Lesson: Convert Improper Fractions to Mixed Numbers/Mixed Numbers to Improper Fractions
Lesson Objective
Lesson Plan
Element/Time

Teacher

Student expected response

Do Now
(8:30 – 8:40)/(10:00 –10:10)

· Teacher walks around to greet students and check in with students about their do now and homework 
· Students complete 2 review/2 current unit problems independently 
HW Check

·


Mental Math
(8:40 – 8:50) /(10:10 – 10:20) 
· Teacher reads and reveals a series of 6 problems – helping students to think of strategies to help students solve the problems · Teacher pulls sticks (cold call) to have students answer the questions 
· Students answer questions mentally, if stick is called they can answer and explain their answer choice. 
Mini Lesson
(8:50 – 9:25)/(10:20 – 10:55) 
Opening: · Most of the fractions we have worked with so far in this unit have been less than one. · Highlight that on a number line most of the fractions fall between 0 and 1 on the number line. · Today we are going ot be looking at fractions that are greater than one. · Ask students: How would you label the marks halfway between the whole numbers on the number line. (halfway between 1 and 2, halfway between 2 and 3…) Intro:
· As we said before we are looking at fractions greater than 1 today. There are two ways we can write fractions greater than 1 – as an improper fraction and as a mixed number. · Define each for students –for notes. · Tell students that these two ways to write numbers greater than one are just two ways to write the same number – every mixed number has a improper fraction that is equivalent – and vice versa. · Let’s think together how we could write 3 and ¾ as a improper fraction. · First since we know we are working with fourth pieces, let’s think of how many fourth pieces would make 3 wholes. · Ask how many fourths are there in one whole? · So if we have 3 wholes, and we know that there are 4 fourths in one whole – how many fourths do you think there are in 3 wholes. · Show 4/4 + 4/4 +4/4 on the board to indicate 4 fourths for each whole. · Now we need to remember the extra part we had, the ¾ · So 3 and ¾ is equal to the improper fraction of 15/4 · SHOW STUDENTS METHOD OF MULTIPLYING and ADDING to connect to method described – perhaps more examples needed first. · Let’s suppose we have an improper fraction instead of a mixed number. What is 37/3 written as a mixed number? · How many wholes are in 37? Think – since we know that there are 3 thirds in every whole, how many 3s are their in 37? · Write so there are 12 thirds in 37 with one left over so we can write 12 and 1/3 as our mixed number. · SHOW STUDENTS METHOD OF DIVIDING only after walking through thought process
· Use MANIPULATIVES to help support understanding.
Guided: · Students are given some improper fractions to switch to mixed numbers and vice versa on white boards · Review procedure with students for changing between forms. Independent:
· Students will practice writing improper fraction and mixed number equivalents.
Closing: · Ask students to explain how to change improper to mixed and mixed to improper · Ask students to write/explain why these rules work and share out. 
Most students will probably answer 1 and ½, 2 and ½….
Students take notes on improper fractions and mixed number definitions.
Students write notes on examples of both. 
Interim Review
(9:25 – 9:35)/(10:55 11:05) 
Division – 2 digit divisors – powers of ten 

Skills Time
(9:35 9:50) /(11:0511:25) 


Lesson Resources
CW Improper Mixed Fractions Classwork 
1,989

HW Improper Mixed Fractions Homework 
1,150

U5 L3 Between the Lines Improper Mixed 
1,100

Comments
This is great. THank you !!
Glad that the materials were useful for you and your students! I'm glad that you are finding ways to continue to improve the materials and agree that a conceptual understanding about mixed numbers and their relationship to improper fractions is indeed important for all students not just SPED. Thanks for taking the time to comment and share ideas about how to continue to improve upon some of these materials!
I really like this set of lesson plans, notes, and homework. It made planning for these two days very easy for me! The only thing I would add is a conceptual understanding of converting mixed numbers to improper fractions: that 2 and 3/4 is 2 whole, or 8/4, added to 3/4, rather than just a procedure that involves multiplying and adding numerators and denominators. I find that, particularly as a SPED math teacher, my students feel more connected with the material when the "why?" is answered.