SWBAT show what they know by reviewing and taking an assessment

This lesson brings all the pieces together to have students show the howâs and whyâs by using GCF,LCM, Distributive property and dividing fractions.

10 minutes

I’m going to be introducing the vocabulary word reciprocal. This word is used when dividing fractions and I want them to have some exposure to the work even if they don’t develop the rule. When students finish working on this sheet, have them explore and share solutions with a partner **(HUSUPU) (SMP 3)**

30 minutes

Numbered Heads Together Power point, white boards, markers, extra paper.

This activity supports mathematical Practices:

**SMP 1**: Making sense of problems

**SMP2**: Figuring out what the numbers mean

**SMP3**: Justifying answers with their tablemates

**SMP6**: Speaking mathematically

Students will be reviewing GCF,LCM, distributive property and dividing fraction. Each problem is similar to the quiz that they will be taking at the end of this review. I did it this way because I can answer and assess any last minute issues and do an on the spot re-teach and discussion.

There 7 questions. Some questions require more than one response, so if students want to do the work on an extra piece of per they can and then just put the solution on the white board

Question 1: Finding GCF. Students should use a visual to support their answer.

Answer: 16 portions with 3 bags of nuts and 2 bags of cranberries.

Question 2: Finding GCF.

In this problem, students will need to convert 4 dozen to 48 before they can find a solution. Encourage students to use the ladder method to find the GCF and how many of each will be needed.

Answer: 6 bags with 8 oatmeal cookies and 5 chocolate chip.

Question 3: LCM. Students will be finding the LCM of this problem. If students struggle understanding what they are to be finding, GCF or LCM, remind them that GCF finds a factor whereas LCM finds a multiple.

Answer: They will meet after 12 laps.

Question 4: Students will be using the GCF and the distributive property to solve.

12(6 + 1). Remember that when re-writing, the numbers in the parenthesis cannot have a common factor.

When students finish this problem, ask them what they 12 stands for?

Question 5: Same as 4.

Answer: 9(5 + 2) Ask the students what each number represents?

Question 6: Dividing with fractions. Students may struggle with the set up. Remind them they can use common denominators to find the solution and visuals are always a good idea. Additionally, have them ask themselves “how many _______ fit into _____. This will help set up the number sentence.

Question 7: Looking for the rule **(SMP 7)**

Students will be completing several problems. The directions as them to make a table and I would suggest that to. For this problem, I want the students to be thinking about what is happening in each problem. I will be encouraging them to be looking at patterns and thinking about reciprocals. Some students will be ready for this and some will not. I will be interested to hear the discussion on this problem. Students can create the table on a separate sheet of paper and just write the solutions on the white board. Encourage students to create a visual if they are struggling with finding the rule.

Rule: multiply by the reciprocal

45 minutes

6.NS.A.1 and 6.NS.B.4 assessment

We will end this day by taking an assessment. I use this information to find out who is still having difficulty and to assess what strategies they use to solve each problem.