: :05
Exploratory
11:07 -12:09
12:11-12:41
Social Studies
LUNCH (3rd Lunch)
12: :43
English
1: :45

2. Activator
Take out your homework, put your name on top and put it in the center of your group.
Take a pretest and get started. You will have 30 minutes to complete this.
Please try your hardest, it is ok if you do not know something, take a reasonable guess (do not leave blank or write “IDK”)
This is not being counted against your average, but it will be scored to show growth by the end of the unit, and will be shared at PTCs.

3. Objective
Pretest:
I will be able to answer questions about dividing fractions, operations with decimals, and factors and multiples.
So I can demonstrate areas that I am strong in and areas that I need to improve in.
I will show I know it by answering the pretest questions to the best of my ability.
Lesson
I will be able to use fraction bars or number lines
So I can:
Determine the quotient of fractions with different denominators.
I will know I got it when I can successfully draw at least 2 models that demonstrate the quotient as a result of the division problem in a real world situation independently or with my partners with at least 80% accuracy.
6.NS.1

4. Today’s Language Objective
Through the class discussion with their groupmates, students will be able to orally describe and listen to how the quotient is found.
Students will be able to read the real world and mathematical problems and write their appropriate answers by using mathematical vocabulary.
They will show their understanding by working with visuals aids/tools independently, and in a small group to solve the problems.
They will be able to complete at least 2 models that will be measured with at least 80% accuracy to be successful.
Vocabulary
Fractions, part of, whole, Quotient, multiplication, multiply, times, equally, common denominator, different denominators.

5. 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.

6. Pg. s22 #3

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

8. topic.
How do you feel?

9. Complete the rest of page 19
Students work in pairs to solve the following questions.

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

11. Page 20
Please remember to bring in your composition notebooks, dry erase markers, and binders if you don’t have them already

12. 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